Playwriting

Let’s talk about resistant students. They don’t want to be in your class, they don’t want to participate, they don’t want to do anything, except… write a play. Great! But is it? A resistant student who says they want to do something big like write a play may not understand all the steps involved. If they hate everything else in your class, you may come to find they hate writing too. So how do you deal with students who say they want to write a play but don’t want to put in the work? Start with small exercises that students complete individually, and repeat variations of them until they demonstrate they are ready to move on to something slightly bigger. Below are a few examples of such exercises. Free WritingFirst, have students get in the habit of putting words on the page with free writing exercises. Provide a positive topic (my favourite lunch, I loved this birthday present, my sports hero), set a timer for two minutes (or one minute, or 30 seconds), and tell them they must write the entire time. They don't have to worry about formatting or grammar or even writing sentences. It's all about putting words on the page. This is an essential exercise for student playwrights because so often beginning writers freeze up before they even begin. Free writing focuses on the act of writing rather than the content. Single-Sentence PlayAnother way to start small is the single-sentence play. Show students a picture and have them write down one sentence. Maybe it's something someone says, or it's something that is about to happen, or it's a comment on what's happening. Like free writing, this is a way for students to practice writing that is less involved than writing a whole play. Mini Response MonologueA third small playwriting exercise is the mini response monologue. Give students the first line, the character, and the situation. They must continue the thought of the first line and keep writing for half a page. Think about situations that will connect to your students. For example: CHARACTER: A teenager standing in a hospital gown. Give them a name! FIRST LINE: “Goodbye, I hope I never see you again!” SITUATION: The character is saying goodbye to one of their organs. What's the reason for it? Idea Sentence StartersFor this exercise, you’ll start by giving students a topic and having them free write on it for two minutes. Keep the topic in their wheelhouse: superheros, jealousy, expectations, grades, being judged. Again, it's all about the act of writing; they don't need to worry about grammar or formatting. Then give students four sentence starters. I like to use: • I wonder.... • What if.... • If only.... • Why does.... Tell students to complete the sentences using their source material. After they’ve finished writing, ask them to share one of their sentences. Finally, have students write a half-page response monologue using their sentence as the first line. Writing a SceneIf you feel students are ready to write a scene, again, keep it small. One page. Two characters. One location. (Students tend to write movies when they think they're writing plays, so it can be helpful to impose that location limitation.) You could even make it smaller: 10 lines, 5 for each character. And again, give students the first line: "I have something important to tell you!" It’s not doing the work for them, it’s opening the door to what comes next. Let them pick characters that they connect to. If you've reached this point successfully with your students, they’re well on their way to writing plays. But keep it gradual: One page becomes two. Start implementing proper play formatting. Always have them free write at the start of each class to get their brains in writing mode.

Stories about cherished toys and stuffed animals (plush toys, stuffies, cuddly toys, soft toys, etc.) are abundant: Winnie the Pooh, The Velveteen Rabbit, Paddington, Corduroy, Calvin and Hobbes, the Toy Story series, Knuffle Bunny, and more. Stuffies bring people joy, comfort, security, and calm. They also provide a common thread for us when we get older — who hasn’t shared a story about a special stuffed animal from their childhood? The following 20 prompts are all centred around cuddly toys. Students can base their writings on a toy that they owned/currently own, or invent a new cuddly character. These scenes and monologues can have any tone or mood, but must be either from the perspective of a stuffy or feature the stuffy as the main character. InstructionChoose one of the prompts. Write a monologue or scene (minimum length: one page) based on the prompt. 1. A very old stuffed animal that has been well loved. 2. A brand new stuffed animal. 3. A lone stuffed animal in a sea of different animals. For example, a stuffed pig who is a gift to a child who only has stuffed bunnies. 4. A lost stuffy. 5. A stuffy who is a prize waiting to be won from a game at a carnival. 6. A very small stuffy (pocket-sized, or one that could be clipped to a backpack). 7. A very large stuffy (one of those giants from the fair or an oversized Valentine’s Day stuffy). 8. A stuffy that needs/needed “surgery” (mending or patching). 9. A stuffy whose kid is all grown up. 10. A character sketch of a famous stuffed animal (Winnie the Pooh, Paddington, etc.). 11. A stuffy that is allergic to something (dust, lint, other stuffies, etc.). 12. A stuffy that feels lonely. 13. A stuffy that has been given away to someone else. 14. A stuffy that finds another stuffy that looks just like them. 15. The perspective of another toy (a fashion doll, action figure, toy vehicle, etc.) that wishes they were a stuffy or feels jealous of a stuffy. 16. A group of stuffies in a store. 17. A stuffy that is granted a wish. 18. A stuffy in the midst of a wash in the washing machine. 19. A stuffy that becomes famous. 20. A stuffy that is currently being cuddled.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?My life was changed when I discovered theatre in high school. I suddenly found my voice, and I still feel that excitement every time I see one of my plays performed by students. So long as I can inspire confidence in teenagers through my plays, I will continue to write for them. How do you balance education and fun in your scripts?I prioritize charactarization in all of my plays and try to mix as many different personities together as possible. If people learn something while watching my plays, I am grateful. If they have fun, I am eccstatic. Can you share a memorable experience or feedback from a student performance that left an impact on you?I saw a production of Fidget and was delighted by the performance. However, I was even more moved when I looked toward the audience. They were all kindergarten to grade 5 kids, smiling ear to ear. They were so engaged in the play, laughing and giggling and participating, that it reminded me why I do what I do. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Give students the opportunity to read as many plays as possible. Access to play scripts allows students the opportunity to discover for themselves what they are capable of, and interested in, performing. What is your favourite play you've written so far?The play that sticks out as a favourite is Split. The characters are all unique and their stories are told in a purely theatrical way that allows a great deal of creative freedom for actors and directors. Anything else you'd like students and/or directors to know about you as a playwright?I never wait for the next great idea. Instead, I take the first idea that pops in my head and try to make it a great one.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I was working as a counselor at a theater summer camp. We needed more scripts with humor and depth that showcased the talents of all of our campers. Can you share a bit about your creative process when developing plays that resonate with students?I fell in love with theater through acting, so my approach to writing a script was to create a story I would care about as an actor, and to develop characters that would be super fun for young performers to bring to life on stage. One of the biggest struggles I remember facing as a kid was wanting desperately to fit in, while trying to decide how much I was willing to change myself to do so. I see kids today wrestling with this same dilemma. So my plays explore this tension between who someone is on the inside, and how they are seen by those around them. My misfit superheroes are a prime example of this. At the same time, middle and high school kids are some of the goofiest, most creative people you will meet. I wanted to give the cast and crew a chance to laugh together and show off their silly side by injecting plenty of humor and freedom into the script, too. So, for example, I gave my superheroes bizarre powers that landed them in plenty of ridiculous situations. Are there any challenges you face when writing for student performers, and how do you overcome them?The biggest challenge I face writing for student performers is how quickly their slang goes out of fashion. Kids are eager to use the newest trendy phrases, but then they are passé in a year (or less!). In order to make the characters sound like real, authentic kids I tried to write using their slang, but now I read over scenes from years ago and that language has become dated. To try to fix this I am super flexible with directors and actors changing my scripts to fit their needs, so I am hoping today’s actors update the lines to reflect the way they speak now. For example, in several scenes I leaned hard into the hashtag trend. Adults still think that’s funny, but kids moved on from that years ago. What themes or messages do you aim to convey through your plays?One theme that resonates throughout my plays is that you shouldn’t judge someone until you get to know them. We can be quick to make snap judgments about the people around us, but if we take the time to get to know their stories we may see them in a whole different light. Another theme that threads through my work is to stand up for what is right, and to help those who struggle to stand up for themselves. Gertie Greene, one of my main characters, is seen as a bully by the whole school. But eventually we learn that she earned that reputation by defending students who were too scared to stand up for themselves. How do you balance education and fun in your scripts?Kids learn by doing. So my scripts keep them busy. Nearly everyone is on stage for most of the show, listening and reacting to the experiences of the other characters. I swing back and forth between humor and teachable moments often during my shows. Laughter opens us up to learning, and we are much more receptive to tender or earnest moments if we’ve laughed together first. Can you share a memorable experience or feedback from a student performance that left an impact on you?I had the privilege of seeing a performance of The Redemption of Gertie Greene that moved me to tears. At the end of the show, the cast and crew came onstage with posters on which they had written cruel words that had been said to them, that they had heard, or even that they had said to someone else. Several students read a statement they had prepared about choosing to use our words to help and heal rather than hurt those around us, and then they all turned their posters over. On the other side were words of kindness, support and encouragement. It was beautiful! The students came up with this idea themselves. It was poignant to see them take the essence of the play from the stage into their own lives. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?I think one important thing for directors to keep in mind is that kids are astonishingly profound one minute and complete goofballs the next. A show that blends the two will bring out the best in your performers. Also, every actor in the cast deserves a chance to shine. Everyone needs a character they can connect to and make their own. And if your crew believes in the story, too, they will go above and beyond to make it amazing. What is your favourite play you've written so far?The Redemption of Gertie Greene will always hold a special place in my heart. Her transformation from outcast to celebrated classmate moves me every time. Anything else you'd like students and/or directors to know about you as a playwright?First, I want to give credit to my original campers who performed these shows before they were published. They breathed life into my scripts and improved them immensely! Many of the best one-liners and the most ingenious ideas came from them. Second, my goal is to facilitate a fun and meaningful experience for your cast, crew and audience. Having worked at a theater camp I know that flexibility is key. If you need to change names, genders, lines, etc. to better reflect your own actors’ experiences, or make cuts for time I am very open to that. As long as your changes are in line with the spirit of the script, you can adapt what you need so the show fits your team.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?When I wrote my first play, I was a high school student! I really just wanted to write a fun play that I could be in with my friends. Can you share a bit about your creative process when developing plays that resonate with students?I enjoy writing characters, so I usually have a character in mind first, and then I go from there. Are there any challenges you face when writing for student performers, and how do you overcome them?Sometimes I struggle with plotting and structure. I read the book Save The Cat! Writes a Novel by Jessica Brody, and that helped me a lot. What themes or messages do you aim to convey through your plays?I'm interested in themes that explore perception, decision making, misunderstanding, and the environment. How do you balance education and fun in your scripts?I usually try to write plays that are fun for actors. Sometimes that means it's a fun script, and sometimes it means it's thought-provoking. Can you share a memorable experience or feedback from a student performance that left an impact on you?I once got the chance to meet a group of students doing Magic Fairy in the Microwave on Zoom. They were so excited about the play, and they had a great, encouraging drama teacher. They loved all the "fight scenes". I was pleased that the play could bring them so much joy. What is your favourite play you've written so far?I think I like Magic Fairy in the Microwave the best because it's so weird, and a little dark. I've always liked plays that are surprising. Anything else you'd like students and/or directors to know about you as a playwright?When I write, I drink way too much tea, and I chew way too much gum. Someone please break me of this habit.