The Tempest Classroom Pack | For Primary Schools

CLASSROOM PACK FOR PRIMARY SCHOOLS

ABOUT THE UNICORN

WE CREATE INNOVATIVE PRODUCTIONS THAT ENCOURAGE CHILDREN TO QUESTION AND EXPLORE THE WORLD.

WE CREATIVELY COLLABORATE WITH CHILDREN IN SCHOOLS AND COMMUNITIES.

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WE BELIEVE IN EQUALITY, DIVERSITY AND INCLUSION.

We offer innovative and thrilling theatre experiences for children aged up to 13, producing and presenting new shows alongside adaptations of classic texts. We are the largest children’s theatre in the UK, welcoming 65,000 families and schools to our venue every year, and thousands more through our new Unicorn Online programme of free digital theatre experiences.

ABOUT REGENT’S PARK OPEN AIR THEATRE

Celebrating our unique and experiential outdoor setting, we create popular, enriching and unexpected theatre that provides a lens into the here and now. Established in 1932, the multi-award-winning Regent’s Park Open Air Theatre is one of the largest theatres in London (at a capacity of 1,304).

Over the last twelve years, our productions have won seven Olivier Awards, seven WhatsOnStage Awards, and four Evening Standard Awards. We were named London Theatre of the Year in 2017 by The Stage, and received the Highly Commended Award for London Theatre of the Year in 2021. Our productions have toured the UK, and have transferred to both the West End and the United States. Our 2016 revival of Jesus Christ Superstar is currently touring North America for the second time, and a UK tour will commence in September 2023.

Every year we welcome over 140,000 people to our 20-week summer season, to experience the magic and power of telling stories under a shared sky.

Unicorn Theatre and Regent’s Park Open Air Theatre present

THE TEMPEST

TUE 19 SEP – SUN 15 OCT 2023

“We are such stuff as dreams are made on.”

When the sorcerer Prospero conjures up a storm to shipwreck his enemies, he sets the scene for an enchanting tale of spells, monsters, revenge and romance.

In this 75-minute show, The Tempest reimagined for everyone aged six and over brings Shakespeare’s text thrillingly to life for younger audiences.

Revised and directed by Jennifer Tang

To accompany this classroom pack you can also download a separate pack of printable resources needed to deliver some of the activities and a pack of Warm-up Activities. Both are clearly referenced within this pack when you need them.

THE TEMPEST: PRINTABLE RESOURCES

THE TEMPEST: WARM-UP ACTIVITIES

WELCOME

Thank you for downloading this teacher handbook. After years of exploring Shakespeare with young people of all ages, I can guarantee that both you and your pupils are about to go on a magical journey. The narratives that sit at the heart of his plays are the foundation for many of the stories that we love today.

This handbook has been created to help navigate the challenges of approaching Shakespeare’s text and to support you in unlocking Shakespeare for the young people you teach, enabling them to connect with the characters, understand the plot, imagine the world of the story, and start to think about and question the events and themes the play contains.

Our contemporary version of The Tempest has been edited by Jennifer Tang, who has made creative choices differing from Shakespeare’s original regarding the characters that feature, the relationships between them, the moment in time within which they exist, the roles they hold and the dialogue they are responsible for. She has worked alongside a group of young Creative Associates aged 7-11 to create a production that speaks to their modern world.

HOW TO USE THIS PACK

Most of the activities included are all 15-20 minutes and are designed to sit within a standard lesson format, with one activity replacing either the carpet/intro, at desk independent/group work or plenary section of your lesson. They can also be joined together to form a whole lesson.

The pre-show activities (p.10) will give an understanding of Shakespeare’s original characters and narrative. The post-show activities (p.20) focus on this contemporary version and allow for detailed study of the characters, world and events they witnessed in the production. They promote in-class discussion that will allow them to share thoughts, feelings and opinions, critiquing the show.

Warm-ups personalised to The Tempest are provided in another pack: they only require 5-10 minutes and help to focus the class, promote behaviour for learning and warm up voices, minds and bodies ready for speaking, listening, movement, collaborative and creative work.

All activities are designed to elicit high-level thinking and language and therefore to result in high-quality learning outcomes – and fantastic content for a working wall or class display! They can also be used time and again across any other text or topic.

Kate Hopewell, Primary Drama Consultant

PRE-SHOW ACTIVITIES

These activities are designed for before you visit the theatre to give pupils an understanding of characters and narrative.

They focus on Shakespeare’s original text.

