Shakespeare Setting and
Soundscape
Objective
• To practice creative thinking, communication, and collaboration skills.
• Students will work together to create and explore an obstacle course setting and soundscape for one of
Shakespeare’s plays.
Description
In Elizabethan times, audiences at the Globe had to use their powers of imagination and listening
to envision the worlds of Shakespeare’s plays. Today, modern audiences are treated to elaborate
depictions of Shakespeare’s settings with expensive sets, lighting, projections, and sound. This lesson
will test your students’ creative collaboration. They will design a set and soundscape in obstacle
course form for one of Shakespeare’s plays using found objects, sounds, and actions. Encourage
students to explore and experiment during the projects, as professional actors would do in that
particular play.
Lesson Length: 4-5 class periods
Materials
• Furniture in drama classroom like chairs, desks, benches, blocks, whiteboards, cardboard boxes,
fabric, and mirrors.
• Hand­held objects or instruments that create sound like drums/boxes, water bottles, whistles, bells,
chimes, recorded music. (These are optional ­- there are plenty of sounds that the students can make
without instruments (by using their voice).)
• Students will collect and provide photos of settings to use as a reference for their design.
• Assignment Sheet
• Reflection Questions
• Paper and pen or laptop for students to journal and plan on
• Rubric
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Instructions
Day 1:
1. Think About It
Discuss: how do actors use common objects, sounds, and body movements to direct action and
react to one another in a narrative/scene/situation? What does a setting provide for actors and the
audience? How does a soundscape aid the actors and audience?
2. Warm­up Game - Soundball ­
One person starts with an imaginary ball of any size and tosses it across the circle to a classmate
with an accompanying sound. Person 2 then catches it with a new sound and then continues to
pass it along with another new sound. Round Two:­Students can choose to change the size/shape
of the ball, along with the new sounds.
3. Discussion
Discuss how sound and movement inform audiences about the play’s context.
Definition of context: How culture, history, and place provide a framework for characters’
motivations and situations.
Give an example of a scene in a play or film that used sound to enhance movement or an action (eg:
Jaws or any horror movie). Give an example of a landscape or place in a scene (from a play or film)
that evoked a certain emotion in you (eg: the house on the hill in Psycho, the wilderness in the
recent Leonardo DiCaprio movie The Revenant).
How can sound influence action? How important is it to define place in a fictional situation like one
of Shakespeare’s plays? How does place affect a character’s motivations?
4. Exercise Intro
Explain to students that they are going to create an obstacle course base on the location of a
Shakespeare play. ­­Introduce the play choices under three thematic categories.
a. Castles and Landscapes (A Midsummer Night’s Dream, Hamlet, or Macbeth) ­­What
are the similarities of castles and woods? What are the differences? Highlight the possible
“darkness” of the two locations. Highlight the difference between being contained in a court
or castle vs. being outside in the woods. Also, make sure to mention that the influence of the
supernatural is key to all three of these plays.
b. Pursuit/Disguise in Kingdoms and Festivals (A Midsummer Night’s Dream, As
You Like it or The Winter’s Tale) ­­Tension is created by contrasting austere kingdoms
with colorful festivals/events in outdoor locales. Characters use disguises and pursue other
characters through various locations.
c. Ships, Storms, and Islands (The Tempest or Twelfth Night) Nature
­­
plays an important
part in setting events into action. Characters are separated, lost, or misunderstood in these
plays. Being on an island is a key component to the action. Both plays use a variety of locales;
outdoor in The Tempest, indoor in Twelfth Night.
5. Assign one of the seven plays (The Tempest, Twelfth Night, Hamlet, Macbeth, A Midsummer
Night’s Dream, As You Like It, A Winter’s Tale) for each group of six students, or let them
choose by drawing paper slips out of a hat.
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6. D
­ istribute synopses of plays. Each group will discuss significant events and themes. What over­
arching themes come across in this plot? What events seem crucial to the world of this play? What
type of place or landscape do you envision, and are these essential to your design? What sounds
would be essential to include in this world? What feelings are evoked in this world?
7. For
­­
homework, students must find 5 photos to share of places, landscapes, or past set designs of the
play and bring them to class to share.
Day 2/3:
1. Written Observation
Have students write a written observation of the drama room. What do you see, hear, and feel
in this space? What is the purpose of this space? What do you notice about how objects and
people are arranged in the space? Does this fit the purpose of the room?
