The Steadfast Tin Soldier

The Steadfast Tin Soldier
Thalias Kompagnons
Presented by the Arts Centre Melbourne’s Performances
Program 2013
Years 1 – 3
ARTS CENTRE TO INSERT PICTURE
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The Arts Centre Melbourne’s Performances Program is dedicated to fostering the arts by giving
schools the opportunity to see a diverse range of excellent theatre in fully produced form.
These teacher notes have been designed to complement the Victorian Essential Learning Standards.
Activity suggestions are arranged according to theme and/or broad focus area. This arrangement is
designed to serve educators as a useful guide toward drawing cross-curricular links across VELS
domains and to complement whole school planning.
Themes will be addressed across learning strands via activities relating to domains of relevance that
draw upon applicable knowledge, skills and behaviours (VELS dimensions).
Activity suggestions can be adapted by teachers to suit student levels
Teacher notes by Jack Migdalek.
NOTE: Please remember to arrive 30 minutes before the starting time of the show.
Contents
ABOUT The Steadfast Tin Soldier .......................................... 3
ABOUT Thalias Kompagnons ............................................... 3
Theatre Etiquette ....................................................... 4
THEME #1: STORY TELLING ............................................. 5
THEME #2: FINE ART ................................................... 9
THEME #3: THEATRE ART .............................................. 11
Resources .......................................................... 11
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ABOUT THE STEADFAST TIN SOLDIER
Conceived and Performed by Joachim Torbahn
Directed by Tristan Vogt
Assisted by Ruta Platais
THE STEADFAST TIN SOLDIER by Germany’s Thalias Kompagnons is based on the story by Hans
Christian Andersen. The production, referred to as painted theatre, is a synthesis of visual art and theatre.
A fairy tale painter sketches a large nursery, decorating it with wondrous toys and figures. But
as happens in painting – the image starts to develop a life of its own. Here a tin soldier who is
the worse for wear steps out of line and falls in love with the tissue paper ballerina. The red
goblin interferes. The image comes apart at the seams. Will the painter be steadfast and,
together with the tin soldier, find a new path back to beauty?
The original Anderson tale tells the story of a soldier with only one leg who falls in love with a
paper ballerina who also stands on one leg. A goblin warns the soldier to take his eyes off the
ballerina, but the soldier ignores him. The tin soldier has a series of misadventures that see
him washed into a canal, and swallowed by a fish. Eventually he finds himself before the
ballerina. The two figures are destroyed in a fire, and the tin soldier melts into the shape of a
heart.
ABOUT THALIAS KOMPAGNONS
Thalias Kompagnons is a German puppet theatre that creates shows for both adults and children. Their
productions incorporate puppetry, drama, and music theatre. Works such as THE STEADFAST TIN
SOLDIER represent a synthesis of fine art and music in which a story is told and painted at the same time.
The company have performed in many countries.
Joachim Torbahn, the performer/puppeteer/painter in THE STEADFAST TIN SOLDIER, has designed sets
and puppets for Thalias Kompagnons since 1990.
More information on Thalias Kompagnons’ THE STEADFAST TIN SOLDIER can be found at:
http://www.thalias-kompagnons.de/english/tinsoldier/index.html
This webpage includes a link to a YouTube clip of the production.
For some students, seeing THE STEADFAST TIN SOLDIER may be a first experience of live theatre. The
following page can be used as a worksheet to promote discussion on what constitutes appropriate audience
behaviour at a live performance.
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THEATRE ETIQUETTE
THEATRE ETIQUETTE
What is different about
watching a show on TV and
watching a show at the
theatre?
When you go to the theatre you should follow the rules below.
Can you think of reasons why?
Visit the bathroom before the show begins
• because the soap smells really nice
•
•
•
Remain in your seat during the performance
• because someone might take it
•
•
•
Don’t talk during the performance
• so that you don’t lose your voice
•
•
•
Clap at the end
• so your hands don’t get cold
•
•
•
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LEARNING ACTIVITIES
THEME #1: STORY TELLING
THE STEADFAST TIN SOLDIER is based on a children’s story written by Hans Christian Andersen in 1838.
The focus of the following activities is on narrative and storytelling.
