Download dreams of anne frank - Lewis Family Playhouse

BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
SHOWTI MES…
J AN U AR Y 18 – F E BR U AR Y 2, 2 008
F R I D AY S – 7 P M , S AT UR D AY S – 2 P M & 7 PM
S C H O O L PE R F S : T UE S , W E D , T H U R S @ 9 :1 5 AM & 1 1 :15
AM
A B O U T A N N E F RA N K …
Annelise Marie Frank (1929-1945) was born in
Frankfurt, Germany on June 12, 1929. Anne
wanted to be a writer. On Anne’s thirteenth
birthday, she received a diary that she named
“Kitty.” Shortly after that, her sister, Margot,
received a notice saying the she needed to report
to work - meaning that she would be deported to a
Nazi “work camp.” Fearing for their lives, the
Franks decide to go into hiding along with Otto
Frank’s (Anne’s father) business partner, Mr. Van
Daan, and his family. The two families stayed in the
“Secret Annex” (as Anne refers to it) for about two
years until they were betrayed and were sent to
Westerbork, a Dutch “transitcamp”. Later, Anne
and Margot were taken to Bergen-Belson where
they died of Typhus. Bergen-Belsen was liberated a
month after their deaths. Miep Gies (one of the
people who kept the group hidden) found Anne’s
diary and gave it to Otto Frank after the war. Otto
was the only survivor of the group of eight. Otto
Frank published parts of Anne’s diary so that his
daughter would be remembered.
I N S I D E T H E G UI D E …
Introducing the play……….………2
Bringing the play into the
classroom………………………………4
Extending the learning………...…5
About the Theatre.………………...6
ABO UT
THE
P LA Y W RI G H T :
Be r n a r d K o p s is an award winning playwright who lives in
London, England. He was born in the East End of London of
Dutch-Jewish working class parents in 1926. He achieved
recognition with his first play, THE HAMLET OF STEPNEY
GREEN which was performed all over the world. Since then
he has written more than forty plays for stage and radio, nine
novels and seven volumes of poetry. His autobiography THE
WORLD IS A WEDDING was published throughout the
world and has recently been followed by his acclaimed second
installment of his autobiography, SHALOM BOMB.
Bernard has written twenty eight stage plays including:
PLAYING SINATRA, commissioned and presented by the
Croydon Warehouse Theatre; WHO SHALL I BE
TOMORROW? produced at the Greenwich Theatre;
DREAMS OF ANNE FRANK for the Polka Theatre, and since
been performed across the world; CALL IN THE NIGHT,
commissioned by The West Yorkshire Playhouse, was
produced in April 1995; GOLEM, was produced at the Royal
National Theatre Studio in 1996. JACOB AND THE GREEN
RABBI was performed at the Young Vic in 1997. CAFÉ
ZEITGEIST, was commissioned by the Phar Democracy
Movement in 1998 and has been performed throughout
Eastern Europe. Latest Plays: RIVERCHANGE: THE
OPENING: ISAAC BABEL: RETURNING WE HEAR THE
LARKS, ROGUES AND VAGABONDS and KNOCKING ON
HEAVEN'S DOOR.
Three volumes of his plays are available from Oberon Books,
and he received a new major award from the Arts Council to
write ROGUES AND VAGABONDS, his major work on the
birth of Yiddish Theatre.
About the Library……………..…...8
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1
BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
A C T I – INTRODUCING
THE
PLAY
ABOUT THE PLAY AND THE PRODUCTION:
DREAMS OF ANNE FRANK was commissioned by the Polka Theatre (a well regarded theatre for young audiences in London) in 1992
to commemorate the fiftieth anniversary of Anne Frank going into hiding. Bernard Kops used Anne’s diary to investigate the
imagination and dreams of an adolescent girl who wanted so much to be a writer.
The playwright believed that it was important to make young people aware that there is still prejudice in the world, and that they have
the power to change it for the better. Otto Frank, Anne’s father, in publishing the diary after the war, wanted young people to be able
to read her diary to open their eyes to the lessons of the past, but also to the realities of the present. Anne’s diary, and this play about
her life, celebrates the spirit of creativity that thrives despite the hatred and the horror that humans continue to expose upon the
world.
The play focuses on Anne’s imaginary world. She used her writing and her dreams to help herself cope with the reality of the world
around her. We hope that our production of the play will serve as a vehicle for more discussion about the Second World War, about
prejudice, and about how war affects young people today. As Vicky Ireland, the Artistic Director of the Polka Theatre put it, “DREAMS
OF ANNE FRANK is a play of substance which treats its young audience as intelligent and perceptive and talks to them on their own
terms.”
