The Tempest

Study Guide

This Study Guide was written by Kacey Roye & Rick Flieger and edited by Mark McCarver. It contains selected
excerpts from public domain.

Show Runs: February 17 – March 12, 2017

Classic Theatre of San Antonio - The Tempest Study Guide 1

 Table of Contents

PAGE SECTION

3 Note from the Director

4 The Tempest Cast & Production Crew

5 Synopsis

7 About William Shakespeare

8 Facts About The Tempest

10 Analysis of Major Themes

12 Vocabulary

14 Pre-Play Activities

15 Activities During the Play

17 Post-Play Activities

18 Theatre Etiquette

19 Free Student Programs at The Classic Theatre

MISSION: The Classic Theatre creates excellent theatre that is relevant, diverse, entertaining,
and transformative.

VISION: We seek to achieve our mission by creating connections and conversations through
compelling classic works.

Classic Theatre Staff

Kelly Roush Executive Director
Diane Malone & Allan Ross Co-Artistic Directors
Cynthia Langston Director of Development
Kacey Roye Director of Education
Florence Bunten Box Office Manager
Olivia Tober Bookkeeper
Rita Duggan House Manager

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 Note from the Director

What happens when the rules of the script are bent, but not broken? The Classic Theatre is
dedicated to creating productions that are relevant, diverse, entertaining, and transformative. We
present classic theatre with contemporary connections. Should you attend our production, you will
find that we have taken many liberties with Shakespeare’s script that keep with The Classic’s mission
at the forefront.
What happens when a character’s gender is changed? What if lines are cut? Can you still
honor the original intention of the playwright with altered dramatic elements?
We hope you will attend what we consider to be an innovative, forward thinking production,
discover the surprises as they come, and decide for yourself!

Mark McCarver

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 The Tempest Cast & Production Crew

Cast of Characters

Allan S. Ross Prospero

Kacey Roye Ariel

Grace Lamberson Miranda

Michael Holley Caliban

Hunter Wulff Ferdinand

Rick Clyde Stephano

Linda Ford Trinculo

Magda Porter Alonso

Kelly Roush Sebastian

Meredith Alvarez Antonio

Alison Bridget Chambers Gonzalo

Production Staff

Mark McCarver Director

Kaitlin Muse Stage Manager

John Coker Production Manager/Sound & Music Designer

Jodi Karjala Set/Costume Designer

Pedro Ramirez Lighting Designer

Alfy Valdez Prop Designer

*Jasmin Paniagua Acting Intern

*Ava Valdez Stage Management Intern

*AIM High interns

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 Synopsis

Short Summary: Prospero, the duke of Milan and a sorcerer, is cast

away on a remote island with his daughter, Miranda, through the deceptions of
Prospero's envious brother Antonio and co-conspirators. Over a decade later,
those responsible have been shipwrecked on the island by Prospero's magic.
Begrudged creatures and drunken clowns, charmed royals and magical spirits
alike, all struggle between the temptation for revenge and greed, and the
grace of forgiveness and humility.

This text of The Tempest is from Volume I of the nine

volume 1863 Cambridge edition of Shakespeare

Act One: A huge storm batters a ship carrying Alonso (the King of Naples), Sebastian (Alonso's brother), Ferdinand
(Alonso's son), Antonio, Gonzalo, and others. They are likely to die by shipwreck.

On the island near the storm, Prospero and his daughter Miranda are introduced. We learn that Prospero has created
the storm battling the ship. Miranda is concerned that the men aboard the ship are harmed and asks Prospero to stop
the storm. We also learn that Prospero was once the Duke of Milan but was banished to this island with Miranda by
Antonio, his brother, who took over Prospero's dukedom of Milan.

Ariel, a magical spirit, appears. It becomes clear that Ariel is in Prospero's service, and caused the storm at Prospero's
bidding. He tells us that the men onboard the ship have all made it ashore unharmed as planned. Caliban, a
malformed beast, is also introduced. Miranda expresses her strong dislike for him, and we learn that he has been
reduced to no more than Prospero's slave.

