1 10 4 https://atmospherictheatre.exeter.ac.uk/files/original/d0c536b5539696543c1b9dce00149466.jpg 4564c0263cb4646ca6ad9fbd697ba3ce https://atmospherictheatre.exeter.ac.uk/files/original/80aaa64cb6e59e9c645f5b60c6817fb8.pdf a5a49ae9956e5196402b77d32d1942c5 https://atmospherictheatre.exeter.ac.uk/files/original/e2375d9f728cfe870bf638d204fac8d5.ppt af86530b3c6c8b8c64c9782e7bbc168c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Educational Resources (11-14 years) Description An account of the resource These educational resources are designed to introduce secondary-school pupils studying the plays of William Shakespeare to the significance that questions of air quality and aerial resources acquire within his drama. In this section, you will be able to access and download lesson plans and associated resources for teaching pupils about the significance of airborne plague in Romeo and Juliet, wind power in The Merchant of Venice, fairy flight in A Midsummer Night's Dream, or the relationship between Shakespeare's fairies and the environment in the latter play. We have designed these education packs for use with pupils aged approximately 11-14 years old, in accordance with the UK National Curriculum learning objectives for KS3 English. In addition, each session comes with individual learning objectives that indicate how the session will promote learning about performed drama and/or environmental history. Each lesson plan is presented as an hour-long session, but we have included suggestions for potential extension activities. These resources could also be adapted for use with older children or within alternative curricula. If you have any feedback on or suggestions for improving these resources, please email the project team at: atmospherictheatre@exeter.ac.uk. Creator An entity primarily responsible for making the resource Sarah Sharp Type The nature or genre of the resource Educational Resources Contributor An entity responsible for making contributions to the resource Evelyn O'Malley, Chloe Preedy, and Courtney Priday. The suggested activities are informed by work undertaken with Queen Elizabeth’s School, Crediton, and the Minack Theatre Academy. Lesson Plan A resource that gives a detailed description of a course of instruction. Lesson Plan Text In A Midsummer Night’s Dream, the fairy characters enhance the play’s dream-like quality by adding an “other-worldly” element to the unfolding drama. Textual references to the fairies’ connection with their environment, including their implied ability to fly, have been expanded upon and creatively reimagined throughout this play’s long production history. Included in this education pack is a lesson plan exploring the significance of fairies and flight in A Midsummer Night’s Dream. The lesson plan is designed for pupils aged 11-14 years, although it could be adapted for use with older pupils. Lesson-Specific Learning Objectives Pupils will gain: • familiarity with the fairy characters in A Midsummer Night’s Dream and understanding of the text; • skills in considering a range of interpretations for presenting the fairy characters when staging A Midsummer Night’s Dream • skills in collaboration and presenting material; • experience at connecting their creative response to the fairy characters with the broader themes of A Midsummer Night’s Dream Lesson Plan Starter Activity: (10 – 15 minutes) In A Midsummer Night’s Dream, there are multiple references to the fairies being able to fly. 1. Using the ‘Fairies and Flight’ worksheet (Resource 1), students can match the quotes that refer to flight with the character who delivers these lines and the scene in which they are said. To challenge your students, use Slides 2 and 3 and ask them to identify the character and scene without the ‘match the boxes’ prompt (correct answers in Resource 1). Main Activity: (20 – 30 minutes) 1. “Translate” the passages that talk about fairies living with small winged creatures into contemporary English (Resource 2 and Slide 4). What is Titania asking her fairies to do? 2. Discuss: based on your translations, what size do you imagine the fairies to be?  Shakespeare frequently uses references to small winged creatures. This allows us to imaginatively see the fairies on stage (played by humans) as fitting into the natural world on a miniature scale. In modern performances of A Midsummer Night’s Dream, fairy characters often have wings as part of their costumes. However, much is still asked of the audience’s imagination when playgoers are prompted to see the actors as tiny flying creatures. 3. Ask your students to think about how they would present the fairy characters if they were to create their own production of A Midsummer Night’s Dream. 4. Split your class into small groups (2 - 5 depending on class size). 