Annie Study Guide | Stratford Festival Official Website

ANNIE

Book by Thomas Meehan
Music by Charles Strouse
Lyrics by Martin Charnin
Original Broadway Production Directed by Martin Charnin
Based on "Little Orphan Annie"^® by permission of Tribune Content Agency, LLC
Directed and Choreographed by Donna Feore
Music direction by Laura Burton

Download House Program

GRADE RECOMMENDATION

Grade 1+

CONTENT ADVISORY

This classic musical 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. Please see the show page for a detailed audience advisory or reach out to us directly for more information.

SYNOPSIS

As Molly, Pepper, Duffy and all the girls know, no one cares for you a smidge, when you're in an orphanage. But ever-optimistic Annie makes it her job to improve the lives of everyone around her—except maybe Miss Hannigan, who has made life a misery for all the little girls in her care.

Fed up and determined to find her parents, Annie makes a break for it one day and learns that even the outside world is tough. Dragged back home by police, she doesn't have to wait long for her real break.

Though it may not be the dream she pictured, a happy ending is in store. Just as Annie always predicted: the sun'll come out tomorrow! This starlit, won't quit, big hit musical is perfect for all ages.

CURRICULUM CONNECTIONS

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

Grade 1-3

The Arts
Health and Physical Education
Language
Social Studies

Grade 4-8

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

Grade 9-12

The Arts
Business Studies
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, Business, Finance & Management, Canadian Studies, Cultural Studies, Child Development, Children's Literature, Creative Writing, Drama and Theatre, English, Fine Arts, Gender Studies, History, Human Rights, Music, Musical Theatre, Social Work and Social Development Studies, Teacher Education

THEMES

Adoption and Orphanism
Capitalism, Class and Economic Status
Care and Protection
Deception and Honesty
Ethical and Moral Complexity
Fairness and Justice
Finding Optimism in Adversity
Friendship and Chosen Family
The Great Depression: Poverty, Unemployment and Housing Insecurity
Home
Idealism and Hope for the Future
Identity, Independence and Sense of Self
Power and Privilege
Resilience
The Rights and Unique Strengths of Children
Unity and Belonging

DISCUSSION AND REFLECTION QUESTIONS

PRE-SHOW QUESTIONS

What do you already know about the story of Annie? Have you seen the movie, read the comic strip or heard anything about the musical? List three things that you already know about Annie, or three questions that you have about the production.
Why do you think this story is told as a musical? In what ways can music help us to think or feel differently?
Annie tells the story of an orphan. Why do you think there are so many stories about orphans like Annie? What do these stories tell us about how the world thinks about children and childhood?
What do you know about New York City? Why do you think so many plays and films take place there?
What does hope feel like? What gives people hope during difficult times? Can you think of a time when having hope helped you through a challenging situation?
What does belonging mean to you? How do different people in your life make you feel like you belong?
Annie is set during the Great Depression, a time of widespread poverty and unemployment. What might life have been like for young people during the Great Depression? What might this story mean to us today? Are there parallels you notice between the setting of the play and our world 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 it mean to have a "good imagination"? Can imagination help us during difficult times? Why or why not?
What makes someone a good friend? Can you think of examples from your own life?
Do stories and plays help us understand people who are different from us? Explain your thinking using examples.
In Annie, many characters face hard times, but find strength in each other. What are some challenges people face in the world today? How can we help each other?

