Virginia WolfCole Lewis

AdaptorToni Lynn Hakem

Instructional Designer

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Cast and Crew

Adapted from the Govenor General award-winning children’s story by Kyo Maclear, illustrated by Isabelle Arsenault, and published by Kids Can Press

Adaptation by Cole Lewis

Images by Celia Scala

Directed by Jessica Carmichael

Table of Contents

Quebec Education Competencies 4

Virginia Wolf – Themes and Concepts 5Alternate Activity: Score a Point! For younger students

Virginia Wolf: An Adaptation 7

Adapted Virginia Wolf 8For younger students Extension Activity: Critique an Adaptation

Virginia’s Doldrums 9Extension Activity: Switch it up!

Vanessa and Virginia – A Sibling Analysis 10For younger students

The Doldrums 11For younger students

Self-Care 12Extension Activity: Helping Someone Else

Virginia’s Room: A Safe Environment 13For younger students Extension Activity: Your Very Own Bloomsbury

Final Take Away 15

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Quebec Education Competencies

Some select Quebec Competencies found in this guide include:

English Language Arts

To write self-expressive, narrative, and information-based textsTo read and listen to literary, popular, and information-based textsTo represent his/her literacy in different mediaTo use language to communicate and learn

Cross-Curricular Competencies

To use informationTo solve problemsTo use creativityTo construct his/her identityTo cooperate with othersTo communicate appropriately

Arts Education - Dramatic Arts Competencies

To invent short scenesTo appreciate dramatic works, personal productions, and those of classmates

Arts Education - Visual Arts Competencies

To produce individual works in the visual artsTo produce media works in the visual arts

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Virginia Wolf – Themes and Concepts

Below is a list of themes and concepts from Virginia Wolf

Discuss the themes/concepts with your class and come up with meaningful definitions to de-scribe what they mean to your students (i.e. brainstorm their meanings and come up with a class definition), before attending Virginia Wolf.

Safe Environment •Emotional Support •Personal Growth •Wellbeing •Creativity •Imagination •Sibling Support •Doldrums •

Some questions to help with the discussion:What is the meaning of the following word? (Do your research!) »What does that word mean to you? Explain. »A lot of these terms interrelate, can you provide an example of some that interrelate and »how?

Write each of the following themes on separate pieces of paper and place them in a bag. In pairs or small groups, students will randomly pull a theme from the bag and will design their own activity (web-based if possible) based on the theme and how it is relevant to their lives in 2019. For example, if wellbeing is chosen, the group will teach the class about wellbeing (2- 5 minutes) and then have the class participate in an activity that helps to enhance their understanding of wellbeing.

Alternate Activity: Score a Point!Before beginning the activity, make sure students have access to dictionaries and online resourc-es.

Write the following themes and concepts on your black/white board:

Safe Environment •Emotional Support •Personal Growth •Wellbeing •Creativity •Imagination •Sibling Support •Doldrums •

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Ask students to find their definitions. There are a variety of ways you may wish to do this to make it more fun for students.

Some examples are:Have 2 students go against each other to see who can find the definition to a specific word •firstIn groups see which group can find all the definitions first •Have each student pick 2 words from the list and see who can not only find their definitions •but also use them correctly in a sentenceWrite the words on separate pieces of paper and do the same with their definitions. With •students in small groups see who can get the most correct matches.

For younger studentsUsing the class definitions, ask each student to dig deep into their imaginations to create a piece of art (medium of their choosing) that best reflects what their chosen theme/concepts means to them. Does it impact them on a daily basis? Regular basis? Perhaps a friend or sibling has need-ed some emotional support, how can they represent that through art?

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Virginia Wolf: An Adaptation

Geordie Theatre’s production of Virginia Wolf is an adaptation of Kyo Maclear’s Virginia Wolf (which won a Governor General’s Literary Award for children’s literature (illustration) in 2012). You can read about the book and its author here: http://kyomaclearkids.com/books/virginia-wolf/

Discuss with your class the meaning of an adaptation. Some definitions you may wish to share with your students:

Adaptation a written work (as a novel) that has been recast in a new form; “the play is an adaptation of 1. a short novel” (taken from: http://dictionary.reference.com/search?q=adaptation)The act or process of adapting. The state of being adapted. Something, such as a device or 2. mechanism, that is changed or changes so as to become suitable to a new or special applica-tion or situation. (From http://www.answers.com/topic/adaptation)something that is adapted; specifically : a composition rewritten into a new form (Take from: 3. http://www.merriam-webster.com/dictionary/adaptation)

