Anne of Green Gables Study Guide | Stratford Festival Official Website

Schulich Children's Play's
ANNE OF GREEN GABLES

A new adaption by Kat Sandler
Based on the novel by Lucy Maud Montgomery
Directed by Kat Sandler
A Stratford Festival Commission
World Première

Download House Program

GRADE RECOMMENDATION

Grade 4+

CONTENT ADVISORY

As those familiar with the original novel will already know, this production is well-suited to audiences of all ages. It is a story of hope, resilience and belonging through adversity and, therefore, does reference some sensitive topics including loss, grief and death (of a parental figure); There is some alcohol use. Please reach out to us directly or see the show page for more information.

SYNOPSIS

When Anne Shirley arrives at Green Gables she's a bit of a disappointment to Matthew and Marilla Cuthbert, the brother and sister who had planned to adopt a boy to help out around the farm. With her tenacious spirit and winning personality, Anne earns their love and respect. But when Anne's fiery temper causes sparks to fly in Avonlea, will she be able to win the town over too? Will her best friend Diana be lost to her forever? What about her arch nemesis Gilbert Blythe?

Generations of readers have fallen in love with Lucy Maud Montgomery's timeless tale about the red-headed orphan longing for a forever home. Prepare to be swept off your feet once more by a fresh, new adaptation that will touch your hearts and tickle your funny bone.

CURRICULUM CONNECTIONS

Global Competencies: Citizenship, Collaboration, Critical Thinking, Creativity, Metacognition, Self-Awareness

Grade 4-8

The Arts
Health and Physical Education
Language
Social Studies: History and Geography

Grade 9-12

The Arts
Canadian and World Studies
English
Health and Physical Education

Grade 11-12

Social Sciences and Humanities

Post-Secondary

Suitable for courses in disciplines such as: Arts, Canadian Studies, Cultural Studies, Child Development, Children's Literature, Creative Writing, Drama and Theatre, English, Fine Arts, Gender Studies, History, Human Rights, Social Work & Development Studies, Teacher Education

THEMES

Acceptance and Belonging
Adaptation and Dramatization
The Beauty of Nature
Canadian History
Celebrating Individuality
Challenging Social Expectations
Community and Collaboration
Confidence and Self-Worth
Cultivating Agency in Children
Education
Family: Chosen and Given
Generosity and Understanding
Growth and Learning from Mistakes
Home
Hope and Dreaming of the Future
Imagination and Creativity
Kinship, Friendship and "Kindred Spirits"
Love and Loss
Resilience through Adversity
Storytelling

DISCUSSION AND REFLECTION QUESTIONS

PRE-SHOW QUESTIONS

What do you already know about Anne of Green Gables? Knowing that this play is an adaptation, what do you hope might be different from the original novel? What do you imagine might be the same?
Do you have a favourite book? Why is it important to you? If you were to adapt your favourite book to be a play on stage, what changes would you make and what would you keep the same?
Anne of Green Gables by L. M. Montgomery is set in the late 19th century. What do you know about how children were expected to behave at this time? Were there different expectations based on gender?
Anne is an orphan. In the late 19th century, what ideas did people have about families, given and chosen? How does this compare to today?
In what ways do young people and adults see the world differently? Why do you think this is? What view of the world do children have that might be uniquely beneficial?
What does "kindred spirit" mean to you?
Think about what makes a good friend. List these qualities. How do our friendships change as we grow older? In what ways do our friendships feel different than our family relationships? What commonalities do you find between them?
Family, belonging and love are very important to Anne's story. Take a minute to think about who you have in your personal community. Who supports you? Who can you share good news with? What do these people mean to you?
Imagine the most beautiful place you can think of. How does it make you feel? Take five minutes to write or draw these feelings.
What does hope feel like? What gives people hope during difficult times?
Have you ever had an experience where you expected one thing to happen and something completely different took place? Do you think it can ever be a positive experience when our expectations are not met? Explain your thinking.