POST-SHOW QUESTIONS

In what ways did Annie change the people around her and how they see the world? Use specific examples to support your thinking.
Do you believe one person can change a whole community in the way Annie does in this story? Why or why not?
Annie explores what it means to be a family. Based on the play, what are some of the ways that "family" can be defined? How do the characters in Annie find and create family in unexpected places?
What do the characters in Annie learn about home? What does home mean to you?
What is the role of optimism and hope in overcoming adversity? How does Annie demonstrate the value of these qualities?
What matters most to the characters in the play? How does what they want or value differ or change as the story unfolds?
What does Annie's locket mean to her? Why do you think this is the case? Are there any objects in your life that hold meaning for you in a similar way?
Annie has been captivating audiences for decades. What enduring themes and messages do you think contribute to its continued popularity? Are these themes relevant to audiences today? Explain your thinking using examples from the production.
How does the play explore the themes of social justice and social responsibility? What responsibility do individuals and society have to address social inequalities?
Some characters in the play had a lot of power and others had very little. Which characters in the play had the most power? How did they use their power? How might things have been different had power been more equally shared?
How did the design (such as music, sound, costumes, projections or lighting) contribute to your overall experience of the production? Think about all the different locations represented in the production. What stood out to you most, and why?
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

GRADES 1-6

Objective: Students will engage in a creative and imaginative activity by recreating a radio broadcast scene inspired by the musical, connecting the historical context of the Great Depression with sound effects and storytelling. This exercise will help students understand the role of radio as a medium during the 1930s and how it conveyed hope, news, updates and entertainment during challenging times.

Materials:

Age-appropriate research materials on the Great Depression
Objects for creating sound effects (such as empty cans, metal spoons, fabric or glass jars)
Audio recording equipment (including phones, tablets or Chromebooks)

Directions:

Introduce the Era
- Briefly explain how people in the 1930s relied on radio for stories, music and news. Suggested resources include: this Britannica Kids article about the Great Depression and this detailed Britannica Kids article about the history and evolution of radio.
Creative Exploration
- Introduce the art of foley by watching The Magic of Making Sound by Great Big Story.
- Engage students in a large group discussion or reflective writing to identify key points from the video.
- Demonstrate simple sound effects (such as crinkling paper for fire or tapping spoons for horses' hooves).
- Provide time for students to experiment with materials in small groups.
- Working in these same small groups, invite students to create a story with sound effects, imagining what they would share on the radio to entertain or inspire people. You may wish to offer students a variety of news or fictional stories from the time to choose from.
Performance Time
- Invite each group to perform their broadcast live or record it to share with the class.

DEBRIEFING QUESTIONS:

What was your favourite part of making your radio story, and why?
How did the sound effects make your story more exciting?
What role do you think radio played in bringing people together during the 1930s?
How do the radio scenes in Annie reflect the way people relied on radio broadcasts for news, hope and entertainment during the Great Depression?

POSSIBLE EXTENSIONS:

Compare and Contrast

Compare 1930s radio broadcasts to modern podcasts or entertainment.
Invite students to create a presentation or Venn diagram to share what has changed and what has stayed the same.

Writing and Literacy Connection

Invite students to write a short script for a historical radio announcement, news update or the morning announcement at school.

Sound Effects Challenge

Provide students with a mystery scenario and have them create a radio drama using only sound effects (and no dialogue) to tell the story.

GRADES 7-12

Objective: Students will analyze the role of radio as a storytelling medium and its impact on society, particularly during the Great Depression. They will create their own historical or modern radio broadcast using foley sound effects and dramatic storytelling, informed by historical research, in order to develop their skills in media literacy, collaboration and creative expression.

Materials:

Historical research resources (primary and secondary sources on 1930s radio, the Great Depression and Annie)
Objects for creating sound effects (such as empty cans, metal spoons, fabric or glass jars)
Audio recording equipment (including phones, tablets or Chromebooks)

Directions:

