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Sierra Madre Playhouse
STUDY GUIDE
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A Wrinkle In Time - study guide
About the Play
“Like and equal are not the
same thing at all.”
Madeleine L’Engle’s novel A Wrinkle In Time is a time-honored fantasy-science fiction
classic that has introduced generations of children and their parents to the wonders
of physics and the thrill of self-empowerment John Glore’s stage adaptation captures
all the science, marvel, and adventure of L’Engle’s tale with warmth, comedy, and high
spirits.
Table of Contents
Synopsis................................................................................................ 3
About the Author.................................................................................. 4
Vocabulary............................................................................................ 5
Guiding Questions & Activities............................................................ 6
Cast of Characters & Multiple Casting................................................ 7
The Planets & Conformity on Camazotz............................................. 8
We Can Be Heroes............................................................................... 9
Time Travel..........................................................................................10
Themes: A Lot To Talk About..............................................................11
Questions for Post-Show Discussion................................................12
Standards..................................................................................... 13-14
Worksheet #1: Create a Planet.........................................................15
Worksheet #2: Name Three Heroes.................................................16
What’s it about?
A Wrinkle in Time tells the story of Meg Murry, a girl who recovers her father, rescues
her brother, and restores her family in a wild adventure that travels through time and
across space. In a greater sense, the story is about heroism, self-discovery, selfsacrifice, the power of love -- and our ability to ponder time and space.
About the Adapter
The Playwright
John Glore
Playwright John Glore had read Madeleine L’Engle’s A Wrinkle in Time as a boy but
rediscovered the book when his daughter began reading it in school. His stage
adaptation of the book premiered at South Coast Repertory Theater in California in
2010 and has since received multiple productions at theaters across the country.
Glore has also adapted Jon Scieszka and Lane Smith’s The Stinky Cheese Man and
Other Fairly Stupid Tales and Laura Amy Schlitz’s The Night Fairy. His other plays for
young audiences include Wind of a Thousand Tales, Folktales Too, Rhubarb Jam, and
The Day After Evermore. Glore has also written many plays for adults, including two
adaptations of plays written by Aristophanes in Ancient Greece, The Birds and Peace,
co-authored with the performance trio Culture Clash. His work has been produced at
many theatres across the nation. He received a 2000 Playwrights Fellowship from the
California Arts Council and has taught playwriting and related subjects at UCLA and
Pomona College. Glore is currently the Associate Artistic Director of South Coast Rep.
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Synopsis
Inside A Wrinkle in Time
It is a dark and stormy night.
Meg Murry lives in a country house with her mother and her brother Charles Wallace.
Her father has missing for two years and his absence is taking a toll on Meg and the
whole family.
Meg’s mother assures her daughter that she is destined for great things. Charles
Wallace has a curious ability to read Meg’s mind about whatever she needs. He
offers to take Meg to see his mysterious new friend, Mrs. Whatsit, who lives in a
rather scary house nearby. Suddenly, Mrs. Whatsit appears in their kitchen, explains
to the family that there is such a thing as a “tesseract” -- and quickly disappears.
Meg is puzzled and she also notices how much this talk of “tesseract” has upset her
mother, a scientist.
Meg and Charles Wallace set out for Mrs. Whatsit’s to obtain some answers. On their
way, they encounter a smart and clever boy named Calvin. Meg doesn’t care much
for Calvin but he and Charles Wallace get along well. Calvin insists on accompanying
them and, together, the three of them approach Mrs. Whatsit’s house.
Inside the house, they are greeted by Mrs. Whatsit and her equally eccentric
companions, Mrs. Who and Mrs. Which. The ladies inform the children that they
have been chosen for a special mission. Meg’s father, Mr. Murray, is a time-traveler
who is trapped behind the darkness. The children must travel by shortcuts through
time and space, using the “tesseract” to reach the planet Camazotz where they must
rescue Mr. Murry and bring him home.