POST-SHOW QUESTIONS

The Stratford Festival's 2025 production of Anne of Green Gables is a world première. This is a new adaptation of Anne's story. Compare this production to other versions of Anne of Green Gables that you've seen or read. What did you like about this version? What didn't you like? Did anything surprise you?
Many well-known dramatic works have been staged in different settings and different time periods; it happens to Shakespeare's works all the time. Did Anne's story change when it became modern? Did Anne herself change? Explain your thinking.
The use of a chorus is long-established in theatre and is something the playwright and director, Kat Sandler, incorporated as a key element of this adaptation. What did you think of this device? Why do you think she chose to use it? What did the chorus bring to the story that would have been missing without their presence?
Why do you think Anne of Green Gables still connects with people today, all over the world, over 100 years after it was published?
Many characters in the play make choices that upend what is expected of them. Why do you think this is the case? What gives people courage to be themselves?
Names and language-what things are called-are important to Anne. Why do you think this is? Do you agree? Do the words we use shape or change what we think or feel? Use examples to support your perspective.
Anne has an expansive imagination. How does she use her imagination? Thinking of specific examples from the play, how has it helped her, or gotten in her way? Do you think her imagination is because or in spite of her difficult experiences as a young child? How was this production shaped by imagination?
Anne struggles with feelings of anger throughout the play. What helps her to understand and express her anger? What techniques can we use to help us with difficult feelings like anger, sadness or jealousy?
Friendship is a central theme in Anne of Green Gables. Think about the different friendships portrayed in this production and how they changed over time. Did anything surprise you? Share how you imagine the different friendships in the play might continue to evolve. Use specific examples to support your thinking.
What qualities made Miss Stacey such a good teacher? Think about the teachers you have had in your own life, in school and elsewhere. Which teachers have meant the most to you and why?
Matthew is Anne's first "kindred spirit" and, despite a life of adversity, his death impacts her deeply. What helps Anne to navigate her grief after his death?
Throughout the play, several characters have a big influence on Anne and who she becomes. Who has influenced you in your life? Choose one person to write a short letter about in the same way Anne does about Marilla.
Conversely, Anne has a big influence on the community of Avonlea, changing the people there for the better. Why do you think she has such an impact on them? Choose one person she changes and use examples to support your thinking as to why they were changed for the better.
What did you think of Anne's decision to defer leaving Green Gables? What would you have done had you been in the same position?
"Which would you rather be: divinely beautiful, dazzlingly clever or angelically good"?
Are there any unintentional harms that might be caused through the production of this play? If so, what are they and what might be done to take care of the artists and audience members participating in the work?

MINDS ON

Objective: This exercise invites students to explore the importance of names and imagination that we see in Anne of Green Gables in their own lives in order to consider the power of language in shaping the world and the way we envision and understand it.

Materials:

White/chalkboard
Markers/chalk
Writing utensils and/or highlighters
Scrap paper and tape or labels
Computer access
Art and crafting materials

Directions:

Invite students to pick an everyday object in their classroom, home or neighbourhood and generate a list of as many words as they can think of that relate to that object. These could be words that describe it, what it does, its purpose, its location and more.
Using that list, and their imagination, ask students to come up with a fanciful and descriptive name for it. Share some of the examples we see in the play:
"The Avenue" = "The White Way of Delight"
"Barry's Pond" = "The Lake of Shining Waters"
Invite students to create a label for the object with its new name, making it as creative as they wish so long as it's still legible.
For the rest of the week (or however long you choose), challenge students to try to only call these objects by their new names. If your class came up with multiple names for different objects, try to use them all.
At the end of the week, have students reflect on what it was like to use the new names. This could be in the form of a class discussion, or a written assignment. Here are some prompts for reflection:
- How did it feel to use the new names? Was it fun? Funny? Awkward?
- Think about the names other students gave to objects. What could you tell about how they were feeling based on the names they chose? Use examples to support your thinking.
- Did you find yourselves talking more or less about the newly-named objects? Why do you think this was the case?
- What other names for objects in your community can you come up with?

