Pre-Show Activities - Sudbury Theatre Centre
Transcription
Pre-Show Activities - Sudbury Theatre Centre
IInnttrroodduuccttiioonn The Lion, the Witch and the Wardrobe- Director's Note "We'll recount this story, we'll relive the tale of mystery and wonder...through Narnia we'll sail." It has been a great pleasure bringing this classic story to the stage. Much like the Pevensie children's adventures in Narnia, the art of creating theatre involves balancing freedom and imagination with commitment and discipline. It is only through working together that the community triumphs – sometimes even the smallest creatures can make the biggest difference. Our gratitude to the STC production staff for helping us bring this magical world and its creatures to life. We are proud of the teamwork that these young performers have developed, both onstage and off, and are excited to share their talent and bravery. Meredith Zwicker. Director, Students On Stage. The Story This is a classic battle of good and evil with an entire worldinthebalance. During World War II, Peter, Susan, Edmund and Lucy Pevensiearesentofftoliveinthecountry.Whileplaying inside an old wardrobe, they find a gateway to Narnia, a magical land cursed by the White Witch where it’s “alwayswinterbutneverChristmas”. Follow the children as they join forces with Aslan, the lion, to confront the Witch and restore Narnia to its formerglory. TTaabbllee ooff C Coonntteennttss TThheem meess aanndd ttooppiiccss ......................................................................... Page 3 P Prree--S Shhoow wA Accttiivviittiieess ............................................................. Pages 4,5,6,7 D Duurriinngg tthhee P Peerrffoorrm maannccee .............................................................. Page 8 P Poosstt--S Shhoow wA Accttiivviittiieess .............................................................. Pages 9,10 R Reessoouurrcceess ffoorr TTeeaacchheerrss aanndd S Sttuuddeennttss ............................ Page 11 C Cuurrrriiccuulluum mC Coonnnneeccttiioonnss ........................................................... Page 12 Study Guide Design:Val MacMenemey 2 TThheem meess aanndd TTooppiiccss iinn tthhee P Pllaayy The themes of Deception, Desire, and Courage, may be used to introduce the play, or as starting points for follow-up activities. Theme of Deception O'TIS: Deceit, betrayal, a soft and silent night. JUST'A: Edmund stealing gently through the shadows of the light. (Quote from the play.) Some people believe that advertisements are based on deception. Give examples of how this could be. (Media Literacy). Have you ever been deceived by another person? How did you deal with that situation? How did you feel? Do you agree with this quote about war? Why or why not? Many Fairy Tales include elements of deception, e.g. the Witch in Hansel and Gretel, The Emperor’s New Clothes, Cinderella. What other examples can you think of? Desire In the play, several characters express a strong desire to “win”. It may be a desire win a friendship, or win a war. One character desires a candy called Turkish Delight. When are “desires” a positive influence in your life and when are they negative? You may desire to win for your team. You may desire a new video game. You may desire that someone get well from a serious illness. Create a tableaux which represents one of the three themes on this page. Courage Synonyms boldness, braveness, audacity, bravery, daring, determination, endurance, fearlessness. In the play, one character, Aslan the Lion says, “You are a brave child, my dear. The child, Lucy, replies, “Where I come from, there are many brave children.” Where in the world would you think there are brave children? What makes them appear to be brave? Discuss how we see acts of courage every day. What makes a person courageous? Create an image for COURAGE (or the other themes) in one of the following: a drawing, painting, a 3D image, animation project, photograph, mixed media. Create a dance/movement sequence which represents “COURAGE”. Study Guide Design:Val MacMenemey 3 P Prree--S Shhoow wA Accttiivviittiieess Useful to Know The story is about four children, Peter, Susan, Edmund and Lucy. They are eevvaaccuueeeess. They have left their family in London (England) and are staying in a mansion on a large eessttaattee and living with strangers. When they left their parents, the children did not know exactly where they would be staying. Parents were issued with a list detailing what their children should take with them when evacuated. These items included aa ggaass m maasskk in a case, a change of underclothes, night clothes, running shoes (or slippers), spare socks, toothbrush, comb, towel, soap, face cloth, handkerchiefs and a warm coat. This happened during World War II. London during World War II A mansion on a large English estate Study Guide Design:Val MacMenemey 4 P Prree--S Shhoow wA Accttiivviittiieess Useful t o Know The evacuation of major cities was designed to save people in Britain, especially children, from the dangers of aaeerriiaall bboom mbbiinngg. Operation “Pied Piper”, which began on 1 September 1939, officially relocated more than 3,500,000 people. It is estimated that, by the end of 1941, some 14,000 British children had been eevvaaccuuaatteedd overseas by private arrangement, over 6,000 to C Caannaaddaa and some 5,000 to the United States. They went either to relatives or friends or left as part of private schemes, run by businesses such as Hoover and Kodak, who would evacuate the children of their British employees. Evacuation from the cities was voluntary, but the fear of bombing, the closure of many city schools and the organized transportation of school groups, helped persuade