In a flash, Meg, Charles Wallace, and Calvin are whisked across time and space – but
first they arrive on the planet Uriel, where they encounter The Black Thing – a force
of dark and evil energy. When they eventually arrive on the planet Camazotz, they
notice that all the inhabitants move in perfect sync, controlled by the all-powerful
IT. When they locate Mr. Murry, they learn that he was captured and imprisoned on
Camazotz during a time travel experiment and has been fighting the control of IT ever
since. In an attempt to learn more about IT, Charles Wallace allows himself to be
hypnotized, turning himself into a robot-like drone like the rest of Camazotz. Unable
to help Charles Murry, Meg, Calvin and Mr. Murry narrowly escape IT by “tessering”
to the planet Ixchel. Along the journey, Meg is injured by The Black Thing. ON the
planet Uxchel, Meg is healed by Aunt Beast, a strange inhabitant who teaches Meg
about the healing power of love. Mrs. Whatsit, Mrs. Who and Mrs. Which appear and
inform Meg that they do not have the power to help Charles Wallace. It is Meg alone,
who has seen herself as the most imperfect and incompetent one in the group, who
must return to Camazotz to save her brother. By fighting IT with her love of family,
Meg saves her brother and reunites her family back on Earth
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A Wrinkle In Time - study guide
About the Author
Madeleine L’Engle
It was a dark and stormy night --- well, actually it was November 29th, 1918, when
Madeleine L’Engle was born. She spent her childhood in New York City where she
preferred to write stories, poems, and journals over school work. When Madeleine
was 12, her parents moved to the French Alps where she attended an English
boarding school where her passion for writing grew. She spent her high school years
in the United States at a private school in South Carolina, and then attended Smith
College. As a young woman, Madeleine lived in New York City and pursued work in
the theater while she continued to write. She had published two novels before she
met her husband. She continued to write while they raised their children on a small
dairy farm in Connecticut. Eventually, the family returned to New York City where
Madeleine continued to publish novels and where she worked as a librarian at the
Catholic Church of St. John the Divine. She lived through the 20th century into the
21st to see her grandchildren and great grandchildren – and she wrote over 60 books.
How She Got the Idea
“It was my discovery of particle physics and quantum mechanics. I’d always been very
bad at arithmetic, but this was beyond arithmetic - this was exciting. …
I avoided science in school as much as possible. It was my discovery of particle
physics, which was not being taught to grade school students. But I thought it was
fascinating, and read it for myself . . . not for school. I found it fascinating that light is
a particle and that it is also a straight line.
In 1942, I started reading Einstein. I picked up a book about him - I don’t quite know
why. I started writing the book in 1961 and it won the Newbery Medal in 1963….
You might be interested to know that astronaut Janice Voss wrote me a letter saying
that when kids write to her and ask her why she became an astronaut, she says it’s
because she loves A Wrinkle in Time. And then she wrote me another letter asking
me if I would like her to bring a copy of the book into space with her. I said of course
I would!”
- Madeleine L’Engle
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Vocabulary
The Power of Words
Here are some words you will encounter in A Wrinkle in Time:
scuttle to abandon
tramp (as in vagrant) a vagrant, a homeless or unemployed person
megaparsec a million parsecs, a measure used in astronomy
downdraft a downward current
compulsion a strong, irresistible urge to perform an act
constraint a restriction
detriment a cause of loss or damage
piffle nonsense
dreamboat an attractive person
paraphernalia equipment used in an activity
matter substance that occupies space
materialize to come into existence
nebula a hazy celestial object
portal an entrance
wormhole in astronomy, a passage between a black hole and a white hole.
