Presents APRIL, 2014 Study Guide

Presents
APRIL, 2014
Study Guide
SETTING THE STAGE:
SYNOPSIS
A group of Fairies in Training gather to celebrate yet
another “perfectly granted” wish of the Blue Fairy (When
You Wish Upon a Star). Their celebration is interrupted by
the toy maker Geppetto, who complains that Pinocchio,
the puppet she brought to life as his son, is defective. To uncover the truth, the Blue Fairy takes
us back in time to the day of Geppetto’s wish. Geppetto’s toy shop is filled with parents and
their eager children (Toys). Having no children of his own, Geppetto envies them and wishes for
his heart to be full (Empty Heart). The Blue Fairy grants his wish and brings Pinocchio to life.
The next day, the overjoyed Geppetto teaches Pinocchio a song he learned from his father
(Geppetto and Son) and introduces him to the Town Fathers, but Pinocchio wanders away. We
then travel forward in time (Rise and Shine) to see Geppetto attempt to teach Pinocchio about
toy making. When the disinterested Pinocchio lies, his nose grows. Still not convinced of
Pinocchio’s imperfection, the Blue Fairy takes us forward again to Pinocchio’s first day of
school. Heeding Geppetto’s instructions to “act like everyone else,” Pinocchio begins mimicking
other students and gets into trouble. In the town square, the puppeteer Stromboli notices that
Pinocchio is a string less puppet and tries to recruit him for his marionette show, but the Blue
Fairy sends Stromboli away.
Now back in the present, Geppetto repeats his request for the Blue Fairy to take Pinocchio
back. Pinocchio overhears and runs away (When You Wish Upon a Star – Reprise). Geppetto
goes looking for Pinocchio and finds him performing for Stromboli (I’ve Got No Strings). After
the show, Stromboli locks up Pinocchio but tells Geppetto that the puppet left. Meanwhile,
Pinocchio escapes, but Stromboli vows to find him (Brave Stromboli). The Blue Fairy finally
agrees to take Pinocchio back once Geppetto finds him (Just Because It’s Magic). In Idyllia,
Geppetto encounters Professore Buonragazzo and his “perfect child” machine, which creates a
series of Perfect Children (Satisfaction Guaranteed), but none can replace Pinocchio. Back on
the road, Geppetto meets talking Animals who act like something else because of their parent’s
expectations. Meanwhile, the Blue Fairy offers Pinocchio to Stromboli, since Geppetto still
doesn’t want him (Brave Stromboli – Reprise).
A Ringleader and his Roustabouts introduce us to a children’s paradise (Pleasure Island).
Geppetto finds Pinocchio there but fails to convince him to come home. Suddenly, Pinocchio
and the other Delinquents become donkeys and are sent away on a ship, which Geppetto
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pursues in a rowboat. The young fairy Sue conjures a whale to save them, but it swallows
Geppetto and Pinocchio. Inside the whale, Geppetto promises to be a better father if they ever
get home (Geppetto and Son – Reprise). Pinocchio lies so that his nose tickles the whale’s
throat and it sneezes them out. Back at the toy shop, Stromboli and the Blue Fairy await them.
Having learned how to appreciate fatherhood, Geppetto offers Stromboli anything in his shop
in exchange for letting him keep Pinocchio (Since I Gave My Heart Away). Stromboli refuses,
and the Blue Fairy must grant Stromboli his wish. But the young fairies point out that Pinocchio
has learned to become a real boy, rendering him useless for Stromboli’s show. With father and
son now transformed and united for good, the Blue Fairy’s perfect record remains intact!
ABOUT THE PLAYWRIGHT:
CARLO COLLODI
Carlo Collodi is the pen-name of Carlo Lorenzini (1826-90). Collodi is the name of the little
village in Tuscany where his mother was born. He was born in Florence, the son of a cook and a
servant, and spent his childhood as much in the rough and tumble of the streets of his native
Florence as in the classroom. No doubt this stood him in good stead in his two periods as a
soldier - once in 1848 when Tuscany rose in revolt against its Habsburg rulers, and again in the
war between Italy and Austria in1859.
Collodi started his writing career as a newspaperman:
he wrote for other papers, and also started his own
satirical paper Il Lampione (The Lantern) - but the
government closed it down. Later he became a
government official himself, working as a civil servant
for the education department and trying to push
through much-needed educational reforms.
