AUGUST: OSAGE COUNTY A tool for using the theater across the curriculum to meet National Standards for Education • • • • • Production Overview Lesson Guides Student Activities At-Home Projects Reproducibles Copyright 2008, Camp Broadway, LLC All rights reserved This publication is based on August: Osage County a new play by Tracy Letts and directed by Anna D. Shapiro. The content of the August: Osage Count edition of StageNOTES™: A Field Guide for Teachers is fully protected under the copyright laws of the United States of America and all other countries with which the United States has reciprocal copyright relations. All rights regarding publishing, reprint permissions, public readings, and mechanical or electronic reproduction, including but not limited to, CD-ROM, information storage and retrieval systems and photocopying, and the rights of translation into foreign languages are strictly prohibited. Printed in the United States of America First Digital Edition: August 2008 For more information on StageNOTES™ and other theatre arts related programs, contact: Camp Broadway, LLC 336 West 37th Street, Suite 460 New York, New York 10018 Telephone: (212) 575-2929 Facsimile: (212) 575-3125 Email: info@campbroadway.com www.campbroadway.com Breakdown of Characters......................................................................................5 Synopsis................................................................................6 Using the Field Guide and Lessons.....................................................................7 Overture to HISTORY............................................................................................9 History Discussion Lesson.....................................................................11 History Writing Lesson..........................................................................12 History Experiential Lesson...................................................................13 History To Go Lesson.............................................................................14 Overture to LANGUAGE ARTS...........................................................................15 Language Arts Discussion Lesson.........................................................17 Language Arts Writing Lesson..............................................................19 Language Arts Experiential Lesson.......................................................20 Language Arts To Go Lesson................................................................21 Overture to LIFE SKILLS......................................................................................22 Life Skills Discussion Lesson..................................................................24 Life Skills Writing Lesson.......................................................................25 Life Skills Experiential Lesson................................................................26 Life Skills To Go Lesson.........................................................................27 Overture to BEHAVIORAL STUDIES................................................................28 Behavioral Studies Discussion Lesson....................................................30 Behavioral Studies Writing Lesson.........................................................31 Behavioral Studies Experiential Lesson..................................................32 Behavioral Studies To Go Lesson...........................................................33 Overture to THE ARTS......................................................................................34 The Arts Discussion Lesson...................................................................35 The Arts Writing Lesson........................................................................36 The Arts Experiential Lesson.................................................................37 The Arts To Go Lesson..........................................................................38 August: Osage County Resources............................................................................39 Camp Broadway® is pleased to bring you this August: Osage County edition of StageNOTES®, the 25th in our series. We are proud to be affiliated with this riveting play that received multiple Tony Award nominations during the 2007 Season. This guide has been developed as a teaching tool to assist educators in the classroom who are introducing the story in conjunction with the stage production. By using StageNOTES®, you will understand how August: Osage County reveals the poetic influence inside the Weston house (History), expands our vocabulary (Language Arts), illuminates the human condition (Behavioral Studies), aids in our own self-exploration (Life Skills) and encourages creative thinking and expression (The Arts). The Camp Broadway creative team, consisting of theater educators, scholars, researchers and theater professionals, has developed a series of lesson plans that, although inspired by and based on the play August: Osage County can also accompany class study. To assist you in preparing your presentation of each lesson, we have included: an objective; excerpts taken directly from the script of August: Osage County; a discussion topic; a writing assignment; and an interactive class activity. The reproducible lessons (handouts) accompany each lesson unit, which contains: an essay question; a creative exercise; and an “after hours activity” that encourages students to interact with family, friends, or the community at large. The curriculum categories offered in the August: Osage County study guide have been informed by the basic standards of education detailed in Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education, 2nd Edition, written by John S. Kendall and Robert J. Marzano (1997). This definitive compilation was published by Mid-Continent Regional Education Laboratory, Inc. (McREL) and the Association for Supervision and Curricular Development (ASCD) after a systematic collection, review and analysis of noteworthy national and state curricular documents in all subjects. The August: Osage County study guide is for you, the educator, in response to your need for a standardscompliant curriculum. We truly hope this study guide will help you incorporate the themes and content of August: Osage County into your classroom lessons. Philip Katz Producing Director The 26 year old Cheyenne woman whom Beverly hires to live in the house and look after the home. Violet is confused and annoyed by her existence, but Johnna quickly becomes liked by the rest of the family as a result of her gentle manner, patience and good cooking skills. The 14 year old daughter of Bill and Barbara, she is a bit of a rebellion. She smokes cigarettes and pot, she is a vegetarian and is angry about her parents’ separation. At 40 years old, she is the youngest of the three girls. She lives in Florida with her new fiancé, Steve, whom she declares is the perfect man for whom she has been dreaming. Johnna Monevata Housekeeper The middle sister, aged 44, she is the only daughter to remain in Oklahoma where she teaches Karen Weston Youngest Daughter Jean Fordham Granddaughter In her mid-forties, she is the oldest Weston daughter. She is the mother of Jean and wife of Bill, from whom she is separated. A college professor in Colorado, she has hopes of salvaging her marriage. She attempts to take control of her surroundings, whether that be her marriage or dilemmas within the Weston household. Barbara’s husband from whom she is separated. He is a 49 year old professor in Colorado and is having an affair with one of his students. Though estranged from his wife, he comes to the Weston home to show support for his wife and daughter. Ivy Weston Middle Daughter The matriarch of the Weston family, she is in her mid-sixties and is addicted to prescription drugs. She is outspoken and cunning; she claims to know everything that happens within the family. The latter portion of the production focuses on the family and their attempt to help her keep clean. Father of the Weston family and husband of Violet, he was once a published poet and taught at the local university. A former, self-admitted alcoholic, his disappearance from the Weston home incites an ad hoc family reunion. The circumstances surrounding his disappearance serve as major plot devices. Barbara Fordham Eldest Daughter Violet Weston Matriarch Beverly Weston Patriarch Bill Fordham Barbara’s Husband The Weston Family of High school classmate and former boyfriend of Barbara. He is the officer who delivers the news of Beverly’s suicide. Sheriff Deon Gilbeau Sheriff 50 year old fiancé of Karen. He is a businessman in Florida and reveals himself to be not the perfect man Karen claims. After smoking pot with Jean, Johnna catches him sexually harassing her. Steve Heidebrecht Karen’s Fiance The younger sister of Violet at age 57, she is the wife of Charlie and mother of Little Charles. A natural cynic, much like Violet, she constantly fights with her family. She is naturally protective of her older sister. The details surrounding the parentage of Little Charles becomes an inciting moment in the production. Mattie Fae Aiken Aunt Purported son of Charlie and Mattie Fae, he is constantly put down by his mother which affects and decreases his sense of confidence. He is having a secret affair with his cousin Ivy. Little Charles Aiken Cousin Husband and father of Little Charles, he has a mild demeanor and constantly defends Little Charles against Mattie Fae. He was a very close friend of Beverly. Charlie Aiken Uncle Meet the Westons A vanished father. A pill-popping mother. Three sisters harboring shady little secrets. When the large Weston family unexpectedly reunites after dad disappears, their Oklahoman family homestead explodes in a maelstrom of repressed truths and unsettling secrets. Mix in Violet, the drugged-up, scathingly acidic matriarch, and you’ve got a major new Broadway play that unflinchingly and uproariously exposes the dark side of the Midwestern American family. Fresh from a thrilling, sold-out run at Chicago‘s Tony Award-Winning Steppenwolf Theatre, August: Osage County had audiences riveted and critics raving. This thrilling new play by Pulitzer Prize finalist Tracy Letts (Bug, Killer Joe) has been hailed by The New York Times as ‚“hugely entertaining!” A ripsnorter full of blistering, funny dialogue, acid-etched characters and scenes of no-holds-barred emotional combat Each Lesson Unit (History, Language Arts, etc.) contains the following Lessons: Discussion: The focus is on facilitating an in-depth class dialogue. ry Histosio n Discus History t e scrip er. . housekeep ruck.. her job as ’ve st ract... ain we realities of e Beverly ’s the barg rriage cont Prologu nna for the ma That pares Joh k. ting of our in Wri h dr Beverly pre ap I gr para s and t it, From s pill , just oneobjective withou the script fe take Thrive ains From th on Discussi objective toriAyl HisiE nt a driving History as present force in the Writing My wi the barg ion. attent one of covenant. rsonal peore Prologue leExpl cruel ry littcactus. the history ire ve Violetoli n of the Cheyenn mee lf requ of a huma e in se alcoh c ts Johnna whom Beverly has hired my I Oklahoma. , sort with theirstupor,Violet questions as the housekee in fact and living PEr Ex d unmarrie remained ene 1 y she has out Act 2, sc r sister wh these years. king ab of eals to he all Karen y life thin ent a lot al Karen rev distant father for re I sp earl d an of my I marry...sband...Then out r mothe hu so much uld work her background. ps teaching ti ced Violet Are you an Indian? script History AFtEr Ho teaching tips e objectiv Experiential: The focus is on understanding social dynamics as well as collaboration and teamwork in small and large groups. per. 