Becoming Hi-Story-Cal

Abstract

This chapter offers professional advice for educators, particularly those unfamiliar with history-based performance, on how to move their historic character research to the place of actual portrayal. Using a questioning method, the author takes the reader step-by-step through essential elements of historical character portrayal such as character perspective, props, and costuming, placing them within the context of educational objectives and performance logistics. The author discusses in detail differences between portraying a well-known historical figure versus someone connected to that person. She explains the importance of choosing a date for a first-person portrayal, as it defines what the character “knows,” and provides techniques for handling questions beyond the character's date range. For newcomers to researching and portraying historical figures, it is important to consider the following points: What is each character teaching? Where will the presentation be held? Is the presentation solely for students, or does it include peers, parents, or administrators? This chapter addresses these critical questions along with research techniques, performance methods, and practical suggestions for obtaining costumes and props. In addition, the author discusses presentation skills required for an effective presentation, such as voice, mood, and movement. She provides examples from her own professional repertoire showing how techniques such as pace level and articulation work effectively in front of an audience and breaks down the structure of a 20- to 45-minute presentation. The author gives examples of how to be prepared for audience questions and unexpected interruptions during a performance. Finally, she explains the importance of the “story” in historic character presentations to enhance its teaching and presentation effectiveness.

Citation

Arnold, S.D. (2020), "Becoming Hi-Story-Cal", Heuvel, L.L. (Ed.) Living History in the Classroom, Emerald Publishing Limited, Leeds, pp. 153-169. https://doi.org/10.1108/978-1-78973-595-620201011