CHARACTERS IN THE TEMPEST

ISLAND INHABITANTS

Prospero

A magical wizard who was once a ruler of a great land but had to leave because his evil brother, Antonio, plotted to get rid of him. He sailed to the island with his daughter and uses his magical powers to get what he wants.

“Come forth, I say!”

Miranda

Prospero’s beautiful daughter who has lived on the island since she was a baby. The only person she has ever seen is her father. She is gentle, kind and innocent.

“O brave new world!”

Ariel

A loyal magical spirit who is Prospero’s servant and helps Prospero to carry out all of his magic. Ariel would like to be set free and hopes that if he does the right thing Prospero will let him go.

“All hail, great master!”

Caliban

A monster who lives on the island and is Prospero’s slave. He is very angry because he does not like Prospero. He believes the island is his, as it belonged to him and his mother before Prospero arrived.

“This island’s mine!”

CHARACTERS FROM THE SHIPWRECK

King Alonso

A king who knew Prospero when Prospero was a ruler of a great land. He was not a good king, and was happy when Prospero and Miranda had to leave their land and sail away.

“My son in the ooze is buried!”

Prince Ferdinand

The son of King Alonso and is a handsome and kind Prince who does not know what his father and Antonio did to Prospero.

“I’ll make you the Queen of Naples.”

Stephano

A silly butler who serves drinks and food to King Alonso. His best friend is Trinculo, the court jester.

“Four legs and two voices, a most delicate master!”

Trinculo

A foolish court jester who works for King Alonso. His job is to make people laugh by doing silly things! His best friend is Stephano, the butler.

“I should know that voice!”

Antonio

Prospero’s jealous and evil brother who plotted to get rid of Prospero, supported by the King’s brother, Sebastian.

“My brother’s servants are (now) my men.”

Note for teachers: These character notes are from the original text – see p.18 for the contemporary character descriptions in our production.

ORIGINAL BACKSTORY FOR PUPILS

Once upon a time, there lived a duke called Prospero who loved reading books about magic. He lived in his dukedom with his baby daughter, Miranda. He was not only a duke. Prospero’s books had taught him many things and he had become a powerful wizard. He was very content in his life and loved to read his books all day long, learning about new ways to use his magic.

However, Prospero had enemies. They included his own brother, Antonio. The enemies worked together on a plan that would get rid of Prospero and leave the dukedom to the envious and scheming Antonio.

Prospero was so scared for the life of his baby daughter, Miranda, that he loaded his magical books into a small boat and sailed away far from his Dukedom. He sailed all the way to a small and magical island.

On the island, he found two strange creatures. One was a magical spirit called Ariel who he found imprisoned inside a tree, a prisoner of a witch called Sycorax. The other was an angry monster called Caliban. Caliban felt that the island belonged to him as it had been his mother’s, who was none other than the very same witch who had taken Ariel captive, Sycorax. He had lived there all his life and had been free to do as he pleased until Prospero’s boat arrived, delivering the magical and powerful Prospero and his daughter, the gentle and innocent Miranda, to the island. Prospero decided to make them his servants and, because Caliban was so angry all the time, he made him live in a smelly, dark, damp, and muddy cave and ordered him to carry out horrible chores each day.

One day, Prospero heard that his enemies and other members of the royal court were on board a boat sailing close to his island. He had been on the island for many years. His daughter, Miranda, was now grown up and he was now feeling furious with them for what they had done. He sent Ariel to conjure a huge magical storm, a tempest that would force them all onto his island.

ORIGINAL PLAY SUMMARY FOR PUPILS

Far out at sea, the powerful tempest raged about the ship. Despite all efforts to guide it through the storm, the ship’s crew were defeated, and the body of the great ship finally gave way to the crashing waves.

Ariel‘s tempest carried all of the enemies safely from the ship as it split beneath them and left them washed up on the beach. As they woke on the sand from their exhausted sleep and came to their senses, they were shocked; their clothes, as if by magic were dry, the air smelt very different and some of the people in their group were missing. King Alonso’s son Prince Ferdinand was nowhere to be seen and, thinking his son had drowned in the oozing, stormy waters created by the tempest, he was desperate. He set off to search for him with members of his royal party, including the envious and scheming Antonio, Prospero’s brother.