families to send their children away to live with strangers. The city of Bristol was a target for bombing because not only was it a port but it manufactured parts for aeroplanes. Vocabulary The play is set in England at a specific time in history. Some words and phrases, spoken by the characters, are often used more frequently in England but also used specifically at that time in history (World War II) HUNT (in a dictionary, the internet or ask someone) for the meaning or images of these words: eevvaaccuueeeess eessttaattee m ansion aaeerriiaall bboom ggaass m FFaatthheerr C mbbiinngg maasskk Chhrriissttm maass bbooaarrddiinngg sscchhooooll ““kknnoocckk iitt ooffff”” SPECIFIC TO THIS PLAY: aa D Drryyaadd aa N Naaiiaadd Study Guide Design:Val MacMenemey ““S Soonn ooff A Addaam m”” aa pprroopphheessyy ““D Daauugghhtteerr ooff E Evvee”” 5 P Prree--S Shhoow wA Accttiivviittiieess PRIMARY JUNIOR Discuss how each of the children in the play might feel about being sent away from their family. They would be going to live with strangers. Edmund is the third child in the family and has already been to bbooaarrddiinngg sscchhooooll whilst the other three children stayed at home. Lucy is the youngest in the family. Discuss how children from Kashechewan, Ontario, might have felt to be evacuated by plane as the Albany River threatened to flood and destroy their community last year. Many children were taken to Thunder Bay. They came “south” from their community but knew they’d be going back in several weeks. The children came away from London but knew they’d be going back when the war was over. Why might Edmund feel differently from his siblings because he’d been to bbooaarrddiinngg sscchhooooll? In the play, some actors play more than one part. For example; the actor who plays a Snake also plays Leopard. What would be the challenges of playing two different characters? Apart from the four children, all the other characters in the play are magical creatures. How would you act the part of: a Unicorn, a talking tree, a vulture? Imagine a world where it was always winter. What would be the advantages and disadvantages? Where in the world is there always ice and snow? How is global warming affecting the glaciers? In the play, the Queen tells Edmund to keep a secret. When should you tell and when should you keep a secret? Have you ever told a secret which you had been asked NOT to tell? Why did that happen? Have you ever tasted Turkish Delight? List three foods that you love more than anything. In the play, Edmund would do ANYTHING for the candy called Turkish Delight. Ingredients for Turkish Delight: White sugar, water, lemon juice, cornflour, cream of tartar, rosewater, red food colouring, icing sugar. See “Resources” for cooking details. Rosewater gives the traditional “Turkish” flavoring, but may be replaced with the same amount of orange or vanilla extract. Study Guide Design:Val MacMenemey 6 P Prree--S Shhoow wA Accttiivviittiieess INTERMEDIATE Everyone: Think Ahead Discuss how the two families of Syrian refugees, fleeing war in their country, might have felt upon arriving in Sudbury on Dec.31st 2015. The first family that arrived at the Sudbury airport will spend the new year getting English tutoring. The three boys in that family are between the ages of nine and 12. They started classes at a local elementary school on the same day that school started for you after the holiday. After the play, there is usually an opportunity to ask the actors questions. Think ahead and list some questions that you might ask the actors. The actors in Students On Stage rehearse for many hours and do have to miss school for performances and some rehearsals. They are in Grades 5 to 12. One character, Lucy, tells her siblings that she has discovered a magical world. No one believes her and they also make her feel stupid for what she is saying. If you told of something that really happened and were scorned in such a way, how would you handle that situation? The title of the play contains the word WARdrobe. The children are fleeing from a WAR only to enter another (magical) world where there is a WAR. Who was C.S. Lewis and why did he write about WAR in Narnia? What does the word PEACE mean to you? Study Guide Design:Val MacMenemey Magic There are several times that MAGIC is mentioned in the play. There is also the magic of THEATRE. The actors create the magic of theatre helped by sound effects, music, lighting, special effects, scenery, costumes and props. Some props get broken (on purpose) during the performance. The Head of Props has to decide whether that prop can easily be replaced every time or if they build what is known as a “break away” prop. This is when the prop is carefully built so that it “looks” as if the prop is totally broken but actually it is easily put together again for the next performance. During the performance at STC, watch carefully the White Witch’s MAGIC wand and the DEEP MAGIC of the Stone Table 7 W Waattcchh aanndd LLiisstteenn O Obbsseerrvvaattiioonnss dduurriinngg tthhee ppeerrffoorrm maannccee TThhiinnkk aanndd R Reem meem mbbeerr PRIMARY JUNIOR INTERMEDIATE Which of the animals did you like the best and why? Why was the lamp important? Which theatrical techniques does the actor use to play two different characters? How many masks are in the play and what were they used for? What was the most interesting costume and why? Study Guide Design:Val MacMenemey Which of the four children do you feel showed the most courage–and why? Why was it important that Father Christmas finally arrived? How does music play a part in the performance? What devices are used to change the scenes? 