Move to another space in the school and do the same evaluation (it would be best if it was an
outdoor space). Have students share their findings with each other.­ ­ s a class, make an inventory of objects available to them in the drama classroom. Next, make
A
an inventory of sounds.­Don’t forget to include human sounds. What sounds are available to us
through using our mouths, hands, feet, bodies? List on white board, word document, or paper.
2. Discussion
As a class, share the collected homework images and discuss. Are any images surprising to you?
Do you notice any patterns in what was collected by the class? What items do we have to
create these places or landscapes?
3. Discuss what an obstacle course looks like. What should be included? How can you bring a
world to life? Ask students to brainstorm obstacle ideas based on the three thematic categories:
Castles and Landscapes, Pursuit/Disguise in Kingdoms and Festivals, and Ships, Storms, Islands.
4. Obstacle Course Assignment
Give students the Obstacle Course Assignment Sheet. Read the sheet aloud.
5. In their groups, have the students start to design their obstacle course on paper.
a. Using the synopsis, come up with a list of 10-15 essential elements and use 8-10 in the obstacle
course. What are essential elements?
i.Identify 3/4 key plots points.
ii.Locations: the woods in A Midsummer Night’s Dream; an island in The Tempest.
iii. Actions: pouring the poison in the King’s Ear in Hamlet; making a witches’ brew in
Macbeth; disguising oneself in Twelfth Night.
6. Create
­­
a plan for the course. Use a variety of levels (under/over/through) and shapes (circling
something, straight lines, organic paths) according to the necessary plot points. Simple actions can
be incorporated into the design (like discovering a death, putting on a disguise, hiding, or writing
a letter). How are they bringing their thematic category to life in the obstacle course? Remind
students to write down their plan, since they’ll be handing it in.
7. Create
­­
a list of sound effects with coordinated movements. For example, clap = turn right; stomp=
turn left; whistle = crouch down; tongue click = put on a hat. Remind students to write down their
list, since they’ll be handing it in.
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Day 4:
1. ­­Obstacle Course Rehearsal
Gather materials and found objects needed for a test run of the course. Set them up. Do
­­ a test run
of the course with one or more of your own group members. Each group should ask themselves:
how does this course illuminate our location? Trouble shoot issues with materials and sounds.
Make the necessary changes. Decide who is going to be responsible for each sound that triggers
action. Make sure every group member is involved with the execution of the obstacle course.
2. For homework: Journal entry reflection on how the process is going so far. What will be
challenging about moving through your setting? What adjustments, if any, did you need to
make after sending someone through your course? If you got to go through the course yourself,
how did you feel while going through? Did the sounds help or hurt your journey? What is your
favorite aspect of the setting or soundscape?
Day 5:
1. Materials To Hand In
At the beginning of class, have each group hand in:
a. Essential Elements list
b. List of sounds/action
c. Plan of obstacle course
2. Obstacle Course Performance
­­Each group will take classmates through their course. As students go through the course, the
teacher can grade the group’s setting and soundscape, according to the success of the actor’s travel.
(See Rubric)
3. ­­Bonus: Students can choose to go through the course blindfolded. You must use a spotter for any
blindfolded participant.
4. Final Reflection: Can be written or discussed in class. Did you feel convinced of being in another
world while you went through the course? Why or why not? What other ideas do you have about
the worlds we tried to create that might not have been used in this design? Did the sounds used
work to guide you on the right path? Did the sounds enhance the setting? Why or why not? Are
there different sounds or objects you might have chosen to make this world more believable? What
are the most important components of the setting and soundscape for the world your group was
responsible for, and why are these important? Is there something you think your group did well in
the planning process? Is there something to improve upon when working in future groups?
Assignment Checklist
• ­­5 photos of landscapes or places in the chosen play
• ­­In­-class observation of spaces at school
• ­­Essential Elements list
• Initial design of obstacle course/setting on paper
• ­­List of sounds/actions on paper
• ­­Final Reflection
• ­­Obstacle Course Rubric
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Rubric
Name: Criteria
1
2
3
4
Organization
Group has not
planned out the
course fully on
paper. Sound/
Action list is non­
existent.
Group sketched
out the basics of the
course but some
details are missing.
Some Sound/Action
items are missing.