Meanwhile, in another part of the island, Caliban had been getting acquainted with two of the new inhabitants: the silly court jester, Stephano, and foolish butler, Trinculo who were lost and terrified by the storm they had experienced. After calming their nerves, the angry Caliban told them both all about the dark, smelly, damp and muddy cave he had been made to live in. He was furious about what Prospero had done to him. He didn’t want to live in a dark, smelly, damp and muddy cave, and did not want to be a servant. He thought his new friends were fantastic and he had a plan… he was going to get Stephano and Trinculo to kill Prospero! Caliban would serve them instead and show them all the wonders of the island. He would much prefer these masters to the evil wizard, Prospero.

Miranda had been very upset by the tempest. She had begged her father to put a stop to it, if his magic had caused it to start, and was now walking on the beach. In all the years of her young life, she had never seen another human being except for her father. The magical spirit Ariel worked devotedly for her father, and Caliban had terrified her since she was little; she had abandoned attempts to show him kindness or friendship. Therefore, imagine her surprise when she suddenly saw a boy her own age. A handsome boy. A prince! Prince Ferdinand. He saw her too and was amazed by her beauty. They fell in love at first sight.

Prospero knew that Prince Ferdinand was a good young man, but his daughter was very precious to him, and he was not going to make it too easy for the young prince to have her. He would have to work to earn her hand in marriage. Much to Miranda’s distress, her father Prospero started to order Ferdinand to carry out many difficult and exhausting tasks. Prince Ferdinand obeyed the powerful wizard’s commands, knowing that each task would prove his love for Miranda more.

As Ferdinand proved his worth, Ariel was busy working in another part of the island. After playing solemn music to encourage King Alonso into a deep and restful sleep, Ariel was able to hear the scheming Antonio plotting once more… he should kill King Alonso and become King! Quickly, Ariel awoke King Alonso, whispering warning words into his ear. The evil plot dissolved before it had a moment to be carried out. The King was safe!

Prospero had been watching all of the events happening on his island: his very sad enemies (who thought Prince Ferdinand was dead); his daughter, Miranda (who was with Prince Ferdinand); and the angry monster Caliban, with the silly Stephano and foolish Trinculo. He knew about Caliban’s plan to kill him and had a plan of his own. He sent his magical spirit dogs after Stephano and Trinculo and scared them both away!

Finally, he decided it was time to bring everything to an end, so he sent Ariel to bring his enemies, including Stephano and Trinculo, to him. It would be Ariel’s last order and, after completing it, he would be free!

The enemies all arrived for the meeting in a magical trance. Prospero released them from the spell and told them all that he forgave them for all the evil things they had done. Any remaining fear or sadness disappeared as Prospero revealed a safe and healthy Prince Ferdinand who had won Miranda’s hand and heart. Everyone was delighted to know that Miranda and Prince Ferdinand loved each other, especially the King and Prospero.

Lastly, Prospero set Ariel free, abandoned his magic and boarded a ship to sail to his dukedom once more, happily awaiting the wedding of his daughter, Miranda, to Prince Ferdinand.

As they sailed away into the sunset, one lonely figure stood on the island. One islander who not been freed, forgiven or accepted: Caliban. Alone on his island once more.

Did they all live happily ever after?

Note for teachers: In our 2023 production, the length has been reduced, the order of some scenes has been changed and some of the characters have contemporary framing. Please see p.18-19 for more details.

MEET THE CHARACTERS

TIME: 20 minutes

RESOURCES: A cleared space in your classroom or hall

Character Prop Cards (see Resources Pack) Character Information Cards (see Resources Pack)

SUBJECT AREA: Literacy, PSHE, Speaking and Listening (Can be used across curricula for future learning)

LEARNING OBJECTIVES: – To become familiar with character names, relationships and attributes

– To form a connection with and understanding of key characters and their roles in the narrative

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Apply existing knowledge of archetypal characters to recognise characters from a new narrative

– Use and apply given information to bring characters to life

– Deliver lines of dialogue using inflection and animation

METHOD:

1. Begin with pupils standing in a circle and in the ‘Position of Drama’ (See Warm Up pack)

2. Lay out Character Prop Cards (see Resources Pack) around the inside of the circle and allow pupils to examine the pictures in front of them.

Explain that the pictures show props that belong to the main characters in the narrative you are about to explore.

Ask if the pupils can guess what type of characters might own these props/if they can recognise any familiar character types.

As each picture is correctly identified, allocate it to 3 or 4 pupils (stood next to each other) – they are responsible for that character.

3. Collect the Prop Cards (see Resources Pack), swapping them with the relevant Character Information Card (see Resources Pack). Keep pupils in the large circle.

4. Groups read out their character name and the description. Allow time for them to ask for help in decoding any unfamiliar language, including character names.

