the Charlotte`s Web Playguide

CONTENTS
ABOUT...
NCTYP................................1
Production..........................2
Author.................................3
Playwright...........................4
P
P
Y
G L AY
UI D E
Barn Spiders.......................5
Pigs.....................................6
ACTIVITIES
Character Keepsake Box....7
Baby Spider Balloon
Journey........................8-9
Anatomy of a Spider....10-11
Life Cycle of a Spider.......12
Unlikely Friends................13
Friendship.........................14
Power of Words.................15
For Discussion..................16
Barn College................17-18
Animal Mask.....................19
Write Review or Letter.....20
F.Y.I.
Coming Fall 2013..............21
Common Core
Standards.......................22
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ABOUT...
nctyp
The mission of North Carolina Theatre for Young People is to produce plays to
engage young audiences, K-9, in the art of the live theatre. We strive to present
highly mobile and flexible productions that can be presented effectively in a
variety of performance settings. Our plays are chosen from the best available
to include a variety of styles and content in order to aquaint our audiences
with the richness of theatre for young audiences literature. We seek to
encourage and foster the development of new scripts, develop residencies in
creative drama and theatre for schools, and explore the theory that theatregoing by young people will contribute to the development of adult audiences
of tomorrow.
Since its start in 1962, NCTYP has reached well over one
million kids with formal, on-campus stage productions
and touring shows that have gone as far as rural Maryland
and Washington, D.C. The touring shows alone touch
more than 15,000 kids every year.
NCTYP got its start through a partnership between
UNCG and the Junior League of Greensboro. UNCG
theater professors Herman Middleton and Tom Behm,
formerly director of NCTYP, spearheaded the founding of
NCTYP, initially called Pixie Playhouse, which debuted in
1962 with an adaptation of Hans Christian Andersen’s “The Red Shoes.”
Recognizing that long tradition of producing high-quality shows for
kids, the North Carolina Theatre Conference chose NCTYP to receive its
2011 Constance Welsh Theatre for Youth Award, given to one Theatre for
Youth company in North Carolina each year.
“It’s about reaching out to them, coming into their space,” Rachel Briley,
NCTYP director, says of the tours, which go into schools, museums and
other local venues. “It’s a gesture that says, ‘You matter so much to us
that we want to come to you.’
Artistic Director, Rachel Briley
Source: University Relations, UNCG
1
Story:
ABOUT...
nctyp’s
charlotte’s web
CREATIVE TEAM
Director
Denise Gabriel
Set Designer
Michael Gurdo
Costume Designer
Lacey Davis
Sound Designer
Shea Weber
Assistant Directors
Katherine Campbell
Alexandria Scamehorn
PRODUCTION STAFF
Stage Manager
Rachel Dane
Assistant Stage Manager
Stephen Sharp
Tour Manager
Lexi Scamehorn
CAST
Narrator/Goose
Alex Cioffi
Fern/Gander
Brooke Bradley
Homer Zuckerman/Sheep/
Spectator
Alec Schull
In his classic and beloved tale, E. B. White
tells the memorable story of Wilbur, a little
pig who becomes famous with the help of his
clever spider friend Charlotte and their
chatty animal neighbors. As the runt of the
litter, Wilbur struggles to survive from the
very beginning. Fern begs her father, Mr.
Arable, to raise Wilbur and nurse him to
health. Fern succeeds and Wilbur moves to
Director, Denise Gabriel
Zuckerman Farm, where he learns the true
meaning of friendship from the wise spider Charlotte. When it becomes
apparent that Wilbur is being well fed for a reason, Charlotte and Wilbur are
determined to foil Mr. Zuckerman’s plans. With the help of Charlotte and her
“terrific” webs, Templeton the rat, and other barnyard friends, Wilbur becomes
the prize-winning pig of the County Fair and the most famous pig ever.
Lessons of friendship, loyalty, and truth bind this story together and show
readers that friends come in all shapes and sizes.
