The participants sit or stand in a circle. The leader says, "We are having a picnic, and everyone has to bring something for the party that would have been served at a regency picnic. My name is JANINE, and I am bringing PICKLED HERRINGS." The person to the leader's right says his name and item, and then repeats the leader's name and item: "My name is ERIK, I am going to bring a bag of APPLES. This is JANINE, who is bringing PICKLED HERRINGS." Each person in turn introduces himself, announces their item, and repeats the name and item of everyone who preceded them. This means that the last person has to remember everyone in the group, or at least try. The leader should encourage others to help out when participants get stuck on someone's name or item, with verbal or pantomimed clues.
A Picture Says a Thousand Words
After seeing the play, ask your students to create a freeze-frame that best represents their interpretation of why it was so important for a women to marry during the Regency. This is a great way to cement the ideas and themes of Emma into their minds. Discuss the changes that have taken place since Regency that have lessened women's need for marriage. You may also want to discuss why Jane Austen's female protagonists might have been seen as controversial in her time.
This activity of diaries, letters, journals and messages showcases students selection of content and how they manage and demonstrate alternative view points. After viewing Emma ask students to write:
A letter from Emma to her ex-governess Mrs Weston, discussing Emma's feelings towards marriage.
Three of Harriet Smiths diary entries.
A sermon written by Mr Elton.
Mrs Churchill's will.
Mr Martins legal documentation of rental lease of land from Mr Knightley.
This activity will encourage reflection on the Regency Period and how it affected individuals with opportunities to adopt appropriate registers and vocabulary, form unexpected or cryptic messages and provide imagined audiences for writing.