5. Ask each group to create a presentation outlining their design for how the fairy characters would be represented in their production of A Midsummer Night’s Dream. The students can consider: • How can you encourage the audience to believe the actors are small flying creatures? • What costumes might you give the actors (style, colour and materials)? • What make-up and hairstyles might you use? • Will your actors fly? If so, how? • Might you use projection? • Might you use puppets? They can give their presentation in any style they (or you) choose, e.g. by creating a PowerPoint, an A3 spider diagram, or a physical model/demonstration. You may wish to provide images from previous productions as inspiration (see Resource 3). Plenary Activity: (10 – 15 minutes) Use the following question as a prompt for a class discussion or as an individual reflective written task: 1. How might your design for the fairy characters contribute to the play’s “dream-like” quality? Point to consider: • How is flight seen as “other-worldly”? • How are you suggesting that these supernatural beings are connected to, or are in control of, the environment? • How are you encouraging your audience to use their imagination? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Pack - Fairies and Flight in A Midsummer Night's Dream Description An account of the resource This education pack includes a lesson plan and associated resources that can be used to explore the representation of fairy flight in William Shakespeare's A Midsummer Night's Dream. The resources are designed for pupils aged approximately 11-14 years. but could be adapted for use with older pupils. Creator An entity primarily responsible for making the resource Sarah Sharp Contributor An entity responsible for making contributions to the resource Evelyn O'Malley and Chloe Preedy. The suggested activities are informed by work undertaken with Queen Elizabeth’s School, Crediton, and the Minack Theatre Academy. Rights Information about rights held in and over the resource CC BY-NC 2.0 Relation A related resource Interview with Emma Gersch Emma Gersch is the Artistic Director of <a href="http://atmospherictheatre.exeter.ac.uk/items/show/90">Moving Stories</a>. Moving Stories creates inclusive and accessible theatre that engages and inspires its audiences. They have made large scale Shakespearean productions for the <a href="http://atmospherictheatre.exeter.ac.uk/items/show/10">Minack Theatre</a>, staged new writing across Europe and the UK, and created site specific events in bedrooms, offices, and castles. Moving Stories is also the home of <a href="https://www.movingstories.org.uk/bandofmothers" target="_blank" rel="noreferrer noopener">Band of Mothers</a>, a group of artists who harness the creative power of motherhood and allow it to inform their creative work. In this video, Emma discusses her extensive experience of directing plays for performance in open-air contexts, including a 2012 production of A Midsummer Night's Dream. Emma Gersch on A Midsummer Night's Dream (edited start time): <iframe width="560" height="315" src="https://www.youtube.com/embed/-zplOIFBc_E?start=869&rel=0" frameborder="0"></iframe> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/142">Interview with Emma Gersch (full version and transcript)</a> A Midsummer Night's Dream Fairies Flight Shakespeare https://atmospherictheatre.exeter.ac.uk/files/original/6379b13f56c245d62601dae76be223f8.png 38b468c29e4c1a19b9855d23fcc5f76a https://atmospherictheatre.exeter.ac.uk/files/original/b1f44900c15fff1f8c360ca1fbd78100.pdf a9b07c8c2a7a8312792ba6743dc6579f https://atmospherictheatre.exeter.ac.uk/files/original/80ffeb075b87939cebf5dee1270b4ff5.ppt 42ebcb2f0a4512b3521a5b40b2330dd5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Educational Resources (11-14 years) Description An account of the resource These educational resources are designed to introduce secondary-school pupils studying the plays of William Shakespeare to the significance that questions of air quality and aerial resources acquire within his drama. In this section, you will be able to access and download lesson plans and associated resources for teaching pupils about the significance of airborne plague in Romeo and Juliet, wind power in The Merchant of Venice, fairy flight in A Midsummer Night's Dream, or the relationship between Shakespeare's fairies and the environment in the latter play. We have designed these education packs for use with pupils aged approximately 11-14 years old, in accordance with the UK National Curriculum learning objectives for KS3 English. In addition, each session comes with individual learning objectives that indicate how the session will promote learning about