8 P Poosstt--S Shhoow wA Accttiivviittiieess PRIMARY Chart some details and your observations about the play under these four headings: Magic, Problems to solve, Setting, Characters. Create a TABLEAUX showing the parents and children saying goodbye as the children leave for the country to live with strangers. Maugrim (wolf) is loyal to the Queen. Mr. Tumnus, (Faun) shows he is a gentle creature. Play a game of “Tag-Statues” where, if you are caught by the Wicked Queen or Maugrim (the Wolf), you freeze as one of the creatures in the play. JUNIOR Choose 1 (one) of the four characters shown on this page and create a “Role On The Wall”. Include the character’s strengths and weaknesses. Write a letter as if you were one of the four children telling your parents what the mansion is like. Explore mask-making. (See Resources). Create a mask representing any one of the creatures in the play. Work with the mask (levels, energy, speed, body language, etc.) Leopard demonstrates he’s a leader The Beavers are kind. Study Guide Design:Val MacMenemey 9 P Poosstt--S Shhoow wA Accttiivviittiieess INTERMEDIATE Find directions for making a flipbook. (See Resources). Create a flip-book which shows the changes in Narnia from “always Winter” to when Aslan is free from the Stone Table. Using a talk-show format, have one student act as the host, and the other as Aslan. Three questions that the host asks are: 1. How did the snow and winter begin and how did change occur in Narnia? 2. Explain what Magic”? is “Deep 3. What is the significance of the Stone Table? Writing in role: Select one of the four children and write an explanation about your part in the adventure and what you plan to do in the future as a King or Queen of Narnia. The actual story is longer than the play. Discuss the role of the narrators to move the story along. What are the challenges of creating a “fight” scene? How would you choreograph the battle? Everyone Write a letter! Intermediates: Write to Meredith Zwicker, the director of the play. Discuss the choices she made. Tell her what you particularly enjoyed about the production. Junior: Choose one character and write to him or her telling what you enjoyed about their performance. Ask a question. Perhaps it might be about balancing school work and theatre work. (The teacher’s programme has a list of characters.) Primary: Pick your favourite character in the play and send him or her a letter. You could draw a picture of their costume or a scene from the play. Everyone READ the book by C.S. Lewis OR listen to the story. Study Guide Design:Val MacMenemey 10 R Reessoouurrcceess ffoorr TTeeaacchheerrss & &S Sttuuddeennttss JUNIOR & INTERMEDIATE https://www.youtube.com/watch?v=nMrZy1d-lLY Inspired from Anbu masks. I didn't have clay or a base for it, so I used tin foil and paper … PRIMARY How to make Lion Paper Plate MASKS https://www.youtube.com/watch?v=hUE1aAB4ymw OR Buy a basic mask from a Dollar store and add your design. The plastic store masks can be covered with a “release” (e.g., Saran Wrap), cover the shape with glue & paper strips, paint & decorate. Once it’s dry, release & re-use the plastic base. These bases are not as strong as those from a craft store. TURKISH DELIGHT - Easy Microwave Version https://www.youtube.com/watch?v=Obr2ObUK03M C.S. LEWIS and J. R. R. Tolkien (“Lord Of The Rings” and “The Hobbit”) were close friends. The Life of C.S. Lewis Timeline - C.S. Lewis Foundation www.cslewis.org/resource/chronocsl/ ANIMATIONS How To Make A Quick and Simple Flip Book https://www.youtube.com/watch?v=29SCiHN9zCI How to make a Flip Book Animation https://www.pinterest.com/pin/284852745156650603/ EVACUATION of children during the World War II - YouTube https://www.youtube.com/watch?v=voUe1WFBD9Q C Cuurrrriiccuulluum mC Coonnnneeccttiioonnss TTH HE EA AR RTTS S MUSIC: the role of music and the songs in the production. VISUAL ART: creating images for the themes in 2 and 3 dimensional form. Mask making. Creating “flip” books – animation. DANCE: movement as a character in a play. Choreographing a battle. DRAMA: creating a Tableaux, tactic “Role on the Wall”, working with masks, relating a performance to an historical event, role of the audience. LLA AN NG GU UA AG GE EA AR RTTS S: Oral Communications (all grades) “use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.” All in the discussion activities. Intermediate: post-show activity “host show” format. Writing (all grades) “generate, gather and organize ideas to write for an intended purpose and audience”. Letters to the cast and director. Writing in role. Specific vocabulary exploration. Media Literacy Theme of Deception – in advertising – discussion. Study Guide Design:Val MacMenemey 11 FFO OR R TTH HE E TTE EA AC CH HE ER R STC, with the support of Vale, our Spotlight on Education sponsor, provides a study guide for each play attended by our student audiences. The guides are intended to save the busy teacher time and to augment the classroom activities connected to the theatre field-trip. Depending on the individual play, secondary school drama and English teachers – and often music, visual arts and history teachers – will find something useful for their classes in these guides. Teacher Study Guides are also produced to accompany those productions aimed at the younger grades. So, tell your colleagues at both levels about these guides and encourage their use! W WE EW WE ELLC CO OM ME EY YO OU UR R FFE EE ED DB BA AC CK K!! Sudbury Theatre Centre invites constructive feedback from teachers and students’ reflections. Please mail written student reflections or student artworks to: Sudbury Theatre Centre, 170 Shaughnessy St. Greater Sudbury, ON P3E 3E7 Send email to: [email protected] Visit the STC web site: www.sudburytheatre.ca Study Guide Design:Val MacMenemey 12