2019 ITF Show Guides Archives - Dramatics Magazine Online https://dramatics.org/tag/2019-itf-show-guide/ Magazine of the International Thespian Society Thu, 19 Sep 2019 11:57:22 +0000 en-US hourly 1 https://dramatics.org/wp-content/uploads/2022/03/cropped-EdTA_Icon_FC_RGB_WEB_Small_TM-32x32.png 2019 ITF Show Guides Archives - Dramatics Magazine Online https://dramatics.org/tag/2019-itf-show-guide/ 32 32 Festival Preview: Bright Star https://dramatics.org/festival-preview-bright-star/ Wed, 19 Jun 2019 13:08:52 +0000 https://dramatics.org/?p=6155 Virginia Thespians make new musical accessible to high schools

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 8104 from Rock Ridge High School in Ashburn, Va., will make its International Thespian Festival main stage debut with a new school edition of Bright Star. The troupe previously presented Chapter Select performances of Ernest and the Pale Moon (2016), The Very Grey Matter of Edward Blank (2017), and Aida (2018).

STORY

Shreya Muju as Alice in Rock Ridge High School’s production of Bright Star.

Shreya Muju as Alice in Rock Ridge High School’s production of Bright Star. Photo courtesy of Rock Ridge Performing Arts.

In 1946, Alice Murphy is the editor of the Asheville Southern Journal, a popular literary magazine. Her life is secure, her career successful, and Alice loves her role nurturing a new generation of writers that includes a young man recently returned from the war. Yet, Alice finds it difficult to live fully in the present as a story from her past continues to haunt her.

In a flashback to 1923, a spirited 16-year-old Alice falls in love with Jimmy Ray Dobbs, the mayor’s son. The two forge a relationship against the wishes of his father, whose ambitions for Jimmy Ray’s future do not include Alice. When the mayor discovers the young woman is pregnant, he hides her in a secluded cabin until she gives birth, then quickly takes the baby away to avoid potential scandal.

Alice never stops trying to find her child. As she searches for answers, her past and present worlds merge in surprising ways, and the mystery that has eluded her is finally resolved.

BACKGROUND

The fictional Bright Star was influenced by a true story. In 1902, as the Iron Mountain Railroad crossed over the Big River in Missouri’s Washington County, an infant in a suitcase was hurled from the train toward the water. A 72-year-old farmer found the five-day-old boy, and he and his wife opted to raise him. William Moses Gould Helms became known as the Iron Mountain Baby, growing up to become a newspaper printer and editor.

Helms’ story provided the spark of inspiration that set Bright Star in motion. Workshopped in 2013, the show by Steve Martin and Edie Brickell received its official world premiere at San Diego’s Old Globe Theatre in 2014. A pre-Broadway engagement played the Kennedy Center in 2015, and the following year the show opened in New York, where it was nominated for five Tony Awards.

Shreya Muju and Ian Underhill in Rock Ridge High School’s production of Bright Star.
Shreya Muju and Ian Underhill in Rock Ridge High School’s production of Bright Star. Photo courtesy of Rock Ridge Performing Arts.

TROUPE 8104’S PRODUCTION

Tony Cimino-Johnson has wanted to bring a show to the International Thespian Festival main stage for nearly a decade, since he watched the students of Bradford High School from Kenosha, Wis., perform Tarzan there in 2012. “This performance had a profound impact on me as an educator, and the spark ignited by Bradford’s students and their director inspired a dream,” he said. “I dreamed that one day my students would have the same opportunity to inspire and challenge new and veteran theatre artists alike to tell a beautiful story by performing on that stage at the International Thespian Festival.”

This June, Cimino-Johnson’s dream becomes reality. Troupe 8104 will make its main stage debut at ITF with the school edition of Bright Star they shepherded to life.

Cimino-Johnson fell in love with Bright Star’s Broadway production. In 2016, he approached Jim Hoare of TRW about the possibility of piloting a school edition. “At that time, TRW had just acquired the licensing for the production. Over the course of the next two years, a strong relationship formed between Rock Ridge and TRW as we continued doing our best to honor their stories,” he said. “When the producers agreed to release the rights for high schools across the country, we were thrilled when Jim asked us to premiere the school edition.”

That meant re-envisioning the production to make it more accessible to high school performers, designers, and audiences. “We aspired to ground the designs, transitions, costumes, and company in a way that would open this story to high schools with limited budgets, time, and resources,” he said. “As beautiful as the original Broadway designs were, including a spinning bandstand and a traveling train across the proscenium, we knew that not all high schools have the access or ability to produce those designs. With the help of our students’ creativity and ingenuity, we worked as a team to honor the original production but make it uniquely our own.”

Rock Ridge shows are typically student-driven and feature student designs. Thespian senior Alexa Janoschka created Bright Star’s lighting. “Bright Star was my seventh production as a lighting designer at Rock Ridge and my most challenging show to design and execute,” she said. “The design process started in November, and then we had one month to execute the plot and cueing. Due to snow days and my travel for college auditions, our cue-to-cue was pushed from weekend to weekend. In the end, I had eight hours total to cue the show. I was used to having 20 hours to cue over a week, so an eight-hour day to cue a full show was an amazing challenge for me.”

Janoschka says the process taught her a great deal. “I learned that I’m capable of a lot, and when you have an amazing support system like my theatre program, you can accomplish amazing things. Bright Star has been my favorite show to design lights for. Its lighting seems simple, but there is a challenge to capturing natural, flattering lighting onstage. Bright Star’s simple design pushed me to discover new ideas and concepts.”

Lighting plays an important role in setting the show’s tone. “A major design element used throughout the show is the progression of adding golds,” Janoschka said. “The 1920s scenes take place later in the day or at night, while the 1940s scenes take place earlier in the morning or afternoon. Inspiration for the use of day and night to tell time was thought of during a rehearsal of ‘Sun Is Gonna Shine.’ I played with the idea that anything before Alice’s child is taken away was a dark remembrance of the past, and Alice’s decision to look for her child was the sunrise of a new day.”

Thespian senior Shreya Muju says playing the strong-willed Alice was initially daunting. “The most obvious distinction between me and Alice is the fact that I am not a white, Southern girl but as brown and Indian as can be. I never worried about my race when crafting the character but instead focused on creating a character believable enough to make the audience forget about my race in reference to the historical context of the show,” she said. “The real challenge was making a clear, polarized separation between the older and younger versions of Alice. It was pretty seamless for me to play a 16-year-old girl, but it took a lot more exploration to transition into becoming a grown woman.”

According to Muju, getting the chance to pilot the school edition of the show was an honor. “It was an extremely humbling opportunity, and we wanted to ensure we took great care with this piece,” she said. “There is not a single moment in this show on which we have not worked extensively — down to every prop, set piece, light cue, sound cue, and scene change. It took a lot of trial and error to get where we are, and the only reason it was possible was due to the trust we established throughout the cast.”

Muju says Bright Star’s message comes down to one word: love. “Alice’s story is one of hardship and pain but more importantly love, hope, and redemption,” she said. “It is hard to articulate exactly what Alice means to me. Her story is one to which I relate personally, though definitely on a much lesser scale. Alice taught me the power of love — that love can overcome anything. And she taught me to savor pain, as embracing pain can make us deeply human, activating feelings we never before knew were within us.”

POST-SHOW DISCUSSION

  1. Although Alice suffers a traumatic event as a teen, she becomes a successful adult. How has Alice moved on from her past? In what ways does that past continue to haunt her?
  2. The fathers of both Alice and Jimmy Ray make life-changing choices for their children. What motivates each of their decisions? In what ways do both try to make amends for their actions?
  3. Bright Star jumps back and forth in time to tell Alice’s story. What effect did this have for you as an audience member? Do you think the show would have the same effect if the story were told chronologically? Why or why not?
  4. The songs in Bright Star mix influences from folk and bluegrass music with traditional musical theatre aesthetics. How does this choice affect the tone of the production?
  5. Sections of Bright Star are set in the 1920s, while “present day” scenes take place in the 1940s. How do the production’s sets, costumes, lighting, choreography, and acting help root each scene in the appropriate time and place?

ACTIVITIES

  1. In Bright Star, Alice references many famous Southern writers, from Tennessee Williams to Eudora Welty. Choose one she mentions and dive deeper into that author’s life and work.
  2. Compare and contrast important social norms in the 1920s with those in the 1940s. Outline major shifts that happened in the United States during this period.
  3. Research the true story of the Iron Mountain Baby that inspired Bright Star, then compare this story with the one told in the show.

RESOURCES

Read
New York Times interview with Bright Star creators Steve Martin and Edie Brickell
Variety story about the unique sound of Bright Star’s music
St. Louis Post-Dispatch article about the Iron Mountain Baby

Listen
Bright Star original Broadway cast recording

Watch
Rock Ridge High School students learn they’re going to the International Thespian Festival
Bright Star Broadway production video for “Sun Is Gonna Shine”
Behind-the-scenes video from the Broadway production of Bright Star
PBS NewsHour interview with Bright Star creators Steve Martin and Edie Brickell

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: She Kills Monsters https://dramatics.org/festival-preview-she-kills-monsters/ Wed, 12 Jun 2019 13:11:29 +0000 https://dramatics.org/?p=5981 Missouri troupe explores fantasy role playing in action-packed show

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 1171 of Missouri’s St. Charles High School will make its main stage debut at the 2019 International Thespian Festival with She Kills Monsters.

STORY

Lydia Holterman in St. Charles High School's production of She Kills Monsters.

Lydia Holterman in St. Charles High School’s production of She Kills Monsters. Photo by K. Thaemert Photography.

Agnes Evans lives a life of extreme averageness, while her younger sister Tilly invents her own world of magic and fantasy. Then one day, Agnes’ ordinary existence is turned upside down when her family is killed in a car crash.