Now ask each group to whisper their character’s name into the circle so that only they can hear it – all members of the group should do this.

Turn up the volume using your invisible remote control and ask them to repeat their characters name so that only the people either side of them can hear.

Ask them to repeat the name and this time fill the circle with the character’s name. Repeat with each group.

5. Bring the characters to life!

Each group should find their own space in the room and read their line of dialogue together.

Ask the groups to agree on the two most important words in their line.

Ask them to think about the description of their character: how would they speak? (See optional extension below)

Tell them to practice saying their line together as a group, considering how their character might speak to emphasise their two chosen words.

Now ask them to think of an action their character might make as they say the line.

Ask the groups to practice saying their line as a group, emphasising the key words and using their action.

6. Meet the characters!

Bring pupils back into the circle and in the ‘position of drama’ once more, move around the group introducing the characters one at a time.

After you have announced a character name and the group has delivered their line along with their action, the rest of the class should repeat the line and the action. Move around the circle until all character groups have spoken and the class has repeated all lines and actions.

7. You can either continue straight into the next activity ‘Storytelling’ (p.12) or end here.

Optional Extension: If you have delivered the Key Quotes vocal warm up (see Warm Up Pack) pupils can say the lines using these techniques:

– Using their most boring voice

– ‘Flicking’ the words

– ‘Popping’ the words

– ‘Stroking’ the words

– ‘Squeezing’ the words

– ‘Hissing’ the words

– ‘Stretching’ the words

STORYTELLING WITH CHARACTERS

This activity is to be delivered after ‘Meet the Characters’ on page 10

TIME: 15 minutes

RESOURCES: A cleared space in your classroom or hall

The Backstory and/or The Story (see p.7-9)

Character Information Cards (see Resources Pack)

SUBJECT AREA: Literacy, PSHE, Speaking and Listening (Can be used across curricula for future learning)

LEARNING OBJECTIVES: – To develop an understanding of the narrative

– To understand characters roles within the narrative

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Listen to a narrative and responded to appropriately to cues

– Work collaboratively, creatively and with confidence

– Use inflection and animation when speaking

METHOD:

1. Ask pupils to collect their Character Card from the previous activity. Start with pupils standing in a circle, with their ‘Character’ groups, in the ‘Position of Drama’ (See Warm Up pack).

Explain that you are going to tell them the story of the play (you can add the Backstory if you have time, or your class would benefit from a clear entry to the story).

Tell pupils that the characters they just bought to life exist in the story you are about to tell them. They are going to be charge of adding them into your story now.

If needed, you can allow pupils a few minutes to recall their line and practice delivering it with their action.

2. As you read the story, you will clearly state character names. When a group hears their character name, they should stand and deliver their line of dialogue with the action.

Tell the story, making character names clear and allowing time for pupils to stand and deliver their line and action, every time they hear their character name.

3 This should be a fun activity with characters who appear frequently in the story popping up and down.

FREEZE FRAMES – WITH ‘REPORTER’ AND ‘GHOSTING’

TIME: 15 minutes

RESOURCES: A cleared space in your classroom or hall

1 x Large Story Points (see Resources Pack)

1 x Story Points with quotes for the teacher (see Resources Pack)

Atmospheric music (see music recommendation in Resources Pack)

SUBJECT AREA: Literacy, PSHE, Speaking and Listening (Can be used across curricula for future learning)

LEARNING OBJECTIVES:

– To retell events in a narrative using 3D storytelling techniques

– To use creative thinking, speaking and listening skills to empathise with a character and/or an event

– To work collaboratively and creatively to retell a narrative

– To develop modern day language for characters

– To use and apply language from the text in an appropriate context

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Use speaking, listening, questioning and creative thinking skills working as a team

– Make creative choices regarding character thoughts and feelings and events

METHOD:

1. Divide the group into five mixed ability groups. If you haven’t already visited the story of The Tempest we suggest reading it as a group (p.7-9).

2. Give each group a Large Story Point (scenes 1 – 5, see Resources Pack) and tell them they have one minute to create a freeze frame for their part of the story. They can be characters or parts of the scenery, but they MUST know who or what they are, why they are there, what they have seen/can see, what is happening and how they feel about it.

Allow 1 - 2 minutes for freeze frames to be created. Count down from 20, and ask all to freeze in their freeze frame.

3. Ask all to sit in their groups and tell them that you will be representing two characters for the next part of the activity – a reporter and a line ghost:

– REPORTER: You will be entering each scene as a nosey ‘on-the-ground’ reporter and questioning them all as to events in their story points.

