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Established in 2006, shake & stir has rapidly become one of Australia’s leading contemporary youth theatrecompanies. shake & stir produce an annual season of in-school and Mainhouse productions and a series of in-school workshops for primary and secondary students reaching a combined total audience of over 180,000. In-school productions include 50-minute Shakespeare adaptations, Shakespeare compilations and a program ofmoral-based performances targeting key issues affecting youth. shake & stir’s Mainhouse productions extendupon the in-schools program targeting audiences both young and young at heart. In 2011, shake & stir’sHelpmann Award nominated STATESPEARE embarked on a four-month national tour, visiting theatres in QLD,NSW, VIC, SA and TAS. In 2012, shake & stir staged their adaptation of George Orwell’s 1984 at QPAC. Thissold-out production received rave reviews, broke box office records and will embark on an extensive nationaltour in 2014. In 2013 shake & stir presented 3 Mainhouse productions. In January, the company's youngestMainhouse production Out Damn Snot was co-produced with La Boite Theatre Company. From February shake& stir’s multi award-winning adaptation of George Orwell’s Animal Farm toured theatres nationally, returningto QPAC in May for a sold out season. In August, the company’s new production Tequila Mockingbird, willpremiere at the Cremorne Theatre QPAC. In addition to a busy annual performance schedule, shake & stirtheatre co has an after school drama program reaching approx 400 primary and secondary students acrossSouth East QLD.

shake & stir theatre co is a privately owned company, co-founded by Ross Balbuziente, Nelle Lee and Nick Skubijthat operates outside of government support.

Mission: To motivate, educate & relate to youth via theatre and an infectious enthusiasm for the live arts.

Bookings for our 2014 in-school season are now open. Visit www.shakeandstir.com.au for all the information.

www.youtube.com/shakeandstirtheatre www.instagram.com/shakeandstir

www.facebook.com/shakeandstir www.twitter.com/shakeandstir

www.shakeandstir.com.au


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contentsABOUT THE SHOW.The details, Credits and Characters. 4Sshh! Theatre Etiquette 5Cast & Creative’s Bios 6-8CLASSROOM ACTIVITES.A closer look at Realism [director’s point of view] 9Discussion Questions [pre & post] 10Visual Imagery [a picture paints a thousand words] 11Process Drama [rumour mill // conscience alley] 12Newspaper Writing [subjective VS objective] 13Symbolism [deep stuff] 14Teaser Trailer [storyboarding] 15Intertextuality [let’s compare] 16Character types [where do they fit?] 17Hot Seating [the big questions] 18-19HANDOUTS & WORKSHEETS.Script Excerpts [subtext & context] 20-22Analytical Profiles [get inside their heads] 23-25Character’s Purpose [what’s their motivation?] 26Comparative Chart [fiction // non-fiction] 27Symbolism [deeper stuff] 28Storyboards [think creatively] 29ASSESSMENT IDEAS.Drama 30English 31PRODUCTION IMAGES. 32-33

A note to teachers using the teachers’ notesAll of the activities in this booklet have been created to be used pre or post show. Some are more suited to aDrama classroom, whilst others were created for English – but ALL can be adapted for use in your subject area.You are the teacher, you know your students best.

Please enjoy the activities and the show! If you have any questions about the notes, please feel free to email theEducation Manager, Naomi Russell: [email protected]


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About the showTIME: 90 mins + 10 mins Q&A

WARNINGS: Recommended for Grade 10-12. This show will have medium level coarse language; sexual themesand alcohol references, in keeping with the themes and context of the play.

ACTIVITIES FOR USE IN: Drama & English

Directed by Michael Futcher and featuring a cast of some of Queensland's finest actors, TequilaMockingbird visits themes of racial prejudice, discrimination and the loss of innocence in a uniquely Australiansetting. After a woman is attacked in a small Australian town, the racist underbelly rears its head as thecommunity targets a young Indian Doctor who has recently relocated to the area. Only one local man possessesthe strength and conviction to uncover the truth and defend the accused in the ultimate fight for what’s right.Don’t miss this bold, brave new work examining a darker side of Australian culture lurking just below thesurface.

CreditsWriter// Nelle LeeDirector // Michael FutcherDesigner// Josh McIntoshLighting Designer // Jason Glenwright Sound Designer // Guy WebsterDramaturg //Michael FutcherScript Advisor // Ian LawsonFight Director // Justin Palazzo OrrStage Manager// Daniel SinclairAssistant Stage Manager //Melanie PatellaAssistant Stage Manager // Nicole NeilEducation Manager // Naomi RussellPhotography // Dylan EvansFeaturing// Ross Balbuziente, Shannon Haegler, Nelle Lee, Barbara Lowing, Bryan Probets and Nick Skubij

CharactersCharlie // Richard’s son, moved away from Stanton five years ago, 16Dan //Joel’s mate, early 20sJoel // Rachel’s boyfriend, just lost his job, early 20sKaren //Mel’s Mum, late 40sMel //Charlie’s old friend from primary school, 15Mitch // Charlie’s old friend from primary school, 16Rachel // Joel’s girlfriend, early 20sRichard //Retired Lawyer who has just returned to Stanton with his son Charlie, late 40sSameer //Young Doctor who has just moved to Stanton from India, early 20sSue //Local pub owner, late 40sTrish //Joel’s mum, rough, late 40s


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Sshh! Theatre etiquette – the do’s and don’ts

shake & stir is a live theatre company and many of your students may be unfamiliar with standards ofbehavior for a live theatre audience. Below are some guidelines for your consideration. Please go overthese points with your students prior to the performance:

We encourage your students to actively participate in our performances by applauding, laughingand asking/answering questions at the end.

