Bentboy Study Guide
Bentboy
Written by Herbie Barnes
Directed by Eric Coates
Introduction
This study guide was written by Lindy Kinoshameg with contributions from Molly Gardner.
As you scroll through the guide, you will find curriculum connections, discussion questions, units of study, and more. If you wish to create your own lesson plan from the study guide copy, we have created a lesson plan template for your use. We hope you will find this guide to be a useful resource. Should you have any questions or feedback or have inquiries about the use of this guide (which is copyright protected), please feel free to contact Molly Gardner, Senior Education Manager at mgardner@youngpeoplestheatre.org.
Thematic Overview
This story takes place in a time of “pre-contact”, meaning before European settlers arrived on the shores of North America. This tale follows Hummingbird and Bentboy, two very different young boys who are finding their place within their community while being mentored by a wise elder known as Eagleseye. As each follows their own path, it becomes a journey that transforms them both. This play includes the themes of embracing the value of every person, redefining your community, and understanding your relationship to the natural world and each other. It is an adventure tale about finding strengths in our differences.
Synopsis
Hunched by his curved back, Bentboy is cast aside by his village until one day, when a dangerous threat to the community and their way of life is imminent, he is chosen by elder Eagleseye, to embark on a quest to save the village. Along the way, Bentboy encounters an uninvited companion, Hummingbird. On this journey, the boys face off against nature and all of its wonders as they try to find the hidden box – a box which will save the village. Along the way they also discover each other’s strengths and weaknesses, resulting in the boys learning to respect and trust one another, and the wisdom in the world around them.
Curriculum Connections
The Arts – Drama, Dance,
Language
Health and Physical Education – Healthy Relationships, Social Emotional Learning
Social Studies – Heritage and Identity
Ancestral Teachings
Respect
Wisdom
Themes
Embracing the value of every person
Redefining community
Understanding our relationship to the natural world and each other
About the Playwright
Herbie Barnes is the Artistic Director of Young People’s Theatre (YPT). He is a Canadian director, writer, actor and arts educator. He has written several plays for both adults and young audiences. Herbie has performed and directed across North America. He originated the role of Russell in the original 2004 Russell’s World production at Manitoba Theatre for Young People (MTYP). Herbie’s directing credits include Oliver!, Alice In Wonderland (Bluff City Theatre); Music Man (Talk Is Free Theatre); and Tales of an Urban Indian (Public Theater).
Glossary
TURTLE ISLAND – Some First Nations refer to North America as Turtle Island
SATCHEL – A bag carried on the shoulder by a long strap and typically closed by a flap
QUENCH – To satisfy one’s thirst
CREATOR – Another word for a spiritual entity, but could be a person or thing that brings something into existence
“CAN OF WORMS” – A turn of phrase meaning to create a complicated situation in which doing something to correct a problem leads to many more problems
CHIEF – A leader of a group of people
INTELLIGENCE – The ability to acquire and apply knowledge and skills
HONOUR– To regard with great respect
SCROLL – A roll of paper or other material that has writing or images on it
MOCCASIN – Like a slipper or shoe made of soft material such as leather
ANISHINAABEK (language) – A language used by specific First Nations
BULLRUSH– a tall rush-like water plant of the sedge family, also known as a cattail
Units of Study
Through the discussion questions and activities in this study guide, students will explore a ‘pre-contact’ world and witness the meaning of community for the Anishinaabe.
In the pre-show unit, students will create a space where multiple perspectives are celebrated.
The post-show unit will establish the importance of community and how differences and different abilities make that community stronger.
Curriculum Expectations
Language
- identify the point of view presented in oral texts and ask questions to identify missing or possible alternative points of view
- demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea
- identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills
The Arts – Drama, Dance
Drama
- engage in dramatic play and role-play, with a focus on exploring a variety of sources from diverse communities, times, and places
- express feelings and ideas about a drama experience or performance in a variety of ways, making personal connections to the characters and themes in the story
- express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works
Dance
- use dance as a language to express feelings and ideas suggested by songs, stories, and poems, with a focus on the element of body, particularly body shapes
- use narrative form to create short dance pieces on a variety of themes
Health and Physical Education: Healthy Relationships
–apply skills that help build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity
Social Studies
Heritage and Identity: Our Changing Roles and Responsibilities
- demonstrate an understanding that it is important to treat other people and the environment with respect
- describe the impact that people can have on each other in some different situations and some of the ways in which interactions between people can affect a person’s sense of self
Heritage and Identity: Early Societies to 1500 CE
– formulate questions to guide investigations into ways of life and relationships with the environment in a few early societies, including at least one First Nation and one Inuit society, with an emphasis on aspects of the interrelationship between the environment and life in those societies
People and Environments: The Local Community
– create a plan that outlines some specific ways in which they can responsibly interact with the built and/or natural environment in the local community and describe how their actions might enhance the features of the local environment
Pre-Show Unit of Study
Pre-Show Study Questions
- How do you interact with the natural world around you?
- How might other people, plants or animals view the world differently than you?
- Where do you see examples of “wisdom” within nature?
- What is a community? Name a community that you are part of.
- Is the destination or the journey more important to you? Why?
Pre-Show Activities
Warm-up: This is not a pen…it’s a….
Objective
This warm-up activity will offer students the opportunity to use their imaginations to transform objects, and then celebrate the way their peers may imagine differently than they do.
Preparation and Materials
Space to move.
Instructions
- Ask students to choose one item in the class (something they can hold) and to imagine it as something else with an alternate use.
For example: “This is not a pen, it’s a tele-communicator and I am a spy. This device allows me to receive orders from Headquarters, and report back that I have accomplished my mission, muahahaha!”
- Allow each student to present their item to the rest of the class, and describe it to the class. Encourage everyone to clap and cheer their fellow students on as they present their items.
