A Midsummer Night's Dream: A Bilingual Performance

Created byElizabeth Porter

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A Midsummer Night's Dream: A Bilingual Performance

Grade 10Foreign LanguageArtEnglishOther10 days

In this project, students will stage Act III of "A Midsummer Night's Dream" in both French and English for a young audience. They will translate theatrical concepts, collaborate on production elements, and make artistic choices in set, costume, and music design to enhance the play's themes and engage their audience. The project culminates in a live performance and the creation of design portfolios, fostering bilingual fluency, theatrical understanding, and collaborative skills among the students.

Bilingual PerformanceShakespeareFrenchEnglishTheatrical DesignAdaptationCollaboration

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as a bilingual theatre company, reimagine and stage Act III of "A Midsummer Night's Dream" in both French and English for a young audience, making deliberate artistic choices to enhance understanding and engagement while respecting the play's themes and the constraints of time and resources?

Essential Questions

Supporting questions that break down major concepts.

How can the nuances of language shape our interpretation and performance of a classic text?
In what ways does adapting a play for a dual-language performance enhance its accessibility and impact on a younger audience?
How can we effectively collaborate to create a cohesive and engaging theatrical production within a limited timeframe?
What artistic choices in set design, costumes, and music can best reflect the dual-language nature and themes of A Midsummer Night's Dream?
How does performing for a specific audience (elementary students) influence our directorial and acting choices?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to fluently perform Act III of "A Midsummer Night's Dream" in both French and English.
Students will be able to translate theatrical concepts between French and English.
Students will be able to collaborate effectively to produce a dual-language play.
Students will be able to adapt a complex text for a younger audience.
Students will be able to make artistic choices in set design, costumes, and music to enhance a theatrical production.
Students will be able to analyze and interpret the themes of "A Midsummer Night's Dream"

Entry Events

Events that will be used to introduce the project to students

Director's Dilemma

The teacher announces that the original director has fallen ill, and the students must take over the production of Act III, choosing between two competing visions: one that emphasizes traditional French theatrical styles and one that embraces modern English interpretations. Students must collaborate to synthesize these diverse approaches, creating a unique dual-language performance that honors both cultural perspectives.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Bilingual Performance

Students will rehearse and perform Act III of "A Midsummer Night's Dream" in both French and English. They will focus on pronunciation, intonation, and emotional delivery to ensure they are conveying the meaning effectively in both languages.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students memorize their lines in both English and French.

2. Students participate in rehearsals, focusing on blocking, character development, and ensemble work.

3. Students refine their pronunciation and intonation in both languages.

4. Students practice their emotional delivery to enhance the performance.

5. Students participate in dress rehearsals to prepare for the final performance.

6. Students perform Act III of "A Midsummer Night's Dream" for an audience of elementary school students.

Final Product

What students will submit as the final product of the activityA live performance of Act III in French and English.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to fluently perform Act III of "A Midsummer Night's Dream" in both French and English.

Activity 2

Theatrical Translation Compendium

Students will create a glossary of theatrical terms in both French and English. They will research and define terms related to stage direction, acting techniques, costume design, and set design, ensuring they understand the nuances of each term in both languages.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students brainstorm a list of theatrical terms related to the play.

2. Students research the definitions of these terms in English.

3. Students translate the terms and their definitions into French.

4. Students compare the English and French definitions, noting any differences in meaning or usage.

5. Students compile their findings into a glossary, organized alphabetically.

6. Students review and refine the glossary, ensuring accuracy and clarity.

Final Product

What students will submit as the final product of the activityA comprehensive glossary of theatrical terms in French and English.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to translate theatrical concepts between French and English.

Activity 3

Artistic Vision Portfolio

Students will explore different artistic styles and techniques in set design, costume design, and music selection. They will then apply these concepts to the production, making deliberate choices that reflect the dual-language nature and themes of "A Midsummer Night's Dream."

Steps

Here is some basic scaffolding to help students complete the activity.

