Unit 2 - Theatre History
Module 1: Understanding Historical Context
Lesson 3 - Neo-Classical Theatre

Introduction:
Through the creation of a playbill and blocking work, students get hands-on interaction with the period concepts. This lesson uses a quick quiz to help check understanding of the period.

Objectives:
- to continue to explore various staging possibilities in their dramatic presentations
- to continue to explore various acting styles in their dramatic presentations
- to understand that today's dramatic artists are influenced by various theatre traditions
- to understand that theatre reflects the society that creates it
- to become confident in communicating character through movement and gesture

Resources:
(pdf) Background notes for theatre history unit; costume sites.

CELs:
CCT, IL

Components:
Creative/Productive, Cultural/Historical

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This icon indicates an advanced print resource you can refer to for more in depth research information. It has been provided courtesy of Dr. Moira Day, University of Saskatchewan, Theatre Department.

Activities:

Activity One - Learning about the Period
Students read the notes on this page about the Period and then try the quiz.

Historical Background Notes:

• Classicism is a philosophy of art and life that emphasizes order, balance and simplicity.
• Ancient Greeks were the first great classicists - later, the Romans, French, English and others produced classical movements.
• the Restoration period marked a Neoclassical movement (1600 to 1700), modeled on the classics of Greece and Rome.
• reason and restraint became the standard for writing.
• John Dryden became the leading poet, critic and dramatist - upholding common sense, moderation and conformity as the ideal.
• Charles II encouraged new playhouses to be built and a renewed interest in drama.
• noted for elaborate scenery, costumes and lighting.
• women for the first time were allowed on stage to act!
• actors employed highly particular ways of standing, speaking and gesturing.
• two types of drama: 1) the heroic tragedy and 2) the comedy of manners.

The Discovery by Francis Sheridan

She Stoops to Conquer by Oliver Goldsmith

The Country Wife by William Wycherley

Assignment Two - Playbill

Students are to research clothing styles from the 1600 and 1700's. They should look for set designs from performances of the period. Often, contemporary theatre companies stage plays from the Restoration period, and it will be possible to find images on web sites.

Student should use this research to design a playbill for a play of the period. A playbill combines some of the elements of an advertising poster and a program. Good examples of period playbills can be found on some of the Shakespeare sites located on the links page.

When students use images of the net, they must be clear where they obtain the image from. A URL and credit must be used. Technically written permission is required. The image you see bellow is used with written permission.

Used with permission from the site www.costumegallery.com.

Activity Three - "Restoration Exercise I"
(from Character Building, Colborne & Ramsden, ITP Nelson, Ontario, 1997)

1. Students need to bring some props and if possible have an assortment of floor length skirts or dresses to use.
   
   
2. The girls will need a fan and shoes with heels; the boys will need a large handkerchief, knee length socks and a walking stick (substitute a meter stick, cloth napkins and paper fans if need be).
   
   
3. As they have read about the period and understand the social customs of the time, students are then to try to carry on in this manner. Give them time to "dress" and prepare. Girls should be in long skirts and the boys should tuck their pants into their socks up to the knees. Pointy shoes with a heel would be ideal as well.
   
   
4. Once they are dressed give lessons in each of the following:
   
   Sitting - forward third of the chair, back straight.
   
   Standing - women with feet together; men with one foot ahead of the other, toes turned out to display the calf to full advantage. Hands are always held above the waist, especially for the women to be able to use their fans, and for the men to show off their handkerchiefs and jewelry.
   
   Walking - toes pointed, on the balls of the feet; women particularly take small steps to give the impression of gliding rather than walking. When couples walk together, the woman lays her open hand palm down on the back of the man's open hand, which is also palm down.
   
   Bowing and Curtsying - women have one foot 90 degree angle to the other, back straight, knees bent, head and eyes lowered; men have one leg forward and straight, rear leg bent, straight back and flourish with the arm (possibly with the handkerchief).
   
   
5. After practicing the above movements - with "Attitude" - have the students walk about the room in couples as if they are at a fancy party, meeting other couples, acknowledging them with a bow or curtsy, and moving along.

Activity Four - "Restoration Exercise II"
(from Character Building, Colborne & Ramsden, ITP Nelson, Ontario, 1997)

Select scenes from one of the Restoration comedies for students to perform. Scenes from Marriage a la Mode by John Dryden, The School for Scandal and The Rivals by Richard Brinsley Sheridan, and The Beaux Strategem by George Farquhar are recommended sources.

Journal: Have your students respond to the following questions: Imagine yourself as an actor at this time in history. What would be your biggest challenge (either male or female)? Why do theatre companies still present plays from this period? What might audiences appreciate? Or relate to?