altitude the distance of a heavenly body above the horizon
density the condition of being closely set or crowded
spontaneous acting on a sudden impulse
hypnotize to influence or control
abandoned let go or deserted
complex hard to understand or to deal with
trigonometry the branch of mathematics that deals with angles
calculus the branch of mathematics that deals with calculations
skeptic a person who questions or doubts
unabridged not shortened or edited
mes petites
“my children” in French
meine kinder
“my children” in German
frivoling to behave with a lack of seriousness
caviar fish eggs, served as a delicacy
dignity conduct that indicates self-respect
brutish cruel
communication an exchange of thoughts or ideas
atoms the tiniest component containing chemical properties of an element
spectacles eyeglasses
tentacles the flexible appendages on certain invertebrate animals
devouring to eat hungrily
pulsating to beat or to throb
gargoyle a grotesque statue of a human or animal
autumnal relating to autumn
glorious wonderful, full of glory
astronomical having to do with astronomy, or extremely large
universe the cosmos, the known and unknown world throughout space
galaxy a large system of stars
summit the highest point
donation a gift or contribution
agony intense physical or mental suffering
distraught agitated, crazed
putrid a state of decay, rotten
Central Intelligence a saying for the controlling body, the brain of the operations
reprocessor
a term for a program that repeats processing
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A Wrinkle In Time - study guide
Guiding Questions and Activities
It would be worthwhile to familiarize students with L’Engle’s A Wrinkle in Time as much as possible before they
attend this stage adaptation at the Sierra Madre Playhouse. The more students know about what they are going
to see, the more benefit they will derive from the experience.
1. Introduce L’Engle’s novel to the class by either reading the book aloud, or asking students to read aloud.
2. Ask students to: a. Identify the main events of the plot, their causes, and their effects on future actions.
b. Discuss the traits of major characters, their motivations and contributions to the dramatic action. c.
Identify speakers or narrators. d. Talk about the story’s underlying theme(s) or message.
3. Discuss the differences between science fiction and fantasy. Could any of these events really happen?
Ask students to name other types of fantasy writing in which human characters interact with fantastical
creatures in a fantastical setting. Ask students to name other types of science fiction writing in which the
situation and the outcome depend on scientific elements. Have them talk about what they like and dislike
about these literary genres, identifying universal themes, character types, and actions.
4. Examine the differences between fiction and drama. Explore what it means to “adapt” literature from one
form to another, specifically from fiction to drama. Discuss various ways that the content of books might
have to change in order to be suitable for staging, using information in the book as well as prior knowledge
of the conventions of live theatre.
5. Post the following sentence from L’Engle’s book in your classroom. “Believing takes practice.” Engage
students in a discussion as to what that sentence might mean to them.
6. Love is a powerful force in A Wrinkle in Time. Meg uses love to overcome the dark forces and to rescue
her family. How important is love in our world? Is it better to love or to be loved?
7. As in many stories, A Wrinkle in Time results in a battle of good and evil. What examples of goodness exist
in our world?
8. It is not uncommon for stories to change the lives of its characters or to teach the reader a lesson in the
process. How is Meg changed by what happens in A Wrinkle in Time? What lessons does L’Engle have
in store for the reader?
9. If you had the chance to travel through time, would you head toward the future? Or back to the past?
Is there a specific time you would like to visit? Are there changes you would like to make? Why?
Science Fiction
Science fiction is a genre in which science and future technology sit at the center of the story. Science fiction
stories involve the laws or theories of science, but they also include a human element. These stories usually
attempt to illuminate the effect that future discoveries have on the human species. The struggle between good
and evil often surfaces in science fiction.
Fantasy
Fantasy is a genre of stories placed in imaginary worlds. In these stories, imaginary creatures often possess
human qualities. Characters may possess special or magical powers. The same struggle between good and evil
often surfaces in fantasy tales as well.