Group has created
a detailed plan of
the course and has
labeled Sound/
Actions.
Group has created
a highly detailed
plan and labeled all
Sounds/Actions.
Collaboration/
Teamwork
Workload of the
group is off­ balance; two or more
members are not
participating in the
design and execution
of the course.
Workload of the
group is off­ balance;
one member is
not participating
in the design and
execution of the
course.
Workload of the
group is balanced
due to delegation,
with most members
enthusiastically
participating.
Workload is
balanced; all group
members are
enthusiastically
participating and
perform multiple
tasks.
Creativity of
Setting
Group used a basic
approach to the
setting with only
furniture in a simple
configuration of
lines (no levels or
shapes).
Group used a basic
approach to the
setting with only
furniture in a simple
configuration of
lines (with one
additional level/one
shape).
Group used basic
furniture, plus
constructed objects
and incorporated
a few levels and
shapes into the
fabric or setting.
Group used basic
furniture, plus fabric
or constructed
objects in an
unexpected way, and
incorporated a few
levels and shapes
into the setting.
Effectiveness
of Soundscape
Group did not use
sound effectively
to illuminate
their essential
elements and to
promote action and
atmosphere.
Group used sound
to illuminate
some essential
elements and to
promote action and
atmosphere.
Group used sound
to illuminate
most essential
elements and to
promote action and
atmosphere.
Group used sound
well to illuminate
essential elements
and to promote
action. Atmosphere
very dynamic.
Reflection
Student does not
complete final
reflection.
Student completes
final reflection, but
it is incomplete or
illegible.
Student completes
a satisfactory
reflection with
an analysis of the
process and some
original thought.
Student completes
a reflection with a
deep analysis of the
process and original
connections beyond
expectation.
TOTAL: Drama Teacher Academy
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A Midsummer Night’s Dream:
­Synopsis
This play takes place in the court of Duke Theseus of Athens, who is about to get married to the Amazon
Queen Hippolyta and the deep woods outside of Athens where Fairies roam.
The play opens with Hermia’s father Egeus’ demanding that Theseus make his daughter marry
Demetrius. But Hermia is in love with Lysander. Egeus doesn’t care - he’s chosen Demetrius. Theseus
gives Hermia a choice: marry the suitor chosen by her father, or live as a nun. Hermia and Lysander
decide to run away through the forest. They tell their plan to Hermia’s friend Helena, who is in love with
Demetrius. She decides to share the run away plan with Demetrius in the hopes that it will get her on his
good side.
In another part of Athens, a group of labourers (mechanicals) plan to put on a play for Theseus’ wedding.
Nick Bottom, an energetic actor, wants to play all the parts. The workers plan to meet in the forest to
rehearse.
The play moves to the forest where we meet the fairies. Oberon and Titania are King and Queen of the
Fairies and they are in a feud. Titania refuses to give Oberon a changeling boy. Oberon decides to punish
Titania by putting love juice in her eyes to make her fall in love with the first thing she sees.
Hermia and Lysander escape to the forest. Demetrius chases after them. Helena chases after Demetrius.
Demetrius is cruel to Helena and tells her how much he hates her. Oberon sees this exchange and tells his
spirit Puck to put the love juice on Demetrius’ eyes as well.
Puck makes a mistake - he puts the love juice on Lysander’s eyes and Lysander falls in love with
Helena. Lysander leaves a sleeping Hermia to follow Helena. Oberon tries to fix this mistake and now
both Lysander and Demetrius are under the spell of the love juice and in love with Helena. Helena
thinks they are both playing a trick on her. Hermia can’t understand why Lysander left her alone in
the woods and accuses Helena of stealing her boyfriend. Lysander and Demetrius arrange to duel for
Helena’s love. Puck keeps the four lovers lost and separated in the forest until they all fall asleep in the
same glade.
Meanwhile, the band of labourers, are in the forest to rehearse their play. Their meeting spot is near
Titania’s bower (a grove or grotto of shady trees). Puck sees this and transforms Nick Bottom’s head into a
donkey. His friends run away in terror which confuses Bottom - he has no idea what happened to him. The
noise awakens Titania and Bottom (with the donkey head) is the first thing she sees. She falls head over
heels in love with Bottom. She orders all her fairies to wait on Bottom and give him whatever he wants.