• ENGAGING STORY TELLING
VELS Information:
Domains:
Dimensions:
Personal Learning; Interpersonal Development; English; The Arts
Managing personal learning; Working in teams; Speaking and listening; Creating and
making
Discuss with students the skills involved in the telling of a story. What qualities are likely to keep a
listener interested? e.g. eye-contact, facial expression, gesture, pause, variation in rhythm, stress, pitch,
pace, volume, etc. What qualities might lose a listener’s interest? e.g. shuffling around, mumbling,
fidgeting, speaking in a monotone, speaking too slowly/quickly, etc.
Have students prepare and tell simple stories to one another (3rd person narrative) bearing the preceding
discussion in mind.
• MAKING STORIES
VELS Information:
Domains:
Dimensions:
Interpersonal Development; English; The Arts
Working in teams; Speaking and listening; Creating and making
Sit in a circle. Going around the circle, have students, make up a story, sentence by sentence, or wordby-word, each student adding on to the story according to what the person before them has contributed.
• WHAT HAPPENED BEFORE?
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts
Working in teams; Managing personal learning; Speaking and listening;
Writing; Creating and making
Where students have seen or read THE STEADFAST TIN SOLDIER have students invent stories
concerning the characters of the tin solder, the ballerina, and/or the goblin, eg. create adventures
involving each of them that might have happened before the events of the story itself. These could be
relayed in spoken, written or dramatised form.
This activity can also be applied to other children’s stories: Have students create adventures that might have
happened to characters prior to or following the events of other tales.
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• MESSAGES
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English
Working in teams; Managing personal learning; Speaking and listening;
Writing; Reading; Creating and making
Together with students, read Hans Christian Andersen’s ‘The Steadfast Tin Soldier’ or another selected
Andersen (or other) story. Together with students identify messages or lessons that the chosen story
communicates (e.g. goodness, honesty, perseverance, loyalty, etc). Can students think of other stories that
also communicate similar messages? If so, have students discuss why it is that similar messages are
conveyed across a number of stories.
Other children’s books by Hans Christian Andersen include: The Little Mermaid, The Emperor’s New
Clothes, The Princess and the Pea, The Red Shoes, The Ugly Duckling, Thumbelina, The Wild Swans, The
Snow Queen, The Little Match Girl, The Ice Maiden.
Working in small groups, have students choose an Andersen (or other) tale each, and prepare written,
spoken, dramatised or illustrated poster presentations that outline the tale’s characters, settings, and
messages.
This activity may inspire library and internet searches with students to find out more about the life, times,
and works of Hans Christian Andersen.
• INSPIRATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts
Working in teams; Managing personal learning; Creating and making;
Exploring and responding
The story of ‘The Steadfast Tin Soldier’ is one of many stories written by Hans Christian Andersen. Have
students address the following:




Where do you think Hans Christian Andersen got his story ideas?
Where to you think other writers get their ideas?
What original story do you have in your head?
What form do you want your original story to take? (eg. book, picture book, play, ballet, musical,
opera, film, cartoon, TV show)
Have students pursue and produce their ideas.
Where ideas are not forthcoming, have students browse through existing children’s stories for inspiration.
Have students identify characters, settings, and types of situations that they find most appealing.
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• DIFFERENT VERSIONS OF THE SAME STORY
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts
Working in teams; Managing personal learning; Speaking and listening;
Writing; Exploring and responding; Creating and making
The production of THE STEADFAST TIN SOLDIER was adapted from a story of the same name written by
Hans Christian Andersen.
Where students have experienced the stage production as well as the book, compare the two.
Together with students, list other written stories that were turned into films, plays, ballets, cartoons, e.g.
Sleeping Beauty, Beauty and the Beast, Harry Potter, The Little Mermaid, The Lion the Witch and the
Wardrobe, The Hobbit.
Working individually or in small groups, have students present comparisons between two or more
versions of the same story. Encourage students to identify which version/s they prefer, and articulate why.
These could take the form of written or oral presentations.
Extension activity: A number of Hans Christian Andersen stories have been turned into movies, plays,
ballets, and animated films. Have students take a story that they know, and remodel it into a different
form, e.g. cartoon to story book, storybook to ballet, comic book to puppet show, etc.
• DIFFERENT STYLES OF STORY TELLING
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts
Working in teams; Managing personal learning; Speaking and listening;
Writing; Exploring and responding; Creating and making
Have students compare stories by Hans Christian Anderson with children’s stories by other authors, e.g.
