Quay to the City Teacher Resource

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presented by atyp in partnership with Sydney Living Museums,

Sydney Harbour Foreshore Authority and The Big Dig

This Resource Package has been designed for students who are studying or creating their own site specific works. It works hand in hand with atyp’s production, Quay to the City,(presented

by atyp in partnership with Sydney Living Museums, Sydney Harbour Foreshore Authority and The Big Dig). However, this resource can be used purely for any unit of work on Site Specific theatre. We hope you find these activities useful and that they enhance your creative arts

experiences in the classroom.

Adèle Jeffreys and Heather Clark

Education Managers

atyp Education brings a new world of Drama

experience to your students. Melding the buzz of new

technology, hands-on creative arts experiences and

rigorous learning – we create activities to delight

students of all ages.

table of contents

researching site specific work

what is site specific theatre?

developing site specific work

brainstorm box

creating site specific work

reflection

behind the scenes of Quay to the City

program

photos from the production

acknowledgements

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researching

site specific theatre

What is site-specific theatre? Site-specific theatre is theatre that is inextricably linked with its location. Often, the theatre makers will use the site’s history, architecture, location and significance as impetus for a range of theatrical styles. The objective is to draw attention to the site through the use of theatrical devices. Installation, puppetry, music, video and traditional theatre conventions may all be used to explore and reflect the cultural

significance of a location

Site- specific theatre is unusual in that it cannot be replicated in other venues or

locations. The performance season, once completed, is not repeated.

Let’s get started:

Select a site or location near your school. Research the history of the site.

You may like to discover some of the following facts:

• What is the Aboriginal ancestry of the site?

• What were some of the significant events of the site?

• Who were the immigrant groups who settled there?

• Does the site hold any political or social significance?

• Does it hold any religious and spiritual affiliation?

• See if you can find someone who has lived in or near

the site and ask him or her about it.

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Brainstorm Box

SITE – Physical description / photo / drawing

HISTORY – Find out the significant historical events of the site. Is there one that captures

your imagination?

MIND MAP – What are the words, images, metaphors that spring to mind when you visit

the site?

YOUR SENSORY RESPONSE – Move in the space, smell the space, feel the space –

what do you notice?

AUDIENCE RESPONSE – What do you want your audience to feel / think / take away

with them?

THEATRICAL STYLE AND GENRE – What type of theatre or creative response would work well here?

developing

site specific theatre

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Site specific theatre does not necessarily work in a linear structure. Think about mixing the elements and responses in your brainstorm box. You are giving your audience an experience

rather than a lesson or a story.

Look at the following video promoting Theatre-Rites site specific theatre

http://www.youtube.com/watch?v=UpHtJ7Oq1wc

Consider this: • What impacts you most about this montage?

• What do you notice about the audience participation?

• What are some of the theatrical elements that Theatre-Rites uses?

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creating

site specific theatre

Up on your feet Select 3 locations that appeal to you. Create a 2-3 minute “piece” for each of these locations.

Try to integrate the action into the space. The performance should not easily be able to be

transferred to another location. The location should be part of the performance. You may wish to utilise a different style of performance for each piece (e.g. musical, visual, ensemble/chorus,

dance/movement, traditional theatre).

Consider carefully where the audience will be. Take turns observing your scenes from the

audience’s perspective. Try to make their perspective unique.

Play with the order of the locations/scenes. You may choose one and develop it further or stay

with one idea.

Think about the transitions between your locations. How do the audience move between

locations? Does the action continue along the way? (you may wish to consider creating a map

for the audience to follow).

Perform your piece for one another and/or an audience.

Reflect • Which piece integrated into the space the most?

• Which piece made the audience think differently or view things from a different angle?

• Were there any truly successful transitions? What made

them so interesting?

• Which piece was the most successful? Why?

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Quay to the City Program and Map

Reviews of Quay to the City

Read the reviews of the performance

How was the performance received? What did the

critics like and dislike about the production?

http://www.au.timeout.com/sydney/theatre/features/12729/quay-to-the-city-a-kids-perspective

http://eightnightsaweek.blogspot.com.au/2013/09/review-quay-to-city.html

http://www.smh.com.au/entertainment/theatre/paths-and-lanes-into-a-citys-past-20130923-2u93b.html

http://www.altmedia.net.au/quay-to-the-city/84048

http://www.janicemuller.com/#!quay-to-the-city/c1jfl

http://www.dailytelegraph.com.au/newslocal/city-east/quay-to-the-city-gives-history-buffs-very-

different-look-at-rocks-early-days/story-fngr8h22-1226718738122?

nk=fc19e465b764fb0378a683d2af722eb7

Photos: Olivia Marn-McGuire

acknowledgements

A big thank you to all of the cast, crew and creatives from atyp, Sydney Living Museums, Sydney Harbour Foreshore Authority and The Big Dig who assisted with Quay to the City and the accompanying resource.

If you would like to receive further information about atyp’s education

programs please visit our website www.atyp.com.au/education

Other useful websites:

http://hsc.csu.edu.au/drama/hsc/studies/topics/3266/site_specific.htm

http://www.scottisharts.org.uk/1/artsinscotland/drama/features/archive/

themesitespecifictheatre.aspx

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