While Titania is in this love-sick state she willingly gives Oberon the boy he wants.
Now that he has what he wants, Oberon puts everything back in order. He releases Titania from the love
juice, he orders Puck to remove the donkey head from Bottom, and makes it so that Lysander is back in love
with Hermia and Demetrius stays in love with Helena.
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When the lovers wake up, they think that the whole evening was a dream. Theseus and Hippolyta come
upon the four and Theseus overrules Egeus to arrange a group wedding. Bottom comes across his friends
and can’t wait to tell them about the dream he had.
The Labourers perform Pyramus and Thisbe for Theseus, Hippolyta, and the two newly wed couples. The
acting is terrible and makes everyone laugh, even though Pyramus and Thisbe is a tragedy.
The play ends with the fairies blessing the house and the wedding. Puck reminds the audience that
everything they have just seen might be nothing more than a dream.
Source: Wikipedia
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Hamlet: Synopsis
Hamlet, Prince of Denmark, has had to deal with the death of his father (King Hamlet) and the sudden
remarriage of his mother (Queen Gertrude) to his uncle (King Claudius). On top of this, Denmark is in the
middle of a feud with Norway. King Hamlet killed King Fortinbras and an invasion from Prince Fortinbras
is imminent.
The play opens in the middle of a cold, foggy night on the castle wall of Elsinore. Two guards welcome
Hamlet’s friend Horatio and the three are unexpectedly visited by a ghost who looks like King Hamlet.
They decide to go to Prince Hamlet, who decides to see the ghost for himself.
Claudius’ Lord Chamberlain Polonius says goodbye to his son Laertes who is leaving for France. Polonius’
daughter Ophelia admits that she is interested in Hamlet but both Polonius and Laertes warn her to stay
away from Hamlet.
That night on the castle wall, the ghost appears and tells Hamlet that he was murdered by Claudius.
Claudius poured poison in King Hamlet’s ear while he was sleeping. He demands that Prince Hamlet
avenge his death. The prince agrees and swears Horatio and the guards to secrecy.
Not long after, Ophelia tells her father that Hamlet is acting crazy. Polonius thinks Hamlet is lovesick and
warns Claudius & Gertrude. The two bring in two “friends” of Hamlet (Rosencrantz and Guildenstern) to
find out what’s wrong with Hamlet. Hamlet sees right through the guise of friendship of the two. He knows
they are spies. Rosencrantz and Guildenstern tells Hamlet of a troupe of actors who are there to perform.
Hamlet plans to stage a play that features a death like his father’s in front of Claudius. He will gauge
Claudius’ reaction and determine if the ghost is telling the truth or not.
Polonius and Claudius continue to spy on Hamlet. They force Ophelia to return Hamlet’s love letters to see
how he reacts. Hamlet puts on a show, accusing Ophelia of immodesty and cries “get thee to a nunnery.” His
reaction confirms for Claudius that Hamlet is not mad for love. He decides to send Hamlet away.
The court assembles to watch the play. After seeing the Player King murdered by his rival pouring poison in
his ear, Claudius abruptly rises and runs from the room. This convinces Hamlet of his uncle’s guilt.
Hamlet comes across a praying Claudius and has the perfect opportunity to kill him. He decides not to,
because that would send his soul to heaven.
In the Queen’s bedchamber, Hamlet and Gertrude fight over Gertrude’s sudden marriage, his late father,
and Hamlet’s recent behaviour. Polonius, who has been spying on the conversation behind a tapestry makes
a noise - Hamlet assumes it’s Claudius and stabs the tapestry. This kills Polonius. King Hamlet’s ghost
enters and reprimands Hamlet for not taking action. Gertrude watches Hamlet during this conversation
and is further convinced Hamlet is mad. Hamlet drags Polonius away. Claudius tells Hamlet he is going
to England with Rosencrantz and Guildenstern. He does not tell Hamlet that there is a sealed letter to the
English King requesting that Hamlet be executed.
Ophelia grows mad with grief. Laertes returns from France angered by his father’s death and his sister’s
condition. Claudius convinces Laertes that Hamlet is responsible and fuels Laertes’ anger toward Hamlet.