In the 1850s, he began to have a variety of both
fiction and non-fiction books published. Once, he
translated some French fairy-tales so well that he was
asked whether he would like to write some of his
own. The result was his first major success,
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Giannettino, which is a kind of educational fairly- tale. He now devoted himself to writing for
children" because adults are too hard to please"!
In 1881, he sent to a friend, who edited a newspaper in Rome, a short episode in the life of a
wooden puppet, wondering whether the editor would be interested in publishing this "bit of
foolishness" in his children's section. The editor did, and the children loved it. The Adventures
of Pinocchio were serialized in the paper in 1881-2, and then published in 1883 with huge
success. The first English-language version was just as successful on its publication in 1892. The
1940 Walt Disney cartoon has ensured that the character of Pinocchio remains familiar: but the
book is far richer in the details of the adventures of the naughty puppet in search of boyhood.
PRE-SHOW QUESTIONS
1. MY SON PINOCCHIO is based on the same story as the Disney movie,
Pinocchio. What do you expect to be different in the play from the movie?
What parts do you think will be challenging for our artists (actors,
designers, costumers, set builders) to create? How do you think they will
make the animated feature come to life?
2. Geppetto dreams of having a son of his own. What do you think he looks
forward to doing with his son? What are some of your favorite things to do
with your parents, grandparents, aunts, or uncles?
3. This story is about choices and how they affect us and others. Can you think
of a time that you made a choice that positively affected your life and
others? What about a negative choice? If you had to make that choice
again, what would you do differently?
4. Pinocchio can laugh and dance even though his is carved out of wood.
Choose an inanimate object. Tell about what would happen if it started
laughing and dancing.
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AN ITALIAN
DICTIONARY
Foreign Language Classroom
Activity
In Theatre at the Mount’s production of MY SON PINOCCHIO, the actors will use some Italian
words just like Carlo Collodi used when he first wrote the story of Pinocchio. Included are
common Italian words and phrases. Choose one Italian word or phrase a day and try
incorporating it into your daily conversations.
Buon Giorno (B’WOHN JOHR-NOH) – Good day!
Signore, Signori (SEEN-YOHR-AY, SEEN-YOHR-EE) – Ladies and Gentlemen
Scusatemi (SKOO-ZAH-THE-MEE) – Pardon me
Se solo mi presento (SAY SOH-LO MEE PRAY-ZEN-TOH) – I present
Ragazzi (RAH-GAHT-TZEE) – Boys
Maestro (MY-STROH) – Master
Si (SEE) – Yes
Papa (PAH-PAH) – Father
Bambino (BAHM-BEE-NOH) – Child
Caro Mio (kah-roh mee-oh) – Dear one
Belissimo (BEHL-LEES-EE-MOH) – Beautiful
Arrivederci (AH-REE-VEH-DEHR-CHEE) – Goodbye
Mama mia! (MAH-MAH MEE-AH) – My mother! Used as Good Heavens!
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LIE DETECTORS
Citizenship and Humanities
Activity
Pinocchio – What’s happening to my nose??
Geppetto – You can always tell when a little boy lies, Pinocchio
ACTIVITY:
1. Ask students to write down a statement describing their house, which is
either true or false. E.g. We have two TVs at home.
2. Next, have a handful of students stand in front of the class and read out
their statements. The rest of the class must vote on whether they think the
statements are true or false. Record these votes, and after all the statements
have been shared, have the students tell whether their statement was true or
false, and compare the answer with the class vote.
3. Afterwards, ask students: How did you decide whether the students
making the statements in front of the class were telling the truth or lying?
a. Prompt: Body language, tone of voice, eye movements, and
statement doesn’t match prior knowledge.
b. Make a class list of their suggestions.
4. Place students in groups of three, and have students in each group pick a
word at random from a dictionary.
a. One member of the group must write down the definition in their
own words.
b. The other two group members must each devise an alternative
definition for the word. Tip: Look up words that start .with the same prefix
or end with the same suffix. Incorporate these meanings in your made-up
definition. It will make it sound more convincing.
