PERFORMING THE ROMANCE OF MAGNO RUBIO



Description:

The student will get to experience acting out parts of the play in class, watch the play with professional actors, and analyze the current day’s applicability of the play.


Lesson Plan Materials:

• The Romance of Magno Rubio play


• Tickets for the play
www.magnorubio.com
• Props for the play


DAY 1: CLASSROOM AS A STAGE


Students will perform parts of Magno Rubio.


Step 1
Choose scenes from the play to have the students perform.

Step 2
Have the students prepare their skits.

Step 3
Have the students perform their scene and have them present one critical question to their classmates that connects the scene current issues in the Filipina/o American community or their own ethnic/racial community.

Step 4
As a conclusive dialogue have the students uncover how performing the play is different than reading the short story.

Step 5
Prepare the students to look for ways in which the play is different from the short story.



DAY 2 : STAGE AS A CLASSROOM


Students will watch the play on a community stage.


Step 1
Get tickets for students to watch the play.

For the student night tickets for the San Bruno show, contact Liza Erpelo at erpelol@smccd.edu.
For Stockton tickets at $10 each for students, contact Dawn Mabalon at dmabalon@sfsu.edu or (415) 810-6380 (regular prices are $15-35).

Step 2
As a conclusive dialogue have the students uncover how watching the play with professional actors is different than performing the play is different than reading the short story.



DAY 3: CONNECTING MAGNO RUBIO, CARLOS BULOSAN, AND OUR OWN EXPERIENCES


Students will create skits that are current representations of Magno Rubio’s experiences.


Step 1
When the students are back in the classroom the day after they watch the play, have them go around and share what they experienced.

Step 2
Then ask them to think critically about who Magno Rubio’s identity. Ask them:

What does Magno Rubio represent to them personally. What does he represent to Filipinas/os in American? What does represent to Filipinas/os worldwide?

Step 3
Then ask the students,

What does The Romance of Magno Rubio teach us about ourselves, our communities, and American society?

Step 4
Have the students to get into 4 ot 5 groups. Have each group create a skit that represents the same concepts that they learned about in Magno Rubio and have then reenact in a way that is relevant to their own current experiences.

As a conclusive dialogue, ask the students:
Why do people make it difficult for an honest people like Magno Rubio to live in the world?