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Barb kira How empha e th muc co ths hd do gene t it wh ni Ame the now mom ive d er ment wa ans tcaus s In fact, the ara bu , pu mo be ul on ng good thi ea me up t, of thi c co ed gr so d ou e you . y are. dthit rw at know soar we fo Years th my musi Ac out ba abou n’t ne ! or t ea walked dar ve the em do e n’ scre rspo mo I th t I y wi Ag 1, t forget ab d re .y the sce s an .. we andtnow, onou ca ma ne indiv keuidua How ha Ir believe ey low tribe Viole1t n’ mers my cat, at , yous ...y rees heir eknth hes—t wh bara, app Violet and make , o do burying WhoBarcal meanBe oo .” ca know itrd An aremntly sts?me ls the , dI ay Wh juoms and , ist? .t’scust ppen? Is andry?Bl with myself notWho tha nehisto very fond of What’s wrong with wi backwa ngan makCou didn’t ha er a good ..”Ite Na esnty. ...tShedec of ..yw tha s zi “In Oklaho Wou and diama ld they my life n”? ev isi heron? ha gldas , particularl husband live loathi an n .live be better offocet andd my s? the truth ca.. y the flat pla in Colorado. Iassim , zi rv Na ilatin stereo nghael se Da ins of Osage g te into white e’s gled idea? Barb n ara anythi er ectio Barbara Ame smug nn rican It’ wha coThe cultu . Th r let) . e Why rdre? t the How jok iodo ure eciallsy in y ers Baris lik fut barait so har on fo who to the ych wa you She (V e times, espbe cal e ofthe . Dutch and settledcal l speople wha d to nera t ti them th ps stfeel thi Geabou ents and shape the cours led ev pla st t the the ce. pa into living flat te y Iri wan Who y” The German d of rvati istornot Grea on reseor ll or can hing and sh. t? ch “hhot yourfined as: the rec evenons? ts that wi VioleWe planted was the---who saws and ply too muy. Th t ston’s de his flag? The ideas, or s been this you. wan’t eany there is sim they t in ytheare History hahuman race. Acts, genat because spnoken, more ive d. Un tha y flower happened that wl me with the r properl no edge have Writing: The focus is on the expression of thoughts in written form. urs A take-home “After Hours” lesson script Exercise ips aching t te y know you reall II What do World War e e about th n? What wer tio genera ifices? Were cr their sa y a better all they re n than those tio genera wed? Why? llo that fo can neve ny bad things have gone unack ual members. t ma ivid ationships secrets thaand that of its ind Certain rel with them—too alyze the d family n r sister. Annk her family ’s connectedfamily history an ily ’s dysfunctio to he sCh u thi makercis #1tion, an ealldoenyoge renExe harbor a root of their fam Genera War tement Ka nna. How sta Joh ch to eatest s ea are at the at on e Grsom r ThDo h World t rem d na ove look r father’s admissi ok titJohn ug le ab e ro res ts x onembe th rp ear has few lines etflitho on Nno lived oincan ng hch the exce the ? ored a bo the ship to heok on lifeth dseusiwh y com ro Using n who holeseth yetoisset whit st anbut ewh “T theugre? paplay , ail emp impo inrtan loye ab ote theestin isetement in relecatitedonher m that are outlookow au Wh rs alt antled neratio queis o we char s at inter de avthe lityisof d re ouwhil a acte Co of Ok r. Her untrea the thed ge Exercsta As y: The relations to her lahoma a Nati “So oodg.an his fam thniz s aff chor To Br ificeyan oners?” s ofa an eing ve Ame thos Ear ryog derst e arou lyseem rican tarec unher Set Coshe nd ly were they? en cr tler mpexud a sens . Whohip an history ha is? tru m nta sa s t s. d Sa d w she cu ou in ha orge vis ailedepro pple II. a continual state of chao ose aesdet of quie e an with pres agGe ion Itdois ab way. alon t dignity Why did al cri If Kagren NBC ne iloeso urer file title ph entin s. It may be the teleeat it.” War d: Life in Os emotion Weston’s as an sitive FormerLook e th co emeneindtotoarep thehasiz orgldthe utph tobe author’s attem emp age extreme example t. hW more po would now es ad nd l tribup a e ug the co m in pt gu ica gene ro o e rd are ral or of a dysfunctiona pastwas als move forwa hist the ok ation lived th w it with thdisintegr s of of American think she l Ame ce u ho rican family an to yo w l bo br socie do vie e ty. all class II. Th it as a tooparent’s issues remem en mmunity ve e Ch Rese r ge th co arch ei #2 e the th r histo th t he ry of the Southern ber of d abou n and hahisto DVD. with an tio em Che ry ra m yenn m that a fil e ne inclu tribe in Oklahom e ss Ge information on w muchdes a. Write a cond eatest e to cla about th in OklaHo hom ensed you a. Are do le invit k theThe Trail of Tears and its impo , The Gr knoth estions ther winabo ethcurr ent uteme ey rtance to the Che If possib documentary the guest qu mov thents customs? peoto pleresto history. yenne whoreset k e or not itstled tradyou Res ition Rent th ds students as that period in heth cherthe origins r al arelangu t wear a? age, values and g ar abouthe of rin ly you rw du id te r are ir Af ethnicity and a and those e one . sent riences eak cand anWrit hy pe wh ence the w sp o ex d desc rea ts firs r ribin ma son t en came there. y know mo g thei whyngs theabou y cam ve stud the Greatest re about theyours feeli Pay particu t ha Viole e. You t es callin lar them how mightg wa history of the John ally t leav ntna they like it to“an n.” attention to findIndia place. Take n was re an old the gues and why. er person wh a survey of When ar II generatio o people who W live there. Ask Based on how World you feel abo above starting ut your tow n, write a stat with “The... like Barbar ..w em ho ent set sim tled this pla a’s, or positiv ilar to Barbar ce.... e, depending a’s in the box on how you The statement will be either negativ feel about wh e, ere you live . Featured Lesson Units 1 History 2 Language Arts 3 Behavioral Studies Each StageNOTES™ lesson generally includes the following components: Objective: An overall note to the teacher outlining the goals of the lesson to follow. From the script: An excerpt or situation from the script of August: Osage County to help “set the stage” for the activity that follows. Exercise: A detailed description and instructions for the activity to be facilitated in class. Teaching Tips: Direct questions teachers may use to help guide the students through the activity. 4 Life Skills 5 The Arts The Standards listed throughout the StageNOTES™ Field Guide are excerpted from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (2nd Edition) by John S. Kendall and Robert J. Marzano, published by Mid-Continent Regional Educational Laboratory, Inc. (McREL) and the Association for Supervision and Curricular Development (ASCD), 1997. The Guide to Theatergoing Etiquette In the early part of the nineteenth century, theatrical performances usually began at six o’clock. An evening would last four or five hours, beginning with a short “curtain raiser,” followed by a five-act play, with other short pieces presented during the intermissions. It might be compared roughly to today’s prime-time television, a series of shows designed to pass the time. With no television or radio, the theater was a place to find companionship, light, and warmth on a cold winters evening. As the century progressed, the theater audience reflected the changing social climate. More well-to-do patrons still arrived at six o’clock for the full program of the evening, while half price admission was offered at eight or eight-thirty to the working class. This allowed for their longer workday and tighter budgets. Still, the theaters were always full, allowing people to escape the drudgery of their daily lives and enjoy themselves. Because of this popularity, theaters began to be built larger and larger. New progress in construction allowed balconies to be built overhanging the seats below—in contrast to the earlier style of receding tiers. This meant that the audience on the main floor (the section called “the orchestra”) were out of the line of sight of the spectators in the galleries. As a result, the crowds became less busy peoplewatching and gossiping among themselves, and more interested in watching the performance. The theater managers began the practice of dimming the lights in the seating area (called the “house lights”), focusing the attention of the audience on the stage. The advent of gas lighting and the “limelight” (the earliest spotlights) made the elaborate settings even more attractive to the eye, gaining the audience’s rapt attention. By the 1850s, the wealthier audiences were no longer looking for a full evenings entertainment. Curtain time was pushed back to eight o’clock (for the convenience of patrons arriving from dinner); only one play would be presented, instead of four or five, freeing the audience for other social activities afterward. Matinee (afternoon) performances were not given regularly until the 1870s, allowing society ladies, who would not have ventured out late at night, the opportunity to attend the theater. Now in a new millennium, many of these traditions are still with us. The theater is still a place to “see and be seen”; eight o’clock is still the standard curtain time; and the excited chatter of the audience falls to a hush when the house lights dim and the stage lights go up, and another night on Broadway begins. You can make sure everyone you know has the very best experience at the theater by sharing this Theater Etiquette with them. And now, enjoy the show! Being a Goo d Aud Remem ience movie ber, going to . Ther t he th e when you’re are some dif eater isn’t lik e fe at a liv e perfo rent rules t going to a o keep Believe rmanc e. in mind The sa it or not, th e m hear th e acoustics actors can t e a an aud actors mea hat make it p ctually hea ience m ns that r you. ossible phone t a h s ringin kes: talking ey can hea for you to , r there g is no f . That’s why unwrapping all the noise , o treats s c at inte od or drink when you’r andy, cell e at a s rmissio the mu a t y o ho n; save u ltiplex) the po r seats (eat w, pcornyo No ta m unchin ur lking ( g for e the pe rson n ven if you’re ext to ju st expla you) ining th Alway e plot s keep to (This e c ven m ell phones eans n show t a n d b o o tell t hem h texting your eepers turn ow gre ed fr a Of cou t it is...) iends during off rse, w the hat the you’re e laugh a njoying the actors like to p t your b the funny p erformance. hear is how a ig m actors gest cheers rts, clap for t So go ahead uch and and ap at the he son curtain well do p gs ne. call. Th lause for you , and save r fa at’s the ir proo vorite f of a jo b The Family Tree Summary of Standard for Historical Understanding 1. Understanding and analyzing chronological relationships and patterns: Analyze influence of specific beliefs on these times. How would events be different in the absence of these beliefs? n Analyze the effects specfic decisions had on history. How would things have been different in the absence of these specific decisions? n 2. Understanding the historical perspective: Understand that the consequences of human intentions are influenced by the means of carrying them out. n Understand how the past affects our private lives and society in general. n Perceive past events with historical empathy. n Evaluate credibility and authenticity of historical sources. n Evaluate the validity and credibility of different historical interpretations. n track of who’s related to whom and how in K eeping the Weston family can be a trying feat. Perhaps you remember a time when you were younger and were asked to draft a family tree to track the three of