1. Students research different artistic styles and techniques in set design, costume design, and music selection.

2. Students explore how these styles and techniques can be used to reflect the dual-language nature and themes of "A Midsummer Night's Dream."

3. Students create design sketches, mood boards, and musical selections that reflect their artistic choices.

4. Students write justifications for their choices, explaining how they enhance the theatrical production.

5. Students compile their work into design portfolios.

6. Students present their design portfolios to the class and receive feedback.

Final Product

What students will submit as the final product of the activityDesign portfolios showcasing artistic choices for set, costumes, and music, along with justifications for these choices.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to make artistic choices in set design, costumes, and music to enhance a theatrical production.

Activity 4

Collaborative Creation Workshops

Students will participate in a series of collaborative workshops focused on specific aspects of the production, such as set design, costume design, and music selection. They will work in small groups, sharing ideas, providing feedback, and making decisions collectively to ensure a cohesive and engaging theatrical experience.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Divide students into small groups, each focusing on a different aspect of the production (e.g., set design, costume design, music selection).

2. Each group brainstorms ideas and researches resources related to their assigned area.

3. Groups share their ideas and receive feedback from their peers and the teacher.

4. Groups refine their ideas based on feedback and make decisions collectively.

5. Groups document their decisions and create visual representations of their ideas (e.g., sketches, mood boards, playlists).

6. Groups present their work to the class and receive final feedback.

Final Product

What students will submit as the final product of the activityDocumented outcomes of collaborative workshops, including design sketches, material samples, and musical selections.

Alignment

How this activity aligns with the learning objectives & standardsLearning Goal: Students will be able to collaborate effectively to produce a dual-language play.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Dual-Language Theatre Production Rubric

Category 1

Bilingual Performance Assessment

Assessment of the students' performance in Act III of "A Midsummer Night's Dream" in both French and English, focusing on language fluency, character portrayal, and stage presence.

Criterion 1

Language Fluency and Accuracy

Fluency and accuracy in delivering lines in both French and English, demonstrating command of pronunciation, intonation, and rhythm.

Exemplary

4 Points

Performs lines fluently and accurately in both languages, demonstrating excellent pronunciation, intonation, and rhythm. Exhibits a natural and engaging delivery.

Proficient

3 Points

Performs lines with good fluency and accuracy in both languages, demonstrating consistent pronunciation, intonation, and rhythm. Delivery is clear and engaging.

Developing

2 Points

Performs lines with some fluency and accuracy in both languages, demonstrating developing pronunciation, intonation, and rhythm. Delivery is understandable but may lack engagement.

Beginning

1 Points

Struggles to perform lines fluently and accurately in both languages, demonstrating limited pronunciation, intonation, and rhythm. Delivery is difficult to understand.

Criterion 2

Character Portrayal

Effectiveness in portraying the character's emotions and intentions through vocal delivery and physical expression.

Exemplary

4 Points

Effectively portrays the character's emotions and intentions with nuanced vocal delivery and compelling physical expression. Creates a believable and engaging character.

Proficient

3 Points

Portrays the character's emotions and intentions with clear vocal delivery and appropriate physical expression. Creates a recognizable and understandable character.

Developing

2 Points

Portrays the character's emotions and intentions with some vocal delivery and physical expression. Character portrayal is somewhat underdeveloped.

Beginning

1 Points

Struggles to portray the character's emotions and intentions through vocal delivery and physical expression. Character portrayal is minimal or unclear.

Criterion 3

Stage Presence and Engagement

Ability to maintain focus and energy throughout the performance, engaging the audience and contributing to the overall success of the production.

Exemplary

4 Points

Maintains excellent focus and energy throughout the performance, captivating the audience and enhancing the overall success of the production. Demonstrates exceptional stage presence.

Proficient

3 Points

Maintains good focus and energy throughout the performance, engaging the audience and contributing to the success of the production. Demonstrates consistent stage presence.

