The Class Menagerie REVISED 5-23-11

The Class Menagerie

By

Kelly Fawcett

Nancy Rodriquez

Kevin Gonzalez

Audrey Schultz

Kelly Fawcett

1 Lab Top Computer way

3 Z’s production company 2011                                                         Morgan Hill, California 95046

CONTENTS

Introduction                                          V

Cast Listing /Scene                               VII

The Characters                                      VIX

The Class Menagerie                           3

INTRODUCTION

                Instructor Stacy Knapp, an employee of Gavilan College, gave her English 1B students an assignment on May 16 2011.  The challenge was to divide into groups, then write and “present one scene in class that demonstrates a basic knowledge of the dramatic form and compete a 1-5 page hard copy of the group script formatted and without errors” (1).  The script was to be based on The Glass Menagerie, by Tennessee Williams.  

Each group member was to be responsible for a role in the production of their script.  The writer was to be responsible “for creating a believable scene with dialog, internal and external conflict, and epiphany and resolution” (1).  The Director was to “facilitate the production… making sure each group member is competing their assigned role” (1). The Editor would work on “the written dialogue and stage direction” (1).  The set/costume designer was given the job of describing the setting, stage and costume design.  Under the vigilance of the previous, the actors were responsible for acting out the story line, and becoming a believable representation of the character they portray. 

 As soon as the assignment sheet was handed out and before the students were formed in to groups, two of the students, Kelly Fawcett and Nancy Rodriquez decided they would work together to formulate a believable story line. After a minimal about of collaboration, Fawcett conferenced with Instructor Knapp to insure their storyline was acceptable.

 Rather than a storyline directly based on The Glass Menagerie, it was based on Instructor Knapp’s classroom.  The production was a spoof on the name The Glass menagerie, and entails many of the same characteristics.

The rough draft of the script was then on the computer within a few hours after that class, and Kevin Gonzalez was added to the team, two days later Audrey Schultz was recruited as the final member of the team.

(1)   Stacy Knapp, 2011                                                                                                    

  V

CAST LISTING

The Class Menagerie was produced by four of S. Knapp’s English 1B students, in a classroom at Gavilan College in Morgan Hill, California, on May 25, 2011.  The setting was designed and lighted by Audrey Schultz;  The music was edited by Kevin Gonzalez; the play was staged by Kelly Fawcett and Nancy Rodriguez.  The cast was as follows:

Student ‘A’                                                         Kelly Fawcett

Student ‘B’                                                         Kevin Gonzalez

Student ‘C’                                                         Nancy Rodriquez

Student ‘D’                                                         Audrey Schultz

Instructor                                                            Audrey Schultz

SCENE

SCENE: A classroom at Gavilan College in Morgan Hill, Calif. 2011

Part I.     The Assignment  

Part II.   The memory

Part III.  The Return of the Instructors

TIME:  Now and the beginning of the semester.

VII

THE CHARACTERS

STUDENT ‘A’ (narrator #2 and student in a college English class)

            A struggling student, who is desperately trying to make the grades.

STUDENT ‘B’   (student in college English class)

            An elusive male, who is only be in the English class, because it is required in order to reach his lifelong goal to become physicist.

 STUDENT ‘C’ (student in college English class)

            A student preoccupied with her/his love life.

STUDENT ‘D’ (student in college English Class)

            An enthusiastic excheer-leader.

INSTRUCTOR (narator #1 and female writer/instructor)

            An English instructor at Gavilan College in Morgan Hill, Calif.

VIX

THE CLASS MENAGERIE



SCENE ONE

                                                                                                    The Assignment

__________________________________________________________________________________________________________________________________

The opening act takes place in a classroom. (all lights are on) Right of center stage is a table facing the audience and three chairs that have their backs to the audience. There is a book on the table.   The instructor is on the left of the table facing the audience and the chairs. Students ‘B’ and ‘C’ are seated in the chairs with their backs to the class.

INSTRUCTOR: (to the audience) Welcome to a Gavilin college English class, I am the instructor and these are my very smart students. Student ‘B’ is going on to become a physicists [Student ‘B’ stands briefly], Student ‘C’ is unsure what she wants to do [Student ‘C’ stands briefly], Student ‘A’ is late but will be here very soon, she plans to go into engineering and Student ‘D’ is also not here yet either, her goal is to work at Disney Land.

[Instructor walks to the table and addresses the class]

INSTRUCTOR: wo, wo, wo, wo, wo, wo, wo…   (“Charlie Brown movie”, adult talk)

[Student ‘A’ rushes in with a notebook and pencil, and takes a seat as the teacher is talking,   Student ‘A’ hurriedly opens her notebook and in large letters, prints, “Write a script on “The Class Menagerie”.]

INSTRUCTOR:  wo, wo, wo, wo, wo, wo … have a good weekend.

[Everyone leaves the class except the Student ‘A’.  Student ‘A’ slowly stands with her back still to the audience, then holds up the paper to look at it, in view of the audience. (the lights dim)]

STUDENT ‘A’: “Write a script on “The Class Menagerie”. 

[Student ‘A’ turns to speak to the audience.]