DEBRIEFING QUESTIONS:

Why do you think Anne came up with new, imaginative names for the world around her? Do you think she will continue to do so when she becomes an adult? Why or why not?
How can we use our imaginations to change how we see the world around us?
Do you agree with Anne that language has power? Explain your thinking using examples to support your perspective.

POSSIBLE EXTENSIONS:

New Adaptations

Through discussion or reflective writing, invite students to explore how imagination was used in both form and content with this adaptation. Encourage them to be specific, using examples from the production.
Ask them to create a short elevator pitch or a longer presentation (with audio-visual aids), sharing how and why they would adapt a beloved novel of their choosing. Their pitch presentations should include the following:
- Original novel's title, author and synopsis and why you have chosen this story to adapt: Why do you love this book and why will it make a good play?
- Your play adaptation's title: Will you keep the original title or change it, and why?
- Description of the stage adaptation: What will your adaptation bring that the novel doesn't? What will be unique about your take on the story?
- Description of the setting (set, costumes and props): What is the world of your play? In what time and place does it take place? If it is different from the original novel, why is this the case?
- Description of the sound design or music: What kind of sound design or music will be used in your production and what do you hope it will evoke?
- Justification for your adaptation: What do you hope the impact of this play will have on the audience?

About the Play

Schulich Children's Play's
ANNE OF GREEN GABLES

A new adaption by Kat Sandler
Based on the novel by Lucy Maud Montgomery
Directed by Kat Sandler
A Stratford Festival Commission
World Première

Download House Program

GRADE RECOMMENDATION

Grade 4+

CONTENT ADVISORY

As those familiar with the original novel will already know, this production is well-suited to audiences of all ages. It is a story of hope, resilience and belonging through adversity and, therefore, does reference some sensitive topics including loss, grief and death (of a parental figure); There is some alcohol use. Please reach out to us directly or see the show page for more information.

SYNOPSIS

When Anne Shirley arrives at Green Gables she's a bit of a disappointment to Matthew and Marilla Cuthbert, the brother and sister who had planned to adopt a boy to help out around the farm. With her tenacious spirit and winning personality, Anne earns their love and respect. But when Anne's fiery temper causes sparks to fly in Avonlea, will she be able to win the town over too? Will her best friend Diana be lost to her forever? What about her arch nemesis Gilbert Blythe?

Generations of readers have fallen in love with Lucy Maud Montgomery's timeless tale about the red-headed orphan longing for a forever home. Prepare to be swept off your feet once more by a fresh, new adaptation that will touch your hearts and tickle your funny bone.

CURRICULUM CONNECTIONS

Global Competencies: Citizenship, Collaboration, Critical Thinking, Creativity, Metacognition, Self-Awareness

Grade 4-8

The Arts
Health and Physical Education
Language
Social Studies: History and Geography

Grade 9-12

The Arts
Canadian and World Studies
English
Health and Physical Education

Grade 11-12

Social Sciences and Humanities

Post-Secondary

Suitable for courses in disciplines such as: Arts, Canadian Studies, Cultural Studies, Child Development, Children's Literature, Creative Writing, Drama and Theatre, English, Fine Arts, Gender Studies, History, Human Rights, Social Work & Development Studies, Teacher Education

THEMES

Acceptance and Belonging
Adaptation and Dramatization
The Beauty of Nature
Canadian History
Celebrating Individuality
Challenging Social Expectations
Community and Collaboration
Confidence and Self-Worth
Cultivating Agency in Children
Education
Family: Chosen and Given
Generosity and Understanding
Growth and Learning from Mistakes
Home
Hope and Dreaming of the Future
Imagination and Creativity
Kinship, Friendship and "Kindred Spirits"
Love and Loss
Resilience through Adversity
Storytelling

