Decolonizing Theatre History
Description: Reviewing the story of La Llorona and comparing and contrasting this story, and
other myth/origin stories to the student’s previous understanding of theatre history in a
theatre 2 middle school classroom setting. These students have a basic knowledge of what
theatre history is, as well as having previously explored Greek and Western stories. In this
particular lesson, we’ll be focusing on Mexican culture and the origins of theatre through
narratives passed down through the history of Black, Indigenous, and People of Color (BIPOC)
communities.
Subject Matter: Multiculturalism, mental health, colonization, deconstructing prominently
white narratives, exploring myths from Mexican culture
Rationale: This lesson is important because it teaches students to think critically about the
origins of the material they are engaging with and provides a space for a conversation on which
communities are being silenced and which are given a platform. It will also teach theatre 1
students about Mexican culture, and the creation of theatre through multi-generational myth
stories.
Materials Needed: Instructor will need access to a whiteboard, a copy of the La Llorona story
from the anthology Drama of Color by Johnny Saldana.
Objectives: By the end of this lesson, students will be able to…
Summarize the story of La Llorona
Compare and contrast the role empathy plays in western theatre versus
stories from BIPOC communities
Discuss the history and the role storytelling and theatre plays in different
communities
Lesson
Preset: Prior to the lesson, the instructor should have access to the La Llorona story. When
students enter the class, the instructor should have a slide detailing the history of colonization
in history.
Activities and Timeframe:
Intro/Story of My Name activity
Start class by encouraging student participation, saying, “Today’s class is going to be a
lot more rewarding if you are participating.” Begin offering the prompt: What is the story of a
nickname you have? If you have an answer go ahead and raise your hand.” Invite students to
share out loud.
Transition
Bring student attention to the diversity and backgrounds shared through nicknames,
also point out that by sharing our nicknames we have a better understanding of who people are
and link this to the idea of origin stories. Then prompt: “Today we are going to discuss the idea
of origin stories AS a form of theatre, and we are going to begin by learning about
decolonization.” .” “Who are some ppl you’ve learned about thus far?” Bring Bring up slide on
what decolonization is and why it is important, as well as the slide on theatre history and the
focus on empathy in non-western stories. Then ask the prompt, “Does anyone know the story
La Llorona? We are going to be exploring that today.”
REFLECTION QUESTIONS: “what are some of ways you’ve seen this in your own life
La Llorona
READ LA LLORONA STORY
Transition
Teacher will give the prompt, “Okay, so now we are going to play a game. I am going to
act in the role as the mayor of this town who has called a meeting about how we can help Luisa
before she dies. I would like all of you to act as if you are people in the town or people who
knew Luisa personally: you can act as doctors, therapists, friends, neighbors.. You will have 20
seconds to decide who you are.”
La Llorona Town Hall
Teacher will introduce the townhall acting in role as the mayor, giving the prompt,
“hello people of the town! I am so glad you all have made it to our meeting today! It is clear
Luisa is going through a very hard time, what do you think we could do to help her?” Begin to
call out students by their “profession.” As students respond, provide additional questions based
of their answers. Close up the discussion by giving the prompt, “thank you all for sharing and
taking the time to care about Luisa’s mental health. I think this is just what she needs.
Remember to give these to yourself as well.”
Closing:
Teacher will invite students up to a white board and ask students to write down one word that
comes to mind when they think about theatre history. Teacher will share out the responses.
Contingencies:
If behind on time, the town hall can be changed to anothe white board prompt and added to
the closing activity. If too far ahead on time, an extension activity can be added where students
are asked to complete the prompt, “______ it made me think” by sharing an activity that made
them think and then popcorn calling on another member of the class
