The Goodman Theatre
Student Subscription Series
2007/2008 Season
Teacher Guide
Shining City
By Conor McPhearson
Directed by
Robert Falls
Teacher Guide written and designed by
Misty De Berry, Coordinator of Education and Community Programs
Edited and published by The Goodman Theatre
Willa Taylor, Director Education and Community Programs
Misty De Berry, Coordinator Education and Community Programs
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KRAFT FOODS
is the Principal Sponsor of the 2006/2007 free Student Subscription Series
The Education and Community Club is a group of individuals, corporations, and foundations
dedicated to and inspired by the theater's education and community programs. As Premiere
Society donors of $1,500 and above, these Club members have affiliated their interests and
support with these particular programs and receive in-depth access to the activities and
educational tools used to encourage students to begin a lifelong adventure with the theater.
Principal Sponsor of the Student Subscription Series
Alphawood Foundation
Christine and John Bakalar
Bank of America Foundation
Mary Jo and Doug Basler
Maria Bechily and Scott Hodes
Blum-Kovler Foundation
Deborah A. Bricker
Maureen and Scott Byron
Careerbuilder, Inc.
Carson Family Foundation
Chicago Public Schools
CNA Financial Corporation
The Coca-Cola Company
Carol and Douglas Cohen
The Crown Family
Patrick and Anna M. Cudahy Fund
Mr. and Mrs. James W. DeYoung
The Gaylord and Dorothy Donnelley Family Foundation
Sidney and Sondra Berman Epstein
Elizabeth Guenzel
HSBC North American Holdings
Irving and Joan W. Harris
James S. Kemper Foundation
James Kyser and Jo Polich
Bob Mayo
Chauncey and Marion D. McCormick Family Foundation
Nancy A. Lauter and Alfred L. McDougal Charitable Fund
Colonel Stanley Reed McNeil Foundation
The Elizabeth Morse Charitable Trust
Northern Trust
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The Albert Pick, Jr. Fund
Polk Bros. Foundation
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The Sheridan Foundation
Mr. and Mrs. Michael J. Silverstein
The Siragusa Foundation
Colleen H. Sullivan
Bruce Taylor
Carl and Marilynn Thoma
UBS
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GUIDE FOR IMPLEMENTING ACTIVITIES IN YOUR CLASSROOM
For ease of implementation, all work in the Teacher Guide contains the following designations:
For overall lesson identification and where it falls, we are using a bull’s-eye target.
Core Ideas and Essential Understandings
The center of the target. All students should have clear understanding of these lessons.
Important Elements to Explore
The middle of the target. All students should have basic understanding of most of these lessons.
Worth Being Familiar With
The outside of the target. All students should have been exposed to at least some of these lessons.
To determine which activities are most appropriate for your students’ ability level, all exercises will be
identified as:
REMEDIAL
GENERAL
ADVANCED
We hope that using this set of easily identifiable symbols both on the table of activities and within the teacher
guide will help you structure your unit on this play in a manner best suited to the needs of your students.
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Area
Target
Ability
Activity
When Category State Standard
Creative
Writing
Middle
A, G
Anytime
English/LA/
Fine Arts
State Goal 1, CAS C
| Goal 25 B
Creative
Writing
Outer
A, G
Anytime
English/LA
State Goal 1, CAS C
Creative
Writing
Core
A,G
Write What You
Know
Language and
Rhythm
Aristotle’s Poetics
PostShow
English/LA
|
State Goal 5, CAS A
Drama
Outer
All
Anytime
Fine Art
Goal 25 A 3
Drama
Middle
All
Compare and
Contrast
Let’s Get Physical
Fine Art
Goal 25 A 3
Drama
Middle
All
PreShow
Anytime
English/LA
State Goal 1, CAS B
Drama
Outer
All
English/LA
State Goal 1, CAS A
Drama
Core
All
English/LA
| Fine Arts
State Goal 4 CAS C
Goal 26 A
Visual
Art
Visual
Art
Outer
All
Crafting a
Monologue
Creating a Space
PreShow
PostShow
Anytime
Core
All
Collage Montage
Anytime
English/LA
| Fine Arts
Fine Arts
State Goal 2 CAS A
| Goal 26 B
Goal 26 B
World
History
World
History
Social
Science
Outer
All
Global Awareness
Anytime
Middle
A,G
Do Tell
Anytime
Middle
A,G
Anytime
State Goal 18, CAS
B
State Goal 18, CAS
B
State Goal 14, CAS
B
Social
Science
`
Social
Science
Core
All
A Change is
Gonna’ Come
A Voice in the
Crowd
Social
Science
Social
Science
Social
Science
Anytime
English/LA
State Goal 3, CAS B
Middle
All
How Many Does it
Take?
Anytime
Fine Arts
Goal 27 A
Verbal &
Nonverbal Clues
Casting the Show
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CREATIVE WRITING
Write What You Know
There is a rule in creative writing: write what you know.
In thinking about Conor McPherson’s plays there are a few themes that
reoccur. Ask your class to reflect on what Shining City and his other plays
might say about the Playwright’s life, history, culture and/or environment?
Have your class tell the story of their environment.