5. Give groups about 10 minutes to complete this activity. Then, have each
group present their definitions to the rest of the class, who will vote on the
definition they think is the true one.
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6. Afterwards, discuss with students how they made their choices, as to
which definition they believed was true and which were false. Did they make a
guess based purely on the definitions or did they look for clues in the students’
body language, tone of voice, eye movements etc.?
7. Finally, have each group reveal the true definition.
8. Conclude this activity by brainstorming as a class all the excuses and
rationalizations people give for lying, cheating, and stealing, and then have a
discussion about them. How valid are they? What’s wrong with each of them?
9. Conduct a survey in your school or community asking questions like the
following: Do you think people are honest enough? What are some examples of
dishonesty you really dislike? What are some examples of honesty that you
especially appreciate? Compile the results into a report.
Planetary Puppets
SOCIAL STUDIES: Cultures
of the World
USE THIS LESSON TO: explore performance
cultures and traditions around the world, and
to connect My Son Pinocchio JR. to your social
studies curriculum
TIME: 45 minutes
MATERIALS:
Printed images of: Balinese shadow puppets, Austrian string puppets,
British Punch & Judy puppets, American protest puppets, Japanese Bunraku
puppets and European marionettes
“Where in the World” worksheets
Internet access and/or reference books
Colored pencils and paper
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OBJECTIVES: Students will:
Critically analyze and observe pieces of art from around the world.
Employ research skills to make sense of their observations.
Work in groups to reapply their learning in novel and creative ways.
Present ideas and findings to their peers.
Work individually to bridge research based learning and original creative
content.
INTRODUCTION: My Son Pinocchio JR. is the story of a toy maker who becomes a
father to a marionette. Puppets are pieces of art that can be found around the
world and are used in many different ways. Let’s explore the puppetry of the
world.
WARM-UP: Puppet P.I. (5 minutes)
1. Break your students into small groups.
2. Print images of the following puppet styles and distribute one image to each
group: Balinese shadow puppet, Austrian string puppet, British Punch & Judy
puppets, American protest puppet, Japanese Bunraku puppet, European
marionette. Be sure not to identify the puppet style or origin region on these
handouts.
3. Have your groups document their observations about the image. Side-coach
with questions like: What is the puppet made of? What do you notice about its
design style? How is it operated? Is it simple or elaborate? What do the colors
tell you? What does its size tell you? Does it look serious, funny, artistic, or
scary?
HOOK: Where in the World? (15 minutes)
1. Distribute the corresponding Where in the World worksheet to each group
(included).
2. Review the directions with the class. Provide access to reference books or the
internet and give students 15 minutes to complete their assignment.
MAIN ACTIVITY: Design a Puppet (20 minutes)
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1. Now that students have an understanding of the puppetry style they are
investigating, distribute paper and colored pencils and allow students to
sketch a puppet inspired by their studies.
2. Side-coach as you float among the groups. What elements must their style of
puppet include? How will they incorporate their investigations into their
designs?
3. At the end of the activity, have each group present their work. What was their
original image? What did they discover through research? What did they come
up with for their own puppet design?
REFLECTION: Puppet Theatre (5 minutes)
1. Remind students that puppetry is a type of theatre. Using what they learned
through their group work and their classmates’ presentations, instruct the
students to write a short scene in which two styles of puppets interact.
2. Use these prompts to encourage deep reflection: What might a Balinese
shadow puppet say or do to a Punch puppet? How might a Bunraku puppet
respond to a protest puppet?
___________________________________________________________________________
WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Balinese shadow
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
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WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Bunraku
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
___________________________________________________________________
WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Punch and Judy
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
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WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Austrian String Puppet
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
___________________________________________________________________
WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Protest Puppet
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
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WHERE IN THE WORLD?
Directions: Work with your group to research your puppet and complete the
worksheet.
Puppet: Marionette
Country of origin:
How is the puppet manipulated?
How is this style of puppetry used (entertainment, ceremony, etc.)?
What makes this puppetry style unique?
___________________________________________________________________
Turning Tales
ENGLISH LANGUAGE ARTS: Voice
and Perspective
USE THIS LESSON TO: explore character, voice and perspective in expository
writing to examine concepts of theme and to connect My Son Pinocchio JR. to
your English Language Arts curriculum
TIME: 45 minutes
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MATERIALS:
Index cards
“Fairy Tale Form” worksheet
OBJECTIVES: Students will:
Connect themes from My Son Pinocchio JR. to their own lives.