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I teach high school theatre, and I found that they enjoyed the spooky, the fantastical, the whimsical -- all the things I enjoy writing about. Can you share a bit about your creative process when developing plays that resonate with students?I pay attention to what amuses them, what kind of material they enjoy playing, so I build off that. Sometimes I'll ask them what they think of an idea or I have or if they're interested in a particular project. Are there any challenges you face when writing for student performers, and how do you overcome them?Usually it's words or references they don't recognize. Sometimes I simply cut the confusing word or offeding phrases. What themes or messages do you aim to convey through your plays?Good triumphs over evil; kindness prevails. Love is love. How do you balance education and fun in your scripts?Most of my plays are adapations of classic literature, so the educational aspects are pretty much built in. Can you share a memorable experience or feedback from a student performance that left an impact on you?While working on the adaptation of Little Women that became Finding Jo March, I relied heavily on dramaturgical advice from the lead, Elio House, who was themselves a non-binary person. Their input was invaluable to me while crafting the character of Jo. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Trust your students. They're savvier than you might expect. What is your favourite play you've written so far?Dracula! Dracula is my evil bebe. Anything else you'd like students and/or directors to know about you as a playwright?I have a great time when writing (I'm a helpless addict); I'm excellent with time management, thank god, because I teach and direct and have a social life and still manage to maintain my writing routine. Feel free to reach out to me - I'd love to hear from you!

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I began writing in high school and wrote about my own experiences. I wrote dialogue between family members telling stories of family funny moments. But it wasn’t until I became a teacher that I wanted to write to include my student’s perspectives. Can you share a bit about your creative process when developing plays that resonate with students?I tend to write relationships … dialogue between friends, siblings (particularly sisters) and then I develop monologues to complete the thoughts of my characters about their important people. Are there any challenges you face when writing for student performers, and how do you overcome them?As I get older, I check with my students a lot more about tone of voice and turn of phrase. Not that I recommend trendy sayings - as language trends change quickly and become dated. What themes or messages do you aim to convey through your plays?Connection. The power of Art. Sharing your important stories with your important people. How do you balance education and fun in your scripts?I tend to use humour to get comfortable and then add in education. As one of my favourite directors Mark Wilson used to say, “open their mouths with laughter and then pour the truth down.” Can you share a memorable experience or feedback from a student performance that left an impact on you?I’m proud of young directors and actors who take on challenging work bravely. There have been controversial moments around my work (2SLGBTQ content) in some places in the world. Students who share my work Anonymous bravely despite those people who are uncomfortable make me terrifically proud. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Theatrefolk’s catalogue allows students to explore. What is your favourite play you've written so far?I’m currently producing a new play that excites me. It’s about sisters, a neurodivergent artist who needs to connect through art. Themes that are similar, but more urgent (and dramatic) than my Anonymous.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I needed plays for my students! Specifically plays heavy in female roles. Can you share a bit about your creative process when developing plays that resonate with students?I don’t think that much when I write, to be honest. However, I have many half written plays that probably wouldn’t resonate, which is why they’re half written. Are there any challenges you face when writing for student performers, and how do you overcome them?Sometimes my writing is too “old”. Usually that’s spending to work through in revisions. What themes or messages do you aim to convey through your plays?Though I think themes sneak through, I never intentionally write that way. I think I did once, and three weeks result was awful. How do you balance education and fun in your scripts?I was just going for fun. Don’t think I ever thought about education. Can you share a memorable experience or feedback from a student performance that left an impact on you?I once attended a performance of Hamlet, Zombie Killer of Denmark in Fayetteville, Arkansas. I traveled eight hours to go see it, and when I got there the kids in the show treated me like a rock star. During the performance everyone looked at me everyone’s something funny happened. It was surreal but cool to see my work so appreciated. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?It’s hard! Unless you direct a program with tons of students, there are only so many plays out there that will fit the group you have. My best success has been contacting my favorite playwrights and asking them for advice. They’ve always been responsive and giving me good ideas. What is your favourite play you've written so far?Definitely Hamlet, Zombie Killer of Denmark. It was so fun to write. Writing in iambic pentameter was a cool challenge. The Gravedigger scene, I think, is my most favorite thing I’ve ever written. And the play has been produced all over the world-even at a restored Shakespearean theatre in England! Doesn’t get much better than that. Anything else you'd like students and/or directors to know about you as a playwright?I love it when directors and student contact me about my plays. And if you are within a few hundred miles of me, I might show you to your performance of my plays!