While clearing out her childhood home, Agnes discovers a Dungeons & Dragons notebook containing a homespun module written by her sister. Agnes elects to play the game, a decision that will test her mind, cunning, and courage. As she joins forces with a demon queen and a dark elf to free the lost soul of Athens, Agnes is launched on a thrilling quest that helps her better understand the sister she realizes she barely knew.

BACKGROUND

She Kills Monsters premiered at New York City’s Flea Theater in 2011. Playwright Qui Nguyen is a Vietnamese American screenwriter and fight director who serves as co-artistic director and founder of Vampire Cowboys, an experimental company based in New York known for pioneering “geek theatre,” darkly comedic action-adventure shows with comic book aesthetics. She Kills Monsters exemplifies many of Nguyen’s interests by merging pop culture references, stage combat, and multimedia.

She Kills Monsters received the 2013 American Alliance for Theatre and Education Distinguished Play Award and was a nominee for the 2012 GLAAD Media Award.

The cast of St. Charles High School's production of She Kills Monsters.
The cast of St. Charles High School’s production of She Kills Monsters. Photo by K. Thaemert Photography.

TROUPE 1171’S PRODUCTION

At just three years old, Troupe 1171 never expected to be taking a production to the International Thespian Festival so soon. That’s why director Courtney LaChance-Denton describes the opportunity as “having your cake and eating it too. It is the sprinkles, whipped cream, caramel drizzle, and cherry on top.”

When selecting her season, LaChance-Denton knew she wanted a show that would challenge everyone involved. “I found She Kills Monsters and fell in love with the script,” she said. “I knew it would be challenging to my tech team for its elaborate props and lighting, but it also would offer my actors challenges in its physicality and blend of emotional and comedic scenes.”

Swordplay and stage combat are integral to the show’s Dungeons & Dragons-inspired plot. Cast members were required to be off book by the first week of rehearsal, as it was impossible to learn the fights with scripts in hand. The first four weeks were devoted to basic movement and falls, and LaChance-Denton collaborated closely with professional fight choreographer Michael Pierce to integrate the rest of the blocking with the action sequences. “It was much like learning dance choreography for a musical, breaking down each small element of the combat,” she said. “We would rehearse in slow motion so the actors would know exactly where to place their bodies for safety purposes. We’d slowly increase speed, and if something happened that could cause an injury in real time, we’d hold and reduce the speed again to be sure each movement was specifically placed.”

A team of students created the elaborate costumes and props. “My props team, a group of five female students, designed and built the Tiamat, a five-headed, multicolored dragon,” said LaChance-Denton. “I simply showed the ladies how to build a basic puppet, and they took it and ran with it. The end product features five puppets that breathe smoke, light up, glow under blacklight, have horns — so many elements that went above and beyond my initial concept. As a teacher, I’m always trying to find ways to step back and allow my students to step up, and with the props ladies, I could not be prouder. Throughout this show, every student involved stepped up and produced great work. I was in awe of their professionalism, commitment, dedication, and overall quality.”

The show turns traditional stereotypes on their head with its emphasis on strong female warriors. “She Kills Monsters is such a girl-power show,” said LaChance-Denton. “The character Agnes develops and grows into a strong, independent woman, and she’s a wonderful role model for my female students. The show is led by the relationship between two strong female characters. They not only carry the show but also kick butt and take names throughout.”

This aspect of the script was particularly appealing to Thespian senior Livy Potthoff, who plays Agnes. “It makes you feel very powerful. Being with a group of girls that really support each other is the best,” Potthoff said. “I love sharing a strong feminine message. I also love the depth of the character. Agnes has funny moments, and fierce moments, but she also has vulnerable emotions she has to conquer. It’s a roller coaster. I don’t think Agnes understands herself at the beginning of the show. She’s dealing with the death of her entire family, and she doesn’t know how to cope. At the end, she overcomes her fears and insecurities — that’s what each dragon head represents. She finally understands her own struggles and her sister’s life.”

LaChance-Denton was drawn to the way the show addresses LGBTQ issues. “On a basic level, I knew the ’90s pop culture references and costumes would intrigue my students. On a deeper level, acceptance, coming of age, learning what it means to be ‘me,’ and dealing with bullying are universal themes,” she said. “Everyone can find elements to connect with. I have students who identify as LGBTQ who don’t feel safe in the current climate. I wanted to direct and produce a show to tell LGBTQ teens of the community, ‘You are welcome, you are worthy, you are accepted.’” To that end, LaChance-Denton partnered with the school’s LGBT+ Alliance, which coordinated talkbacks after performances, and the cast and crew fundraised for a local shelter serving gay teens.

Like her director, Potthoff is thrilled to take the production to a larger audience. “I’m so excited to show everyone our heart and soul,” she said. “Our troupe is a true example of how passion and determination can pay off. To think that we didn’t have a troupe three years ago, and now we’re going to ITF is unbelievable. I’m ready to have fun doing what I love with my friends. I couldn’t be prouder to be part of this family.”

POST-SHOW DISCUSSION

  1. Many actors in She Kills Monsters play characters in the real world as well as in Tilly’s Dungeons & Dragons adventure. How do the two worlds intersect? What does Agnes learn about Tilly from the connections she discovers?
  2. Playwright Qui Nguyen says he likes to create stories about superheroes for people who don’t usually see themselves in those roles. How is this reflected in She Kills Monsters?
  3. The scope of She Kills Monsters could be described as cinematic. How does the production make creative use of projections, puppetry, costumes, and special effects to create a fantasy world onstage?
  4. Agnes undergoes the most dramatic journey over the course of the play. How is she challenged? In what ways does she change by the end of the story?
  5. Which of the show’s characters do you relate to most and why?

ACTIVITIES

  1. Dungeons & Dragons frequently shows up in popular culture, from ET to The Big Bang Theory to Stranger Things. Explore references to Dungeons & Dragons in film, television, or literature and compare and contrast those with its depiction in She Kills Monsters.
  2. Create your own Dungeons & Dragons role. Imagine yourself in Tilly’s game module, outlining the traits and goals for your character.
  3. She Kills Monsters is set in the 1990s. Explore how the landscape for people who identify as LGBTQ has changed since that time and your perceptions of the current environment.

RESOURCES

Read
St. Charles High School news story about She Kills Monsters
American Theatre article about geek theatre
Playwright Qui Nguyen’s website
Dungeons & Dragons overview for new players
Salon.com article, “All I needed to know about life I learned from Dungeons & Dragons”

Watch
Excerpts from Flea Theater’s world premiere production of She Kills Monsters
Dungeoncast video: D&D explained in five minutes

Learn more about the 2019 International Thespian Festival online.

The post Festival Preview: <em>She Kills Monsters</em> appeared first on Dramatics Magazine Online.

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Festival Preview: 26 Pebbles https://dramatics.org/festival-preview-26-pebbles/ Wed, 05 Jun 2019 13:17:41 +0000 https://dramatics.org/?p=5784 Pennsylvania Thespians tell story of hope and community

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 439 from Parkland High School in Allentown, Pa., will make its International Thespian Festival main stage debut with 26 Pebbles.

Dan Stewart and Isabella Fedele in Parkland High School's production of 26 Pebbles.

Dan Stewart and Isabella Fedele in Parkland High School’s production of 26 Pebbles. Photo by Frank Mitman.

STORY

In December 2012, a gunman entered Sandy Hook Elementary School, ending the lives of 20 first-graders and six adult educators before pulling the trigger on himself. In an instant, the quiet community of Newtown, Conn., changed forever.

Like pebbles dropped in a pond, the vibrations caused by the loss of those who died that day rippled into every corner of the town, as illustrated in first-person accounts from Newtown’s residents that span the hours immediately following the shooting to six months after the event. Their words shed light into homes where parents struggled to explain the unexplainable, the post office where volunteers sorted thousands of cards, letters, and teddy bears pouring in from across the country, and the churches and synagogues where religious leaders doled out comfort — ultimately painting a portrait of resilience, compassion, and hope.

BACKGROUND

On the evening of the Sandy Hook Elementary shooting, playwright Eric Ulloa was bartending a holiday party, baffled by how the world could so easily move forward in the aftermath of such a horrific event. In the foreword to his script, Ulloa wrote, “By late March, everyone had moved on, yet my mind couldn’t let go of a number of questions. How do people of this town go on from here? Can they erase this mark? Does an incident like this shake your entire spiritual bedrock?”

Ulloa took to social media, but he realized he was just contributing to noise there and finding no answers to the questions that haunted him. “What was I actively doing to create change about something that hit me so hard?” he said. “It was at that moment that the idea came to me. I had a voice, I had questions, and I had the ability to go to Newtown and talk with these people and see what exactly was going on.”

Ulloa made multiple trips to the town, conducting 60 interviews. The play that resulted — which premiered at the Human Race Theatre in Dayton, Ohio, in 2017 and earned Ulloa that year’s Kennedy Center Citizen Artist Award — has been described as a cross between The Laramie Project and Our Town. “It is a story of the human condition,” Ulloa wrote. “I am honored to be the one to tell this story to all of you, and I am humbled in knowing you will continue to spread it further.”

TROUPE 439’S PRODUCTION

Director Mark Stutz is a firm believer that projects come to you when they’re supposed to. He discovered 26 Pebbles while browsing the shelves of the Drama Book Shop on a school field trip to New York. A staff member there recommended the script. “I read the back of it, and it seemed like it was worth reading,” Stutz said. “I didn’t know at that point it was going to become my life for the next year and a half.”

Once he made the decision to produce the show, Stutz discovered connections to the material everywhere. He realized he shared a mutual friend with the playwright. The aunt of one of his colleagues was a former teacher at Sandy Hook. And two cousins of Thespian senior and 26 Pebbles cast member Olivia Behr were third- and fifth-graders at the school at the time of the shooting. “The world was telling me to do this show,” Stutz said.

It was important to Stutz that his students share an immersive experience. He assigned every cast member the task of reporting back to the group about two of the 26 Sandy Hook victims: their backgrounds, hobbies, and families. “In our production, a wall of plaques comes down with the victims’ names on it,” Stutz said. “The cast is looking upstage at that point, and inevitably those actors find the victims they were closest to. It’s very emotional for them every time because, in their minds, they know those people intimately.”