Source: HarperCollins
Use of Masks:
Masks are an important part of many theatre forms throughout world
cultures, and their usage in theatre has often developed from, or continues to
be part of old, highly sophisticated, stylized theatrical traditions. In this
production, masks are an extension of the animal characters the actors are
portraying. Costume designer, Lacey Davis, sculpted clay, made a cast of the
the clay, and poured a special liquid latex into the mold to create the
individual masks used in in performance.
Mr. Arable/Lurvy
John Merrill
Theatre Conventions:
Avery/Spectator
Kevin Black
Theatre conventions are elements that are commonly employed when
performing a play. Here are a few utilized in our production of Charlotte’s Web.
Reporter/Uncle/
President of the Fair
Alexandria Scamehorn
Wilbur
Drew Greene
Templeton
James McClain
Charlotte
Laura Gregory
Doubling: This occurs when one actor plays more than one role.
Narrator: This is a dramatic convention where an actor speaks directly to the
audience to help navigate and clarify the story.
The Fourth Wall: The fourth wall is the imaginary wall that separates the
reality of the play from the audience. In our production, this convention is
broken by the actors talking directly with the audience and inviting
participation.
2
ABOUT...
AUTHOR
E.B. WHITE
“As for Charlotte's
Web, I like animals
and my barn is a very
pleasant place to be,
at all hours. One day
when I was on my way
to feed the pig, I
began feeling sorry
for the pig because,
like most pigs, he was
doomed to die. This
made me sad. So I
started thinking of
ways to save a pig's
life. I had been
watching a big grey
spider at her work
and was impressed by
how clever she was at
weaving. Gradually I
worked the spider
into the story that you
know, a story of
friendship and
salvation on a farm.
Three years after I
started writing it, it
was published. (I am
not a fast worker, as
you can see.)”
E. B. White, the author of such beloved
classics as Charlotte's Web, Stuart Little,
and The Trumpet of the Swan, was born in
Mount Vernon, New York. He graduated
from Cornell University in 1921 and, five
or six years later, joined the staff of The
New Yorker magazine, then in its infancy.
He died on October 1, 1985, and was
survived by his son and three
grandchildren.
He won countless awards, including the
1971 National Medal for Literature and
the Laura Ingalls Wilder Award, which
commended him for making a
"substantial and lasting contribution to
literature for children."
During his lifetime, many young readers asked Mr. White if his stories were
true. In a letter written to be sent to his fans, he answered, "No, they are
imaginary tales . . . But real life is only one kind of life—there is also the life of
the imagination."
Source: HarperCollinsChildrens.com
-E.B. WHITE
Hear E.B. White read an excerpt from Charlotte’s Web at
http://www.npr.org/2008/08/04/93263496/charlotte-a-cavatica-bloodthirsty-wise-and-true
3
Joseph Robinette is the
author or co-author of
55 published plays and
musicals. His works
have been produced in
all 50 states and in 17
foreign countries.
Twelve of his works
have been translated
into foreign languages
and another five have
been anthologized. His
plays have been
produced by Lincoln Center, Pittsburgh Playhouse, Goodman Theatre, Kansas
City Repertory Theatre, Seattle's Fifth Avenue Theatre and the BBC, among
others. Robinette collaborated with E.B. White on the authorized stage version
of Charlotte's Web, and he wrote the musical version with Charles Strouse
(Annie, and Bye, Bye, Birdie). Other commissioned dramatizations include The
Lion, the Witch and the Wardrobe, The Chocolate War and The Paper Chase. He is
also the librettist for the musical version of the motion picture A Christmas
Story. Robinette is the recipient of numerous playwriting awards including the
AATE's Charlotte Chorpenning Cup and Best Dramatization of the Year for
Sarah, Plain and Tall. In 2006, he received the Children's Theatre Foundation of
America Medallion for his "body of dramatic works for family audiences."
ABOUT...
playwright
Joseph
Robinette
Born in Rockwood , Tenn., and raised in Jasper, Ga., Robinette had an unusual
introduction to theater. His father, Paul, who operated a dry goods store, was
concerned about 10-year-old Joe’s introverted nature and recommended he
audition for a play in Atlanta, Ga. that starred Boris Karloff.