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I'm the longtime scriptwriter for Living Voices, an educational theatre company that tours all across North America with 12 different shows about history and social justice. Four million high school and middle school students have seen my work! It was a natural next step to write plays for those students to perform themselves. Can you share a bit about your creative process when developing plays that resonate with students?As much as possible, I involve young people in the creative process: through development workshops, feedback, and using youth voices. My most recent youth theatre play, The State of the Students, was created in collaboration with 143 young people who replied to a questionnaire I posted online. The play is comprised entirely of their words. What themes or messages do you aim to convey through your plays?I'm interested in themes and issues of social justice, gender, race, identity, and how young people are experiencing our world today. How do you balance education and fun in your scripts?Humor is key! Even when a play deals with serious subjects, there need to be moments of laughter. Can you share a memorable experience or feedback from a student performance that left an impact on you?"I never knew that other people thought or felt the way I did, until I read this play." Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?New plays! Don't keep doing the same old chestnuts or the same five plays that every other theater department is doing. There are so many great playwrights out there writing new plays for young performers. And get your students involved in the play selection process. Anything else you'd like students and/or directors to know about you as a playwright?I love customizing a script for a specific cast or community. I'm always open to making adjustments, so feel free to ask. And I love seeing your production photos when you share them! You can see all of my other work here.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?As both a Shakespeare nerd and a public school drama director, I wanted shorter scripts for my students to work on so that they could still have the powerful learning experience acting Shakespeare gives, without having to add weeks of rehearsal time to handle all the skill-building necessary for digging into the text. We used the one-hour scripts for production, touring shows, and classroom projects. Can you share a bit about your creative process when developing plays that resonate with students? The scripts I have with Theatrefolk are all Shakespeare adaptations, but I have found that they resonate powerfully with kids. Once students realize that the characters are dealing with questions of love and relationships, identity, bullying, guilt, and the struggle to understand yourself, they are engaged and excited. And they gain confidence and clarity while working with complex and detailed text. They always ask for more! Are there any challenges you face when writing for student performers, and how do you overcome them?Most of my writing for student performers, if not Shakespeare, has been in doing devised theatre - over 20 pieces in 15 years, including one-act plays that have won state festivals and even a full-length play commissioned by an international organization (about the first use of ether as a surgical anesthetic). The key is listening to the students. They come with ideas, they come with insights. And they are brilliant at sniffing out what’s fake and what’s real! What themes or messages do you aim to convey through your plays?Most of my writing as a playwright are about the intersection of the political with the personal or, looked at another way, how the world outside us challenges us and affects our emotional life. How do you balance education and fun in your scripts?When I write, I always want there to be a theme, or language, or an idea that comes through for actors and audience, so that everybody thinks and feels and learns, in addition to enjoying the piece. Can you share a memorable experience or feedback from a student performance that left an impact on you?I was working with a ninth-grade actor in rehearsal for Much Ado About Nothing. He was playing Claudio, and he was very tough to inspire. Rehearsing an early scene in the play, he wasn't showing much and I asked, "What do you think is going on for Claudio in this scene?" "Oh," he said, "he's just chillin'." I had to explain that all the scenes where Claudio is "just chillin'" were cut by Shakespeare, since they were all boring. A couple of weeks later, while we were rehearsing the big moment of conflict between his character, Benedick, and Don Pedro, the actors started to click and the scene started to catch fire. The student broke character, turned to me, and asked, “Is ALL of Shakespeare like this?” I said it was. He said, “I could do this forever!” In twelfth grade, he won the Boston Shakespeare Competition (performing a monologue and a sonnet) and, at nationals at Lincoln Center, placed second in the country. Shakespeare reaches kids and inspires! Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?I'm quoting Bertolt Brecht, I think, but for children, only the highest themes are high enough What is your favourite play you've written so far?Queen of Sad Mischance - a three-character play (and not appropriate for students) that is very close to my heart! Anything else you'd like students and/or directors to know about you as a playwright?The last principal I worked for once addressed a group of eight schools gathered in our auditorium for a day-long drama festival saying, "You change the culture of your school just by doing what you do." I think it's true in big ways and in small - that schools become better places because of the work (and play) that happens in theatre programs.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I taught high school theatre for 25 years and realized drama students needed more quality material. Can you share a bit about your creative process when developing plays that resonate with students?I put myself back in time, remembering the struggles I had in high school. From there, the characters emerge, and I "hear" their voices, and they create the story. Are there any challenges you face when writing for student performers, and how do you overcome them?My main challenge is disciplining myself to sit down and write. When a story starts working itself through my imagination, I feel the need to tell it. Then, I can sit down and write. What themes or messages do you aim to convey through your plays?I like to combine humor with poignancy. Finding one's way as a young person certainly has both its funny moments and its tender moments. Writing to include both laughter and tears, rings true to me. How do you balance education and fun in your scripts?In Prom Night, I incorporated some references to a Greek myth as well as a touch of history. The play is set after 9/11, and Dillon is going to join the military. Can you share a memorable experience or feedback from a student performance that left an impact on you?The first readings of Prom Night at Shiloh High School in Georgia were met with lots of excitement and enthusiasm from the students. They helped me shape the script into its final form. I was thrilled with the original cast members who brought Imena, Dillon, and Grace to life for the first time. It was thrilling! Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?I would say that it is important to seek quality dialogue and stories. There are lots of scripts out there that really aren't engaging. If you do farce, find a good one. If you do a social message, find a script that is truthful and enriching. What is your favourite play you've written so far?Prom Night is my favorite play for young people. I have written quite a few plays for adult actors as well. Anything else you'd like students and/or directors to know about you as a playwright?It is never too late to start writing. For most of my theatre career, I was extremely busy with teaching, acting, directing, and running a high school theatre department. My opportunity to write came after I retired. If you have the time, don't wait.