Students also participated in Skype interviews with the teacher and student survivors and spoke with a grief counselor to understand post-traumatic stress. Stutz says Ulloa became “like the 14th member of the cast,” tweeting about the production and offering his support.

Cast members took seriously the responsibility of sharing Newtown’s story. “It’s very relevant to us today,” said Thespian senior Dan Stewart. “It’s not outside our world to be doing this, but the fact that we are portraying adults in this situation who have children that were affected — that’s probably the most challenging thing. Being able to comprehend or attempt to comprehend what they went through.”

Behr came to terms with the reality that she represented mothers like her cousin. “I had a bit of guilt in this process, thinking to myself, ‘Who am I to try to emulate the fear of a parent whose child was in this tragedy? How can I do this justice?’ I had a lot of self-doubt, a lot of reflection.”

Both students feel the extended time they’ve spent with the production has changed them. “I’ve never been able to perform, take a break for several months, and come back to the same show,” Stewart said. “Not that I didn’t give my all the first time, but I’ve grown as a person since then, and I feel I can bring new things to Nebraska with us. Just the other day, I was reading the script again, and I started crying. I was emotional about it before, but there is something that seemed so special to me that we could do this again.”

“With everything going on in our society, sometimes I sit at home at night and I’m scared thinking about the evil in this world,” Behr said. “These are things in the play we have to consider. Carrying that with me has been a burden at times, but overall the experience has been very rewarding because it’s helped me learn to cope with those fears.”

Stewart and Behr hope audiences leave the play with a better appreciation for the importance of conversation. “The show ends with a lot of questions and a lot of inspiration to talk about things people aren’t always comfortable talking about,” Stewart said.

“I feel this is a show you must see,” Behr said. “It’s so relevant, so impactful. It’s the epitome of how I feel theatre should function in today’s society.”

POST-SHOW DISCUSSION

  1. 26 Pebbles is an example of documentary theatre, in which a playwright interviews people and then uses their words as the play’s text. Why do you think Ulloa chose this style for his play? What impact does it have for you as an audience member to know that all the words you hear come from the people of Newtown rather than the playwright?
  2. A cross-section of Newtown residents is represented in 26 Pebbles. Which stories resonated most with you?
  3. In addition to asking Newtown residents about the day of the shooting and its aftermath, Ulloa asked them to describe their favorite traditions and landmarks, which he used at the beginning of the play to help audiences picture the town. Do you think it was important to include this information? Why or why not?
  4. Though not overtly political, 26 Pebbles includes conversations about mental illness and gun violence. How did hearing multiple perspectives affect your opinions about these issues?
  5. In his foreword, Ulloa wrote, “26 Pebbles is not a play about the death of 20 young children and six adults. Those are just the circumstances. 26 Pebbles is a story of hope and family and community.” Do you agree? Why do you think Ulloa chose to focus on the latter theme?

ACTIVITIES

  1. Explore another docudrama-style play (The Laramie ProjectFires in the Mirror, or The Exonerated, for example) and compare and contrast the approach taken by its author with Ulloa’s in 26 Pebbles.
  2. The students at Parkland High School researched the stories of each individual who died at Sandy Hook Elementary on December 14, 2012. Choose one of them and create your own biography.
  3. Ulloa conducted first-person interviews with more than 60 Newtown residents to create his script. Choose someone in your life you’d like to interview, then use their words to write a dramatic monologue based on their story.

RESOURCES

Read
American Theatre article about the world premiere of 26 Pebbles
Eric Ulloa’s foreword to his published script
Parkland Press story about the Parkland High School production

Listen
WYSO interview with playwright Eric Ulloa

Watch
Mark Stutz’s director’s notes for 26 Pebbles
Parkland High School’s preview video
Parkland High School 26 Pebbles feature
PBS interview about the Parkland High School production
WFMZ-TV interview with Parkland High School students about the show
President Barack Obama’s statement on the Sandy Hook shooting
60 Minutes report on Newtown

Learn more about the 2019 International Thespian Festival online.

The post Festival Preview: <em>26 Pebbles</em> appeared first on Dramatics Magazine Online.

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Festival Preview: Bring It On https://dramatics.org/festival-preview-bring-it-on/ Wed, 29 May 2019 13:07:22 +0000 https://dramatics.org/?p=5613 Kansas Thespians bring high school politics and high stakes cheerleading center stage

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

BRING IT ON features the talents of nearly 50 students representing 22 troupes from across the state of Kansas. At the 2016 International Thespian Festival, Kansas’ All-State Cast and Crew presented the main stage production of James and the Giant Peach.

STORY

McKenna Shaw as Campbell in Kansas Thespians production of Bring It On.

McKenna Shaw as Campbell in Kansas Thespians production of Bring It On. Photo courtesy of Edward Shafer.

As Campbell Davis glides into her senior year, she is on the verge of getting everything she’s ever wanted, namely the chance to captain Truman High School’s ultra-competitive cheerleading squad and lead them to a championship trophy. That’s why her world is turned upside down when she’s redistricted to neighboring Jackson High, a hard-luck school with no cheerleaders at all.

In an effort to convince herself this lemon’s not actually a lemon, Campbell embraces her fresh start. After making a rocky first impression, she partners with Danielle, leader of Jackson’s fierce hip-hop dance crew, and they transform the dancers into cheerleaders worthy of the national spotlight. But in her attempt to triumph over the treachery of a former teammate, Campbell commits a betrayal of her own and must learn that some things, like friendship, are more important than winning.

BACKGROUND

Bring It On is based on the 2000 film of the same name, which starred Kirsten Dunst and Gabrielle Union and inspired five sequels. The musical’s plot diverges from the film. It features a book by Jeff Whitty (Avenue Q) with music by Tom Kitt (Next to Normal) and Lin-Manuel Miranda (Hamilton) and lyrics by Amanda Green (Hands on a Hardbody) and Miranda.

The stage adaptation premiered in 2011 at the Alliance Theatre in Atlanta before embarking on a six-month, 12-city North American tour. The production opened on Broadway in 2012, earning Tony nominations for best musical and best choreography.

KANSAS’ ALL-STATE PRODUCTION

Director Edward Shafer thinks Bring It On was the perfect choice for Kansas’ all-state show, the goal being to bring students from across the state together to reinforce the Educational Theatre Association’s core values: People Matter, Strive for Excellence, Work Together, and Be the Person You Want to Work With. “We focused on those values every day, and they reflect the same values Bring It On is all about,” he said.

Though competition is at the core of its plot, the show’s message makes it clear that the act of competing is more important than the result. “This cast is made up of individuals who are dynamite talents and leads at their respective schools,” Shafer said. “To see students put aside their egos and graciously accept the role that was given — that played right into the theme of Bring It On.”

Producing an all-state show requires offstage precision and discipline rivaling the complex choreography onstage. The entire production team participated in auditions in three cities: Wichita, Salina, and Olathe. Once cast and crew were chosen, GroupMe, website, and YouTube channels were established to communicate breakdowns for every scene, song, dance, and cheer. Choreography videos and vocal track recordings were distributed. Design ideas, props lists, costume measurements, sound cues, and more were collected over email.

Eight weeks after auditions, the team assembled for the first time for two weeks of rehearsal, working eight hours daily, Monday through Friday, to bring all of the show’s elements together. Two days were devoted entirely to learning the cheerleading routines, with a cheer boot camp led by professional coaches from the National Cheerleaders Association.

“Everything came together much quicker than I thought it would,” Shafer said. “We arrived in Wichita for the state Thespian festival a day early and ran through the show once before we opened the festival the next day. In many ways, the performance in Wichita was stronger than the performance over the summer. I think the added time helped the cast explore their characters more. It was as if the show had marinated in a nice pool of creativity and exploration, so when it came to life again, it had more depth and honesty.”

“Getting to know each other and building chemistry onstage was definitely the hardest part of the process,” said McKenna Shaw, who plays Campbell in the show. “But with the wrap-up of those performances, I am now blessed with a statewide family that I absolutely adore, and seeing them shine onstage fills me with so much warmth and excitement. I cannot wait to see them again for our day of rehearsal before we travel to ITF.”

While the show was highly memorable for many reasons, one in particular stands out to Shafer. In the show, the character La Cienega identifies as transgender. “In Wichita, one audience member was in tears after the show,” Shafer said. “She was a transgender student who said, ‘I got to see myself onstage. For the first time, I got to see me onstage.’ Bring It On is filled with eccentric characters that aren’t typically showcased in Broadway musicals. Theatre kids are often labeled as outcasts, so we identify with them right away. To see a room filled with thousands of theatre nerds just like us fall in love with these characters, relate to the story, and emit such emotion was the ultimate reward for all our hard work.”

Shaw felt a personal stake in the story. “The show’s themes deal with everything from bullying to racial bias, and not one of those is something I don’t hear about in my high school hallways at least once a day,” she said. “The fact that all the themes of the show are for teens and about teens is important. I’ve dealt with bullying in my high school and have turned to theatre as my escape. This puts an insane focus on the importance of the true people in your life and making sure you lean on them when you need it. That’s been a huge help to me.”

Shafer says the team is proud to be representing, not just themselves, but their entire state at this year’s International Thespian Festival. “We are honored to perform on the main stage,” Shafer said. “We all understand that we are part of something bigger than ourselves, bigger than our Thespian troupes, and bigger than our individual schools and districts. To get to represent the entire state of Kansas is such a privilege, and none of us is taking it for granted.”

Shaw, who performed as Penelope Pennywise in Pittsburg High School’s ITF main stage production of Urinetown last year, echoes Shafer’s excitement. “Speaking from past experience, there is absolutely nothing like performing in front of thousands of like-minded people,” she said. “Everyone watching wants you to succeed and is dancing in their seat and cheering at the top of their lungs. It is something that cannot be conveyed in words. The whole crowd is filled with so much energy and love for the people onstage that you can’t be nervous or scared. It’s like performing in front of a huge crowd of your closest friends that you may not have even met yet.”

