STUDY GUIDE

I can collaborate with classmates to create an interactive performance.

Teacher says: “Hey, everyone! We’re going to play a game to prepare us to see The Rep’s production of Every Brilliant Thing. This game is called “Minefield”. In this game, we’re going to have different roles. These roles will represent the different roles in Every Brilliant Thing’s production team. They are: Director, Actor, Production Designer, Sound Designer, Production Stage Manager, Assistant Stage Manager, and Audience. Let’s: 1) learn how these roles will function in our game, 2) play the game, and 3) talk about how these roles work in Every Brilliant Thing.”

1. Director – Explains the game
2. Actor – Plays the game
3. Production Designer – Sets up the game
4. Sound Designer – Makes sound effects for the game
5. Production Stage Manager – Makes sure the game is being played correctly
6. Assistant Stage Manager – Takes notes on the game
7. Audience – Provides needed information to the Actor

Teacher says: “Here’s how we play Minefield. I’m the Director. Let’s form 2 lines about 4 feet across from each other and an arm’s span between people on your left and right. (Student’s name), you are the Production Designer. Between these two lines, we need you to create an obstacle course using objects here in our classroom. (Student’s name), you will be the Actor. In this performance, the actor must keep their eyes closed and successfully walk through the Minefield without stepping on any of the obstacles. (Student’s name), you will be the Sound Designer, please make the sound of an explosion if our Actor steps on an obstacle. (Student’s name), you are the Production Stage Manager, you will stand at the end of our Minefield, start a timer for 1 minute which is how long our actor has to get through the Minefield and let our actor know when they have 30 seconds, 15 seconds, and then countdown from 10. (Student’s name), you are our Assistant Stage Manager, you’ll take note of the Actor’s name and the time it took them to either successfully complete or disastrously fail to get through the Minefield. Everyone else, you are the Audience and you have a VERY IMPORTANT Role to play in this performance. When the Actor moves through the Minefield directly in front of you, you must provide them with verbal directions on HOW to navigate. We all have a shared goal. We want our Actor to successfully navigate this Minefield. With our roles in mind, let’s take 3 minutes to set up, and then let’s play.”

“Remember to stay quiet unless it’s your time to speak.”
“Remember that all our energy should be focused on making our Actor successful.”
“If our Actor is successful, we’re all successful.”
“The Audience is quiet unless the Actor needs your input.”

I can identify careers in the theatre beyond an Actor.

Teacher asks, allowing discussion in between:
1. “Can someone describe what we actually just did?”
2. “What made us successful/unsuccessful?”
3. “How do you think creating this performance of a game we just participated in prepares us for seeing Every Brilliant Thing?”
4. “These roles we played during the game are all roles from the actual Creative Team involved. Given how these roles worked in our game, what do you think each of these roles might be responsible for in the production?”

1. Director – Responsible for communicating the agreed-upon vision for the production.
2. Actor – Responsible for creating the character in the production. In the case of
Every Brilliant Thing, it is a one-man show.
3. Production Designer – Responsible for the look of the production.
4. Sound Designer – Creates all the sounds during the production. These can be live and recorded.
5. Production Stage Manager and Assistant Stage Manager – Responsible for making sure everyone is in place and operating according to the agreed-upon rules. They are also responsible for maintaining records such as attendance and notes for the production.
6. Audience – Responsible for helping to make the live experience enjoyable by being quiet so everyone can hear, laughing or otherwise reacting when it’s appropriate, and generally providing positive energy to the actors on stage. In Every Brilliant Thing, the Audience has an extra special role in that some members of the Audience will play small parts in the play. That unique feature of this play means that every single audience will experience a slightly different show, and that’s very exciting!

I can improvise sounds.

Teacher says: “Hey, everyone! We’re going to play a game to prepare us to see The Rep’s production of Every Brilliant Thing.” This game is called Soundball, and there are four levels in this game. In the first two, we’re just going to toss around an imaginary ball. It’s going to seem really simple, but it’s an important building block to being successful with the last two levels. In the last two levels, you’re going to toss the ball while making some silly sounds.”

1. Pass an imaginary ball maintaining size and shape;
2. Toss an imaginary ball across the circle maintaining size and shape;
3. Choose one of three sounds to make when you throw the ball across the circle;
4. Make up your own sound to make when you throw the ball across the circle.