Claudius receives a letter that Hamlet has returned to Denmark, which confuses him but he soon recovers
by suggesting a duel to Laertes. Laertes will be given a poison-tipped foil, and if that doesn’t kill Hamlet,
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Claudius will give Hamlet poisoned wine. Gertrude enters to report that Ophelia has drowned - she fell into
the river and was dragged under the water to her death.
Horatio and the newly returned Hamlet meet up in the graveyard. Hamlet picks up the skull of Yorick, a
jester from his childhood. A funeral procession approaches and Hamlet learns that it is Ophelia who has
died. Hamlet is extremely distressed and he and Laertes fight by the graveside. The brawl is broken up.
At Elsinore, Hamlet tells Horatio he found Claudius’ letter and changed it so that his “friends” would die
instead. A courtier enters to deliver the duel challenge to Hamlet, which he accepts. During the duel, the
tone seems lighthearted. Hamlet starts out well. Claudius tries to get Hamlet to drink from the poisoned
wine, but he deflects. Gertrude picks up the glass and though Claudius tries to stop her, she drinks. Laertes
slashes Hamlet with the poisoned blade and in the scuffle, they switch weapons. Hamlet wounds Laertes
with the poisoned sword. Gertrude collapses and, claiming poison, dies. As he dies Laertes reconciles with
Hamlet and reveals Claudius’s plan. Hamlet kills Claudius.
Horatio says he will commit suicide but Hamlet begs him to live on and tell his story. Hamlet dies,
proclaiming “the rest is silence.” Fortinbras, who was ostensibly marching towards Poland with his army,
arrives at the palace. Horatio promises to recount the full story of what happened, and Fortinbras, seeing the
entire Danish royal family dead, takes the crown for himself.
Source: Wikipedia
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Macbeth: Synopsis
The play opens with thunder and lightning, and Three Witches who decide that their next meeting shall be
with Macbeth.
A sergeant reports to King Duncan of Scotland that his generals—Macbeth, who is the Thane of Glamis,
and Banquo—have just defeated the allied forces of Norway and Ireland. Macbeth is praised for his bravery
and fighting prowess.
Macbeth and Banquo are on the move. They encounter the Three Witches who address Macbeth, hailing
him as “Thane of Glamis” and “Thane of Cawdor.” They say that he shall “be King hereafter.” This stuns
Macbeth. When Banquo asks of his fortunes, they say that he will father a line of kings though he himself
will not be a king. The witches vanish and Ross, another Thane, arrives to inform Macbeth of his new title:
Thane of Cawdor. The first prophecy comes true.
King Duncan declares that he will spend the night at Macbeth’s castle at Inverness. Macbeth sends a
message ahead to his wife, Lady Macbeth, telling her about the witches’ prophecies. Lady Macbeth
immediately sees the future and wants Macbeth to murder Duncan and become king. Macbeth is uncertain
and unstable. Lady Macbeth is steadfast and successfully persuades Macbeth to kill the king that very night.
He and Lady Macbeth plan to get Duncan’s two chamberlains drunk so that they will black out; the next
morning they will blame the chamberlains for the murder.
While Duncan is asleep, Macbeth stabs him, despite his doubts. The event shakes him so much that Lady
Macbeth has to take charge. She frames the sleeping servants by placing the bloody daggers on them.
The next morning the body is discovered by Macduff, the Thane of Fife. Macbeth murders the servants
to prevent them from professing their innocence, but claims he did so in a fit of anger over their misdeeds.
Duncan’s sons flee fearing that whoever killed Duncan desires their demise as well. The rightful heirs’ flight
makes them suspects and Macbeth assumes the throne as the new King of Scotland.
Despite his success, Macbeth can’t forget what the witches said about Banquo. He arranges to have
Banquo and his son Fleance murdered. The assassins succeed in killing Banquo, but Fleance escapes.
Macbeth invites his lords and Lady Macbeth to a night of drinking and merriment at the castle in
Dunsinane. Banquo’s ghost enters and sits in Macbeth’s place. Macbeth reacts fearfully, startling his
guests, as the ghost is only visible to himself. The others panic at the sight of Macbeth raging to an empty
chair, until a desperate Lady Macbeth tells them that her husband is suffering from a familiar and harmless
malady.
Macbeth, disturbed, visits the three witches once more and asks them to reveal more about their prophecies.
