The Nutcracker

Presented by:
Stephen and Canan Jackson
The Nutcracker
Teacher Study Guide
The Story of the
Nutcracker
The Nutcracker Ballet is based on the story, “The
“The Nutcracker and the King of Mice”
written by E.T.A. Hoffman. What is seen on the stage today is
is different in detail from the
original story. However, the basic plot remains the same. The story is of a young German
girl who dreams of a Nutcracker Prince and a fierce battle against a Mouse King.
When Marius Petipa had the idea to choreograph the story into a ballet, it was actually
based on a revision by Alexander Dumas, a well known French author. His version reflects
more of what we have come to love as the Nutcracker Ballet.
Is it Marie or Clara?
A NOTE ON NAMING TRADITIONS:
TRADITIONS:
Why is the heroine's name "Marie" in the book and "Clara" in the ballet? In many book
versions of The Nutcracker, the main character is named "Marie." This is because of twists
and turns in the evolution of the Nutcracker tale. The first version of the Nutcracker story
was published by the German author E.T.A. Hoffman in 1816. Hoffman's somewhat dark
tale centers on a girl named Clara, who is not the cherished daughter of the ballet, but an
unloved and neglected orphan living in the house of relatives. She bravely copes with the
hard work she is required to do in the household and the fact that she is unappreciated. She
does have a mysterious godfather, Dr. Drosselmeier, who watches out for her and gives her
gifts of warm clothing and other presents to help brighten her dreary life.
One Christmas, he gives Clara a Nutcracker doll. This Nutcracker is really his beloved
nephew, who is under an evil spell that only true love can break. Clara's love for her
Nutcracker breaks the spell and turns him back into a young man. They eventually marry.
In 1847, the French writer Alexandre Dumas retold Hoffman's story, removing some of
its darker elements. He renamed his heroine "Marie." Marie's love for her Nutcracker frees
him from the evil spell and they marry to live happily ever after. This version of the story is the
one on which The Nutcracker Ballet is based.
Four decades later, Russian readers were familiar with Dumas' story. The director of the
Russian Imperial Ballet decided to stage a ballet based on Dumas' telling of the Nutcracker
story. His chief choreographer, Marius Petipa, directed composer PeterTchaikovsky to
write music for the "scenes" that he developed. Petipa moved on to other projects, so his
assistant, Lev Ivanov, developed the choreography for that first ballet version of The
Nutcracker.
The ballet, with the heroine named "Clara" again, premiered at St. Petersburg's
Maryinsky Theater in 1892. Because of the way the ballet developed from not one, but two
book versions, the heroine of the story can be known as either "Marie" or "Clara." Most
book versions call her "Marie;" in most ballets, she is known as "Clara."
Activities to do with
Meet the Composer
The music of the Nutcracker Ballet was composed by Peter Llyich Tchaikovsky.
Tchaikovsky.
Born in the Ural Mountains of Russia, he dedicated his life to music. From 1850 to 1859,
he attended the school of Jurisprudence and studied piano. In 1861, he attended classes
with the Russian Music Society. In 1862, he entered the Saint Petersburg Conservatory.
Conservatory. It
was there that Tchaikovsky would produce his first overture. Beginning in 1866,
Tchaikovsky taught at the Moscow Conservatory while composing many of his concertos
and symphonies. Throughout the 1870's he enjoyed moderate success with the Second
and Third Symphonies, operas "The Oprichnik" and "Vakula the Smith" and with the ballet
"Swan Lake." He resumed his successful career in the 1880's, composing the "1812
Overture," the "Hamlet OvertureOverture-Fantasia," "Symphony No. 5 in E Minor," and the
composition sketch to "The Sleeping Beauty," among others. By 1890, he had completed
one of his most successful operas, "The Queen of Spades," and made his first and only trip
to the United States. In 1892, after his return, he lent his melodic gifts to the ballet, "The
Nutcracker," which surprisingly enjoyed little success during his lifetime. The man who made,
such, an indelible mark on music passed away on November 6, 1893, in St. Petersburg,
Russia.
Synopsis of the Nutcracker
Act 1
The Nutcracker takes place on Christmas Eve as guests begin to arrive at the
Tannenbaum home to celebrate this festive occasion together. All the guests know it will be
a delightful evening, full of surprises, good things to eat, drink and lots of the happiness and
holiday
holiday cheer everyone loves to anticipate.
The party is in full swing when the honored guest
guest arrives. Godfather Drosselmeier
Drosselmeier is a
kindly but eccentric gentleman, and a master doll maker. Christmas is the high point of his
year, his opportunity to present
present his elaborate toys.
Godfather Drosselmeier
Drosselmeier begins immediately entertaining the guests in a novel manner that
only he could have devised. As the surprises continue, the guests are entertained by some
of his most beautifully crafted dolls, these dolls
dolls miraculously dance about the parlor for all to
admire. The admiration turns to curiosity as the children look for the
the secret of Godfather
Drosselmeier's
Drosselmeier's magic. But the dolls are whisked away and the children begin to play with all
the gifts that have
have been waiting for them under the tree.