It is also a very theatrical presentation of the story. Since the play is based so much on Anne’s imagination, the setting is not realistic.
The set, with it’s stark wall full of doors and a ladder that lead nowhere, serves as a metaphor for Anne and her family’s confinement in
the attic, with the thriving city of Amsterdam just outside their reach. The production brings Anne’s dreams and imagination to life and
makes them disappear again in the blink of an eye.
Important Dates in Anne’s Life:
C H A RA C T E RS
I N T H E P LA Y :
Anne Frank - a 14 year old Jewish girl living in
Amsterdam during World War II
1929
Anne Frank is born in Frankfurt, Germany
1933
Adolf Hitler becomes Chancellor of Germany.
Boycott of Jewish businesses begins
The Frank Family leaves Germany and moves to Amsterdam,
in Holland
1934
Anne starts kindergarten
1940
Otto Frank starts his spice business
The German army invades Holland, and the occupation
begins.
1942
Anne receives her diary as a birthday present
Margot receives papers ordering her to register for mandatory
work.
The family moves into the “Secret Annex”
1944
The inhabitants of the Annex are betrayed and are sent to
Westerbork transitcamp
1945
Margot and Anne contract typhoid and die at Bergen-Belsen
concentration camp.
Otto Frank - Anne’s father
Edith Frank – Anne’s mother
Margot Frank –Anne’s older sister
Mr. Van Daan – Otto Frank’s business partner
Mrs. Van Daan – wife of Mr. Van Daan
Peter Van Daan –Mr. & Mrs. Van Daan’s son
Mr. Dussell - A dentist who comes to live in the
Secret Annex with the two families
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BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
V O C A B U LA R Y
R E F E RE N C E D I N T H E P LA Y
Emig r ate: t o lea ve a pla ce, e speci all y a na ti ve coun tr y, t o go and l i ve else whe re. T he Fra nk fa mily
Left Ger many i n 19 33, afte r the el ect ion of Adolf Hitler , and em igra ted to H olla nd. Thi s beca me more
difficul t for othe rs a s the years pa ssed, sin ce so many count rie s were not wil ling t o accept Je wish
immigra nts.
The Y el lo w st a r: All Jew s were requi red by the Nazi s to wear a yel lo w Star of Dav id as a “badge ” to
identify the m
Me in Ka mf p/Nu rem be rg L a ws: Hi tler wro te Me in Kamfp befo re he c ame t o powe r and i t wa s pu blished
in 19 25. In the bo ok, he w rote ab out h is ph ilo so phy about the “purity” of the German race , and also
expressed h is a nti- se mit ic feeli ngs. In 19 35 H itl er signed t he Nure mberg Law s, whi ch se t ou t th e rules
for “t he Pr otec tio n of Ger man Bl ood and Ge rma n Honou r” . Unde r the se law s. Citi zen s c ould only be of
German b lood , and Jews we re defined a s not be ing of Germa n blood.
Oc cup at ion: t o in vade and t ake con tr ol of a c ou ntr y. The Ger man a rmy i nvaded Hol land in May of
1940 . In o nly a few days , all imp orta nt are as w e re sei zed. The Pr ime Mini ste r, hi s Cab inet , and t he
Dut ch R oyal F ami ly all fled to Eng land. So on t he coun try wa s unde r Ger man O cc upati on.
The Al li es: The gr oup of c oun trie s, i ncl uding En gland and, l ater , the U nited St ates that were fig hting
against Germany. O tto Frank kept a map o n the wall i n the Ann exe in wh ich he ch arted t he prog ress of
the Allie s and w hi ch ma int ained the fa mi ly’s h op e of libera tion .
Help ing Han ds: Thi s phr ase i s me nti oned th rou ghout t he play and refe rs t o the many th ou sand s of
non- Jewi sh peop le wh o put the ir o wn l ives in da nger to save ot hers.
Bet ra yal : to del ive r s omeb ody or s ome thi ng to an enem y. The r eside nts of the Annexe were eve ntual ly
betrayed (no one kno ws by w ho) a nd the Germa ns sen t the m al l to We sterb ork, whi ch wa s a coll ecti on
point t o transp ort Jew s to t he extermina tio n ca mps.
THEAT RE GOLDE N RU LES
Before coming to the Victoria Garden’s Cultural Center’s Lewis Family Playhouse, you may want to prepare your students for the
experience by going over the basic rules of theatre etiquette.
•
Please remain quiet (silent) and seated during the performance. Remember, the actors on stage can hear you. Of course,
laughter and applause at appropriate times are always greatly appreciated!
•
Photography is not allowed inside the theatre at any time. This is not only against our union agreements, but can be
dangerous to the performers.