Introduce the Era
- Discuss the historical context of Annie, focusing on the Great Depression and the rise of radio as a major entertainment and news source. Briefly explain how people in the 1930s relied on radio for stories, music and news. Suggested resources include: the PBS Kids page on the Great Depression and New Deal (1929-1939), PBS-The Golden Age of Radio which provides an overview of radio's rise in the 1920s-1950s, its social impact and popular programs, and this detailed Britannica Kids article about the history and evolution of radio.
The Art of Foley and Audio Storytelling
- As a class, individually or in small groups, explore how sound effects enhanced radio storytelling using the following suggested resources:
  - The Kennedy Center: This lesson plan about DIY Old-Time Radio teaches students how to tell stories using sound, exploring the art of old-time radio broadcasts.
  - Podcasts about Sound Design: The SoundWorks Collection and The Sound of Cinema offer interviews with professional sound designers and discussions on techniques used in media.
  - The Magic of Making Sound by Great Big Story which offers key Foley sound takeaways.
Create a Radio Broadcast
- Give students two options, working in pairs or small groups:
  1. Historical Perspective: Invite students to recreate a 1930s-style radio show, incorporating news, entertainment and advertising reflective of the era.
  2. Modern Take: Invite students to create a contemporary, podcast-style broadcast discussing a current social issue, using dramatic storytelling and sound effects.
- Provide time for scripting, sound planning and rehearsal.
- Groups may record or perform their broadcasts live to share them with the class.

DEBRIEFING QUESTIONS:

How did the historical context of the Great Depression influence the content and tone of your radio play?
Why do you think radio was so important during the 1930s, and how did it shape the public's view of events?
What role did sound effects play in your radio broadcast? How does sound shape a listener's experience?
How does radio differ from visual media in conveying emotion and information?
How do the radio scenes in Annie reflect the way people relied on radio broadcasts for news, hope, and entertainment during the Great Depression?

POSSIBLE EXTENSIONS:

Radio Broadcast Research

Invite students to research more about how people listened to radio broadcasts during the 1930s and present their findings to the class.
Students can focus on how radio stations were created and the kinds of shows that became popular during the Great Depression.

Comparison with Modern Media

Have students compare the impact of radio in the 1930s with the role of modern media (including social media, podcasts and streaming) today.
What are the similarities and differences in how these forms of media influence society?
If the story of Annie took place today, what modern media do you think would be added to the script?

Sound Design Exploration

Challenge students to explore how sound designers use different objects to create foley in movies and plays.
Invite students to create a soundscape for a scene in Annie, such as the sounds of busy New York City in the 1930s.

About the Play

ANNIE

Book by Thomas Meehan
Music by Charles Strouse
Lyrics by Martin Charnin
Original Broadway Production Directed by Martin Charnin
Based on "Little Orphan Annie"^® by permission of Tribune Content Agency, LLC
Directed and Choreographed by Donna Feore
Music direction by Laura Burton

Download House Program

GRADE RECOMMENDATION

Grade 1+

CONTENT ADVISORY

This classic musical 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. Please see the show page for a detailed audience advisory or reach out to us directly for more information.

SYNOPSIS

As Molly, Pepper, Duffy and all the girls know, no one cares for you a smidge, when you're in an orphanage. But ever-optimistic Annie makes it her job to improve the lives of everyone around her—except maybe Miss Hannigan, who has made life a misery for all the little girls in her care.

Fed up and determined to find her parents, Annie makes a break for it one day and learns that even the outside world is tough. Dragged back home by police, she doesn't have to wait long for her real break.

Though it may not be the dream she pictured, a happy ending is in store. Just as Annie always predicted: the sun'll come out tomorrow! This starlit, won't quit, big hit musical is perfect for all ages.

CURRICULUM CONNECTIONS

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

Grade 1-3

The Arts
Health and Physical Education
Language
Social Studies

Grade 4-8

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

Grade 9-12

The Arts
Business Studies
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, Business, Finance & Management, Canadian Studies, Cultural Studies, Child Development, Children's Literature, Creative Writing, Drama and Theatre, English, Fine Arts, Gender Studies, History, Human Rights, Music, Musical Theatre, Social Work and Social Development Studies, Teacher Education

THEMES

Adoption and Orphanism
Capitalism, Class and Economic Status
Care and Protection
Deception and Honesty
Ethical and Moral Complexity
Fairness and Justice
Finding Optimism in Adversity
Friendship and Chosen Family
The Great Depression: Poverty, Unemployment and Housing Insecurity
Home
Idealism and Hope for the Future
Identity, Independence and Sense of Self
Power and Privilege
Resilience
The Rights and Unique Strengths of Children
Unity and Belonging