Discussion Questions

DISCUSSION AND REFLECTION QUESTIONS

PRE-SHOW QUESTIONS

What do you already know about Anne of Green Gables? Knowing that this play is an adaptation, what do you hope might be different from the original novel? What do you imagine might be the same?
Do you have a favourite book? Why is it important to you? If you were to adapt your favourite book to be a play on stage, what changes would you make and what would you keep the same?
Anne of Green Gables by L. M. Montgomery is set in the late 19th century. What do you know about how children were expected to behave at this time? Were there different expectations based on gender?
Anne is an orphan. In the late 19th century, what ideas did people have about families, given and chosen? How does this compare to today?
In what ways do young people and adults see the world differently? Why do you think this is? What view of the world do children have that might be uniquely beneficial?
What does "kindred spirit" mean to you?
Think about what makes a good friend. List these qualities. How do our friendships change as we grow older? In what ways do our friendships feel different than our family relationships? What commonalities do you find between them?
Family, belonging and love are very important to Anne's story. Take a minute to think about who you have in your personal community. Who supports you? Who can you share good news with? What do these people mean to you?
Imagine the most beautiful place you can think of. How does it make you feel? Take five minutes to write or draw these feelings.
What does hope feel like? What gives people hope during difficult times?
Have you ever had an experience where you expected one thing to happen and something completely different took place? Do you think it can ever be a positive experience when our expectations are not met? Explain your thinking.

POST-SHOW QUESTIONS

The Stratford Festival's 2025 production of Anne of Green Gables is a world première. This is a new adaptation of Anne's story. Compare this production to other versions of Anne of Green Gables that you've seen or read. What did you like about this version? What didn't you like? Did anything surprise you?
Many well-known dramatic works have been staged in different settings and different time periods; it happens to Shakespeare's works all the time. Did Anne's story change when it became modern? Did Anne herself change? Explain your thinking.
The use of a chorus is long-established in theatre and is something the playwright and director, Kat Sandler, incorporated as a key element of this adaptation. What did you think of this device? Why do you think she chose to use it? What did the chorus bring to the story that would have been missing without their presence?
Why do you think Anne of Green Gables still connects with people today, all over the world, over 100 years after it was published?
Many characters in the play make choices that upend what is expected of them. Why do you think this is the case? What gives people courage to be themselves?
Names and language-what things are called-are important to Anne. Why do you think this is? Do you agree? Do the words we use shape or change what we think or feel? Use examples to support your perspective.
Anne has an expansive imagination. How does she use her imagination? Thinking of specific examples from the play, how has it helped her, or gotten in her way? Do you think her imagination is because or in spite of her difficult experiences as a young child? How was this production shaped by imagination?
Anne struggles with feelings of anger throughout the play. What helps her to understand and express her anger? What techniques can we use to help us with difficult feelings like anger, sadness or jealousy?
Friendship is a central theme in Anne of Green Gables. Think about the different friendships portrayed in this production and how they changed over time. Did anything surprise you? Share how you imagine the different friendships in the play might continue to evolve. Use specific examples to support your thinking.
What qualities made Miss Stacey such a good teacher? Think about the teachers you have had in your own life, in school and elsewhere. Which teachers have meant the most to you and why?
Matthew is Anne's first "kindred spirit" and, despite a life of adversity, his death impacts her deeply. What helps Anne to navigate her grief after his death?
Throughout the play, several characters have a big influence on Anne and who she becomes. Who has influenced you in your life? Choose one person to write a short letter about in the same way Anne does about Marilla.
Conversely, Anne has a big influence on the community of Avonlea, changing the people there for the better. Why do you think she has such an impact on them? Choose one person she changes and use examples to support your thinking as to why they were changed for the better.
What did you think of Anne's decision to defer leaving Green Gables? What would you have done had you been in the same position?
"Which would you rather be: divinely beautiful, dazzlingly clever or angelically good"?
Are there any unintentional harms that might be caused through the production of this play? If so, what are they and what might be done to take care of the artists and audience members participating in the work?

Minds On

MINDS ON

Objective: This exercise invites students to explore the importance of names and imagination that we see in Anne of Green Gables in their own lives in order to consider the power of language in shaping the world and the way we envision and understand it.