Collaborate with their peers to write an original story.
Examine concepts of voice, character and perspective by telling a story
from a different point of view.
Connect concepts of perspective to their own lives.
INTRODUCTION: My Son Pinocchio JR. explores a classic story from a new and
unexpected point of view. And it all starts when Geppetto wishes upon a star…
WARM-UP: Be Careful What You Wish For... (10 minutes)
1. Distribute index cards to your class.
2. Tell your class to think about something they might wish for if there was a
chance their wish could come true. Inform students that they will be sharing
these ideas.
3. Have the class write their wishes on their note cards.
4. Divide your class into small groups and instruct the students to share their
wishes with the others in their group.
5. Ask each group to select one wish that they would like to explore further.
HOOK: Fairy Tale Form (15 minutes)
1. With their wish selected, give each group a few minutes to document the pros
and cons of their wish coming true. What are the potential repercussions of
their wishes? What are the benefits?
2. Next, distribute the “Fairy Tale Form” worksheet. Working as a team, each
group should complete the form with ideas based on their wish.
3. Allow the groups to share their stories with the class.
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MAIN ACTIVITY: Fractured Fairy Tale (15 minutes)
1. Collect the worksheets from the groups and redistribute them so that each
group receives another group’s story.
2. Tell the class to write the opening of a play or story told from another point of
view. Who or what else in the original story might have a different take on
things?
3. Allow the groups to brainstorm and to write their scenes/stories.
4. After the scenes/stories have been written, give the class time to share their
work with the class.
REFLECTION: When You Wish... (5 minutes)
Encourage the class to think back to their original wishes, and lead the students in
a discussion using these prompts:
What changed when you had to weave your wish into a story?
What was it like giving your story to another group?
What was it like working on another group’s story?
Did you prefer the original tale or the new perspective?
In life is there ever more than one version of an event?
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FAIRY TALE FORM
Directions: Work with your group to fill in the blanks and create an
original story based on your wish.
Once upon a time, __________________, a______________________,
wished _____________.
(main character name) (main character description) (wish)
When ___________ came true, _________________ was thrilled! But
_____________________
(wish) (main character) (secondary character)
warned ______________ that _____________. ________________
insisted that ____________,
(main character) (con) (main character) (pro)
but sure enough, ___________________was right. ________________
tried ________________ ,
(secondary character) (main character) (potential solution)
but it only made matters worse. Finally,
_____________________________________________.
(moment of conflict)
So _______________ decided to
___________________________________________________.
(main character) (resolution)
_____________ and __________________ realized that
________________________________.
(main character) (secondary character) (moral of the story)
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Scaling the Scenery
MATHEMATICS: Scale &
Pre-Algebra
USE THIS LESSON TO: explore scale and prealgebra concepts through puppets and
character, and connect My Son Pinocchio JR.
to your math curriculum
TIME: 45 minutes
MATERIALS:
Newspaper
Masking Tape
Scissors
Calculators
Rulers
“Puppet Parameters” worksheet (on Resources Disc)
OBJECTIVES: Students will:
Make sense of math problems and persevere in solving them
Work with scale, pre-algebra concepts, decimals and measurement in a
theatrical scenario
Contribute positively and responsibly to their groups through collaboration,
sustained focus and concentration
Draw and build a puppet to scale
Connect math skills to careers in the arts
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INTRODUCTION: Scaling the Story (5 minutes)
1. On the blackboard, draw a picture like this:
1. Ask your class if the drawing is an apple or a cherry. What other information
would they need to make a conclusion?
2. Now draw a much smaller image next to your original picture, like so:
1. Ask the class which one is the apple and which one is the cherry. How did they
know?
2. Explain to the class that they needed a reference point. They know cherries are
smaller than apples. When the two pictures are placed side by side, our brains
are clever enough to deduce which item is which. This is an example of
working in scale.
HOOK: Puppet Parameters (20 minutes)
1. Divide your class into small groups (4-6 students per group). Place the groups
in various workstations around the classroom.