Food or drink is not allowed during a performance as it is distracting to both the actors and otheraudience members.

General chitchat, talking and moving around the theatre while the performance is underway is notallowed. Live theatre is different to Television or Film – the actors on stage can hear and see aswell! If a student needs to leave the performance space for any reason during a performance,please ensure this is done quickly and quietly.

Questions are welcome and encouraged but will be restricted to the designated 10min questiontime at the end of each performance.

Please ensure that your students switch off their mobile phones and leave them in their bagsbefore the performance begins.

Finally - enjoy the show!


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Meet the cast

ROSS BALBUZIENTE // Joel/mitchFor shake & stir: Ross is the Co-Artistic Director of shake &stir and has created over 20 youth productions andperformed in over 1000 performances. He co-created andperformed in STATESPEARE (2009, 2011, 2011 NationalTour), ANIMAL FARM (2011, 2013 National Tour), 1984(2012). Other Theatre: Romeo & Juliet (QTC), Julius Caesar(La Boite), Citizen Jane (JUTE), A Midsummer Night'sDream, Two Weeks with the Queen, The Taming of theShrew, Little Shop of Horrors (Harvest Rain TheatreCompany), Assassins (Warehaus Theatre/QPAC), Of OurOwn Volition (Spangled Drongo Productions/Metro Arts),As You Like It, The Comedy of Errors, Titus Andronicus andMonkey and His Magic Journey to the West (Grin & TonicTheatre Troupe). Ross developed and performed in anoriginal Shakespeare compilation production Strangers on

the Globe Stage London. As Director: Out Damn Snot, Statespeare (shake & stir/La Boite); Thus I Die!,Bard-Wired and Love is an Ass (University of Southern Queensland). shake & stir’s in-schoolproductions including Romeo & Juliet, Macbeth, Hamlet, Shake Up!, Tragic Magic, Chop Logic, Bard tothe Bone, I Crave My Space, Say it to My Face Book, Vacant and Popular.

SHANNON HAEGLER //dr sameer chavanFor shake & stir: Debut. Other Theatre: Shannon hasstudied a Bachelor of Creative Industries at the Universityof Southern Queensland (USQ) . While at USQ he featuredin Captain Pathos and His Army of Imaginary Friends, AllSortz and for the annual USQ/Artworks Shakespeare in thePark Festival he has performed in A Midsummer Night’sDream and played the title role in Richard III. Shannon isexcited to make his professional debut with shake & stirtheatre co.


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Meet the cast





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Meet the cast





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NELLE LEE // Rachel /melFor shake & stir: Nelle is a founding member and Co-Artistic director of shake & sir and is kept busy each dayperforming, teaching and creating youth theatre. Nelle co-created, wrote and performed in STATESPEARE (2009,2011, 2011 national tour), ANIMAL FARM (2011, 2013National Tour), 1984 (2012), Out Damn Snot (2013). OtherTheatre: The Crucible, Maxine Mellor's Mystery Project,Property of the Clan (Queensland Theatre Company).Complete Works of William Shakespeare by Chicks & ALICE(Harvest Rain Theatre Company). Nelle also appeared inMagda's Fascination with Wax Cats (The ForwardMovement/Metro Arts Independence), Catholic SchoolGirls (Three Sisters Productions) and Newton's Law (Strut'n' Fret/QLD Arts Council). Film & Television: Sea Patrolseasons 2 & 3, Mortified and the feature film JUCY which

premiered at the Toronto International Film Festival in 2010. Training: Bachelor Theatre Arts (Acting)from the University of Southern Queensland. Awards: 2011 USQ Alumnus Award, 2011 USQ ArtsFaculty Award.

BARBARA LOWING // sue/trish/karenFor shake & stir: Debut. Other Theatre: Barbara is the firstQueensland graduate of The Western Australian Academyof Performing Arts (WAAPA). Since her graduation in 1986,she has worked all over Australia and internationally. Shehas performed with Queensland Theatre Company,Melbourne Theatre Company, The Hole in the Wall TheatreCompany, The State Theatre Company of South Australia,Griffin Theatre Company, St John’s Cathedral, RestagedHistories Project, La Boite, The Empire Theatre,Queensland Arts Council, Dead Puppet Society and ThePerformers Independent Theatre Company and has beenaffiliated with the Sydney Theatre Company. Barbara hascontributed to the creation of over 60 new works for theAustralian stage. She is also a voice over artist for radioadvertisements and award winning documentaries that have been screened the world over.As Director: The University of Southern Queensland and Expressions Dance Company and is a regulartutor with The Aboriginal Centre for the Performing Arts. Awards: Theatre Critics Matilda Award forBest Actress (2007) and two MEAA/Equity awards for Best Actress and Best Ensemble Castfor Away (2007), and a Goldie Award for Best Commercial Voice Over Artist, Queensland. Barbara hasbeen a proud Equity/MEAA member since 1987.