Godfather Drosselmeier's
Drosselmeier's magic is endless when it comes to his inventiveness and
imagination. Still planning and conjuring for his captive audience of party guests, he
produces a special gift for his niece Clara.
Clara. The gift is an Enchanted Nutcracker, a little
wooden doll in the form of a man.
Unbeknownst to Clara and the guests, it has happened
happened that Godfather Drosselmeier's
Drosselmeier's
been
een
nephew, Prince Johann who is heir to the throne of the Kingdom of the Sweets, has b
bitten by the Evil Mouse Queen, who rules over scores of mice in the palace. The bite has
transformed Prince Johann into a Nutcracker. The story of this enchanted object begins to
unfold now for Clara, as she begins to dance with her new Nutcracker. Clara dances as if in
another place, she is so completely consumed with the mystery of this Nutcracker doll.
Godfather Drosselmeier
Drosselmeier has already set the stage to have Prince Johann returned to his
palace in the Kingdom of the
the Sweets. Godfather Drosselmei
Drosselmeier
lmeier knows that the only way this
can happen is for a brave young maiden to slay the Evil Mouse Queen, thus breaking the
spell of the Nutcracker and returning the Prince to his true identity. Little does Clara know
that Godfather
Godfather Drosselmeier
Drosselmeier has a wondrous
wondrous and magical journey planned for her?
At the party, the festivities are still going on with the children playing and the parents
eating and drinking. Clara's brother Fritz, who has also been intrigued by this object
object since
Godfather Drosselmeier
Drosselmeier presented
presented it to Clara, has been preparing to steal her Nutcracker.
As he does, a fight ensues and Fritz breaks the head off her Nutcracker doll. Dutifully,
Godfather Drosselmeier
Drosselmeier repairs the damage quite nicely and returns the Nutcracker to
Clara. Clara's
Clara's disappointment turns to joy as she continues to dance with her Nutcracker.
The excitement has escalated to the point where everyone has become exhausted from
the entertainment and events of the evening. The guests begin to depart now, bidding their
their
fond farewells and leaving the Tannenbaums to retire for a peaceful night's rest. Clara is still
too excited from the evening's events to sleep and she steals back into the parlor to be with
her Nutcracker.
It is now that Godfather Drosselmeier's
Drosselmeier's tale
tale begins to take Clara on her mysterious and
magical journey.
Curled up in her armchair, Clara falls asleep with her beloved Nutcracker and begins to
dream, almost as if it were planned, waking only to find herself in the parlor surrounded by
many mice. Godfather Drosselmeier
Drosselmeier reappears and the parlor itself undergoes some
mystical transformation.
Clara is then confronted by the Evil Mouse Queen. Confused, Clara finds herself in
the middle of a fierce battle between the forces of the Mouse Queen
Queen and the now lifelife-sized
Nutcracker. At the peak of the battle, just as it looks as if the Mouse Queen will defeat the
heroic Nutcracker, Clara deals the Mouse Queen a fatal blow, breaking the spell that has
kept Prince Johann a prisoner in his own kingdom.
kingdom.
As Clara's dream continues, she dances with Godfather Drosselmeier
Drosselmeier who is leading her
to the Snow Kingdom. She is awakened by the falling of snowflakes. Soon she finds
the
e Kingdom of the
herself in the middle of a magical snowstorm that takes her even closer to th
Sweets.
The Nutcracker Prince returns at the height of the snowstorm to escort her to the
Kingdom of the Sweets and all its’ delights, sped upon her way by the swirling snowflakes as
her journey continues.
ACT II
When Clara arrives
arrives in the Kingdom of the Sweets, she is greeted by the lovely Dream
Fairy. Soon thereafter, she is greeted by the exquisite Sugar Plum Fairy and Prince
Johann. Together they all dance a welcome divertissement. Suddenly, Prince Johann
breaks to recount his fight with the Mouse Queen and how his spell was broken by this brave
young maiden, Clara.
Happy to have Prince Johann back with the Sugar Plum Fairy, Clara departs on yet
another journey to sample all the delectable treats of the Kingdom.
The delightful Sprites dance with Clara as she moves through the lands, finding
Spanish Chocolate,
Chocolate, Arabian Coffee, a Russian Trepak,
Trepak, Chinese Tea, and Marzipan
Fashioned Mirlitons dancing for her. Clara is very entertained when she partakes in an
exuberant
exuberant dance with the Kingdom's Candy Canes. Clara's imagination is captured by the
tiny peppermint flavored Bon Bons. The breathtaking
breathtaking Waltz of the Flowers is led by the
Dew Drop Fairy as their own tribute to Clara for returning their Prince to them.
The most special moment comes when the Sugar Plum Fairy, Prince Johann and
Godfather Drosselmeier
Drosselmeier dance a Pas de Trois showing the happiness that has returned to
the Kingdom of the Sweets. Clara's journey culminates in a final waltz with all her new
friends from the Kingdom of the Sweets bidding her an affectionate farewell.
As the dream begins to fade, we find Clara once again asleep in the parlor chair. Clara
stirs looking for her Nutcracker. Godfather Drosselmei
Drosselmeier returns the Nutcracker to
Clara’s
Clara’s arms and contented, she falls asleep once again.
adventure
ure
What has transpired? A young girl's fanciful dream...or yet another magical advent
spun by Godfather Drosselmeier!
