Maine Youth Playwriting Challenge

Open to all up to age 18 – 10 days!!

“I just wanted to send along a resounding THANK YOU for your thoughtful and uplifting comments. Elias’s face just lit up as we made our way through them (and frankly, so did mine! 🙂 I am treasuring this experience co-writing with Elias. As sad as this sounds, although we both love storytelling, our lives are so busy, we’ve never slowed down to do it together.” 

-From Elisha Emerson, Elias’s mother

Elias has completed the challenge

In the Maine Youth Playwriting Challenge, Museum & Theatre educators turn playwriting into a ten step process, and guide participants through online challenges and direct mentorship. The playwriting challenge is designed to create a community of playwrights, promote the positive self-identity, and inspire the next generation of creative professionals. Playwriting original works develop self-esteem and communication skills in young people. By building a sense of accomplishment through artistic collaboration, the Maine Youth Playwriting Challenge will be a chance for young playwrights to imagine their work on stage and see themselves as writers and creative contributors to the community.

We’ve completed a 10 facebook challenge, but beginning April 6th, our playwriting challenge is moving to Instagram! The 10 Day Playwriting Challenge is moving over to a new social media platform: instagram, in order to reach a new audience. Playwrights can sign up on our website at www.kitetails.org/theatre for direct mentorship and to participate in readings, or follow along on instagram by following @childrensmuseum_theatreofmaine.

MAINE YOUTH PLAYWRITING CHALLENGE 

Many theaters have a ritual at the end of the night. They leave a ghost light on, which is a single, incandescent bulb that lights a path for anyone working late. There’s superstition around this ritual– some say it’s to keep theatre ghosts happy. We think it’s a symbol of hope. That even if a theatre is empty, even if it’s one night, the theater itself is never dark. The Children’s Theatre of Maine has been continually performing plays for a young audience since 1922. We are the oldest continuously running children’s theatre in the country! That’s 98 years of plays for young audiences. While schools are not in session, and while theatres are dark, now is the time for artists to hunker down and turn on the ghost light while we write our stories. Join the Maine Youth Playwriting Challenge.

The Maine Youth Playwriting Challenge at the Children’s Museum & Theatre of Maine empowers families to:

• Write stories
• Document our world and the time we’re living in
• Join in community
• Celebrate the imagination of Maine Youth

The Maine Youth Playwriting Challenge is an online challenge for young playwrights in Maine, to challenge and support each to write a play during this unique time of social distancing. These plays may take many forms, from realistic family dramas to utter absurdity.  This challenge will take place while school is not in session and challenge young playwrights to write short plays, focusing on: setting, character, structure and more!

If you are interested in participating, SIGN UP by completing the form to receive prompts and guidance from our theater staff.

GUIDELINES

• Anyone can participate, so long as you live in Maine and you are under 18.
• Plays can be team written (you can co-write a play with a friend through google docs, or even minecraft!)
• Playwrights are welcome to work closely with adult mentors if they’d like. (i.e. you can co-write a play with your dad! Or your entire family!)

If you have any questions please contact Reba Askari at reba@kitetails.org. Reba is the Director of Theatre & Education at Children’s Museum & Theatre of Maine.

Arts Learning Grant Recipient

Portland Stage

Portland Stage received a Maine Arts Commission Arts Learning Grant for the 2017-18 school year. Recently I had the pleasure of visiting Lincoln Middle School in Portland where teaching artists from Portland Stage were on site working with grade 8 students. When I walked in I remembered instantly of how much I love teaching middle school. I’m so fortunate to have had this opportunity to see Portland Stage and middle schoolers ‘in action’.

Students shouted out at one another in their best Shakespeare voices: “I do not like your faults.” They attempted to beat their partner with words, to manipulate and convince them. The only rules in one of the word games: 1) be safe 2) gotta win as they learned about understanding Shakespeare. I was impressed with the engagement of the students and wowed by the teaching artists techniques. What a great way to learn about persuasive language.

Portland Stage Teaching Artists: Khalil LeSaldo, Hannah Cordes, Chris Holt, Ella Mock

Portland Stage provides excellent and age appropriate learning opportunities for these young adolescents. Thanks for your good work Hannah Cordes, Portland Stage Education Manager and the other teaching artists working at the school (and in the theatre): Chris Holt, Ella Mock, Khalil LeSaldo, and Megan Tripaldi.

The following information was provided by Hannah Cordes.

Describe the work you’ve been doing with Lincoln Middle School students. 