Discussion Questions

DISCUSSION AND REFLECTION QUESTIONS

PRE-SHOW QUESTIONS

What do you already know about the story of Annie? Have you seen the movie, read the comic strip or heard anything about the musical? List three things that you already know about Annie, or three questions that you have about the production.
Why do you think this story is told as a musical? In what ways can music help us to think or feel differently?
Annie tells the story of an orphan. Why do you think there are so many stories about orphans like Annie? What do these stories tell us about how the world thinks about children and childhood?
What do you know about New York City? Why do you think so many plays and films take place there?
What does hope feel like? What gives people hope during difficult times? Can you think of a time when having hope helped you through a challenging situation?
What does belonging mean to you? How do different people in your life make you feel like you belong?
Annie is set during the Great Depression, a time of widespread poverty and unemployment. What might life have been like for young people during the Great Depression? What might this story mean to us today? Are there parallels you notice between the setting of the play and our world 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 it mean to have a "good imagination"? Can imagination help us during difficult times? Why or why not?
What makes someone a good friend? Can you think of examples from your own life?
Do stories and plays help us understand people who are different from us? Explain your thinking using examples.
In Annie, many characters face hard times, but find strength in each other. What are some challenges people face in the world today? How can we help each other?

POST-SHOW QUESTIONS

In what ways did Annie change the people around her and how they see the world? Use specific examples to support your thinking.
Do you believe one person can change a whole community in the way Annie does in this story? Why or why not?
Annie explores what it means to be a family. Based on the play, what are some of the ways that "family" can be defined? How do the characters in Annie find and create family in unexpected places?
What do the characters in Annie learn about home? What does home mean to you?
What is the role of optimism and hope in overcoming adversity? How does Annie demonstrate the value of these qualities?
What matters most to the characters in the play? How does what they want or value differ or change as the story unfolds?
What does Annie's locket mean to her? Why do you think this is the case? Are there any objects in your life that hold meaning for you in a similar way?
Annie has been captivating audiences for decades. What enduring themes and messages do you think contribute to its continued popularity? Are these themes relevant to audiences today? Explain your thinking using examples from the production.
How does the play explore the themes of social justice and social responsibility? What responsibility do individuals and society have to address social inequalities?
Some characters in the play had a lot of power and others had very little. Which characters in the play had the most power? How did they use their power? How might things have been different had power been more equally shared?
How did the design (such as music, sound, costumes, projections or lighting) contribute to your overall experience of the production? Think about all the different locations represented in the production. What stood out to you most, and why?
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

GRADES 1-6

Objective: Students will engage in a creative and imaginative activity by recreating a radio broadcast scene inspired by the musical, connecting the historical context of the Great Depression with sound effects and storytelling. This exercise will help students understand the role of radio as a medium during the 1930s and how it conveyed hope, news, updates and entertainment during challenging times.

Materials:

Age-appropriate research materials on the Great Depression
Objects for creating sound effects (such as empty cans, metal spoons, fabric or glass jars)
Audio recording equipment (including phones, tablets or Chromebooks)

Directions:

Introduce the Era
- Briefly explain how people in the 1930s relied on radio for stories, music and news. Suggested resources include: this Britannica Kids article about the Great Depression and this detailed Britannica Kids article about the history and evolution of radio.
Creative Exploration
- Introduce the art of foley by watching The Magic of Making Sound by Great Big Story.
- Engage students in a large group discussion or reflective writing to identify key points from the video.
- Demonstrate simple sound effects (such as crinkling paper for fire or tapping spoons for horses' hooves).
- Provide time for students to experiment with materials in small groups.
- Working in these same small groups, invite students to create a story with sound effects, imagining what they would share on the radio to entertain or inspire people. You may wish to offer students a variety of news or fictional stories from the time to choose from.
Performance Time
- Invite each group to perform their broadcast live or record it to share with the class.