Teacher says: “Here’s how we play Soundball. We need to form a circle around the room to play this game. We will make our circle here.” (Walk the space where you expect students to make the circle so as not to waste time with confusing and chaotic classroom movement.) “You have a countdown from 10 to get there.” (Countdown) “Now that we’re in our circle, I need a ball. Can anyone suggest a type of ball we can use? (Student’s name), what type of ball should we use? Okay, so a ______ball looks like this in my hand.” (Demonstrate how you hold that type of imaginary ball in your hand.) “Notice the size of the ball. It is not as big as a beachball.” (Demonstrate the size and shape of an imaginary beachball.) “And it is not as small as a marble.” (Demonstrate holding an imaginary marble.) “It is this size, and it must stay this size. It is not magic. For the first level of Soundball, we are simply going to pass this ball around our circle, maintaining the size and shape of the ball and not making any sound.”

“Remember our ball is not magic. It must maintain its size and shape.”
“This level of the game has no sound so we can focus all our energy on simply making an imaginary ball.”

Teacher says: “Great work maintaining the size and shape of our ball throughout our circle. We’re ready for Soundball Level 2. I need someone to suggest another type of ball. (Student’s name), what type of ball should we use this time? Excellent. A _______________ ball looks like this, right?” (Demonstrate how you hold that type of imaginary ball in your hand.) “Just like Soundball Level 1, we must maintain the size and shape of this ball. Unlike in Level 1, we will not simply pass our imaginary ball in a circle. We will make eye contact with someone across the circle from us and throw the imaginary ball to them. They must catch the imaginary ball and throw it to someone else. Let’s try it.”

“Keep your head up and eyes alert so you know when someone’s throwing the ball to you.”
“Remember to pay attention to the size and shape of our imaginary ball.”

Teacher says: “Excellent job throwing the ball across the circle while still maintaining the size and shape of that imaginary ball. For Level 3, we get to add sound. We will add three sounds to our game. The sounds are: Whoosh!, Pee-sah! (high-pitch), and Yup (low-pitch)! I’m going to throw the ball with one of those sounds. You will catch it with that same sound. Then you will throw it to someone else with a new sound. The key to this level is being ready to accept the ball and sound. Then quickly choosing a new sound to throw to someone else with your ball. Let’s try it.” (Ex. I throw the ball with “Whoosh!”. Student A catches the ball with “Whoosh!” and throws the ball to Student J with “Peesah!”. So on and so forth.)

“Think ahead to what word you want to use if you need to.”
“Keep the ball moving.”
“Be ready and accept whatever’s given to you without comment, question, or pause.”

Teacher says: “Excellent job throwing the ball across the circle while still maintaining the size and shape of that imaginary ball. For Level 3, we get to add sound. We will add three sounds to our game. The sounds are: Whoosh!, Pee-sah! (high-pitch), and Yup (low-pitch)! I’m going to throw the ball with one of those sounds. You will catch it with that same sound. Then you will throw it to someone else with a new sound. The key to this level is being ready to accept the ball and sound. Then quickly choosing a new sound to throw to someone else with your ball. Let’s try it.” (Ex. I throw the ball with “Whoosh!”. Student A catches the ball with “Whoosh!” and throws the ball to Student J with “Peesah!”. So on and so forth.)

“Don’t think too much.”
“Say the first sound that comes to mind.”
“Let’s keep this game moving.”

I can enjoy watching and participating in improvisation.

Teacher says: “In Soundball, we worked up to being able to improvise, or make up on the spot, sounds. In the world of theatre, performing improvisation can be a totally distinct and different artform than performing a traditional play. You can actually watch an entire improvisation show–an evening full of actors making up scenes on the spot for you to enjoy. They never do the same performance twice because each night is totally different. Every Brilliant Thing is a play that incorporates moments of improvisation. The main character, the Narrator, has set lines except for certain moments when he engages Audience members in improvised conversation. That’s one of the reasons that seeing this play is a unique experience. Like an improvised show, no one will see the same performance of this play two nights in a row. Each performance will be totally unique, and we, as the Audience, get to help shape that unique experience each night. Like in Soundball, the Narrator in Every Brilliant Thing is going to take whatever we give him and keep moving the play forward. Now that we’ve played Soundball, we’ll be ready to help him move forward!”

I can write about a real event from my life that felt brilliant.

Teacher says: “The sound of releasing carbonation when you pop the top on a can of soda. The feeling of the sun on your skin on that first warm day after winter. The taste and texture of really good dark chocolate melting on your tongue. The smell of wood burning in fireplaces in the winter. Seeing the trees explode with yellow, orange, and red bursts of color in autumn. These are all “brilliant” things. “Brilliant” things are those simple things in life that deliver nothing short of absolute satisfaction to your senses. In Every Brilliant Thing, the Narrator makes lists of “brilliant things” to inspire him to notice the beauty and joy in everyday life. We’re going to take a few moments to identify “brilliant things” in our everyday life that inspire us to notice beauty and joy.”