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2. Distribute a “Puppet Parameters” worksheet to each group
3. Instruct your group to choose a puppet from Part I and sketch it to the
appropriate scale.
4. Once students have sketched their designs, distribute newspaper and masking
tape to the groups. They must now build models of their puppets by
measuring, cutting and taping according to their scale.
MAIN ACTIVITY: Measuring the Journey (15 minutes)
1. Give each group a roll of masking tape and have them create a road from their
location to Geppetto’s Toy Shop in the middle of the room.
2. Next, have each group manipulate their puppet-model as a team to follow
their road and get to the toy shop. Prompt the students to consider how their
puppets might move. What is Stromboli’s stride like? How would the whale
move?
3. Instruct the groups to count the number of steps their puppet takes. X =
number of steps taken by the puppet to get from their current location to the
destination in the center of the room.
4. Once they’ve identified X, have students solve the problem in Part II of the
Puppet Parameters worksheet.
REFLECTION: Theatrical Math (5 minutes)
Engage the class in a discussion using the following prompts:
.
Do the three puppets we created (whale, Pinocchio, Stromboli), make sense
in relation to each other? Which of the three doesn’t fit within the scale
established by the other two? (The whale.) Why might a puppet designer take this
liberty?
.
How might some of the skills you used today be employed in the making of
a play, a movie or a TV show?
.
How was using scale helpful in your puppet design and construction?
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PUPPET PARAMETERS: PART I
Directions: With your group, choose one of the following characters from My Son Pinocchio JR.
In the space below, sketch your idea for what a puppet version of this character might look like.
Use the scale provided to make your drawing.
Choose One:
Whale: In nature, blue whales measure about 100 feet long! You decide to make your puppet a
whopping three feet long… but you only have the space below to draw your design. Using the
scale 1/6 (1 inch on the paper represents 6 inches of the whale), draw your three-foot-long
whale puppet below.
Pinocchio: When the Blue Fairy brings Pinocchio to life, he might be about 4 feet 5 inches tall.
You decide to make your Pinocchio puppet one foot tall. Using the scale ¼ (a quarter of an inch
on the paper represents one inch of your Pinocchio puppet), draw your one-foot-tall Pinocchio
puppet below.
Stromboli: Stromboli is the larger-than-life puppet master in My Son Pinocchio JR. If he were a
real person, he might be about 6 feet 5 inches tall! You decide to make your Stromboli puppet 1
foot 6 inches feet tall. Using the scale ¼ (a quarter of an inch on the paper represents 1 inch of
your Stromboli puppet), draw your 1 foot 6 inch Stromboli puppet below.
Draw Your Design to Scale Here:
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PUPPET PARAMETERS: PART II
Directions: Using your puppet and the road you created, find out how far your
puppet must travel to get to Geppetto’s Toy Shop. Manipulate your puppet and
count the number of steps (or strokes!) it takes to reach your destination.
X (number of steps): _____________________
Use the information below to determine how far your puppet has traveled:
Whale: With each flap of its tail, your whale can travel .388 miles.
Pinocchio: With each step, Pinocchio can travel .145 miles.
Stromboli: With each step, Stromboli can travel .285 miles.
Total Distance Traveled: _____________________
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I’ve Got No Strings On Me
SCIENCE: Anatomy and Life Science
USE THIS LESSON TO: explore the skeletal, muscular,
circulatory and nervous systems, and to connect My Son
Pinocchio JR. to your science curriculum
TIME: 45 minutes
MATERIALS:
“A Real Boy!” worksheet
Internet access and/or reference books
OBJECTIVES: Students will:
Kinesthetically identify the ways in which the human body functions.
Identify components to the skeletal, circulatory, muscular and nervous
systems.
Work in groups to research anatomy.
Present their research to their peers.
Understand how science can be applied to the arts, and how the arts can
be applied to science.
INTRODUCTION: My Son Pinocchio JR. is the story of a marionette and his father.
Marionettes are built to resemble the human body; we are going to investigate
the similarities and differences between marionettes and the human body.
WARM-UP: I’ve Got No Strings (10 minutes)
1. Clear desks and furniture to make a wide-open space in your classroom.
2. Have students stand in a neutral position throughout the room.
3. Tell the class they are going to come to life as marionettes, one joint at a time.
4. Use these prompts to explore joints with your students:
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 Good news! The puppet master has finished your hip joint. You may move your
hips only. The hips are a ball and socket joint. Identify components to the skeletal,
circulatory, muscular and nervous systems.
