托福TPO54听力原文+题目及答案解析+PDF下载
托福听力tpo54 section2 对话讲座原文+题目+答案+译文
托福听力tpo54section2对话讲座原文+题目+答案+译文Conversation2 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture3 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture4 (12)原文 (12)题目 (15)答案 (17)译文 (17)Conversation2原文NARRATOR:Listen to a conversation between a student and an employee in the university's historical library.FEMALE EMPLOYEE:Morning!What can I help you find?MALE STUDENT:Well,I saw on the Internet that the university library has menus and things from local restaurants—like The Springfield Eatery?FEMALE EMPLOYEE:Right.A lot of local businesses have donated materials to our collection,including that restaurant.I'm pretty sure we have,uh,ten or fifteen boxes of materials from there.MALE STUDENT:Good.I thought you were located in the main library,so I went there first and they sent me here.I hadn't realized the university had a separate historical library.I think what you're doing is great—collecting local documents and photos—keeping a record of the region.FEMALE EMPLOYEE:I'm glad you see the value in it.We've been collecting materials for going on seventy years st year we had an exhibition that showcased how the town square has changed over the past50years.So that got the word out a little...but you're right—a lot of students don't know we exist.Well,unless they're majoring in history.So,you're looking for something for a class?MALE STUDENT:Not exactly.My grandmother went to this university,and while she was here,she worked as a waitress.FEMALE EMPLOYEE:At The Springfield Eatery.MALE STUDENT:Yes,and that's where she met my grandfather!So,they're celebrating their fiftieth anniversary this year,and I noticed online that you have old menus from some of the restaurants.I was thinking I could find one from the year they met and frame a copy for them.FEMALE EMPLOYEE:What a unique idea!What year are you looking for?MALE STUDENT:Uh,1954.FEMALE EMPLOYEE:I know we have a few menus from the1950s,but you'll have tocheck...there are some gaps…some years we didn't receive any new materials,and sometimes restaurants go a while without changing their menus....MALE STUDENT:Oh no!I really wanted to give them something special.FEMALE EMPLOYEE:Well…how about this:We also have a lot of photos,so maybe you could find one of your grandmother—or maybe even one with both of your grandparents.MALE STUDENT:That’d be awesome!FEMALE EMPLOYEE:The only thing is,most of our materials are still in boxes—no one's ever taken the time to organize them,so it-it might require a fair amount of sifting.MALE STUDENT:Hmm…I have a couple a tests coming up,but I can take a quick look, if that's OK.I know some libraries have special rules for handling delicate or old materials.FEMALE EMPLOYEE:Well,these aren't particularly old.Just the usual rules apply…no food or drinks.MALE STUDENT:OK.Thanks for your help!题目1.Why does the man go to see the woman?A.To ask the woman if she has photographs of local businessesB.To conduct research for a history classC.To try to find a gift for his grandparentsD.To find out how long a local restaurant has been in business2.What does the woman say about an exhibition the library held last year?A.It was in honor of the town's seventieth anniversary.B.It helped increase awareness of the collection.C.It was arranged by students who study history.D.It mostly included photographs from the1950s.3.What does the woman imply about the menus?A.Most of the menus in the collection are from the Springfield Eatery.B.All of the menus in the collection are carefully organized in boxes.C.The menu the man is looking for is probably in the main library.D.The man might not find the menu he is looking for.4.What does the woman suggest that the man consider doing?A.Look for a photo of his grandparentsB.Frame a photograph of a menu from a different yearC.Call the restaurant to ask whether they have what he is looking forD.Take a picture of the restaurant5.Why does the man say this：MALE STUDENT:I know some libraries have special rules for handling delicate or old materials.Employee:Well,these aren’t particularly old.Just the usual rules apply,no food ordrinks.A.To inform the woman that he has handled old materials in the pastB.To inquire whether the library has regulations for handling historical documentsC.To imply that the library should do a better job protecting historical documentsD.To argue that special precautions are not necessary in this case答案C BD A B译文旁白：请听一段学生和大学历史图书馆雇员之间的对话。
托福考试2024听力历年真题答案解析
托福考试2024听力历年真题答案解析2024年的托福考试听力部分，如往年一样，包含了一系列听力材料和相关问题。
本文将对历年真题中的听力部分进行题目解析和答案解释，以帮助考生更好地备考。
[介绍段]在托福考试听力部分，考生需要听取一段语音材料，然后回答几个与材料相关的问题。
这些材料可以是学术讲座、对话、课堂讨论等。
对于每种材料，考生需要仔细倾听，并在听完后选择正确的答案。
