Bard Buddies - The Tempest Hear it. See it. Do it!

Kentucky Shakespeare Presents
Bard Buddies - The Tempest
Study Guide
Grades K - 3
Hear it. See it. Do it!
Kentucky Shakespeare
Dear Educator,
Thank you for choosing Kentucky Shakespeare
to enrich your students’ lives with Art Education!
We know that the arts are essential to a child’s
educational experience and development. It is our
object to keep the arts alive and thriving in our
schools and communities.
This comprehensive Study Guide includes essential
background information on the Bard and his life,
his written works - The Tempest in particular,
pre/post performance activities, and a list of
applicable Common Core Standards that are met
with this performance. While giving additional arts
related experiences, these teacher-led activities
are intended to broaden students’ understanding
of the play as well as how Shakespeare can relate
to our own lives.
Please contact us with any questions or need for
further assistance. Thank you for supporting the
Commonwealth’s largest in-school arts provider
and the United States’ oldest, free Shakespeare
festival!
All Our Best to You,
Kyle Ware Hannah Pruitt
Director of Education
Education Programs
Manager
323 West Broadway, Suite 401
Louisville, KY 40202
Office 502-574-9900
Fax 502-566-9200
[email protected]
www.kyshakespeare.com
Table of Contents
•Synopsis………………………….…Page 3
•William Shakespeare................Page 4
•Play & Tech............................……Page 5
•The Story................................……Page 6
•Characters.............................……Page 7
•Characters Cont..........................Page 8
•Vocab & Themes.........................Page 9
•Activities for Exploration…....Page 10
•Links………………..........................Page 14
Common Core Standards
RL.K-3.1
RL.K-3.4
RL.K-1.9
SL.K-3.2
SL.K.5
L.K-3.2
L.K-3.6 RL.K-3.2
RL.2-3.5
RL.K-1.10
SL.K-3.3 SL.K.6
L.2-3.3
RL.K-3.3 RL.1-3.6
SL.K-3.1
SL.K-2.4
L.K,2-3.1
L.3.4
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Bard Buddies Synopsis
This one hour interactive “doing” workshop provides young children with the perfect introduction
to Shakespeare through audience participation and dramatic storytelling. Our Artist Educator will
guide the class through THE TEMPEST with your students playing the characters. Bard Buddies
emphasizes self-confidence, imagination, and teamwork!
How can you prepare your class?
• Creating an environment conducive to intimate interaction with your students, including an
open space for students to move
• Ensure your students have completed at least one exercise in this guide
What we recommend for the space:
• Removing desks and chairs and seating students on the floors
• Having a class list, roster, popsicle sticks with names, etc. on hand for use
• Using activities from our study guides. They are fun, enhance learning, and allow students to
make the most of their experiences
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Introducing Mr. William Shakespeare...
• William Shakespeare wrote 38
plays and 154 sonnets or
poems. Already a popular writer
in his own lifetime, his work
became increasingly celebrated
after his death.
• Shakespeare was born in
Stratford-upon-Avon, England on
April 23, 1564. Historians believe he
died on his birthday in 1616.
• William Shakespeare attended
grammar school in central
Stratford where he learned Latin,
grammar, and literature.
William Shakespeare
• At the age of 18, Shakespeare
married Anne Hathaway.
Together they had three
children: Susanna and
twins, Judith and Hamnet.
• In 1592, Shakespeare was a
playwright and an actor in
London. His playing Company,
The Lord Chamberlain’s Men,
was sponsored by the Queen of
England and performed at the
Globe Theatre.
• Often called England’s national poet
as well as “The Bard.”
• The Globe Theatre was built
The Original Globe Theatre circa 1612
in London in 1599. It was circular in shape and had no roof! Because
there was no electricity at this time, the
plays were performed during the day
and the actors were lit by the sun. 4
What is a Play?
A Play is a story performed live by actors on a stage in front of an audience. These performances
combine many art forms—writing, directing, acting, stage designing, costuming, and others. The
plays tell a story that can relate to the audience and even teach them a lesson for their own lives!
What are the Technical Elements of a Play?
Technical Elements are items that are used in a production to communicate and explain time, place,
and the theme to an audience - just like you will see in Bard Buddies!
See It. Hear it.
Costumes
Do it!
Costumes
The style of dress characteristic of a
particular country, time period, or people that is
worn by actors in a play.
Draw your version of Ariel’s fairy costume.
Consider what kind of character Ariel is - good or
bad? Fun or serious? Fast or slow?