POST-SHOW DISCUSSION

  1. When she arrives at Jackson High, Campbell makes a negative first impression with erroneous assumptions about people there. What does Bring It On say about stereotypes common to high school settings?
  2. In Bring It On, La Cienega tells Bridget, “Love who you are and the world will adore you.” Why does Bridget have issues accepting herself? Do you agree with La Cienega’s advice?
  3. At the beginning of the story Campbell thinks she knows exactly what she wants and what’s important. How does her journey in Bring It On challenge her? In what ways does she change by the end of the story?
  4. Jackson High’s final cheerleading routine breaks several rules of the competition. Do you think the team should have changed its routine in order to win? Why or why not?
  5. How realistic do you think Bring It On is in its depiction of life in high school? Which of the show’s characters do you relate to most and why?

ACTIVITIES

  1. Bring It On is inspired by a 2000 movie, but its plot diverges in several important ways. Watch the original film and note the major differences, why you think the musical’s creators made these revisions, and how they impacted your enjoyment of the story.
  2. In the show, Campbell has to prove herself worthy of joining Jackson’s dance crew. Think of a time when you had to prove yourself to your teammates or collaborators and explain what you learned through that process.
  3. Imagine you’re the director of Bring It On and your production has a condensed rehearsal period with actors who’ve not worked together before. Describe three exercises you’d undertake with the cast to build trust and camaraderie quickly.

RESOURCES

Read
Los Angeles Times interview with members of Bring It On’s creative team
Interview with Bring It On composer Tom Kitt
Interview with composer/lyricist Lin-Manuel Miranda about Bring It On
New York Times story on cheerleaders in pop culture
Encyclopaedia Britannica article on the history of cheerleading

Listen
Bring It On original Broadway cast recording

Watch
Kansas Thespians Bring It On rehearsal for “Friday Night, Jackson”
Kansas Thespians Bring It On rehearsal for “Legendary”
Scene excerpts from the Broadway production
Bring It On movie (rated PG-13)

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: Peter and the Starcatcher https://dramatics.org/festival-preview-peter-and-the-starcatcher/ Wed, 22 May 2019 13:09:34 +0000 https://dramatics.org/?p=4860 Maryland Thespians journey to Neverland

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 8269 from Jemicy School in Owings Mills, Md., will make its International Thespian Festival main stage debut with Peter and the Starcatcher. The school previously attended the festival in 2017 as the recipient of a Send a Troupe grant.

Chloë Wendler portrays Molly Aster in Jemicy School's production of Peter and the Starcatcher.

Chloë Wendler portrays Molly Aster in Jemicy School’s production of Peter and the Starcatcher. Photo by Leslie Furlong.

Story

Peter and the Starcatcher offers an inventive take on the origin story of the boy who famously never grew up. When did Peter become Pan? What gives him the power to fly? And how did he and the other Lost Boys end up on Neverland with Captain Hook and Tinker Bell?

A prequel to Peter Pan, Peter and the Starcatcher begins, as many 19th century adventures do, with a daring sea voyage. Molly Aster, the insatiably curious daughter of a British lord, finds herself entangled in her father’s secret mission to the remote kingdom of Rundoon. Onboard the ship, Molly befriends a trio of orphan boys longing for families of their own.

The journey turns dangerous when Molly and the boys find themselves unexpectedly charged with protecting the mysterious “starstuff” her father has been assigned by Queen Victoria to destroy. To keep it from falling into the hands of those who would use its magic for nefarious purposes, they must overcome a crew of greedy sailors and band of not-so-swashbuckling pirates led by the ruthless Black Stache.

Background

The story of Peter and the Starcatcher begins in 1902, when J.M. Barrie introduced Peter Pan in the novel The Little White Bird. Peter is described as “always the same age,” having “escaped from being a human when he was seven days old.” Several iconic traits now essential to the character are introduced in the book, including Peter’s ability to fly (in this case, because all humans begin their lives as birds) and his complicated relationship with fairies. Barrie expanded Peter’s story in his 1904 play Peter Pan, or The Boy Who Wouldn’t Grow Up and subsequent book Peter and Wendy.

Fast forward to 2002, and novelist Ridley Pearson reads Peter Pan to his 5-year-old daughter Paige, who asked her father how Peter met Captain Hook. Pearson shared her question with his friend, the author and Pulitzer Prize-winning columnist Dave Barry, launching the two on their own creative journey. They developed an elaborate backstory for the characters that answered not only Paige’s question but also many others. Peter and the Starcatchers was published in 2004, inaugurating a popular five-book children’s series. Adapted for the stage by Rick Elice, the play premiered at California’s La Jolla Playhouse in 2009 before making its Broadway debut in 2012, winning five Tony Awards.

The cast of Jemicy School's production of Peter and the Starcatcher.
The cast of Jemicy School’s production of Peter and the Starcatcher. Photo by Leslie Furlong.

TROUPE 8269’S PRODUCTION

Jemicy is the first Maryland school to appear on the International Thespian Festival main stage in 20 years. Sean Elias, the school’s troupe director and chair of the Upper School Performing Arts Department, chose the show because it embraces both community and theatricality. “As a school for students with language-based learning differences, we seek to offer new and exciting ways for students to experience our written cultural legacy,” Elias said. “This season, we’re producing works adapted from some of the most beloved fairy tales in history. This allows our students to experience these literary classics in the way they were intended — experientially and with wild imagination. Peter and the Starcatcher offers the unique opportunity for my students to bring their brilliant imaginations, idiosyncratic personalities, and childlike abandon to the work in a celebration of their artistic creativity and accomplishments.”

With its design, Peter and the Starcatcher harkens back to a time before sets were based in realism and controlled by computer automation. Told in the style of story theatre, the show’s minimal props are created by repurposing everyday objects, and special effects are limited to what the actors can reasonably make themselves. While the novel includes flying, a fantastic shipwreck, and an enchanted island, the play’s staging asks audiences to use their imaginations to create those worlds, employing stagecraft that would have been familiar to theatregoers of Barrie’s day.

“The show embraces the traditions in which theatre was founded, such as traveling troupes, puppetry, magic, and improvisation, as well as the elements of the stage that make theatre exciting to young, modern audiences — music, intelligent lighting, and dynamic sets and props,” Elias said. “While this production is an homage to the past, it is just as much a promise for the future.”

Thespian senior Chloë Wendler, who says her personality is similar to that of spunky, strong-willed Molly Aster, found the show to be an exciting challenge for the cast. “Not only were we characters in the show, but we also were props, and we made the setting for each scene. You had to be very specific about your acting and your movement,” she said. “In other productions, that’s less dependent on the people and more dependent on the scenery, but we were the scenery.”

Ethan Lifson-Book, a Thespian sophomore who portrays Peter, tapped into the show’s sense of wonder and wishing. “The thing that truly resonates with me is that, when we’re younger, we always think we’ll get what we want and that everything will work out in the end,” he said. “Though the show has a happy ending, it wasn’t what I felt like my character truly wanted. That hit hard, because it shows that you don’t always get what you want but it’s not always as bad as it seems. When you wish for something, it may be what you want, but in the end, Peter receives what he needs.”

At just four years old, Jemicy School’s theatre program has grown quickly. Like Wendler, Andrew Spriggs, the junior Thespian playing Black Stache, was part of the first show produced at Jemicy, and he takes pride in the troupe’s accomplishments since then. “Everyone here has some sort of tick in which they learn differently from others,” Spriggs said. “We have a wide range of learning disabilities here. We prefer to call them differences, because we don’t believe it’s a disability at all. The kids here all have emotional and academic support not a lot of schools provide, and I think what’s special about theatre at Jemicy. It really is a learning and teaching experience.

“We learn how to speak publicly, and some of us can’t even read,” he continued. “To be able to get up onstage in front of 4,000 people, and for me particularly because I have severe dyslexia, to be able to recite lines in a correct order and for people to understand them, that’s a huge feat itself. For all of us to do it as one, to rely on one another not to mess up, and to carry one another despite our differences, it really is incredible.”

POST-SHOW DISCUSSION

  1. How is Peter and the Starcatcher enhanced by the knowledge many audience members bring with them about the original Peter Pan? What are questions the writers answer about Peter’s backstory? Do you think Peter and the Starcatcher works on its own without any knowledge of Peter Pan?
  2. Peter and the Starcatcher is written as story theatre, a style in which actors play multiple roles and themselves create the world of the play using simple props, costumes, and scenery. What are examples of story theatre conventions used in Peter and the Starcatcher? Why do you think the author and director chose this style?
  3. Molly’s character differs from the stereotypical image of Victorian girls. What do we learn about Molly’s views on the role of women in her society?
  4. The importance of social class in Victorian England is also a theme of the show. Provide examples how class differences are illustrated and how they affect the way Molly and the orphans see their world.
  5. At its heart, Peter and the Starcatcher explores the joys and sacrifices of growing up. What does the show have to say about the transitions from childhood to adolescence to adulthood? As a high school student, how did these ideas resonate for you?

ACTIVITIES

  1. Though written decades later, the events in Peter and the Starcatcher take place prior to the events described in Peter Pan. Choose one of your favorite books, movies, or television shows and write a short prequel for one of its characters.
  2. Adapt your favorite fairy tale into a 10-minute play using several of the story theatre conventions used in Peter and the Starcatcher.
  3. The reign of Queen Victoria marked a time of great change in England, particularly for children. Peter and the Starcatcher illustrates very different childhood experiences for children like Molly compared to the orphans she befriends on the ship. Explore one aspect of Victorian society (for example, gender, class, education, housing) in detail as it applies to the characters in the show.