•
Please leave all food, candy and drinks (including water) outside the theatre. Eating during a performance is very
distracting and could be very messy.
•
Because the theatre will be dark during the performance, if you need to use the restroom, leave the theatre or come in
late, please alert an usher who can help you find your way during a break in the action on stage.
•
PLEASE turn off all pagers, cell phones and other electronic devices as they may interfere with theatre equipment and
everyone’s enjoyment of the performance.
•
After the show, please stay in your seats until an usher guides you out. Your bus may not be in the same place it
dropped you off!
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BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
A C T I I – BRINGING
THE
PLAY INTO
DISCUSSI ON QU ES TI ONS
1. Prejudice is a preformed opinion, usually an
unfavorable one, based on insufficient knowledge,
irrational feelings, or inaccurate stereotypes. It
often causes suffering, and can lead to violence. In
Anne’s world, prejudice against the Jews caused
millions of people to be killed. Sadly, there is still
prejudice in the world. How do we learn
prejudice? Where does it come from? Have you
ever been a victim of prejudice, or seen an incident
where someone was behaving in a prejudiced way?
2. Discrimination is the unfair treatment of a
person, a racial group or any minority. Prejudice
which leads to the different treatment of a certain
group of people is called discrimination. This can
lead to certain groups not being served in shops or
restaurants, or receiving medical treatment, or
jobs, etc. Does discrimination happen today? What
makes people discriminate against other people?
3. Religion has often been the cause of
misunderstandings and hatred between people. In
extreme cases it can lead to war. In World War II,
Hitler singled out the Jews as the cause of all that
was evil and bad in Germany. Many ordinary
people continued their daily routine without trying
to stop the fascists. Could this happen today?
AFTE R
THE
THE
CLASSROOM
SH OW ACTIVITIES
Create your own diary : Anne wanted to be a
writer and spent her days commenting on the world
around her. Have students spend a week writing in
their own diaries. What do they observe about their
living situations? Have them describe their family
activities and also their thoughts. How is a diary
like a blog? (English/Language Arts: Writing
Applications 2.0)
Maps: Otto Frank kept a map of Europe on the
wall of the Annexe to track the progression of the
war. Have students create their own maps. These
can either be of Europe (compare the Europe of
Anne’s time to now), or of their own
neighborhoods. Use different types of materials to
create the maps. ( Visual Arts: Creative Expression)
Religion and Ritual: In the play, Anne dreams
that she and Peter get married, and they have a
Jewish wedding ceremony. Compare the customs,
stories and rituals of various religions or ethnic
groups. (History- Social Science: Historical
research)
Essay Contest: Here are some ideas for student
essays based on ideas mentioned in the play:
imprisonment, heroism, loyalty, family, friendship,
first love, nightmares, trusting people, working
together, where we live. ( English-Language Arts:
Writing)
Music: The play uses music to help tell the
audience when Anne is using her imagination. The
songs are sometimes exaggerations of what is
happening in “reality”. Have students create their
own musical compositions based on a dream or
other piece of their imagination. (Music-Creative
Expression)
We’d love to see your essays or diaries! Send them
to us at and we’ll post some on our website! Email
us at: [email protected]
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BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
A C T I I I – EXTENDING
THE
LEARNING
MAKING HISTORY COME ALIVE:
INTEGRATING THE PERFORMING ARTS INTO THE CURRICULUM
Using the performing arts is an excellent way to stimulate creative approaches to the traditional curriculum areas. Using
film and music in the classroom, visiting museums with your students or inviting guest speakers are not just ways to
make the subject more fun, but actually do improve the ability of diverse learners to understand and retain the material.
Whether in history, math, science or any “non-arts” based subject, the performing arts can provide an invaluable way to
scaffold the information for those who struggle with the material. When planning your lessons, you might consider the
following:
♣
Inviting students to make a visual representation or recording of a friend or family member recounting their
experiences during a historically significant time.
♣
Have students draw their impressions of significant events occurring in assigned readings.
♣
Invite students to make physical models to demonstrate scientific concepts.
Useful Websites….
DID YOU K NOW?
Anne Frank Museum (www.annefrank.org)
•
The Victoria Gardens Library has over 1000
books and media in the Performing Arts
collections for Adults and Children.
•
The Library also offers extensive online
resources and tools you can use to bring
technology and arts into the classroom.
•
The Library and Playhouse present joint
performing arts programming that supports
state curriculum standards.
Your online portal to the Anne Frank Museum in
Amsterdam. This multimedia site includes information
about Anne’s life, death and the lasting legacy of her
diary. It also includes links to international projects
dedicated to informing and educating people about the
Franks and ending discrimination.