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Cast of Characters & Multiple Casting
Cast of Characters
Meg Murry – a twelve-year old girl who considers herself quite ordinary
Charles Wallace – Meg’s younger brother, super smart
Mrs. Murry – Meg’s mother, a scientist
Mr. Murry – Meg’s father, a scientist who has been missing for two years
Calvin O’Keefe – Meg’s schoolmate, smart, popular, and clever
Mrs. Whatsit – the youngest of three celestial beings
Mrs. Who – the second of three celestial beings
Mrs. Which – the oldest of three celestial beings
Camazotz Man – an inhabitant of the planet Camazotz
Camazotz Woman – an inhabitant of the planet Camazotz
Aunt Beast – a many-tentacled inhabitant of the planet Ixchel
Man With the Red Eyes – A robot-like inhabitant of the planet Camazotz
Multiple Casting
The story of A Wrinkle in Time includes many characters, including people, beings,
and the inhabitants of other planets! To present this story on stage, the playwright
suggested “multiple casting,” a term that means one actor plays several different roles
in the production. Observe how the actors become a completely different character
simply by changing their voice, posture, or costume.
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A Wrinkle In Time - study guide
The Planets
Oh, The Places You’ll Go!
Meg, Charles Wallace, and Calvin visit two different planets in A Wrinkle in Time.
On the planet Uriel, Centaur-like inhabitants exist happily in a state of light and love in a seemingly perfect world. How is the Earth
similar to the planet Uriel? How is it different?
On the planet Camazotz, the inhabitants are all the same, live in identical houses, and behave in the same manner. How is the
Earth similar to the planet Camazotz? How is it different?
SEE WORKSHEET 1 - CREATE A PLANET
Conformity on Camazotz
Theater Games: All Together Now
The inhabitants of Camazotz follow the same steady rhythmic pulse of IT. Use these theater games to see if you can live in the
same rhythm as your classmates.
Leader in the Middle
Form a circle. One person (the leader) goes to the middle and makes a simple movement and sound that he or she can repeat over
and over again. Everyone in the circle imitates the movement and the sound, trying to be as precise as possible. While continuing
to make the same movement and sound, the leader makes eye contact with another person in the circle, inviting him to take her
spot. As they change places, the others must slowly change movements until they are imitating the new leader. Discuss: Was it
easier to be a leader or a follower?
Chaos to Unity
Everyone in the class will make a rhythm of their own (clapping, tapping, vocal sounds, stomping, etc.) and all will perform their
rhythms simultaneously, creating chaos. At a signal from the classroom teacher, the group has thirty seconds to figure out how to
unify their rhythms. This should happen gradually so that it the group becomes progressively more unified. Discuss: How did you
personally decide how to change your rhythm? How did the group came to unity? Was there a leader or not?
Who is the Leader?
One student leaves the room. The remaining students form a circle and secretly choose one leader who slowly leads body
movements, with arms and hands. The gestures should be able to be duplicated by everyone in the circle. The leader should be
able to change or adjust the body movements seamlessly so that one might not detect his or her identity. The student who left
the room returns and enters the middle of the circle, with one minute to guess who the leader is. Discuss: How can the people in
the circle keep the identity of the leader secret? What kinds of movements are most successful in this game? What makes a good
leader? How can the group stay together with no leader—or can it?
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Heroes
We Can Be Heroes
Meg, Charles Wallace, and Calvin are called upon to be heroes in L’Engle’s A Wrinkle in
Time. What does it mean to be a hero? How do you know if you have what it takes? What
is the difference between a super-hero and an ordinary hero?
Everyday heroes come from the real world. A hero can be an ordinary person who does
something great and who is admired for brave deeds or remarkable ability. Sometimes, a
nation comes together to honor its heroes. Other times, you choose a personal hero all for
yourself. Many heroes are people who made history by their accomplishments, including
artists, leaders, athletes, and explorers. There are also everyday heroes all around us.
These are people who are willing to put the common good and needs of others before
their own comfort. They could be soldiers, doctors, firefighters, teachers— even members
of your family.
Superheroes like Superman, Batman, and Wonder Woman live in our imagination and
are often ordinary people who are gifted with extraordinary abilities. They reflect our best
values like justice, fairness, and decency, and inspire us to do good in the world. Think
of three figures that you consider to be heroes. Let your list include a historical hero, a
super-hero, and an everyday hero. Next to their names, write down three characteristics
of that hero – what makes them unique? Underneath those characteristics, make a list
of that hero’s actions or accomplishments --- what did they do?
