Play Guide [1.2MB PDF] - Arizona Theatre Company

- Speaking characters are shown by name followed by what they say. For example:
Jim: How are you feeling now? Better?
Laura: Yes. Yes, thank you.
- There are stage directions (in parenthesis) discussing the character’s emotions, as
well as providing information about staging and blocking.
- Discuss the differences between linear and non-linear narrative. How does
this impact storytelling on stage? How does the narrator function in a non-linear
memory play?
2) Have each student think about a happy memory that he or she remembers very clearly.
Have the students write notes about what was happening, how they were feeling, others
involved, etc. Each student should also list the objects present in the memory, as well as
the ways in which people moved and the actions they took. These specifi c memory pieces
will become props, scenic elements, and blocking in the student’s scene.
3) Next, each student will take his or her memory and create a short scene (2-4 minutes)
following the format of the discussed example from the play.
- Students should try to keep the character limit between 2-4 people to focus the
events (depending on how many students are in the classroom). If their memory
has more than 2-4 people in it, have them pick a specifi c part of the memory to
accommodate the class. Remind them that they can use the non-linear structure and
a narrator to help keep the number of actors low.
4) Once the students have fi nished writing, ask a student to volunteer to have his or her
script read aloud for the class. Ask the class clarifying questions about the script to see if
they understood what happened. Then discuss the characters and relationships they see,
fi nd ways to add to or change it, and make sure there is a beginning, middle, and end.
Staging Activity
1) Once the scripts are written, create groups of 3-5 students (adjusting as needed to fi t
with number of characters in each scene). Have the groups discuss each person’s scene
and choose one scene they would like to perform based on their interest in the scene and
the ability to perform it. In order to help the students choose a scene, as them to consider
the following:
- Character clarity – Who are these characters? Are they active? Do they have clear
objectives within the scene? The clearer the characters, the easier they are to present
and embody.
- Action – Does the scene contain activity for the characters so that they are not
merely sitting around talking? The excitement of the theatre comes from watching
characters on stage do things, rather than talk about them. Although The Glass
Menagerie employs a narrator, it is also still full of action.
Students should use these ideas to help guide their scene choice.
The Glass Menagerie
Arizona Theatre Company Play Guide 31