Drosselmeier!
Synopsis by:
by:
Stephen & Canan Jackson
Nutcracker Vocabulary:
Vocabulary
Godfather - a man, usually a relative or close friend of the family who is a special person in
a child's life. In the past, he would help parents with a child's education. In times when people
did not live as long as they do now, he might be like a grandfather if the child had no surviving
grandparents. A woman who enjoyed this special relationship with a child would be a
"godmother."
Nutcracker - a wooden tool, often in the shape of a man, used to break the shells of nuts.
Nuts in their shells would be inserted into the nutcracker's "mouth," then a lever on his "back"
could be turned to bring his "jaws" together to break the shells so they could be removed. In
the 1800s, especially in Germany, but also in other places, nutcrackers were painted bright
colors and given to children to help them break the shells of the nuts they received in the
Christmas stockings.
Marzipan - a type of candy made of almond paste, sugar, and egg whites. It can be molded
into shapes like fruits, hearts, or stars. Traditionally, it is white.
Windind-up toy - A mechanical toy. In the days before batteries, such toys had to be "wound
up," usually by turning a key to set the mechanism inside the toys. Such toys made a clicking
or clattering sound (similar to a clock's ticking) as they moved about; at first, the clicking was
fast, but as the toy "wound down," it became slower and slower until it stopped.
Grandfather clock - A very tall clock, the clock face sits on top of a tall, narrow case which
holds the clock's pendulum, which swings back and forth to help the clock keep time. These
clocks would ring on the hour, with the number of chimes for the hour. For example, at eight
o'clock, a grandfather clock would ring eight chimes. Old fashioned grandfather clocks would
need to be wound daily for them to keep the correct time.
Waltz - a dance which is fast-moving (3/4 time). Dancers appear to glide lightly and
effortlessly around the stage. At a formal ball, this would be a dance for couples.
Overture - When the house lights dim and music begins to play, this is the overture. It signals the
start of a performance where music is an important part of the story. It is a sampling of the music that
will be heard throughout the story. There will be no action on stage during the overture, which lasts
several minutes.
Important Ballet and Theater
Vocabulary:
SoloSolo- A dance for one
Pas de DeuxDeux- Any dance for two
Corps de BalletBallet- The body of the ballet, the dancers in a company who perform as a
group framing the solo dancers and enhancing the atmosphere
PantomimePantomime-Acting by body movements and gestures without speaking
BalletomaneBalletomane- (bal•LAY•toe•mane): A ballet fan or enthusiast
Pointe ShoesShoes- Women’s shoes with a stiffened toe on which the dancer stands, also
called a toe shoe
TutuTutu- A woman’s costume, tightly fitted around the body and waist, with a stiff frill for the
skirt (classical) or with a calf-length, gauzy skirt (romantic)
AdagioAdagio- (uh•DA•zhe•o) A musical term meaning “at ease” or “leisure”, Slow and
smooth movements
AllegroAllegro- (a•LAY•grow): Allegro in ballet involves fast and dynamic movements, usually
jumping steps and sequences
ArabesqueArabesque- To pose on one straight leg with working leg extended straight behind the
body.
Grande JeteJete- A big jump that throws the body through the air.
PliePlie- Bending, where one or both knees bend outwards, over the toes.
PirouttePiroutte- One or more turns on one spot with the working foot pointing to the knee of the
supporting leg
Tour en l’airl’air- A complete turn of the body in the air
Port de BrasBras- The carriage of the arms, the placing of the arms in relation to the head
and body
CastCast- All the performers on the stage.
DancersDancers- The performers who dance or move to tell the story.
BallerinaBallerina- The highest rank of a female dancer in the company.
It comes from the Italian
word ballare, meaning “to dance”
Premier DanseurDanseur- The leading male dancer in a ballet
BalletBallet A theatrical performance of a group and solo dances that combines
steps
and music, often to tell a story
Classical BalletBallet Work based on the traditional technique that developed from 17th
century court dancing.
Modern BalletBallet- A type of ballet from the twentieth century, it looks to re-invent itself
and reach out in an ever-increasing facet of creation and movement
Artistic DirectorDirector- The head of the ballet company who makes all final and creative
decisions
ChoreographerChoreographer- The person who chooses and arranges the steps of a ballet
ChoreographyChoreography- The arrangement of steps in a ballet
Costume DesignerDesigner- The person who designs the costumes and supervises the
costume construction
ComposerComposer- The person who writes the music score for the ballet.
Set DesignerDesigner- The person who designs all the sets and scenery and supervises its
construction.
Stage ManagerManager- The person who is in charge of all that happens backstage during
performances.
Lighting Designer
Designerer- The person who plans the design, colors and frequency of the
light changes on-stage
Curtain callcall- The end of the ballet where the cast comes out and bows
UsherUsher- person who leads audience members to their seats
AudienceAudience- spectators at a performance
Applause
Applause- to clap, to show you enjoyed the performance
AuditoriumAuditorium- The area in which seats for the audience are located.
CurtainsCurtains- The main curtain across the front of the stage hides the stage area until the
performance begins, or until scene changes are completed. Curtains along the sides and
back of the stage hide backstage areas from the audience.