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BRYAN PROBETS // RichardFor shake & stir: ANIMAL FARM (2011, 2013 NationalTour), 1984 (2012).Other Theatre: Pygmalion, Waiting For Godot, TakingAim, The Alchemist, The Importance of Being Earnest,Private Fears in Public Places, A Christmas Carol, TheVenetian Twins, Scapin, The Lonesome West, Mano Nera,The Cherry Orchard, The Road to She-Devil's Salon, TheWorks 2003 (Queensland Theatre Company); EdwardGant's Amazing Feats of Loneliness (with Sydney TheatreCompany), As You Like It, The Wishing Well, The DangerAge, The Year Nick McGowan Came to Stay, Operator,Crèche and Burn, Way Out West, Milo's Wake, Hermes andthe Naked Flame (La Boite Theatre Company/QueenslandArts Council) all for La Boite. The Composer is Dead (Out ofthe Box); Australia The Show! (Hothouse Theatre

Company); The A to Z of Cabaret (Brisbane Cabaret Festival/Qld Arts Council); Zooillogical (KiteTheatre/Schnapper Head), Credo the Innocence of God (Queensland Music Festival); The AmazingMagician Goes Troppo (Queensland Ballet); Love's Labour's Lost, As You Like It, The Woman in Black(Harvest Rain); King Lear (Trocadero); The Legend of King O'Malley (On Giant's Shoulders); The ZooStory (QUT); Hamlet (Matrix Theatre/QPAC). Film: The Great Gatsby, Singularity, A Heartbeat Away,Daybreakers, Triangle, The Proposition, Nim's Island, Subdivision, The Horseman, Punishment andHildegarde. Television: Monarch Cove, Starter Wife, Fat Cow Motel, Love Weights, Farmkids. Awards:Matilda Award (2012), Two Matilda Commendations (2003), MEAA Award for Emerging Artist (2003).Training: Bryan is a graduate of USQ.

NICK SKUBIJ // Charlie/danFor shake & stir: Nick co-created and performed inSTATESPEARE (2009, 2011, 2011 National Tour). As aco-founder and Co-Artistic Director of shake & stirtheatre co, Nick has devised, directed and performed innumerous productions, ANIMAL FARM (2011, 2013National Tour) , 1984 (2012), Out Dam Snot (2013).Other Theatre: Nick has performed with some oAustralia's leading entertainers including Zoe Ventoura,Colin Lane, Glenn Shorrock and Rhonda Burchmore.Performances include Romeo & Juliet (QTC), EUROBEAT(QPAC), Citizen Jane (JUTE), Crackle, Snap, Pop(JUTE/QTC), Surviving Jonah Salt (KEDT/JUTE), Flutter(JUTE), The 25th Annual Putnam County Spelling Bee(Oscar Theatre Co), The Fiveways (Brisbane Festival) andA Midsummer Night's Dream (Harvest Rain TheatreCompany). Nick has also worked for Grin & Tonic Theatre Troupe in 2005-2006. He has performed at anumber of major arts festivals including Scene Change Playwrights Festival (Tasmania), NT Festival ofthe Arts, Festival Cairns and Brisbane Festival. Trained in classical dance, Nick has danced with theQueensland Ballet and has choreographed and performed in various corporate dance troupes.Film & Television: Second series of Channel 7's popular children's television program TOYBOX.


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The director’s point of view: RealismMichael Futcher, Director of Tequila Mockingbird has worked extensively in the style and form of Realism.Tequila Mockingbird fits within the realms of Realism, because, as Futcher states: “A realistic play is a playwhich is primarily written in dialogue which reflects everyday speech, and whose situations mirror real life as wenormally experience it.”

BACKGROUND.Realism began as a theatrical form in the late 19th century largely as a reaction to the existing forms of the daywhose stock situations and often overblown melodramatics, started to become stale and hackneyed. Earlyexponents of the style were Zola and Ibsen, and of course, Stanislavsky (who has influenced realistic acting fornearly 100 years).

Michael what is important to keep in mind when approaching Realism?- Essentially realism is about placing the actor and the character he/she embodies at the centre of the

theatrical experience.

- It is about the actor connecting with the role and the job of the director is to facilitate that (as well asserving the playwright’s intentions!). The actor has to be wooed and inspired into the world of the play.

Michael what were you looking for during the rehearsal process?The key elements I wanted from the actors as the Director were:

1. Understanding (that is the ability to know what they are saying and why, and to identify and commit tothe character’s objectives)

2. Truth (that is the ability to believe in what they are saying, to connect with the emotional life of thecharacter)

3. Activity (the ability to remain alive on stage before, during and after a line of dialogue, the ability tocreate subtext, ability to be in the present moment in a scene – not thinking ahead, ability to listen to theother actor)

4. Accuracy (the ability to follow the nuances of the text and identify changes of tack in the character’sobjectives and/or tactics, detail)

5. Commitment (the ability to embody the high stakes of their character, and to connect fully andimaginatively with the character’s individuality through research, observation etc)

The rehearsal process is a continuous exploration of all these elements.

Questions to consider:1. In your opinion, do you think Tequila Mockingbird fits into the form of Realism? Why/Why not?2. To what extent did the actors convey the 5 key elements that Michael Futcher asked of them? Justify

your opinions with examples from the play.3. What elements of the production mirrored ‘real life as we normally experience it’ for you? Is this

different from others in your class? Compare answers.


