The Miracle Worker
The Miracle Worker depicts the themes of discipline, learning, growth, family respect and communication, and hope. Helen Keller, a young southern blind and deaf girl becomes aware of language, love, and obedience, which changes not only her future but the lives of everyone else connected to her, especially her family. Annie Sullivan, her slum-bred, half-blind teacher dedicates herself to releasing Helen from the prison of silence and unknowing. Students can be encouraged to select a project as a team and present their discoveries to the class or to choose themes individually and respond in written or other form.
• Dear Educator
• Program Information
• About the Production
• Historic Issues
• Asylums, Blind-Deaf Schools
• Discipline & Obedience
• Manners & Customs
• Motivation & Self-Understanding
• Dedication to a Cause
• Tactile Learning & Sign Language
• Language & Communication
• Places of Learning & Change
• Family Systems & Outsiders
• Pity versus Love
• Fingerspelling Chart
• Teacher Evaluation Form
Thank you for your interest. It is our pleasure to make this event available to you.
The Unitarian Universalist
Social Concerns Committee
& The Great Midwestern
Educational Theatre Company
Copyright 2005, Karen Buechele for GMETC
Thank you for your interest in The Miracle Worker, a special project of the Great Midwestern Educational Theatre Company (GMETC). We are looking forward to your upcoming visit to our performance.
This Study Guide includes a variety of activities and discussion questions that focus on themes of social concern in the play. The activities and questions are aimed at students from the 6-12th grades. Please look the activities over carefully and select the items that you feel are most appropriate for your students’ developmental levels.
Getting Ready to See the Play
1. Take time before the performance to share a synopsis of the story with your class. Knowing what the show is about helps to avoid confusion.
2. Discuss with your students some of the differences between their roles as a television or film audience (passive) and a theatre audience (active).
3. Let your students know that as a theatre audience member they are responsible for the following:
a. Being quiet – If it’s noisy, the actors can’t do their jobs. b. Showing self-control – If students are squirming in their seats, they are disturbing their neighbors. c. Applauding – This is how a theatre audience lets the actors know they liked the show.
4. Remind your students to remain seated after the play until you tell them it’s time to get up.
5. After the play, you and your class are invited to remain in the theatre to meet the actors. Feel free to ask them any questions you or your students may have.
6. The House Manager will announce the arrival of the busses by school name at the end of the play. Please stay in the auditorium until your school’s bus arrival is announced.
7. The production is approximately one hour and 45 minutes long; please allow at least two hours for the entire theatre experience as you plan your trip.
The Miracle Worker
by William Gibson
DIRECTOR: Amy Ressler*
ASST. DIRECTOR: Bethany Jarding
STAGE MANAGER: Linda Ressler*
ASSISTANT STAGE MANAGER: Mariah Diedrich
HOUSE MANAGER: Troy Sutter
USHERS: Kohl’s A-Team members
LIGHTS: Dick Davies, Platteville Community Theatre
LIGHTING: Marc Muehleip
PROPS and SET DRESSING: Sandra Nickel*, Marc Muehleip SET: Marc Muehleip, Darin Jarding, Sandra Nickel
COSTUMES: Tam Prenosil*
STUDY GUIDE: Karen Buechele, Amy Ressler*, Sherri Edwards* SOUND: Robert Ressler, Amy Ressler*, Bob Middendorf, Laird Scott...
Bibliography: Keller, Helen. Light in my Darkness, New York, Doubleday, 1927.
Keller, Helen. Midstream—My Later Life, New York, Doubleday, 1929.
Goleman, Daniel. Emotional Intelligence, New York, Bantam Books, 1995.
Capacchione, Lucia. The Creative Journal for Teens, California, Newcastle Publishing, 1992.
Miller, Timothy. How to Want What You Have, New York, Henry Holt & Sons, 1994.
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