RESOURCES

Read
The Little White Bird, by J.M. Barrie (full text available via Project Gutenberg)
Peter Pan (Peter and Wendy), by J.M. Barrie (full text available via Project Gutenberg)
Peter and the Starcatchers, by Dave Barry and Ridley Pearson
Peter and the Starcatcher: The Annotated Script of the Broadway Play, by Rick Elice
MTI/Disney Theatrical Group production handbook

Listen
WNYC interview with Peter and the Starcatcher creators Rick Elice and Roger Rees

Watch
Peter and the Starcatcher Broadway YouTube channel
Theatre Talk interview with Rick Elice and Roger Rees

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: Xanadu https://dramatics.org/festival-preview-xanadu/ Wed, 15 May 2019 13:09:04 +0000 https://dramatics.org/?p=4622 Alabama Thespians embrace lighthearted fun on roller skates

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 7023 of Arab High School in Alabama returns to the International Thespian Festival main stage with Xanadu. The troupe previously presented main stage productions of Pippin (2012) and Zombie Prom (2016), as well as early show presentations of Little Shop of Horrors (2007) and Little Women (2010).

STORY

Anna Quillin and Carson Reed in Arab High School's production of Xanadu.

Anna Quillin and Carson Reed in Arab High School’s production of Xanadu. Photo courtesy of Arab Musical Theatre.

In 1980s Venice Beach, Sonny Malone is your typical struggling artist. When his latest failed project — a giant chalk mural of the Greek muses, goddesses of the arts and sciences — leaves him convinced he’ll never accomplish his dreams, Sonny hits rock bottom.

From Mt. Olympus, Clio, the muse of history, sympathizes with Sonny’s plight and finds herself inspired to help him complete his quest for artistic achievement by fulfilling his destiny to converge all the arts in the creation of the world’s first roller disco. But Zeus prohibits the muses from revealing themselves to humans or creating their own art. So, Clio disguises herself as the leg warmer-wearing, roller skating Kira, helping Sonny connect with a local businessman who can assist him with the club.

With success on the horizon, two of Kira’s sisters, jealous of the favor Zeus shows her, threaten not only to spoil Sonny’s dreams but also to condemn Kira to an eternity in the underworld by cursing the two to fall in love. Ultimately, Kira must trust that love conquers all obstacles before she can comprehend the true meaning of Xanadu.

BACKGROUND

With music and lyrics by Jeff Lynne and John Farrar and a book by Douglas Carter Beane, the basic plot of Xanadu is taken from a 1980 film starring Olivia Newton-John, Michael Beck, and Gene Kelly, which was itself loosely inspired by the 1947 movie Down to Earth. Generally considered a box office failure and panned by critics, Xanadu  nevertheless became a cult favorite. The movie also launched several pop hits for Newton-John, including “Magic,” “Suddenly,” and the title song.

The stage version enjoyed a happier fate. Workshopped in 2006 at New York’s Minetta Lane Theatre before opening on Broadway in 2007, it was nominated for four Tony Awards, including best musical. When asked why he’d want to adapt Xanadu for the stage, Beane told The New York Times, “What I was interested in was making fun of the lowest of art forms, which would be a bad movie from the ’80s, and the highest of art forms, which would be a classical Greek drama, and mixing them all together. … That was my idea, that it could be this fun, smart, silly, stupid time all at the same time.”

TROUPE 7023’S PRODUCTION

Xanadu almost never saw the lights of the Arab Musical Theatre stage. “At the end of each season, we do a big reveal to announce our shows for the following year,” said Brian Quillin, director of choral and musical theatre at Arab High School and Thespian troupe director. “We were planning on producing School House Rock Live! for our fall show, and the day before we announced, I mentioned to my assistant director, Taylor Hyatt, that I just did not feel great about that pick for us this year. His response was, ‘Don’t guffaw, but maybe we should take a look at Xanadu.’ I guffawed and said, ‘I don’t think so.’ But after 20 minutes of research and laughing hysterically, I called him back and said, ‘OK, let’s do it.’ That’s certainly not our normal mode of operation, but it seemed to work out pretty well. This year, we wanted something fun and lighthearted for our fall show. Xanadu was the perfect fit.”

The design of the show presented unique challenges for Arab’s program, which is housed in a school of about 750 students in a small town in northern Alabama. “Our home theatre is actually a concert stage in our school auditorium,” Quillin said. “With a 70-foot wide proscenium and no fly system, we have to get very creative with our production designs.”

For Xanadu, the solution was to include a 32-by-18-foot projection screen and four large scaffolding units, which establish different scene locations and support transitions. “Creating unique, original content for the entire show that was cohesive with other production elements was a big undertaking,” Quillin said. “We spent approximately six months just designing the projections. It’s really a simple set with lots of lighting and projection complexities that help propel the story forward.”

The show’s cast took matters into their own hands when it came to mastering Xanadu’s complex roller-skating choreography. “Skating was a new thing for me, but it was definitely a challenge we were willing to take,” said Anna Quillin, the Thespian senior who portrays Kira. “In June, the summer before the show, we took private lessons with an instructor in Madison, Ala. He taught us tricks, how to be smooth on skates, and how to present ourselves confidently.”

The show’s outrageous sense of humor and over-the-top characters appealed to Thespian senior Gloriannah Phillips, who plays Kira’s envious older sister Melpomene. “She’s kind of that evil person you love to hate, and it was really fun for me because I have always played good characters. I’ve never really played a villain before, so I enjoyed getting out of my comfort zone.”

For senior Carson Reed, who plays businessman Danny Maguire, Xanadu offered another memorable opportunity: The Alabama Chapter State Thespian Officer introduced the show at his state festival. “It’s one of those special experiences getting to see every single aspect of festival and then the pride of getting to see your show do so well,” Reed said. “Just getting to experience all the work that the State Thespian Officers put in and how much love they have for the event goes unmatched.”

Reed can’t wait for audiences at the International Thespian Festival to experience the show’s many theatre references. “I think Xanadu is made for theatre people,” Reed said. “The audience at ITF is going to understand every single joke. They are going to eat up the script, every single song. It is just such a Thespian-oriented show.”

“Something about our hometown is that not everybody here understands the dedication and hard work we put into these shows,” Phillips said. “But when you’re in a place with more than 4,000 kids who are just like you and who love what you do and understand the difficulties, it’s really cool.”

For Anna Quillin, who took the plunge to pursue theatre after watching her friends perform at ITF in Zombie Prom the summer following her freshman year, taking the stage in Lincoln with Xanadu is the ultimate culmination to her high school theatre journey. “We’re just so honored to perform our show on the international stage, and we cannot wait to see everyone else’s shows and get to applaud everyone else. We’re super excited for the whole experience.”

POST-SHOW DISCUSSION

  1. Xanadu mixes the structure of Greek drama with 1980s pop culture. In what ways does the plot of the show mirror that of a classical Greek play?
  2. Onstage, Xanadu is unapologetically silly, succeeding where Xanadu the film failed because it fully embraces its over-the-top style and tone. In what ways does book writer Douglas Carter Beane make sure audiences know the authors and actors are in on the joke?
  3. The show’s book also includes multiple inside jokes for theatre people. Which of these were you able to identify in Xanadu?
  4. What does Xanadu say about the importance of art and creativity to human civilization?
  5. The set for Arab High School’s production of Xanadu makes use of scaffolding and projections to create the script’s numerous locations. How do these elements enhance the storytelling?

ACTIVITIES

  1. Many of Xanadu’s characters are inspired by Greek mythology, including nine muses and several gods and goddesses. Explore and summarize the backstories of each of the mythological characters referenced in the show.
  2. Xanadu takes place in 1980. What was happening in the U.S. at that time? Create a storyboard with the most important political, social, and cultural events of the year.
  3. Xanadu was the capital of an ancient Chinese dynasty, and the term was immortalized in the poem “Kubla Khan” by Samuel Taylor Coleridge. Read Coleridge’s poem and explain how it connects to the themes of the musical.

RESOURCES

Read
New York Times interview with Xanadu librettist Douglas Carter Beane
History Channel webpage on Greek mythology
Encyclopaedia Britannica article on Greek muses
Samuel Taylor Coleridge’s poem “Kubla Khan”

Listen
Xanadu original Broadway cast recording

Watch
Arab High School’s Xanadu promotional trailer
Arab High School’s Xanadu behind-the-scenes video
Excerpts from the original Broadway production 
Xanadu film (rated PG)

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: A Midsummer Night’s Dream https://dramatics.org/festival-preview-a-midsummer-nights-dream/ Wed, 08 May 2019 13:29:49 +0000 https://dramatics.org/?p=4432 Shakespeare goes steampunk in Pennsylvania production

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 5464 from Pennsylvania’s North Penn High School in Lansdale returns to the International Thespian Festival main stage with A Midsummer Night’s Dream. The troupe previously presented Zombie Prom in 2005 and She Stoops to Conquer in 2017.

Story

Olivia Greco and Michael Klitsch in North Penn High School's production of A Midsummer Night's Dream.

Olivia Greco as Puck and Michael Klitsch as Oberon in North Penn High School’s production of A Midsummer Night’s Dream. Photo by Lou Liguori.

Theseus and Hippolyta plan to marry in four days. But before the duke can put the problems of ruling Athens aside and focus on his impending nuptials, Theseus is approached by Egeus asking for an intervention in the wedding of his daughter, Hermia. Egeus insists Hermia marry Demetrius. But Hermia is in love with Lysander and, facing death or the nunnery should she disobey, agrees to run away with him to the forest until they can safely elope.

Before leaving, Hermia confides in her friend Helena, recently spurned by Demetrius and still carrying a torch for him. To gain his affection, Helena tattles to Demetrius about Hermia and Lysander’s escape, then they take off to the forest in pursuit.

Once there, the Athenian lovers — along with the mechanicals, a troupe of workers turned amateur actors rehearsing a play — enter the fairy kingdom of Oberon and Titania. The latter are engaged in a jealous feud, and their attempts at revenge soon entangle their mortal visitors. Mistaken identities mixed with magical love potions create mismatched partners and plentiful mischief. Yet, in true Shakespearean fashion, all is remedied before the midsummer night turns to day.