以下是对几个典型历年真题的解析。
[题目一]Question: What is the main topic of the lecture?听力材料：一段讲座内容，讲述关于生态系统中濒临灭绝的物种。
解析：这道题目需要考生仔细倾听讲座内容，判断讲座的主要话题。
在听力材料中，讲师提到了一系列与生态系统和濒临灭绝物种相关的信息。
考生需要筛选出这些信息并进行归纳，最终选择与之相关的答案。
答案解释：主要讲座话题是关于生态系统中濒临灭绝的物种。
在听力材料中，讲师提到了研究人员进行调查、濒临灭绝物种对生态系统的重要性等相关内容。
因此，正确答案应选择与这个主题相关的选项。
[题目二]Question: What is the relationship between the two speakers?听力材料：一段对话，讨论两位发言者的关系。
解析：这道题目需要考生仔细研究对话内容，判断两位发言者之间的关系。
在对话中，两位发言者可能会透露出彼此之间的身份、职位或熟悉程度等信息。
考生需要根据对话内容进行分析，并选择最符合描述的答案。
答案解释：根据对话中的内容，我们可以推断出两位发言者是一位教授和一位学生。
在对话中，教授提到了自己的研究、学生的作业等相关内容，这表明教授与学生之间存在一种教育关系。
[题目三]Question: What is the purpose of the conversation?听力材料：一段对话，讨论对话的目的。
解析：这道题目需要考生理解对话中的目的或主要内容。
托福听力tpo-54-L1
6、What does the professor mainly discuss?A. The importance of zooplankton in the marine food chainB. The interdependence of two types of tiny marine organismsC. A physical feature of zooplankton that makes them well adapted for swimmingD. A phenomenon observed in some species of zooplankton答案：D就是说，微生物虽然没有像鸟类那样按照季节迁徙，但是它们会有纵向迁徙，晚上的时候，微生物会游到水面，而到白天的时候，又会游到更深的水域。
解析：本题为内容主旨题，题干问教授主要讨论的问题是什么? 讲座一开始给出了浮游生物的定义，并提到浮游生物每天会纵向迁徙，晚上的时候，微生物会游到水面，而到白天的时候，又会游到更深的水域，科学家正在尝试揭开这个谜团，并且后文都是关于科学家对这个现象提出的猜想，综合全文来看，本题选D。
A 选项的意思为: 浮游动物在海洋食物链里的重要性，只在开头提到了一下，不是主旨，故排除;B 选项的意思为: 两种微小的海洋微生物的相互联系，没提到联系，故排除;C 选项的意思为: 一种让浮游动物擅长游泳的身体特点，原文未提及，故排除;7、Why does the professor conclude that zooplankton must derive an important benefit from diel vertical migration?A. Diel vertical migration uses up a lot of energy.B. Diel vertical migration exposes zooplankton to predators.C. Diel vertical migration prevents zooplankton from being able to digest phytoplankton.D. Diel vertical migration forces zooplankton populations to live permanently in cold water.答案：A意思为：对于微生物来说，那是一个巨大的距离，但是浮游生物能够游得非常好，并且纵向迁移需要消耗很多的能量，所以对于浮游生物来说，每天的上下游动肯定能带来很多的好处。
托福TPO54听力Conversation1文本+题目+答案解析
为了帮助大家高效备考托福，为大家带来托福TPO54听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。
托福TPO54听力Conversation1文本 Title: Story Theater Listen to a conversation between a student and a professor of her theater class. Student: So, Professor Baker, about our next assignment you talked about in class. Professor: Yes, this time you’ll be in groups of three, each of you will have a chance to direct the other two in a short scene from a play you’ve chosen yourself. Student: Right, and, well, I’ve been reading about story theater, and… Professor: Ah, story theater, tell me about what you’ve read.[a1] Student: Well, it’s a form of theater where folk or fairy tales are acted out. It was…eh, introduced, by the director Paul Sills in the 1960s. In Sills’s approach, an actor both narrates, and acts out a tale. So, like someone will appear on stage, and then will start narrating a tale, about…say a king, and then the same person will immediately switch to and start acting out the role of the king, with no props or scenery. Professor: Sills, you know I actually saw his first story theater production in 1968, he did the fairy tale ‘the blue light’. Student: Really, so whatever gave him the idea to produce that? Professor: Well, as you know, back in the late 1960s, lots of people in the United States were disillusioned with the government. Sills was grappling with how to produce theater that was relevant in such times. Then he happened to read ‘the blue light’, and he realized that it had just the message he wanted. See, in the story, a man has lost all hope as a result of the unfortunate events in his life, completely turns his life around, with the help of a magical blue light. So，the blue light in the story symbolizes a way out of seemingly unsolvable human problems.[a2] And for Sills, that light symbolized an answer to the political turmoil in the US.[a3] Student: But weren’t you…um, audiences bother that the actors were performing on a bare stage? Professor: Well, story theater is a departure from traditional dramatic theater with its realistic elaborate props and scenery, but Sills could make us see, say a big tall mountain through the facial expressions and body movements of the actors, and they’re telling of the story. We were all swept up, energized by such an innovative approach to theater, even if one or two of the critics weren’t as enthusiastic.[a4] Student: Cool, so, anyway. What I really wanted to ask, I’d love to try doing story theater for my project instead of just a scene from a traditional play.[a5] Professor: Um, that’s possible. A short tale can be about the same length as a single thing. Which fairy tale would you do? Student: Actually, I was reading about another director of story theater，Rack Stevenson. You know, he produces plays based on folk tales as well. Maybe I could direct one of those. Professor: Okay, yes, Rack Stevenson. Now, Stevenson’s style’s story theater is a little different from Sills’s. He’ll use simple props, a chair will represent a mountain, but the significant difference is with the narrator. The narrator will play only that role. Let’s talk about why.[a6] [a1]Q1 出题点1 [a2]Q3 出题点 [a3]Q2 出题点 [a4]Q4 出题点 [a5]Q1 出题点2 [a6]Q5 出题点 TPO54 Conversation1听力题目与解析 1、Why does the student go to see the professor? A. To learn about the background of a director who was discussed in class B. To ask permission to use a specific type of theater for her class assignment C. To discuss the symbolism in a play she wants to use for her assignment。