four generations before you to present to your class. It might have seemed like a silly exercise at the time, but people have been preoccupied with genealogy for hundreds of years. Family trees, while maybe simple for your third grade science project, can become incredibly complex – especially when it concerns long-term genealogy and medicine. What is a family tree? It is a chart that tracks family relationships through successive generations. A family tree may track either the descendants of an individual or the ascendants of an individual. The connection to the tree stems from a number of sources. Family trees depend on the literal growth of the family – the chart literally tracks fertility (the ability to reproduce). In today’s age, our sense of family is a bit different than back in medieval times, when the idea of the family tree took hold. Families were much larger and included distant aunts, uncles and cousins. P A G E 9 In some cases, cousins married their cousins to increase their wealth and protect their land and titles (rewards and positions in government bestowed by the King or Queen). Knowing this might change our views towards family trees. They were important to help keep track of who was literally in your family. Heredity A written record of family relationships could not only help track family relationships, it could also track possible inheritances and entitlements. Historians have used family trees for years to track and illustrate socially important families and dynasties. The Tree of Jesse is a Biblical reference, referring to the lineage of Jesus. The Tree of Jesse was the figure used to depict the royal lineage of Jesus - Jesus was the son of Abraham who was the son of King David. It is not surprising that in the medieval period, when heredity determined wealth and social status, nobles were determined to prove that Jesus was of royal heritage. There are many other famous family trees throughout history. One of the most famous family trees is Gioavani Boccaccio’s Genealogia deorum gentilium also known was the On the Genealogy of the Gods of the Gentile, which depicts the convoluted family relationships of the ancient Greek / Roman gods and goddesses. Completed in 1360, this was the definitive guide for studying the gods and goddesses and was the first secular (not affiliated with religion or the Church) use of the family tree. While these family trees may seem distant, we can still see their importance. While these early trees focused on mythical and historical figures, they showed people how the interconnected nature of humanity. These charts provided a sense of connection and pride. In a literal sense, these charts show us who we are and how we came to be. After seeing the play, we can see how an important a family tree might be to the Weston family. Did you know? The longest and most extensive family tree belongs to none other than famed Chinese philosopher Confucius. The tree includes upwards of 80 generations, citing roughly two million individuals. The origins of the tree would begin in 551 BC with the birth of the Chinese master. P A G E 10 History Discussion Discussion Objective History as a driving force in the present From the Script Prologue Beverly prepares Johnna for the realities of her job as housekeeper. Beverly My wife takes pills and I drink. That’s the bargain we’ve struck... one of the bargains, just one paragraph of our marriage contract... cruel covenant. I myself require very little personal attention. Thrive without it, in fact, sort of a human cactus. Act 2, Scene 1 Karen reveals to her sister why she has remained unmarried and living with their alcoholic mother and distant father for all these years. Teaching Tips Therapy encourages people to connect the past with the present, no matter how painful. Do you think this is a good thing? Is it better to forget about bad things and make believe they didn’t happen? Is burying the truth ever a good idea? Karen ...I think I spent so much of my early life thinking about what’s to come, y’know, who would I marry...I spent a lot of time upstairs pretending my pillow was my husband...Then real life takes over because it always does...and things work out differently than you planned. That pillow was a better husband than any real man I’d ever met. This parade of men fails to live up to your expectations, all of them so much less than Daddy or Bill (Barbara’s husband who is cheating on her with a young student)....I don’t know how well you remember Andrew....That’s the best example. Here’s a guy I loved so intensely, and all the things he did wrong were just opportunities for me to make things right. So if he cheated on me...I’d think to myself, “no, you love him...and here’s an opportunity to make an adjustment in the way you view the world.” And I can’t think when the precise moment was that I looked in the mirror and said, “okay moron, and walked out, but it kicked off this whole period of reflection. How had I screwed it up, where had I gone wrong. And before you know it...you can’t move forward because you can’t stop thinking backward, I mean, you know...years! Years of punishment, self loathing....”It’s just me, here and now, with my music on the stereo and my glass of wine and Bloomers my cat, and I don’t need anything else, I can live my life with myself.” Exercise History has been defined as: the record of past events and times, especially in connection with the human race. Acts, ideas, or events that will or can shape the course of the future. Certain relationships can never properly flower because there is simply too much “history” connected with them—too many bad things have happened that get in the way. The Weston’s harbor a family history and family secrets that have gone unacknowledged. Unspoken, they are at the root of their family’s dysfunction and that of its individual members. Using the excerpts above look at each statement Karen makes to her sister. Analyze the statement in relationship to her father’s admissions to Johnna. How do you think her family’s history has affected her outlook on life? Look up philosopher George Santayana and his famous quote, “Those who cannot remember the past are condemned to repeat it.” It is about recognizing the reality of the past and using it as a tool to move forward in a more positive way. If Karen had truly understood and dealt with her parent’s issues do you think she would now be the emotional cripple she is? P A G E 11 History Writing Writing Objective Explore the history of the Cheyenne in Oklahoma. From the Script Prologue Violet meets Johnna whom Beverly has hired as the housekeeper. In a drug-induced stupor, Violet questions her background. Violet Are you an Indian? Johnna Yes, Ma’am Violet What kind? Johnna Cheyenne. Teaching Tips Be honest. Do you tend to lump all Native Americans into one group? How much do you know about the individual tribes—their customs and history? Would they be better off assimilating into white American culture? How do you feel about them living on reservations? Act 2, Scene 1 Violet’s daughter challenges her use of the term, “Indian” to describe Johnna Barbara They’re called Native Americans now mom. Violet Who calls them that? Who makes that decision? Barbara It’s what they like to be called. Barbara In fact, they are. Violet What’s wrong with “Indian”? Barbara Why is it so hard to call people what they want? Violet They aren’t any more native than me Exercise Johnna has few lines in the play but yet is an important character. Her relationship to her white employers is interesting. As a Native American she exudes a sense of quiet dignity while those around her seem in a continual state of chaos. It may be the author’s attempt along with presenting the Weston’s as an extreme example of a dysfunctional American family to emphasize the general disintegration of American society. Research the history of the Southern Cheyenne tribe in Oklahoma. Write a condensed history that includes information on The Trail of Tears and its importance to the Cheyenne in Oklahoma. Are there current movements to restore its traditional language, values and customs? Write one sentence describing your feelings about Violet calling Johnna “an Indian.” P A G E 12 History experiential Script Experiential From the Profile the Greatest Generation. Act 3, Scene 1 Barbara, Karen and Ivy discuss their mother Violet’s drug habit. Barbara mocks Violet’s claim to being a part of The Greatest Generation. Objective Barbara Greatest Generation...Are they really considering all the generations? Maybe there are some generations from the Iron Age that could compete. And what makes them so great anyway. Because they were poor and hated Nazis? Who doesn’t hate Nazis?... Teaching Tips What do you really know about the World War II generation? What were their sacrifices? Were they really a better generation than those that followed? Why? She (Violet) smuggled Darvocet into the psych ward. There’s your Greatest Generation for you. Exercise Former NBC news anchor Tom Brokow authored a book titled The Greatest Generation, an historical tribute to the courage and sacrifices of the generation who lived through World War II. The book was also made into a television documentary that is available on DVD. If possible invite to class a member of the community who lived through World War II. Rent the documentary, The Greatest Generation and have the class view it with the guest. Afterwards students ask the guest questions about the film and about their remembrances of their experiences during that period in history. When the guest leaves have students speak candidly about whether or not they think the World War II generation was really the Greatest and why. P A G E 13 History After Hours Be An Anthropologist From the Script Act 1, Scene 1 Barbara, apparently, is not very fond of Oklahoma, particularly the flat plains of Osage County.... She and her husband live in Colorado. Barbara The jokers who settled this place. The Germans and the Dutch and the Irish. Who was the---who saw this flat hot nothing and planted his flag? Challenge #1 Do some research on those who settled in that area of Oklahoma. Who were they? Why did they come there? Who were the “Sooners?” Compose a detailed profile titled: Life in Osage County: The Early Settlers. Challenge #2 How much do you know about the people who settled your area? Research the origins of your area and those who first came there. Pay particular attention to their ethnicity and the reasons why they came. You might want to find an older person who may know more about the history of the place. Take a survey of people who live there. Ask them how they like it and why. Based on how you feel about your town, write a statement similar to Barbara’s in the box above starting with “The.....who settled this place.... The statement will be either negative, like Barbara’s, or positive, depending on how you feel about where you live. P A G E 14 Poetry Summary of Standard for Language Arts Writing Demonstrates competence in the general skills and strategies of the writing process n Demonstrates competence in rewriting, drafting and revising, editing and publishing n Demonstrates competence in the stylistic and rhetorical aspects of writing n Uses grammatical and mechanical conventions in written compositions n Gathers and uses information for research purposes n Reading Demonstrates competence in the general skills and strategies of the reading process n Demonstrates competence in the general skills and strategies for reading a variety of literary texts n Demonstrates competence in the general skills and strategies for reading