– LINE GHOST: After this you will re-enter as a ‘line ghost’ and feed lines of dialogue from the text to certain characters. They must repeat the lines in the way that they feel their character(s) might say them at that point in the story. (You will need Story Points with Quotes from the Resources Pack)

To simplify the activity you could choose either reporter or line ghost.

4. Walk through scenes 1-5 questioning and ghosting.

5 Now ask all to sit and hand out the scenes 6 – 10.

Ask pupils to create freeze frames for this next scene and allow a minute for them to do so.

Now ask them to practice moving from seated positions, into their freeze frame and back to seated positions again.

Once all groups have practiced and are seated, tell them that you are going to play music and narrate the final few scenes, using their images to bring the end of the story to life.

Show them a hand gesture you will use to invite them to rise up into the freeze frame and the hand gesture you will use to return them to a seated position.

6. Play music, gesture to the group responsible for scene 6 and start your narration, lowering the scene 6 group before you raise the next scene and narrate that part of the story.

Walk through all scenes until you have reached the end of the story.

7. Once all groups have performed, gather the class for a reflection as to what has been learnt. Ask them to think about the character voices or insights they have just heard and how this might have affected their view of the story and the characters in it.

THE STORM: ARTISTIC INTERPRETATION AND WORDBANK

TIME: Entire lesson

RESOURCES: Videos of storm at sea

Audio of storm at sea

Images of ships at sea and ships in storms (see Resource Pack)

Sugar paper

Variety of art materials – e.g pastels, crayons, markers, paint, fabrics and glue, coloured paper and other materials, glitter

Writing pens

SUBJECT AREA: Art, Literacy, Geography (Can be used across curricula for future learning)

LEARNING OBJECTIVES: – To empathise with and understand locations and events in a narrative

– To use creative skills to interpret and recreate a scene from a narrative

– To develop a word bank of descriptive language for future writing activities

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Form an emotional connection by watching and listening to storms at sea

– Select their own art resources and create their own interpretation of The Tempest

– Layer their art with descriptive language using and applying language age-appropriate language tools

METHOD:

Part A

1. Pre-set tables with art materials

With pupils sitting on the carpet, ask them to recall the name of the play they are about to see/the narrative you have been exploring.

On receiving the answer, ask them to tell you what they think a ‘Tempest’ is. What might it look like?

2. Explain you are now going to show them a video of an actual tempest at sea.

Darken the classroom and play a minute of the film ‘Storm at Sea’ (see Resources Pack)

Ask them to describe what they saw and heard.

3. Now ask what might it have felt like for King Alonso and others on board the ship?

Play ‘Ship in Stormy Sea’ (see Resources Pack).

Ask what they must have seen, felt, smelt, tasted as they were rocked by the crashing waves.

Clarify that the ship they have just seen was not the same ship, in the time of Shakespeare’s The Tempest, we can presume that the boat would have been a sailboat and far less strong. Show images from the Resources Pack.

4. Explain you would like them to recreate scenes from the tempest that King Alonso’s boat experienced. Tell them they can use any art resources they would like – they can paint, use markers, create a collage, use chalk pastels – whichever medium they feel they drawn to… they can even use multimedia if they want!

Part B

5. Send pupils to tables where they should find images of ships from the resource pack, art resources and paper.

Explain they will have 20 minutes to create their scene.

Tell pupils they will be working in a quiet classroom and that you will be playing the video of the storm at sea throughout so that they surrounded by the storm as they create their pieces.

Play film and ensure volume is loud enough for sounds to fill the room.

Part C

6. Give a five, two and then a one-minute notification, allowing them time to reach a good finishing point.

7. Now ask them to close their eyes whilst sitting in front of their work.

Ask them to think about their scene; if they were able to step into it, what would they hear?

Ask pupils to open their eyes and write at least 5 nouns with adjectives and adverbs on their piece (some pupils may prefer to capture on post-its depending on learning needs so have these on hand just in case!).

8. Now ask them to close their eyes and ask them to imagine what they might smell

Ask them to open their eyes and write at last 5 nouns with adjectives.

9. Repeat with touch and taste.

For Exceeding Expectations pupils: Onomatopoeia, similes, metaphors, alliteration, etc can be added at each stage

When finished, you will have not only some fantastic art for a display, but also a great word bank for future poetry or descriptive writing activities.

POST-SHOW ACTIVITIES

These activities are designed for after you visit the theatre.