They tell him to beware of Macduff, that no one born of a woman shall be able to harm Macbeth, and that
Macbeth will be safe until Birnam Wood comes to Dunsinane Hill. Macbeth interprets these visions as his
complete victory: all men are born of women and forests cannot move.
Macbeth learns that Macduff has fled to England. He orders that Macduff’s castle be seized and that
Macduff and all his family be killed.
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During this time, Lady Macbeth has become unable to handle the crimes she and her husband have
committed. She sleepwalks through the palace at night, muttering to herself. She talks about the murders
and tries to wash the blood from her hands. She further falls into madness and kills herself.
Macduff is told that his wife and children have been murdered. Macduff vows revenge. He joins with
Duncan’s son Prince Malcolm and they go to Scotland to challenge Macbeth. Outside of Dunsinane Castle
in Birnam Wood, they instruct the soldiers to cut down and carry tree limbs in front of them to camouflage
their numbers.
Macbeth, who is now full of his ambition, awaits the arriving army. He is struck with fear when he hears the
army is advancing on Dunsinane shielded with boughs cut from Birnam Wood - Birnam Wood comes to
Dunsinane Hill just as the witches prophesied.
Macbeth and Macduff fight. Macbeth boasts that no one can harm him because he cannot be killed by any
man of woman born. Macduff reveals that he was “from his mother’s womb / Untimely ripp’d” - meaning
born by Caesarean section. He is not “of woman born” and thus is able to kill Macbeth.
Macduff beheads Macbeth. Order returns to the country. Duncan’s son Malcolm is made King of Scotland.
Source: Wikipedia
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As You like It: Synopsis
The play is set in France within a duchy (the territory of a duke) but most of the action takes place in the
Forest of Arden.
Frederick has taken the territory from his older brother Duke Senior and exiled him. Duke Senior’s
daughter Rosalind is first allowed to stay at court because she is the friend and cousin of Frederick’s
daughter Celia, but then is banished. Celia and Rosalind decide to flee together accompanied by the court
clown, Touchstone, with Rosalind disguised as a young man (Ganymede) and Celia (Aliena) disguised as a
poor lady. They arrive in the forest of Arden.
A young man Orlando (who is in love with Rosalind) has also fled to the forest to escape his cruel older
brother Oliver. He meets up with the exiled Duke and soon is posting love poems to Rosalind on the trees.
And even though Rosalind is in love with Orlando, she has to stay in disguise. She meets him as Ganymede
and becomes his friend promising to help cure him of his lovesickness.
Rosalind as Ganymede also has to deal with a young shepherdess Phoebe. She has fallen in love with
Ganymede, even though she is pursued by Silvius, a shephard. Touchstone meanwhile has fallen in love with
another shepherdess, Audrey. He eventually marries her.
While all of those in love struggle to get who they want, Ganymede says that “he” will solve the problem,
having Orlando promise to marry Rosalind, and Phoebe promise to marry Silvius if she cannot marry
Ganymede.
Oliver has been sent by Frederick to bring back Celia. He has amassed an army and plans to deal with
Orlando once and for all. But when Orlando sees Oliver in the forest he rescues him from a lioness. Oliver
fully repents his mistreatment of Orlando. Oliver meets and falls in love with Celia, disguised as Aliena.
They agree to marry. Duke Frederick repents and decides to restore his brother to the dukedom. In the end,
all disguises come off and the play ends with multiple weddings: Orlando and Rosalind, Oliver and Celia,
Silvius and Phoebe, and Touchstone and Audrey.
Source: Wikipedia
Drama Teacher Academy
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12
The Winter’s Tale: Synopsis
Polixenes, King of Bohemia, is visiting his childhood friend Leontes, King of Sicilia. After nine months,
he is ready to return home and see his son. After Leontes is unsuccessful in convincing Polixenes to stay,
he sends his pregnant wife, Queen Hermione. Hermione convinces Polixenes to stay but this only leads
Leontes to think Polixenes is having an affair with his wife. He orders his counsellor Camillo to poison
Polixenes. Camillo instead warns Polixenes and they both flee.
As a result, Leontes publicly accuses Hermione of having an affair and that her child is not his but
Polixenes’. He throws her in jail and sends for confirmation of his suspicions from the Oracle at Delphi.
Hermione gives birth in jail and her attendant Paulina takes the baby to the king in the hopes that he will see
how much the baby looks like him and give her his blessing. But Leontes only grows more angry. He orders
Paulina’s husband Antigonus to take the baby away and abandon her in the wild.