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Discussion // research questionsDiscuss these statements. Remember to sometimes play Devil’s Advocate to promote healthy debate.

RACISM.

1. Racism is learned through age, time and external influences, therefore it can also be unlearned.2. Australians are only racist if they’ve been drinking.3. People aren’t necessarily racist, just ignorant.4. Was Joel just a product of his upbringing and only racist because of his mum’s views?5. Do you think, in general, Australian’s are intolerant of other cultures?

ALCOHOL ABUSE.

1. Alcohol abuse is a major problem in Australia.2. People make decisions that they wouldn’t usually make when under the influence of alcohol, therefore

shouldn’t be held responsible for their actions.3. There should be tougher laws for underage drinking.

HUMAN NATURE.

1. Everyone is flawed and it’s wrong to think that anyone is perfect, no matter how ‘good’ they seem.2. Everyone is a product of their upbringing, we must take people ‘in context’ of what they’ve been

through.3. We always fear what we don’t understand.4. It’s really hard to go against peer pressure.5. Sometimes it’s easier to just stay quiet, rather than speak out and take a stand.6. You should always stand by your beliefs, no matter the consequences.7. ALL the characters in the play are guilty of something.

CONTEXT & INTERTEXTUALITY.

1. What references to other work exist in this play? What about references to real life stories such as ‘DrDeath’? What effect does this have on the audience?

2. What context does the audience bring to this play? How does your own understanding of the storychange the way you watch and respond to it?

LAW & JUSTICE.

1. Is it ever ok to take the law into your own hands? When? Why?2. How does the media influence a trial? What cases can you think of that have been heavily influenced by

the media during the trial?3. Do you think you’d be able to stay objective if you were on a jury? Why/why not?

VIOLENCE.

1. Sometimes violence is the only answer.2. You can’t be responsible for your actions if you’re under the influence of alcohol or drugs.3. Rank the following on a scale of 1-5 with 5 being the most damaging: physical assault, verbal assault,

bullying, humiliation, verbal intimidation. Discuss the class majority.


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A picture paints a thousand wordsPRE SHOW. Project the images found on 33-34 up on the board and ask students to stand in front of animage and say what they thing that character is thinking. What does the image say about the person? OR givethem a copy of each image and ask them to write down anything they think/assume about this person based onthe image alone. Ask them to make choices about their appearance, clothes, facial expression, body language.

POST SHOW. Repeat the activity after seeing Tequila Mockingbird and see how different the responses are.

He is wearing a suit,could indicate he looksafter himself

He looks quiteserious and hasheavy seteyebrows

Not smiling

His closed body language connotes that he is hiding something or has a closed personality


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Not smiling



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Not smiling



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Rumour mill // conscience alleyThe following activities will help students to start to think like a character, and can be used a starting off pointfor a process drama, writing in role task, or hot-seating activity.

1. Put students in role as the townspeople of Stanton. One of them has just found out that a local girl,Rachel Thompson, has been assaulted. Start a rumour mill where everyone (in role) says something theyknow about the case.

2. Break off into pairs and get students to improvise a small scene between two townspeople about whatthey know. Give them 10 mins, then share some of their pieces.

3. Split the class into 2 groups and get them to stand in two lines, facing each other to create an alley. Onestudent (or the teacher) will go into role as a different character who must walk down the alley. The restof the class act as their ‘conscience’ and can speak aloud thoughts in their head. Once the characterreaches the end, break role and get the student to explain how it made them felt. It’s really important tobreak the role with the students afterwards and de-brief about what was said. Somecharacters//thoughts to consider with the alley:

- Rachel after she’s been beaten up.- Sameer after he leaves Rachel’s house.- Richard when deciding to take Sameer’s case.- Charlie and how he feels about his Dad.- Joel when he wakes up the morning after the assault.- Trish when she sees Rachel beaten up.

Extension Activities:

Writing in Role. Students could write as one of the characters, showing a different perspective.

Script Work. Use the script excerpts found on pages 20-21.

Improvisation. Students could improvise a new scene from something that came out in the conscience alley.

News Reports. The next activity could lead in nicely from the rumour mill, with some of these being used as thequotes as well.


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Subjective VS objectiveGet students thinking about bias and how the media can sway people’s opinions. What effect does this have on acourt case in a community? Below is an activity to help students think about something from more than oneperspective.

You are a reporter for the Stanton Times. You’ve just found out through hear-say that a young doctor who hasrecently moved to the town has been accused of assaulting a local girl, Rachel Thompson. You’ve managed tocollect the following quotes from local townspeople. Read through them carefully in preparation for an article.Your Editor has asked that you write two short pieces – one that could be used if the doctor is found guilty, theother innocent. It’s your job to choose appropriate quotes / facts / opinions and decide how you will spin thearticles.

“She would have left the pub at around 7pm. She looked a bit tipsy and upset.”

“He was sitting in the gutter with her, giving her something, looked like a hanky or something.”

“She was screaming like a banshee.”

“Well Sue said she ducked out to get some stuff and when she came back Joel and Dan were having a fight. Shehad to kick them out.”

“Trish told me that she saw him hitting her real hard.”

“I walked in and saw Rachel getting attacked by the Indian doctor.”

“I heard that Joel was crying about the whole thing. Imagine seeing your girlfriend getting beaten up?”