Dressing roomsrooms- The rooms where performers change their clothes, those with starring
roles have their own dressing rooms; those with minor roles have to share, with men and women
in separate rooms
House LightsLights- The lights in the auditorium, where the audience sits, when these lights dim,
the performance is about to begin
IntermissionIntermission- A break in the middle of the performance, school performances of the
Nutcracker have a very short intermission - about 2 minutes, most intermissions last 10 to 15
minutes
MakeMake-upup- Used by performers to help create their character's appearance, stage make-up
is much heavier than regular make-up, make-up can help create wrinkles to make a young
performer appear older.
SceneryScenery- Used to help audience imagine the setting of a story. The Nutcracker uses a
kind of hanging scenery called a "drop." This is a large piece of canvas, as wide as the stage,
with a scene painted on. In Act I, the drop shows a Christmas tree; Act II shows a snowy
scene for the "Land of Sweets"
StageStage-The area of the theater, usually in front, where the performance takes place
Wings- The areas to each side of the stage, out of sight of the audience. These areas are
where performers wait to take the stage
Connection to New York
State Standards
NY ELA Standard 2-Language
for Literacy Response and Expression
2
NY ELA Standard 3-Language
for Critical Analysis and Evaluation
3
NY ELA Standard 4-Language
for Social Interaction
4
NY Arts; Dance Standard 1 –Creating, Performing, and Participating in the Arts
NY Arts; Dance Standard 22 Knowing and Using Arts Materials and Resources
NY Arts; Dance Standard 33 Responding to and Analyzing Works of Art
NY Arts; Dance Standard 4- Understanding the Cultural Dimensions and Contributions of the
Arts
NY Arts; Music Standard 11- Knowing and Using Arts Materials and Resources:
•Students will be knowledgeable about and make use of materials and resources available for
participation
participa
tion in the arts in various roles.
•Students demonstrate appropriate audience behavior, including attentive listening, in a variety of
musical settings in and out of school.
Sciences--Standard 1: Personal
NY Health, Physical Education, and Family and Consumer Sciences
Health and Fitness
Learning Goals:
Activities may have more than one learning goal. These activities can be adapted for
younger or older learners.
Students will:
• learn that stories can be told in many ways; verbally, musically, and through physical
movement
• be able to identify the composer Peter Llyich Tchaikovsky.
• be able to understand that ballet is a way of telling a story through music and dance
movement
• understand who and what is involved in putting on a ballet
• identify story elements in the story; character, setting, problem, solution
• be able to use a graphic organizer
• learn some basic ballet terms
• learn some basic theater terms
• learn how to be a good audience member and develop an appreciation for ballet
• be able to compare 2 or more versions of the Nutcracker with regard to story elements
• learn vocabulary for old-fashioned terms they may not be familiar with
• become familiar with book versions of the Nutcracker Story.
• be able to draw or write a reaction to the story using a prompt such as "My favorite
part of the Nutcracker story is . . ."
• be able to develop a story map identifying the main characters, setting, and events.
• learn what to expect at a ballet performance
2 sessions)
Lessons for Teachers:
Story
These lessons are designed to be used prior to seeing the ballet performance of The
Nutcracker. There are some lessons that you can use after seeing the performance. Please
feel free to copy any graphic organizers or activities for your student’s use.
Lesson #1:
Essential Questions:
Questions:
An Introduction to,The Nutcracker
•E is a problem in the story, The Nutcracker?
Essential Questions
• What is The Nutcracker?
Activating Strategy:
•Before reading the story, stu
students
tudents will make predictions about, The Nutcracker,
Nutcracker, to
complete an anticipation guide.
•After listening to the story, students will be able to correct their anticipation guide using
the knowledge
knowledge they
they learned from hearing the story.
Anticipation Guide
1
The Nutcracker is a fairytale.
2
Clara is afraid of the Nutcracker
3
The Mouse Queen likes Clara.
4
Clara’s brother breaks the Nutcracker.
5
Godfather Drosselmeier is full of magic.
6
The Nutcracker is really a prince.
Before
After
Teachers can create their own questions for the anticipation guide to meet the needs of
their students.
After completing the Anticipation Guide with students, teacher will read the story of
The Nutcracker the students. After reading the story to the students revisit the
anticipation guide to see if their answers were correct. The anticipation guide can be
done as a whole group or as individuals depending on the age of your students.
Acceleration Strategy: Introduce the Graphic Organizer for Lesson #2
Focus on Story Element Language; Title, Characters, setting, problem, solution
Discuss some of the following with your students to help them to prepare their "story
map" listing the main characters, setting, and events of the story:
Where does the story take place?
When does it take place?
Who is the main character of the story?
What is she like/how would you describe her?
Who are some of the other characters? Students' focus should be directed to Godfather
Drosselmeier, Nutcracker Prince, Sugar Plum Fairy) What is each character like? How
would you describe him/her? What do they do in the story?
What is Clara's special present?
What strange things happen at midnight?
What happens to Clara’s Nutcracker?
How does Clara save the Nutcracker?
Where does the Prince take Clara?