托福听力tpo54 section1 对话讲座原文+题目+答案+译文
托福听力tpo54section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and the professor of her theater class.FEMALE STUDENT:So,Professor Baker…about our next assignment you talked about in.MALE PROFESSOR:Yes,this time you'll be in groups of three.Each of you will have a chance to direct the other two in a short scene from a play you've chosen yourself…FEMALE STUDENT:Right,and,well…I've been reading about story theatre,and…MALE PROFESSOR:Ah,story theatre.Tell me about what.FEMALE STUDENT:Well…it's a form of theater where folk-or fairy tales are acted out.It was,uh…introduced by the director Paul Sills,in the1960s.In Sills's approach, an actor both narrates and acts out a tale.So,like,someone will appear on stage, and then they'll start narrating a tale about,say,a king.And then the same person will immediately switch to and start acting out the role of the king.With no props or scenery.MALE PROFESSOR:Sills.Y'know,I actually saw his first story theatre production,in 1968.He did the fairy tale"The Blue Light."FEMALE STUDENT:Really?So…whatever gave him the idea to produce that?MALE PROFESSOR:Well…As you know,back in the late1960s lots of people in the United States were disillusioned with the government.Sills was grappling with how to produce theater that was…relevant in such times.Then he happened to read"The Blue Light,"and he realized it had just the message he wanted.See,in the story,a man who's lost all hope as a result of the unfortunate events in his life completely turns his life around…with the help of a magical blue light.So,the blue light in the story symbolizes a way out of seemingly unsolvable human problems. And for Sills,that light symbolized an answer to the political turmoil in the U.S.FEMALE STUDENT:But weren't you…um,audiences…bothered that the actors were performing on a bare stage?MALE PROFESSOR:Well,story theatre is a departure from traditional dramatic theater…with its realistic,elaborate props and scenery.But Sills could make us "see"…say,a big,tall mountain…through the facial expressions and body movements of the actors—and their telling of the story.We were all swept up,energized by such an innovative approach to theater—even if one or two of the critics weren't as enthusiastic.FEMALE STUDENT:Cool.So,uh,anyway…What I really wanted to ask…I'd love to try doing story theatre for my project,instead of just a scene from a traditional play.MALE PROFESSOR:Hmmm…That's possible—a-a short tale can be about the same length as a single scene…Which fairy tale would you do?FEMALE STUDENT:Actually,I was reading about another director of story theatre? Rex You know—he produces plays based on folk tales as well.Maybe I could direct one of those?MALE PROFESSOR:Ohhhhkay,yes—Rex Stephenson.Now,Stephenson's style of story theatre is a little different from Sills's—He'll use simple props…a chair will represent a mountain…but the significant difference is with the narrator…the narrator will play only that role.Let's talk about why…题目1.Why does the student go to see the professor?A.To learn about the background of a director who was discussed in classB.To ask permission to use a specific type of theater for her class assignmentC.To discuss the symbolism in a play she wants to use for her assignmentD.To find out what scenery she is allowed to use in presenting her assignment2.Why does the professor discuss the political environment in the United States in the1960s?A.To compare events at that time to events that occurred in one of Stephenson's playsB.To suggest that the woman do additional research on that period of United StateshistoryC.To point out why political themes are common in folk and fairy talesD.To explain Sills's inspiration for his first story theatre production3.According to the professor,what does the blue light in the fairy tale called The Blue Light represent?A.A plan that is impossible to followB.A conflict between two opposing forcesC.A solution to complex problemsD.A question that has no clear answer4.What is the professor's opinion about Sills's production of The Blue