Background

A Midsummer Night’s Dream is one of Shakespeare’s rare plays not based on an earlier work. Instead, its story appears to be largely original, though elements of character and plot were influenced by Chaucer, Ovid, Edmund Spenser, and Thomas North, among other writers. The play is believed to have been written around 1595 and may have been commissioned for a wedding.

TROUPE 5464’S PRODUCTION

In Troupe 5464’s version of Midsummer, Theseus has recently executed a hostile takeover of Amazons, a rival Athenian factory, but then falls in love with that company’s CEO, Hippolyta. The amateur actors are Athenian factory workers. And the entire story takes place against the backdrop of the Industrial Revolution, layered with steampunk-inspired design and music.

“Having done a traditional Midsummer in fall 2008, we were ready to take on the show again, and we had the right company to take up the challenge,” co-director Andrea Lee Roney said. “As I worked with the script over the summer to scale it down to about 2 hours and 15 minutes, I began to toy with the idea of producing a nontraditional Midsummer that would engage the student company and student audiences while being true to the script and Shakespeare’s intent.”

Roney proposed the steampunk idea, while her co-director Debra Buckner dived into bringing that influence to the dance, movement, and music in the piece. “What we were determined not to do was force Midsummer into steampunk but rather to discover a way truthfully and organically to find steampunk in Midsummer,” Roney said. “Steampunk is about anachronisms. Shakespeare is full of anachronisms. He may have set Midsummer in classical Athens, but the culture is pure Elizabethan, and Victorian social structure is similar to the Elizabethans.”

Students spent the first three to four weeks of rehearsal in Roney’s classroom working through the text. “We go line by line. The students have their phones ready to Google definitions of words and references, so we are doing dramaturgy at the same time,” Roney said. “We also do improv, with students creating their own lines in contemporary English to get to given circumstances, character actions and objectives, and tactics. Then we go into blocking. They have to know what they are saying and why before moving.”

Thespian senior Molly Hofstaedter, who plays Helena, encourages student actors to push past their initial intimidation of Shakespeare. “So many Thespians I’ve interacted with hold Shakespeare on a sort of unreachable pedestal,” she said. “While the prestige that Shakespeare’s work carries should be recognized, it should also be known that the text is not the slightest bit inaccessible. He’s simply telling a story through language we aren’t necessarily used to. With patience and diligence, Shakespeare’s words are totally translatable and can be broken down by idea.”

Midsummer’s story definitely appealed to Roney’s students. “The young lovers talking at cross-purposes resonated with them — it happens all the time in North Penn’s hallways,” Roney said. “And, of course, there’s the innocence and passion of the mechanicals, who are trying so hard to do a good play and fall so short. It’s just been a wonderful romp playing with all those themes, then finding the physicality.”

Hofstaedter was surprised by how relatable she found Shakespeare’s characters. “What really stuck with me was how often I’d witnessed the same situations Helena experiences both in my own life and in the lives of my friends,” she said. “Midsummer was set in ancient Greece, yet the feelings of rejection, blind love, and misunderstanding that Helena goes through remain common today. It dawned on me why, even after 400 years, Shakespeare is still relevant. He writes about human nature and, though we live in a very different time, we still love, hate, yearn for things, and desire to achieve our goals.”

Roney strives to schedule a Shakespeare play every three years to ensure every theatre student has the experience of working on his scripts during their time in the North Penn program. “I think you learn best from the best,” said Roney. “It doesn’t get better than Shakespeare for developing characters, playing with words, and engaging in dramaturgy. I truly believe anyone can get Shakespeare once you take the fear away. Shakespeare was a practical man of theatre. He wanted his plays to speak to people. Frankly, I think he’s rolling over in his grave the way we introduce Shakespeare to our students in many English classrooms. He’s meant to be seen and heard.”

For Hofstaedter, the reaction of her peers to experiencing Shakespeare onstage was one of the most exciting aspects of the production. “I’ve sat in many English classes where students groan at the mention of Shakespeare, but so many of the same people raved about our production,” she said. “Hearing those students say, ‘I like Shakespeare now’ or ‘Shakespeare finally makes sense,’ and knowing that we accomplished that through our work was so rewarding. I think that shows another way that theatre is so valuable in the world of education.”

POST-SHOW DISCUSSION

  1. A Midsummer Night’s Dream features four interwoven stories: the impending marriage of Theseus and Hippolyta; the mismatched couplings of Hermia, Helena, Lysander, and Demetrius; the feud between Titania and Oberon; and the mechanicals’ efforts to present their play at the duke’s wedding. In what ways do these stories connect? How are they all finally brought together?
  2. Love is a central theme in Midsummer and, as Lysander states, “The course of true love never did run smooth.” What obstacles are faced by each of the lovers in the play? How does Shakespeare contrast examples of young love with the more mature relationships?
  3. Affections are frequently flipped in Midsummer. How many examples can you identify in the play where one character’s affection for another shifts?
  4. In Midsummer, the forest is the kingdom of fairies. How is each character who enters the forest transformed in some way? What role does magic play in those transformations?
  5. North Penn High School’s production of Midsummer incorporates steampunk design to tell the story. Do you think the school was successful in its use of these elements? Why or why not?

ACTIVITIES

  1. The love story of Pyramus and Thisbe is told in Roman writer Ovid’s Metamorphoses, while Theseus and Hippolyta appear in Greek mythology. Explore the origins of these characters and explain how Shakespeare used his audience’s assumed knowledge of them to enhance the humor and themes of Midsummer.
  2. North Penn High School chose to set its production of Midsummer during the Industrial Revolution. Examine the parallels and differences between the Victorian age of the Industrial Revolution and Shakespeare’s time.
  3. Midsummer is one of Shakespeare’s most frequently produced comedies and one that offers tremendous flexibility in its staging. Choose an alternate setting for the play, justifying your choice with the story’s plot and themes.

RESOURCES

Read
A Midsummer Night’s Dream, by William Shakespeare (full text available through Project Gutenberg)
Folger Shakespeare Library’s Midsummer webpage
Royal Shakespeare Company’s Midsummer webpage
Wonderopolis’ “What Is Steampunk?”

Listen
University of Oxford’s Midsummer podcast
BBC Shakespeare Sessions’ Midsummer performance

Watch
North Penn High School Midsummer excerpts and interviews
Royal Shakespeare Company, Midsummer synopsis
PBS’ Shakespeare Uncovered“The Lovers Untangled”
Shakespeare’s Globe 2014 production excerpt, Act 3, Scene 1
Royal Shakespeare Company’s 2016 production excerpt, Act 2, Scene 1
PBS Arts’ Off Book“Steampunk”

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: Shakespeare in Love https://dramatics.org/festival-preview-shakespeare-in-love/ Wed, 01 May 2019 13:05:36 +0000 https://dramatics.org/?p=4331 Texas Thespians pilot new high school edition

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

THESPIAN TROUPE 6896 from J.J. Pearce High School in Richardson, Texas, returns to the International Thespian Festival main stage with the high school edition of Shakespeare in Love. In 2017, the school premiered the first high school production of Heathers.

Story

Jaren Lewison as William Shakespeare in J.J. Pearce High School's production of Shakespeare in Love.

Jaren Lewison as William Shakespeare in J.J. Pearce High School’s production of Shakespeare in Love.

Shakespeare in Love is a fictional account of playwright William Shakespeare’s early London years and of the forbidden love affair that inspired one of his most popular plays.

It’s 1593, and Shakespeare has reached a career low. He’s penniless, heavily indebted to two demanding producers, and suffering from a severe case of writer’s block. But he’s not without fans, and Viola de Lesseps is his biggest. The beautiful daughter of a rich merchant, Viola longs to be an actor. Although a queen sits on the throne, women have yet to conquer England’s stages. Viola must disguise herself as Thomas Kent to enter Shakespeare’s world.

Once he discovers her secret, Shakespeare finds both a muse and sweetheart in Viola, so he’s heartbroken when her father arranges her marriage to the wealthy Lord Wessex. As Will and Viola’s secret love blossoms, the story of their romance finds its way into Shakespeare’s quill, serving as the basis for his new script, Romeo and Juliet.

Background

Shakespeare in Love is based on the 1998 movie starring Joseph Fiennes and Gwyneth Paltrow as Will and Viola. The film earned seven Academy Awards, including best picture. Playwright Lee Hall adapted the stage version from the original screenplay by Marc Norman and Tom Stoppard. The play debuted in 2014 in London’s West End and made its North American premiere two years later at Ontario’s Stratford Festival. It has since become a popular addition to regional theatre seasons across the United States.

Shakespeare in Love features the Bard’s familiar play-within-a-play concept — repurposing entire passages from Romeo and Juliet — as well as numerous allusions to his other works, including Macbeth, Hamlet, Othello, and Twelfth Night. Several historical figures also make appearances in the fictional tale, from Christopher Marlowe to Richard Burbage to Queen Elizabeth I.

TROUPE 6896’S PRODUCTION

Heather Biddle, head director for J.J. Pearce High School’s theatre program, didn’t exactly choose Shakespeare in Love but rather was delighted to be chosen by Disney Theatrical Productions as one of a handful of programs across the country to pilot the high school version of the show.

“I jumped at the chance because it was one of my favorite movies,” Biddle said. “Plus, we’re kind of known at Pearce as being a musical program. We do amazing plays, too, but not as many people come to see them because they are not on as large a scale as the musicals. I wanted the opportunity to show our community what phenomenal actors we had.”

Biddle is an alumna of Pearce’s theatre program with a history of shepherding similar pilots for Tuck Everlasting and Heathers. She admits there are unique challenges to directing pilot productions compared to shows with established track records. “One of the hardest things is that you need to have a program in which you can take risks,” Biddle said. “Some shows have material that isn’t completely PG. You have to be able to discover that with your students, with your community, and with the licensing company. And you have to know you have a strong community, and in our case a strong administration, willing to support the students, to understand that they’re working in the safety of the theatre.”