Grimm brothers, Oscar Wilde, Pamela Allen, Julia Donaldson, Aesop’s fables. What similarities/differences
are there between storylines, characters, and settings? Have students articulate which stories and
styles of story they prefer and why.
Using these as models, have students write, illustrate or enact their own original tale/s to match their
favoured style of children’s tale
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• TRANSLATING FROM ENGLISH
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; Languages
Working in teams; Managing personal learning; Communicating in a
language other than English; Language awareness
Author Hans Christian Anderson wrote ‘The Steadfast Tin Soldier’ in Danish. Andersen's fairy tales have
been translated into many languages, and as a result, are known all over the world.
Joachim Torbahn narrates THE STEADFAST TIN SOLDIER in English, even though English is not his
native language.
Working as a whole class or in small groups, translate allocated sections of a simple English language
storybook or picture book into your school’s LOTE. Translations should be as simple or advanced as
students’ language skills allow. Collaboratively correct/edit the draft and produce a classroom copy of the
translated pages complete with illustrations and credits for translators.
A classroom collection of LOTE storybooks can be created.
Alternatively present stories as theatrical productions in your school’s LOTE. These productions could
involve narrative, dialogue and embodied action.
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THEME #2: FINE ART
The focus of the following activities is on Visual Art design, creation, improvisation, and appreciation
• BOOK ILLUSTRATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts
Working in teams; Managing personal learning; Creating and making
Together with students look at and discuss an assortment of illustrations from a variety of children’s books.
Which ones appeal most? Which do not? Have students articulate why/why not.
Together with students, subdivide the story of THE STEADFAST TIN SOLDIER (or another chosen
children’s story) into segments for illustration, making sure to include key elements of the story.
Have Students create illustrations for specific segments of the story. Share these and identify how
effectively the illustrations match the story.
Extension: Have students write or tell short stories (original tales or well known ones). Assign each student a
classmate’s story to illustrate, paying attention to what is described in words.
View these and identify how effectively stories and their illustrations match.
Students may create a class library of picture books.
• FINE ART IMPROVISATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts
Working in teams; Managing personal learning; Exploring and
responding; Creating and making
Where students have seen THE STEADFAST TIN SOLDIER, have students recall the different ways in
which Joachim Torbahn moved his body in order to apply brushstrokes at various points in the show, and
how these interrelated to what was happening in the story and to the musical accompaniment.
Using this as inspiration, prepare a sound collage of several excerpts of different music, and have students
improvise with paints as the music is playing. Encourage students to get lost in the music and move
their bodies (not just their paintbrushes) in sync with the music in applying paint to canvas. This activity
could be done collectively in groups working on giant canvasses hung on walls or laid out on the floor. Paint
can be applied with paintbrushes, sponges, sauce bottles, or directly with hands or feet.
It may be possible to explore the notion of performing this activity as a theatrical event in which students, as
performers/painters, work before an audience to create their piece of fine art.
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• PAINTING STORIES TO LIFE
VELS Information:
Domains:
Dimensions:
Interpersonal Development; English; The Arts
Working in teams; Speaking and listening; Exploring and responding;
Creating and making
In THE STEADFAST TIN SOLDIER the story is brought to life through spoken narration and painting.
Divide the class into three groups: 1) storytellers; 2) illustrators; 3) audience.
While the storytellers tell a story (made up or well known), have the illustrators create an illustration of
the story as it is being told. The 3rd group, the audience, can be asked to supply relevant sound effects as
required.
Rotate so that each group has a go at each task.
This accumulative piece of art can be created:
 as a painting on a broad canvas – with illustrators each assigned different paints, colours, and
painting implements
 as a chalk illustration at a large blackboard (or whiteboard) – with illustrators each assigned different
coloured chalk (or whiteboard markers), as well as dusters
 as a collage at a large piece of board – with illustrators each allocated different coloured paper,
scissors, glue, and other materials that can be adhered to the card
Encourage storytellers to tell the story slowly, so that the artists have ample time to illustrate it.
Select and play music to accompany and enhance the telling and painting of each section of the story.
Encourage illustrators to depict everything that the storytellers mention, eg. characters, objects, buildings,
weather conditions, etc.