Light?A.He thinks that it was an inventive and powerful performance.B.He believes that the use of some props would have enhanced the performance.C.He thinks that the theme is even more relevant today than it was in the1960s.D.He believes that it was less effective stylistically than some of Stephenson's plays.5.According to the professor,what is the most important difference between Stephenson's and Sills's style of story theatre?A.The actor who plays the role of the narrator plays only that role in Stephenson's productions.B.The actors wear elaborate costumes in Stephenson's productions.C.The stage settings are realistic in Stephenson's productions.D.Political themes are avoided in Stephenson's productions.答案B DC A A译文旁白：请听一段学生和教授关于戏剧课的对话。
托福听力 TPO听力题目与答案1-37全套汇总(附译文)
托福听力: TPO听力题目与答案1-37全套汇总(附译文)目前托福TPO内容已经更新到37套，很多同学在使用TPO听力内容时不是缺少音频资料就是内容不全，针对大家使用TPO听力内容的诸多不方便，小编特给出一份托福TPO 听力题目与答案1-37全套汇总(附译文)资料，同学们可以拿去好好练习一下，进而也可对比一下与之前内容的不同，所增加的套题与之前的区别。
托福TPO听力题目与答案1-37全套汇总(附译文)内容如下：1.Why does the student go to see the librarian?To sign up for a seminar on using electronic sources for researchTo report that a journal is missing from the reference areaTo find out the procedure for checking out journal articlesTo ask about how to look for resources for a class paper2.What does the librarian say about the availability of journals and articles in the library?They are not easy to find if a professor put them on reserveMost of them are accessible in an electronic formatMost of them can be checked out for three weeksPrinted versions from the past three years are located in the reference section3.What does the librarian suggest the student should do to save time?Choose an easier research topicConcentrate on five journalsRead the summaries of the articles firstInstall a new program on her home computer4.What can be inferred about why the woman decides to use the computer in the library?She thinks she might need additional help from the manShe does not have a computer at homeShe has to hand in her assignment by the end of the dayShe will be meeting a friend in the library later on5.Why does the woman say thisShe had forgotten about the informationShe is surprised she was not aware of the informationShe is annoyed that the information was published only recentlyShe is concerned that the librarian gave her incorrect informationStudentHi, um…, I really hope you can help me.LibrarianThat’s why I’m here. What can I do for you?StudentI’m supposed to do a literature review for my psychology course, but I’m… having a hard time finding articles. I don’t even know where to start looking.LibrarianYou said this is for your psychology course, right? So your focus is on …StudentDream Interpretation.LibrarianWell, you have a focus, so that’s already a good start. Hmmm… well, there’re a few things… oh wait… have you checked to see if your professor put any material for you to look at on reserve?StudentAha, that’s one thing I did know to do. I just copied an article, but I still need three more on my topic from three different journals.LibrarianLet’s get you going on looking for those then. We have printed versions of twenty or so psychology journals in the Reference Section. These are ones published within the last year. Now that I think about it… there’s a journal named Sleep and Dreams.StudentOh, yeah, the article I just copied is from that journal, so I’ve got to look in other sources.正确答案，D。
托福阅读tpo54R-2原文+译文+题目+答案+背景知识
TPO54 阅读-2 Overkill of the North American Megafauna原文 (1)译文 (2)题目 (4)答案 (9)背景知识 (10)原文Overkill of the North American Megafauna①Thousands of years ago, in North America's past, all of its megafauna—large mammals such as mammoths and giant bears—disappeared. One proposed explanation for this event is that when the first Americans migrated over from Asia, they hunted the megafauna to extinction.These people, known as the Clovis society after a site where their distinctive spear points were first found, would have been able to use this food source to expand their population and fill the continent rapidly.Yet many scientists argue against this "Pleistocene overkill" hypothesis. Modern humans have certainly been capable of such drastic effects on animals, but could ancient people with little more than stone spears similarly have caused the extinction of numerous species of animals?Thirty-five genera or groups of species (and many individual species) suffered extinction in North America around 11,000 B.C., soon after the appearance and expansion of Paleo-lndians throughout the Americas (27 genera disappeared completely, and another 8 became locally extinct, surviving only outside North America).