Materials:

White/chalkboard
Markers/chalk
Writing utensils and/or highlighters
Scrap paper and tape or labels
Computer access
Art and crafting materials

Directions:

Invite students to pick an everyday object in their classroom, home or neighbourhood and generate a list of as many words as they can think of that relate to that object. These could be words that describe it, what it does, its purpose, its location and more.
Using that list, and their imagination, ask students to come up with a fanciful and descriptive name for it. Share some of the examples we see in the play:
"The Avenue" = "The White Way of Delight"
"Barry's Pond" = "The Lake of Shining Waters"
Invite students to create a label for the object with its new name, making it as creative as they wish so long as it's still legible.
For the rest of the week (or however long you choose), challenge students to try to only call these objects by their new names. If your class came up with multiple names for different objects, try to use them all.
At the end of the week, have students reflect on what it was like to use the new names. This could be in the form of a class discussion, or a written assignment. Here are some prompts for reflection:
- How did it feel to use the new names? Was it fun? Funny? Awkward?
- Think about the names other students gave to objects. What could you tell about how they were feeling based on the names they chose? Use examples to support your thinking.
- Did you find yourselves talking more or less about the newly-named objects? Why do you think this was the case?
- What other names for objects in your community can you come up with?

DEBRIEFING QUESTIONS:

Why do you think Anne came up with new, imaginative names for the world around her? Do you think she will continue to do so when she becomes an adult? Why or why not?
How can we use our imaginations to change how we see the world around us?
Do you agree with Anne that language has power? Explain your thinking using examples to support your perspective.

POSSIBLE EXTENSIONS:

New Adaptations

Through discussion or reflective writing, invite students to explore how imagination was used in both form and content with this adaptation. Encourage them to be specific, using examples from the production.
Ask them to create a short elevator pitch or a longer presentation (with audio-visual aids), sharing how and why they would adapt a beloved novel of their choosing. Their pitch presentations should include the following:
- Original novel's title, author and synopsis and why you have chosen this story to adapt: Why do you love this book and why will it make a good play?
- Your play adaptation's title: Will you keep the original title or change it, and why?
- Description of the stage adaptation: What will your adaptation bring that the novel doesn't? What will be unique about your take on the story?
- Description of the setting (set, costumes and props): What is the world of your play? In what time and place does it take place? If it is different from the original novel, why is this the case?
- Description of the sound design or music: What kind of sound design or music will be used in your production and what do you hope it will evoke?
- Justification for your adaptation: What do you hope the impact of this play will have on the audience?

CONNECTION TO THE ARCHIVES

Many Victorian stories were written to try and change prejudiced and unfair public opinions about orphans. Anne of Green Gables was one such novel, as was Charles Dickens' Oliver Twist, which the Festival produced in its musical form, Oliver! in 2006. Compared to when they were written, how have our understandings about orphans, and children more broadly, changed? What still needs to change in terms of equity and belonging?

Oliver!, 2006

Members of the company in Oliver!, 2006. Book, music and lyrics by Bart Lionel. Directed and choreographed by Donna Feore. Music direction by Berthold Carrière. Designed by Santo Loquasto. Lighting design by John 'Jock' Munro. Sound design by Peter McBoyle. Photography by Andrew Oxenham. Stratford Festival Archives, GPO.2006.013.2015

The Stratford Festival's Archives maintains, conserves and protects records about the Festival and makes those materials available to people around the world. Their collection contains material ranging from 1952 right up to the present and includes administrative documents, production records, photographs, design artwork, scores, audio-visual recordings, promotional materials, costumes, props, set decorations and much more. These materials are collected and preserved with the aim of documenting the history of the Festival, preserving the page-to-stage process, and capturing the creative processes involved in numerous other activities that contribute to the Festival each season.

RESOURCES

Study Guide PDF

Stratford Public Library's 2025 Season Reading Lists

STUDY GUIDES

View all 2025 Shorts and Study Guides for selected 2025 plays along with those from previous seasons free of charge.