“I was at the pub after work and they all seemed to be celebrating something. Rachel looked pretty pleased with herself.”

Extension Activity: After writing the article discuss the idea of TRIAL BY MEDIA with students. Get them toresearch this term if they don’t know what it means. Discuss major cases that the media has influenced andmedia’s role in changing public perception.

Further Reading//Links:

Definition: Trial by Media http://en.wikipedia.org/wiki/Trial_by_medi

Media influence on Jury selection: Jayant Patel http://www.couriermail.com.au/news/jury-in-jayant-patel-case-will-be-quizzed-to-determine-whether-media-coverage-may-influence-impartiality/story-e6freon6-1226570224216

OJ Simpson: Not Guilty? http://people.howstuffworks.com/ten-controversial-court-cases.htm#page=1

Adam Goodes called ‘ape’ by 13 year old girl http://www.dailymail.co.uk/news/article-2331441/Adam-Goodes-Moment-Aboriginal-Aussie-rules-footballer-confronted-racist-13-year-old-girl-called-ape-escorted-stand.html


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Symbolism // motifsThis play has many symbols and motifs hinting at something deeper below the surface. Below is a table of someof the symbols used in the play. There is also a blank one on page 29 to use with students.

SYMBOL // MOTIF Deeper meaning to discussSet Design – old tiles - The set is very symbolic and has several underlying meanings. Discuss

the use of the old tiles and how they are decayed and worn –representing our public/private lives – what’s on view to the public?Some tiles are grimy and chipped away, just like some characters aregrimy under the surface.- The set also is symbolic of an empty pool – the water marks show whatwas once shiny and new / water representing new life – which has nowgone. It is also reminiscent of a drain – life draining away, water goingdown the drain, characters being drained.- Another interpretation is the set connoting a bird cage. Who is caged inthe show? Think of a metaphor about freedom / setting people free VSbeing caged and held captive.

Alcohol // Tequila Alcohol is used in the play to reveal a character’s true intentions. It alsois the catalyst between passive / aggressive racism. EG: Joel is passivelyracist until under the influence of alcohol – when his true coloursappear.

The Pub Heart of the town is all based around this local meeting place – andalcohol. Which characters enter the pub? Which are shown drinking?

Stanton This country town is representative of an Australian microcosm and hasmany stereotypical Australians. The town is going through hard times,which is also symbolic of many local towns in today’s climate.

Actors playing more than one role Think about the fact that the same actor played Joel / Mitch. One isforceful, arrogant, argumentative and ignorant. The other is quieter andmuch more innocent.Sue/Trish/Karen are all played by the same actor but are very differentroles. How was this change shown symbolically? What effect did it have?Symbolically these roles can also represent the fact that we all have alittle bit of someone else in us; we all can learn how to empathise; or weall have good/evil in us – but it’s our choice as to what is dominant.

The drought Not only does this show the way the town is struggling, but alsorepresents the way life is ‘drying up’ and how old views may need to ‘dryout’. This is also shown through the set design.

Rachel’s tattoos For many people tattoos carry great significance. The cherub is full ofsymbolism – it’s a symbol of an angel – protective and innocent. Anothermeaning that could be drawn is more biblical – some say cherubs didn’tappear until after the sin of Adam and Eve – they were a necessary angelonly after humans sinned.Her bird tattoo also carries great significance. Birds are symbols offreedom – flying away, escaping. Think about the phrase ‘if you lovesomething set it free, if it comes back it’s yours.’


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Teaser trailerLinking back to marketing and engagement this task is great for getting students to think about the purpose oftheatre as opposed to books/tv/film. How is this medium different? How is it the same? Get them to storyboarda teaser trailer for Tequila Mockingbird, or another text they have studied. There is a storyboard worksheet onpage 30. They must come up a unique selling point and use some the following conventions:

Titles Music Voice overs Still images

Footage Quotes Booking information Hook

Tequila Mockingbird trailer by optikal bloc [www.optikalbloc.com.au]

http://www.youtube.com/watch?v=6W4EUjhXMME


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intertextualitySome of the themes found in Tequila Mockingbird can be seen in everyday life and other texts. Ask students tobrainstorm any links they can think of from news items, movies, songs etc and create some comparisons toTequila Mockingbird. Below are a few comparative examples that have been started and some blankcomparison models can be found on page 28.

Comparison 1: Bus Racism Incident with 55 year old womanTrish Abbot Similarities Bus Racism

- No remorse shown from Trish- Brings other people into the

conversation through pressure

- Older woman attacking youngerman/youth

- People standing by and notalways standing up for thevictim

- Publically sharing views that aresocially unacceptable

- Swearing/verbal abuse- Racism aimed at Asian cultures

- Setting (on a bus)- She showed remorse when

watching the footage back later

Source: http://www.news.com.au/national-news/woman-charged-over-racist-bus-attack-in-sydney/story-fncynjr2-1226670088256

Comparison 2: ‘We grew here, you flew here’ Cronulla RiotsTequila Mockingbird Similarities Australia Day

- Smaller scale event- Country context- Fiction- Racism aimed at Asian culture

- People being ignorant aboutAustralia’s past

- Small-minded people assumingthat anyone who looks differentto them is a threat

- Inequality // Discrimination- People not standing up and

saying anything when they knowthey should: “You know how youcan sometimes be haunted byyour inaction? I have been eversince.” [David Koch, onlinearticle] Similar to Sue’s characterin Tequila Mockingbird notsaying anything when shehears/sees things in the pub

- People saying things under theinfluence of alcohol

- Violent acts of racism- Provoked by assault charges

- Larger scale racism- Large scale violence/riots- City context- Factual- Racism aimed at Lebanese

culture

Sources: http://www.thepunch.com.au/articles/what-i-hate-about-australia-day/ http://en.wikipedia.org/wiki/2005_Cronulla_riots


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CharactersUse the following headings to start a discussion with students about where they think each of the charactersfrom Tequila Mockingbird should fit. There can be more than one answer for each, the idea is to get themdiscussing the words and why a certain character fits within it.

