“Center Stage - The Market Theatre” has been developed for our older students. Should you decide to use this lesson, you will need to access this chapter via the Middle School or High School entry points.

Objective: These lessons are designed to help students illustrate the importance of self-expression through performance and to explore the arts a vehicle to promote social and/or political change.

Lesson I: Begin by having students form a circle with 2 volunteers in the center. Give the 2 student volunteers a given circumstance. Be as specific and creative as possible (i.e. - one student will play a dentist and the other will play a patient who is afraid of having dental work done.) Next, have the 2 students in the center begin a scene based on those circumstances.

•  Every 20 - 30 seconds, the educator will point to one of the students on the outside of the circle. That selected student should call out an emotion or physical trait for the students in the center to portray. (i.e. sorrow, dizziness, hysteria).

•  The 2 students in the center should alter the scene in order to incorporate the emotion or physical attribute that was called out.

•  Continue calling on students for different emotions/physical traits for about 3 minutes. Then, switch to another scenario with 2 new student volunteers taking in the center of the circle.

Topic For Discussion: As a group, discuss the positives and negatives of being impulsive in front of an audience. Was it embarrassing or challenging to improvise in front of the class? Was it exciting? Was it difficult to portray an emotion? Was it difficult to select emotions or physical attributes for the students in center to play? Was it more difficult to act in front of the class then expected?

Educator Note: Before beginning, encourage students to use their instincts and to be creative and impulsive.

Curriculum Connections: Arts Education, Life Skills

Lesson 2: Begin by watching both videos on the History of the Market Theatre.

Topic For Discussion 2: Lead the class in a discussion about the history of performance and the arts as a means to reflect social, political, and cultural issues. Brainstorm with students various types of performance created to promote social and political change and their impact. Some examples could be:

• Michael Moore’s claims view of the American healthcare system in "Sicko" (2007)
• Charlie Chaplin spoofing Adolf Hitler in "The Great Dictator" (1940)
• The Political Satire of Saturday Night Live and The Daily Show
• Al Gore's "An Inconvenient Truth (2006)
• Sarafina! (Broadway - 1988; Movie - 1992)
• Angels in America (Broadway - 1991, Television - 2003)
• “Hotel Rwanda” (2004)
• “Super Size Me” (2004)

Written Assignment: To expand on this (particularly for those at the High School level) have students research and select one form of artistic expression other than song (i.e. piece of theatre, movie, television show) and explore the social, political issue it was addressing. In a 3-5 page paper, have students explain its significance. The following questions should be addressed:

• Would the piece or the artist have had the same impact at another time period?
• How was this piece/artist received at the time? Was the piece/artist controversial? Why?
• What political, social, or cultural events were happening the time that the performance was created and performed.
• How did the performance led to change? What was the specific impact - both short term and long term?
• Were the writers, directors, performers ostracized for their involvement on the project? Were they praised or did they receive positive recognition for the piece?

Student Assessment: After completing this lesson students will be able to understand the impact that music and the arts can have on a society or time period.

Curriculum Connections: Arts Education, English, Social Studies, History

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