 The puppet master has now finished your neck joint. This is a pivot joint, which
allows you to turn your head from side to side.
 Your feet have been attached at your ankle joint. These gliding joints allow you to
move your feet.
 He has also completed your knee joint. These hinge joints allow you to walk about
the space.
 Remember, you are marionettes. How do the strings cause you to move
differently than a real human? What would you need in order to move as a
human?
5. Prompt the students to find their way back to their starting place and neutral
position.
HOOK: Systems of Life (10 minutes)
1. Engage the class in a discussion about the activity. What were the limitations
of being a marionette? What do humans have that marionettes don’t? Write
students’ ideas on the board (ideas may include: bones, muscles, brains, blood,
organs, skin etc.).
2. Categorize the students’ ideas into these classifications: skeletal system,
muscular system, circulatory system, nervous system and other.
MAIN ACTIVITY: A Real Boy! (15 minutes)
1. Break your class into four groups. Assign each group to investigate one of the
primary systems identified in the previous discussion.
2. Distribute the “A Real Boy!” worksheet to each group.
3. Using the internet and reference books, prompt students to complete their
respective section of the worksheet.
4. Have each group share its findings with the class. These are some of the
systems Pinocchio would need to become a real boy!
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REFLECTION: Journal on Acting (5 minutes)
Your students have explored life science through the lens of a piece of theatre.
Have you students respond to one of these questions in their notebooks:
 Why might an actor playing Pinocchio investigate the skeletal, muscular,
circulatory or nervous systems?
 Why might a scientist or doctor use a model – similar in shape and function
to a marionette – to investigate the human body?
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A REAL BOY
Directions: Work with your group to complete this worksheet.
System: Skeletal System
Definition:
Purpose:
What types of animals have this system?
How is this system different across species?
Which other systems are necessary for this system’s proper function? Explain:
Why would Pinocchio need this system in order to become a real boy?
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A REAL BOY
Directions: Work with your group to complete this worksheet.
System: Muscular System
Definition:
Purpose:
What types of animals have this system?
How is this system different across species?
Which other systems are necessary for this system’s proper function? Explain:
Why would Pinocchio need this system in order to become a real boy?
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A REAL BOY
Directions: Work with your group to complete this worksheet.
System: Circulatory System
Definition:
Purpose:
What types of animals have this system?
How is this system different across species?
Which other systems are necessary for this system’s proper function? Explain:
Why would Pinocchio need this system in order to become a real boy?
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A REAL BOY
Directions: Work with your group to complete this worksheet.
System: Nervous System
Definition:
Purpose:
What types of animals have this system?
How is this system different across species?
Which other systems are necessary for this system’s proper function? Explain:
Why would Pinocchio need this system in order to become a real boy?
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POST-SHOW QUESTIONS
1. In the beginning of the play, we find out that Geppetto wants to give back
Pinocchio because he’s “defective.” In the end, Geppetto finds true
happiness in having Pinocchio as his real son. Have you ever had a rough
time sticking with a commitment you made? Do you quit or stick through
it? What happened in the end and how did it make you feel?
2. In the town of Idyllia, parents can create their own children to be what they
want them to be. Do you think this is a good idea? Why or why not?
3. In Pleasure Island, the kids are in charge and get to do whatever they want
to do. Why do you think it turns into such an awful place full of disrespect
and chaos?
4. Geppetto tries to teach Pinocchio that lying is not a good choice. In the end,
Pinocchio needs to lie in order to save himself and his dad. Do you think it is
okay to lie sometimes about certain things? Why or why not? What are the
consequences (outcomes) of telling lies?
5. The Blue Fairy sings the song “When You Wish Upon a Star.” How does this
song represent what is happening in My Son Pinocchio? What does this
song mean to you? What do you wish upon a star for?
Additional - Write to Theatre at the Mount
After watching the play, write about it. Tell what you liked or disliked about
the story, the characters, costumes, or set. Support you thoughts with
examples and reasons. Mail to: Theatre at the Mount, 444 Green Street,
Gardner, MA 01440
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