Go on to discuss stereotypes and character types and why these are necessary in narrative structure.

THE INNOCENT THE EMPATHIST

THE RACIST THE WISE

THE GOSSIP THE REBELLIOUS

THE RECLUSE THE FENCE SITTER

The abuser The abused

The victim The follower

Why do some characters fit into more than one mould?

Do the characters change throughout the story? How?

Character List:

Charlie // Richard’s son, moved away from Stanton about five years ago, 16Dan //Joel’s mate, early 20sJoel // Rachel’s boyfriend, just lost his job, early 20sKaren //Mel’s Mum, late 40sMel //Charlie’s old friend from primary school, 15Mitch // Charlie’s old friend from primary school, 16Rachel // Joel’s girlfriend, early 20sRichard //Retired Lawyer who has just returned to Stanton with his son Charlie, late 40sSameer //Young Doctor who has just moved to Stanton from India, early 20sSue //Local pub owner, late 40sTrish //Joel’s mum, rough, late 40s

Extension Activity: Compare two characters from the play and their role in the story telling. It may beinteresting to compare two characters who were played by the same actor – how did this effect the way youviewed them? Did you have more empathy for a character because of this? Less? How did the acting styleschange to show the change in characters?


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Hot seatingHot seating allows the students to think more deeply about the choices the characters made in the play. It alsohelps them to think about what may have happened next for each of the characters – as many of the story linesare left open for the audience to make up their own minds. From an outside point of view it’s also good for themto deconstruct the acting styles/plot lines for these characters and why they were represented this way. Askstudents to go into role and hot seat them with questions relating to the plot. Some example hot seatingquestions can be found below. If the students need a focus you could pretend they are being questioned aboutthe case against Sameer.

CharlieWhy are you so angry at your father? Describe your relationship with Mel and Mitch.Is it hard for you being back in Stanton? Why? What do you miss about life in the city?How do you feel about Sameer’s situation? What happened between you and Caleb at school? We

heard you were suspended over it.

DanHow long have you known Joel? How did you guys meet?Is Joel a good boyfriend to Rachel? Is a good mate? Why don’t you say anything when Joel (physically or

verbally) hurts Rachel?

JoelTell us about your job. Describe your relationship with your mother Trish.How long have you and Rachel been together?Where did you meet?

How long have you lived in Stanton?

Why didn’t you want Rachel seeing Sameer as herdoctor?

What happened between you and Rachel the night shewas assaulted?

melDoes your mum like you hanging with Charlie? Describe your relationship with your mother Karen.Tell us about Dr Chavan. How long have you lived in Stanton? Do you like it?

MitchHow long have you known Charlie?Did you keep in contact when he moved away?

Why did you break into the newsagency?What did you take?

Tell us about Dr Chavan. How long have you lived in Stanton? Do you like it?


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RachelTell us about your parents. Where are they now? Describe your relationship with Joel’s mum, Trish.How long have you and Joel been together? Where didyou meet?


Why didn’t you want to see Dr Chavan the first timeyou visited the clinic? What made you change yourmind?

Did you lie about what happened the night you wereassaulted? Tell us again what happened.

RichardHow long have you lived in Stanton? Describe your relationship with your son, Charlie.Why did you choose to study Law? Is it tough beingaround criminals?

Do you think you’re a good father? Have you mademistakes with Charlie?

SameerTell us about your parents. Where are they now? Describe your relationship with Rachel.What were your first impressions of Australians? What is Stanton like as a town?Why did you choose to move to Australia? Did you lie about what happened the night you were

accused of assault? Tell us again what happened.

SueWhat goes on at the pub on a typical night? How long have you lived in Stanton?.How well do you know the people of Stanton? Do you regret not saying anything to Joel when you

saw him push/yell at Rachel? Is it your business?You seem to see a lot with your job. What are peoplelike once they’ve had a few? Do they ever tell you anygossip?

What happened the night Rachel was accused ofassault?

TrishYou’re very protective of your son Joel. Tell us aboutyour relationship.

What about Joel’s father? Where is he?

Why don’t you like Rachel?Has something happened between the two of you?


Why didn’t you want to see Dr Chavan the first timeyou visited the clinic? What made you change yourmind?

Did you lie about what happened the night you wereassaulted? Tell us again what happened.


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Script excerpt// Rachel & SameerSameer Miss Thompson!

Rachel Hey.

Sameer I thought you were booked in to see Dr Kerr?

Rachel Yeah well, you seemed to know what you were talking about last time.

Sameer Ha, yes. I would hope so. And how are the ribs?

Rachel Yeah better. Still a bit sore.