Once students understand what an adaptation is, discuss the following:When we adapt (books to film or stage) is everything included? Why do they think certain »pieces or storylines are left out?How does one decide on what to include and what to leave out? »Are some storylines stronger in the adaptation than in the original? »Have they ever seen a movie or play that is an adaptation? (ex. The Lord of the Rings, The »Cat in the Hat etc…)What did they think of the adaptation? »What is the difference between a book and a play? A book and a movie? »

Ask students to write a short essay on one of their favourite or least favourite adaptations. It doesn’t matter if it is an adapted book, movie etc . . . but their essay should include references to the original and adapted piece of art, with justifications for why they like or dislike it.

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Adapted Virginia Wolf

As a class (or individually) have students read Kyo Maclear’s Virginia Wolf.

After seeing Geordie Theatre’s Virginia Wolf, ask students to critique the play but there’s a small catch – this time they’ll critique the play by comparing it to its original story.

Areas for their adaptation critique to focus on:A brief description of the original story •A brief description of the adapted play •Were any storylines left out of the adaptation? •Were any storylines more prominent in the adaptation? •Which version did they prefer and why. •If they were to adapt the original, how would they do it? •

For younger studentsAsk your students to create a piece of art that compares the original storybook version of Virginia Wolf to the play. They should include a few short sentences explaining their art.

Extension Activity: Critique an AdaptationIn small groups have students choose a piece of art (music, film, television show, play or novel) that is an adaptation.

Some ideas:The Lord of the Rings (R.R. Tolkien books adapted to film) •Little Woman (Louisa May Alcott book adapted into multiple movies) •Harry Potter series (J.K. Rowling books adapted into movies) •How to Train Your Dragon (Cressida Cowell novel adapted into a movie) •Beezus and Ramona (Beverly Cleary book adapted into a movie) •

As a group, have students compare the original to the adaptation.

Areas to focus on:A brief description of the story •Were any storylines left out of the adaptation? •Were any storylines more prominent in the adaptation? •Were any characters left out of the adaptation? •Were there any new characters in the adaptation? •Which version did they prefer and why? •If they were to adapt the original, how would they do it? •

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Virginia’s Doldrums

As a class, discuss Virginia and her doldrums.

Begin by going over the definition of doldrums again with your students.

Some questions to help prompt discussion:What are the doldrums? »Can you describe how Virginia was feeling? »Have you ever felt that way or known someone to feel that way? »What do you do to help yourself feel better? »How do you help others to feel better? »Why does Virginia identify with a wolf? »Do you understand or empathize with her? »Do you identify with anything/anyone like Virginia identified with a wolf? Why? »Does it help you when you’re experiencing the doldrums or going through a tough time? Why »or why not?

Ask students to use their imaginations and to write a short story about what happens the next time Virginia experiences the doldrums. Think of it as Virginia Wolf: Part 2. How does she get through it this time? Is Vanessa there to help her? Is Bloomsbury still around or is there some-thing else that helps Virginia get through the doldrums this time?

Extension Activity: Switch it up!Ask your students to write another short story but this time Vanessa has the doldrums and Vir-ginia is there to help her.

They should be as creative as they can and that extends to the genre they choose for their short story: comic book style, script for a play, traditional short story, in poetry form – it’s their choice!

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Vanessa and Virginia – A Sibling Analysis

Vanessa and Virginia are siblings with a strong relationship.

As a class, discuss and analyze their relationship.

Some questions to help prompt discussion:Describe Virginia »Describe Vanessa »What did you expect their relationship to be like when we first met them? »What is their sibling relationship actually like – provide a few examples. »Would you consider it a typical sibling relationship? »Would you consider their relationship healthy or unhealthy? Explain. »What lengths does Vanessa go through to help Virginia through her doldrums? »

In small groups of three, students will prepare to interview Vanessa and Virginia about their relationship and how Virginia’s doldrums affect it, for a podcast. One student will play the role of Vanessa, another will play the role of Virginia, and the other will play the role of the interviewer/journalist.

Things to consider:Name of the podcast and segment - this will provide direction for the whole interview. •When is this interview taking place (after Virginia’s doldrums? During another episode of it?) •What is the purpose of the interview? •What questions should be asked? •How would the character answer these questions? •What was their motivation for agreeing to do the interview? •

Once they have their questions and roles prepared, they will record their podcast and if neces-sary edit it. Each group will submit their final recording, along with individual short essays com-paring and contrasting the sibling relationship that Vanessa and Virginia share.