Ferdinand, who has been wandering the island, meets Miranda and falls immediately in love with her: This appears to
be of Ariel's doing and part of the carefully-laid plan that Ariel must carry out to win his freedom from Prospero.

Act Two: The rest of the shipwrecked survivors wake up on the island. They are surprised that their clothes smell
and feel as fresh as if they had just been bought at a market.Ariel's magic makes the party fall asleep, with the
exception of Antonio and Sebastian.

Antonio, who usurped his brother Prospero as Duke of Milan, convinces Sebastian to do the same thing and take the
throne from King Alonso. The two are about to kill Alonso and his men in their sleep, but Ariel awakens everyone and
the two men quickly make an excuse for drawing their swords out.

Trinculo, a jester of Alonso’s court, has been wandering the island alone himself. He discovers Caliban hiding from
him under a cloak. Fearing another storm coming, Trinculo hides under the cloak as well. Stephano, the court butler,
eventually finds Trinculo under Caliban's huge frame. Caliban believes Stephano to be powerful enough to
overthrow Prospero and give Caliban his freedom. Caliban convinces Stephano and the three set off to find Prospero.

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Act Three: Prospero, who is now invisible to Ferdinand and
Miranda, witnesses the two expressing their deep love for one
another. Prospero, realizing he is witnessing a truly rare meeting of
hearts, approves of Ferdinand for his daughter. The scene ends with
Ferdinand taking Miranda for his wife.

Bottle in hand, Stephano, Trinculo, and Caliban continue on their

merry way together. Stephano’s delusions of grandeur only grow,
and Trinculo and Caliban dutifully follow. Caliban promises Stephano
that if Prospero is killed, Stephano will gain rule over the island and
Miranda as his wife.

Alonso, Sebastian, Antonio, Gonzalo, and the rest of the court are
still wandering about the island. Antonio and Sebastian decide to
make their murderous move later that night, but their conspiracy is
interrupted by the illusion of a huge banquet conjured by Prospero.
As the men are about to eat, a vengeful Ariel enters, taking credit for
their shipwreck and making the banquet vanish. A great guilt begins
to take Alonso over.

Act Four: Prospero tells Ferdinand that he no longer will punish

him, but instead freely give him his daughter's hand in marriage.
Prospero conjures up a beautiful, mythical, illusory party to celebrate,
complete with goddesses and nymphs.

Prospero instructs Ariel to lead the shipwrecked men on the island to

him. Caliban, Stephano, and Trinculo come looking for Prospero and
find a few garments on a line left by Ariel and Prospero as a trap.
Caliban still wants very much to kill Prospero and carry out this plot;
however, Trinculo and Stephano are very drunk, as usual, and
become completely distracted by the beautiful clothes. Prospero
sends illusions of hounds to chase them away and promises Ariel
that he will soon be free.

Act Five: Prospero tells Ariel that he will soon be free and that he
will miss him. Prospero also intends to destroy his ability to use
magic.

After verbally reprimanding the court without their awareness,

Prospero reveals himself and forgives King Alonso. Aside, he tells
Sebastian and Antonio he will keep secret their plan to kill Alonso,
scolding them for their actions. Stephano, Trinculo, and Caliban
appear and their plot is revealed to all. And finally, Prospero reveals
to the mourning Alonso that his son is alive and now happily married
to Miranda. Prospero announces that in the morning they will all set
sail for Naples. Ariel is at last set free.

Epilogue: Prospero asks the audience to allow him to travel back

to Naples and reclaim his life as Duke of Milan.

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 About William Shakespeare

William Shakespeare, often called the English national poet, is widely considered one of the greatest
dramatists of all time. His works have been performed all over the world for more than 400 years.
Shakespeare wrote plays that capture the entirety of human emotion and turmoil.

Very little personal history is actually known about William Shakespeare. There are two primary
sources that provide us with a basic outline of his life. One source is his work—the plays, poems and sonnets—
and the other is official documentation such as church and court records. William Shakespeare was baptized in
Stratford-Upon-Avon in 1564. He most likely attended the King’s New School, focusing on reading, writing, and
the classics. At 18, he married Anne Hathaway and together they had three children; Susanna, and twins,
Hamnet and Judith. In the early 1590’s, he joined a London acting troupe called The Lord Chamberlain’s Men,
later changed to The King’s Men. By 1599, William Shakespeare and his business partners built the Globe
theatre on the south bank of the Thames River.