②Although the climate changed at the end of the Pleistocene, warming trends had happened before. A period of massive extinction of large mammals like that seen about 11,000 years ago had not occurred during the previous 400,000 years, despite these changes. The only apparently significant difference in the Americas 11,000 years ago was the presence of human hunters of these large mammals. Was this coincidence or cause-and-effect?③We do not know.Ecologist Paul S. Martin has championed the model that associates the extinction of large mammals at the end of the Pleistocene with human predation.With researcher J. E. Mosimann, he has co-authored a work in which a computer model showed that in around 300 years, given the right conditions, a small influx of hunters into eastern Beringia 12,000 years ago could have spread across North America in a wave and wiped out game animals to feedtheir burgeoning population.④The researchers ran the model several ways, always beginning with a population of 100 humans in Edmonton, in Alberta, Canada, at 11,500 years ago.Assuming different initial North American big-game-animal populations (75-150 million animals) and different population growth rates for the human settlers (0.65%-3.5%), and varying kill rates, Mosimann and Martin derived figures of between 279 and 1,157 years from initial contact to big-game extinction.⑤Many scholars continue to support this scenario.For example, geologist Larry Agenbroad has mapped the locations of dated Clovis sites alongside the distribution of dated sites where the remains of wooly mammoths have been found in both archaeological and purely paleontological contexts.These distributions show remarkable synchronicity (occurrence at the same time).⑥There are, however, many problems with this model.Significantly, though a few sites are quite impressive, there really is very little archaeological evidence to support it.Writing in 1982, Martin himself admitted the paucity of evidence;for example, at that point, the remains of only 38 individual mammoths had been found at Clovis sites. In the years since, few additional mammoths have been added to the list;there are still fewer than 20 Clovis sites where the remains of one or more mammoths have been recovered, a minuscule proportion of the millions that necessarily would have had to have been slaughtered within the overkill scenario.⑦Though Martin claims the lack of evidence actually supports his model—the evidence is sparse because the spread of humans and the extinction of animals occurred so quickly—this argument seems weak. And how could we ever disprove it?As archaeologist Donald Grayson points out, in other cases where extinction resulted from the quick spread of human hunters—for example, the extinction of the moa, the large flightless bird of New Zealand—archaeological evidence in the form of remains is abundant. Grayson has also shown that the evidence is not so clear that all or even most of the large herbivores in late Pleistocene America became extinct after the appearance of Clovis. Of the 35 extinct genera, only 8 can be confidently assigned an extinction date of between 12,000 and 10,000 years ago.Many of the older genera, Grayson argues, may have succumbed before 12,000 B.C., at least half a century before the Clovis showed up in the American West.译文北美大型动物的过度捕杀①数千年前的北美，它所有的大型动物，如猛犸象和巨熊，都消失了。
托福TPO54口语Task3阅读文本+听力文本+题目+满分范文
为了帮助大家高效备考托福，为大家带来托福TPO54口语Task3阅读文本+听力文本+题目+满分范文，希望对大家备考有所帮助。
托福TPO54口语Task3阅读文本： Community Service Requirement A university education should encourage students to engage with the world around them, but I see less and less of that engagement on campus today. I propose, therefore, that the university make community service, such as working with the local children in town, a mandatory activity for all university students before they graduate. Creating a community service requirement is a good idea because it would strengthen the relationship between our school and the town. Additionally, in fulfilling the requirement, many students would discover a love of service that would inspire them to a lifetime of volunteer work in their future communities. Sincerely, Sarah Brown 托福TPO54口语Task3听力文本： Woman: So what do you think about letter? Man: Well, it might sound like a good idea, but I really don’t think it’s going to have any of the benefits that the letter writer says it will. Woman: So you don’t agree with it? Man: No, if anything, it’s going to hurt our relationship with our town, I mean forcing students to volunteer, it’s gonna make them see it as a chore, a nuisance, and so they are not going to put their hearts into it, which is going to make the university look bad. Woman: You are saying that students doing volunteer work in town