PRE-SHOW ACTIVITIES

Theater Etiquette
IN-CHAIR ACTIVITY 10-15 MINUTES
Objective: To actively explore proper theater behavior.
Discussion: Etiquette is a word we use to describe the way people behave when they are in
social situations with other people. What is the proper etiquette when you see a play? How
should you behave during the show? Is it the same way you should act when watching a movie
at home or playing outside? Is it okay to laugh during a play if you think it is funny? Is it okay to
talk to your neighbor during the performance?
Brainstorming: As a class, create a list of ways that audience members might behave, good
and bad, while in the theater. Write these behaviors on the board in two different columns: one
for Good Theater Etiquette and one for Bad Theater Etiquette.
Modeling: Pick two students to come and sit in chairs in front of the class. Ask them to act out
one of the Bad Theater Etiquette behaviors (with the teacher if desired) for ten seconds. Then
have the class discuss why the behaviors were inappropriate and how they could be fixed. Now
have the two students act out one of the behaviors under Good Theater Etiquette and discuss
why this behavior is better.
Activity: Give the entire class one of the scenarios from their list of bad behaviors, like talking to
their neighbor or not paying attention. Have the class act out this behavior for ten seconds then
ask the students how they think this behavior makes the actors or the other audience members
feel. Have them fix the behavior and act out this new scenario for twenty seconds. Repeat with
a few other bad behaviors from the list.

Van Gogh the Painter

IN-CHAIR ACTIVITY 20-30 MINUTES
Objective: Students will research and discuss the artwork of Vincent Van Gogh.
Discussion: In this play, a 12 year-old girl named Adeline meets the painter, Vincent Van
Gogh. Although Van Gogh is a famous artist now, he wasnt when he was alive, in the 1800s.
That means that people who saw his paintings back then didnt learn about them in a classroom
or museum; they saw the paintings in person, and made up their own minds about what they
thought about his artwork. So before we see Van Gogh onstage, we should learn more about
his paintings, and decide for ourselves what we think about them.
Modeling: Show the students an image of Vincent Van Goghs The Starry Night. Begin by
sharing one thing about the painting that you enjoy (whether it be a certain color, shape, or
stylistic choice), and then ask students to share things that they like about the painting. Next
share something that you find interesting or surprising, before asking students to once again join
in the discussion. Finally, share one question you would like to ask Van Gogh about the
painting, and then open it up for students to share questions they would ask.
Research: Divide students into small groups (3-4), and have them use library books and/or the
internet to research Vincent Van Goghs paintings. Each group should choose a painting (other
than The Starry Night) to present to the class, sharing an image of the painting, its title, when it
was painted, and as a group answering the three questions from the modeling exercise:
1. What is one thing you like/enjoy about the painting?
2. What is one thing that interests/surprises you about the painting?
3. What is one question you would ask Van Gogh about the painting?
Activity: Have each group share their painting and answers with the rest of the class.
Extension: Invite students to write letters to Van Gogh, discussing his paintings with him. Which
was their favorite painting? Why? Their least favorite? What are some things they would like to
ask him about his paintings, or his life as an artist?

POST-SHOW ACTIVITIES

Paint like Van Gogh

IN-CHAIR ACTIVITY 20-30 MINUTES
Objective: Students will use their imaginations and creativity to create original paintings/artwork
(the artwork medium can be determined by the available materials).
Materials: Artwork supplies (can be paints, markers, colored pencils, or even crayons)
Discussion: "In the play Vincent Van Gogh and Me, Van Gogh talks about how he doesnt paint
things to look exactly as people see them in real life, but rather by using the colors that
represent how he feels about an object. For example, he tells Adeline:
If you were to really paint the sun Adeline, you might choose to give it your mother's hair,
loneliness, and blue all at once. You could choose to make it dance on the canvas like God
himself is playing with its puppet strings. To find a way to capture every single ray of light and
every memory you have of the sun burning your skin on a hot summer day, the sun warming
you on a desperate winter morning, and your favorite birthday party. This is the way the sun,
when you paint it, through your eyes...might have blue and violet and the color of your
mother's hair, and it might not be round at all but rather so big it takes up the entire painting
just like the sun hugging the earth right now and helping it grow like a mom holding her child.
We are going to create or own paintings/artwork using Van Goghs style of painting how we feel
about what we are painting, rather than just how it looks.
Modeling: Show an image to the class of a scene, like a beach, a forest, or a building. Share
one item/object you see in the image, and how it makes you feel, and/or something that object
reminds you of, and how that memory makes you feel, as well as what colors you would
associate with that feeling or memory. (For example, a tree might make you feel like it is
looming over you, and thus make you think of darkness, or the tree could remind you of climbing
trees as a child, to look out at the clear blue sky. Thus, you may want to paint the tree in black
and gray, or using sky blue). Then have students share an item they see in the painting, and
how it makes them feel, as well as what color(s) it would make them want to use.
Activity: Pass out images to students, as well as their artwork supplies. Have students list at
least 2 items/objects in their painting, and 3 different feelings/memories they associate with that
object, as well as what colors it makes them want to use. Then have students paint/draw the
image, based not on how the image looks, but on the colors they listed with their feelings/
memories.
Extension: Invite students to present their artwork to the rest of the class, sharing why they
chose the colors they used.