Shakespeare’s known work was produced between 1589 and 1613. His early plays were mostly
comedies and histories, widely regarded as some of the best of these genres. He concentrated on tragedies
including Hamlet, Othello, King Lear, and Macbeth, until about 1608. In his last phase, he collaborated with
other playwrights. At this time, he also wrote tragicomedies, or romances, such as The Tempest.

As tradition may have it, William Shakespeare died on his birthday, April 23, 1616, though many
scholars believe this is a myth. Church records show he was entombed at Trinity Church on April 25, 1616.

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 Facts About The Tempest

Bermuda’s coat of arms (right) features a

representation of the fated shipwreck and the
storm (or tempest) that caused it, under which is a
Latin phrase that translates as “Whither the fates
carry us.”

● The 1623 First Folio of Shakespeare’s plays classifies each play as a comedy, tragedy, or history. In
the Folio, The Tempest is classified as a comedy. Some modern scholars, however, agree that some of
the so-called comedies are more romantic than comical and have proposed a new category: the
romances, of which The Tempest is an example.
● The Tempest stands out from nearly all of Shakespeare’s other plays as an original story with little pre-
existing literary source material. One event, however, almost certainly gave Shakespeare the idea of
writing about the survivors of a shipwreck. In 1609, the supply ship Sea Venture sailed for the new
colony of Jamestown in what is now Virginia. After taking on water during three days of storms, the ship
had to be grounded off the coast of the “Isle of Devils” (now Bermuda). Miraculously, all 150 people
aboard made it to shore. After nine months, most of them sailed on to Jamestown on two ships they
built from island trees and salvaged parts from the wreck. (See Bermuda’s Coat of Arms above).
● Trinculo is a classic Elizabethan clown--his original costume would have been a multicolored jester suit,
making his role immediately obvious to an audience that loved “fool” characters. Trinculo’s character
type, the “silly servant,” originates in Italian Commedia dell’arte (“comedy of craft,” or improvisation),
which typically featured two zanni (foolish servants--the English word “zany” derives from zanni).
Trinculo is based on the Italian character type of the second zanni: a simple-minded character who
lacks moral principles, but in an innocent, non-vicious manner. Italians called this character Arlecchino,
from which the English sound-alike word “Harlequin.” Stephano is also a Shakespearean fool, based on
the Italian comic character of the first zanni: a character who “hesitates at nothing…He has no
conscience, [and] his assistance is invaluable in executing…the murder of a rival…All his relationships
are exploitative, and he loves nobody.”

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 Did You Know?

The Decemberists sing about The Tempest

The song titled “The Island,” on the album “The Crane Wife,” by The
Decemberists, makes several references to The Tempest. Some references
include Sycorax, the storm, the island, Miranda, Prospero, and Caliban.

Click on The album cover of “The Crane Wife” to hear “The Island”

“O brave new world, that has such people in it!”

Miranda: O wonder!
How many goodly creatures are therehere!
How beauteous mankind is! O brave new world, That has such
people in’t
-William Shakespeare, The Tempest (Act V, Scene I, ll)

John Savage: “O brave new world,” he repeated. “O brave new world that has
such people in it. Let’s start at once.”
- Aldous Huxley, Brave New World (Chapter 8)

Aldous Huxley’s 1932 novel titled, “Brave New World,” alludes to The Tempest
frequently. Huxley has taken his title from Miranda’s exclamation upon
meeting the party of the King of Naples. John Savage repeats these words
several times throughout the novel, first when he learns that Bernard Marx
intends to take him back to civilization.

Harry Potter & Caliban

In the Harry Potter series, and later in Fantastic

Beasts and Where to Find Them, J.K. Rowling
uses “mooncalf” as a playful nocturnal creature
that only comes out of its burrow during a full
moon.

