Playwright Discovery Award Teacher's Guide - The John F. Kennedy ...

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PLAYWRITING EXERCISE 2 continued PART 6 To Summarize Your Discoveries Notice that with every “What If...?” we build more dramatic tension, so that by the end of our exercise, we have created a compelling set of given circumstances for our play: Main Character A seventh grade girl who is blind. The Dramatic Problem She has lost an important section from her unique Braille textbook right before her final exam and has ventured out in the middle of a strong storm to find it. Her Need She must find a way to get the textbook section back in time to study, or find a way to survive without it—and, of course, she must come back safely out of the storm. The Stakes If she doesn’t get an A on the exam, she will fail the course. Not only that but she’ll have to go to summer school if she doesn’t want to repeat seventh grade, and that means her family’s long-planned trip will be cancelled. And of course, by going out in the middle of the heavy thunderstorm, she, like anyone, risks serious injury. The Ticking Clock It’s already night, and the exam is first thing the next morning. That means she has very little time to retrieve the book, or find some other solution. Of course, the other problem is that the fierce storm is destroying the book, so if she doesn’t find it soon, it will be unusable. To create more characters, come up with an image and sound or physical indicator of a disruption and begin asking, “What If...?” Remember to think about how a disability enhances the character and complicates the situation but isn’t the sole issue. • 24 ACT II: PLAYWRITING
Creating Narrative and Dramatic Action Through Image and Word Once a writer discovers the characters and identifies how they navigate the challenges of the world, it’s time to discover how the characters contend with specific scenarios. Sometimes stories prove so exciting they spin out of control and never build to a particular point. Organizing the story can help avoid this problem. One of the best ways to order the events is to use a story board, which combines visual story markers with written descriptions. Mistakes, Inc. by Jonathan Mayer Photo: Scott Suchman Actor: Genevieve James ACT II: PLAYWRITING 25
Page 1 and 2: vsa Playwright Discovery Resource G
Page 3 and 4: vsa Playwright Discovery Resource G
Page 5 and 6: PROLOGUE The Changeling by Paul Bau
Page 7 and 8: A goal of this guide and project is
Page 9 and 10: 3/4 of a Mass for St. Vivian by Pho
Page 11 and 12: ACT I PREPARATION: Exploring Disabi
Page 13 and 14: heats up quickly. Isn’t it much m
Page 15 and 16: Discussion Questions 1. What charac
Page 17 and 18: presented for entertainment. Instea
Page 19 and 20: ACT II PLAYWRITING: Igniting the Im
Page 21 and 22: FOR THE ARTIST’S NOTEBOOK: The Bu
Page 23 and 24: PLAYWRITING EXERCISE 1 continued PA
Page 25: PLAYWRITING EXERCISE 2 continued Wh
Page 29 and 30: PLAYWRITING EXERCISE 3 continued Po
Page 33 and 34: PLAYWRITING EXERCISE 4 : Changing t
Page 37 and 38: PLAYWRITING EXERCISE 5 : Putting Wo
Page 39 and 40: PLAYWRITING EXERCISE 5 continued DI
Page 41 and 42: ACT III DRAMATURGY: Shaping What Yo
Page 43 and 44: FOR THE ARTIST’S NOTEBOOK: The El
Page 45 and 46: DRAMATURGY EXERCISE 1 continued PAR
Page 47 and 48: FOR THE ARTIST’S NOTEBOOK: The Dr
Page 49 and 50: DRAMATURGY EXERCISE 2 continued PAR
Page 51 and 52: DRAMATURGY EXERCISE 3 : The March o
Page 53 and 54: DRAMATURGY EXERCISE 4 : What Are th
Page 55 and 56: DRAMATURGY EXERCISE 4 continued In
Page 57 and 58: ACT IV PRESENTATION: Sharing Your W
Page 59 and 60: ACT I Scene 1 1 A Classroom. Upstag
Page 61 and 62: ACT V ASSESSMENT: Discover Your New
Page 63 and 64: Discovery Assessment NAME (optional
Page 65 and 66: 9. Define what it means for a scene
Page 67: 19. Name at least three writers or
Page 70 and 71: EPILOGUE Plays submitted to the VSA
Page 72 and 73: VSA Rating System continued 4. CRIT
Page 74 and 75: Contributors Lenora Inez Brown | Pr
Page 76:
VSA, the international organization
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