The scale of Shakespeare in Love also required a significant commitment. Biddle and her designers opted for a set that references the Globe Theatre, with modular pieces frequently reconfigured for numerous scene changes. For their production, women are clothed in traditional Elizabethan styles, while Shakespeare’s status as “the cool guy” offered a chance to play with his aesthetic, mixing textiles and incorporating a generous amount of pleather. Onstage musicians and a dog round out the company.

Though students read Romeo and Juliet and Othello and even work on Shakespeare scenes in their acting classes, Pearce doesn’t have a history of producing the playwright’s works, which made Shakespeare in Love an exciting learning opportunity. Students spent considerable time researching the world of the play and even started a contest to see who could identify the most lines inserted from Shakespeare’s scripts.

“We did weeks of dramaturgy,” Biddle said. “My Queen Elizabeth learned everything down to how she wore her nails. The way she stood. The way she moved. The fact that she had a little bit of spunk and spark and fire to her. The actor who played Marlowe undertook a lot of research just trying to figure out who Marlowe was, because it depends on what you read. Was Marlowe a person? Was Marlowe really Shakespeare? The students dedicated themselves to the life of these characters.”

For senior Jaren Lewison that meant reviewing documentaries and articles for historical context, while also trying to make the character William Shakespeare more accessible. “It was really incredible to bring Will to life onstage, mainly because a lot of today’s generation tends not to like Shakespeare as much,” he said. “You think of Shakespeare, and you think of elegant language and analysis from school, but truly Shakespeare is the backbone for so many plays and movies. … It was exciting to step into his world and that history and make that engaging for a modern audience.”

Lewison admits the process required focus and energy. “We were not only putting on Shakespeare in Love, but we were also showcasing a bit of Romeo and Juliet. It was definitely difficult at first, especially in terms of the language. The cast actually translated some of the dialogue from Romeo and Juliet [into modern English] and reread the original scenes so that we would know exactly what was going on.”

Thespian senior Carly Koon, who portrays Viola, also found research valuable. “Remaining true to the complexities and nuances of history brings the show to life,” she said, “so the research portion was really important to me.” 

Koon says her biggest challenge was switching quickly among multiple roles. “In the show I played Viola, but she played Thomas Kent, Romeo, and Juliet all within two acts and with one-minute quick changes backstage,” Koon said. “As an actor, I really enjoy challenging myself and taking on roles that require raw emotion and tons of dedication.”

Biddle says the close cast is grateful for another chance to revisit the play at the International Thespian Festival. “It’s like the high school Tonys,” Biddle said. “Everyone is there to support everybody. Everybody’s excited. We have a lot of seniors this year who will already have graduated, so it’s a chance to spend that last time together and create memories that will last forever.

“It’s so important we continue to respect all magnitudes of work,” she continued. “I love that there’s something that celebrates high school theatre and applauds what all these kids give up every single day, whether they perform on the national stage or on their high school stages.”

POST-SHOW DISCUSSION

  1. How familiar were you with William Shakespeare and Romeo and Juliet before seeing Shakespeare in Love? In what ways did the show make you see Shakespeare or his works differently?
  2. The characters in Shakespeare in Love have different ideas and expectations regarding love and marriage. Which character did you relate to most and why?
  3. While Romeo and Juliet looms largest in Shakespeare in Love, the play also includes references to several of the Bard’s other works. How does the romance between Will and Viola parallel that of Romeo and Juliet? What other character allusions and Shakespearean plot devices were you able to identify in the show?
  4. Queen Elizabeth I, Viola de Lesseps, and Viola’s Nurse represent three very different types of women in 16th century society. What can you learn about options for women in Elizabethan England from their examples?
  5. In addition to its traditional romance between Will and Viola, Shakespeare in Love is a love letter to theatre and the process of creating art. As Thespians, how did this element of the story resonate for you?

ACTIVITIES

  1. Shakespeare in Love mixes fact and fiction in its exploration of how William Shakespeare found his playwriting voice. Create your own timeline of important milestones from Shakespeare’s life and how they intersect with events in the play.
  2. In addition to its fictional characters, Shakespeare in Love features several historical figures important to theatre in Shakepeare’s time. Research one of the following characters from the show, exploring their significance to theatre: Richard Burbage, Christopher “Kit” Marlowe, Philip Henslowe, Edward “Ned” Alleyn, Queen Elizabeth I, or Edmund Tilney.
  3. Original productions of Shakespeare’s plays were quite different from theatre performances today. Choose one aspect of theatre, for example, acting or design, and explore what audiences of Shakespeare’s time would have experienced.

RESOURCES

Read
Romeo and Juliet, by William Shakespeare (full text available via Project Gutenberg)
Shakespeare Birthplace Trust website
Shakespeare’s Globe website
Folger Shakespeare Library website

Listen
University of Oxford Romeo and Juliet podcast

Watch
Shakespeare in Love high school edition trailer (featuring pilot schools)
Shakespeare in the Classroom documentary (Miramax)
Shakespeare in Love film (rated R)

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: Noises Off https://dramatics.org/festival-preview-noises-off/ Wed, 24 Apr 2019 13:09:28 +0000 https://dramatics.org/?p=4007 Thespians present a comedy tour de force

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 3796 from McPherson High School in Kansas will make its International Thespian Festival main stage debut with Noises Off.

Story

Drake Langshaw and Rachel Janzen in McPherson High School’s production of Noises Off. Photo by Greg Smith.

Director Lloyd Dallas and his troupe of exhausted actors are working slowly through final adjustments for their touring production, Nothing On. Mere hours before opening and with rehearsal dragging late into the night, the show is edging closer and closer to derailment. Missed lines, botched entrances, and waylaid props threaten to spoil any chance of success.

Those fears are proven a month later when Lloyd drops in on a matinee of the tour. Backstage, several of the show’s cast members barely speak to one another, the lead actress refuses to appear, and unhappy personal entanglements compromise the quality onstage.

As the final performance approaches, it’s clear that Nothing On has become a complete disaster. The show goes on, but with only minimal resemblance to its script, and the tour flounders hilariously to its conclusion.

Background

Michael Frayn’s Noises Off premiered in February 1982 at London’s Lyric Hammersmith theatre before transferring to the West End. It was an immediate critical and commercial success. The show opened on Broadway the following year and was nominated for four Tony Awards. It has been revived twice there, in 2001 and 2016. A film adaptation was released in 1992.

Frayn has said the inspiration for Noises Off came to him in 1970 as he watched his play The Two of Us from backstage. According to Frayn, “It was funnier from behind than in front, and I thought that one day I must write a farce from behind.”

Although the show’s nonstop laughs result from extreme mishaps, Frayn believes the humor to be based in reality. He told the Paris Review, “It seems to me that everyday life has a very strong tendency toward farce, that is to say, things go wrong. And they go wrong often in a very complex and logically constructed way — one disaster leads to another, and the combination of the two disasters leads to a third disaster, which is the essence of classical farce: disaster building upon itself.”

The cast of McPherson High School's production of Noises Off.
The cast of McPherson High School's production of Noises Off. Photo by Greg Smith.

TROUPE 3796’S PRODUCTION

McPherson High School Troupe Director Greg McGlynn doesn’t just like Noises Off. His latest incarnation marks the seventh time he has directed or appeared in the show. “I was fortunate to be sitting in the Savoy Theatre in London as the curtain rose on a play called Noises Off in its premiere season. We arrived right before curtain and were not quite sure what we were in store for. When we figured out the plot, we began laughing ourselves silly. Well, it’s 31 years later, and I’m still laughing at this play.”

McGlynn returns to the script every four or five years, giving each generation of students cycling through his theatre program the chance to experience its onstage zaniness. “I love the physical challenge the roles bring to actors. I also love the technical challenge the set and props bring to my crews. In my 37 years being involved with theatre arts, I cannot think of a more enjoyable and challenging show.”

Those challenges include the show’s play-within-a-play structure, precision comic timing, and intricately choreographed blocking. To navigate them, McGlynn extended the rehearsal period for Noises Off, casting the show at the end of the previous school year and building rehearsal time into his fall Repertory Advance Acting class so that students could dive deeper into the style, study commedia dell’arte and stock characters, and explore multiple British dialects needed to differentiate their dual characters. The Stage Craft class began framing the two-story set in August, giving the actors more time to work with its multiple doors and windows leading up to the show’s November opening.

Thespian senior Drake Langshaw, who plays Garry and Roger, says he and his fellow actors have experience performing comedy, but the nuances of farce were a welcome challenge. “With the fast-paced, ‘one person goes off while another comes on’ thing going on the whole time, it requires a great deal of focus and chemistry with your castmates to feel that same timing every time,” Langshaw said. “This cast is my home away from home and a group of people I’ve known since middle school. I love them like my own siblings and owe them the world. Without their reactions, my falling on my face would only be half as funny.”

“I have never played a character quite like Brooke before, so it was fun and challenging to learn how to act so hopelessly dumb and develop the gestures she would use,” said Meghan Smith, also a Thespian senior. “Learning the blocking and overall timing in Act 2 — between what is seen onstage and the lines said backstage — was extremely challenging, but the end result was definitely worth it.”

All three are elated to have the opportunity to present the show again. “The most exciting thing to me about getting to perform Noises Off at the International Thespian Festival is that I will get to perform another time with my theatre family,” Smith said. “I am also thrilled to get the honor of performing at such a high level, in front of people who truly appreciate theatre.”

Langshaw agreed, “My school is well known as a sports school, with a community that wholly backs every sporting event. But beyond the fields and courts, we have a thriving fine arts department that does so many lovely things. I think this opportunity is huge to show our community that we can achieve accolades too.”

For his part, McGlynn describes the invitation to ITF as “one of the most exciting moments of my educational career. Back in August, I told my students this would probably be my seventh and final time to do Noises Off, as I near retirement. But now I’m saying, this is my 7.5 and last time to do Noises Off. Maybe. After all, I’ve never played Selsdon!”