Today, a "mooncalf" is a foolish person. The term

originally meant a deformed calf born from the
influence of the full moon. In the 17th century, it
came to mean a deformed baby and, later, a
hideously deformed individual, as in The Tempest
when Stephano calls Caliban a "mooncalf."

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 Analysis of Major Themes

The Theatre
The Tempest is solely concerned with its own nature. The play frequently draws links between
Prospero's art and theatrical illusion; the shipwreck being a spectacle, and Antonio and Sebastian being cast to
act in a troupe. Prospero references the Globe Theatre when he describes the whole world as an illusion: "the
great globe ... shall dissolve ... like this insubstantial pageant.” Ariel frequently disguises himself as figures
from Classical mythology (a nymph, a harpy, and Ceres, as he traditionally acts in a masque).
Early critics saw this constant allusion to the theatre as an indication Shakespeare wrote Prospero as a
direct reflection of himself; Prospero’s riddance of magic thus signaling Shakespeare's farewell to the stage.
This theory persists, and solidly remains within the canon.

Post-Colonization
In 1609, a fleet of nine ships set out from England, headed towards John Smith's Virginia colony, the
first English settlement in the New World. One of the nine ships was separated during a violent storm and
ended up on Bermuda. These shipwrecked Europeans began colonizing the island and enslaving the native
population. Shakespeare's Tempest is based on this incident.

The Tempest can be interpreted in terms of postcolonial theory, dealing with literature in the following
ways:
1. The way in which literature by the colonizing culture distorts the experience and realities, inscribing
the inferiority of the colonized people.
2. Literature by colonized peoples which attempts to articulate their identity and reclaim their past in the
face of that past’s inevitable otherness.

The Tempest, with its shipwreck, marooned passengers, and nearly uninhabited island, lends itself to
this interpretation.

Prospero has taken charge of a remote island, being able to do so because of his strong magical
powers. With this magic, he forces the local inhabitants (Ariel and Caliban) to work for him, and maintains his
control by a combination of threats, spells, and enchantments, as well as promises of freedom. By taking
charge of a place which is not his and by exerting his European authority over the strange non-European
creatures, Prospero can be seen as an obvious symbol for colonial power.

Caliban, a native of the island, and “ignoble savage,” is the rightful owner of the land. Prospero has
forced him against his will to serve Prospero and Miranda. Initially, Prospero extends to Caliban his European
hospitality, teaches him language, and, in return, is shown all the natural resources of the island by Caliban. But
Caliban refuses to live by Prospero's rules and tries to have his way with Miranda. Thus their relationship
changes quickly to one of master and slave.

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 Freedom & Imprisonment

The Tempest deals heavily with the idea of confinement and freedom. This is a concept that is explored
through both literal and figurative ideas. As Prospero and Miranda are exiled and forced to live on a remote
island, they come across Caliban, the only living habitant of the island, and enslave him. Prospero also
encounters Ariel inside a tree that he has literally been imprisoned in by Sycorax and grants him his freedom.
Ariel caries out Propero’s bidding in return, but is figuratively imprisoned by Prospero, as he does not have free
will.
Prospero has no freedom, as he is subject to his own desires. He longs to serve justice to Antonio, his
brother who usurped his dukedom, as well as the wrong-doers from Naples that placed him on the island.
Prospero is a figurative slave to the wrongs done to him in the past.
In the epilogue (the very end of the play), the theme continues as Shakespeare suggests that the
audience is figuratively held captive to actors and playwrights as they witness a performance. Prospero calls
to the audience to free him from his sorcery and allow him to be freed from the island.

2015 production of The Tempest by the Shakespeare Theatre Company in Washington, D.C.