Developing

2 Points

Maintains some focus and energy throughout the performance, with occasional lapses in engagement. Stage presence is developing.

Beginning

1 Points

Struggles to maintain focus and energy throughout the performance, resulting in disengagement from the audience. Stage presence is minimal.

Category 2

Theatrical Translation Compendium Assessment

Assessment of the students' glossary of theatrical terms in both French and English, focusing on definition accuracy, glossary clarity, and comparative analysis.

Criterion 1

Definition Accuracy

Accuracy and completeness in defining theatrical terms in both French and English.

Exemplary

4 Points

Provides accurate and comprehensive definitions of theatrical terms in both French and English, demonstrating a deep understanding of the nuances of each term in both languages.

Proficient

3 Points

Provides accurate and complete definitions of theatrical terms in both French and English, demonstrating a solid understanding of each term in both languages.

Developing

2 Points

Provides mostly accurate and complete definitions of theatrical terms in both French and English, demonstrating a basic understanding of each term in both languages.

Beginning

1 Points

Provides inaccurate or incomplete definitions of theatrical terms in both French and English, demonstrating a limited understanding of each term in both languages.

Criterion 2

Glossary Clarity and Organization

Clarity and organization of the glossary, making it easy to navigate and understand.

Exemplary

4 Points

Presents a glossary that is exceptionally clear, well-organized, and easy to navigate, enhancing the user's understanding of theatrical terms in both languages.

Proficient

3 Points

Presents a glossary that is clear, well-organized, and easy to navigate, facilitating the user's understanding of theatrical terms in both languages.

Developing

2 Points

Presents a glossary that is somewhat clear and organized, with some areas that could be improved for better navigation and understanding.

Beginning

1 Points

Presents a glossary that lacks clarity and organization, making it difficult to navigate and understand theatrical terms in both languages.

Criterion 3

Comparative Analysis

Insightfulness in comparing and contrasting the English and French definitions, noting any differences in meaning or usage.

Exemplary

4 Points

Provides insightful comparisons and contrasts of the English and French definitions, revealing a deep understanding of the cultural and linguistic nuances of each term.

Proficient

3 Points

Provides clear comparisons and contrasts of the English and French definitions, demonstrating a good understanding of the similarities and differences between the terms.

Developing

2 Points

Provides basic comparisons and contrasts of the English and French definitions, with some awareness of the similarities and differences between the terms.

Beginning

1 Points

Provides minimal or inaccurate comparisons and contrasts of the English and French definitions, demonstrating a limited understanding of the similarities and differences between the terms.

Category 3

Artistic Vision Portfolio Assessment

Assessment of the students' design portfolios showcasing artistic choices for set, costumes, and music, focusing on design creativity, justification clarity, and portfolio quality.

Criterion 1

Design Creativity and Originality

Creativity and originality in design choices for set, costumes, and music, reflecting the dual-language nature and themes of "A Midsummer Night's Dream."

Exemplary

4 Points

Demonstrates exceptional creativity and originality in design choices, producing innovative and imaginative concepts that deeply enhance the production's dual-language nature and themes.

Proficient

3 Points

Demonstrates creativity and originality in design choices, producing imaginative concepts that effectively enhance the production's dual-language nature and themes.

Developing

2 Points

Demonstrates some creativity in design choices, with concepts that partially reflect the production's dual-language nature and themes.

Beginning

1 Points

Demonstrates limited creativity in design choices, with concepts that do not effectively reflect the production's dual-language nature and themes.

Criterion 2

Justification Clarity and Coherence

Clarity and coherence of justifications for design choices, explaining how they enhance the theatrical production.

Exemplary

4 Points

Provides exceptionally clear and coherent justifications for design choices, demonstrating a deep understanding of how these choices significantly enhance the theatrical production.

Proficient

3 Points

Provides clear and coherent justifications for design choices, demonstrating a good understanding of how these choices enhance the theatrical production.

