POST-SHOW ACTIVITIES


HOW DOES AN ARTISTIC DIRECTOR ANALYZE A SHOW IN ORDER TO MAKE PRODUCING CHOICES? (Common Core Code: CCSS.ELA-LITERACY.W.11-12.1)


After seeing Kiss Me, Kate, students analyze the work from an artistic, economic, and social justice perspective. BRAINSTORM


DISCUSS


Distribute post-it notes to all students. On one (or several), ask them to write something they liked about the production; on another (or several others), ask them to write things they didn’t like. Have students add their post-its to “Pro” and “Con” areas on the board.


Give the class time to read and process both lists. Then introduce the concept of the Artistic Director of a theatre, the person who (among other responsibilities) has final say in choosing the plays, or the season, that a theatre produces. Have a student read Todd Haimes’s, Artistic Director/CEO of Roundabout, note from page 2 of this guide. Why did Todd choose to produce this show?


WRITE


Ask students to imagine they are Artistic Directors of their own theatre companies. Would they choose to produce Kiss Me, Kate? Have students write a persuasive statement, arguing why they would or would not produce the show in their theatre. Address at least one counter-argument while defending their decision. If desired, have several students deliver their arguments to the class.


REFLECT SHARE


Why do theatres produce shows that challenge audiences? What else can make a show challenging to produce? Is the role of theatre to entertain, to educate, to activate, or some combination of the three?


Education at Roundabout wants to hear from your students, so please consider sharing students' responses with us HERE.


HOW DOES A PLAYWRIGHT ADAPT THE BACKSTAGE RELATIONSHIPS OF KISS ME, KATE FROM A CONTEMPORARY PERSPECTIVE?


(Common Core Code: CCSS.ELA-LITERACY.W.11-12.3.B)


After seeing Kiss Me, Kate, students create and write their own scenes for an updated version of the show. DISCUSS


Read about “Generations of Gender Norms” on page 12. How do the characters and relationships in the backstage story in Kiss Me, Kate reflect values and stereotypes of the 1940s? How have gender norms changed in the 70 years since the original production? (Consider the impact of feminism, #MeToo, changing attitudes about LGBT people, and marriage equality.)


BRAINSTORM WRITE


What contemporary backstage dynamics might we see in a contemporary version? How would gender and sexuality be expressed backstage today? How might a contemporary group of actors interpret The Taming of the Shrew? (For example: what if it were an all-female production?)


Students may work individually or in pairs to write one “backstage” scene about dynamics between actors who are performing The Taming of the Shrew today. How does the backstage relationship relate in some way to Shakespeare’s original? Try to write at least 20 lines of dialogue. (Optional: if students are inclined, you may have them write lyrics for their own song relating to the backstage relationships.)


SHARE REFLECT


Allow a few students to read their scenes aloud.


How are these backstage scenes different from what they saw in Kiss Me, Kate? How do their backstage scenes relate to Shakespeare’s play? Which elements of the show are universal, and in contrast, which are specific to the historical period?


KISS ME, KATE UPSTAGE GUIDE


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FOR EDUCATORS


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