performed drama and/or environmental history. Each lesson plan is presented as an hour-long session, but we have included suggestions for potential extension activities. These resources could also be adapted for use with older children or within alternative curricula. If you have any feedback on or suggestions for improving these resources, please email the project team at: atmospherictheatre@exeter.ac.uk. Creator An entity primarily responsible for making the resource Sarah Sharp Type The nature or genre of the resource Educational Resources Contributor An entity responsible for making contributions to the resource Evelyn O'Malley, Chloe Preedy, and Courtney Priday. The suggested activities are informed by work undertaken with Queen Elizabeth’s School, Crediton, and the Minack Theatre Academy. Lesson Plan A resource that gives a detailed description of a course of instruction. Lesson Plan Text In A Midsummer Night’s Dream, the fairy characters are set apart from the mortal human characters through their connection with the environment. In reading Shakespeare’s play, we discover that these characters influence their environment, whether by causing floods and failed harvests with their arguments or through creating a fog to mislead lovers in the forest. Today, the way in which the fairies are represented when staging A Midsummer Night’s Dream can tell the audience a lot about how we should imagine and respond to the events and setting of the play in performance. Included in this education pack is a lesson plan exploring the presentation and symbolism of the fairies in A Midsummer Night’s Dream, focusing on their relationship to and with the play’s fictional environment. The plan is designed for pupils aged 11-14 years, although it could be adapted for use with older pupils. Lesson-Specific Learning Objectives Pupils will learn: • to explore the impact of theatrical design on their understanding of the fairy characters; • how differing interpretations of the fairy characters on stage can influence their understanding of the play; • to examine the relationship between the fairy characters and the environment, gaining knowledge of how these characters interact with and have influence over the natural world; • to respond creatively to the link between fairies and the environment. Lesson Plan Starter Activity: (10 minutes) 1. Create a space to move around within the classroom (this can be created between tables/desks if necessary, but it will be better if furniture can be moved to the side) 2. Ask students to walk (carefully!) around the space and then ask them to walk in a “light” way. Then go back to “neutral” movement (the way they were walking at the start). 3. Ask students to walk in an “indirect” way, then back to neutral. 4. Ask students to move in a “free” way, then back to neutral. 5. Ask students to put all these ways of moving together and see if they can walk in a way that is light, indirect, and free. 6. Split the class in two and ask one group to stand to the side and watch as the other group try to walk with these three qualities, then swap the groups over. 7. Discuss the exercise as a class. How did walking in such a way made them feel? What did they notice about watching others in the room walk in such a way? With which characters in A Midsummer Night’s Dream might they associate that style of movement? Answer – the fairies! 8. Reassemble the classroom if tables/chairs have been moved. Stationary Alternative Starter: (5-10 minutes) 1. Working individually, or in small groups with an A3 sheet of paper, ask students to write down everything they associate with “fairies”. 2. Encourage them to associate as freely as they can, considering adjectives to describe a fairy, any colours, smells, sounds, etc. that might spring to mind, and any associated objects or elements. 3. Share some examples with the whole class. Note any similarities in the features suggested, such as ‘wings’, ‘flying’, or ‘airy’, as well as any differences between adjectives, e.g. those used to describe “nice” fairies versus mischievous ones. Main Activity One: (20 – 25 minutes) 1. Using the ideas that have come up in the starter activity, ask students to write down words to describe what they think the fairies in A Midsummer Night’s Dream are like. Share some ideas with the class. 2. Look at how the fairies have been variously interpreted in performance by using images and videos from previous productions (see Resource 1). Compare these interpretations to the pupils’ ideas as a class discussion: a. What does the appearance of the actors playing the fairies (costume/make-up/movement/vocal qualities) tell us about the latter as characters? b. How are these interpretations similar to or different from the pupils’ own ideas? 