If time permits, play the podcasts (or clips from them) and discuss their analysis of Vanessa and Virginia.

For younger studentsInstead of recording a podcast, have your students, in small groups; perform a short skit that depicts how they view Vanessa and Virginia’s relationship. Ideally, they should create an original scene, but they can also choose to take a scene from the play and extend or modify it to demon-strate the relationship that Vanessa and Virginia share.

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The Doldrums

A state or period of inactivity, stagnation, or slumpMerriam-Webster

Discuss the doldrums with your students.

Some questions to help prompt discussion:What are the doldrums? »Have you ever experienced them? »How did you feel while going through that period? »What did you do to help yourself move through it? »How do you get through difficult times in your life? »What helps you? Provide an example or two. »How do you deal with unwanted emotions? Explain. »

Ask students to write a personal essay about a difficult time in their life, where they experienced the doldrums, and how they got through it.

For younger studentsHave your students create a piece of art depicting how they got through the doldrums or another difficult emotional time in their life.

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Self-Care

Write the following on your black/white board: How do you take care of yourself?

Discuss various ways with your students on how they take care of themselves and their well-being, especially during stressful times, like exams or if family issues are occurring.

Some ideas:Exercise •Hang out with friends •Read •Take a bath •Create some art/music •Healthy sleep habits •Healthy eating habits •

Ask students to then create two well-being action plans; one on how they can take care of them-selves and the other on how they can help take care of someone else going through a tough time. They can get creative with their action plans by including artwork, making an infographic, including personal elements, such as who they identify with (like Virginia and her wolf) etc. . .

Extension Activity: Helping Someone ElseIn small groups, students will come up with a skit that demonstrates how they can help take of someone else who is going through a tough time.

After each skit, debrief with the class on the pros/cons of the idea and how to expand on them.

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Virginia’s Room: A Safe Environment

While experiencing the doldrums, Virginia spends her time in her bed, where she feels safe and secure. She also, through Vanessa’s assistance, spent some time, figuratively, in Bloomsbury. Why were those two environments so important for her?

As a class discuss secure and safe environments.

Some questions to help prompt discussion:Why did Virginia spend so much time in her bed while experiencing the doldrums? Explain. »Can you relate to why she spent her time there? »What is a safe environment? »What makes an environment safe to you? »Have you ever needed to be in a safe environment? Did it help? »Why are they important? »How did Vanessa help Virginia to expand on her safe environment (see Bloomsbury)? »What and where is Bloomsbury? »How did that help Virginia? »

As a class, brainstorm ideas for a safe environment and if possible create one in your classroom by incorporating their ideas.

For younger studentsAsk your students to create their own ideal safe environment.They can be as creative as they like by describing it through art – picture-based, collage-based, through the written word – a picture book, a poem and even through music – a song with lyrics etc. . . . It is up to them how they choose to explain their ideal safe environment.

If possible, have students share their finished pieces with the class.

Extension Activity: Your Very Own BloomsburyWith your class, continue the discussion about safe environments, specifically regarding Blooms-bury.

Some questions to help prompt discussion:How did Bloomsbury come to be? »What and where is Bloomsbury? »Why was Bloomsbury important to Virginia? »Do you think she’ll return to Bloomsbury next time she has the doldrums? »

Ask students to create a diorama of their own version of Bloomsbury. They do not need to create their own world, but a diorama of their ideal safe environment would be fine.

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Their final product should include:A name for their safe environment •A diorama representing it – as detailed as possible •A short written explanation of their safe environment •

Display the dioramas around your class.

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Final Take Away

With your class, go over the themes and concepts from Virginia Wolf again.

Once again, they are:

Safe Environment •Emotional Support •Personal Growth •Wellbeing •Creativity •Imagination •Sibling Support •Doldrums •

Ask them if their interpretation of these themes and concepts have changed after seeing Virginia Wolf.

Some questions to help prompt discussion:Did your interpretation of (insert theme/concept) change after seeing » Virginia Wolf? Why or why not?Do you have a better understanding of (insert theme/concept) after seeing » Virginia Wolf? Explain.What will you take away from » Virginia Wolf? What has it changed for you about helping others? Explain. »

For a final Virginia Wolf-based activity, ask your students to don their creativity hats (art, writ-ing, music etc…) and to create and share what they’re taking away from Virginia Wolf.

There aren’t really any rules for this activity, other than to be creative. Have fun!