will be unenthusiastic? And… Man: Right, it would be obvious they don’t want to be there. That should not going to make things better, you know, in terms of how we are regarded by people in the local community. Woman: But maybe students would learn to like it. Man: I really doubt it. The whole idea that this is going to encourage studentsto do more volunteering in the future is just ridiculous. A lot of students are likely to come away from the experience with negative feelings about it. Woman：Yeah, especially if their studies suffer from being forced to spend time away from them. Man：All the students I know already complain about not having enough time as it is. So this extra work is going to be a bad experience, the hardly inspiration for them to pursue more volunteer work after they graduate. 托福TPO54口语Task3题目： The man expresses his opinion of the student's proposal in the letter. State the man's opinion and explain the reasons he gives for holding that opinion 托福TPO54口语Task3满分范文： Well, the man disagrees with the reasons and points made in the letter for two reasons. First of all, he believes that school-town relationship will be hurt by forcing students to do volunteer service since students won't put their hearts into the work and will just regard it as a nuisance. Second, he believes that the idea of creating community service requirement to encourage students to do more volunteering in the future is just ridiculous, since students do not have extra time for doing such things. As a result, it will only leave students negative feelings about it, let alone inspiring them to do more volunteering in the future. In a word, the man disagrees with the letter for the reasons stated above. 以上是给大家整理的托福TPO54口语Task3阅读文本+听力文本+题目+满分范文，希望对你有所帮助!。
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托福考试前很多考生通过TPO练习来提高自己的托福解答能力，目前TPO也已经更新到54了，今天上海学校托福小编给为大家分享TPO54听力原文及题目答案解析，方便大家做考前练习!托福暑期班已上线，报暑期优惠多多!
托福TPO听力54原文及题目:STORY THEATER_故事剧院
Listen to a conversation between a student and a professor of her theater
class.
Student:So, Professor Baker, about our next assignment you talked about in
class.
Professor:Yes, this time you'll be in groups of three, each of you will
have a chance to direct the other two in a short scene from a play you've chosen
yourself.
Student:Right, and, well, I've been reading about story theater, and…
Professor:Ah, story theater, tell me about what you've read.
Student:Well, it's a form of theater where folk or fairy tales are acted
out.It was…eh, introduced, by the director Paul Sills in the 1960s.In Sills's
approach, an actor both narrates, and acts out a tale.So, like someone will
appear on stage, and then will start narrating a tale, about…say a king, and
then the same person will immediately switch to and start acting out the role of
the king, with no props or scenery.
Professor:Sills, you know I actually saw his first story theater production
in 1968, he did the fairy tale ‘the blue light'.
Student:Really, so whatever gave him the idea to produce that?
Professor:Well, as you know, back in the late 1960s, lots of people in the
United States were disillusioned with the government.Sills was grappling with
how to produce theater that was relevant in such times.Then he happened to read
‘the blue light', and he realized that it had just the message he wanted. See, in the story, a man has lost all hope as a result of the unfortunate events in his life, completely turns his life around, with the help of a magical blue light. So,the blue light in the story symbolizes a way out of seemingly unsolvable human problems.And for Sills, that light symbolized an answer to the political turmoil in the US.
Student:But weren't you…um, audiences bother that the actors were
performing on a bare stage?
Professor:Well, story theater is a departure from traditional
dramatictheater with its realistic elaborate props and scenery, but Sills could make us see, say a big tall mountain through the facial expressions and body movements of the actors, and they're telling of the story.
We were all swept up, energized by such an innovative approach to theater, even if one or two of the critics weren't as enthusiastic.
Student:Cool, so, anyway.What I really wanted to ask, I'd love to try doing story theater for my project instead of just a scene from a traditional
play.
Professor:Um, that's possible.A short tale can be about the same length as
a single thing.Which fairy tale would you do?
Student:Actually, I was reading about another director of story theater,
Rack Stevenson.You know, he produces plays based on folk tales as well.Maybe I could direct one of those.
Professor:Okay, yes, Rack Stevenson.Now, Stevenson's style's story theater。