Drama Teacher Learning Centre

Welcome to our Featured Play Spotlight. The Female Edison by Lindsay Price is an incredible ensemble piece with something for everyone!

Margaret E. Knight was a 19th century inventor with two big but forgotten stories.

At 12 years of age, while working at a textile factory, she invented a part to improve the safety of a power loom. How did she not only get mill management to listen to her idea but implement it?

As an adult, she invented a machine to mass-produce flat bottom paper bags. This invention was eventually stolen from her so she hired a lawyer to take the case to court. The defense was that “there is no way a woman could have invented this.” How did Margaret persist and secure her place in the annals of invention?

NOTE: There are also two independent one-act versions of the script available that can both be performed without any knowledge of the other: Patterns & Power: The Female Edison and Failure & Fortitude: The Female Edison.

Let's hear from the author!

1. Why did you write this play?

A lot of times I go down rabbit holes of research because of some observation that came across my world view. That's what happened which led me to Margaret E. Knight and her paper bag machine invention. There isn't a lot about her online, but everything I read made me excited to share her story theatrically.

2. Describe the theme in one or two sentences?

Failure and fortitude are the touchstones for every inventor, but even more so for 19th century female inventors.

3. What's the most important visual for you in this play?

I love seeing the 19th century machines come to life through actors. I knew, writing this for schools and student performers that any of the machines would have to be actor driven rather than actual set pieces. It took a long time in my research to figure out how to turn a power loom into three different action sets and how to turn Margaret's mass-produced paper bag machine into action. But I love the results.

4. If you could give one piece of advice for those producing the play, what would it be?

There's a lot of ensemble work in this play and a lot of moving pieces as actors enter and exit. The more you practice transitions the smoother the flow of the piece will be. Also, don't be put off by the number of traditional male roles. It is my intention that the majority of the roles are played by the actors who best suited for the role regardless of their gender.

5. Why is this play great for student performers?

It has everything! Some history, characters fighting and succeeding through great adversity - I mean, someone tried to steal Margaret's patent for the paper bag machine to the point that she had to go to court and get it back. In a time period when a married woman wasn't even allowed to put her own name on a patent, the fact that she won her case is remarkable. Further to that, there is so much ensemble opportunity in the play. You can really expand the cast size if you want.

6. Who is your favourite character in the play? OR Which character would you be in this play?

Margaret all the way! I love her story. She had everything against her: no schooling, no desire to be "normal" in an era that really required women to be and act in a certain way, and in court, the man who stole her patent said that "there was no way a woman could have understood such mechanical complexities" And yet she still persevered.

7. What is your favourite line in the play?

"I am not a cog in any machine."

When you’re starting out a new term, it’s always a priority to get to know your drama students, whether they’re new to you or returning for another class. We have lots of resources for fun ways to get to know your students, including active games and novelties, icebreaker questions, and bingo. These activities are great for discovering your students’ likes and dislikes, learning interesting facts about them, and gaining some insight into why they’re taking drama class.

You can also use questionnaires to get to know your students better. The advantage of using questionnaires in class is that they can be kept confidential, which means students can be a bit more forthcoming with their answers than when they’re working in a large group or with classmates they may not know very well. We have a questionnaire to find out about your students’ past theatrical experiences with drama and theatre, as well as a questionnaire to gauge your students’ previous theatrical knowledge.

It’s also helpful to know what kind of learners your students are. Some students are visual learners, who learn best by reading or watching examples. Some students are auditory learners, who learn best by listening to instructions. Some students are kinesthetic learners, who learn best by getting up and practicing the tasks right away. Some students may need additional support for their learning, such as more time to read the material, an aide or interpreter, or working with a peer. Some students thrive in a busy, active environment, while others work best when it’s quiet and calm. Some students hate group work, while others need at least one partner to keep them on task.

Some of this information may previously have been given to you, if your students already have an IEP (individualized education program) or similar identified learning accommodation. However, regardless of whether your students are neurotypical or neurodiverse, or whether they have a diagnosis or not, it is beneficial to you to know how you can best support your students in their learning journey. Even knowing what other classes your students have this semester is helpful information to have. You won’t be able to provide every single accommodation, but you might be able to make some adjustments so that you’re employing a wider variety of lesson delivery techniques, offering choices on how your students can learn and present the lesson material, or avoiding assigning a huge project that’s due the same week as their big chemistry lab or history test.

Some topics you might want to ask about in your learning style questionnaire include:

• Learning styles (auditory, kinesthetic, visual), if known
• Learning preferences (projects, worksheets, lectures, hands-on activities, etc.)
• Students’ tolerance for noise in the classroom
• Whether students work better individually, with a partner, in small groups, or in large groups
• Whether students prefer to do homework at home or complete it during class time (if available)
• Accommodations that students could benefit from
• What students wished their classmates or teacher knew about them
• Topic preferences (students might take drama but hate acting — are there options for them?)

You can format your questionnaire with circle answers, checkboxes, or short answer sections — whatever works. It’s nice to have a variety of types of questions to answer. Leave space for students to include additional notes or explanations, and reiterate to them that you will keep responses confidential. Check out our questionnaire template at the bottom of this article for a formatting example.

Be sure to thank your students for their time and honesty, as it will truly benefit everyone in the classroom (anonymously, of course). And as much as possible, apply their responses to your classroom and lessons! Your follow-through will demonstrate that you genuinely care and are listening. And when students have the resources in place to help them, they will be that much closer to success.

Additional Resources:

Giving Instructions for Different Learning Styles
The Inclusive Classroom: Drama Class for Students with Special Needs
Tips for Running a Relaxed Performance of Your Show
(this article gives ideas about making accommodations for various student needs)

September has arrived and it's time to hit the books - but with a twist! This month, we're showcasing a wonderful assortment of plays, all set within the hallowed halls of education.

It's time to build your September reading list! So grab a cup of tea, find your favourite reading spot, and cozy up with these fantastic perusal plays. Celebrate these plays on the stage or in the classroom!