It’s fascinating how many people can observe the same moment and have wildly different experiences, thoughts, opinions, and memories about what happened. In this exercise, students will write four different monologues featuring four different characters all talking about the same moment, but from their unique perspectives. Students will create a brief scenario featuring two characters getting into a short disagreement. Start by describing the scenario as simply as possible, boiling it down to the main points. For example: “Sundeep had an ice cream cone. Mary took Sundeep’s ice cream and dropped it on the ground. Sundeep cried. Mary ran away.” Select four different characters to write monologues for. Take a piece of paper and fold it into quarters. Open the paper and write each character’s name and relationship to the people involved in the disagreement in one of the quarters. Here are some ideas for characters who might be involved: • First character • Second character • First character’s friend • Second character’s friend • A character’s significant other (or ex) • Bystander • School gossip • Secondhand news from an authority figure (principal, parent, boss, etc.) • A newspaper or social media story Using the example above, one student may choose to write from the perspectives of Sundeep, Mary, Mary’s best friend Tate, and their classmate Jacqueline, who watched the event happen. Another student might choose to write from the perspectives of Sundeep and Mary’s teacher Ms. Dieter, a student named Chris who happened to be walking nearby, Sundeep’s baseball teammate Michael, and Sundeep’s sister Priya. On each quarter of the paper under the character’s name, write down some notes about the person and their thoughts and reactions to the incident, as well as any relevant details. Some things students should consider when they’re writing include: • Did the character experience the scenario firsthand, observe it, or hear about it from someone else? How much information do they know? • How does the character feel about the incident? How do they feel about the people involved? • What was the character doing during the incident? What are they doing as they speak their monologue? • Who is the character talking to? Are they talking to someone else, or are they expressing their thoughts to themselves? Or, is the monologue being presented through the lens of writing or social media (a letter, blog post, video blog, social media post)? • When does the monologue take place in relation to the incident? Is it in the moment, after the fact? How much later — the same day, weeks later, years later? • What are the character’s biases or alliances? A character’s best friend, significant other, or parent would likely be more invested in the situation than a random bystander or someone reading a news article aloud. • Each character should have a unique voice; it shouldn’t sound like the same person is speaking in each monologue. Consider things like tone, word choice, use of contractions/slang, and emotional arc. Once students have mapped out their plans and details, they can write their monologues. Each monologue should be approximately half a page at minimum. Allow time for students to exchange monologues with a partner and read them aloud, then make revisions as necessary. Hearing a monologue spoken aloud can help students to hear if it flows well, if something is missing, or if something sounds weird, unnatural, or out of character. Once students have completed their writing, they will submit all four monologues, plus their planning work, for evaluation.

Taylor Swift famously described categorizing her songs as having "fountain pen," "quill pen," or "glitter gel pen" lyrics, referring to how the songs were written and the feelings they were meant to evoke. According to Taylor, fountain pen songs are modern, emotional, and deeply personal. Quill pen songs are old-fashioned-sounding, historical, and finely detailed. Glitter gel pen songs are upbeat, light, and youthful. Her songs are always written and performed in her unique voice, but the tone, structure, and artistic approach are different. It makes for an interesting writing challenge, but also creates a sense of variety and fun from song to song. Let's take that concept and apply it to writing a scene for performance. In this exercise, students will come up with a premise featuring one or two characters, to be the basis of a short scene or monologue. The scene or monologue will be between half a page to one page in length. Students will write the scene three different ways, using Taylor’s three song categories as the basis for tone, style, and word choice. Start by coming up with a premise for the scene. Some ideas might be: • Someone preparing a favourite meal • Someone cleaning their room and finding a long-lost item • A parent and child going shopping for a particular item • A baseball player about to go up to bat • Someone sharing a secret with a friend Create a brief outline for the scene, decide on the name(s) of the character(s), and note any pertinent personality traits or necessary details. The outline can be as simple as “Susan (parent) and Demi (child, age 13) need to get a new pair of pants for Demi.” Then, students will write the scene three different ways: fountain pen style, quill pen style, and glitter gel pen style. As a reminder: fountain pen songs are modern, emotional, and personal; quill pen songs are old fashioned, historical, and detailed; and glitter gel pen songs