Artists are often inspired by experiencing the work of other artists. Now that you’ve seen I Need That we invite you to step into the role of artist to further explore and engage with the themes of the piece. The following activites were crafted by Roundabout Teaching Artists with high school age students in mind, but they are more than applicable for any group or ensemble that wants to collaboratively continue reflecting on I Need That. Please note, these instructions are written for the teacher or leader.
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ACTOR
How does a cluttered stage change an actor’s physicality?
In I Need That, Sam lives in a very cluttered apartment. How does he move through this space versus someone who is visiting?
In this activity, we will explore what happens to our bodies, emotions, and focus as we walk through an empty space and a cluttered space.
- Ask the group to walk around an empty space. They may walk anywhere in the designated empty space. Encourage them to take big steps then small steps; Change directions; Walk quickly then slowly; Stretch their arms out to claim space.
- Once the group has explored the space ask them to find an object in the room and place it anywhere in the empty space. After placing the object down continue the walk. Encourage them to notice how they’re moving differently now that there are objects in the space? Are you able to take as big steps? Are you able to spread out as wide?
- Ask the group to find another object in the room and place it in the space. This can be on top of another object or in another empty spot. Once the object is placed, continue the walk. Take big steps, small steps. Encourage them to notice how more clutter in the space changes their physicality. What is happening to your shoulders? Where are your eyes focused? How do your hands, chest, feet, or stomach feel?
- Ask the group to tidy the space and walk once again in the empty space before settling into a seated circle.
Reflection and Discussion:
- How did your physicality change with each walk? What was it like to go back to an empty space at the end of the activity?
- Did the energy in the room change? What did that feel like? Did someone else’s physicality inform your own?
- Did you feel safe? What did you do to ensure your own safety? What did you do to ensure the safety of your fellow performers?
What steps do you think actors, set designers, and other artists take to ensure the comfort and safety of the entire ensemble that interacts with a set?
SET DESIGNER
How does a set designer use research to generate ideas for a set design?
A designer (set, costumes, lighting...), begins their creative process with research. Researching the world of the play can include reading the script to note where/when it takes place and any necessary objects or qualities in the design or looking up what was popular or in style when the play takes place.
In this activity, we will research the world of I Need That, focusing on the cluttered set design that is necessary.
- First, students will need access to a device with internet access – phones, laptops, tablets etc. Encourage students to pair off or form groups if necessary.
- Explain that usually designers would read the entire script to identify given circumstances, but you will share the pertinent details. You may want to keep this posted somewhere they can see it throughout the activity.
The play takes place in the present. The entirety of the action of the play takes place in Sam’s living room, kitchen, and front porch. According to the playwright, he is not quite a hoarder but is not too far off. Some items that can be identified amongst his clutter include old board games, a guitar, and an old television set. He is an older man who has lived in his home for several decades. Sometimes his adult daughter or friend will visit but other than that, no one comes by.
- Ask students to use the given information to conduct whatever visual research they think would be useful to creating a set design for this play. They should select 1-3 inspiration photos.
- Using the inspiration pictures, students should create their set design for the play. You may draw, collage, or digitally design the stage picture. Consider the following:
- The play takes place in the present, but Sam has lived here for decades; how will you communicate that to the audience?
- Sam has a daughter; how will you communicate that to the audience?
- How will the clutter occupy the space? Where are the various items placed? Is there any organization? What do the answers to these questions impact the audience’s impression?
- Have students share their design silently with a partner, small group, or class.
- The observers should answer what they notice, how it makes them feel, and what surprises them.
- Once the observers share, the designer may share what their intention was.
Reflection and Discussion:
- What was surprising about seeing all the different design ideas? What did they have in common? How did they differ?
- How did the information about the play affect their research process? Where did they choose to focus their efforts and why? How did their research influence their own design?
- How does a set design influence an audience’s understanding of character? Themes? Can you recall another play, movie, or television show that effectively used set design to support the storytelling? Why did it work so well?