Sameer Do you have the x-ray there? She hands it over. The good news here is that there is no sign of abreakage, so your ribs are just bruised.

Rachel Good news.

Sameer Yes, very good. Just keep doing the exercises and it should heal itself over the next month.

Rachel So I don't need anything?

Sameer Nope. Just panadol if it starts to cause you any pain.

Sameer seals the x-rays and hands them back to Rachel.

Sameer Alright. Is there anything else I can do for you Miss Thompson?

Rachel Nope. All good.

Sameer (Sameer typing up) Oh, and thank you for the tip on the bakery.

Rachel Oh you went?

Sameer Yes! Every day.

Rachel (laughs) Yep. It's addictive. I'm trying to cut down. Starting to get fat!

Sameer Oh don't be ridiculous.

Rachel Well pudgy.

Sameer Pudgy?

Rachel Like chubby. That's what Joel calls it.

Sameer You certainly have nothing to worry about.

Rachel (smiles) Thanks. Sameer shows Rachel out.

Sameer Bye for now. Sameer smiles.


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Rachel Hey.






Rachel Good news.








Rachel Oh you went?




Rachel Well pudgy.

Sameer Pudgy?






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Rachel Hey.






Rachel Good news.








Rachel Oh you went?




Rachel Well pudgy.

Sameer Pudgy?






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Script excerpt// Charlie & SameerCharlie Don't worry, Dad will get you off.

Sameer I'm sure he will.

Charlie Bet you never thought something like this would happen hey?

Sameer Never. It was the least of my concerns. I figured I'd struggle with the language and perhaps theculture to a certain degree. I never thought...

Sameer smiles.

Sameer You're very lucky Charlie. Your dad is a very brave man.

Charlie Yeah, he's alright. Your dad coming over for the trial or anything?

Sameer No. I'm yet to inform my family.

Charlie Really?

Sameer I was just telling your father that I need to find the right time.

Charlie But you have to tell them, right?

Sameer I do, yes. Before the papers do preferably.

Charlie Yeah true.

Sameer You know the hardest thing about this is actually the thought of my parents when they find out.After knowing what they have given up get me here today. My father was actually againstcoming here in the first place. He told me, Sameer, do not go to Australia anywhere butAustralia. They do not want foreigners at the moment. Especially not Indian's. I told him to stopbeing so racist. [beat] I will have caused them so much shame and I haven't even managed tosend any money at all back to India.

Charlie This isn't your fault.

Sameer That doesn't matter I'm afraid.

Charlie Yeah it does!

Sameer I'm in this situation. Regardless of how it happened. And I need to live with that.


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Sameer smiles.




Charlie Really?




Charlie Yeah true.







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Sameer smiles.




Charlie Really?




Charlie Yeah true.







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Subtext and characterisationRead (or preferably act out with a pair!) the 2 script excerpts and then answer the following questions:

1. What do we learn about each of the characters from these excerpts?2. Identify the intention behind some of the lines and write down an adverb showing how you

think it should be said/performed. (EG: aggressively, shyly, confidently)3. Have a go at writing the subtext for the line (deeper or implied meaning) - what they’re

thinking but not necessarily saying aloud.4. What do we learn about characters that are spoken about by others? (Joel, Sameer’s family,

Richard)5. Try and decide what you think the character’s objective in the scene is. Is it to find out more

information? To comfort? To express a particular feeling?

Practical Activities:

1. Improvise with a pair what could happen next between these 2 characters –try and keep theintention of the character the same, whilst allowing the scene to play out.

2. Write a scene that comes directly before this. What have these characters just been doing?How does this affect the intention of the scene? Perform it to see how it works.

3. In a group of 3 act out each of the scenes with one as Director. Try and change the intention ofthe scene and play around with staging / direction and see how this affects the outcome for theaudience.

4. Research Stanislavsky’s method of acting and apply some of his techniques to the scene.5. Pretend that Sameer’s speech about his parents is a monologue and write more lines about

how he is feeling. What else would he say?


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Analytical profile: Rachel ThompsonAge: early 20s

Family Background: ___________________________________________________________________

Physical description: __________________________________________________________________

____________________________________________________________________________________

Biggest Fear: ________________________________________________________________________

Why does she stay with Joel? ___________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What tension exists between her and the other characters? List at list two characters with examples:

____________________________________________________________________________________

____________________________________________________________________________________

If she could change one thing about herself what would it be? Why doesn’t she?

____________________________________________________________________________________

____________________________________________________________________________________

Why does she lie about Sameer abusing her? _______________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What do you think her parents are like? What has led you to believe this? _______________________

____________________________________________________________________________________

How was she represented on stage? What effect did this have on you as an audience member?

____________________________________________________________________________________

____________________________________________________________________________________

What made her character vulnerable? ____________________________________________________


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Analytical profile: Joel abbotAge: early 20s



____________________________________________________________________________________

Biggest Fear: ________________________________________________________________________

Why does he stay with Rachel? _________________________________________________________

____________________________________________________________________________________

What tension exists between him and the other characters? List at list two characters with examples:

____________________________________________________________________________________

____________________________________________________________________________________

Describe Joel in 40 words or less, as if writing a description for an actor who is going to play the part:

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

What do you think his Dad was like? What has led you to believe this? __________________________

____________________________________________________________________________________

How was he represented on stage? What effect did this have on you as an audience member?