STUDENT ‘A’: I cannot believe my car broke down today.  At least I was able to make it in time to get the assignment.

[Student ‘A’ starts to walk out the door, on the left of the stage, stops and looks at the door for a moment, then turns back to the audience.] 

STUDENT ‘A’ (addresses the audience):  We use to meet in the room on the other side of the building.  For our first writing assignments, in that room, we were divided into groups with animal names, like when I was in kindergarden.  I was in the turtle group.   I like being a turtle….   I guess I can write about this class, it is a menagerie.  I hope that is what she wants.

[Student ‘A’ places finger against the side of her head and recalls the memory of the classroom while the lights turn up.]

[‘Twilight Zone’ theme song or music box plays]               

SCENE TWO

The Memory

_________________________________________________________________________________________________________

[Students ‘B’ and ‘C’ inconspicuously take seats in the chairs on right stage.  Student ‘B’ has a pencil in his hand, and sits in the chair closest to right stage.  Student ‘A’ crosses the stage and joins them still holding her notebook and pencil.

The students turn the chairs to make a semicircle facing the audience, and begin talking.  Student ‘B’ sits very quiet, off to the side, looking down at his pencil, with little interest in the group.]

[Student ‘D’ enters the room and sits in a chair]

            STUDENT ‘B’: Sorry I am late I had to stop at the bathroom.

STUDENT ‘B’: (in a soft casual voice) I guess we are the turtles.

STUDENT ‘D’: Oh yeaaaa, I like being a turtle it’s better than a cheer-leader!  I used to be a cheer-leader and now I don’t like them.

STUDENT ‘C’: What are we supposed to write about? I was reading a text from my boyfriend while she was talking.

STUDENT ’A’: She said something about a T.E.A. paragraph.  Do you know what that is? 

STUDENT ‘C’: I think that is a paragraph with a topic. Does it matter what the topic is?

              STUDENT ‘A’: I don’t think it matters. Are you a good speller?  I can’t spell very well.  Do you want to be a scribe?

               STUDENT ‘C’: I can spell OK but, my handwriting is bad. 

               STUDENT ‘A’: that is Ok.  [Student ‘A’ shoves the notebook and pencil at Student ‘C’.]

(A phone rings a romantic tone)

             [Student ‘C’ takes out her cell phone while she sings to the ring tone and begins texting.   Students ‘A’, and ‘D’ moves close to Student ‘C’ and begins mumble to her.  After a moment of mumbling, Student ’C’ look at them.]

               STUDENT ‘C’:  Oh, did you want me to write all that down.

               STUDENT ‘A’:  I am not sure, what do you think?

               [They turn to Student ‘B’ and stare at him as he continues to looks at his pencil uninterested in the turtle group. Students ‘A’, ‘C’ and ‘D’ turn back to their huddle and begin mumbling at each other.]

[Student ‘C’ begins to write]

               STUDENTS ‘A’, ‘C’ and ‘D’: mumble, mumble, mumble…

               STUDENT ‘C’: We could say something like “his jargon was crude”.

               STUDENT ‘D’: EWWWWWW, I hate that word!

               STUDENT ‘A’:  What is another good word for that?

               [Suddenly Student ‘B’ look up at the other students.]

               STUDENT ‘B’ [in a soft voice]:  Vernacular.

               [Student ‘B’ then goes back to playing with his pencil. The other students pause to stare at Student ‘B’ briefly]

               STUDENTS ‘C’: Anyone know how to spell that?

                STUDENT ‘B’: (without looking up) V, E, R, N, A, C, U, L, A, R.

 [Students ‘A’, ‘C’ and ‘D’ return to their huddle resuming their writing and mumbling.]

              STUDENT ‘D’: I will be right back; I have to go use the little girl’s room.

[Student ‘D’ exits left stage]

               [Student ‘C’ stands and walks to the table, lays the paper on it, then returns to her seat, and returns the notebook to Student ‘A’.]

 [Student ‘A’ and ‘C’ look anxiously as the instructor enters the room from left stage and picks up the paper.  Student ‘B’ continues to look down and playing with his pencil.] 

              INSTRUCTOR: Wo, wo, wo, wo, wo, wo...  OH! Nice word, vernacular.   Wo, wo, wo, wo…

[Students ‘A’ and ‘C’ look at each other and share a ‘high five’]

[‘Twilight Zone’ theme song or music box plays]

[Teacher and students leave stage, the lights dim, Student ‘A’ crosses to left stage and stares at the door.]

[the lights dim]

SCENE THREE

The Return of the Instructor

           _____________________________________________________________________________________________________________________          

               [Student ‘A’ staring at the door in deep thought then turns to audience.]  

               STUDENT ‘A’: Yeah, I could write about that day. 

               [Teacher enters the classroom, walks past Student ‘A’, and picks up the book on the table,                     

               and then turns back to Student ‘A’.] 

               INSTRUCTOR:  You are still her?

              SUTDENT ‘A’: Yeah, I was just thinking about a topic for our script on the “The Class Menagerie”.

               INSTRUCTOR: You mean the “The Glass Menagerie” don’t you.

                STUDENT ‘A’:  Oh yeah, that is what I meant.