“At the audition, my interest in theater was piqued,” Robinette says. “I learned
to talk loud enough that the audience can hear you, and clear enough they can
understand you.”
He also unexpectedly landed a role, had 20 lines, and when the modest
paycheck arrived thought he’d “struck it rich.” And his dad and mom, Willie
and Merle, were pleased with their son, the actor, beyond their wildest
expectations.
Sources: Dramatics Publishing
Gloucester County Times
4
Facts About
Barn Spiders
Common Name and Latin Name
Common Name (s): Barn Spider
Latin Name: Araneus cavaticus
Barn Spider identification - what does it look
like?
Barn spiders are a hairy brown, black and yellow
spider with stripy legs. Underneath their
abdomen is a black patch with two white dots.
Their colour patterns all vary and can be quite
beautiful.
What does the Barn Spider eat? What is its
prey?
Barn spiders will spin an orb web and catch
many different flying insects.
Is the Barn Spider poisonous?
All types (except Uloboridae) are poisonous. Barn
spiders are harmless to humans but can bite.
How big is the Barn Spider?
Male Barn spiders grow as big as 6mm where
females can grow between 10mm and 20mm
Where does the Barn Spider live and what is its
habitat?
Barn spiders are found in:
•
•
•
North America
Northern US
Canada
What is the average life span of the Barn
Spider?
This type of spider lives on average for a year.
Source: James Jones
Does the Barn Spider have good
eyesight?
Generally speaking the Barn Spider
has poor eyesight and relies mainly on its
sense of vibration through its web where its
prey gets stuck.
Facts and Information about the Barn Spider:
Did you know the following facts about the
arachnid commonly known as the Barn Spider?
■
Fact One - Barn spiders don't like one
another and are aggressive towards each
other.
■
Fact Two - Barn spiders are nocturnal
meaning they hunt at night.
■
Fact Three - They rebuild their webs every
night.
■
Fact Four - The Barn spider hides during
the day.
■
Fact Five - When hunting they sit at the
centre of their web.
■
Fact Six - If the Barn spider feels
threatened, it may bounce while in the
middle of the web, possibly to give the
appearance that it is much bigger.
Web:
ider Create Her
See a Barn Sp
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5
Facts About
Pigs
1.
Pigs snuggle close to one another and prefer to sleep nose to nose. They dream, much as
humans do. In their natural surroundings, pigs spend hours playing, sunbathing, and
exploring. People who run animal sanctuaries for farmed animals often report that pigs, like
humans, enjoy listening to music, playing with soccer balls, and getting massages.
2.
Pigs communicate constantly with one another; more than 20 vocalizations have been
identified that pigs use in different situations, from wooing mates to saying, "I'm hungry!"
3.
Newborn piglets learn to run to their mothers' voices and to recognize their own names.
Mother pigs sing to their young while nursing.
4.
According to Professor Donald Broom of the Cambridge University Veterinary School,
"[Pigs] have the cognitive ability to be quite sophisticated. Even more so than dogs and
certainly [more so than human] 3-year-olds."
5.
Pigs appear to have a good sense of direction and have found their way home over great
distances. Adult pigs can run at speeds of up to 11 miles an hour.
6.
Professor Stanley Curtis of Penn State University has found that pigs can play joystickcontrolled video games and are "capable of abstract representation." Dr. Curtis believes that
"there is much more going on in terms of thinking and observing by these pigs than we
would ever have guessed."
7.
Pigs do not "eat like pigs" or "pig out." They prefer to eat slowly and savor their food.
8.
Suzanne Held, who studies the cognitive abilities of farmed animals at the University of
Bristol's Centre of Behavioural Biology, says that pigs are "really good at remembering where
food is located, because in their natural environment food is patchily distributed and it pays
to revisit profitable food patches."
9.
Pigs are clean animals. If given sufficient space, they will be careful not to soil the area where
they sleep or eat. Pigs don't "sweat like pigs"; they are actually unable to sweat. They like to
bathe in water or mud to keep cool, and they actually prefer water to mud. One woman
developed a shower for her pigs, and they learned to turn it on and off by themselves.