How do the inhabitants of the Land of Sweets celebrate their Prince's return?
How does the story end?
Teaching Strategies: Use guided teaching to complete and revisit anticipation guide.
Summarizing Strategy: Ticket Out the Door; have students tell you one thing that
they learned from the story before transitioning to your next activity.
See Appendix for printable graphic organizer
Lesson #2:
Story Elements of TheNutcracker
Essential Questions:
•
•
•
Who are the main characters in the story?
What is the setting of the story?
What are a problem and a solution in the story?
Activating Strategy: Use Story Elements Graphic Organizer
Acceleration Strategy: Think, Pair, Share; partner students. Tell them that they are
going to talk about ballet. Have them think for a minute about what they know about
ballet. After about a minute, have them turn to their partner to discuss what they
thought about. Have them decide who will go first. Then, use a timer and have them
take turns telling each other what they think ballet is for no more than two minutes.
Teaching Strategy: Use guided practice to fill out the Story Elements Chart. Fill out
the chart as a whole class. When you are done have the children fill out their own
chart. If your students can not write have them draw pictures on their chart.
Summarizing Strategy: 3-2-1, for older students have them fill out a 3-2-1 paper.
For younger students do this as a whole group.
Have students tell you;
•3 characters in the story, •2 places that the story took place,•1 problem that the
characters encountered in the story
Story Elements Chart
Title of the Story:
Main Characters:
________________________________
________________________________
________________________________
_______________________________
________________________________
________________________________
Setting:
Where:_________________________________________________________________
When:__________________________________________________________________
Problem:
Solution:
See Appendix for printable graphic organizer.
Lesson #3:
What is the Ballet?
Essential Questions:
•
•
•
Students will be able to understand that ballet is a way of
telling a story through music and dance movements.
Students will learn some basic ballet terms.
learn that stories can be told in many ways; verbally,
musically, and through physical movement
Activating Strategy: KWL or Visualization
If using the KWL strategy with younger children complete the graphic organizer as a
whole group. If working with older children and you want them to complete this on
their own see Appendix for printable graphic organizer.
If using the Visualization strategy, play a piece of music from The Nutcracker, by
Peter Llyich Tchaikovskys’
Tchaikovskys’. Have them close their eyes and listen to the selection you
have chosen. Track 9 of ActI has Cinderella dreaming of the ball. As the children are
listening ask them if the can see Cinderella dancing in there mind? Can they feel her
happiness about her dream? Or, do they feel her sadness about not being invited.
Ask if any of your students have taken ballet lessons. Have any of them ever seen a
ballerina dance?
After listening to the story tell them a little bit about the composer who created the
music. Tell them that he created the music for the story of The Nutcracker. Explain
to the children that the music helps tell the story through a type of dance called
“ballet” which comes from an Italian word “Ballare” meaning to dance. Ballet is
movement to music that creates feelings such as joy, sadness, anger, or love.
Teaching Strategy: Active Participation, Guided Participation
Summarizing Strategy: Ticket Out the Door or 3-2-1
BALLERINA - Female ballet dancer DANSEUR (danSir) - Male ballet dancer
Ballet Dancers define their athleticism and artistry by achieving perfect form in the
position of their arms and feet. Dancers learn steps and movements of ballet as
though they were learning to speak a language. The steps join together like sentences,
and several sentences make a dance.
Every ballet dancer begins by learning the five basic positions.
Teachers try these positions with your students:
First Position
Fourth Position
Second Position
Third Position
Fifth Position
There are seven movements in ballet. All the movements used in ballet are
based on seven natural movements.These are: bending, stretching, rising,
sliding, turning, darting, and jumping.
Try each one yourself:
“Plie” means to bend
A pirouette is a turning step
that turns on one foot.
Arabesque is a bending movement
A pas-de-chat is a “cat’s” step that involves
darting and jumping.
This is en pointe which means to be on the point of the toes.
Ballet Talk
Sometimes the dancers “talk” in a special sign language called mime. Only ballets that
are over a hundred years old use mime. There are more than two hundred different
gestures all together. Teachers try these movements with your students:
Plead
Man
www.nytb.org
Death
Love
Fear
Marry
King or Queen
Swear
hat is the Ballet?
Lesson #4:
Lesson
Experiencing
the#1:
Theater
Essential Questions:
• Students will learn some basic theater terms.
• Students will learn how to be a good audience member and develop an appreciation
for ballet.
Activating Strategy: Anticipation Guide- Before showing your students the
rebus story, fill out an anticipation guide for Being a Good Audience Member.
Adapt the questions as you need to for the level of your students.
Being a Good Audience Member
1
You should whistle during a performance to show
you liked it.
2
The usher is the person who shows you to your
seat.
3
The lights will stay on during the performance.
4
At the end of the performance the dancers will
come out and take a bow.
5
When the lights are dimmed it is time for the
performance to begin.
6
It is not important to pay attention to the
dancers, the music or the stage.
7
You can dress up for the ballet to make it a
special occasion.
8
You will be given a program about the
performance.
Before
After
Acceleration Strategy:
Teaching Strategy: Rebus Reading
Summarizing Strategy: 3, 2, 1 or Ticket Out the Door
Some students may never have attended a ballet performance
before.