Every year, we bring the Directors Lab Shakespeare School Tour program to the 7^thand 8^th grade students at Lincoln Middle School. Students watch a shortened adaptation of a Shakespeare play performed by professional actors and then are invited to explore the story and language of the play themselves in interactive workshops in their classrooms. In these workshops, students practice effective communication, creative collaboration, rhetoric, and critical analysis. Directors Lab puts Shakespeare’s language into the hands and mouths of the students, empowering them to be the artists, directors, and ensemble with the power to interpret the text and produce meaning. We also work with the 6^th grade students at Lincoln Middle school through our winter show. This year, 6^th grade students came to Portland Stage to see our mainstage production of It’s a Wonderful Life: A Live Radio Play, adapted by Joe Landry. Prior to the performance, we did pre-show workshops in their classrooms with a focus on the play’s story arc and character development, particularly exploring the theme of how an individual can impact an entire community. We find that these workshops enhance student ownership over the language and story of the play. Additionally, many Lincoln students also participate in our In-Theater programming, through camps, after school classes, and other programming.

What language do you hope impacts these students and what language do you want them to walk away with? 

Chris Holt, teaching artist

I hope that our work helps students realize how brilliant they are at understanding and bringing Shakespearean language (and any complicated or dense language, for that matter) alive. The workshops are designed to empower students to feel a connection to the language by using their bodies, voices, and ideas to explore the text.

In terms of specific language, I would love for each student to come away knowing at least one line of text from Julius Caesar. In her feedback, Language Arts teacher Antona Bailey remarked that students were quoting the lines from the play that we used in contrapuntal arguments on the bus! So I would call that a success!

What do you want the learners to remember in the near and/or far future?

The goal of our programming is to enhance literacy and to empower students to be brave with their creativity, so that is always my number one hope of any given program. More simply than that, I hope that Portland Public School students look back on their Portland Stage experiences from K-12^th grade and feel connected to art in a meaningful way. I hope that our programming inspires them to seek out theatre and other art forms, as both audience members and artists themselves. I hope that the access to art provided by Portland Stage programming will help shape future generations into people who appreciate and value artistic expression as a means of understanding and investigating the world.

What are the greatest benefits of the work with Lincoln Middle School students/staff?

Hannah Cordes

What I love most about our work with Lincoln Middle School students/staff is that we are able to continue to build relationships and build upon the work that we do both with teachers and students. We interact with students all three years of their Middle School experience, with the intent to build upon the work we have done the previous year. In 6^thgrade, we focus on the elements of storytelling (characters, theme, plot, etc.) and how to bring that alive using your voice, body, and imagination. In 7^th grade, we engage students with Shakespeare (often their first experience of Shakespeare’s work) through the lens of creative collaboration, exploring how to tell stories as an ensemble. Then in 8^th grade, we explore Shakespeare again, this time with a focus on rhetoric and critical analysis, investigating how to make an argument, how theatre engages with its audience, and how the audience/actor interpretation impacts the content of a play. With teachers, I am grateful for the relationships we have created with Lincoln teachers. This allows us to find more and more ways in which Portland Stage can continue to support classroom teachers and how we can make our work even more impactful to teachers and students alike.

STUDENT FEEDBACK

• “This was the best day ever”!
• “It was so cool being Brutus, I might seriously be an actor one day”.

TEACHER FEEDBACK 

• “We used a lot of the resource guide. The comic and synopsis were essential. The historical facts gave good background knowledge and helped kids have an in-road for the plot of the play.”
• “The actors are so talented and committed. They are clearly present in the work and it’s so fun to see them experimenting to convey the meaning of the text, and connecting with the audience. I loved that the staging was including the audience and surprising them—reinventing how they think “the theater” should be. Their reactions to the drumming, to “Citizen 3,” were just awesome.”
• “The multiple modalities that are included—the resource packet, the performance, the Directors Lab become a kind of perfect storm for a memorable experience. I think Shakespeare can be seen as an elitist text and this program brings equity, and equal access, to it.
  The fact that all of my students, because of this experience in a public school, will be able some day to be saying, “Oh, well, yeah,
  Julius Caesar, that was all about power and betrayal.” That is really empowering. They might shatter a stereotype of their culture or economic background because they can summarize or allude to Shakespeare. So many of them already see the relevance now, and my hope is that all of them can reach back to this experience and use it, build on it, surprise or delight someone with their knowledge about it. Also, the teaching actors are seemingly endless fonts of energy for this work. It was lovely to see them being energized by students”.

NOTE: In the fall I posted a series of blog posts on Portland Stage. You can access the series by typing in Portland Stage in the “search archives” box located on the right side of the blog.

Windham High School

Kiss Me, Kate