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 Vocabulary
1. tempestuous: characterized by violent emotions or behavior
2. boatswain: a petty officer on a merchant ship
3. mar: render imperfect
4. mischance: an unpredictable outcome that is unfortunate
5. gallows: an instrument from which a person is executed by hanging
6. glut: supply with an excess of
7. allay: lessen the intensity of or calm
8. whence: from what place, source, or cause
9. perdition: the place or state in which one suffers eternal punishment
10. inquisition: a severe interrogation
11. perfidious: tending to betray
12. rapt: feeling great delight
13. verdure: green foliage
14. thus: from that fact or reason, or as a result
15. beget: generate children
16. prerogative: a right reserved exclusively by a person or group
17. ignoble: completely lacking nobility in character or purpose
18. inveterate: habitual
19. hearken: listen (used mostly in the imperative)
20. extirpate: destroy completely, as if down to the roots
21. levy: impose and collect
22. impertinent: improperly forward or bold
23. wherefore: the cause or intention underlying an action or situation
24. bore: make a hole, especially with a pointed power or hand tool
25. league: an association of states or individuals for common action
26. cherub: an angel portrayed as a winged child
27. fortitude: strength of mind that enables one to endure adversity
28. ensue: issue or terminate in a specified way
29. providence: prudence and care exercised in the management of resources
30. prescience: the power to foresee the future

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 31. zenith: the point above the observer, directly opposite rock bottom
32. auspicious: auguring favorable circumstances and good luck
33. tempest: a violent commotion or disturbance
34. precursor: something indicating the approach of something or someone
35. besiege: surround so as to force to give up
36. trident: a spear with three prongs
37. brine: a strong solution of salt and water used for pickling
38. vex: disturb, especially by minor irritations
39. toil: work hard
40. malignant: dangerous to health
41. manifold: many and varied; having many features or forms
42. whelp: the young of any of various canines such as a dog or wolf
43. rend: tear or be torn violently
44. entrails: internal organs collectively
45. nymph: a minor nature goddess depicted as a beautiful maiden
46. hark: listen; used mostly in the imperative
47. urchin: a poor and often mischievous city child
48. abhor: find repugnant
49. brutish: resembling a beast; showing lack of human sensibility
50. endow: give qualities or abilities to
51. vassal: a person holding a fief
52. canker: an ulcerlike sore
53. vouchsafe: grant in a condescending manner
54. ebb: the outward flow of the tide
55. twain: two items of the same kind
56. usurp: seize and take control without authority
57. manacle: shackle that can be locked around the wrist
58. wither: lose freshness, vigor, or vitality
59. beseech: ask for or request earnestly
60. surety: something clearly established
61. chide: censure severely or angrily
62. unwonted: out of the ordinary

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 Pre-Play Activities
Before Reading

Consider some of these activities in preparing students to anticipate the plot and some of the themes
of the play.

Diorama: Make a list of objects in class relating to the setting, characters, and theme in The Tempest.
Ask students to collect objects to make a shoebox/cardboard diorama at home or in class to be
presented on a specific day. Below are some examples:

 SETTING: sand, sea shells, pictures of lush islands, pictures of storms at sea, a sailing
ship, a 17th-century map showing Naples and/or Milan, a song with the sound of the
sea or ethereal music suitable for magic and romance.
 CHARACTERS: a magician’s hat, a wand, a sorcerer’s robe, a crown, a picture of a
monstrous looking man, statues or pictures of a spirit, a beautiful girl or handsome man.
 THEME: objects which symbolize ambition, greed, drunkenness, revenge, romantic love,
marriage, justice, mercy, harmony (prior to the diorama, allow students to brainstorm
ideas of objects which suggest these abstract qualities).

Character Study: In Shakespearean tradition, characters are listed in order of their social importance.
Follow the suggested activity below to explore how Shakespeare deals with character:

 List the characters according to their familial relationships. Take a look at the descriptions of each
character and make predictions about how they will act in the play. As the students read the play, have
them refer to their list of characters in order to keep their relationships clear.
 After they have finished reading the play, students can create a new list of characters, listed according
to their moral behavior. This can lead to a discussion about how the moral behavior of these characters
relates to their social standing.

Pre-Play Questions

1. List two facts you know about William Shakespeare.

2. List the titles of as many Shakespearean plays as you can think of.
3. What first comes to mind when you hear the phrase “Elizabethan or Shakespearean language.” List
words or phrases that come to mind when you think of Shakespearean language.
4. The Tempest was first performed in 1611, the seventeenth century. List three facts you know about
this historical period.
5. Just looking at the title, what might you suspect The Tempest is about?
6. This play is classified as a romance. Knowing that, what might you suspect will happen?