They focus on our contemporary production.

CONTEMPORARY PRODUCTION: CHARACTERS

ISLAND INHABITANTS

Prospero

The former CEO of Milan – a multimillion corporate technology company. Prospero is now coding and engineering on an unknown island, situated at that magic meeting point of the world’s oceans, after his brother pushed him out of Milan

Miranda

PProspero’s daughter. Moved to the island with her father over 12 years ago and doesn’t remember much about her life before as she was very young. Prospero, her dad, is the only man she has ever seen at the beginning of the story.

Ariel

A physical manifestation of all the unseen elements of nature. Made up of atoms and molecules, oxygen, thunder, air currents, electricity. Ariel is a servant to Prospero.

Caliban

A physical manifestation of all the seen elements of nature. Made up of earth and rocks, mountains and trees. Caliban is a servant to Prospero.

Goddesses and Strange Shapes

Digital illusions coded and conjured by Prospero.

CHARACTERS FROM THE SHIPWRECK

King Alonso

Head of Naples, a rival technology company to Milan. She was happy when Prospero left Milan because he was a very good CEO and him leaving meant Alonsa and Naples could flourish.

Prince Ferdinand

Son of Alonsa. Kind and honest, he doesn’t know what his mother and Stephano did to Prospero.

Stephano

Chief Operating Officer of Milan and Prospero’s brother. Antonio was very jealous of Prospero so was instrumental in having him leave Milan so Antonio himself could take over.

Trinculo

A sailor who is funny and silly. His best friend is Stephano and they love having fun!

Antonio

A sailor, is often found spending time with Trinculo who is his best friend. They often get up to hijinks together. ”

Character descriptions from Jen Tang’s adapted script, June 2023

CONTEMPORARY PRODUCTION: SYNOPSIS

After being washed up on this island 12 years ago, Prospero has used his gift for coding and engineering to take over. He has made Ariel, a spirit made up of molecules, atoms, oxygen and all unseen elements of nature and Caliban, a being made up of earth, rocks, trees and all seen elements of nature, his servants.

Prospero commands Ariel to create a storm to wreck a passing ship, knowing his estranged brother, Stephano the COO of Milan, and the CEO of Naples, Alonsa were both traveling on it. Prospero used to be the CEO of Milan, a multimillion dollar technology company until his brother pushed him out, seeing this as the perfect opportunity for revenge on the people that sought after his downfall. The ship is wrecked and all the passengers end up on the island Prospero now lives on.

Miranda, Prospero’s daughter, meets Ferdinand, Alonsa’s son, and they immediately fall in love, but the overprotective Prospero sets tasks for Ferdinand to compete to prove he is worthy of Miranda.

Ariel and Caliban want their freedom but while Ariel decides to keep working for Prospero in the hopes he’ll finally release her, Caliban comes up with a plan to kill him with the help of two sailors he happened to meet, Trinculo and Stephano who are best friends and love a tipple and some mischief.

Prospero has Ariel trick Alonsa and Antonio into thinking they are in danger and their loved ones have died then bounding them into a spell which leaves them in the control of Prospero. He then promises he will let Ariel go. Prospero then seeing how sad and grief stricken Alonsa and Antonio are starts to soften, he sees Ariel as if for the first time, and sees what all his technology and control has done to her. He vows to stop his engineering and coding.

Just before he can fully destroy all his equipment, Ariel stops him and tells him Caliban’s plans to kill him. Prospero then stumbles upon Miranda and Ferdinand talking and holding hands. Satisfied that Ferdinand has proven himself to be good enough for Miranda, Prospero gives his blessings for them to be married and arranges a celebration!

Prospero then instructs Ariel to play a trick on Caliban, Stephano and Trinculo, as they try to enter his lab to exact their own revenge! They believe they can hear each other shouting and mysterious sounds as they enter the lab but Caliban drives forward and just as Stephano raises his sword to strike Prospero, Caliban has second thoughts trying and failing to stop him. Suddenly seeing Ariel and the remote control she’s holding, Caliban grabs it and flies a drone at the two sailors, scaring them off out of the lab.

Caliban waits for Prospero to chide him but instead he is freed and the island grows and flourishes around him. Prospero gets his CEO uniform from his former company, Milan, to show everyone on the island who he truly is. Antonio gives him the keys back to the company but leaves without reconciliation, but to Alonsa he agrees to make sure she has a safe voyage home and that they will meet again for the wedding of their children.