Sound
Sound
Example: Fairy Wings for Ariel
Music and sounds effects used to create
environment and mood.
Describe what kind of sounds you would hear in
The Tempest - a storm, ocean sounds, etc.
Set
Set
Example: Clip of thunder for the tempest
The additions to a stage that help the audience
to understand where the play is taking place.
Draw a picture of picture of what you believe
Prospero’s island looks like.
Example: A tree to represent a forest
Props
Items used by actors besides costumes and
scenery used as part of a production.
Props
Make a list of props that are mentioned or that
you think would be needed to perform this play.
Example: Prospero’s magic staff
Lights
Help to tell the audience where the play is taking
place, what time it is, and what the mood is.
Example: Flickering lights for the tempest
Lights
What would the lights look like on a stormy day?
How would that make you feel?
What about on a sunny day?
How does that make you feel?
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The Tempest - a play by William Shakespeare
BEFORE THE STORY STARTS:
Twelve years prior to the storm that starts the play, the Duke
of Milan- Prospero, was usurped by Prospero’s brother,
Antonio. In the middle of the night, Antonio removed
Prospero from his library and sent him and his baby
daughter, Miranda, off to sea in a small boat. Prospero and
Miranda survived, however, and eventually ended up on a
small magical island in the Mediterranean Sea. Using his
own knowledge of magic and the resources of the magical
books that he had with him, Prospero tamed the spirits that
inhabited the island and used them to do his bidding. For
twelve years, Prospero and Miranda have lived alone on the
island with only the spirits and the savage island native, Caliban, as company.
THE PLAY:
As the play starts, Prospero uses the spirits of the island to create a violent storm. The storm
washes Prince Ferdinand, Stephano, Antonio, and King Alonso onto the shores of Prospero’s
island. Miranda tells her father that she saw the ship crack in the storm, but Prospero calms her,
explaining it was all a magical illusion he created to shipwreck the enemies that exiled them so
long ago. Prospero then calls for his spirit Ariel. Ariel verifies that the nobles are safe on the island,
and asks, this task being well performed, for his freedom. Prospero promises he will free Ariel
himself when his plans for his brother are complete. He then sends Ariel to bring Prince Ferdinand
to him. When Ferdinand finally arrives at Prospero’s feet, Miranda and Ferdinand immediately
fall in love, but Prospero pretends to be gruff and critical toward Ferdinand in order to test his
worthiness.
On another part of the island Antonio and Alonso wander, lost and frightened. Elsewhere, Caliban
is gathering wood when Stephano comes upon him. Caliban is in awe of Stephano and flatters him,
and then promises to be his slave instead of Prospero’s.
The island is a busy place. While working for Prospero, Ferdinand encounters Miranda and the two
exchange their love for one another and vow to be married. Prospero, watching in secret, approves.
In another area, Caliban convinces Stephano that the only way to rule over this island is to kill
Prospero. Luckily for Prospero, Ariel overhears this plan. On yet another part of the island, Antonio
is visited by Ariel who appears in the form of an enraged harpy and informs Antonio that it is his
evil toward Prospero that has brought him to this place.
Meanwhile, Caliban brings Stephano to the mouth of Prospero’s cave. Just as they are about to
enter, Prospero uses his magic to frighten Caliban and Stephano away. It works and Caliban is left
alone to be confronted by Prospero.
Before long, Prospero brings Antonio to his cell and reveals his true identity. He forgives Antonio
before revealing that Ferdinand is safe with Miranda. Antonio restores Prospero’s dukedom and
Prospero promises to return all home safely to Italy. At long last, Prospero forgives and is forgiven.
He sets Ariel free and leaves Caliban alone to remain on the magical island.
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Characters from The Tempest
Prospero- the right Duke of Milan
For the last twelve years, since his brother usurped his Dukedom in Milan, Prospero has been living
on an island inhabited by magical spirits. Prospero has the ability to create magical spells and can
use these spells for good or evil.
Antonio- Prospero’s brother, the usurping Duke of Milan
Antonio is Prospero’s brother and is guilty of robbing him of his title, position, and home. When he
is shipwrecked on the island he has no idea where he is and fears for the life of his king.
Ferdinand- Prince of Naples
Ferdinand is the young Prince of Naples. When he first meets Miranda he instantly falls in love with
her. He does everything that Prospero asks of him in order to earn her hand in marriage.
Caliban- a savage and deformed slave
Caliban is the half-breed son of a witch who once ruled the island. Once loved and nurtured by
Prospero, Caliban is now caged and tortured by him as punishment for attacking Miranda.