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 Activities During the Play
While Reading

Class discussion of the play can be enhanced through really understanding the character’s objectives
and themes of the piece. Here are some things to keep in mind for discussion:

 Ask questions.
 Keep the discussion focused.
 Summarize class ideas, but keep discussion away from summarizing the whole of the play.
 Be a participant and follow the students’ lead.
 Select and adapt any of the following questions to develop the students’ initial responses to the
play. These questions can also be used as writing prompts.

Questions

ACT I

1. Conflict between masters and slaves is a central theme of The Tempest. How does the exchange
between the Boatswain (pronounced “bozun”-the crew member in charge of a ship’s sails,
rigging, and deck crew) and Gonzalo and Sebastian illustrate this conflict?
2. What do Miranda’s first lines suggest about her character?
3. Summarize the “backstory” revealed in the conversation between Prospero and Miranda.
4. What do we learn about Gonzalo’s past involvement with Prospero?
5. We meet Ariel, a magical spirit who works under Prospero’s command, and who controlled the
storm that took place in Scene 1. Summarize the history between Prospero and Ariel.
6. A complex history exists between Caliban and his human keepers, Prospero and Miranda.
Describe this history as Caliban tells it, from their first interactions through the present.
7. How does Ariel facilitate the meeting of Miranda and Ferdinand?
8. It appears that Prospero wants his daughter and Ferdinand to fall in love. Other than the fact
that he’s a dad with a teenage daughter, why does Prospero cast a spell over Ferdinand to
render him powerless and then imprison him?

ACT II

1. After the other men fall asleep, Antonio makes a surprising suggestion to Sebastian. What is
this suggestion, and what is Antonio’s rationale for it?
2. What does Caliban state in his opening speech in this scene?

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 3. What is Trinculo’s assessment of Caliban, and how does it reflect the characteristics of a
Harlequin? (Refer to page 7 “Facts About The Tempest”).
4. Why does Caliban respond to Trinculo and Stephano with such reverence?

ACT III

1. What’s sweet and what’s weird in Ferdinand’s expression of his love for Miranda and in hers for
him? Leaf through the scene and cherry-pick the best examples.
2. Explain Caliban’s plan to make Prospero less prosperous.
3. What in your view does Shakespeare imply by giving the “monster” Caliban some of the most
eloquent lines in the play?
4. How does Alonso react to Ariel’s message?

ACT IV

1. What does Prospero demand of Ferdinand in exchange for the “gift” of Miranda? What does
this suggest about Elizabethan attitudes toward marriage?
2. What literary devices can you identify in the language of Iris, Ceres, and Juno? Find at least two
different techniques and name each device. Give a brief definition followed by a quotation from
the play, line numbers cited, and a brief explanation.
3. Some scholars interpret Prospero’s “Our revels…” speech as a message to the audience from
Shakespeare himself. Considering that The Tempest is widely considered to be Shakespeare’s
final play, explain this interpretation.
4. What unpleasantries do Trinculo, Stephano, and Caliban endure on their way to Prospero’s
home?

ACT V

1. Identify the moment in which Prospero decides the fate of his captives. What influences him to
act as he does?
2. What is Prospero’s message to each of these characters: Gonzalo, Alonso, and Antonio?
3. The expression “I have been in such a pickle,” which has come to mean “I’ve been in a difficult
predicament,” originates in this play. How are these words, in a more literal sense, appropriate
to Trinculo’s situation?
4. Consider Prospero’s famous epilogue from two points of view: in the literal sense and the
figurative sense. If the speech is simply the words of Prospero, how does it bring the story to a
close? If the speech comes from Shakespeare himself, a playwright and actor at the end of his
final play, what is his message?

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 Post-Play Activities
After Reading

It’s time to see it in action! Show parts of several adaptations of this play either based directly on the
story of The Tempest or one that uses its themes.