SEE WORKSHEET 2 - THINK OF THREE HEROES
Albert Einstein
Madeleine L’Engle’s Hero
Albert Einstein (1879-1955) was born and raised in Germany. He was an average student
but interested in science and mathematics at an early age. He did succeed in taking a
degree in mathematics and physics. In 1905 he published several important scientific
works, including his ground-breaking “theory of relativity.” Years later, his 12-year-old son
asked him how he got to be so famous. Einstein answered, “When a blind beetle crawls
across the surface of a curved branch, it doesn’t notice that the track it has covered is
indeed curved. I was lucky enough to notice what the beetle didn’t notice.” Einstein
moved his family to America in 1932 and settled in Princeton, New Jersey. He spent his
last years in research and died when he was 76 years old.
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A Wrinkle In Time - study guide
How Einstein’s Theory of Relativity
leads to the possibility of Time Travel
Time Travel: Hey, Einstein!
Science used to see the world through the eyes of Sir Isaac Newton (1642-1727). Newton thought time
and space were fixed and absolute, not subject to change. He also thought that the speed of light was
relative and subject to change. Albert Einstein (1879–1955) argued the exact opposite. He said that
the speed of light is absolute and unchanging but that space and time intervals are relative – and likely
to change. Einstein assembled these thoughts into his famous Theory of Relativity. To Einstein, “time”
was as basic to physical reality as height or width. For many, this was a whole new way of thinking – but
it caused a revolution among scientists and led to scientists thinking about “quantum mechanics” with its
wormholes, black holes, and cosmic string.
To understand how Einstein’s Theory of Relativity suggests the possibility of Time Travel, consider the
following:
Imagine “spacetime” as a bedsheet held at the four corners. If we place a tennis ball in the middle of the
sheet; the spacetime will curve downward with the ball at the center. Einstein believed that matter tells
space or spacetime how to curve.) If we place a second ball on the surface, the new ball rolls toward the
indentation made by the first. Einstein believed that space tells matter how to move.
If we dropped a bowling ball at the center of our flat spacetime, the indentation would be very deep,
maybe even ripping a hole in the fabric. If spacetime can be stretched and manipulated this far, Einstein
suggests, time travel could be possible --- in theory. If one could stretch time with a sense of purpose, one
might be able to bend time far enough to travel back and forth through it.
Feel free to recreate the bedsheet analogy in your classroom. All you need is a flat bedsheet, a tennis ball,
and a bowling ball.
The following youtube links offer additional support in explaining Einstein’s Theory of Relativity and the
tesseract.
Fourth Dimension Explained by a High School Student
https://www.youtube.com/watch?v=eGguwYPC32I
Simple Relativity: Understanding Einstein’s Special Theory of Relativity
https://www.youtube.com/watch?v=TgH9KXEQ0YU
Einstein’s Theory of Relativity Made Easy
https://www.youtube.com/watch?v=30KfPtHec4s
Tesseracts: Through Time and Space
Mrs.Whatsit explains that Meg, Charles Wallace, and Calvin can travel through time and space by “tessering”
-- taking shortcuts through a tesseract. A tesseract is a tool that is used to understand and to explain
different dimensions. According to Charles Wallace, the first dimension is a line. The second dimension
is a square. The third dimension is a cube. The fourt dimension is captured in Einstein’s concept of
time. And the fifth dimension is a tesseract. By adding the tesseract to the other four dimensions, Meg,
Charles Wallace, and Calvin are able to travel in such a way that the shortest distance between two points
is not a straight line. Traditionally, the tesseract is a term used to describe the “hypercube.” A tesseract
hypercube is a four-dimensional representation of a cube.
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Themes
Themes: A Lot To Talk About
A Wrinkle in Time contains many rich themes for exploration and discussion. Consider these prominent to spark classroom
discussion.
