Unit 2 - Theatre History
Module 1: Understanding Historical Context
Lesson 4 - Realism & Contemporary Theatre

Introduction:
The purpose of these activities is to promote student discussion of modern theatre, from Ibsen to Tremblay. Students use discussion, reading, and research to explore the many directions theatre has taken.

Objectives:
- to understand how theatre can influence the society in which it is created
- to understand that theatre, past and present, can teach us about ourselves
- to understand how the theatre elements such as focus, tension, contrast and symbol contribute to a play
- to follow classroom routines and procedures
- to initiate out-of-class activities to support in-class work

Resources:
(pdf) Background notes for theatre history unit; Plays from the period.

CELs:
C, CCT

Components:
Creative/Productive, Cultural/Historical, Critical/Responsive

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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:

• the 19th century began a period characterized by naturalism and realism.
• playwrights such as Ibsen, Chekhov, Shaw, and Strindberg led the way in this new type of theatre which reflected a language and style more natural to real life - excess and melodrama play lesser role.
• actors began to use the "fourth wall", imagining a wall where the audience sits, keeping the belief entirely in the scene and not speaking to the audience.
• Stanislavski (see Unit 3, Acting Technique for more information) developed Method Acting for the new theatre. The "Method" requires actors to approach their work from a personal response, identifying the psychological and emotional life of a character.
• playwrights were concerned with social and economical problems of the day - rather than provide an escape, theatre engaged in discussion and illumination.
• playwrights gave: characters specific stage directions; characters are individuals - not stereotypes, heroes and heroines; detail to physical appearance of character.
• Theatre repertoire also expanded to include burlesque, music halls and lyric opera. The Industrial Revolution brought more people into the city and there was a call for more popular "vulgar" entertainment.
• in the early part of the 20th century, an artistic revolt begins against the commercial stage. Similarly, artists, musicians and dancers are experimenting further with the concept of art.
• two directions were: 1) increasingly graphic and more sophisticated forms of realism; and 2) move into symbolism and non-illusionistic forms of theatre. Both involve experimentation in aesthetic and technical aspects of the theatre.
• increasing use of experimental sound, lighting, costume and innovation in design of sets.
• theatre played many roles: sometimes meant to capture the inner landscape of the mind and the collective unconscious; or to move people to social action; or to re-examine older, alternative traditions in the East; to explore national identity; or to provide drama in education.
  

Activity 2 - Jigsaw Activity

Use the list below or select from plays available to your students, and form groups for a jigsaw exercise. Each group reads a play and then reports back to the class.

• The students read the play and discuss it. Set specific focus areas such as writing style, topic, theme, focus, contrast, symbol and set style. (30 min. for the discussion)
  
• The groups must find out some information about the playwright by using an advanced search on-line (biographical, other plays of note, influence on theatre). (25 min.)
• As an expert group, students should decide how one scene in their play should be presented (set, lighting, music, costume). (15 min)
• The expert groups break up, and the new experts join their home groups. Once in the home groups, the students present the information they have learned to the group, and everyone writes it down. The information may then become notes for an open-book test (55 min. +)
• Circulate during the home group meetings and ask guiding questions to encourage student exploration of key ideas.
• Following the group work, review for a possible open book test.