ADDITIONAL RESOURCES

Anne of Green Gables

Anne of Green Gables: All Things Anne | Tourism PEI

Anne of Green Gables | Sullivan Entertainment

Anne with an E | CBC

Celebrating L.M. Montgomery's 150th and the many lives of Anne Shirley | Commotion with Elamin Abdelmahmoud

How Anne Became Popular in Japan | Agatha Krzenwinski | Sullivan Entertainment

Renowned Stratford Festival commissions new Anne of Green Gables play | CBC News

Lucy Maud Montgomery

Crash Course on L.M. Montgomery (a.k.a. Maud without an E) | The Secret Life of Canada with Falen Johnson, Leah Simone Bowen

L.M. Montgomery Institute | University of Prince Edward Island

Story Girl | Knockabout Media (Please note: in this podcast there is mention of mature content including death and suicide.)

Hope, Resilience and Gratitude

An Experiment in Gratitude: The Science of Happiness | Mike Bernstein and Matt Pittman, SoulPancake

Kiss your brain: The science of gratitude | Christina Costa, TedxUofM

Practicing Gratitude (and 10 things I'm grateful for) | RocketKids

Practicing Optimism: Educational Resource | School Mental Health Ontario

Promoting Positive Mental Health | Public Health Agency of Canada

The Two Minute Morning Rule for Having a Great Day | Neil Pasricha

BOOKING INFORMATION: TICKETS, WORKSHOPS AND CHATS

STUDENT MATINÉES

You may book any available date, but selected student matinée performances for this show are at 12:30 p.m. or 2 p.m. on the following dates:

12:30 p.m.

Wednesday, June 4
Thursday, June 12
Thursday, October 2
Wednesday, October 8
Thursday, October 23

2 p.m.

Friday, April 25
Wednesday, April 30
Friday, May 2
Tuesday, May 6
Wednesday, May 21
Tuesday, May 27
Friday, May 30
Tuesday, June 17
Friday, June 27
Wednesday, September 10
Thursday, September 11
Tuesday, September 16
Wednesday, September 24
Wednesday, October 15
Friday, October 17

INTERACTIVE PRESHOWS

Led by artists appearing in the matinée, these high-energy sessions provide students the opportunity to explore key themes, questions and technical aspects of productions on the Festival's renowned stages. $4 per student (free for Teaching Stratford Program participants)

11 a.m.-noon on the following dates:

Wednesday, April 30
Friday, May 2
Wednesday, October 15
Friday, October 17

For more information, visit stratfordfestival.ca/InterACTives.

WORKSHOPS AND CHATS

Workshops and Chats (virtual, onsite or at your school/centre) can be booked by calling the Box Office at 1.800.567.1600 or by emailing educate@stratfordfestival.ca.

2025 SEASON SPONSOR

The 2025 Season is generously supported by Ophelia Lazaridis

PROUD SEASON PARTNERS

2019_BMO_White Canada-Life_White(1) RBC_White(1)

TOOLS FOR TEACHERS SPONSORED BY

Canada-Life_White(1)

Tools for Teachers includes InterACTive Preshows, Study Guides and Stratford Shorts.

Production Sponsors: The Schulich Foundation

Support for education initiatives is generously provided by the Martin Family, the Estate of Noelle Saville and Laurie J. Scott

Connection to the Archives

CONNECTION TO THE ARCHIVES

Many Victorian stories were written to try and change prejudiced and unfair public opinions about orphans. Anne of Green Gables was one such novel, as was Charles Dickens' Oliver Twist, which the Festival produced in its musical form, Oliver! in 2006. Compared to when they were written, how have our understandings about orphans, and children more broadly, changed? What still needs to change in terms of equity and belonging?