Good vs. Evil
Aunt Beast and other characters suggest a never-ending battle between the forces of Light and Dark in A Wrinkle In Time. In
the story, Good is associated with love, individual creativity, moral responsibility and free will. Evil is associated with conformity,
hatred, submission to authority, and lack of personal responsibility and initiative. L’Engle suggests that good and evil sometimes
look a lot alike, but that people can use individual judgment to distinguish them.
Appearances
Some characters in the story have deceiving appearances. Charles Wallace looks exactly the same when he is under IT’s control,
but he is not the same inside. Aunt Beast appears frightening and strange at first, but proves to be loving and compassionate.
Meg worries that her awkward appearance isolates her from her peers but learns that her differences are her strengths, and that
what lies within is beautiful and powerful.
Wisdom & Knowledge
Meg is brilliant but not so good as a student. As the story unfolds, she learned that true wisdom stands apart from education.
IT is represented by a disembodied brain, all reason with no heart. Meg’s true wisdom lies in her ability to trust her emotions.
Fate & Free Will
The inhabitants of Camazotz suggest that happiness is meaningless without free will. At the same time, Meg, Charles Wallace,
and Calvin are thrust into situations by Mrs. Whatsit without knowing where they are going or what to do. This circumstances
makes us wonder if they have complete free will or not.
Love
The ultimate message of A Wrinkle in Time is that love conquers all. At the same time, love blinds Meg to her father’s weaknesses
and she must develop a more realistic love to achieve personal success. Ultimately, the story views love as a universal force for
good, as well as a personal, human quality that binds family and friends.
Fear
Meg is an example of a brave hero who is also capable of fear. Courage is a matter of facing fears head on. At the same time,
fear can be irrational and insensible. Meg, Charles Wallace, and Calvin are afraid of the Black Thing without actually knowing
what it does.
Women’s Roles
Meg is a feisty, intelligent heroine who learns to be self-reliant. Her mother is a woman who can raise a family and be
a professional scientist. The strongest characters in the story are all women, including Mrs. Whatsit, Mrs. Who, Mrs. Which
and Aunt Beast. In the story, men are not the rescuers. Mr. Murry is not the superhero Meg had hoped and Calvin is unable to
protect Meg.
Personal & Moral Responsibility
At first, Meg is dependent on her father in a manner that could be compared to the inhabitants of Camazotz who give up their
independence to IT. When Meg finally takes responsibility for herself, she becomes truly free. In the story, the forces of evil can
only be crushed when each individual realizes an ability to give and receive love.
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A Wrinkle In Time - study guide
After the Show
Questions for Post-Show Discussion
Following the students’ experience of this stage production of A Wrinkle in Time, educators might use the following questions to
prompt a classroom discussion.
1. How did the play differ from students’ expectations or predictions, paying special attention to the differences
between the book and the stage versions.
2. How did the actors look in terms of their costumes, makeup, or movement? How did the actors handle the animal
roles? How did the stage look in terms of scenery, lighting, and props? How did the play sound to the ear in terms
of music, singing, and special effects?
3. What elements of A Wrinkle in Time fit into the genre of science fiction? What elements fit into the genre of fantasy?
4. L’Engle’s novel is often targeted by groups seeking to ban it from public schools or libraries. What are some of the
reasons why people might seek to ban L’Engle’s work from children being able to read it? Why would one ever argue
that a book, a play, a movie, or a TV show should be “banned?”
5. What sort of creatures are Mrs. Whatsit, Mrs. Who and Mrs. Which? Are they angels or celestial beings – or are
they witches? How are they similar and how are they distinct? What efforts are made in the stage production to
distinguish them, in terms of costuming, lighting, sound, hair, and makeup designs?
6. Mrs. Whatsit warns Meg, Charles Wallace, and Calvin that the Black Thing represents evil and that it wants to
overcome the Earth. She mentions that human beings have fought to prevent evil in our world. Who do you think
she is referring to? Who fights against evil in our world?