3. Choose four images from the previous activity that your class are particularly interested in (suggestions in Resource 1). 4. Using the ‘Fairy Comparison’ worksheet and the word bank provided (Resource 2), ask students to describe the fairy in each of the four images. To challenge your students, ask them to add their own descriptive words. 5. Ask one student to act out a line from the text (see Slide 4) in the style of a fairy from one image, and another student to read the same line in character as a fairy from a different image. 6. Discuss the differences as a class or set the following as a written task: a. How does the performance approach change how we see the fairy characters? b. How does the performance impact what light we see their actions in? c. How can different interpretations of the fairies help set the tone of the play? Main Activity Two: (10 – 15 minutes) 1. In A Midsummer Night’s Dream, the fairies are depicted as being connected to their environment. As a class, read through Titania’s speech in Act 2 Scene 1, lines 81-117 (Resource 3 and Slide 6). a. What is Titania describing here? (Answer: fogs, rain, floods, frosts, unseasonal weather) b. What is the cause of this upheaval? (Answer: the argument between Titania and Oberon) During the 1590s (when Shakespeare was writing A Midsummer Night’s Dream), England experienced a series of very bad storms leading to failed harvests and food shortages. Many people at the time attributed these storms to supernatural causes, so blaming an argument between the fairy King and Queen was not such an extreme stretch of the imagination! 2. What do the depictions of the fairies from Activity 1 suggest to us about the state of their environment and their relationship with the natural world? This question can be used as a discussion prompt or set as a written task. Points to consider include: • Is the environment healthy? • Is the delicate balance of the environment maintained? • Has the environment the fairies live in been damaged? • Have the fairies themselves been deformed by pollution? • How do you know? (Encourage students to consider costume/physical qualities, e.g. posture/facial expressions, etc.) Plenary Activity: (5 – 10 minutes) The following activity can be held as a discussion involving the whole class or with the students in pairs, or set as an individual reflective writing task. 1. Ask students to think about the atmospheric conditions where they live. What kind of fairy might live in this environment? 2. Then think of a contrasting environment (e.g. a city centre, remote countryside, or a much hotter or colder climate). What kind of fairy might live there? Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Education Pack - Fairies and the Environment in A Midsummer Night’s Dream Description An account of the resource This education pack includes a lesson plan and associated resources that can be used to explore the relationship between the fairy characters and the environment in William Shakespeare's A Midsummer Night's Dream. The resources are designed for pupils aged approximately 11-14 years. but could be adapted for use with older pupils. Creator An entity primarily responsible for making the resource Sarah Sharp Contributor An entity responsible for making contributions to the resource Evelyn O'Malley and Chloe Preedy. The suggested activities are informed by work undertaken with Queen Elizabeth’s School, Crediton, and the Minack Theatre Academy. Rights Information about rights held in and over the resource CC BY-NC 2.0 A Midsummer Night's Dream Environment Fairies Shakespeare https://atmospherictheatre.exeter.ac.uk/files/original/7d9890e99d36a489e3d8a10a527e8494.jpg 85cb5a36131762d5b6c5f550b80d5521 https://atmospherictheatre.exeter.ac.uk/files/original/844fa4a8e4b60234a6553f2205f63d92.pdf 60b49e68eecbc329def7aa4cd7e66d36 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource This section contains a selection of video interviews in which open-air theatre practitioners and researchers discuss their experience of performing or attending productions at open-air theatres. These interviews can be used alongside the project's educational resources, as many of our contributors discuss their involvement in directing, designing for, investigating, or performing Shakespeare's plays (with links to the most relevant clips available through our <a href="https://atmospherictheatre.exeter.ac.uk/search?query=Educational+Resources&query_type=exact_match&record_types%5B%5D=Collection&sort_field=title">education packs</a>), or to learn more in general about open-air theatre practice. All video interviews are captioned and written transcripts are provided. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Emma Gersch Description An account of the resource Emma Gersch is the Artistic Director of <a href="http://atmospherictheatre.exeter.ac.uk/items/show/90">Moving Stories</a>. Moving Stories creates inclusive and accessible theatre that engages and inspires its audiences. They have made large scale Shakespearean productions for the <a href="http://atmospherictheatre.exeter.ac.uk/items/show/10">Minack Theatre</a>, staged new writing across Europe and the UK, and created site specific events in bedrooms, offices, and castles. Moving Stories is also the home of <a href="https://www.movingstories.org.uk/bandofmothers" target="_blank" rel="noreferrer noopener">Band of Mothers</a>, a group of artists who harness the creative power of motherhood and allow it to inform their creative work. In this video, Emma discusses her extensive experience of directing plays for performance in open-air contexts. Creator An entity primarily responsible for making the resource Sarah Sharp in conversation with Emma Gersch Source A related resource from which the described resource is derived <iframe width="560" height="315" src="https://www.youtube.com/embed/-zplOIFBc_E?rel=0" frameborder="0"></iframe> Relation A related resource <a href="http://atmospherictheatre.exeter.ac.uk/items/show/1">Education Pack - Storms in The Tempest and Pericles</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/4">Education Pack - Plague and Perfume in Romeo and Juliet</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/139">Education Pack - Fairies and Flight in A Midsummer Night's Dream</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/2">Education Pack - Air Pollution in Macbeth</a> Language A language of the resource English A Midsummer Night's Dream Fairies Romeo and Juliet Shakespeare Storms The Tempest https://atmospherictheatre.exeter.ac.uk/files/original/6615c520f2b116255add5d51707e2422.jpg f510e81f2e6e3e984a204d7050f8d0f7 https://atmospherictheatre.exeter.ac.uk/files/original/e9d9e8f98b752c983df1f46632238a8a.pdf 2a29dc3b5be63f15ecdd360a87ccaf21 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interviews Description An account of the resource This section contains a selection of video interviews in which open-air theatre practitioners and researchers discuss their experience of performing or attending productions at open-air theatres. These interviews can be used alongside the project's educational resources, as many of our contributors discuss their involvement in directing, designing for, investigating, or performing Shakespeare's plays (with links to the most relevant clips available through our <a href="https://atmospherictheatre.exeter.ac.uk/search?query=Educational+Resources&query_type=exact_match&record_types%5B%5D=Collection&sort_field=title">education packs</a>), or to learn more in general about open-air theatre practice. All video interviews are captioned and written transcripts are provided. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Interview with Stephen Purcell and Zoë Hudson Description An account of the resource <a href="http://atmospherictheatre.exeter.ac.uk/items/show/88">The Pantaloons</a> reimagine Shakespeare in vibrant and anarchic retellings, drawing from a wide variety of popular theatre traditions, from commedia dell’arte and pantomime to stand-up comedy and silent movies. Their imaginative productions invite the audience to become co-creators of the play-world, resulting in humorous and uplifting performances. Dr Stephen Purcell is the Artistic Director of The Pantaloons and an Associate Professor of Shakespeare and Performance Studies at Warwick University. Dr Zoë Hudson is the Designer for The Pantaloons, and is a social historian and theatre practitioner. In this video, Zoë and Stephen talk about their company's experience of touring and performing at open-air sites. Creator An entity primarily responsible for making the resource Dr Zoë Hudson and Dr Stephen Purcell in conversation with Sarah Sharp Source A related resource from which the described resource is derived <iframe width="560" height="315" src="https://www.youtube.com/embed/vbS6Hk7D2vY?rel=0" frameborder="0"></iframe> Relation A related resource <a href="http://atmospherictheatre.exeter.ac.uk/items/show/1">Education Pack - Storms in The Tempest and Pericles</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/4">Education Pack - Plague and Perfume in Romeo and Juliet</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/139">Education Pack - Fairies and Flight in A Midsummer Night's Dream</a> <a href="http://atmospherictheatre.exeter.ac.uk/items/show/2">Education Pack - Air Pollution in Macbeth</a> Language A language of the resource English A Midsummer Night's Dream Macbeth Outdoor productions Romeo and Juliet Shakespeare The Tempest