Miranda frees Ariel of all the technology attached to her body, Prospero destroys the final bits of his equipment, and the island becomes lush and green and wild again.

POST SHOW CHAT

TIME: 20 minutes – you can choose to spend more or less time on this

RESOURCES: Optional whiteboard to view production photos

SUBJECT AREA: Drama, English, Speaking & Listening

LEARNING OBJECTIVE: To reflect on the play adding depth to understanding

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Articulate their response to the play

– Consider different responses from their peers

– Begin to think about the purpose of theatre

We suggest this is an essential follow-up to your trip. It can be delivered informally on the way home, or when they are next in class. You can choose all or a few of these discussion prompts:

General questions:

– What did you like about the play – did you have a favourite moment?

– Was there anything you didn’t like or didn’t understand?

– Can you name some of the roles needed to make a play? Director, Designer, Playwright, Lighting Designer, Sound Designer, Stage Manager, Technician, Producer there are lots more!

– What do you remember about the design? You might want to prompt them to think about the set (everything on the stage), the costumes, the lights, or the sound.

Questions about this production:

What was different in this version to Shakespeare’s original that we explored before watching the show

What did you think of the songs? Did they help you to follow the story? How?

– What similarities did Ariel and Caliban have? What differences were there?

– How were Caliban and Ariel connected to the island and the earth?

– What effect did Prospero’s coding and engineering have on the island and Caliban and Ariel? What do you think that could represent in our world?

– What do you think about how Prospero treated the island and the people who already lived there when he arrived?

How do you think Ariel and Caliban felt about Prospero and his treatment of their home?

– Do you think the island would have looked different before Prospero arrived? How? Do you think Ariel and Caliban would have looked different before Prospero arrived? How?

– What could Antonio and Prospero do to try and reconcile?

– What do you think finally made Prospero realise he has to free Caliban and Ariel and destroy all his technology?

CHARACTER STUDY: INNER THOUGHTS/OUTER SELF

TIME: 20 minutes

RESOURCES: 5-8 x Gingerbread shapes printed onto A3 (see Resources Pack) Marker pens

SUBJECT AREA: Literacy, PSHE (Useful for History and RE/Cross-curricular learning), Speaking and Listening

LEARNING OBJECTIVES: – To develop a deeper understanding of characters in the narrative

– To justify thoughts with explanations linked to events and/or quotes from the narrative

– To work collaboratively, sharing and respecting contributions

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Explore a wide range of adjectives as they develop their character.

– Worked as a team to create a shared character.

– Use a language-based resource for future learning i.e. a diary writing activity

METHOD:

Part A

1. On a flipchart or whiteboard, capture a list of characters from The Tempest

Select a character from the list.

Briefly reflect on that character in the production – what do they remember?

2. Show pupils a gingerbread shape (see Resources Pack)

Explain that you are going to be thinking about the characteristics of this chosen character –the personality and emotional attributes of the character rather than how they look/the physical attributes.

3. Ask pupils to think about how they feel when they wake up in the morning, before they have seen or spoken to anyone or how they feel as they walk to the school gate before they see friends and teachers

Ask them to think about the thoughts and feelings they might have. Explain those are the inner thoughts, feelings, and emotions.

4. Invite them to think about the character they have chosen. Ask, “How do you think they feel on the inside?”

Fill the inside of the figure with adjectives, asking for explanations of the offers given i.e. all pupils should give an adjective followed by “because” and their reason.

5. Now move onto the outside of the gingerbread shape and ask pupils to think about what other people see, e.g. family members when they first see you in the morning, or friends and teachers when they arrive at school – this is our outer self.

6. Ask pupils to think about who the character is to the outside world; how would they be perceived by others?

Capture adjectives around the outside of the gingerbread man, again asking for explanations to accompany the offers.

Part B

7. Divide your class into learning groups (an even number, ideally 6, for the purposes of the following activity) and send to areas of the space you are in, or to tables.

8. Give each group their own gingerbread shape, ask them to choose a different character from the list and invite them to complete it in the same way as you have modelled.

Guide them through the completion of the inner character and outer character, allowing time for all to add their suggestions and for groups to discuss the best adjectives to use and why.

9. Pupils should share their characters and consider how this affects the understanding of the story, the differences between characters, or the emotional journey of one main character through the story.