Teacher says: “Think of a moment when you have experienced a “brilliant thing.” This is not a large amount of time. This is simply a moment when you experienced something completely satisfying. I’ll know we’re ready to move on when I see everyone holding a thumbs up. Now that everyone has an idea, which of your five senses–sight, taste, hearing, touch, or smell–was most satisfied by this experience? Try to remember that experience now from beginning to end. Now that you’ve had some time to really remember that experience, let’s write about it as if it’s happening right now so the reader can experience it with us.”

Teacher says: “Let’s start with the moment before. What is that moment like? Is it a normal day or is there something special about it? Write 2-3 sentences describing what life is like right before the “brilliant thing” happens. Now let’s write a transition sentence moving us toward the “brilliant thing” itself. How do you come across it? Does someone bring it to you? Do you discover it on your own? Now let’s describe the moment you experience the “brilliant thing.” Recall back to the primary sense you experience the “brilliant thing” with. Use that primary sense to begin your description. You can write: ‘I hear, I see, I smell, I taste, or I feel.’ Then describe that sensation in enough detail to let the reader feel like they are there in that moment with you. Write 2-3 sentences of description. Now let’s write what you think about this experience using a simile or metaphor. What is this experience like? Why? Explain in 2-3 sentences. Now let’s write what this experience makes us wonder about. What further questions or hopes do we have as a result of this experience? Finish your work with 2-3 more sentences helping your reader to see there’s so much more to marvel over in the world.”

“Remember that ‘perfect’ is the enemy of ‘good’. We just want good. Not perfect.”
“The key to writing is quantity. Let it flow. You can always slash and burn and clean up later.”
“Remember this is not the last bit of writing you’ll ever create. If you like what you’re writing, great! If you don’t, you’ll write more some other time. Don’t worry.”

I can listen to and respond to my peers’ writing.

Teacher says: “Now we’re going to partner up and share our writing. Take turns sharing. When your partner is done reading their work, thank them for sharing. Share two glows, or things you enjoyed, with your partner about their work.”

I can identify intent and meaning in Every Brilliant Thing.

Teacher says: “We recently watched Every Brilliant Thing. Today we’re going to explore what the play might have meant through a game called Ensemble Squash.”

1. Think on your own about what you want to create.
2. Share your idea with your group.
3. Plan your idea with your group. Discuss the different parts and who will play what part.
4. Create your frozen picture within the countdown.

Teacher says: “Ensemble Squash is all about creating frozen pictures with your body. We’re going to do this in groups, so I’m going to give each one of you a number. Hold this number at your chest until everyone has a number. Now that everyone has a number, I’m going to assign every group a working space in the room.” (Ask for each number and walk that group to a designated work space in the room to limit the chaos and confusion involved in movement.) “Now that everyone is in place, let’s talk about how we’re going to create this pictures. We’re going to use a four-step process that I’m going to teach you now. First, you need to simply think to yourself without sharing anything out loud. The first thing I want you to think about is what the state championship football game might look like. Who’s there? What are they doing? What do their bodies look like? How about their faces? Who could you be in this scene? When you have an idea of who you might be in this scene, show me by placing your hand in a fist over your heart. I see that everyone has an idea. So now let’s share our idea of who we might be in this scene. Each person in your group can now take a turn to share who they might be in this scene. When they share, they can release their fist as if they’re giving a gift to their group. Now that everyone has shared their idea, I’m going to give everyone 1 minute to plan how they can show their idea in a frozen picture and who they will be. Go. It’s been one minute now, so you now you’re ready to get into your frozen picture. I’m going to give you a countdown from 20 to get there.” (Count down.)

Once students understand the concept of making frozen pictures, use the following prompts to process seeing Every Brilliant Thing through the creation of additional frozen pictures. Be sure to go through that same four-step process of Think, Share, Plan, and Create each time:

1. As a group, create a frozen picture of what you looked like as an audience member in the play.
2. As a group, create a frozen picture of a “brilliant” moment from the play.
3. As a group, create a frozen picture of what you believe the playwright’s intent for the play is. What is the playwright trying to make the audience feel or do?

“Great teamwork. Keep working together!”
“Quickly make choices. This won’t be the last frozen picture you ever create.”

I can listen to and respond to my peers’ writing.

After each one, the teacher can:

1. Describe what they see in the frozen pictures to the group;
2. Unfreeze some groups to lead a discussion on one group; or
3. Have each group explain what they were going for.