are upbeat, light, and youthful. So for example, in the scene about the clothing store, in a fountain pen scene, Susan and Demi might disagree about what pants to get, and Demi has a monologue about how their parent doesn’t understand how the pants they want to wear represent their personality and how they’re viewed in the world. In the quill pen scene, Susan and Demi might have to purchase the materials and notions and sew the pants themselves, and have deep conversations while they work together to make the pants for Demi. In the glitter gel pen scene, Demi might break into song about all the different pants and how surprised they are to discover that they’re actually having fun with Susan, trying on the pants. In all three scenes, Demi is getting a pair of pants, but each scene is totally different in tone and structure. Now you may have students saying, “Three different ways? I can barely write a scene one way!” Not to worry, we have lots of ways to help students figure out how to approach the different styles of writing. Have students consider the following when they’re planning their writing: • Perspective: Think of writing from the perspective of an adult, an elderly person, or a child. • Time period: Write from the time of the present, the past, or the future. • Slang words or phrases: How would words like rizz, groovy, awesome, balderdash, or forsooth affect the scene? • Cultural references: Do the characters communicate using telephones, letters, or social media? Are they fans of lute music, The Who, or robo-trance music of the year 2347? • Amount of words used: “Why yes, of course mother” has a much different tone than “Yeah ma,” as does “Alas, I wish to possess that item” versus “I want that.” • Contractions: “Do not” versus “don't” sounds very different. • Types of words used: Think about simple words and phrasing versus complex language, and who is using the words. For example, a five year old wouldn't likely use the word "conversely" when they’re talking. • Amount of details you include, and which details. • Style of scene: dramatic, comedic, historical, musical… Once students have completed their writing, have them read their scenes aloud to a partner or small group (or have other group members read the scenes aloud to them). Listen for things like consistent details, tone differences, anachronisms, and whether or not the scenes flow well. If any edits or revisions are needed, students should make those changes, then submit their three scenes to the teacher. Alternate Exercise: If students are overwhelmed by the thought of writing one story three different ways, have them work in groups of three. The groups will come up with one scene premise, and each student in the group will write the scene in one of the three styles (fountain pen, quill pen, or glitter gel pen style). Groups must ensure that the details of all the scenes are consistent between group members; only the style of writing will change. Groups will submit all three scenes together as a package.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?My school had no drama program (therefore no budget). So I dedided I'd take matters into my own pen. Can you share a bit about your creative process when developing plays that resonate with students?I watch many plays with my students. I observe what they react to, and I get their opinions. Being the playwright, we can revise it in rehearsals; I've made pretty big changes based on student ideas! Are there any challenges you face when writing for student performers, and how do you overcome them?They are more talented and capable that many might assume! Being students, they're used to learning & growing and take direction well - better than some adults. What themes or messages do you aim to convey through your plays?I think a common theme in my plays is how misunderstandings are the root of most problems. I also love characters who rise above expectations. Students are pretty wary of 'after-school special' type messaging - "that's so cringe!" It works better to suck them in with a good story and/or humour first. How do you balance education and fun in your scripts?Ensembles are a great point of entry where students can judge what they're ready to take on. I try to create fairly obvious character traits so students get the idea that "this is the character, not me." Otherwise that can be a big hang-up for younger performers. Can you share a memorable experience or feedback from a student performance that left an impact on you?My absolute favourite thing is to see a shy wallflower come out of their shell - not only on stage, but also in life. I've seen theatre make a big difference in kids' confidence and social skills. One girl in my class never said anything above a mumble, but after her role shredding air-guitar and whipping her hair around, she was a different kid. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Ask the students! Read through with a group and they'll tell you what works. What is your favourite play you've written so far?I like certain scenes from different plays - sometimes ones that probably wouldn't be audience favourites, but they resonate with me for one reason or another. Overall, A Lighter Shade of Noir has made the biggest impact in my life; I love seeing performances of it from around the world. Anything else you'd like students and/or directors to know about you as a playwright?I'm just a humble grade 8 teacher without any real drama education. If I can do it, so can you!