The men sent to the oracle at Delphi return with a sealed oracle. Hermione is dragged into a public trial.
She is accused of conspiring with Camillo in order to kill Leontes and marry Polixenes. Hermione states she
is innocent and has always been faithful. She calls out to Apollo and asks that the oracle be read.
The oracle states that Hermione is innocent, Leontes is wrongly consumed with jealousy, the baby is
Leontes’, and he will have no heir if the baby is not found. Even though she is cleared, Leontes is too filled
with rage and declares the oracle a liar.
At that moment a servant runs in to reveal that Leontes and Hermione’s first child, their son, has died of grief
over the way Leontes has treated Hermione. This causes Hermione to swoon and is carried away by Paulina.
Leontes finally realizes the error of his ways. He begs forgiveness from Apollo but it’s not enough. Paulina
reenters to tell the king that Hermione has died. Leontes is grief stricken and begs forgiveness.
The scene shifts to the coast of Bohemia. Antigonus abandons the baby, whom he has called Perdita
after having a vision of Hermione. Antigonus has barely put the child down (with gold and documents
declaring her royalty) when a bear enters and Antigonus is chased away - “exit, pursued by a bear.” Perdita is
discovered and taken home by a shepherd and his son, but not before Antigonus is eaten by the bear.
Sixteen years pass. Camillo works for Polixenes. Polixenes has learned that his son Florizel is in love with
a shepherd girl - Perdita. Camillo and Polixenes go to a festival in a disguise to spy on Florizel and Perdita.
They watch as the two get engaged which causes Polixenes to angrily reveal himself, threaten to disfigure
Perdita’s face, and denounce the marriage.
Camillo helps Florizel and Perdita flee on a ship to Sicilia.
In Sicilia, Leontes is still full of sadness and remorse. Prince Florizel and Perdita arrive and request to
be seen by Leontes. Florizel tells a story of being on a diplomatic mission for his father but this story is
challenged when Polixenes arrives with Camillo. One more duo arrives - the Shepherd and his son who have
Perdita’s papers. Now that Perdita is a princess, Polixenes gives permission for the wedding to take place.
Everyone goes to Paulina’s house in the country where there is a life sized statue of Hermione. All of a
sudden the statue comes to life - the statue really is Hermione! Leontes and Hermione are reunited, Perdita
and Florizel are engaged. Everyone celebrates.
Source: Wikipedia
Drama Teacher Academy
© 2016 Lisa Houston
13
Twelfth Night: Synopsis
Viola is shipwrecked on the coast of Illyria. She has lost contact with her twin brother, Sebastian, whom she
believes to be drowned. Disguising herself as a young man and calling herself ‘Cesario,’ she enters the service
of Duke Orsino as a page.
Duke Orsino is in love with Lady Olivia, whose father and brother have recently died. She refuses to
entertain any notion of love or marriage from anyone for seven years.
Duke Orsino uses ‘Cesario’ as a messenger to profess his love to Olivia. Olivia instead falls in love with
‘Cesario.’ At the same time, Viola has fallen in love with Duke Orsino.
In a subplot, other characters conspire to make Olivia’s pompous steward, Malvolio, believe that Olivia
has fallen in love with him. This includes Olivia’s uncle, Sir Toby Belch; another would-be suitor, the
foolish Sir Andrew Aguecheek; her servants Maria and Fabian; and her fool, Feste. They plant a fake love
letter for Malvolio to find, written by Maria. It asks Malvolio to wear yellow stockings cross-gartered,
to be rude to the servants, and to smile constantly in the presence of Olivia. Malvolio finds the letter
and reacts in surprised delight. He has dreams of marrying Olivia and becoming noble. He acts out the
contents of the letter which only makes Olivia believe he is mad. Sir Toby and the others step forward to
“take care” of Malvolio by locking him up. Feste visits him to mock his insanity, both disguised as a priest
and as himself.
Meanwhile, Viola’s twin brother Sebastian (who had been rescued by his friend, a sea captain, Antonio)
arrives on the scene, which adds confusion of mistaken identity. Thinking Sebastian is ‘Cesario,’ Olivia asks
him to marry her and they are secretly married in a church. Antonio is arrested (he is an enemy of Orsino)
and asks ‘Cesario’ for help, thinking that he is Sebastian.