a variety of informational texts n Listening and Speaking Demonstrates competence in speaking and listening as tools for learning n word poetry is a derivative of the Greek word T he“poiesis” which means “making.” We recognize poetry as an art form that uses language to convey meaning (oftentimes by figurative means) and evoke passions. In essence, we can use poetry to challenge conventional thought by exploring a subject’s multiple meanings and significances. Poets often layer their work so that, upon first reading, the subject of the poem might seem incredibly clear. With multiple readings, however, readers suspect more is going on than originally met the eye. Poetic inference introduced in August: Osage County elicits similar feelings in the audience. They appear throughout the work. Poems transcend the literal meaning of language and emphasize the emotional and musical quality of the form. Similarly, poetry uses symbolism, hyperbolic language and metaphors to create meaning in a nuanced treatment of the poem’s subject matter. P A G E 15 The Weston household seems like a world filled with poetic elements; within the walls of the house lurk ambiguity, irony and even heightened incanted language. Relationships onstage struggle with truth, meaning and, at times, morality. What could be more poetic? The production begins with a line from famed poet T.S. Eliot, “Life is very long…” Already, the play has taken on a poetic tone. Perhaps it is the youngest Weston daughter’s words that resonate most deeply with poetic nature. After her fiancé has engaged in questionable behavior with Jean, Karen confronts Barbara saying, “My point is, it’s not cut and dried, black and white, good and bad. It lives where everything lives; somewhere in the middle.” The language here is layered. In life there are rarely cut and dry interpretations to any single situation. The language also uses poetic devices to make the point. Looking at the section, we realize that “it” refers to responsibility; Jean and Steve both share in the responsibility for their daughter’s unbecoming behavior. In the second line “it” becomes a life endowing idea with human qualities, reminding us that all situations come down to human behavior, which is largely imperfect. And goodness knows the behavior of the characters of August: Osage County is anything but perfect. T.S. Eliot is one of the foremost poets and literary critics in the modern Western tradition. Born into an affluent family in St. Louis, Missouri, he attended Harvard. While not as prolific as many of his contemporaries (neither was Beverly in August: Osage County), his work has been studied intensively. His first major work The Love Song of J. Alfred Prufrock follows the journey of a man exploring the missed opportunities in his life. In 1925 he published The Hollow Men mentioned directly in August: Osage County by the disillusioned Beverly. Considered T.S. Eliot his most significant work, the complex piece tackles post World War II disillusionment and difficulty of hope in troubled times—in Beverly’s case the deterioration of his relationship with Violet, his wife. Violet also harps on the superiority of “the greatest generation”—a common term for the generation of World War II. Throughout his career, Eliot’s work was criticized by academics and scholars. Many found his poetry not poetry at all. Beverly’s single published book of poems is demeaned several times throughout the play. Eliot’s first wife, oddly, was a victim of deteriorating mental illness, much like Violet who over the years became a complete slave to drugs. It is not difficult to see the overlapping themes between poem and play. P A G E 16 Language Arts Discussion Discussion Objective Interpreting a major poetic work. From the Script Prologue Beverly muses about many things, including the line by Eliot. At this point we do not know he is contemplating taking his own life. We do know, however, or will very soon that he is a published poet himself and lives with a woman who is drug addicted and a miserable companion and mother. Beverly “Life is very long...” Teaching Tips T.S. Eliot, I mean...he’s given credit for it because he bothered to write it down. He’s not the first person to say it...certainly not the first person to think it. Feel it. But he wrote the words on a sheet of paper and signed it and the four-eyed----- was a genius...so if you say it you have to say his name after it. “Life is very long”: T.S. Eliot Do you find poetry too obscure? Maybe you’re over complicating the words and ideas. Try personalizing what the poet is saying. Instead of trying to figure out what he or she means, try applying the words to yourself and what they mean to you. You will enjoy it much more. Exercise The line Beverly quotes is from Eliot’s great work, The Hollow Men. It seems appropriate for Beverly to quote it because he himself feels hollow, devoid of love and companionship and perhaps, as we later discover, racked with guilt over an illicit relationship with his sister-in-law. The Hollow Men appears on the next page. Print the page, make copies and distribute them to the class. As a class, have students discuss the poem in relationship to Beverly’s despondent state of mind, reading into it any interpretations they wish. Remember, this is not an official literary interpretation of Eliot’s work. We are using the work as a means of allowing students to analyze Beverly’s character and assess its relevance to Tracy Letts’ work. After the discussion suggest they visit an internet site featuring an interpretation of the poem and find out the significance of the first two lines: Mistah Kurtz—he dead, and A penny for the Old Guy. Tell them to come back to class and share what they’ve learned with their fellow students. P A G E 17 The Hollow Men by T. S. Eliot Mistah Kurtz—he dead. A penny for the Old Guy I We are the hollow men We are the stuffed men Leaning together Headpiece filled with straw. Alas! Our dried voices, when We whisper together Are quiet and meaningless As wind in dry grass Or rats’ feet over broken glass In our dry cellar Shape without form, shade without colour, Paralysed force, gesture without motion; Those who have crossed With direct eyes, to death’s other Kingdom Remember us—if at all—not as lost Violent souls, but only As the hollow men The stuffed men. II Eyes I dare not meet in dreams In death’s dream kingdom These do not appear: There, the eyes are Sunlight on a broken column There, is a tree swinging And voices are In the wind’s singing More distant and more solemn Than a fading star. III V This is the dead land This is cactus land Here the stone images Are raised, here they receive The supplication of a dead man’s hand Under the twinkle of a fading star. Here we go round the prickly pear Prickly pear prickly pear Here we go round the prickly pear At five o’clock in the morning. Is it like this In death’s other kingdom Waking alone At the hour when we are Trembling with tenderness Lips that would kiss Form prayers to broken stone. IV The eyes are not here There are no eyes here In this valley of dying stars In this hollow valley This broken jaw of our lost kingdoms In this last of meeting places We grope together And avoid speech Gathered on this beach of the tumid river Sightless, unless The eyes reappear As the perpetual star Multifoliate rose Of death’s twilight kingdom The hope only Of empty men. Let me be no nearer In death’s dream kingdom Let me also wear Such deliberate disguises Rat’s coat, crowskin, crossed staves In a field Behaving as the wind behaves No nearer— Between the idea And the reality Between the motion And the act Falls the Shadow For Thine is the Kingdom Between the conception And the creation Between the emotion And the response Falls the Shadow Life is very long Between the desire And the spasm Between the potency And the existence Between the essence And the descent Falls the Shadow For Thine is the Kingdom For Thine is Life is For Thine is the This is the way the world ends This is the way the world ends This is the way the world ends Not with a bang but a whimper. Online text © 1998-2008 Poetry X. All rights reserved. From The Hollow Men | 1925 P A G E 18 Language Arts Writing Writing Objective Students translate their surnames into a native language. From the Script Prologue Beverly tells Johnna he knew her father and questions the fact that her surname name is different from her father’s, Youngbird. Beverly May I ask about the name? Johnna Hm? Teaching Tips Here in the U.S. the tendency is to assume that everyone speaks English. Even when we travel abroad we expect foreigners to speak to us in English—an arrogant assumption when you think about it. To expect it of a Native American is the height of presumptuousness, since their language was here long before we arrived. Think about it. Beverly He was Youngbird and you are? Johnna Monevata. Johnna Who calls them that? Who makes that decision? Beverly And does it mean “youngbird”? Johnna Yes Beverly And taking the name, that was your choice? Beverly “Monevata.” Johnna Mm-Hm. Exercise Youngbird sounds nothing like Monevata. Obviously the Cheyenne language is far more complex than simply adjusting sounds to symbols. Beverly does not ask Johnna to explain and probably, like most white people, has no interest in her language which he does not consider the “language of the land.” Many tribes have reinstituted the teaching of native languages in their schools in an effort to preserve cultural traditions. The Maya of the Yucatan in Mexico rarely speak the Spanish of their conquerors in the privacy of their homes and in their business dealings with other Mayans. They have preserved their language in its purest form. There are a number of excellent websites featuring in depth language keys for various Native American and other indigenous languages. Visit one of them, pick a language and translate your surname into that language. Write the name in whatever symbols are appropriate. Place the sound in letters next to the symbol. Explain the translation to the class. Warning: this will probably be a lot more difficult than it sounds. Using your new name as a “nom de plume” (a.k.a. pen name) write a poem about the indigenous tribe whose language key you used. P A G E 19 Language Arts experiential Script Experiential From the Assessing the mood of the poet in his or her work. Prologue Beverly admires T.S. Eliot’s strength in dealing with his wife’s mental illness (alluding, no doubt, to his own inability to deal with Violet’s), comparing him to two of his contemporaries who committed suicide. Objective Teaching Tips Words are powerful. If it is true authors write about what they know, it must be, then, that a writer’s mood comes through in their work. If he or she is happy the words make the reader feel upbeat--ebullient. If he or she is sad the reader senses sadness and empathizes with a certain sadness of their own. This is particularly true in the art of poetry because it is so deeply personal. Beverly Give the devil [T.S. Eliot] his due. Very few poets could have made it through his trial and come out on the other side, brilliantined, double breasted and Anglican. Not hard to imagine, faced with Eliot’s first wife, lovely Viv, how Hart Crane and John Berryman might have reacted. Just foot-raced to the nearest bridge, Olympian Suicidalists. Not Eliot: following sufficient years of ecclesiastical guilt, plop her in the nearest asylum and get on with the day. Exercise Beverly admires Eliot for his strength.