POST-SHOW DISCUSSION

  1. Noises Off and its play-within-the-play, Nothing On, both provide examples of farce. What are typical elements of farce? How many of them can you identify in the show?
  2. The McPherson High School cast of Noises Off rehearsed the first act of the play, then moved forward to the third act, before returning to the “backstage” second act. Why do you think they made that choice? How does an understanding of the blocking in acts 1 and 3 inform the action in Act 2?
  3. English playwright and actor Ray Cooney, described as a master of farce, said, “Farce is more akin to tragedy than it is to comedy.” What do you think he meant? Do you agree or disagree?
  4. Noises Off illustrates a disastrous theatrical production. As Thespians, can you relate to the challenges faced by the cast and crew as they rehearse and then perform Nothing On? Have you ever been part of a production in which something went wrong onstage? What did you learn from that experience?
  5. Which of Noises Off’s three sections is your favorite to watch? Why?

ACTIVITIES

  1. Farce can be dated to the classical Greek plays of Aristophanes and Roman comedies of Plautus, continued in the Italian Renaissance through commedia dell’arte, and evolved in the hands of French playwrights Molière and later Feydeau into the form we recognize today. Create a timeline that explores these and other milestones in the history of farce.
  2. Film and television stars Charlie Chaplin, the Marx Brothers, the Three Stooges, and Lucille Ball helped bring elements of farce into the modern era. Choose one of them or another example and compare and contrast the use of farce in their work with Noises Off.
  3. In Noises Off, traditional stock characters from farce are combined with stereotypes about people who work in theatre. Take each character in Noises Off and identify the stock example and theatre stereotype they embody in the show.

RESOURCES

Read
The Journal interview with playwright Michael Frayn
The Herald interview with Michael Frayn on the success of Noises Off
Encyclopaedia Britannica entry on farce
Encyclopaedia Britannica entry on commedia dell’arte
Telegraph article “Ray Cooney’s six rules of farce”

Listen
Melbourne Theatre Company’s MTC Talks podcast with Michael Frayn about Noises Off

Watch
Roundabout Theatre Company, “About the Show”
The Guardian interview with Michael Frayn
Roundabout Theatre Company’s 2016 production scene montage

Learn more about the 2019 International Thespian Festival online.

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Festival Preview: Be More Chill https://dramatics.org/festival-preview-be-more-chill/ Tue, 16 Apr 2019 13:17:41 +0000 https://dramatics.org/?p=3798 High school pressures take center stage in popular new musical

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This story is part of a series of articles previewing Thespian troupes and the shows they’ve been invited to present on the 2019 International Thespian Festival main stage.

TROUPE 750 from Oregon’s South Eugene High School will make its International Thespian Festival main stage debut with Be More Chill. The troupe presented a Chapter Select Showcase of The Long Goodbye in 2017.

STORY

Nathan Ward as The Squip in South Eugene High School's Be More Chill.

Nathan Ward as The Squip in South Eugene High School’s Be More Chill. Photo by Margaret Bull.

Junior Jeremy Heere expects little more than to survive high school. Though he’s resigned himself to never being the cool guy, he aspires to just enough visibility to avoid daily bullying and to capture the attention of Christine Canigula, an actress in the school play and the girl of his dreams.

Then Jeremy discovers the Super Quantum Unit Intel Processor, also known as a Squip. A microcomputer ingested in pill form, the Squip implants in Jeremy’s brain, providing near-constant instruction on the “right” thing to wear, do, and say in every imaginable situation.

With the Squip’s coaching, Jeremy achieves an instant status upgrade, but his newfound swagger comes at a price that’s hard to swallow. Ultimately, Jeremy must decide if popularity is worth the loss of his best friend, the subversion of his own identity, and the destruction of human civilization as we know it.

BACKGROUND

Be More Chill originated as a critically acclaimed 2004 book by Ned Vizzini. Composer-lyricist Joe Iconis was introduced to the story by his agent in 2011 and instantly saw its musical potential, teaming with Joe Tracz to write the libretto.

In 2015, their adaptation of Be More Chill premiered at New Jersey’s Two River Theater. A hit with audiences, the show was met with unenthusiastic reviews and failed to attract a commercial producer. However, an original cast album achieved unexpected popularity as teens gradually discovered it through streaming services, and the recording hit Billboard’s Cast Album Chart nearly two years after its release. Teens then made the show an online phenomenon, creating animated videos, fan fiction, and visual art inspired by its characters.

Producers found it impossible to ignore the growing interest and mounted a sold-out Off-Broadway production of Be More Chill at New York’s Pershing Square Signature Center in 2018. That incarnation transferred to Broadway’s Lyceum Theatre in February 2019. A feature film adaptation is also in development.

Quinn Hansen and Townes Genoves in South Eugene High School's production of Be More Chill.
Quinn Hansen as Jeremy and Townes Genoves as Michael in South Eugene High School's production of Be More Chill. Photo by Margaret Bull.

TROUPE 750’S PRODUCTION

South Eugene High School has a rich theatre tradition, having chartered its International Thespian Society troupe in 1946. The school also possesses an appetite for challenging contemporary works, with Spring Awakening, Urinetown, Dogfight, and The Laramie Project among recent productions. So, it’s no surprise that director Pat Avery was immediately taken with Be More Chill for “the way the music gave us a look into an angsty teenage mind. As a high school teacher, I recognized the characters right away.”

Avery was confident students also would embrace the material. “Theatre is really important here. We do seven or eight full-length productions every year, and four or five are student-directed. I like choosing material that has something to say, and so do the students. This is a very progressive community, and it’s great that they appreciate the fact we’re tackling mature work.

“Kids today really care, and the more opportunities they get to talk about important issues the better,” Avery continued. “Be More Chill is an incredibly fun show to do, but there are important social issues at the heart of it. Teen stress, peer pressure, and the way technology is playing an ever-more important role in our lives are all issues dealt with in a very engaging way.”

The show’s relatability excites Thespian junior Quinn Hansen, who portrays Jeremy. “It’s genuinely fun to go onstage every day and tell teenagers and adults what you’re actually feeling, in this crazy, sci-fi way. The connection of playing someone your own age is one of the best parts about being Jeremy.

“The show is a saturated, blown-out-of-proportion version of what every high school is like from the perspective of an outsider,” Hansen continued. “And that’s something I relate to. Every single character in the show, you can find at every single high school. The generalizations are accurate. At the same time, the characters are hyperbolic. Each of them has their own Breakfast Club aesthetic. That’s something you have to keep in mind. If you’re not looking at the characters on a deeper level, then you’re not going to enjoy the show to its fullest extent.”

Thespian Townes Genoves, a junior who plays Jeremy’s best friend Michael, agrees. “What resonates most with me is identity — finding out who you are and who you want to be in comparison to what other people perceive you to be or want you to be. Michael is confident in who he is, regardless of his peers’ perceptions. I think the show’s over-the-top depiction of high school stereotypes puts a spotlight on typical behaviors in your average high school environment. The show both pokes fun at and finds a legitimate motivation behind these stereotypes. It shows there are real people behind the facades we present to others in our everyday lives.”

The show’s candor also appeals to Caitie Connelly, the senior Thespian playing Christine. “I really admire the way Jeremy has trouble interacting with his peers and people in his life. In some arguments with his father and Michael, Jeremy often lacks basic listening and communication skills, which I find truthful as skills still developing in high schoolers. I appreciate that honesty and the growth of friendships throughout the play.”

The unusual journey of Be More Chill from internet sensation to Broadway hit meant that South Eugene’s production took place as the show was preparing to make its Broadway debut. According to Oregon NPR station KLCC, South Eugene’s was one of only two high school productions on the West Coast in 2018. “At first we were really anxious. We didn’t know if the producers were going to let us offer the show once the Broadway production was announced,” Avery said. “We were ecstatic and honored when they said yes. The thought of playing for a really big audience of just theatre kids [at the International Thespian Festival] has all of the students pumped, because we know that theatre kids are the best audiences ever. And this show is theatre kid heaven.”

POST-SHOW DISCUSSION

  1. Be More Chill has been described as Dear Evan Hansen meets Little Shop of Horrors. What parallels with those shows do you see in Be More Chill’s story? How do the creators weave elements of science fiction with a more traditional coming-of-age narrative?
  2. Writers Joe Iconis and Joe Tracz have said, “This isn’t a musical for the popular kids; this is a musical for the other kids.” What message does Be More Chill have for young people who may feel like outsiders in their schools? In what ways do Jeremy, Christine, and Michael respond differently to familiar teenage anxiety?
  3. Be More Chill also explores the role technology can play in exacerbating issues of bullying, gossip, and peer pressure. Is social media good, bad, or both? Explain your answer.
  4. Aside from its sci-fi twist, how realistic do you think Be More Chill is in its depiction of life in high school? Which of the show’s characters do you relate to most?
  5. Be More Chill offers a cautionary tale, as Jeremy’s popularity comes with a price. Do you think the experience was worth it for Jeremy to learn this lesson? Why or why not?

Activities

  1. Most of Be More Chill’s story is told from Jeremy’s point of view. Choose one of the show’s other characters, and tell the story’s events from their perspective.
  2. Would you take a Squip in order to be cool? Write a persuasive speech to share with your best friend to convince them to take — or not take — the Squip.
  3. Fan art helped propel Be More Chill to Broadway. Choose a favorite scene or character and create your own drawing, collage, video, song, or other artwork inspired by Be More Chill.

RESOURCES

Read
Be More Chill novel by Ned Vizzini
Be More Chill official Broadway website

Listen
Be More Chill original cast recording
Little Known Facts podcast Be More Chill episode

Watch
Be More Chill Broadway YouTube channel

Learn more about the 2019 International Thespian Festival online.

The post Festival Preview: <em>Be More Chill</em> appeared first on Dramatics Magazine Online.

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