10. In his book The Whole Hog, biologist and Johannesburg Zoo director Lyall Watson writes, "I
know of no other animals [who] are more consistently curious, more willing to explore new
experiences, more ready to meet the world with open mouthed enthusiasm. Pigs, I have
discovered, are incurable optimists and get a big kick out of just being."
Source: PETA
6
CHARACTER
KEEPSAKE BOX
Students will create
FERN
CHARACTER KEEPSAKE
BOXES based on a character from
the play Charlotte’s Web and present
these boxes to the class. A Keepsake box is
a container with souvenirs, tokens,
mementos, or important everyday items that
relate to a character. The students may need
to refer to the book Charlotte’s Web to learn even more
about each character. Using critical thinking skills and
imagination, students will choose and decorate a box, select appropriate items for
keepsakes, and explain why they have chosen the items for their character.
1. Explain the concept of a Character Keepsake Box. A Character Keepsake box is a container
filled with items that are important in the life of a particular character in a play. The box
must have six to eight things the character might use daily or have as a keepsake. (TIP: Only
one photo may be used as an item.)
2. Each student will pick a character from a list of suggested characters. This assignment may be sent
home to be completed or may be assembled in class. Students should list each item, explain why it was
chosen, and if possible, write a quote from the book or cite a moment in the play that inspired the item to
be included in the box.
3. Students will present their finished boxes to the class. In the presentation students will share their
items and thoroughly explain the reasoning behind the decoration of the box and inclusion of each item.
Students should cite a specific moment from the play to support their choice or share quotes from the
novel.
WANT TO ADD A LITTLE DRAMA?
On the day of the presentation, have students dress-up and present their
Keepsake Boxes as the character!
7
Baby Spider
Balloon Journey
After seeing the play and/or reading the story of Charlotte’s Web, have your students re-enact the ending of
the story by launching balloon “baby spiders” and record how many are found along their journey.
Supplies Needed: Latex helium balloons, tags (template included)
1. Once the students have seen the play discuss how the baby spiders used the wind to travel and find a
new home.
2. Unveil the balloons. Prepare tags ahead of time that have an explanation of the activity printed on one
side. For example, the tag might say, “Salutations! Our class has just finished studying the story of
Charlotte’s Web. This balloon represents the journey of one of Charlotte’s baby spiders. We’d love to hear
about this “spider’s” journey. Please write back and tell us where you found our spider!” Direct each
student to fill out the blank side of the tag with their first name only and the school address.
3. Go outside, read the end of the book when the baby spiders float away. At the end, have the class
launch their balloons.
4. In the classroom, unveil a state map and explain that the class will use this to pinpoint where the spider
balloons are found.
SALUTATIONS! Our class has just
finished studying the story of
Charlotte’s Web. This balloon
represents the journey of one of
Charlotte’s baby spiders. We’d love
to hear about this “spider’s” journey.
Please write back and tell us where
you found our spider!
Thank ou! y
8
Balloons
d ane th
nvironment
E
BALLOONS AND THEIR BIO-DEGRADABLE NATURE
There are two types of balloons in wide general use - latex and mylar. This distinction is important
because each type requires different handling. Latex balloons are easily identified by their elastic
character and are composed of natural rubber sap and small amounts of non-toxic coagulants and
pigments. They are 100% bio-degradable. When exposed to outdoor elements they are completely
consumed by soil or water micro-organisms at a rate quicker than that experienced by an oak leaf under
identical conditions. In much the same way maple syrup is harvested from the maple tree, the production
of latex balloons contributes positively to the preservation of tropical rain forests.
Mylar balloons are made with mylar nylon, a material developed for use with the US space program.
Balloons made from mylar are often coated with a metallic finish and are available in a variety of shapes
and imprinted designs. Mylar balloons are not classified bio-degradable and should not be released.
HELIUM - PART OF THE EARTH'S ATMOSPHERE
Helium is a lighter-than-air gas used to inflate balloons. It exists in small quantities within
the earth's atmosphere and is mined from underground pools where it accumulates as a byproduct of the earth's production of natural gas. Helium is non-toxic, non-flammable, and
has no harmful effects on the earth's environment.