“You have to admire the purity of the survivor’s instinct,” he says. Beverly does not have this instinct. Neither did the two other poets mentioned, Hart Crane and John Berryman. Both committed suicide. Beverly identifies strongly with them and not with Eliot. Go online and find biographies of Hart and Berryman. Read them for background. Now research Hart’s and Berryman’s poems. Read them over and pick out one you like best. Make a copy and bring it to class. Each student reads their poem and talks about why they chose the work. They then read the poem with dramatic emphasis once or twice to the class. Listeners assess the mood of the poet as he wrote it, citing specific lines and information they have learned about the poet to support their views. P A G E 20 LANGUAGE ARTS After Hours Challenge What Do You Think of That? Read carefully the passage below, which is included in the introductory portion of the script of August: Osage County. It is from Robert Penn Warren’s famous novel, All the Kings Men. Write a reaction piece. The child comes home and the parent puts the hooks in him. The old man, or the woman, as the case may be, hasn’t got anything to say to the child. All he wants is to have that child sit in a chair for a couple of hours and then go off to bed under the same roof. It’s not love. I am not saying that there is not such a thing as love. I am merely pointing to something which is different from love but which sometimes goes by the name of love. It may well be that without this thing which I am talking about there would not be any love. But this in itself is not love. It is just something in the blood. It is a kind of blood greed, and it is the fate of a man. It is the thing which man has which distinguishes him from the happy brute creation. When you get born your father and mother lost something out of themselves, and they are going to bust a hame trying to get it back, and you are it. They know they can’t get it all back but they will get as big a chunk out of you as they can. And the good old family reunion, with picnic dinner under the maples, is very much like diving into the octopus tank at the aquarium. Robert Penn Warren, All the King’s Men P A G E 21 Family Dynamics a saying, “You can pick your friends but you can’t pick you’re family.” T here’s It’s true. What you’re born with you’re pretty much stuck with, so to Summary of Standard for Life Skills Thinking and Reasoning Understands and applies the basic principles of presenting an arguement n Understands and applies basic principles of logic and reasoning n Effectively uses mental processes that are based in identifying similarities and differences (compares, contrasts, classifies) n Understands and applies basic principles of hypothesis testing and scientific inquiry n Applies basic trouble-shooting and problem-solving techniques n Applies decision-making techniques n Working With Others Contributes to the overall effort of a group Uses conflict-resolution techniques n Works well with diverse individuals and in diverse situations n Displays effective interpersonal communication skills n Demonstrates leadership skills n n Self-Regulation Sets and manages goals Performs self-appraisal Considers risks n Demonstrates perseverance n Maintains a healthy self-concept n Restrains impulsivity n n n Life Work Makes effective use of basic tools Uses various information sources, including those of a technical nature, to accomplish specific tasks n Manages money effectively n Pursues specific jobs n Makes general preparation for entering the work force n Makes effective use of basic life skills n Displays reliability and a basic work ethic n Operates effectively within organizations n n speak. Like it or not families can be a mixed blessing—a necessary support in time of need and a downright drag on your adult liftstyle with their unwanted judgments, advice and filial demands. Thanksgiving dinners, for some reason, have always taken particular heat when it comes to,” Oh my God, do I have to go and put up with the family this year?” Something about that particular celebration makes people more apprehensive than normal. Maybe eating brings out the worst in people? Who knows? In August: Osage County eating and picking at each other seems to go hand in hand--the sport of the day. Like it or not “you can’t pick your family.” You either learn to get along with them, tolerate them, or write them off and get on with your life with or without their support. One thing we must be aware of: no family is perfect. The “Leave It to Beaver” varieties are few and far between, no matter how much we would like to believe otherwise, or how convenient it may be to hold up that archetype to our family when things aren’t going smoothly. Could we be taking our family relationships too seriously? Many sociologists believe that the primary function of family is to reproduce society, biologically and socially. While that seems like a rather clinical view, looking at it that way puts family relationships in different light. All they’re trying to do is bring up people who get along better in the larger group—the main family outside of the home? Depending on the society you live in family can also have a different function and meaning. What is a family, anyway? P A G E 22 In American society it can mean everything from the nuclear family (mom, dad, kids and pets), to single parent families, to groups raising children in which the parental figures are not necessarily mothers and fathers or blood related, for that. It has also come to mean any group to which an individual feels close and can rely on for love and or support. (Groups like Alcoholics Anonymous might be an example.) The latter are usually chosen while the others are, well, thrust upon us. Inevitably family relationships may become disrupted by hurt, anger, mistrust and confusion. These emotions are normal among humans and few families can say they don’t experience them. (They’re probably delusional if they do.) By making a few changes in the way we look at things we can, if we want to, improve family relationships. They may never be the ideal. But by developing some basic skills and gaining understanding of human behavior our interactions with family can improve. First and foremost is communication. Your family is most likely a constant presence in your life so when an argument arises it may seem impossible to handle. Communication is key to resolving all conflict. While it may seem siblings are constantly “in your face,” —and they usually are--they are also in their own way trying to communicate. One of you has to turn that attempt into a positive interaction. That takes patience, another invaluable family dynamics skill. Most children in the United States grow up with sisters and brothers. The connections usually last a lifetime and can be strained, to say the least. New research indicates that sibling ties are best understood by looking at the family as a whole. As in August: Osage County, the inter-relationships of the siblings mirrors the behavior and relationship of the parents toward each other—horribly tainted by the emotional baggage they carry. It’s complex. Research also indicates sisters feel closer to siblings than do brothers, and that relationships between sisters and brothers become closer in later adolescence. So there is hope for you and your brother after all. An interesting note is that for all siblings infighting becomes worse when the firstborn child is about age 13 and the secondborn is about age 10. If it seems the relationship with your parents has changed, it could be due to changes in your relationship with your brothers and sisters. Mothers’ warmth and acceptance of their children from middle childhood through adolescence has been associated with changes in siblings’ feelings of closeness and intimacy with one another. Increases or decreases in conflict between fathers and their children conversely cause children to exhibit similar changes in conflict with their siblings. Talk about family dynamics! Studies also indicate sybling relationships change naturally across childhood and adolescence. So when it comes to that aspect of family dynamics all you may have to do is, wait. In other situations applying the skills of patience, communication and understanding can go a long way in nurturing a family unit with whom you might even enjoy sharing a Thanksgiving dinner later on as an adult. P A G E 23 Life skills writing Writing Objective How to prepare a will. From the Script Act 1, Scene 2 Violet tells Barbara that she waited to tell her that her father was missing until she went to the bank and cleaned out their safe deposit box. The statement is suspicious and Violet later announces that Beverly’s will leaves nothing to the daughters and everything to her. Yes, Sunday. No sign. I know, and that’s when I deposit box. We kept an some jewelry, expensive Teaching Tips No one likes to think about wills because they make us think about dying. However they are an important document. We would all like to think what remains of our lives will go to those whom we want to have it. Violet started getting worried, don’tcha got so worked up about that safe awful lot of cash in that box, jewelry... Barbara Wait, wait, wait. I’m missing something. Why do you care about the safe deposit box? Because... Violet It gets rolled into the estate, then goes to probate. Exercise A will is an important document. It is the official statement saying who will inherit your estate (money, investments, personal belongings) when you die. Violet put the money and valuables in a safe deposit box so that no one would know about them and that she would be assured of getting them (and not the girls) if Beverly died. We don’t really know if Beverly had a will, although Violet said they had agreed that she would get everything. Truth is if the family challenged Violet, and there were no will, all of Beverly’s belongings would go into “probate;” the court would hold the belongings until things were legally sorted out. This can take some time. Apparently, Violet, greedy, was not willing to wait. Go online and research how to write a will. Prepare your will as a legal document. Think carefully about who you would like to have your belongings. After you’ve prepared the will find out what to do next. Who should sign it; where does it have to be filed in order for it to be considered legal; how much does it cost in fees? Is it worth it to do it online yourself or have an attorney prepare it? What is the difference in cost? Do not actually file the will as there will be fees involved. P A G E 24 LIFE SKILLS discussion Script Discussion From the To recognize the value of practical decisions. Act 3, Scene 3 The chaos and dysfunction in the house prompts Barbara to ask Johnna if she still wants to work as housekeeper for the family.. Objective Johnna Mrs. Fordham, are you firing me? Barbara No. no. Far from it. I’m owning up to my own bad behavior. And I’m giving you the opportunity to quit... Teaching Tips Would you do what you had to do to survive financially? Would you do it cheerfully or complain every step of the way? Do you avoid hard practical decisions in favor or getting things exactly your way? Johnna I’m prepared to stay. I’m familiar with this job. I don’t do it for you and Mrs. Weston. Or even for Mr. Weston. Right? I do it for me. Barbara Why? Johnna I need the work. Exercise Johnna would certainly have good reason to leave the employ of the Weston’s. The house is in a state of chaos; as housekeeper, her job is continually made harder by the family’s dysfunctional behavior towards one another. She must maintain a degree of calm in the face of it and try her best not to get personally involved