activity guide - Arkansas Arts Center

© David Hohn Illustration. davidhohn.com
AAC Children’s Theatre 2014-2015
ACTIVITY GUIDE
About this Guide
This ACTIVITY GUIDE includes exercises that align with the Arkansas Department of Education Curriculum
Frameworks and Common Core State Standards. The following icons provide an immediate recognition of the
curriculum connections.
ENGLISH LANGUAGE ARTS
FOREIGN LANGUAGES
LIBRARY MEDIA
MATH
MUSIC
PHYSICAL EDUCATION & HEALTH
SCIENCE
SOCIAL STUDIES
THEATRE
VISUAL ARTS
Enjoy!
“Real isn’t how you are made or what you can do.
Real is a thing that happens to you.”
About the Play
"What is real?" the Velveteen Rabbit asks his strange new friend. "Real is something that happens to you when a child
loves you for a long, long, time---not juse to play with---but really loves you," the old Skin Horse replies. From this
moment on, the timid toy bunny longs for only one thing in the world---to become real. But how can he become real
when the boy doesn't play with him or even notice him, let alone love him? Then one day, the Velveteen Rabbit is taken
from the dark toy cupboard and finds himself in the warm arms of a sleeping child. And so he begins his journey down
the long, long road to real.
The Velveteen Rabbit is adapted for the stage by Keith Smith, Associate Director of the AAC Children’s Theatre.
About the author of the book
Margery Williams was born in London in 1881, but moved to the United States in 1890. In
order to become a writer, she moved back to England at the age of nineteen to submit her first
children’s stories to a London publisher. Some of her stories were published, but her writing
career was soon suspended while she raised her two children in Italy with her husband.
Inspired by the innocence and playful imagination of her children, she decided to renew her
writing career. The Velveteen Rabbit: Or How Toys Become Real became an instant success
and remains her most famous tale. Williams wrote many books—most stories continued her
preoccupation with toys coming to life and the ability of inanimate objects and animals to
express human emotions and feelings.
Though inspired by her children, Williams was heavily influenced by her father. He urged both
her and her sister to read and use their imaginations. Williams later recalled how her father
would vividly describe the characters from various books and the “infinite world of knowledge
and adventure that lay on the printed page.” This desire to read and to imagine characters
soon developed into a desire to write her own stories. When Williams was seven-years old, her father died suddenly.
This life-changing event affected the future of her creative endeavors, leading to a persistent undertone of death, loss,
and sadness in many of her stories. Though some have criticized this trend, the author contended that “hearts acquire
greater humanity through pain and adversity…Life is a process of constant change—there are departures for some and
arrivals for others—and the process allows us to grow and persevere.”
Play Synopsis
On Christmas morning, a boy receives in his stocking a rabbit made of velveteen with a spotted coat and real thread
whiskers. The boy plays with his bunny for a while, but then goes downstairs to open the rest of his presents. The
Velveteen Rabbit is left all alone—or so he thinks. One by one, all of the toys in the nursery spring to life and introduce
themselves to the rabbit. The wise Skin Horse who had lived longer than all of the other toys explains to the Velveteen
Rabbit what it means to be “Real”. The Skin Horse explains that you can only become Real if a child loves you for a
long, long time. But, he must really love you and that kind of love doesn’t happen overnight. The Velveteen Rabbit
wants nothing more than to be Real, but remains in the nursery with the other toys for a long time just longing for the
day that the boy will return to play. The bunny’s fate changes one day when Nana chooses him to replace the boy’s
broken China Dog. The boy soon falls asleep with the Velveteen Rabbit in his arms and the two great friends become
inseparable.
One day, the boy gets very sick. The Velveteen Rabbit is worried about the boy and hopes that he
will soon be fixed—just like a broken toy. The little boy finally recovers from scarlet fever and
plans a trip to the seaside, but the doctor orders the favorite bunny to be destroyed for fear of
contagion. The heartbroken boy loves his raggedy Velveteen Rabbit, but has to say goodbye.
Before the rabbit can be burned, the Nursery Magic Fairy arrives to give him his reward for all the love
he has given to the boy – the Velveteen Rabbit will become Real at last.
ABOUT THE AAC CHILDREN’S THEATRE
Recognized by the Drama League as one of the best regional theatre companies in America, the Arkansas Arts Center
Children’s Theatre is the only professional company in Arkansas that produces children’s literary works for the stage.
Well-loved contemporary stories and classic tales come to life with fantastic characters, brilliant lighting, colorful
costumes, and a little magic in our fully-staged productions.
DON’T MISS THE REST OF THE 2014-2015 SEASON
Rumpelstiltskin
January 23—February 8, 2015
Dr. Seuss’ The Cat in the Hat
March 6—29, 2015
The Legend of Robin Hood
April 24-May 10, 2015
BEFORE THE PLAY
Review Theatre Etiquette