ENVIRONMENTALLY FRIENDLY BALLOON RELEASES
When a latex balloon is released, it rises to a height of approximately 28,000 feet, with the helium gas
expanding as it rises. With temperatures dropping to minus 40 degrees at this altitude, the balloon freezes.
As the helium continues to expand in the frozen balloon, the balloon undergoes "brittle fracturing" and
ruptures into small slivers which scatter and fall to earth. A small percentage of balloons which are
released will experience leaks from defects and will not rise high enough to freeze and burst. The distance
they travel and their distribution will be determined by current prevailing winds.
Research indicates that if 10% of the balloons from a 500 balloon release were to fall into this category, the
average distribution would be one balloon per 15 square mile area.
Student’s Name:
_________________________________
School Address:
_________________________________
_________________________________
_________________________________
Source: Balloons Galore
9
Anatomy of a Spider
Source: www.kidzone.ws
10
Anatomy of a Spider
Source: www.kidzone.ws
11
Life Cycle of a Spider
Source: www.kidzone.ws
12
Unlikely Friends
Charlotte and Wilbur
Charlotte and Wilbur are unlikely friends. In what ways are they similar? In what ways are they
different? Fill in the diagram below by writing their differences on each side, and their
similarities in the middle. Then answer the following question:
What are the benefits of having friends who are different from you?
Charlotte
Wilbur
Both
13
Friendship
“Friendship is one of the
most satisfying things in
the world.”
In Charlotte’s Web,, Wilbur and Charlotte have a very special and unusual friendship.
Think about a friend of yours and answer these questions.
Friend’s Name______________________________________________________________________
When did you meet?________________________________________________________________
How long have you been friends?_____________________________________________________
What things do you and your friend have in common?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What interests do you have that are different?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
What does your friendship with this person mean to you?
_______________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________
______________________________________________________________
Source: abcteach.com
14
Power of Words
Charlotte uses adjectives to save Wilbur’s life. In the webs below write as many synonyms
as you can think of to create a web thesaurus! In the last web, what word would you write
about Wilbur if you were Charlotte? See how many synonyms you can think of for your
word.
HUMBLE
TERRIFIC
RADIANT
15
Questions for Discussion
Charlotte’s Web follows a friendship from it’s beginning to its end, including all
the steps in between. Instruct students to choose either Wilbur and Fern’s
friendship or Wilbur and Charlotte’s friendship, and trace the way it grows and changes
over the course of the story. How did the friendship begin? Do the characters grow closer
together or drift apart? Why? What major events prompt these changes? How does the
friendship end? Do the characters forget each other afterwards, or do they keep some kind of
connection?
Before Charlotte dies, she and Wilbur have one last important conversation. They discuss their
friendship and why Charlotte spent so much time and effort helping Wilbur. At one point,
Charlotte tells her friend. “By helping you, perhaps I was trying to lift up my life a little. Heaven
knows anyone’s life can stand a little of that”. What does Charlotte mean by this statement? How
can helping a friend “lift up” the helper’s life.
Templeton the rat is a character who would not understand Charlotte’s sentiment in helping
Wilbur. E. B. White describes Templeton as having “no morals, no conscience, no scruples, no
consideration, no decency, no milk of rodent kindness, no compunctions, no higher feeling, no
friendliness, no anything”. After seeing the play, do you agree with this description of
Templeton? Does Templeton change during the story or does he stay the same? Is Templeton
a hero or a villain? Why?
When Charlotte meets the big pig Uncle at the fair, she immediately dislikes him. Charlotte says that she
dislikes Uncle’s personality. Charlotte dislikes him for another reason, as well: because he is Wilbur’s
competition. Should Charlotte immediately dislike him because he is the competition? Invite
students to apply this situation to their own lives. Have they ever been in a similar situation? Have
they ever disliked someone without getting to know them and later found out the person would
make a good friend?
After Charlotte died, Wilbur loved her children and grandchildren, but none ever
took her place in his heart. Fern grew up, discovered other human friends, and
did not spend time in the barn any longer, but Wilbur remembered her fondly,
too. Does remembering old friends get in the way of making new friends?