in their problems. From an emotional standpoint, working in this environment could be extremely stressful for a person different than Johnna. In America people change jobs all the time. They quit at the drop of a hat. Our mantra is that we must be happy in our work. It is a nice ideal but many people every day do not have the luxury of choosing occupations. Work for them is toil and they accept it. Johnna chooses to stay “because she needs the job.” That is a very strong statement. We really don’t know if she has any other options. All we know is that she needs to work, maybe to support herself or perhaps for other reasons. In any case she is firm in her commitment to do what she has to do and will do it, no matter what. By everything we see in the play she goes about her daily work cheerfully. Conduct a class discussion about the reality of doing something to survive versus doing what we want to do. What does the fact that Johnna will stay say about her character. Do you think a person who does this is strong, or foolish? Would you resent it if you had to stay on at the Weston’s? If so, how do you think it might affect your job performance. Is being able to accept certain situations that aren’t always perfect a life skill? Why? P A G E 25 LIFE SKILLS experiential Experiential Objective Understanding what it means to grow old gracefully. From the Script Act 2, Scene 1 Violet tells Mattie Fae she wants to purge her wardrobe of clothing no longer appropriate for her age. Violet I want all these clothes I’m never going to wear gone...I mean look at these shoes. (She holds up a pair of high heels.) Can you picture me in these? Even if I didn’t fall on my face, can you imagine anything less attractive, my swollen ankles and varicose veins? And my toenails, good god, anymore they could dig through cement. Teaching Tips No one stays young forever. Does that mean we should stop living life as we age? No. Not at all. But it’s how you live that makes the difference. To proudly say, “I’m 60” says something about who you are and about your sense of confidence and self worth. Exercise Violet’s point is that after a certain age women should not try to look as if they are twenty. They should dress and act their age. Mattie Fae objects, but Violet insists she face reality. She says society sees men and women aging in a different way. “Men can still preserve their sex appeal well into old age,” then qualifies the statement, “I don’t mean those men like you see with shorts and those little purses around their waists.” How do you feel about growing old gracefully? Do you think people should try to look young even if they’re not? Or is it better to tone down, say, your clothing and makeup as you age? Should men also dress and behave appropriate to their age? Do you think the standards for growing old gracefully are different for men and women? Visit a mall and be a people watcher. Male students watch men; female students women. Note the people you see, particularly the older generation. How do they dress? How do they act? Are they trying to act like teenagers or are they behaving in an adult way. Develop at least five complete profiles of people you find interesting. Do not let them know you’re watching them. Note their approximate age, what they’re wearing, how they’re acting and any other distinguishing behavior that might indicate they likely will or will not grow old gracefully. P A G E 26 life skills After Hours Teaching Tips From About.com Beverly wrote one book of poems when he was younger and wrote nothing after that. We can safely assume that alcohol took over his life and prohibited him from doing what he loved most—writing. His life and that of his family is a shambles. Parenting of Adolescents has this to say about teen alcohol abuse. For young people, alcohol is the number one drug of choice. In fact, teens use alcohol more frequently and heavily than all other illicit drugs combined. Although most children under age 14 have not yet begun to drink, early adolescence is a time of special risk for beginning to experiment with alcohol. While some parents and guardians may feel relieved that their teen is “only” drinking, it is important to remember that alcohol is a powerful, mood-altering drug. Not only does alcohol affect the mind and body in often unpredictable ways, but teens lack the judgment and coping skills to handle alcohol wisely. As a result: • • • • • Alcohol-related traffic crashes are a major cause of death among teens. Alcohol use also is linked with youthful deaths by drowning, suicide, and homicide. Teens who use alcohol are more likely to become sexually active at earlier ages, to have sexual intercourse more often, and to have unprotected sex than teens who do not drink. Young people who drink are more likely than others to be victims of violent crime, including rape, aggravated assault, and robbery. Teens who drink are more likely to have problems with school work and school conduct. An individual who begins drinking as a young teen is four times more likely to develop alcohol dependence than someone who waits until adulthood to use alcohol. The message is clear: Alcohol use is very risky business for young people. And the longer children delay alcohol use, the less likely they are to develop any problems associated with it. That’s why it is so important to help your child avoid any alcohol use. Challenge The Sad Story of Me Tell me what are the prevailing sentiments that occupy the minds of your young men (women), and I will tell you what is to be the character of the next generation. Edmund Burke Pretend you are now 40 years old. As a teen you did not listen to the warnings about alcohol abuse. Using the quote above, write a biography of what your life might be like if you begin abusing alcohol. Talk about all of the things you might have done that you didn’t. How has it affected your family and friends; your health; your career goals. Put the story somewhere safe. Take it out once a month and read it. Ponder what you have to lose. P A G E 27 n o i t c i d Ad and y c n e d epen d ad·dic·tion The state of being enslaved to a habit or practice or to something that is psychologically or physically habit-forming, as narcotics, to such an extent that its cessation causes severe trauma. We learn early on in the production of Violet’s addiction to prescription drugs. It is with our first introduction to her character that we witness her erratic and strange behavior, characteristic of drug abuse. After her initial appearance on the stage, Beverly explains to Johnna that she has been diagnosed with a “touch of cancer” in the mouth. While this may attempt to explain her actions, it is soon discovered that Violet suffers from an addiction to the pills she takes seemingly to ease her discomfort. “Violet. My wife. She takes pills, sometimes a great many. And they affect…among other things, her equilibrium. Fortunately, the pills she takes eliminate her need for equilibrium.” –Beverly Weston Summary of Standard for Behavioral Studies Understands that group and cultural influences contribute to human development, identity, and behavior n Understands various meanings of social group, general implications of group membership, and different ways that groups function n Understands that interactions among learning, inheritance and physical development affect human behavior n Understands conflict, cooperation, and interdependence among individuals, groups and institutions n The term addiction is most often associated with abuse; however, addiction and abuse are not the same. Two of the prevalent characteristics of addition concern an increased tolerance to a drug often coupled with a psychological dependence. Over time, a person’s body may adapt to a drug. A person experiencing a growing tolerance to a drug often needs to increase the dosage of a medication over time in order to receive the same therapeutic benefits. When a psychological dependence comes into play, a person rationalizes that the medication is needed regardless of the effect it may or may not have. Without a doubt the biggest reason drug users cannot admit to addiction is denial. Denial does not mean that a person realizes they he or she is an addict and denies it because admission would mean defeat. It is much far complex than that. An addict really believes there is no problem often adopting the belief that they are not like all the “others” and they can handle their drug of choice. A common statement may be “I can quit any time I want.” Typically, however, they don’t test that theory because they don’t try to quit. No one can make a drug abuser believe they have a problem; the abuser must come to that revelation by them. This consequence of drug addition is often an unfortunate result of drug dependency. Violet’s daughter, Barbara, sees her mother’s problem and tries to intercede by commanding the family to search the Weston home for hidden bottles of pills. While Barbara thinks she is doing the right thing, the exercise proves futile. As is the case in real life, unless the person abusing drugs wants to get better, it probably won’t happen. P A G E 28 Intervention can be a useful tool in helping someone suffering from drug addiction. Conducting a drug intervention is a complicated and often delicate matter. Since the addict is in a mental state that is rooted in distrust, they believe that the world is against them. Intervention takes place when a person, either a close family member or friend, expresses their concerns about the addict and his or her behavior. Under most circumstances, an abuser cannot be forced to undergo treatment but if an intervention is successful, a window can be opened where by the abuser can see the destructive pattern being exhibited. Once the abuser realizes the magnitude of the problem, further steps can be taken to help find a solution to the addiction. Narcotics Anonymous, a drug addiction support group, is one such program that helps to provide long term assistance in keeping a drug abuser clean. Narcotics Anonymous is a 12-step program for both men and women designed to share their experience, strength and hope with others who are looking to recover from drug addiction. There are no fees associated with belonging to this group. Its primary goal is to help other addicts achieve recovery from dependency. For severe additions, hospitalization may be required. Addiction treatment centers offer abusers intensive treatment and clinical therapy. While drug rehabilitation programs differ in the drug rehab services they offer and the drug rehabilitation philosophies they embrace, there are several key elements that any quality drug rehab must have if they are to be effective drug rehabilitation programs. The first drug rehabilitation service is detoxification or drug detox where the patient’s system is flushed of drugs. If needed, medications are dispensed to reduce and sometimes eliminate any symptoms associated with drug or alcohol withdrawal. Drug withdrawal occurs when a person who has become physically or psychologically dependent on any substance discontinues its use. After detox, residential addiction treatment is offered within the drug rehab. Clinical services include such approaches as group therapy, individual therapy, recreation therapy, art therapy, medication management, aftercare and nutritional counseling. A third key element of drug rehabilitation is a relapse prevention program. While what a person does in drug rehabilitation is important, what they do after their time in the drug rehab is over is critical. A patient specific relapse prevention plan designed by the drug