Developing

2 Points

Provides somewhat clear justifications for design choices, with some understanding of how these choices relate to the theatrical production.

Beginning

1 Points

Provides unclear or incomplete justifications for design choices, demonstrating a limited understanding of how these choices relate to the theatrical production.

Criterion 3

Portfolio Quality and Presentation

Quality and presentation of the design portfolio, showcasing artistic choices and justifications in a visually appealing and organized manner.

Exemplary

4 Points

Presents a design portfolio of exceptional quality, showcasing artistic choices and justifications in a visually stunning and impeccably organized manner.

Proficient

3 Points

Presents a design portfolio of good quality, showcasing artistic choices and justifications in a visually appealing and well-organized manner.

Developing

2 Points

Presents a design portfolio of adequate quality, with some visual appeal and organization, but with areas for improvement.

Beginning

1 Points

Presents a design portfolio of poor quality, lacking visual appeal and organization, making it difficult to understand the artistic choices and justifications.

Category 4

Collaborative Creation Workshops Assessment

Assessment of the students' participation in collaborative workshops, focusing on idea generation, collaboration skills, and documentation quality.

Criterion 1

Idea Generation and Research

Effectiveness in generating ideas and researching resources related to the assigned area of the production (e.g., set design, costume design, music selection).

Exemplary

4 Points

Generates highly innovative ideas and conducts thorough research, demonstrating an exceptional ability to find and utilize resources to enhance the assigned area of the production.

Proficient

3 Points

Generates creative ideas and conducts effective research, demonstrating a strong ability to find and utilize resources to enhance the assigned area of the production.

Developing

2 Points

Generates some ideas and conducts basic research, demonstrating a developing ability to find and utilize resources to enhance the assigned area of the production.

Beginning

1 Points

Struggles to generate ideas and conduct research, demonstrating a limited ability to find and utilize resources to enhance the assigned area of the production.

Criterion 2

Collaboration and Communication

Ability to share ideas, provide constructive feedback, and make decisions collectively within the group.

Exemplary

4 Points

Shares ideas effectively, provides insightful feedback, and actively participates in collective decision-making, fostering a highly collaborative and productive group environment.

Proficient

3 Points

Shares ideas clearly, provides constructive feedback, and participates in collective decision-making, contributing to a collaborative and productive group environment.

Developing

2 Points

Shares some ideas, provides basic feedback, and participates in collective decision-making to some extent, with occasional need for guidance.

Beginning

1 Points

Struggles to share ideas, provide feedback, and participate in collective decision-making, hindering the group's collaborative process.

Criterion 3

Documentation Quality and Completeness

Quality and completeness of documented outcomes, including design sketches, material samples, and musical selections.

Exemplary

4 Points

Presents documented outcomes that are exceptionally detailed, comprehensive, and visually compelling, showcasing a deep understanding of the collaborative process and design choices.

Proficient

3 Points

Presents documented outcomes that are well-detailed, complete, and visually appealing, showcasing a clear understanding of the collaborative process and design choices.

Developing

2 Points

Presents documented outcomes that are somewhat detailed and complete, with some visual representation of the collaborative process and design choices.

Beginning

1 Points

Presents documented outcomes that are incomplete, lacking detail and visual representation of the collaborative process and design choices.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflecting on our dual-language production of "A Midsummer Night's Dream", what was the most challenging aspect of performing in both French and English, and how did you overcome it?

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Question 2

How did your understanding of the play's themes evolve through the process of translating and performing it in two languages? Provide specific examples.

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Question 3

To what extent do you believe the artistic choices we made (in set design, costumes, and music) effectively enhanced the dual-language nature and themes of the play for our young audience?

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Question 4

In what specific ways did collaborating with your peers contribute to the success of our production? Provide examples of effective teamwork and problem-solving.

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Question 5

If you could go back and change one thing about our approach to adapting "A Midsummer Night's Dream" for a younger audience, what would it be and why?

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