This activity can also be conducted with group 2 using their bodies to physically represent all elements of
the story as it is being told.
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THEME #3: THEATRE ART
The focus of the following activities is on theatre craft, creation, production, review and appreciation.
• REVIEW
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts; Communication;
Thinking
Working in teams; Managing personal learning; Speaking and listening; Writing;
Listening, viewing and responding; Reflection, evaluation
Have students discuss the following by way of reviewing THE STEADFAST TIN SOLDIER:
o
o
o
o
o
o
o
Which part of THE STEADFAST TIN SOLDIER did you like best? Why?
Compare THE STEADFAST TIN SOLDIER with other live performances you may have seen. What
makes it different to other live shows?
Joachim Torbahn is the name of the performer in THE STEADFAST TIN SOLDIER. What did you
think about his painting skill? How long do you think it would have taken Joachim to prepare and
practice the show?
The story of THE STEADFAST TIN SOLDIER was told through speaking and painting. How else do
you think the story could have been told?
What did you like or dislike about the music in THE STEADFAST TIN SOLDIER? How did it add to
the atmosphere of the show?
Were there any parts of the show that you did not like? Why?
Give THE STEADFAST TIN SOLDIER a mark out of 10. Explain why you gave the performance the
mark that you did.
• SOUND AND MUSIC
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Creating and making; Exploring and responding
In THE STEADFAST TIN SOLDIER sound-effects and music, as well as the sounds of the artist working on
his canvas were used to evoke mood and atmosphere. Where students have seen the performance, recall
the types of music and sounds that were used to represent the township, the soldier dreaming of the
ballerina, the goblin causing havoc, the fire, etc.
Using voice, implements and/or musical instruments, have students create sounds to represent locations
or feelings such as a busy city, forest, toy shop, the ocean, loneliness, love, fear, tiredness. These can be
recorded. Play or perform these for one another. See if others can identify the types of places or feelings
being represented. Discuss the use of tempo, volume, rhythm, pause, speed and pitch to evoke different
atmospheres.
Create and record soundscapes where one type of sound changes into another, e.g. a pleasant dream
turning into a nightmare, a country town turning into a big city, a small fire that turns into a furious bushfire; a
storm that turns into a gentle breeze, loneliness turning into joy, fear turning into strength, etc.
Have small groups prepare or improvise short skits or dances to match recorded sound-effect
sequences.
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• THEATRE AND VISUAL ART SYNTHESIS
VELS Information:
Domains:
Dimensions:
Interpersonal Development; English; The Arts; Communication. ICT
Working in teams; Speaking and listening; Writing, Creating and making;
ICT for communication
The production of THE STEADFAST TIN SOLDIER incorporates storytelling and painting.
Using the production of THE STEADFAST TIN SOLDIER as inspiration, have students, work in small groups
or as a whole class, and transform a story (chosen or allocated) into theatrical form that incorporates
and synthesises visual art into the representation and depiction of the story. The story may be painted
on one or many canvases (hung on walls or on the floor), or alternatively it may be represented in and/or
through a combination of other forms or medium, eg.
 sculptural installation
 projected slide or shadow show
 computer generated imagery
In addition to narration and painting, the piece may also incorporate song, dance, puppetry, music, and
acting. Production tasks may include script writing, design (set, prop, costume, poster), music, direction,
sound, lighting, stage management, etc.
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RESOURCES
More information on Thalias Kompagnons’ THE STEADFAST TIN SOLDIER can be found at:
http://www.thalias-kompagnons.de/english/tinsoldier/index.html
This webpage includes a link to a YouTube clip of the production.
Different tellings of THE STEADFAST TIN SOLDIER:
http://www.andersen.sdu.dk/vaerk/hersholt/TheSteadfastTinSoldier_e.html
http://hca.gilead.org.il/tin_sold.html
In addition a free version of the story can be downloaded via iTunes
Other children’s books by Hans Christian Andersen:
 The Little Mermaid
 The Emperor’s new Clothes
 The Princess and the Pea
 The Red Shoes
 The Ugly Duckling
 Thumbelina
 The Wild Swans
 The Snow Queen
 The Little Match Girl
 The Ice Maiden
Visit the Arts Centre Melbourne‘s Page to Stage web pages for practical and informative inspiration on
theatre creation and production:
http://pagetostage.artscentremelbourne.com.au
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