The Curious Incident of the Dog in the Nighttime 22/03/22

Component 1: Written Exam

Learning Objectives:

 To be able to recall key

moments of the play
 The understand the key
themes and stylistic
features
 To apply Frantic
Assembly techniques to
explore these themes
 To analyse the impact of
this theatrical style

Key Words:
frantic assembly | physical theatre | autism | performance characteristics | period | design | performance | direction | artistic choices | genre |
tradition | historical context | performance history
 The Curious Incident of the Dog in the Nighttime 22/03/22

Component 1: Written Exam

Learning Objectives:
Many of Christopher’s character traits fit the textbook definition of autism.
 To be able to recall key
He has profound difficulty communicating and interacting with people, moments of the play
including overly literal interpretation of language; difficulty interpreting  The understand the key
themes and stylistic
gestures and facial expressions; and an inability to take other people’s features
perspectives. His speech is excessively formal, and he is incapable of  To apply Frantic
Assembly techniques to
social spontaneity or reciprocity. He constantly misses the big picture, or explore these themes
context, of what is going on. He fixates on a few themes he cannot let go  To analyse the impact of
this theatrical style
of, rocks or groans when overwhelmed, and is hypersensitive to sound,
smell, and touch.

Key Words:
frantic assembly | physical theatre | autism | performance characteristics | period | design | performance | direction | artistic choices | genre |
tradition | historical context | performance history
 The Curious Incident of the Dog in the Nighttime 22/03/22

Component 1: Written Exam

Learning Objectives:

 To be able to recall key

moments of the play
I love Christopher’s portrayal of his sensory experiences. My own  The understand the key
sensitivities cause me daily turmoil in the city where I live. I wear themes and stylistic
features
sunglasses, earplugs, sometimes even a respirator, in my quest for  To apply Frantic
Assembly techniques to
comfort. When an ambulance or motorcycle passes by, I stiffen, explore these themes
crouch down, cradle my head, and chant through the pain.  To analyse the impact of
this theatrical style

Key Words:
frantic assembly | physical theatre | autism | performance characteristics | period | design | performance | direction | artistic choices | genre |
tradition | historical context | performance history
 The Curious Incident of the Dog in the Nighttime 22/03/22

Component 1: Written Exam

Learning Objectives:

 To be able to recall the

key moments of the play
so far
 To understand the
Frantic Method
 To apply Frantic’s
working style to our
own staging of the text
 To analyse and evaluate
our work

Key Words:
frantic assembly | physical theatre | autism | performance characteristics | period | design | performance | direction | artistic choices | genre |
tradition | historical context | performance history