rehab’s clinical team addresses any of the patient’s issues that may lead to relapse. Another key element lies in addressing the issues within the family. While some drug rehabilitation programs provide individual family therapy, many believe that the entire family should participate in a family recovery program. This family program most often takes place while the patient is in drug rehab to better support the patient and avoid relapse. August: Osage County depicts what can happen to a family as a result of drug addiction. Violet’s dependency permeates the family in such a way that ends with devastating consequences. While Barbara and other members of the family clearly saw their mother’s problem, Violet herself was unwilling to change. Ultimately if someone dependent on drugs has a strong support system while going through and finishing with addiction treatment, relapse is less likely to occur and a fulfilling life can become a reality. P A G E 29 Behavioral Studies Writing Writing Objective Prepare a report on drug addiction. From the Script Act 3, Scene 1 Karen, Barbara and Ivy discuss their mother’s drug addiction Karen Why did he (her doctor) write so many prescriptions? Doesn’t he know--? Barbara It’s not just him. She’s got a doctor in every port. Ivy Here’s how she does it: she sees a doctor for back spasms and gets a prescription. Day or two later she goes back. Says she lost her pills and he writes her another one. Then next week she pulls a muscle, more pills, then the dosage is wrong, more pills, over and over, until she makes one too many trips and he says I’m not prescribing anymore. And she pulls a sheaf of prescription receipts out of her purse and says, “I’ll go to the AMA and have you in court...” She genuinely threatens these men and they give into her. Teaching Tips Be honest. Do you tend to lump all Native Americans into one group? How much do you know about the individual tribes—their customs and history? Would they be better off assimilating into white American culture? How do you feel about them living on reservations? Exercise Violet admits, “I am a drug addict. I am addicted to drugs, pills, ‘specially downers.Y’see these little blue babies? These are my best friends and they never let me down.” This sad admission from Violet is the same one thousands of addicts every day say or at least should be admitting to themselves and others. The rate of teen addiction to pills in this country is staggering, and many get them in the same way Violet does as described by Ivy in the script excerpt. Research the problem of teen pill addiction. Write an in depth report on what is being done about it. Include information on penalties for over-prescribing drugs to patients; legal penalties for illegally securing pill prescriptions and drugs themselves; the market for illegal pills; famous teen celebrities who have been addicted. Include statements by doctors, drug counselors and addicts themselves as to how and why they became addicted and how it affected their lives. P A G E 30 Behavioral studies Discussion Script Discussion From the To recognize denial in behavior—others and our own. Act 3, Scene 1 Karen’s fiancé Steve is attacked by Johnna for trying to molest Bill and Barbara’s fourteenyear-old daughter, Jean. Karen is in denial and tells them it probably wasn’t all his fault and that none of them are perfect. Objective Teaching Tips Sometimes it’s hard to face the truth, especially when it affects something important in our lives. But denying the truth is never a good thing. In doing it we delude ourselves and fail to see things as they truly really are. How can we live well in a world of wishes and dreams? Karen (to Barbara) You better find out from Jean just exactly what went on in there before you start pointing fingers...Cause I doubt Jean’s exactly blameless in all this...I’m not defending him. He’s not perfect. I’m no angel myself. I’ve done some things I’m not proud of...Sometimes life puts you in a corner that way...Anyway, you have your own hash to settle before you start making speeches to the rest of us in fact, sort of a human cactus. Exercise Earlier in the play we learn that Karen has been involved in one bad relationship after another. She has met Steve, a somewhat overly gregarious real estate salesman, and they plan to marry. She is fixated on their planned honeymoon in Belize. It is very important to her. When she finds out he has been “messing” with young Jean she refuses to accept the reality and makes excuses because it’s convenient. Using the excerpt conduct an open discussion of Karen’s denial in this situation. How is this going to hurt her in future? What kind of a relationship is she likely to have with Steve. Is she recreating the same bad relationships she’s had in the past? Is she deluding herself? How? How does denial hinder people from making good decisions and from having happy, productive lives? Ask students to think of a time when they denied something because it was convenient. Ask those willing to talk about it to share their experience with the class. P A G E 31 Behavioral studies experiential Experiential Objective The effect of good and bad communication as behavior. From the Act 3, Scene 1 Charlie has had enough of his wife’s (Mattie Fae) berating their son, Charlie, and in fact enough of the way her entire family speaks to each other. Charles I don’t understand this meanness. I look at you and your sister and the way you talk to people and I don’t understand it. I just can’t understand why people can’t be respectful of one another. I don’t think there’s any excuse for it. My family didn’t treat each other that way. Teaching Tips How often have you heard people speaking to others in disrespectful ways? Be honest. Are you guilty of it, not only with your family members but others too? Sometimes rough talk can become a habit hard to break. We become known for the mean way in which we talk to people. Can this habit damage relationships? Script Exercise At this point in the script we do not yet understand what animosities may exist that cause Mattie Fae to treat her son so poorly. She humiliates him ever chance she gets. When we discover that he is the child she had with her brother-in-law, Beverly, we somewhat understand. Her own self-loathing has transferred to her son. She hates herself and the child born from the illicit affair. All her communication with him over the years has been based on that. Yet it doesn’t stop us, as the audience, from despising her cruel words, which have turned her son into a beaten pathetic individual. Watch What You Say! Pairs of students role play and act out a scene. One student communicates to the other that they’ve done something wrong. For the sake of spontaneity, write various things someone might have done wrong on slips of paper and put them in a bowl. Students pick one and act it out. The first should be harsh communication that berates the offender. The second should be a civilized dialogue in which the speaker gets the point across in a positive respectful way. The offender should respond during both scenarios. Students may switch roles or remain in the same role. After each dialogue the offender reveals how they felt. The class as a whole analyzes both scenarios, paying particular attention to the behavior of both the speaker and offender during the interaction. P A G E 32 behavioral studies After Hours Teaching Tips Challenge Getting control can be important in many situations. To feel powerless, to let something happen and do nothing about it makes us feel weak and ineffectual. It can also be dangerous to our personal safety. Some contend that women, because of their more passive upbringings, tend to shy away from confrontation while men, encouraged to be more aggressive, may not. Johnna does not fit the former category. Bill, who seems more analytical about the incident, does not fit the latter. What kind of woman/man are you? Get a group of women together for a discussion session. If possible, the group should be women of your age and other ages for a mix of perspectives. Read to them the following synopsis of the scene: Johnna, the Cheyenne house maid, finds 50-year-old Steve, Karen’s fiancé, smoking pot and behaving in an inappropriate sexual way with Barbara and Bill’s daughter, Jean who is 14. She flings a frying pan at him and berates him for his behavior. Awakened, Barbara and Bill, Jean’s parents, and Karen, Steve’s fiancé enter the scene. An argument ensues in which Barbara, enraged, attacks Steve verbally. She also attacks and brings into the argument the fact that Bill has left her for a young college student. Bill, a college professor, is analytical and seems more interested in deflecting the conversation by attempting to find out what happened and lecturing his daughter about her behavior. After reading the synopsis to the group, have each participant select the answer(s) that apply from the following multiple choice options: ( ) a. would you have done what Johnna did and deal with the situation directly, forcefully and immediately? (Not necessarily hit him with a frying pan) ( ) b. (for the women) would you have woken up the men and let them deal with it? ( ) c. would you have insisted on calling the police? ( ) d. would you have done nothing because it’s none of your business? Keep track of the answers and score the women on their attitudes. Take notes on any comments they may make. Next get a group of men together and ask them the same questions. Score the men. Make notes on their comments. What general conclusions can you draw about how men and women handle confrontation? P A G E 33 An Interview with August: Osage County scenic designer, Todd Rosenthal Todd Rosenthal won the 2008 Tony Award for Best Scenic Design of a Play. StageNOTES spoke with him about his experience with August: Osage County. StageNOTES: How did you first get involved with August: Osage County? Todd Rosenthal: I work a lot with the director Anna Shapiro. SN: As a set designer, what was your first impression of August: Osage County? What inspired you? Did you foresee any challenges? TR: Tracy wanted a nine room house. That was not practical, and would have overwhelmed the production. We made the house skeletal because it allowed the audience more access, and made it work thematically with the play. I found an image of a house on the prairie that look like a fossilized skeleton. It Summary of Standard for The Arts Art Connections Understands connections among the various art forms and other disciplines n Theater Demonstrates competence in writing scripts Uses acting skills Designs and produces informal and formal productions n Directs scenes and productions n Understands how informal and formal theater, film, television, and electronic media productions create and communicate meaning n Understands the context in which theater, film, television, and electronic media are perfomed today as well as in the past n n n Music Sings, alone and with others, a varied repertoire of music Performs on instruments, alone and with others, a varied repertoire of music Improvises melodies, variations, and accompaniments n Composes and arranges music within specified guidelines n Reads and notates music n Knows and applies appropriate criteria to music and music performances n Understands the relationship between music history and culture n n n Visual Arts Understands and applies media, techniques and processes related to the visual arts Knows how to use the structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art n Knows a range of subject matter, symbols, and potential ideas in the visual arts n