CONSCIENCE ALLEY

TIME: 20 minutes

RESOURCES: Paper and pens for notetaking Camera to capture video Balanced Argument Sentence Starters (see Resource Pack)

SUBJECT AREA: Literacy, PSHE (Useful for History and RE/Cross-curricular learning), Speaking and Listening

LEARNING OBJECTIVES: – To promote questioning of specific character actions in a narrative

– To empower pupils to consider alternative outcomes within a narrative

– To develop speaking and listening skills

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Use speaking and listening skills to create balanced arguments.

– Share thoughts and opinions clearly and respectfully.

– Consider outcomes from balanced arguments and how events might now be altered

METHOD:

1. Refer to one of these events in The Tempest:

– Antonio forcing Prospero out of Milan and banishing him and Miranda on a ship

– Prospero freeing Ariel from the tree Sycorax trapped her in

– Prospero making Caliban his servant instead of trying to work together on the island

– Prospero creating a storm to seek revenge on those who have wronged him

2. Ask the class to think about the characters involved in that event and whether things might have been different if one of the characters had acted or done something differently.

Make a list of the characters and carry out a vote if needed to find the best character for this activity.

3. What might happen if we could influence the character at this point? What decision do they have to make? What thoughts need to be changed?

Establish the decision/thought that you want to change/influence.

4. Put pupils into pairs. (If there is an odd number make a group of 3 with two A’s)

You could ask them to move around the room using ‘Group Speeds’ and ‘Stop/Go’ (See Warm Up pack).

After calling “Stop” ask pupils to partner with the person closest to them and to sit in a space.

5. Pairs label themselves A and B. Ask Bs to give you a wave.

Return to the ‘dilemma’ and state the position that As will take and the position Bs will take i.e. As think the character should do something, while B’s think the character should not.

6. Hand out Balanced Argument Sentence Starters (see Resources Pack) and ask pupils to use one of the options to form their own argument – they must try to make the most persuasive argument they can, as they may well be the person to affect the change!

7. While the pairs create their arguments, talk to a supporting adult about the role they need to play. They will take on the role of the character and walk down a ‘conscience alley’ listening to each argument in turn moving from A to the opposite B, back to the next A and over to the opposite B all the way to the end of the alley.

Explain that they can look at each person in the eye or lean towards them without looking – an action that shows they are listening but also something they feel comfortable with.

Once they reach the end they will tell the group what they’ve decided to do. They can also state the argument or arguments that most persuaded them.

8. Ask pupils to stand and to form two lines – As in a row facing Bs. Your volunteer will stand at one end. Tell As and Bs that the volunteer is now ‘the character’ and they will be walking through and listening to each argument. Who will be the person to persuade the character?

9. When the volunteer reaches the end, ask them what their decision is and which arguments helped them to make it.

Reflect as a group, has this changed the story/events? If it has, what might happen next? Is there another story to write?

This could be a great set up for a big write session.

HUMAN IMPACT: THE ISLAND BEFORE AND AFTER PROSPERO’S ARRIVAL

TIME: 60 minutes

RESOURCES: A place for all pupils draw and create comfortably A4 pieces of paper Pens, pencils, erasers, colouring pencils

SUBJECT AREA: Art & Design, PSHE, Speaking and Listening (Can be used cross-curricularly for future learning)

LEARNING OBJECTIVES: – To think about how people can affect habitats and nature

– To think about colonisation and climate change

LEARNING OUTCOMES: By the end of the activity, pupils may be able to:

– Demonstrate an understanding of climate change and colonisation

– Use and apply given information to bring the island to life

– Create two pieces of art work through given information and understanding of the themes of colonisation and climate change

METHOD:

1. Each pupil should be given a piece of A4 paper and resources to create a picture of the island.

2. Discuss how the island might have looked before Prospero got to the island, and started using lots of technology to control and drain energy from it and Caliban and Ariel. We get clues from how it might have looked before Prospero got there at the end of the play when he had freed Ariel and Caliban and destroyed all his equipment.

3. Pupils are then given time to create an artistic interpretation of this on the A4 paper.

4. Teachers then ask some students to present their pictures of the island back to the group, explaining key parts and why they included them.

5. Pupils are then given another piece of paper and asked to create a picture of the island after Prospero had lived there for 3 years. Encourage pupils to think about how it would be different, what would he have done, changed or built, and how this would have affected the habitat and inhabitants of the island.

6. Ask some students to present their pictures of the island back to the group, explaining key parts and why they included them.

7. Then compare and contrast the two islands discuss how climate change and colonisation has affected the island.

THE TEMPEST

Resource pack written by Kate

by Unicorn Theatre

Hopewell and

edited

With thanks to Gabrielle MacPherson and Cory Hippolyte