Monologues of Memories
IN OR OUT-OF-CHAIR ACTIVITY 20-30 MINUTES
Objective: Students will use their imaginations and writing skills to create a monologue (a
speech presented by one character) as one of the secondary characters from Vincent Van Gogh
and Me.
Discussion: "In the play Vincent Van Gogh and Me, Adeline is the narrator, telling us from her
own memories what happened that summer. However, she and Vincent Van Gogh interact with
many other characters throughout the play, who might have different opinions about what
happened. How might their perspectives and experiences change the story, if we were to hear it
from their point of view? Let's imagine ourselves as these characters and share more of their
stories."
Brainstorming: Make a list of secondary characters on the board. You might also want to use a
few words to describe who each character is and how they interact with Adeline and Van Gogh.
Modeling: Select a character and generate a list of a few details about them. Use the list and
imagination to give a short speech or interview about this character's interaction with Adeline or
Van Gogh. What does this character think about them? Does their interaction go well or poorly?
Does their opinion change over the course of the play?
Activity: Ask students to select (or they can be assigned) a character and create a list of
details. Then ask students to use the details to write a short monologue about their interaction
with Adeline and Van Gogh. Encourage students to really think about how their character would
talk and what they would think was important about the story. When the monologues are done,
ask for volunteers to try out their acting skills by using their body, voice, and imagination to bring
the character to life "on stage" in front of the class.
Extension: What might happen if two of these characters talked to each other many years later,
and discussed their opinions about what happened that summer? Pair up students and ask
them to write out a short scene about such a conversation. Do they share the same opinions
about Adeline and Van Gogh, or are their perspectives different?

Bringing Art to Life

OUT-OF-CHAIR ACTIVITY 15-20 MINUTES
Objective: Students will use their bodies and imaginations to create group statues of famous
works of art.
Discussion: "In the play Vincent Van Gogh and Me, Van Gogh says his favorites subjects to
paint are people. He looks at real people and makes them into 2-dimensional artwork on a
canvas. Now we are going to look at 2-dimensional pieces of art, and bring them to life with real
people.
Modeling: Show the class an image of a famous painting (preferably one with several people in
it). Ask for volunteers to be the models, and bring them up in front of the class. Have each
student choose a person or object in the painting, and use their bodies to pose like a statue.
One by one, have students join the statue, re-creating the painting with their bodies. After the
entire group statue has been created, ask students still in the audience to compare the painting
to the statue, and notice any differences. Let students take turns suggesting one small alteration
to help the group statue more closely resemble the painting, until the class (or teacher) is
satisfied with the result.
Activity: Divide students into groups of 4-6, and pass out images of a different painting to each
group. Give the class 5 minutes to discuss and create their group statue, trying to recreate the
painting to the best of their ability. After the 5 minutes is up, let each group share their statue
one at a time, and invite students in the other groups to share something they like about another
groups statue.
Extension: Invite students to bring in their own images of famous paintings to class the next
day, and become a statue director, leading a group in recreating their painting.

Hear My Words
OUT-OF-CHAIR ACTIVITY 10-15 MINUTES
Objective: Students will effectively communicate with each other using only words.
Discussion: "In the play Vincent Van Gogh and Me, Van Gogh devotes his life to painting, but
Adeline talks about wanting to be a writer. Painting is how Van Gogh chooses to express
himself, while Adeline prefers to use her words. Now we are going to also use our words to
describe something we see, to someone who cannot see it.
Modeling: Ask for 3 volunteers, and bring them up in front of the rest of the class. Have them
stand in a line, and label them as Person 1, 2, and 3. Persons 1 & 2 will both face Person 3.
Person 1 will strike a pose, making an interesting shape with their body. Person 3, looking at
Person 2, now has to use their words to describe to Person 2 how to position their body exactly
like Person 1, even though Person 2 cannot see Person 1. Person 3 should hold their hands
behind their back, so they are not tempted to show Person 2 how to move, but must rely on
their words. If Person 3 is struggling to help Person 2, ask for students in the audience to make
suggestions for what they could tell Person 2, to help them look like Person 1. Once the goal is
achieved, have Person 2 turn around and look at Person 1.
Activity: Divide students into groups of 3, and have them do the activity on their own. Once
they have completed their group, everyone will move down one position, so that Person 1 takes
the position of Person 2, Person 2 takes the position of Person 3, and Person 3 takes the
position of Person 1. Have them continue until every student has been in each of the three
positions.
Extension: Invite students to try the activity again, but with a new restriction. Now, instead of
Person 1 striking a frozen pose, they will do a short, repeatable movement. Person 3, must then
use their words to get Person 2 to imitate this movement exactly.