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after | ROBIN HOOD
Ready-to-implement classroom activities that
offer the opportunity to reflect on and extend
the experience of attending the performance.
COMMON CORE STANDARDS
Writing: 1; 3; 4
Speaking and Listening: 1; 2; 3; 4; 6
Language: 1; 2; 3
NEW YORK STATE STANDARDS
The Arts: 1; 2; 3; 4
ELA: 1; 3; 4
BLUEPRINT FOR THE ARTS
Theater: Developing Theater Literacy;
Making Connections
This section is part of a full New Victory® School ToolTM Resource Guide. For the complete guide, including information about
the New Victory Education Department check out: NEWVICTORY.ORG/SCHOOLTOOLS
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after | ROBIN HOOD
PERFORMANCE REFLECTION
Engaging in dialogue, asking questions and recalling observations are skills that we believe
should be fostered and encouraged. When leading a performance reflection discussion, try the
following model of critical response:
Describe (I saw…)
Analyze (I wonder…)
Interpret (I think/feel…)
Evaluate (I believe…)
Following your trip to the New Victory, you may find that your students want to discuss the
performance and their own opinions. Reflecting on the show and voicing an aesthetic response
is an important part of the theater-going experience. Allowing your students the opportunity to
articulate their own thoughts and hear the ideas of their classmates will increase the impact of
the theater experience.
Engage in a conversation with your students regarding their thoughts and feelings about the
play. Use the following questions as prompts:
Was this show different than what you expected? Why or why not?
What was your favorite part of the show?
What do you wish, if anything, the performers did differently?
What do you think was the purpose of the beggars?
What do you think was the biggest theme of this show? Why?
THE NEW VICTORY® THEATER / NEWVICTORY.ORG/SCHOOLTOOL
© THE NEW 42ND STREET, INC.
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PERFORMANCE
REFLECTION
Be a theater critic and write your own review of ROBIN HOOD. Your review should include the
following elements: An eye-catching headline, an opening that clearly states your opinion of the
production and how you came to have that opinion, a brief summary of what you saw and what made
this production unique. Don’t forget to think about the set, costumes, lighting, music, character and
performing choices.
HEADLINE:
WHAT I SAW:
WHAT SURPRISED ME:
HOW THE SHOW MADE ME FEEL (What mood were you in after the show? What about the show
made you feel that way?):
MY OPINION (consider the set design, stage combat, costumes and lighting):
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BEFORE
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ACTIVITY: ROBIN HOOD TRIAL BY JURY
after | ROBIN HOOD
Materials: Index cards, pencils
1.
Divide students into 4 groups. Inform them that they will all be serving
as the jury to assess some of Robin Hood’s deeds.
2. Give each group one of the following scenarios:
a.
R
obin Hood steals money from the rich to give to the poor.
b.
Robin Hood kills Prince John.
c.
Robin Hood avoids punishment for his deeds.
d.
Robin Hood uses violence to defend himself.
3. A sk your students to come up with current-day equivalents to these situations. For example, maybe stealing
from the rich and giving to the poor is the equivalent of taxing the wealthy a higher percentage of their
income than lower classes.
4. Have groups discuss whether these actions still might or might not be just. Questions to ask:
a.
W
hy is this situation debatable?
b.
How could this situation be justified?
c.
How would you handle this situation? Would you feel the same way if a friend was in this situation?
5. Within their groups, let your students discuss what they do or do not support about Robin Hood’s actions.
Have students agree on one of the following roles for their group:
a.
S
upport for the Defense for Robin Hood’s deed
b.
Support the Prosecution against Robin Hood’s deed
6. E ncourage discussion amongst your students while they decide as groups which side to represent. Remind
them that although they might have support for the opposite side in mind, they’ll only be presenting the
support for the side the group has chosen.
7. Pass out the index cards and instruct groups to write down their top points for the side they’re supporting.
8. Ask groups to present their for/against cases to their classmates!
REFLECTION QUESTIONS
What was it like to discuss situations that aren’t clearly ‘right’ or ‘wrong’?
Did you have to support a view that you didn’t totally agree with? What was that experience like?
What did you learn through this activity?
Do you agree or disagree with any other group's main argument? Why?
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CREATIVITY
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What Happens to Robin Hood?
Even though the show ends, Robin Hood’s life goes on.
Imagine that you are a playwright in charge of creating the sequel to this production of
ROBIN HOOD. What would happen? Write a summary of your sequel below!
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sources | ROBIN HOOD
HTTP://WWW.BASSC.ORG/WHAT-IS-STAGE-COMBAT.HTML
HTTP://WWW.MEDIEVAL-LIFE-AND-TIMES.INFO/
HTTP://WWW.SCT.ORG/FOR-EDUCATORS/OFFSTAGE-AN-ACTIVE-AUDIENCE-GUIDE
HTTP://WWW.MOVOTO.COM/SEATTLE-WA/SEATTLE-FACTS/
HTTP://WWW.TODAYIFOUNDOUT.COM/INDEX.PHP/2010/04/SEATTLE-DOESNT-GET-THATMUCH-RAIN/
HTTP://WWW.HISTORYLINK.ORG/INDEX.CFM?DISPLAYPAGE=OUTPUT.CFM&FILE_ID=10239
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® / NEWVICTORY.ORG/SCHOOLTOOLS
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