Anne Frank Center (www.annefrank.com)
The Anne Frank Center, located in New York, offers
information for students and teachers regarding Anne’s
life. The site also lists current exhibits of Anne Frank
memorabilia throughout the United States.
Museum of Tolerance
(www.museumoftolerance.com)
The Museum’s site offers a multimedia introduction to
contemporary and historic incidents of injustice.
Located in Los Angeles, the site also offers information
for students and teachers including curriculum support
and opportunities to speak with Holocaust survivors.
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BEHIND
THE
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D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
NOTES FROM THE
ABOUT
AUTHOR:
THE THEATRE……
Excerpt from author’s introduction in the Methuan student edition of the play DREAMS OF ANNE FRANK:
It is not surprising that young people identify with Anne Frank. Many young people feel trapped and locked within
themselves, are trying to grow up and make sense of the senseless happenings going on in the world of adults
happening around them…
But why was I chosen to dramatize Anne Frank?…in 1904 my father left his Jewish community in Amsterdam in order
to try to make a living in London. He settled in the East End and married my mother whose parents were also very
poor Jews who hoped to find a better life in London…The poverty lasted until the outbreak of the Second World War. I
was thirteen years old at the time; roughly the same age as Anne Frank. But whereas I was allowed the luxury and joy
of growing up and marrying and having a career and a family, children and grandchildren, Anne remains forever locked
in time; an eternal adolescent.
As a child, I often used to wonder about my relatives back in Holland and sometimes we would get news of them. I
dreamed of going there and was proud of my Dutch heritage. Just before the war broke out, a message arrived from
Amsterdam. It begged us all to return to Holland. They were certain Holland would remain neutral. We were assured
that we would be safer there and would escape the horrors of the inevitable approaching war. But our poverty in
London was intense and we used to go to the soup kitchen every evening, just to survive. My father, however, was
now fired with the idea that we all had to return to Holland and safety. To make this possible, he needed just fifty
pounds to pay the fare for the entire family. He tried to borrow the money. He tried to beg the money. He tried
everywhere, everyone. But money was in short supply. He failed and I still remember him wailing. Thus we were
thwarted from returning to Amsterdam, and thus we survived the death camps.
All our Dutch relatives went to their deaths. They evaporated into silence, forever. If my father had succeeded in
borrowing the money, we all would have made the same journey as Anne; we would have been rounded up and sent
to the transit camp at Westerbork and then to Auschwitz…
The work is a total imaginative creation. All the events and dialogue during the action are imagined and subjective. I
created the characters, relationships and events purely from the depths of my mind. Memory has no absolute
chronology. But how to find the real Anne? The flesh-and-blood Anne? The girl who lived and breathed beneath the
legend? How to make a living legend become human? When Anne entered that attic in June 1942 she also entered
history. But I was interested in my Anne. The Anne of flesh and blood. The subjective Anne. The Anne of dreams. This
is why I was not interested in dramatizing the diary. I needed to take another route, to find that specific human being,
to strip away the deification and bring her down to earth. In order to do this, I needed dream logic, movement and
song. I needed to create subjective events and personalities. If Anne could not move around in the real world of
Amsterdam, she could move around in her mind. There, within her imagination, all is possible. Anne can travel to the
Hollywood she dreamed about. She can go ice-skating; she can journey into the Black Forest in search of the
gingerbread house; she can converse directly with Winston Churchill. She can get married. She can even assassinate
Hitler and save her people. She can plead with the children of the world to bear witness to the madness of human
beings….
Dreams of Anne Frank is not a dramatization of her diary. Rather, it is an original way of focusing upon the girl, to
bring alive that unquenchable spirit and show how she managed to be creative in the darkest of times. To write the
play, I went to the facts of her life for the spine of reality and to my imagination for the subjective matrix, the
foundation of my drama.
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BEHIND
SCENES--
THE
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
MORE ABOUT THE THEATRE…
THEATRE VOCABULARY
THEATRE RELATED ACTIVITIES:
Actor: A person, male or female, who performs a role in a play.
♣
The play uses dreams and music to help to tell
Anne’s story. Have students create their own
short play using a dream or a story as a starting
off point (Theatre: Creative Expression )
♣
The play takes place in the early 1940’s. Discuss
the style the actors use to convey this to the
audience. Have students perform monologues or
scenes which incorporate the mannerisms that
might be used in different time periods. (Theatre:
Historical and Cultural Context)
♣
Dreams of Anne Frank is not a conventional
play. It uses many theatrical elements, such as
music and lighting as the story moves from
“reality” to what is only in Anne’s imagination.