Alonso- King of Naples
Alonso is the King of Naples. Prospero’s enemy, he teamed up with Antonio to remove Prospero
from home.
Stephano- the King’s butler
Stephano is mystified by his new surroundings yet recognizes this as an opportunity to have all the
power he ever dreamed of. He is quick to convince Trinculo and Caliban to share in his plans.
Trinculo- the King’s jester
Trinculo is someone who is used to making jokes to keep people happy and is unused to being in a
position of power. However he may distrust Caliban, he is interested in Stephano’s power plan.
Miranda- daughter to Prospero
Miranda is Prospero’s innocent daughter who has never before in her life, at least as she remembers it, encountered a human being other than her father and Caliban. She is instantly smitten
when she first lays eyes on Ferdinand.
Ariel- an airy spirit
Ariel is Prospero’s chief spirit. He is beholden to Prospero for rescuing him from imprisonment
twelve years ago. As a result, Prospero uses every opportunity he can to remind Ariel of this and
force him to do different tasks on the island. Ariel’s one desire is to be free.
Sebastian- evil brother to the king
He is a bastard. No one likes him. They never have. That’s why he’s evil; he just wants to be loved.
Please change to something accurate and good.
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Wait - Who are the characters in The Tempest?
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Vocabulary
Themes
“The tempest in my mind /
Doth from my senses take all feeling”
(Shakespeare).
One of the brilliant things about Shakespeare is that
each of his plays is rich with themes that are central to
the human experience. When a director approaches a
Shakespearean text, he or she must choose which themes
to emphasize. The following themes are important to this
interpretation of The Tempest.
Tempest- A violent windstorm, frequently
accompanied by rain, snow, or hail; Furious
agitation, commotion, or tumult; an uproar
Beseech- To request earnestly; beg for.
Charms- The power or quality of pleasing or
delighting; attractiveness
Dukedom- The office, rank, or title of a duke
Hail- Used to express greeting or welcome
Indulgence- a catering to someone’s mood or
desires
Liberty- freedom
Pox- a curse
Prithee- used to express a polite request, please
Shrugg’st- expressive sign of content
Solemnize- to celebrate, usually a marriage
Usurp- to seize by force or without right
Vengeance- punishment inflicted in retaliation
for an injury or offense
Loyalty and Betrayal
One force that motivates Prospero’s need for
revenge is the bitterness that accompanies the
feeling of betrayal. He has been betrayed by his
brother, an act which Prospero can never forget.
The antithesis of betrayal is loyalty, or that feeling of
being true to a friend, family member, or country.
How loyal is Ariel to Prospero and why? What are the
reasons for one person to be loyal to another?
Servitude and Slavery
Without question, the theme of slavery and
servitude pervades the world of The Tempest. The
play takes place on an island full of spirits who are
in servitude (or slavery) to the magical powers
of Prospero and his books. Because of Prospero’s
ability to control his surroundings and the forces
that move the people around him, each and every
character is in one way or another in slavery to this
power. What makes The Tempest most fascinating is
the examination of what happens when someone in
slavery or servitude makes an attempt to alter his or
her situation.
Why does Prospero treat the servitude of the spirits
differently - i.e. Ariel vs. Caliban?
Forgiveness
One of the themes that Shakespeare explores in The
Tempest is the nature of vengeance and forgiveness.
Throughout the course of the play the audience is
led to believe that Prospero is working toward some
great act of revenge upon those who have wronged
him. Somewhere along the way, however, Prospero
loses his lust for revenge and finally decides to break
the staff that gave him power to manipulate those
around him. In a play that is in many ways about the
power of magic, it is Prospero’s change of heart that
is perhaps the greatest act of magic?
What makes Prospero decide to forgive his enemies at
the end of the play?
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Pre-Show and Post-Show Activities for Exploration
Please complete the following activities before & after watching the production.
Before the Performance
1. Familiarize your students with the story of The Tempest. Discuss with your class their
expectations of The Tempest on stage.
2. Examine the major themes of the play as they are discussed in this guide. For each theme, have
the students list examples from their own lives and from the world around them. Prepare the
students to look for these themes in the production.
3. Choose a line of dialogue from each character in the play and read them aloud to your class. Have
the students interpret the quotes, put them into their own words, and draw conclusions about the
characters based on these quotes.
4. After the performance, your class will have the opportunity to ask the artist from Kentucky
Shakespeare a question. Have your students come up with questions they might want to ask the
artist about Shakespeare or The Tempest. Write them down so they won’t forget.