7. “Tessering” means travelling through time and space. How did the stage production create the impression that
Meg, Charles Wallace, and Calvin were “tessering?” How did the design elements – lights, sound, projections,
choreography, costumes, etc. – contribute to the impression that characters were “tessering?”
8. Meg repeats the same phrase to defeat IT. What does the play have to say about the subject of love?
9. Who is the most courageous character in A Wrinkle in Time? Why?
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Standards
Here are some of the California state standards that apply to fifth grade students attending this performance of A Wrinkle in Time
and doing the activities in this study guide. from visual and performing arts.
Other grade years are available by visiting: http://www.cde.ca.gov/be/st/ss/thmain.asp
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre
Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of
theatre, film/video, and electronic media and respond, using the vocabulary of theatre.
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as sense memory, script, cue, monologue, dialogue, protagonist, and antagonist, to
describe theatrical experiences.
Comprehension and Analysis of the Elements of Theatre
1.2 Identify the structural elements of plot (exposition, complication, crisis, climax, and resolution) in a script or theatrical
experience.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Theatre
Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/
videos, and electronic media productions and to perform in them.
Development of Theatrical Skills
2.1 Participate in improvisational activities to explore complex ideas and universal themes in literature and life.
2.2 Demonstrate the use of blocking (stage areas, levels, and actor’s position, such as full front, quarter, profile, and full back) in
dramatizations.
Creation/Invention in Theatre
2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal theatrical performances.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Students analyze the role and development of theatre, film/video, and electronic media in past and present cultures throughout
the world, noting diversity as it relates to theatre.
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A Wrinkle In Time - study guide
Role and Cultural Significance of Theatre
3.1 Select or create appropriate props, sets, and costumes for a cultural celebration or pageant.
3.2 Interpret how theatre and storytelling forms (past and present) of various cultural groups may reflect their beliefs and traditions.
History of Theatre
3.3 Analyze ways in which theatre, television, and film play a part in our daily lives.
3.4 Identify types of early American theatre, such as melodrama and musical theatre.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Critiquing Theatrical Experiences
Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of
aesthetic qualities.
Critical Assessment of Theatre
4.1 Develop and apply appropriate criteria for critiquing the work of actors, directors, writers, and technical artists in theatre, film,
and video.
Derivation of Meaning from Works of Theatre
4.2 Describe devices actors use to convey meaning or intent in commercials on television.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas
and to Careers Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop
competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning
and career skills. They also learn about careers in and related to theatre.
Connections and Applications
5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the
Declaration of Independence in history social science.
Careers and Career-Related Skills
5.2 Identify the roles and responsibilities of performing and technical artists in theatre, film, television, and electronic media.
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WORKSHEET 1 - CREATE A PLANET
If you could imagine your own special planet, what would you call it? What would it look like? How would it be like
Earth? How would it be different? Would it share qualities with Uriel or Camazotz? Or would it be totally unique?
Try your hand at drawing your own imaginary planet. Does it have craters? Does it have oceans or deserts? Does it
have rings or moons? Or frozen caps?
Write a travel brochure, describing why we should visit your planet! Be sure to include a statement about the weather.
Describe the inhabitants. What is a typical day on this planet? Do the inhabitants have a sense of right and wrong – or
good and evil?
WORKSHEET 2 - THINK OF THREE HEROES
Think of three figures that you consider to be heroes. Let your list include a historical hero, a super-hero, and an everyday hero.
Next to their names, write down three characteristics of that hero – what makes them unique? Underneath those characteristics,
make a list of that hero’s actions or accomplishments --- what did they do? NAME
NAME
NAME
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3 CHARACTERISTICS
3 CHARACTERISTICS
3 CHARACTERISTICS
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LIST OF ACCOMPLISHMENTS
LIST OF ACCOMPLISHMENTS
LIST OF ACCOMPLISHMENTS
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