Have students discuss or write about the various
elements used in the play to take us into different
worlds. ( Theatre: Artistic Perception)
♣
In Anne’s imagination, Mrs. Van Daan becomes a
witch and Mr. Dussell becomes a scary man in the
street. Have students improvise exaggerated
versions of themselves or their classmates.
(Theatre: Creative Expression)
♣
Write a review of the production, discussing the
costumes, scenery and performances.
(Theatre:Aesthetic Valuing)
Character: The personality or part an actor re-creates.
Characterization: The development and portrayal of a
personality through thought, action, dialogue, costuming and
make-up.
Context: The interrelated conditions in which a play exists or
occurs.
Design: The creative process of developing and executing
aesthetic or functional designs in a production, such as
costumes, lighting, sets, and makeup.
Monologue: A long speech by a single character.
Motivation: A character’s reason for doing or saying things in a
play.
Subtext: Information that is implied by a character but not
stated by a character in dialogue, including actions and thoughts.
Style: The distinctive and unique manner in which a writer
arranges words to achieve particular effects.
Premiere: The first time a play is performed in front of an
audience. The MainStreet Theatre Company is proud to be
doing the U.S. premiere of this play, which has been performed
all over Europe, but not in the United States.
THE LEWIS FAMILY PLAYHOUSE has 536 seats, on 2 levels. The part of the theatre that the audience sees is called
the “Front of House”. The Front of House has many components. When you first walk into the theatre, you enter
the Theatre Lobby. The Lewis Family Playhouse lobby has been designed to look like a street, called Main Street.
In the lobby you will also find the box office, which is where you buy tickets.
In order to take your seat, you enter the auditorium. The Lewis Family Playhouse auditorium has two levels: The
orchestra is downstairs, and the mezzanine (also called the balcony) is upstairs. The ushers are the people who tear
your ticket and show you to your seat. They will also give you a printed program, which has information about the
actors and the other people responsible for bringing the play to life.
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BEHIND
THE
SCENES--
D REAMS OF A NNE F RANK
A Resource Guide for Teachers and Parents
ABOUT
THE
UPCOMING EVENTS
Saturdays, 2-4pm
Family Saturdays
Join us for a variety of fun family activities every
Saturday afternoon. (for the family)
February 9, 2008, 2-4pm
Happy Birthday, Stinky Cheese Man!
We’re celebrating the best in offbeat children’s
literature! (for the family)
February 28, 2008, 7pm
Music Jam Fest
Bring your instruments and jam with us or just sit back
and relax and enjoy the music. (for Teens)
March 27, 2008, 7pm
Spring Break Movie Night
Take a break and watch movies with us! (for Teens)
LIBRARY TOU R INFORMAT ION
As part of your class visit to the Lewis Family
Playhouse, why not take a tour of the Victoria Gardens
Cultural Center Library? The second of two physical
branches of the library (RCPL also offers an extensive
virtual library), the facility has over 100,000 volumes
housed in a beautiful, 23,000 square foot facility.
Among the facility’s unique features are its 20 seat
technology center, teen study area and a special
performing arts collection.
Pre- and post- show tours last approximately 15
minutes and are scheduled on a first come, first served
basis. To arrange a tour, call Casey Macarello, Adult
Services Librarian at 909.477.2720 ext. 5064.
This Curriculum guide was prepared by the staffs of the Rancho
Cucamonga Public Library & the Lewis Family Playhouse. For
questions, comments, or suggestions, please contact Mireya
“Murry” Hepner at 909.477.2775
LI BRARY
B OO K S @
THE
L I BR AR Y
If you have any questions about any library
resources, call the reference desk at
909.477.2720.
Diary of Anne Frank
YA Frank
The original unedited diary kept by Anne during her
time in hiding.
The Last Seven Months of Anne Frank 921 Frank
Based on the documentary of the same name, this
book features eyewitness accounts of Anne’s life in the
camps.
Anne Frank Remembered: The Story of the
Woman Who Helped Hide the Frank Family
921 GIES
Written by Miep Gies, upon whom the Frank’s relied to
shield them from the Nazi’s, she gives insight into the
daily life and struggles of the family and her own
difficulties outwitting the occupying German forces.
Anne Frank and Children of the Holocaust
J 940.53 LEE
The life of Anne Frank before and during her life in
hiding is expanded upon as the author recounts the
lives of other children who suffered similar fates,
survived and even attempted dangerous acts of
heroism in the face of Nazi persecution.
Memories of Anne Frank
949.2 GOL
Anne Frank’s story, as told through the eyes of Hannah
Goslar, one of Anne’s closest friends and one of the
last people to see her alive.
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