After the Performance
1. Discuss the elements of set, light, sound, and costume design with your class. How did these
elements contribute to the storytelling in this production? Did your students agree with the
choices that the designers made? Have your students represent their own ideas for design of The
Tempest through visual creations such as collage.
2. Discuss the supernatural characters in the play. How could they be designed? Have the students
split up into groups and create
pictures of their own Caliban, Ariel,
Island Spirits, etc.
3. Have your students write a
personal narrative reflecting on The
Tempest’s theme of
forgiveness in their own lives. Was
there ever a time where you were
hurt by someone that you trusted?
Tell about how you were able to
resolve the conflict and forgive
them. What did you learn from this
conflict?
“We are such stuff as dreams are made on...”
- The Tempest
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Pre-Show and Post-Show Activities for Exploration
Please complete the following activities before & after watching the production.
Grades K-1
Grades 2-3
Students will receive a Shakespeare coloring
sheet with fun facts about Shakespeare which
can be shared during the exercise.
(Provided in Study Guide)
Shakespeare’s Meter
Feet: Repeating segments that are used to build
a line of poetry.
Meter: The pattern of a line of verse. “A metrical
pattern.”
Iamb: An unstressed syllable following by a
STRESSED syllable
Iambic pentameter: A line of poetry which
follows a pattern of 5 unstressed and stressed
syllables.
Grades K-1
It is important for younger students to
understand the conventions of theatre and
how to behave in a theatrical setting versus
watching a t.v. show or movie. You may discuss
how a movie can be paused, stopped, and
reviewed. Theatre, however, changes every time
and should not be interrupted. It is a unique
process. It is also important that they know
they are encouraged to be a part of this special
process when the actors ask for volunteers or
prompt audience participation. They get to be
a part of the play whereas in a movie they can
only be observers rather than participants.
Grades 2-3
This activity involves role playing to practice
conflict resolution. Pair up students and give
each pair a conflict that they must solve through
a short performance. The students will have
about 15 minutes to create their piece to share.
Examples of Conflict Scenarios :
- A student steals a marker from another
student who is using it.
- A student is making noises in class and
distracting another student.
- You accidentally bump into a classmate and
they fall down and hurt themselves.
unstressedSTRESSED unstressedSTRESSED
unstressedSTRESSED unstressedSTRESSED
unstressedSTRESSED
Now try it out!
“I AM...”
IAM IAM IAM IAM IAM
“A horse, a horse! My kingdom for a horse.”
a HORSE a HORSE! my KINGdom FOR a HORSE!
But soft: what light through yonder window
breaks?
So foul and fair a day I have not seen.
I’m hungry. Is it almost time for lunch?
Not yet – the soup is heating on the stove
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Shakespeare Links & Resources
Type the word Shakespeare in a search engine and you will find a plethora of information on
him, his works and his environment. Show your students that the internet can be a great way to
research and gather valuable information - especially when you can’t find it at your local library.
www.absoluteshakespeare.com
Comprehensive Resource of Works
www.folger.edu/template.cfm?cid=618
The Folger Shakespeare Library
www.penguin.com/static/pdf/teachersguides/tempest.pdf
The Penguin & Signet Classic’s Teacher Guide
Related Reading for Elementary School Students
Aliki. William Shakespeare and the Globe. NY. Scholastic Inc. 1999.
Burdett, Lois. A Child’s Portrait of Shakespeare. NY. Firefly Books LTD. 1995.
Burdett, Lois. The Tempest: For Kids. NY. Firefly Books LTD. 1999.
Chrisp, Peter. Eyewitness: Shakespeare. NY. Dorling Kindersley Publishing Company, Inc. 2002.
Coville, Bruce. William Shakespeare’s The Tempest. NY. Doubleday and Company, Inc. 1994.
Lamb, Charles and Mary. Tales From Shakespeare (1807). NY. Puffin Classics. 1995.
Resources for Elementary Teachers
Blumberg, Margie. Shakespeare For Kids: His Life and Times 21 Activities. IL. Chicago Review Press. 1999.
Egan, Lorraine Hopping. Teaching Shakespeare -Yes You Can!. NY. Scholastic Professional Books. 1998.
Classroom Challenge:
Write a letter to the Kentucky Shakespeare Artist Educator who lead the Bard Buddies
workshop. Describe what you liked about the workshop. Be sure to write about what you
learned about the play The Tempest. Describe what you did, saw, and heard. What was
your favorite part?
Mail to:
Kentucky Shakespeare
323 West Broadway, Suite 401
Louisville, KY 40202
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