Language and Rhythm
Conor McPherson’s language may look casual at first glance. But upon
further investigation the language begins to take on a melody or rhythm,
much like poetry. Ask your class what gives his language a rhythm- what
repeated words or sounds or perhaps even his use of punctuation. Have your
students choose a passage from the script then rewrite it in their own style or
voice. Have each read it out loud. Discuss what gives their language its
rhythm and melody.
Aristotle's Poetics
According to Aristotle, there are six elements to drama: plot, character,
theme, music, spectacle, and diction. Have you students write an essay
evaluating Shining City based upon these elements. Was there a particular
element(s) that you felt was highlighted in this production? If so, why do you
think that choice was made?
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DRAMA
Compare and Contrast
An actor must be able to play many roles while being true and specific to
each character. If your class saw Sarah Rhul’s Passion Play they might
remember the Nicole Wiesner who played Mary 2. Nicole Wiesner joins the
Goodman once more in the role of Nessa. Have your class compare the role
of Mary 2 to Nessa. What would happen if Nessa appeared in Passion Play
or Mary 2 appeared in Shining City? Ask your class to write a short scene
where Mary 2 shows up in Shining City or vice versa.
Let’s Get Physical
Most times we rely on verbal language to communicate an idea. Actors are
much like dancers- they must rely heavily on their bodies for instruments of
communication. Break your class into groups. Have the groups choose a
character then think about their mood, attitude or body language etc.
Together each group should make a list of adjectives. For each adjective they
are to choose a physical action or physical representation of that word. As a
group ask them to present their character solely relying on their bodies as
instruments of communication. After each group shares- see if the other
classmates can guess what character each group chose.
Verbal and Non Verbal Clues
The Script of Shining City has a few challenges in that a good bit of the lines
are not complete sentences. Still it is the job of an actor to know what their
character would say during the moments when a line is cut off mid-sentence.
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In groups have your class choose a scene. Ask them to complete the
thoughts where they are left incomplete. Have the partners perform/share the
scene twice: the way McPherson wrote it and the way your students wrote it.
Discuss the differences.
Casting the Show
You can tell a lot about a character by what is said by them and about them.
Ask your class to imagine they are the casting director for Shining City.
Investigate the script for clues on the characters personality and/or physical
appearance. Ask them to draw a precise image- but with words.
Crafting a Monologue
In scene three John Judd delivers a pretty hefty monologue recounting
several events. Ask your class what they remember about his speech? What
was it about the story that sticks out? What devices does John use as an
actor to keep the story interesting? Have your students write their own
narrative about a significant moment. Perhaps have each student perform
the monologue. *This is also a great exercise for speech and debate.
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VISUAL ART
Creating a Space
Shining City takes place in one room- Ian’s office. What do you learn about
Ian through the set? Have your class imagine what some of the other
character’s homes might look like. How would the play be different if we
were able to see each character in their space? Have your students choose
another character and draw or design their space. Or have students design a
comic strip for the character of their choice.
Collage Montage
There are a few themes that come up in Shining City: loneliness, guilt,
spirits, relationships etc. Discuss with your class other themes they noticed.
As a class compile a list of themes. Individually have your students collect a
few pictures from magazines that represent these issues. Using topics from
the group’s list and collected images from magazines make a collage
montage on a chosen theme.
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HISTORY
Global Awareness
As a global community one thing that we have in common is periods of
harrowing conflict between people based on religion, class, gender or race.
Through out time from nation to nation there have been periods of great
oppression and sometimes genocide. In groups or singularly have your
students choose their country of origin or a significant historical event during
their lifetime. Research the full story- who, what, when, why, where and
how. Then have each group retell the story in a standard plot structure:
exposition, rising action, climax, falling action and resolution. *This exercise
could also be used for Model UN preparation.
Do Tell
Ian and Nessa are having a few difficulties in their relationship to put it
mildly. Lead your classroom into a discussion about what some of their
issues might be. Can a parallel be drawn between conflicts we encounter as
intimate partners to conflicts we encounter as neighbors in our global
communities?
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SOCIAL SCIENCE
A Change is Gonna Come
In Shining City, we learn that Ian is a former priest turned therapist. Have
you students research religious leaders and members of the clergy from
various religions and ideologies. What role does each leader play in her or
his religious community? Or even interview members of the clergy in their
own religious communities. *This could be incorporated into a collage project.
A Voice in Crowd
One of the themes highlighted in Shining City is isolation and/or
disconnection. In fact all the characters are currently homeless
while they struggle to understand the nature of their relationships.
Have your class to come up with a topic they relate to as a class.
Topics can include: Life after high school or tater tots in the cafeteria.
Each student is to keep a journal for the next 30 days or so. They should
record their feelings or ideas through essays, poems, songs, short stories,
images or letters. At the end of the given period compile your class’s words
and images into a group response/collage on their chosen issue.
How Many Does it Take
Robert Falls has had a truly remarkable career as both a director and as the
Artistic Director of The Goodman Theatre. But a really successful play or
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theatre is managed by the hands of many. Ask you class to think of all the
jobs that must be done to bring a play from rehearsal to opening night and
finally to closing night. Discuss the many roles it takes to run a successful
theatre like The Goodman. Go to our website or consult a playbill. Research
what each job entails. For extra have you class become a mock theatre
company. Each student must take on a specific job- if you have the meansput up a show!
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