Finally, ‘Cesario’ and Sebastian come together and Viola reveals her disguise. The play ends with Duke
Orsino realizing he loves Viola and asking her to marry him. We also learn that Sir Toby has married Maria.
Malvolio swears revenge on his tormentors and stalks off.
Source: Wikipedia
Drama Teacher Academy
© 2016 Lisa Houston
14
The Tempest: Synopsis
The play begins with a ship being tossed about in a big storm. The King of Naples, his brother, his son, the
Duke of Milan, and others are on the ship. The ship is torn in two and those on board are shipwrecked on a
nearby island.
On this island is Prospero and his daughter, Miranda. Prospero is a magician. He raised the storm and
purposefully brought those on board to the island. Prospero also used to be the Duke of Milan. He was
betrayed by his brother Antonio (with the help of the King) twelve years ago. Antonio put Prospero and
Miranda out to sea and expected them to die. They did not, and now Prospero is bent on revenge. He has
been practicing magic on the island all this time with the help of magic books and a magic spirit, Ariel.
Prospero is also served by Caliban, a deformed monster who tried to rape Miranda. Caliban hates Prospero
for enslaving him.
Those on the ship have been separated about the island:
The King’s son Ferdinand is on the beach. He meets Miranda and they immediately fall in love. Prospero
puts Ferdinand to work fetching firewood and forbids Miranda to speak to him. This only brings them
closer together and was in fact a test set up by Prospero. He gives Ferdinand and Miranda permission to
marry. They exchange vows.
Stephano and Trinculo, two drunkards, meet up with Caliban. Caliban convinces them that they should kill
Prospero when he takes a nap in his cave, then take his magic books and rule the island. When they go to the
cave to try to execute this plan, Prospero is well aware and catches the three in a magic trap.
The King, his brother Sebastian, and Antonio end up together. Antonio and Sebastian plot to kill the king
so that Sebastian can take his place. Ariel taunts the men with an imaginary feast, makes the feast vanish,
then appears before them to accuse them of their sins against Prospero.
Prospero brings his enemies together. Instead of exacting revenge, Prospero releases and forgives them.
Prospero frees Ariel from service, forgives Alonso, Antonio and Sebastian, and pardons Caliban. In the end,
he will leave his magic behind, break his magic staff, drown his books, and go back to Naples to regain his
position as Duke of Milan.
Source: Wikipedia
Drama Teacher Academy
© 2016 Lisa Houston
15
Obstacle Course
Assignment Sheet
Your group will create a location and soundscape Obstacle Course for One of Shakespeare’s Plays. You
are not re-telling the story! You are using location, sound, and action to visualize a different world.
You will use:
• Found objects to create location (eg: fabric to simulate water)
• Levels and shapes to visualize plot points (eg: weaving back and forth for a storm)
• Sounds to indicate location (eg: wind, rain, creaking door)
• Sounds to indicate mood (eg: wind chimes, drums)
• Sounds to indicate action (eg: clap to turn right)
Instructions:
1. Read the synopsis for your play and create an essential elements list
a. Identify 3-4 plot points to visualize in the obstacle course.
b. Identify locations in your play (eg. the Woods in A Midsummer Night’s Dream; an island in The
Tempest).
c. Identify actions in your play (eg. pouring the poison in the King’s Ear in Hamlet; making a witches
brew in Macbeth; disguising oneself in Twelfth Night).
2. Brainstorm obstacle course elements including levels, shapes, & sounds
a. What levels and shapes could be used to visualize your plot points?
b. What sounds do you identify that create location?
c. What sounds can be used to create mood?
d. What sounds will you use to indicate action?
e. Write down a list of sounds.
3. Plot out your obstacle course on paper
a. You must use 8-10 items on the Essential Elements list.
b. There must be a path to follow with a defined beginning and end.
c. You must use levels, shapes, sounds, and action in the obstacle course.
d. All members of your group must be involved in the design and execution of your obstacle course.|
4. Plot out your obstacle course in the classroom
a. Assign tasks within your group. Who will do what?
b. What does your obstacle course look like?
c. Are you using the maximum number of elements?
d. Are you visualizing a different world with your obstacle course?
Drama Teacher Academy
© 2016 Lisa Houston
16