Extension Activities: Lysistrata in an Age of Protest
Research and Analysis Assignment Option One:
Have students research the history of sex strikes around the world and in different time periods.
Are sex strikes effective as a tactic or are other tactics employed in Lysistrata and other historical protests more effective? Why/why not?
Research and Analysis Assignment Option Two:
Have students research the role of women and other marginalized groups as leaders and participants in recent and past protests.
Examples could include the marches in support of temperance, the abolition of slavery, voting rights, civil rights, the Arab Spring, the Black Lives Matter movement, the recent Women's Marches, the LGBTQ+ movement, the #MeToo movement.
To what extent did women and/or other non-dominant groups assume leadership roles or participate in these movements?
What tactics did these movements use and which were most effective?
What kinds of rhetoric and visual symbols were employed by these movements? Why were they chosen?
What was the response of authorities and those in power to these movements and why?
Evaluative Assignment Option One:
Research various adaptations and performances of Lysistrata (for example, try YouTube for local adaptations performed and recorded).
Evaluate the performance you chose.
How do producers try to make this play "relevant"?
Was the performance or adaptation effective or was Lysistrata's essential message lost in translation? This requires examining what Lysistrata's central message is.
What difference does casting make? (Ancient Greek performances would have had male actors playing all the roles before an almost exclusively male audience).
Creative Assignment Option One:
Rewrite a portion of Lysistrata and set it in a different time and place.
How does changing the context of the play change the meaning of specific passages?
What choices did you have to make as an author?
Creative Assignment Option Two:
Rehearse with your assigned group your assigned scene from Lysistrata. Share it with the class by Flipgrid or YouTube.
How do casting, context, costuming, and delivery of lines influence your classmates' experience of your scene? Would you perform this differently for an audience with your guardians or other adults you admire present? Why/why not?