 The Tempest (2010: Directed by Julie Taymor). This is strongly based on Shakespeare’s The
Tempest, with Prospero’s gender being changed from male to female (Prospera) and played by
Helen Mirren. This is the most up-to-date film adaptation of this play. This can be rented on
YouTube and on Netflix DVD.
 Shakespeare Summarized: The Tempest, by Overly Sarcastic Productions. This is a pretty
accurate and witty 9-minute YouTube summary of The Tempest with video clips straight from
the 2010 film.
 The Tempest (2012: Starring Christopher Plummer as Prospero). This is Stratford Shakespeare
Festival’s stage production of The Tempest. This is for rent on YouTube.
 The Tempest at The Classic Theatre of San Antonio. Bring your students to free, live stage
performance of the production on Student Night, February 23, March 2 & March 9. Details
about the Classic Theatre’s free Student Performances can be found on page 19 of this study
guide.

Discussion

 Review the definitions of romance, tragedy, comedy, and tragicomedy. What is The Tempest?
Have the students break up into small groups to discuss which category this play falls under.
Think about the end of the play. Did a true change occur in the characters, or were they all just
under the manipulation of Prospero’s magic?
 Have students create their own picture book telling of the landing of Prospero and Miranda on
the island and what happened from the point of view of Caliban. Use Caliban’s speeches from
the play to create his dialogue and to gather concrete details for an illustration.
 In small groups, have students list the instances in the play when magic is used by Prospero.
Then have them brainstorm and list ways that Shakespeare’s work as both a playwright and
poet mirror the use of magic by Prospero. (Students will need knowledge of other plays to
complete this successfully).

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 Theatre Etiquette
Going to a play is a special experience, one that you will remember for a long time. Everyone in the audience
has been looking forward to seeing the performance. A production team puts in many long hours and a lot of
hard work to mount a performance for an audience. If you keep in mind common courtesy for the performers
as well as your fellow audience members, everyone’s theatre experience will be optimized. What follows are a
few reminders for attending the theatre.

Do not attempt.

We will be
very upset.

1. Plan to arrive at the theatre thirty minutes before the performance begins.

2. Gum, food, drinks, or candy are never allowed in the theatre. You may, however, bring a water bottle.

3. Please go to the bathroom before seating for the performance or at intermission.

4. TURN OFF ALL CELL PHONES or anything else that can disturb the production, actors, and audience
members during the performance. It is very impolite to have your phone go off during the show.

5. Lights will dim just before a performance and then go dark. Acknowledge this by sitting quietly and calmly.

6. Do not talk or whisper during the performance. The actors on stage can hear you, which is why you can hear
them so well. Laughter is of course permissible at appropriate times.

7. Keep body movements to a minimum. You can't get up and move around during the performance.

8. No taking of pictures or video recording is allowed.

9. Don't leave your seat until the cast has taken their curtain call at the end.

10. Show your appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed
the performance!

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Free Student Programs at The Classic Theatre

Classic Theatre of San Antonio - The Tempest Study Guide 19

Classic Theatre of San Antonio - The Tempest Study Guide 20
 Presents

Classic in the Classroom- Bringing classics to life in the modern classroom

With funds from the Texas Commission on the Arts, the Classic Theatre of San Antonio will contract
artist educators to take classic plays and literature into San Antonio public, private and magnet high
school and middle-school classrooms with our Classic in the Classroom educational outreach
program.

We offer your class a 3-day workshop on the following:

Day 1- Exploring Setting: Discover the history behind great playwrights like Shakespeare, Euripides
and Moliere, and learn about the political and cultural influences surrounding the play being studied.

Day 2- Understanding the Text: Focus on finding the deeper meaning and introduce the concepts of
prose, verse, allusion, metaphor, imagery and other elements of literature. In developing a modern-
day translation, students can use the "actor's toolbox" to unlock the meaning and the message of any
classic work.

Day 3- Performing the Classics: Students will use small portions of text and/or poetry, monologues
and verse to comprehend the classics as they were intended to be performed.

The workshop will culminate in an in-class performance by our contract artist(s) and reserved seating
to one of our Student Performances in our 2016-2017 season.

Are you Interested? Teachers, please send an email with your school, grade(s) you are teaching,
text you are studying/which edition, and your class schedule to Director of Education, Kacey Roye, at
[email protected].

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