Some
Some points to emphasize:
• The signal for the start of the ballet will be the dimming of the lights, it will
seem very dark, but reassure children that this is what is supposed to happen. The
curtain will not go up yet, but music will start to play; this is called the Overture.
The Overture is a sampling of the music that will be heard all during the performance.
• Once the Overture ends, dancers will emerge from the wings (offstage areas on either side
of the stage). These dancers, and every dancer who follows, will help tell the story by
pantomime. There are no spoken “lines” in ballet; dance, gesture, and facial expression are
used to tell the story. Also, the changing sound of the music will also help set the mood for a
scene and help tell the story. There will be no words spoken during the entire performance.
•There will be a brief “pause” between Acts I and II of about 2 minutes. It is not a true
intermission, which is usually 10 to 15 minutes long. This pause is not long enough for
students to leave their seats. Be sure that students understand that the ballet will resume
after Act I. Students often mistake the musical crescendo at the end of Act I for the finale.
Costumes::
Ballet Costumes
Please take some time to discuss costuming conventions in ballet; children are often surprised
at the sight of men in tights. Costuming conventions in ballet are very old - they date from the
way in which people "dressed up" in the Renaissance. Ballet originated at the royal courts of
Italy and France during the 1500s and1600s. At that time, women wore long, heavy skirts.
As time went on, the skirts of women dancers became shorter and lighter to allow them more
freedom of movement. In the Renaissance, however, men were already wearing short pants
called "doublets;" some styles of doublets reached below the knees, others ended at midthigh. They wore hose to cover the lower part of the leg not covered by their doublets. As
time went on and the ballet dancing of men became more athletic, with leaps and turns, men
needed less restrictive clothing too. Hence, they began to wear stretchy, form-fitting
leotards and tights that allowed the maximum range of movement. Leotards and tights are
often used in male dancers' costumes today because other kinds of costumes are restrictive
and don't allow freedom of movement. But at one time in history, men wore similar garments
that exposed their legs.
Attending a Performance
How to be a Good Audience
It’s time to plan to attend the ballet performance. Read about what to expect.
Imagine “reading” with the pictures instead of words. This will help you to remember what to
do at the performance.
Think about the pictures
pictures and match the words in the key to these pictures to complete the
story.
Key: bow
dancers
clap dressdress-up
You may want to
seat your
quiet
program
stage
school
time
usher
to make your ballet attendance a special occasion. An
group and give you a
quietly and read the
dimmed, it is
on the
music
lights
. Before the ballet begins you may talk
to learn about the story and the
. When the
are
for the performance to begin. You must be quiet and concentrate
, the
and the
appear on stage or when the
. You may want to
finish a dance. You may
when the
when the
difficult steps, such as several turns in a row. At the end of the ballet, all of the
come and take a
dancing and
will
first
do
will
. Then you may let them know how much you appreciate their
again.
Going to a Theater Performance:
Performance Appropriate Audience Behavior
An Activity for older students
In preparation for the ballet performance, teachers will have students describe places where they
were members of an audience. Answers could include attending a ballet, movie, a theater, a sports
arena, at home watching television, a concert hall, etc. List the answers on the chalkboard.
Teachers will discuss the appropriate audience behavior for each of the settings listed above. For
example, how would audience behavior at a ballet be different from a football game? How would the
audience behave at a rock concert as compared with a classical concert? Etc…
Audiences have different traditions in the ways they enjoy different kinds of events. We eat, talk, or cheer
loudly at some events but not at others. Fill out the following table showing the different kinds of audience
traditions. Is the listed behavior always acceptable, sometimes acceptable, or never acceptable at each kind of
event?
Students: Place “OK” in the chart if the behavior is always okay, “A” if acceptable and
“NA” if not acceptable at all at each type of performance.
APPEN
Sporting
Event
Eat
Talk
Cheer
Stand
Up
Walk
about
Give
ovation
Applaud
Clap
with
music
Movie
Piano
Ballet
Theater
Recital
Concert
Play
Students will be selected to act as performers in at least three of the settings listed above. For
example, they may pretend to be playing a sport like golf or tennis; playing instruments in an orchestra
or a rock band or they could pretend they are attending a ballet performance. Before and after each
performance, teachers will review with the class where they are pretending to be and help the class
evaluate the appropriate audience behavior for each location. Point out that some behaviors that are
fine in one setting are considered inappropriate in another. Ask performers if they felt that the
audience's behavior was appropriate for their performance and why. Allow the students to perform
while the rest of the class pretends to be in the audience.
Most people who go to the theater for the first time have a lot of questions. Here are the answers to
some questions students usually ask:
Q: What do people wear to the ballet?
A: You can wear whatever you want to the ballet. Some people like to
dress up and make their visit to the theater a special occasion.
Q: How will I know where to sit?
A: Your school will be designated a specific area to sit. Upon arrival,
your teacher will check in at the welcome table and an usher will
direct you to your seat.
Q: May I talk in the theater?
A: You may talk quietly before the ballet begins. During the ballet you
must be quiet so everyone can hear the music. You’ll want to pay close
attention so you don’t miss anything. Talking during the ballet may
distract those sitting around you.