____________________________________________________________________________________

____________________________________________________________________________________

What made his character vulnerable? ____________________________________________________

____________________________________________________________________________________


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Analytical profile: sameer chavanAge: early 20s



____________________________________________________________________________________

Biggest Fear: ________________________________________________________________________

What made him move to Australia? What was holding him back from moving?

____________________________________________________________________________________

____________________________________________________________________________________

What tension exists between him and the other characters? List at list two characters with examples:

____________________________________________________________________________________

____________________________________________________________________________________

If he could change one thing about himself what would it be? Why doesn’t he/can’t he?

____________________________________________________________________________________

____________________________________________________________________________________

Sameer speaks to Charlie about shaming his family with the assault charges. Do you think he’ll ever get

over it? Why/Why not? _______________________________________________________________

____________________________________________________________________________________

In your opinion, what happens to Sameer at the end of the play? What led you to believe this?

____________________________________________________________________________________

____________________________________________________________________________________

How was he represented on stage? What effect did this have on you as an audience member?

____________________________________________________________________________________

____________________________________________________________________________________


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Analytical profileName: Age:



Biggest Fear: ________________________________________________________________________

Describe the character in 40 words, as if writing a description for an actor who is going to play the part:

____________________________________________________________________________________

____________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

What tension exists between them and the other characters? List at list two characters with examples:

____________________________________________________________________________________

____________________________________________________________________________________

If they could change one thing about themselves what would it be? Why don’t they?

____________________________________________________________________________________

____________________________________________________________________________________

What is silenced about this character? ____________________________________________________

____________________________________________________________________________________

In your opinion, what happens to them at the end of the play? What led you to believe this?

____________________________________________________________________________________

____________________________________________________________________________________

How were they represented on stage? What effect did this have on you as an audience member?

____________________________________________________________________________________

____________________________________________________________________________________


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Purp

ose /

/ rol

e // m

otiv

atio

nTequila MockingbirdCharacter ROLE/PURPOSE/MOTIVATION/Rachel

Charlie

Mel

Sameer

Richard

Sue

Joel

Dan

Mitch

Trish

Karen


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Comparison:

1: Similarities 2:


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SYMBOL Possible deeper meanings


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Storyboarding a teaser trailer1 2 3 4

Shot Type:Length:FX:




5 6 7 8





9 10 11 12





13 14 15 16





17 18 19 20






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Drama // Responding to theatreAnalytical essay 1.

“A realistic play is a play which is primarily written in dialogue which reflects everyday speech, andwhose situations mirror real life as we normally experience it.” Michael Futcher // Director

After watching shake & stir’s production of Tequila Mockingbird analyse the way in which conventions ofRealism as outlined by the Director, Michael Futcher were used to create dramatic meaning onstage. To whatextent were these realised by the actors in the production?

The key elements he has stated he wanted from the actors were:

Understanding (that is the ability to know what they are saying and why, and to identify and commit to thecharacter’s objectives)

Truth (that is the ability to believe in what they are saying, to connect with the emotional life of the character)

Activity (the ability to remain alive on stage before, during and after a line of dialogue, the ability to createsubtext, ability to be in the present moment in a scene – not thinking ahead, ability to listen to the other actor)

Accuracy (the ability to follow the nuances of the text and identify changes of tack in the character’s objectivesand/or tactics, detail)

Commitment (the ability to embody the high stakes of their character, and to connect fully and imaginativelywith the character’s individuality through research, observation etc)

Your essay should also refer to key dramatic elements such as tension, mood, symbol and focus that weremanipulated to help convey dramatic meaning by the actors.

Refer to page 9 for more details on Realism from Michael Futcher.

Analytical essay 2.

“Tequila Mockingbird deals with so many huge issues – not only racial and personal prejudices but alsoalcohol abuse and its effect on families and community. We hope to present and critique cleverlydisguised, almost socially acceptable forms of both that lurk just under the surface in Australiansociety.” Nelle Lee // Writer

Analyse the way in which serious issues of racism, personal prejudices and abuse were presented on stage. Howwere the dramatic elements of symbol, mood and tension manipulated to show these darker issues? How wereother elements of production such as set, lighting and sound used? What effect was created?


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English // Responding to theatre

Expository writing.You are a writer for the Courier-mail’s Entertainment section: Life. Your Editor has asked you to write acritical review of Tequila Mockingbird, analysing the play’s themes, characters, direction and dramaticmeaning, with the focus question: Should theatre entertain or educate? Prepare an 800-1000 wordreview with images for publication in Saturday’s paper.

expository panel discussion.“Tequila Mockingbird deals with racial intolerance but uncovers a more cleverly disguised,almost socially acceptable form of racism lurking just under the surface in Australian society;Racism that is often downgraded and accepted as us being our ocker, larrikin ‘Australian’selves”.

“We have taken universal themes and common circumstances but realised them in a way thatrelate directly to us as modern Australians.”

Nelle Lee // Writer

Respond the quotes above in a panel discussion. Refer to other texts, both fiction and non-fiction inyour discussion.

reflective writing.Pretend that you are Sameer and you have to write a letter to your parents explaining what hashappened during your time in Australia.

imaginative writing.Choose a prevalent scene or theme from Tequila Mockingbird and transform it from a script into apoem, short story or newspaper article. Be creative in your presentation and try and think ofsomething original for the task. Think outside the box!


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