Debriefing Questions
- Was it interesting to see how your peers used their imaginations to come up with different ideas of what their object was? Why or why not?
- Was it easy or difficult to imagine what other people were sharing with you? Why?
- Is it important to consider other people’s points of view? Why or why not? How can this skill be helpful in our day-to-day lives? Or helpful to our larger community?
Extensions
1. Choose one object for all students to use and see how many different ways the class can come up with different uses for the same object.
2. Set-up the activity so that each student is trying to sell their item and needs to describe it to potential buyers.
Exercise: Name that object
Objective
This exercise offers students the opportunity to observe and practice different forms of communication, and to reflect on how all are valuable in different ways.
Preparation and Materials
Space to move.
Chart paper and markers.
Instructions
1. Ask for a pair of student volunteers, one participant and one who guesses, and ask them to stand at one end of the room with their backs turned from the rest of the class so that they cannot hear or see them. Have the other students seated as the audience.
2. Ask a volunteer from the audience to choose an object in the room that can be held safely (i.e. a book, a ruler, an eraser, etc.).
3. Call the participant over to the audience, let them see the object for ten seconds, and then assign them one of the following acts:
- Silently “act out” what the object is
- Close your eyes, feel the object with your hands, then describe how it feels
- Silently draw the object
4. Next, call over the student who guesses but don’t let them see the object. Have the participant use one of the communication strategies above and see if they can guess what the object is based on their partner’s communication.
5. Repeat the exercise until all students have had the opportunity to participate.
Debriefing Questions
- Which form of communication did you prefer? Was one form easier for you than another? Why?
- Is it important to try communicating in different ways? Why or why not?
- Do you think with practice people can get better at communicating in ways that they are not used to?
Extension
1. Have students bring in objects from home instead of using what is in the classroom.
Post-Show Unit of Study
Post-Show Discussion Questions
- How did Hummingbird treat Bentboy at the beginning of the play? How did that make Bentboy feel?
- Eagleseye said there was an “enemy that would conquer the village”. After the journey, Hummingbird says “the enemy is us”. Why does he think the village is its own enemy?
- Hummingbird always seemed to be in a rush to complete the quest. Was speed important for the journey the two boys went on? Why or why not?
- Hummingbird is physically strong, but when he uses all his might and power to overcome obstacles or nature, he is not always successful. Why is that?
- Would Bentboy have successfully completed his quest without Hummingbird? Why or why not? Would Hummingbird have been successful without Bentboy? Why or why not?
- The Tree used Hummingbird’s words about Bentboy against him when he was trying to save him. Was that fair? Why or why not?
- At the end of the play, how have Bentboy and Hummingbird “saved” the village?
Post-Show Activities
Warm-up: Bentboy’s Quest
Objective
A fun, active and imaginative warm-up to allow students to review and re-engage with the story of the play through movement.
Preparation and Materials
Space to move
Music
Instructions
1. Create open space in the room (clear of obstacles) with two distinct ends of the room that students can travel to and from.
2. Start the warm-up with a short prompt: “Eagleseye has a map to a hidden box that will save the village from an enemy, and you (the students) are about to join Bentboy on his quest to retrieve the mystery box to save the village!”
3. Give students prompts to the scenes or settings below and ask them to move from one side of the space showing this part of the play with their physical movement.
- Cross the room imagining you are tiptoeing through a 3-inch deep creek of water. Careful, the rocks might be slippery… now try hopping across the creek instead.
- Climb the hill that the stone people live on. It is very steep…push and pull with the stone people.
- Walk against the cold wind blowing snow at you. Lean into the wind. Take shelter to wait out the storm. Then cross easily in the morning.
- Half of the class: Imagine you are being sucked down into the tree roots. Try to walk away slowly. Roll down slowly.
Other half of the class: Chop at the tree roots, grab Bentboy’s hand and pull Bentboy up.
- Find the box and return it to the village. The creek has grown into a river and you and a partner need to build a raft and paddle across it.
- You made it back to the village! Celebrate your return with a favorite dance!
Extensions
1. Ask half the group to move and half the group to be an audience. Then switch. Offer opportunities for discussion by having the audience describe the movement they saw. Then offer opportunities for the movers to share what they were representing in the story through their movement.
2. Offer opportunities for students to travel across the room on their own if they are comfortable.
Exercise: Finding our Strengths
Objective
A central theme in Bentboy is respecting our differences and finding community within that. This exercise allows the class to highlight the strengths of every student and to share that as a community.
Preparation and Materials
Worksheet from Appendix A “Exploring Our Own Strengths and Talents”
A writing utensil and paper, or a laptop
A large piece of craft paper or a white board to create a class version of the worksheet that includes the strengths of every student.
Instructions
1. Preface this activity by reviewing with students what Bentboy and Hummingbird’s relationship was like in the play (for example: They started out as opposites but, as they learned more about each other, they became friends. Through this friendship and the power of understanding one another, they saved the village from the path it was on.)
2. Give every student a copy of the worksheet and allow them time to complete it individually. Instructions are on the front of the worksheet.
3. Create the larger class “Tree” of strengths by having students share, then add one word from each section of their own worksheet. This can be done voluntarily out loud as a group, or students can submit their responses on pieces of paper to the teacher if that is preferred by the students. It is important that all students are included in the class Tree. The class Tree can stay up in the class on the wall permanently, or it can come out every once in a while if a new student is added to your circle.
Resources:
Exploring Our Own Strengths and Talents worksheet
10 Ways to Determine the Strength of Our Students. (Posted April 19, 2015 by Chris Wejr) Retrieved from:
http://chriswejr.com/2015/04/19/10-ways-to-determine-the-strengths-of-our-students/
Appendix A – Exploring Our Own Strengths and Talents