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?When I started writing nearly 30 years ago, I saw a need in the youth market for plays that were relatable to teens. I wanted to make plays that they could identify with. Can you share a bit about your creative process when developing plays that resonate with students?I am a teacher and director at a local high school, so I'm surrounded by kids all the time. When I write a new script, the students help me a lot with shaping it and making it more "teen" friendly. Are there any challenges you face when writing for student performers, and how do you overcome them?A big challenge is just keeping up on what's cool and what's not. What slang phrases are being used? What stands the test of time and what is just the flavor of the month? The students keep me in check : ) What themes or messages do you aim to convey through your plays?It's okay to be different. Technology is evil. All we need is love. How do you balance education and fun in your scripts?It can be a fine line sometimes, but I always want to have fun first. The education comes sometimes when students have to research or find meaning behind the text. Can you share a memorable experience or feedback from a student performance that left an impact on you?I've had quite a few actually. The latest one was during my performance of who are we, who we are when showing it to our student body. I swear you could have heard a pin drop in the theatre, they were so invested in watching the show. After the show, several students went to see our guidance counselor to seek help with their anxiety and depression. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Theatrefolk is a great resource. Start there. What is your favourite play you've written so far?A Deep Poetic Journey Into Something Anything else you'd like students and/or directors to know about you as a playwright?I love to hear feedback on shows and see pictures. Don't be afraid to contact me and send pictures. I'd love to post them on my social media platforms.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I taught playwriting to middle through high school students for many years at an arts magnet school and with several theatre companies. I also wrote plays on topics of science and biodiversity that toured to K-12 students throughout western Pennsylvania. I've spent a lot of time with this age group. They have their own stories to tell and their own particular interests. I like working with them. Can you share a bit about your creative process when developing plays that resonate with students?For me, an idea has to resonate within myself first. If it's not important to me, how can it be important to anyone else, no matter their age? I also write fiction, so when an idea comes to me for any story, it generally comes with a sense of who the audience is and the genre -- those are both essential parts of any story. Then, I have to do the work to shape it accordingly. Writing for a younger audience means I have to be a partner with them and be able to go along for the ride in the same way they will, understanding their concerns, language, environments, influences, etc. And, I have to say, it's still very easy for me to feel like a kid. Are there any challenges you face when writing for student performers, and how do you overcome them?I always have to be careful about the complexity of my language. I love Shakespeare, I love Dickens, I studied Latin for five years. I can tolerate a level of complexity that a younger person may struggle with. BUT I also want to be playful with language even when working towards crafting dialogue that rings true. What themes or messages do you aim to convey through your plays?I have the goal for everything that I write these days for it to instill the importance of caring and community. No matter if comedy, drama, parody, realism, historical, contemporary -- it all comes down to what we're making of this world and hoping that that is a caring community for one and all. How do you balance education and fun in your scripts?For me, education is fun! Can you share a memorable experience or feedback from a student performance that left an impact on you?I have SOOOO many from our annual one-act festival of student-written plays and student performances (mentioned below). One that stands out is a play about a young teen coming out to his parents as gay. We produced that play at our middle school and the student audience was, at first, a bit tentative and uncomfortable with the situation. But by the end, they really cared for and understood the character, and were rooting for him. You could feel the wave of emotion running through the theatre. It was amazing. A very powerful experience for us all. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?As a middle-school creative writing teacher for many years, I struggled finding age appropriate plays! That's probably why I wrote some. I think you have to like the play yourself before you can teach or direct it, so I just had to explore. I started a play-reading group where we'd read a play out loud in a group. That was a fun way to get to know more plays. My students also wrote their own plays and they wrote some pretty darn good ones. We had an annual one-act festival where we produced some plays along with scene work from each student. That was thrilling. What is your favourite play you've written so far?I've had a lot of plays produced, but only one play published so far: Upon a Sea of Dreams: A Journey on the Titanic, which I wrote for my students and which is very near to my heart. My favorite produced but unpublished play is a little ditty called "Lucky Day." It's set in a world where every single life activity is accompanied by the chance to win a billion dollars. Silly but prescient. Anything else you'd like students and/or directors to know about you as a playwright?I don't think I could have been a playwright without having first been an actor, costumer, prop mistress, stage manage, director, usher -- all those things that gave me the language of theatre. Thank goodness for the opportunities I had as a shy kid to get to work on plays.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I started writing plays for my own middle school drama students, taking their personalities and interests into account to create plays they were excited to see on stage. Can you share a bit about your creative process when developing plays that resonate with students?A lot of my plays were initially written for specific students. We'd improvise scenarios and brainstorm ideas together, then I'd take the best characters and moments from those sessions and develop them further. The students would be super excited when we'd hit on something fun during a drama club meeting, leading one of us, or all of us to chime in, "That's going in the play!" Are there any challenges you face when writing for student performers, and how do you overcome them?When I started writing for teens, I was a lot closer in age to them. As I have gotten older, they’ve stayed the same age, and I find it a bit harder to capture their voices as genuinely as I once did. A trick I’ve adopted on occasions is to a set play in the past where knew the language style or set it in the future where I can take conversations in new and creative directions. What themes or messages do you aim to convey through your plays?My scripts are mostly comedies with a bit of romance mixed in. I like to create plays where students can find the fun in exploring characters similar to themselves where audiences can see good choices and a good sense of humor rewarded with happy endings and those with ill intents getting their just desserts. Can you share a memorable experience or feedback from a student performance that left an impact on you?As a teacher and an active member of the theatre community, I’ve run into many students who were in my plays 20-plus years ago. It’s fun to hear memories of the shows, lines they still recall, and stories of how those early roles inspired them to continue pursuing the arts. I’ve even had students who became teachers and directed their students the same plays they once performed with me. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?My best advice is to get to know your students as well as you can. When you have genuine affection for the personalities and quirks of the kids you teach, it is much easier to find that special play that will let them shine. Find a script you really love, too. Students are intuitive, and if they sense your love for a project, they are more likely to give their hearts and souls to bring it to life. Plus, it’s a heck of a lot more fun. What is your favourite play you've written so far?I have a dozen published teen one acts and over 50 short plays, but Epic Adventures in a Rinky-Dink Art Museum ranks among my favorites. It has some of my most beloved characters, and just the right blend of mystery, romance, and comedy to keep the actors and audiences engaged and entertained. Anything else you'd like students and/or directors to know about you as a playwright?I became a teacher to guarantee an audience 5 days a week, but there is no greater joy than hearing a theatre full of students laughing and applauding for their friends in the spotlight. I’m humbled and honored that performers in 21 countries and all 50 States have brought my plays to life. I look forward to creating new scripts and new opportunities for students to shine.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?When I was hired to be the Executive/Artistic Director of the Fort Wayne Youtheatre I had an opportunity and a platform to create shows for our youth and to write plays that addressed their needs and interests. It's been great to create plays for our young artists with this in mind. Can you share a bit about your creative process when developing plays that resonate with students?I have a strong background in Commedia Dell Arte, so one of the first places I start is identifying character in the plays I'm creating. I think actors of any age respond to character and want to play strong, clear characters. Are there any challenges you face when writing for student performers, and how do you overcome them?Because I have been doing adaptations of classic novels I have to start by identifying what themes in the novel will resonate with young artists and young audiences in addition to writing strong characters. In Treasure Isalnd it was about overcoming fear. In Wind in the Willows it was about loyalty. Having a strong foundation of "Why tell this story" helps in the writing How do you balance education and fun in your scripts?Again, it comes back to character. Making the characters needs and tactics clear, understandable and fun to play. In the case of The Wind in the Willows I wanted to give the actors a chance to play these funny characters who used all kinds of tactics to get what they wanted. Toad is such a spoiled, manipulative brat. Its fun to play a character like that. It helps the actors become stronger at their craft to be able to understand and play all the tactics needed to bring a character like that to life. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Find the thing that will hook your actors and engage them. It doesnt matter if it is the subject matter, or playing character, or a play that has stage combat, just find the thing that will hook your students. That hook will ensure they work hard and be excited for every rehearsal. What is your favourite play you've written so far?The Wind in the Willows. I got to flex my Commedia training in creating the characters in that play. Anything else you'd like students and/or directors to know about you as a playwright?I am a produce of all my failures. Don't be afraid to fail at something. The lessons you learn from failing ultimately make you stronger.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?I believe Theatre is such a wonderful way for young people to explore issues and the world around them. I wanted to write work that they would enjoy performing and might challenge the way they see the world. Can you share a bit about your creative process when developing plays that resonate with students?Sometimes one of my students will say something that will inspire me (giving me a line for a play). Sometimes it is seeing what is happening in the world, or seeing what challenges students are facing in the high school I work in. Are there any challenges you face when writing for student performers, and how do you overcome them?I want to make sure the language I use reflects young people, but is not stereotypical. I want to make sure the character voice sounds authentic. To overcome this, I will ask students to read my work and give me feedback. I have really appreciated their thoughts in the process. What themes or messages do you aim to convey through your plays?It depends on the play, but I am hoping to leave casts, crews, and audiences with a sense of hope. How do you balance education and fun in your scripts?I want to make my work accessible - that it doesn't require a lot of sets, props, lighting, etc, to tell the story. Can you share a memorable experience or feedback from a student performance that left an impact on you?A student director shared that Gone from Same Room Different Story had a impact on them. They appreciated telling a story with complex emotions. They really liked that "what happened to him" was not what the story was about, but how the friend group dealt with their loss. Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?If you find a play that you like, have a read through and get feedback from your students to see how they feel about it. Are they comfortable with the content? Next ensure that your administration and parents are on board. What is your favourite play you've written so far?Too hard to choose. I love Homework and Gone from Same Room Different Story, but Virtual Platform has a special place in my heart for the creative process it went through. It was written during a lockdown during the pandemic. Anything else you'd like students and/or directors to know about you as a playwright?I am a Drama Teacher.

Welcome to "Playwright Spotlight" — your exclusive backstage pass to the creative minds crafting the incredible plays featured in our Theatrefolk catalogue. Discover the magic, quirks, and genius of the playwrights who help bring the stage to life. Let's meet one of these exceptional playwrights who offers the chance for your student performers to shine in their spotlight. What inspired you to start writing plays specifically for high school & middle school students?Running a drama club at the schools I work at. Can you share a bit about your creative process when developing plays that resonate with students?I like to use humor a lot in my writing. So often a funny thought will occur to me and I will sometimes just think about how I could turn that one thought into a whole story. Are there any challenges you face when writing for student performers, and how do you overcome them?Knowing that drama clubs and classes can vary widely in size between schools, I find one of the big challenges is to write a play that can be scaled both up or down depending on the group preforming. What themes or messages do you aim to convey through your plays?Humor, creativity, individuality How do you balance education and fun in your scripts?All of my scripts to date have been based on some historical event or literary source, so they could be used to help teach about those things if a teacher wants to. Can you share a memorable experience or feedback from a student performance that left an impact on you?One of my plays involves a zombie apocalypse, and the students went to a Halloween store and bought me a severed zombie arm and all signed it. It was a great gift! Any advice for teachers or directors looking to choose engaging and age-appropriate plays for their student performers?Know your students well. It will help you to pick themes and plays that they can relate to and appreciate. What is your favourite play you've written so far?The Tragicomedy of Julia Caesar. Anything else you'd like students and/or directors to know about you as a playwright?I’m always willing to discuss my plays and help with staging ideas for any teachers or groups out there that want to reach out to me.