Dracula Play Guide - Actors Theatre of Louisville

Bridgework
building connections between stage and classroom
The following exercises combine creative drama, theatre concepts and core content to connect the theatre experience with drama activities in your classroom.
By exploring drama as a mode of learning, students strengthen skills for creative problem solving, imagination and critical thinking.
AT YOUR DESK Activities
Theme Lines
Choose a character’s line(s) from the script that reflect an important
theme of the play. Write a brief thought of your own that expresses
that theme. What does it mean to you? Read both the script line
and your own thought aloud to the class.
Journal Entry
Stoker begins his novel, Dracula, with a journal entry of John
Harker’s:
3 May. Bistritz.—Left Munich at 8:35 P.M., on 1st May, arriving at
Vienna early morning; should have arrived at 6:46, but train was an
hour late. Buda-Pesth seems a wonderful place from the glimpse which
I got of it from the train and the little I could walk through the streets.
I feared to go very far from the station, as we had arrived late and
would start as near the correct time as possible. The impression I got
was that we were leaving the West and entering the East…
Think about which characters might be the protagonist and the
antagonist in the play. Write a journal entry in the voice of either
character (or both). Explain his objective or goal and describe
reasons for wanting it (motivation). What actions does this
character take to achieve his goal? Remember to justify every action
and thought of your character.
Create a Sound Design
The technical element of sound creates mood and places us in a
specific time and place. Assume the role of sound designer for your
own contemporary production of DRACULA. Make a list of sound
effects and music you would use.
ON YOUR FEET Activities
Warm-up
Sound/Motion Circle – Players in circle. First person starts a
“scary” sound and motion around circle. Person to his/her right
imitates sound/motion and passes it to next person on right. When
sound/motion makes it all the way around, person standing to left
of first person starts new sound/motion. Repeat until all players
have had a turn.
Get Your Freak On
When auditioning for Dracula, some of the actors are asked to
do their best creepy moves. Ask your students to walk around
the room. Tell them you are going to play different pieces of
music. When they hear the music, ask them to change their body
movement. Ask them to visualize a character that fits the tone of
the music and to embody that character. Students should focus only
on nonverbal expression.
10
Use several different types of music: classical, spooky Halloween,
jazz, etc. Be sure to leave time for reflection. What did it feel like?
Were some pieces of music easier than others? Why? How can
music inform a character? How can music add to the tone of a
production?
Round and Round We Go….
Simulate performing and directing for theatre-in-the-round (or
arena theatre). Have students place desks in a circle. Give volunteer
actors a scene (from Dracula or another play) and have a volunteer
director lead the movement. After the scene is completed, discuss
the challenges of this type of stage. What do actors and directors
have to think about? What might a set look like in this space?
What type of plays do you think would be best performed in the
round?
Interview with a Vampire
Hot Seating – Choose one student to play Dracula. Have the rest
of the class take on the roles of townspeople in London who have
heard rumors of his evil. They pose questions and interrogate him
about the events that have happened and choices he has made.
“Dracula” should explain and justify his actions.
Text Work
Read the following lines of dialogue. Notice who said them and
to whom they are spoken. Write a short essay about each, stating
whether you agree or disagree with the thought. Give reasons to
support your position, citing examples from your own life as well
as observations. Your essays could serve as a start for a personal
narrative or persuasive paper.
Van Helsing: (to Seward) My friend, “adventure” is a term most
often used in hindsight. An “adventure” as one is experiencing it is
usually referred to as “trouble”.
•••••••••••••••••••••
Dracula: (to Van Helsing) Sometimes good and evil are just a
matter of perception.
•••••••••••••••••••••
Dracula: Come, Professor, who does not have the Beast within?
Humans are so hypocritical; they deny their lust for blood. I am a
free creature. I hunt; kill without mercy or conscience to spoil my
enjoyment.
Van Helsing: Humans seek to distinguish themselves from the
animals. That is our destiny.
CROSS-CURRICULAR dCONNEC-
TIONs