Oliver!, 2006

Members of the company in Oliver!, 2006. Book, music and lyrics by Bart Lionel. Directed and choreographed by Donna Feore. Music direction by Berthold Carrière. Designed by Santo Loquasto. Lighting design by John 'Jock' Munro. Sound design by Peter McBoyle. Photography by Andrew Oxenham. Stratford Festival Archives, GPO.2006.013.2015

The Stratford Festival's Archives maintains, conserves and protects records about the Festival and makes those materials available to people around the world. Their collection contains material ranging from 1952 right up to the present and includes administrative documents, production records, photographs, design artwork, scores, audio-visual recordings, promotional materials, costumes, props, set decorations and much more. These materials are collected and preserved with the aim of documenting the history of the Festival, preserving the page-to-stage process, and capturing the creative processes involved in numerous other activities that contribute to the Festival each season.

Resources

RESOURCES

Study Guide PDF

Stratford Public Library's 2025 Season Reading Lists

STUDY GUIDES

View all 2025 Shorts and Study Guides for selected 2025 plays along with those from previous seasons free of charge.

ADDITIONAL RESOURCES

Anne of Green Gables

Anne of Green Gables: All Things Anne | Tourism PEI

Anne of Green Gables | Sullivan Entertainment

Anne with an E | CBC

Celebrating L.M. Montgomery's 150th and the many lives of Anne Shirley | Commotion with Elamin Abdelmahmoud

How Anne Became Popular in Japan | Agatha Krzenwinski | Sullivan Entertainment

Renowned Stratford Festival commissions new Anne of Green Gables play | CBC News

Lucy Maud Montgomery

Crash Course on L.M. Montgomery (a.k.a. Maud without an E) | The Secret Life of Canada with Falen Johnson, Leah Simone Bowen

L.M. Montgomery Institute | University of Prince Edward Island

Story Girl | Knockabout Media (Please note: in this podcast there is mention of mature content including death and suicide.)

Hope, Resilience and Gratitude

An Experiment in Gratitude: The Science of Happiness | Mike Bernstein and Matt Pittman, SoulPancake

Kiss your brain: The science of gratitude | Christina Costa, TedxUofM

Practicing Gratitude (and 10 things I'm grateful for) | RocketKids

Practicing Optimism: Educational Resource | School Mental Health Ontario

Promoting Positive Mental Health | Public Health Agency of Canada

The Two Minute Morning Rule for Having a Great Day | Neil Pasricha

BOOKING INFORMATION: TICKETS, WORKSHOPS AND CHATS

STUDENT MATINÉES

You may book any available date, but selected student matinée performances for this show are at 12:30 p.m. or 2 p.m. on the following dates:

12:30 p.m.

Wednesday, June 4
Thursday, June 12
Thursday, October 2
Wednesday, October 8
Thursday, October 23

2 p.m.

Friday, April 25
Wednesday, April 30
Friday, May 2
Tuesday, May 6
Wednesday, May 21
Tuesday, May 27
Friday, May 30
Tuesday, June 17
Friday, June 27
Wednesday, September 10
Thursday, September 11
Tuesday, September 16
Wednesday, September 24
Wednesday, October 15
Friday, October 17

INTERACTIVE PRESHOWS

Led by artists appearing in the matinée, these high-energy sessions provide students the opportunity to explore key themes, questions and technical aspects of productions on the Festival's renowned stages. $4 per student (free for Teaching Stratford Program participants)

11 a.m.-noon on the following dates:

Wednesday, April 30
Friday, May 2
Wednesday, October 15
Friday, October 17

For more information, visit stratfordfestival.ca/InterACTives.

WORKSHOPS AND CHATS

Workshops and Chats (virtual, onsite or at your school/centre) can be booked by calling the Box Office at 1.800.567.1600 or by emailing educate@stratfordfestival.ca.

Sponsorship

2025 SEASON SPONSOR

The 2025 Season is generously supported by Ophelia Lazaridis

PROUD SEASON PARTNERS

2019_BMO_White Canada-Life_White(1) RBC_White(1)

TOOLS FOR TEACHERS SPONSORED BY

Canada-Life_White(1)

Tools for Teachers includes InterACTive Preshows, Study Guides and Stratford Shorts.

Production Sponsors: The Schulich Foundation

Support for education initiatives is generously provided by the Martin Family, the Estate of Noelle Saville and Laurie J. Scott