DEBRIEFING QUESTIONS:

What was your favourite part of making your radio story, and why?
How did the sound effects make your story more exciting?
What role do you think radio played in bringing people together during the 1930s?
How do the radio scenes in Annie reflect the way people relied on radio broadcasts for news, hope and entertainment during the Great Depression?

POSSIBLE EXTENSIONS:

Compare and Contrast

Compare 1930s radio broadcasts to modern podcasts or entertainment.
Invite students to create a presentation or Venn diagram to share what has changed and what has stayed the same.

Writing and Literacy Connection

Invite students to write a short script for a historical radio announcement, news update or the morning announcement at school.

Sound Effects Challenge

Provide students with a mystery scenario and have them create a radio drama using only sound effects (and no dialogue) to tell the story.

GRADES 7-12

Objective: Students will analyze the role of radio as a storytelling medium and its impact on society, particularly during the Great Depression. They will create their own historical or modern radio broadcast using foley sound effects and dramatic storytelling, informed by historical research, in order to develop their skills in media literacy, collaboration and creative expression.

Materials:

Historical research resources (primary and secondary sources on 1930s radio, the Great Depression and Annie)
Objects for creating sound effects (such as empty cans, metal spoons, fabric or glass jars)
Audio recording equipment (including phones, tablets or Chromebooks)

Directions:

Introduce the Era
- Discuss the historical context of Annie, focusing on the Great Depression and the rise of radio as a major entertainment and news source. Briefly explain how people in the 1930s relied on radio for stories, music and news. Suggested resources include: the PBS Kids page on the Great Depression and New Deal (1929-1939), PBS-The Golden Age of Radio which provides an overview of radio's rise in the 1920s-1950s, its social impact and popular programs, and this detailed Britannica Kids article about the history and evolution of radio.
The Art of Foley and Audio Storytelling
- As a class, individually or in small groups, explore how sound effects enhanced radio storytelling using the following suggested resources:
  - The Kennedy Center: This lesson plan about DIY Old-Time Radio teaches students how to tell stories using sound, exploring the art of old-time radio broadcasts.
  - Podcasts about Sound Design: The SoundWorks Collection and The Sound of Cinema offer interviews with professional sound designers and discussions on techniques used in media.
  - The Magic of Making Sound by Great Big Story which offers key Foley sound takeaways.
Create a Radio Broadcast
- Give students two options, working in pairs or small groups:
  1. Historical Perspective: Invite students to recreate a 1930s-style radio show, incorporating news, entertainment and advertising reflective of the era.
  2. Modern Take: Invite students to create a contemporary, podcast-style broadcast discussing a current social issue, using dramatic storytelling and sound effects.
- Provide time for scripting, sound planning and rehearsal.
- Groups may record or perform their broadcasts live to share them with the class.

DEBRIEFING QUESTIONS:

How did the historical context of the Great Depression influence the content and tone of your radio play?
Why do you think radio was so important during the 1930s, and how did it shape the public's view of events?
What role did sound effects play in your radio broadcast? How does sound shape a listener's experience?
How does radio differ from visual media in conveying emotion and information?
How do the radio scenes in Annie reflect the way people relied on radio broadcasts for news, hope, and entertainment during the Great Depression?

POSSIBLE EXTENSIONS:

Radio Broadcast Research

Invite students to research more about how people listened to radio broadcasts during the 1930s and present their findings to the class.
Students can focus on how radio stations were created and the kinds of shows that became popular during the Great Depression.

Comparison with Modern Media

Have students compare the impact of radio in the 1930s with the role of modern media (including social media, podcasts and streaming) today.
What are the similarities and differences in how these forms of media influence society?
If the story of Annie took place today, what modern media do you think would be added to the script?

Sound Design Exploration

Challenge students to explore how sound designers use different objects to create foley in movies and plays.
Invite students to create a soundscape for a scene in Annie, such as the sounds of busy New York City in the 1930s.

