Uploader: Ellis
Country: Italy
Uploaded: Aug 29, 2018
Price: Free
Rating: Based on 1 user ratings

Please, verify you are not robot to load rest of pages

download clybourne park by bruce norris pdf

 
 
 
Clybourne  Park  
Study  Guide  
 
The  Theatre/Dance  Department’s  production  of    
Clybourne  Park  can  be  seen  
December  2  –  7  at  7:30  pm  in  Barnett  Theatre.      
Tickets  262-­‐472-­‐2222  Monday  –  Friday  9:30  am  –  5:00  pm    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
The  Clybourne  Park  Study  Guide  was  originally  created  by  Studio  180  Theatre,  Toronto,  Canada,    
and  is  being  used  at  UW-­‐Whitewater  with  Studio  180  Theatre’s  permission.  www.studio180theatre.com  
 
 
 
Table  of  Contents  
 
A.  Notes  for  Teachers  ......................................................................................................................  3  
B.  Introduction  to  the  Company  and  the  Play  ..................................................................................  4  
UW-­‐Whitewater  Theatre/Dance  Department  ..........................................................................................................  4  
Clybourne  Park  by  Bruce  Norris  .....................................................................................................................................  5  
Bruce  Norris  –  Playwright  .................................................................................................................................................  6  
C.  Attending  the  Performance  .........................................................................................................  7  
D.  Background  Information  .............................................................................................................  8  
1.  Source  Material:  A  Raisin  in  the  Sun  by  Lorraine  Hansberry  ........................................................................  8  
2.  Interview  with  Playwright  Bruce  Norris  by  Studio  180  Theatre’s  Mark  McGrinder  .......................  10  
F.  Timeline  of  American  Civil  Rights  ..............................................................................................  14  
G.  Topics  for  Discussion  and  Classroom  Activities  ..........................................................................  17  
1.  Theatrical  Presentation  ..............................................................................................................................................  17  
2.  Racism  &  Discrimination  ............................................................................................................................................  20  
3.  Community  .......................................................................................................................................................................  23  
4.  Neighborhood  Gentrification  ....................................................................................................................................  26  
H.  Race  &  Identity  Classroom  Activities  .........................................................................................  28  
1.  Circles  of  My  Self  ............................................................................................................................................................  28  
2.  Common  Ground  ............................................................................................................................................................  29  
3.  Don’t  Label  Me  ................................................................................................................................................................  29  
I.  Readings  for  Pre-­‐  and  Post-­‐Show  Discussion  ..............................................................................  30  
1.  Chapter  excerpts  from  Uprooting  Racism  by  Paul  Kivel  ...............................................................................  30  
2.  “White  Privilege:  Unpacking  the  Invisible  Knapsack”  by  Peggy  McIntosh  ...........................................  35  
3.  “Go  west,  young  hipster:  the  gentrification  of  Queen  Street  West”  .........................................................  38  
J.  Follow-­‐Up  Articles:  Contemporary  Local  Issues  ..........................................................................  40  
1.  Africentric  high  school  wins  board  approval  ....................................................................................................  40  
2.  Service  cuts  affect  low-­‐income  areas  most  .........................................................................................................  42  
K.  Recommended  Resources  .........................................................................................................  44  
 
 
 
 Portions  of  this  study  guide  are  provided  by  ©  2013,  Studio  180  Theatre  
and  may  be  reprinted,  reproduced  or  used  only  with  the  prior  written  permission  of  Studio  180  Theatre.  
All  requests  for  reprinting,  reproducing  or  using  this  Guide    
should  be  directed  in  writing  to  [email protected]  
 
 
The  Clybourne  Park  Study  Guide  was  originally  created  by  Studio  180  Theatre,  Toronto,  Canada,    
and  is  being  used  at  UW-­‐Whitewater  with  Studio  180  Theatre’s  permission.  www.studio180theatre.com  
A.  Notes  for  Teachers  
 
Thank  you  for  bringing  your  students  to  see  Clybourne  Park,  produced  by  the  UW-­‐Whitewater  
Theatre/Dance  Department.  This  Study  Guide  is  intended  to  help  make  your  class’s  experience  as  
enjoyable  and  as  memorable  as  possible.  
 
Bruce  Norris’s  provocative  satire  deals  with  issues  of  race,  discrimination,  gentrification  and  community.  
The  following  guidelines  can  help  you  lead  productive  pre-­‐  and  post-­‐show  sessions  in  which  all  students  
feel  safe,  respected  and  able  to  contribute  openly  and  honestly  to  discussion.  
 
• Class  members  should  agree  on  a  set  of  ground  rules  that  will  steer  the  discussion.  Ask  for  
student  input  on  what  those  principles  should  be.  Examples  of  ground  rules  might  include  a  
commitment  to  confidentiality  within  the  classroom  and  to  respecting  others,  a  ban  on  the  use  of  
slurs  and  an  agreement  that  only  one  person  will  speak  at  a  time.