Should we forget old friends who we grow apart from or move away?
Why or why not?
16
Zuckerman’s
s Barnyard
Collage
The setting of a play is where the story takes
place. In Charlotte’s Web,, most of the story
is set on the Zuckerman Farm. In this
activity students will have the opportunity
to create the Zuckerman Barnyard using
an array of textures and materials.
•
Provide the children with glue,
scissors and a wide variety of
collage materials.
•
Examples:
◦
pieces of wool, string, ribbon and raffia
◦
cotton balls (great clouds!)
◦
fabric scraps
◦
tinfoil scraps
◦
old magazines
◦
old wrapping paper, construction paper or wallpaper scraps
◦
tissue paper in various colors
◦
felt or fun foam in various colors (you can get precut fun foam shapes
with farm animals if you like)
◦
beans, popcorn, grains, uncooked noodles and rice
◦
try scrunching up some of your materials or ripping it instead of cutting
it.
•
•
Have the children "color" their designs by gluing on the collage materials
You can pre-make an example to provide inspiration for younger children.
Source: www.kidzone.ws
17
Animal
Mask
Actors in the play Charlotte’s Web use masks when they
perform. Create your own Charlotte’s Web character mask by
cutting out and decorating the template below!
19
Write a Review
or Send a Letter
Write a Review- Create an idea web on the board by discussing everything they remember from the
performance. The first part of this activity should be objective; remind students that they will be able
to express their opinions when they write the review. Prompt students with questions like: What
costumes did the actors wear? How did the different characters move? How did the different
characters sound? What did the set look like? What, if any, kinds of songs did they sing? What else can
you remember?
Instruct students to write a review with the following components:
1) One paragraph that objectively describes what you saw and heard at the performance.
2) A rating, out of five stars.
3) For each star in your rating, explain one thing you liked about the performance (e.g. a four
star rating equals four things you liked about the production). Be specific!
4) For each star under five, explain one thing you didn’t like about the performance (e.g. a three
star rating equal two things you didn’t like about the show). Be specific!
5) Use the stages of the writing process to produce your review:
prewriting, draft, review, revise, edit.
6) Publish your work by sending it to The North Carolina Theatre for Young People. We would
love to hear from you and we will write you back!
Write a Letter- As a way to reflect on the play, ask your students to write the North Carolina Theatre
for Young People a letter. Our staff and creative team would love to hear what your students liked,
disliked, or have questions about the productions they experience. Send letter to:
The North Carolina Theatre for Young People
P.O. Box 26170
Greensboro, NC 27402-6170
20
COMING IN THE
FALL OF 2013
PeterPan
P
Peter
eter Pan
Pa
The magic and wonder of Peter Pan
is coming to the Taylor Theatre on
the campus of UNCG. Join us in
NOVEMBER of 2013 as NCTYP
brings this fantastical tale to life!
Common Core and
NC Essential Standards
College and Career Readiness Anchor Standards
covered in this Playguide.
READING
Key Ideas and Details
1. Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text
(e.g.,a section, chapter, scene, or stanza) relate to each
other and the whole.
6.Assess how point of view or purpose shapes the
content and style of a text.
WRITING
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience.
5.Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
Research to Build and Present Knowledge
9.Draw evidence from literary or informational texts to
support analysis, reflection, and research.
SPEAKING AND LISTENING
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development, and
style are appropriate to task, purpose, and audience.
LANGUAGE
Vocabulary Acquisition and Use
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening
at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when encountering an unknown term important to
comprehension or expression.
Texts Illustrating the Complexity, Quality, and Range of
Student Reading K–5:
Charlotte’s Web by E. B. White (1952)
NC Essential Standard for Theatre
Analyze literary texts and performances.
Your commitment to providing exciting and educational
arts programing opportunities truly reflects your
dedication to your students. Thank you for helping
NCTYP achieve its goal to enrich the lives of young
people through celebrating the art of live theatre. NCTYP's partnership with the community is at the heart
of our work and your support is vital to our success.
!ank y"! 22