CONNECTION TO THE ARCHIVES

Annie is the first child-led musical at the Stratford Festival to feature a girl in the title role. The other two child-led musicals we've produced (Oliver! in 2006 and Billy Elliot the Musical in 2019) featured boys in the title roles. What other similarities an differences can you note across these three shows? What might the impact be on the audience of having a child in the title role?

Billy Elliot, 2019

Nolan Dubuc as Billy Elliot in Billy Elliot the Musical, 2019. Book and lyrics by Lee Hall. Music by Sir Elton John. Directed and choreographed by Donna Feore. Set design by Michael Gianfrancesco. Costume design by Dana Osborne. Lighting design by Michael Walton. Sound design by Peter McBoyle. Music direction by Franklin Brasz. Photography by Cylla von Tiedemann. Stratford Festival Archives, GPO.2019.001.0316

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

The Great Depression

FDR's First Fireside Chat Amid Banking Crisis – FDR Miniseries | HISTORY – YouTube

Great Depression | Britannica Kids – Encyclopedia Britannica

Great Depression-In depth | Britannica Kids – Encyclopedia Britannica

The Great Depression | Kids Discover

The Great Depression and New Deal | PBS LearningMedia

What few people know about the program that "saved" America | Meg Jacobs – Ted-Ed

Radio in the 1930s

The Golden Age of Radio: Teaching with Primary Sources | PBS LearningMedia

History Brief: Radio in the 1930s | Reading Through History – YouTube

Little Orphan Annie: Audio Recording | The Tin Box – Internet Archive

Radio primary sources in The Great Depression | Christopher Newport University Library

Foley and Sound Design

DIY Old-Time Radio: Educational Resource | The John F. Kennedy Center for the Performing Arts

Foley Sound: Educational Resource | Australian Centre for the Moving Image

The Joys of Foley Work: Behind the Scenes of "It's a Wonderful Life" | Mountain Lake PBS – YouTube

The Magic of Making Sound | Great Big Story – YouTube

Sound Design Series: Opening Interview | Stratford Festival – YouTube

The sounds you hear in TV shows and movies? A Foley does that. Meet one and see how it's done | CBC News

Storytelling through sound: making radio sound 'real' | CBC News

Annie the Musical

About Annie: Fun Facts | Annie the Musical Website

Annie | Music Theatre International

Annie | Stratford Festival

Annie on Broadway | Annie on Broadway – YouTube

Annie Yesterday, Today, and "Tomorrow": All About Broadway's Favourite Little Orphan | Josh Ferri – Broadway.com

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.

Thursday, June 12
Wednesday, October 22
Friday, October 24
Thursday, October 30

2 p.m.

Tuesday, April 22
Monday, April 28
Friday, May 2
Tuesday, May 6
Thursday, May 8
Tuesday, May 13
Wednesday, May 21
Thursday, June 5
Tuesday, June 17
Thursday, June 26
Wednesday, September 3
Wednesday, September 10
Thursday, September 11
Tuesday, September 16
Thursday, September 18
Friday, September 19
Wednesday, September 24
Friday, September 26
Wednesday, October 1
Friday, October 10
Tuesday, October 14
Thursday, October 16
Tuesday, October 28

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:

Thursday, May 8
Thursday, June 5
Wednesday, October 1
Thursday, October 16*
Tuesday, October 28

*Technical Theatre-Focused: Rather than exploring the play's themes, characters and questions, this session focuses on technical theatre and is ideal for students interested in the inner workings of theatre production and understanding the magic that happens back/offstage. 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)

PRODUCTION CO-SPONSOR

RBC_White(1)

TOOLS FOR TEACHERS SPONSORED BY

Canada-Life_White(1)

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

Support for the 2025 season of the Festival Theatre is generously provided by Daniel Bernstein & Claire Foerster

Production Co-Sponsors: Robert & Mary Ann Gorlin, Riki Turofsky & Charles Petersen and Peter & Carol Walters

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

Annie is the first child-led musical at the Stratford Festival to feature a girl in the title role. The other two child-led musicals we've produced (Oliver! in 2006 and Billy Elliot the Musical in 2019) featured boys in the title roles. What other similarities an differences can you note across these three shows? What might the impact be on the audience of having a child in the title role?