Q: How do I know when the ballet is going to start?
A: When you first come to the theater, the lights will be on so that you can
see everything. When the ballet is about to start, the lights will dim,
just like at the movies. This is an exciting moment….time to get ready
to concentrate on the performance.
Q: When should I clap?
A: You should clap whenever you see something you like. A ballet
audience usually claps when the conductor comes out, when the
ballerina first appears on stage, when the starring male dancer appears
on stage, and when a dancer or group of dancers finishes a dance.
You can also clap when a dancer does steps that are difficult, such as several
turns in a row. At the end of the ballet, all of the dancers will come
out and take a bow. Then you can really let them know how much you
appreciate their dancing!
©2007 Carolina Ballet, www.carolinaballet,com/cartwheels.html
Theater Etiquette
Performers on the stage are aware of their audience and want to be able to communicate
their art to you, and feel your appreciation in return. By the time you arrive at a theatre for a
performance, many people (choreographers, composers, dancers, technicians, costume and
lighting designers, etc.) have worked very hard to bring you their best work. In order to show
respect for their efforts and hard work, every audience member must give the performance their
full attention and avoid any behavior that may interferes with the performance. We have rules that
help us accomplish this goal, and you should do your best to understand and follow them. These
rules are called Theater Etiquette.
1. Always arrive at the theatre with plenty of time to find your seats and settle down into them.
Late arrivals mean disruption for everyone else, including the performers.
2. No shoving or running in the lobby.
3. No cameras, cell phones, or video recorders. Flashes are dangerous for dancers and
unapproved photos and videos violate copyright laws.
4. No hooting, whistling or yelling during the performance. The performance has begun when
anyone on stage starts talking or dancing, or when the orchestra starts playing. You are welcome
to show your appreciation for the performance with applause at the end of the ballet or
sometimes at the end of a section or solo. You are also welcome to laugh if someone on stage is
being intentionally funny.
5. No talking or whispering during the performance. You will have plenty of time to discuss your
impressions at intermission or after the show.
6. No gum, candy or food in the theatre
7. Use the bathroom before the show begins or at intermission, not during the performance.
8. Enjoy!
©2007 Carolina Ballet, www.carolinaballet.com/cartwheels.html
Important People Behind the Scene
Choreographer: This person is the main source for the ideas for a new ballet. He or she creates all
the dance steps or movements that carry out the story of the ballet. The choreographer works closely
with composers or music for the ballet. A choreographer teaches a work to the Dancers one step at a
time. It is not unusual to rehearse an entire afternoon and only complete one minute of a new work.
Principal Dancers: Stars of the ballet.
Corps de Ballet: A group of dancers who perform together and dance in unison.
Set Designer: The stage is decorated for the performance by the set designer. Sets can be plain
and simple or they can be as complex as the inside of a house or castle. A crew of carpenters,
painters and stagehands puts the set together. When we see Cinderella, the set will be slightly
complex. His will help our imagination to get a better picture of the ballet.
Lighting Designer: The best lighting designers paint with lights. Lighting is very important to a ballet.
Bright lights may mean daytime or happiness. A darkened stage can mean nighttime or sadness.
Costume Designer: This person creates costumes to help tell the story. The costume designer
creates detailed sketches for each costume and selects the
colors and fabrics.
Company Pianist: Sometimes,, Dancers like to rehearse to live music so there may be a pianist who
plays the piano during class and rehearsals.
Stage Manager: This person makes sure the ballet performance runs smoothly. The stage manager
oversees cues or special messages that are related to the dancers, music, lighting, and scenery
Conductor: This person directs the orchestra, communicating to the performers with motions of a
baton or his or her hands.
©2007 Carolina Ballet, www.carolinaballet.com/cartwheel.html
Name____________________________________________
We won't see the important people working behind the scenes to create the ballet performance. The
idea for the story comes from the choreographer who develops the gestures and movements and
teaches them to the dancers. To tell the story without words, the dancers are helped to show feelings
or emotion by costumes, lighting, and scenery. All of the following make the performance come alive!
SWANLAKE
STUDENT
Stage
Manager
A
CTIVITY
________
Lighting Designer
________
Set Designer
________
Principal Dancers
________
Corp de Ballet
________
Costume Designer
________
Choreographer
________
Company Pianist
_________
The people behind the scenes are all on stage getting ready for the
Conductor
_________
6
performance.
See if you
can match the number beside
7
5
9
4
1
2
8
3
The people behind the scenes are all on stage getting ready for the performance. See if you
can match the number beside each person to his or her correct title on the list below.
©2007 Carolina Ballet, www.carolinaballet.com/cartwheels.html
Name________________________
Name________________________
Who Am I?
I make up all the dances in the ballet. Who am I?
I write all the music for the ballet. Who am I?
I am a female dancer in the ballet. Who am I?
I am in charge of all that happens backstage. Who am I?
I am the head of the ballet and make all the creative decisions. Who am I?
I am a fan of the ballet. Who am I?
I create the clothing worn by the performers. Who am I?
Lesson #5: Lights, Camera, Action!
Essential Question:
•
Students will be able to identify composer Pyotr, Ilich Tchaikovsks’ musical
composition of Cinderella.
