Strand

Film, Social Studies, English, Language Arts

Objectives

Identify major playwrights of Latino drama; describe the themes and trends of the dramatists. Have students write a brief scene for a play. The scene should demonstrate the student’s understanding of the experiences and themes of Latino drama.

Cultural Perspective

The historical roots of Latino drama reach all the way back to the earliest connections between American Indians and Europeans. In the 17th and 18th centuries theater combined the dance, colors, and even languages of the American Indians to tell the stories of the Bible. Professional theater emerged in 19th century California, Florida, and New York. The troupes that toured Mexico and the American Southwest eventually became resident companies in California by the 1860s. From here their numbers spread into the other border states. When refugees from the Mexican Revolution streamed into the United States in the early decades of the 20th century, theater expanded rapidly, especially in Los Angeles and San Antonio. Wherever large populations of Latino people settled, theater tended to flourish. The themes and characters in the drama invariably reflected the lives of Latinos. The culture shock of new immigrants, the difficulties of poverty, and living in an English-speaking country were often the basis for humor. As Anglo nativist sentiment increased, plays became sharper in their criticism of American culture. Latino theater continues to reflect the stories of the Latino American experience.

Pacing

Two class periods

Materials

• Main Ideas Chart Graphic Organizer
• Narrative Fiction Rubric

Expository Writing

Students have the opportunity to read a play written by a Latino playwright and write a personal response to the play (see Extension below).

Key Questions

Point of View

Working in groups of three or four, students will write one scene for a play that reflects the lives and experiences of Latino Americans. Students will research the history and trends of Latino drama as well as three major dramatists. Have students do their research using the provided links. Encourage them to use the Graphic Organizer as they read the articles.

DBQ

To start students thinking about the themes of Latina drama, have them read the quote by Denise Chávez below. Key questions students should answer are:

• Why does the author/playwright often choose women as her characters?
• What is the function of the setting of a play?
• Why does Chávez mean when she speaks of the “hope of the heart?”

“My characters are survivors, and many of them are women. I feel, as a Chicana writer, that I am capturing the voices of so many who have been voiceless for years. … My work is rooted in the Southwest, in heat and dust, and reflects a world where love is as real as the land. In this dry and seemingly harsh and empty world there is much beauty to be found. That hope of the heart is what feeds me, my characters.” – Denise Chávez

Directions

Distribute the Student Activity sheet or have students access it via The Latino American Experience’s Classroom Resources. Have the students read the quote by Denise Chávez and write down their answers to the questions. Tell students they will research the history and writers of Latino drama. Tell students to use the Main Ideas Graphic Organizer. As they discover themes in their research, they should write them on the main ideas line. Details might be the play, playwright, or a quote. Remind students that their research must include at least three playwrights. Once their research is completed, students may work in groups of three or four to write their scene. Another class may be used to rehearse and perform the scenes.

Assessment

Use the Narrative Fiction Rubric to assess the students’ writing. Have students reflect on their writing or performance and use the list of expectations to judge how well they met the criteria.

Extension

Select a play from one of the authors to read or observe. Have students write a review of the play.

(May be copied for classroom use.)