Billy Elliot, 2019

Nolan Dubuc as Billy Elliot in Billy Elliot the Musical, 2019. Book and lyrics by Lee Hall. Music by Sir Elton John. Directed and choreographed by Donna Feore. Set design by Michael Gianfrancesco. Costume design by Dana Osborne. Lighting design by Michael Walton. Sound design by Peter McBoyle. Music direction by Franklin Brasz. Photography by Cylla von Tiedemann. Stratford Festival Archives, GPO.2019.001.0316

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

The Great Depression

FDR's First Fireside Chat Amid Banking Crisis – FDR Miniseries | HISTORY – YouTube

Great Depression | Britannica Kids – Encyclopedia Britannica

Great Depression-In depth | Britannica Kids – Encyclopedia Britannica

The Great Depression | Kids Discover

The Great Depression and New Deal | PBS LearningMedia

What few people know about the program that "saved" America | Meg Jacobs – Ted-Ed

Radio in the 1930s

The Golden Age of Radio: Teaching with Primary Sources | PBS LearningMedia

History Brief: Radio in the 1930s | Reading Through History – YouTube

Little Orphan Annie: Audio Recording | The Tin Box – Internet Archive

Radio primary sources in The Great Depression | Christopher Newport University Library

Foley and Sound Design

DIY Old-Time Radio: Educational Resource | The John F. Kennedy Center for the Performing Arts

Foley Sound: Educational Resource | Australian Centre for the Moving Image

The Joys of Foley Work: Behind the Scenes of "It's a Wonderful Life" | Mountain Lake PBS – YouTube

The Magic of Making Sound | Great Big Story – YouTube

Sound Design Series: Opening Interview | Stratford Festival – YouTube

The sounds you hear in TV shows and movies? A Foley does that. Meet one and see how it's done | CBC News

Storytelling through sound: making radio sound 'real' | CBC News

Annie the Musical

About Annie: Fun Facts | Annie the Musical Website

Annie | Music Theatre International

Annie | Stratford Festival

Annie on Broadway | Annie on Broadway – YouTube

Annie Yesterday, Today, and "Tomorrow": All About Broadway's Favourite Little Orphan | Josh Ferri – Broadway.com

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.

Thursday, June 12
Wednesday, October 22
Friday, October 24
Thursday, October 30

2 p.m.

Tuesday, April 22
Monday, April 28
Friday, May 2
Tuesday, May 6
Thursday, May 8
Tuesday, May 13
Wednesday, May 21
Thursday, June 5
Tuesday, June 17
Thursday, June 26
Wednesday, September 3
Wednesday, September 10
Thursday, September 11
Tuesday, September 16
Thursday, September 18
Friday, September 19
Wednesday, September 24
Friday, September 26
Wednesday, October 1
Friday, October 10
Tuesday, October 14
Thursday, October 16
Tuesday, October 28

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:

Thursday, May 8
Thursday, June 5
Wednesday, October 1
Thursday, October 16*
Tuesday, October 28

*Technical Theatre-Focused: Rather than exploring the play's themes, characters and questions, this session focuses on technical theatre and is ideal for students interested in the inner workings of theatre production and understanding the magic that happens back/offstage. 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)

PRODUCTION CO-SPONSOR

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TOOLS FOR TEACHERS SPONSORED BY

Canada-Life_White(1)

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

Support for the 2025 season of the Festival Theatre is generously provided by Daniel Bernstein & Claire Foerster

Production Co-Sponsors: Robert & Mary Ann Gorlin, Riki Turofsky & Charles Petersen and Peter & Carol Walters

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