•
Students will begin to develop an appreciate for the ballet
Activating Strategy:
Strategy Think, Pair, Share: Have the children discuss together what they have
learned about being a good audience member, The Nutcracker. View a video of The
Nutcracker Ballet.
Teaching Strategy:
Strategy Guided practice
Summarizing Strategy:
Strategy Journal Entry: Have the students draw something from the video
they found exciting, scary, or beautiful and write about it.
Possible questions to ask:
What did you see at the Nutcracker?
What did you hear at the Nutcracker?
How did the ballet make you feel?
Did the costumes tell you who the characters were? How?
What did each character's dance tell you about them?
How did the sound of the music help you understand what was happening on stage?
What was your favorite part/character of the ballet?
Was there any part of the ballet that you did not like? Why?
The Nutcracker / Baryshnikov, Kirkland, Charmoli 1977.
George Balanchine's ,The Nutcracker (1993)
Nutcracker Word Search
S
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Drosselmeier
E.T.A Hoffman
Christmas Eve
Clara
Tchaikovsky
Mice
Fritz
Nutcracker
Waltz
Mouse Queen
Snow
Sweets
Spanish
Chinese
Arabian
Russia
Appendix 1
Anticipation Guide
1
2
3
4
5
6
7
8
Before After
Appendix 2
Story Elements
Title:
Setting
Where:
When:
Problem:
Solution:
Appendix 3
Audiences have different traditions in the ways they enjoy different kinds of events. We eat,
talk, or cheer loudly at some events but not at others. Fill out the following table showing the
different kinds of audience traditions. Is the listed behavior always acceptable, sometimes
acceptable, or never acceptable at each kind of event?
Students: Place “OK” in the chart if the behavior is always okay, “A” if acceptable and
“NA” if not acceptable at all at each type of performance.
APPEN
Sporting
Event
Eat
Talk
Cheer
Stand
Up
Walk
About
Give
Ovation
Applaud
Clap with
Music
Movie
Piano
Recital
Ballet
Recital
Concert
Play
Opera
Appendix 4
Name__________________
Nutcracker Magic
1.
Can you name the amazing thing that happens in the Tannenbaum’s
midnight?__________________________________________
_____________
living room at midnight?_____________________________
______________________________________________________________
______________________________________________________________
2.
How does Clara save the Nutcracker?______________________
___________________________________________________________
___________________________________________________________
3.
Who gives Clara the Nutcracker?__________________________
___________________________________________________________
___________________________________________________________
4.
Where does the Nutcracker
Nutcracker Prince take Clara
first?________________________________________________________
Appendix 5
Name______________________________ Date____________________________
The Nutcracker Climate
Does the Snow Scene in the Nutcracker remind you of winter in Rome, New York?
How do you dress in this weather? What do you enjoy doing in this weather? Draw a picture
of how you dress in this kind of weather. Then write a few sentences telling about what you
would be doing.
Appendix 6
Name______________________________
Name______________________________ Date______________________
The Nutcracker Celebration
Clara, Fritz, their family and friends start Act I by celebrating Christmas Eve.
Do you and your family celebrate Christmas Eve? How was the celebration in
the ballet similar or different to what you and your family do to celebrate the
holidays? Draw a picture of a celebration you saw in The Nutcracker. Draw a
picture of your family celebrating.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Clara and Fritz’s Celebration
My Celebration
Follow Up Activities for After the
Performance
Have Students retell the story of The Nutcracker.
Do a Compare and Contrast activity using The Nutcracker story they read and the ballet.
Have students write a critic about the performance.
Write a thank you note to the performers for their hard work and your enjoyment of the
performance.
Read other versions of The Nutcracker.
Links for teachers:
teachers:
http://www.nycballet.com/families/companion/stories.html
http://www.nycballet.com/families/companion/stories.html
Appropriate for older children.
http://www.starfall.com/n/artmusic/tchaikovsky/load.htm?fhttp://www.starfall.com/n/artmusic/tchaikovsky/load.htm?fAppropriate for younger children.
Bibliography:
Children’s Books:
Hautzig, Deborah. The
House, 1992.
Nutcracker Ballet: Step into Reading A Step 3 Book . New York: Random
Hayden, Melissa. The Nutcracker Ballet. Kansas City: Andrews and McMeel, 1992
Newman Barbara. The Illustrated Book of Ballet Stories. Bolton: Fenn Publishing Company, Ltd., 1997
Tennant, Veronica. The Nutcracker . Toronto: McClelland and Stewart, 1985
Music:
Tchaikovsky, Pyor, Ilich. The Nutcracker, op. 71aTchaikovsky :
The Nutcracker Highlights: by Pyotr Il'yich Tchaikovsky, Peter Wohlert, and
Berlin Symphony Orchestra (Audio CD - 1989
John Hayes O’Neill
Applause
Award
On Behalf of
Clara and the Prince
We congratulate
For the Participation in the Performance of
Drama,
Drama, Music,
Music, and Dance
For
The Nutcracker
May your imagination be awakened and your mind
mind be opened
Ideas that prepare you for a bright and successful future
in appreciating the art of ballet.
ballet.