Understands the visual arts in relation to history and cultures n Understands the characteristics and merits of one’s own artwork and the artwork of others n became the basis for the design. SN: Can you talk a bit about the importance of the Weston house on stage? What function did you see it serving in the production? In terms of design, did anything about the house change over time? TR: The house is very much of a character in the play. It is a constant in the life of these characters. People come and go, but the house is immovable. The house begins the play as a lifeless carcass. As the family returns, and inhabits the house, the dead husk comes alive. The director really wanted the house to come to life as the story progressed, only to lose that life at the end. SN: Given your extensive design background, how do you first approach a production as a scenic designer? TR: I read the play a lot. I then usually come up with a really bad idea. This bad idea usually informs the final design. The worse the initial idea, the better the final idea. My first design for Osage looked like an enormous advent calendar, with each room occupying it’s own box. It was over-designed, and impractical. As I tore the original model apart, I began to like the deconstructed nature of it. SN: Was the transition from Chicago to New York difficult? Did you have to change anything? TR: It was not hard at all. There was a lot of small changes, but we retained much of the original idea. SN: What do you like most about your role as scenic designer? What are some of the challenges and how do you overcome them? n TR: I like working with different, interesting people all the time. It is a challenge to juggle 6 or 7 projects at once, while still teaching my grad students. It’s never boring. P A G E 34 The Arts Writing August: Osage County Playbill® Writing Excerpt from the Explore the Pulitzer Prize for Drama and its recipients over the years. Tracy Letts (Playwright) Recipient of the 2008 Pulitzer Prize for Drama; author of Killer Joe...Bug... His play Man From Nebraska was produced... in 2003. He has appeared on television in “The District,” “Profiler,” “Prison Break,” “The Drew Carey Show”, “Seinfeld” and “Home Improvement.” Film appearances include Guinevere, US. Marshals and Chicago Cab. Objective Teaching Tips Not everyone wins awards but they are certainly nice to receive. What awards would you strive for? Do you think an award should be the goal of your work, or is simply doing your best more important? Exercise Winning a Pulitzer Prize means an artist has reached the zenith of his or her career. Tracy Letts, actor and playwright, winner of the 2008 award for drama for August: Osage County has quite a few credits to his name as listed in the above Playbill excerpt. He joins some excellent company. Research playwrights who have won the Pulitzer Prize for drama. What is the criterion for receiving the prize? Select one playwright and prepare a biography of the author; a list of his or her works; and a synopsis of the work which won them the Pulitzer. How many other major awards have they won? Has any won more than once? Who? P A G E 35 The Arts Discussion Discussion Objective Examine a major ensemble theatre company. Excerpt from the August: Osage County Playbill® A Brief Encounter, with Amy Morton (“Barbara Fordham” from the original Broadway production of August: Osage County) The interviewer asks Amy Morton if growing up in the Midwest she recognized the attitudes of the characters. Amy Morton’s response: Absolutely. It was interesting. Most of the cast members of this play come from small towns. All of us in the original Chicago production were from the Midwest. In the New York production, all but two are from the Midwest. And it’s a very Midwestern tale.... I don’t mean because it’s got sensationalism or any of that stuff—the huge surprises you find in the play. I think its stoicism, its pent-up pain—it’s certainly Midwestern. Teaching Tips Do you think American Theatre is only Broadway? Think again. Many regional companies throughout the U.S. are perpetuating the love of and continued interest in theatre arts. Without them we would not have the quality and diversity of theatrical experience we enjoy. Exercise It was the Steppenwolf Theatre Company of Chicago’s production of the Tony Award nominated August: Osage County that came to Broadway. Steppenwolf, renowned for its premier productions of original plays, the ensemble company has produced some of the finest theatre on the American theatrical scene. Steppenwolf was founded in 1974 by actors Terry Kinney, Jeff Perry and television and film actor Gary Sinise of “CSI: NY” fame. As students you should be aware of this marvelous American theatrical resource. If you’ve never heard of Steppenwolf, and are unfamiliar with its work, it’s time you did. Divide the class into groups. Have students visit the several websites devoted to Steppenwolf. Have each group research the following topics: Steppenwolf history; productions; major artists who got their start there; educational programs; artistic philosophy; awards. After researching their topic, each group presents its findings to the class. P A G E 36 The Arts experiential Script Experiential From the View and analyze a Pulitzer Prize winning drama. Prologue Beverly provides background that sets the mood of the play—hopelessness. Everyone in this play has given up. It is interesting and with appropriate artistic grace that the playwright uses this prize-winning poetic dialogue to expresses Beverly’s (who is a poet) despair. Objective Teaching Tips What is greatness? Can we determine it based on a set of given criterion? Do you have to necessarily like great works or simply respect them for meeting certain standards set by an industry? In short, is a great play in the eye of the beholder? Beverly My wife takes pills and I drink. That’s the bargain we’ve struck...I learned long ago not to speak for my wife. The reasons why we partake are anymore inconsequential. The facts are: my wife takes pills and I drink. And these facts have over time made burdensome the maintenance of traditional American routine: paying bills, purchase of goods, cleaning of clothes or carpets or crappers. Rather than once more assume the mantle of guilt...vow abstinence with my fingers crossed in the queasy hope of righting our ship, I’ve chosen to turn my life over to a Higher Power...(Hoists his glass)...and join the ranks of the Hiring Class. Exercise In the Writing section of The Arts you have researched other authors and their works which have won the Pulitzer Prize for Drama. Many other Pulitzer Prize winning works have been made into films. One that comes to mind is the 1984 winner, Glengarry Glen Ross by the great American Playwright, David Mamet. Choose a play you’ve explored in the Writing section that has been made into film, or rent Glengarry Glen Ross. Watch the film. Afterwards conduct a discussion focusing on performances, dialogue; dramatic situation and stage direction (you will have to assume a few things here since film staging is different from theatrical staging) Collect class opinions on why this work received the award, comparing its winning elements with those given for winning the Pulitzer in Drama. P A G E 37 The Arts experiential Teaching Tips Impressions Speak Louder Than Words? You don’t have to be an artist to be “artistic.” Impressions of people can allow us to formulate images based on what we think the person might look like. The way they speak and what they say can paint a vivid picture. From the Script Act 1, Scene 2 Johnna When a Cheyenne baby is born their umbilical cord is dried and sewn into this pouch. Turtles for girls, lizards for boys. And we wear it for the rest of our lives...Because if we loose it, our souls belong nowhere and after we die our souls will walk the earth looking for where we belong Act 1, Scene 4 Barbara The day of the prom, his father got drunk and stole his car. Stole his own son’s car and went somewhere. Mexico. Deon showed up at the door wearing this awful tuxedo. He’d been crying, I could tell. And he confessed he didn’t have a way to take me to the prom. I just felt awful for him, so I told him we’d walk. About three miles I busted a heel and we both got so sweaty and dirty. In August: Osage County, playwright Tracy Letts paints his characters through dialogue. Challenge #1 (a) Visit the websites of southern Cheyenne and/or Plains Indian artists. Study them carefully. Using the following personality features and the artistic styles you observe on the websites, sketch a rendering of what you think Johnna, a member of the Southern Cheyenne tribe, might look like. Dignified, focused, patient, calm, the warrior if the situation warrants, tied to Native American tradition and customs. Challenge #2 (b) Barbara’s character reflects a hard pioneer spirit, perhaps inherited from her Plains ancestors. Find out what it was like for women of the Plains in the early days. Find some pictures if you can, or simply use your imagination to draw the face of Barbara—the hard speaking, “in your face” character portrayed in the play. P A G E 38 RESOURCES Websites: www.augustonbroadway.com The official website for August: Osage County http://www.connexions-direct.com/ http://panicdisorder.about.com/cs/benzosbasics/a/addiction.htm http://www.druginterventions.net/drugandalcohol.htm http://en.wikipedia.org/wiki/August:_Osage_County http://en.wikipedia.org/wiki/Family_tree www.about.com http://www.accessgenealogy.com/native/tribes/cheyenne/ cheyennecustoms.htm http://www.tonyawards.com/en_US/index.html http://www.factophile.com/show.content?action=view&pageid=89 http://www.ddcf.org/page.asp?pageId=478 http://www.bte.org/index.php?page=the-network-of-ensemble-theatres http://www.dmoz.org/Arts/Literature/Drama/20th_Century/ Mamet,_David/ http://www.bbhc.org/pim/ http://www.steppenwolf.org/backstage/article.aspx?id=21 A Camp Broadway, LLC Publication Editor Philip Katz Art Director Michael Naylor Writer: Adam Aguirre (Section Writer) Adam Aguirre is a graduate of Georgetown University with a B.A. in Government, Philosophy and Theatre. He has spent many years in the theatre including acting, management, producing and writing. Sue Maccia (Lesson Writer) Sue Maccia worked as a senior copywriter in the college textbook division of Macmillan Publishing, Inc. New York. She has also worked for several New York educational development companies and taught creative writing at a specialized program hosted by East Stroudsburg University. As a journalist she covered both hard news stories and wrote feature articles for major newspapers including the Newark Star Ledger. Ms. Maccia was chief copywriter for Films for the Humanities and Sciences of Princeton, a major supplier of educational films to the high school and university markets. At this position she also handled Spanish language film acquisitions. She has worked for the New Jersey Council for the Humanities as a public relations writer. http://movies.aol.com/celebrity/tracy-letts/42037/main http://poetry.poetryx.com/poems/784/ Books and publications August: Osage County Playbill, ©2008 Playbill Incorporated Adult Children: The Secrets of Family Dysfunction, John C. Friel Ph.D, Linda Friel M.A. American Outback: The Oklahoma Panhandle in the Twentieth Century (Plains Hostories), Richard Lowitt Feminist Research on Mothers and Illegal Drugs (1).: An Article from: Resources for Feminist Research, Susan Boyd (digital, July 28, 2005) Smart Choices: A Practical Guide for Making Better Decisions, John S. Hammond, Ralph L. Keeney, Howard Raiffa P A G E 39