Please turn off your cell phones so you can look at all the little things that make live theatre a great big
experience.

Save all food, gum, candy and drinks for after the performance. They are not allowed in the theater and can be
used as a reward for good behavior!

Sit like a grown up in your seat. That way you won’t miss a thing!

Great theatre audiences listen, laugh when something is funny, and clap at just the right time. They never talk out
loud during a performance.

Keep your cameras tucked away and turned off. Photography is not allowed. Camera flashes blind the actors
and can cause them to step off the stage.

When the play is over, enjoy talking with your friends and grownups about all the details. See who can
remember the most about the play. Start by sharing two things that an actor said that made you smile and two things
that you remember about the stage set. Parents: What a great time to have a conversation about the difference
between theatre, movies, and TV!
Read the Original Story
In order to prepare for the play, read the book The Velveteen Rabbit: Or How Toys Become Real by
Margery Williams. Think about how the original story was written. What language was used? How
were the characters described? The performance that you will see at the AAC Children’s Theatre is a
variation of that story. Before watching the play, think about how the director and performers might
choose to interpret the original story.
CURRICULUM CONNECTIONS:
Library Media—Connection: Read; English Language Arts—Reading, Literature: Key Ideas and Details, Integration of Knowledge
and Ideas, Craft and Structure
About Adaptations
The performance that you will see at the AAC Children’s Theatre is a variation of the story, or an ADAPTATION. An
adaptation is a change made in something so that it can fit a new use. This performance of The Velveteen Rabbit is an
adaptation of the book (which is meant to be read) into a play (which is meant to be performed and viewed). Keith Smith
of the AAC Children’s Theatre is the playwright (play-rite), meaning that he transformed the scenes from the original
story into a stage production which is now produced and performed by the Children’s Theatre.
Consider these questions for discussion before you attend the play:
? What kinds of things does a playwright have to consider when writing a script?
? What might the characters look like?
? What are some objects (props) that they might use to help tell the story?
? Draw a picture of one of the scenes in the original story and imagine how it might appear on the stage.
? If you were to write an adaptation of this story into a play, what choices would you make? How would you act
out the story?
CURRICULUM CONNECTIONS:
Library Media—Connection: Associate; Theatre Creating, Evaluating, Reading
Learn the Vocabulary
Below is a list of words included in the play. Reviewing this list will help you gain new vocabulary and also help you
better understand the performance. Try saying these words out loud so that you will know them when you hear the
actors say them. Once you know how to say the words read the definition and try using them in a sentence.
Burrow (burr-oh) - a hole in the ground made by an animal for shelter or protection
Cupboard (cub-erd) – a closet with shelves
Fever (fee-ver) – a rise of body temperature above normal
Hare (hair) – an animal similar to a rabbit, with longer ears and hind legs
Hibernate (hi-burr-nayt) – to pass winter in a sleeping state
Moonlit (moon-lit) – lighted by the moon
Nursery (nur-sur-ee) – a child’s bedroom
Rollick (rawl-ick) – to play about happily
Rubbish (rub-bish) – useless waste; trash
Seaside (sea-side) – the land bordering the sea
Shabby (shab-ee) – worn and faded from wear
CURRICULUM CONNECTIONS:
English Language Arts—Reading, Foundational Skills: Phonological Awareness, Phonics and Word Recognition; Language:
Vocabulary Acquisition and Use
DURING THE PLAY
It wouldn’t be a play without you! Your part is to pretend that the play is
real. Part of this includes accepting certain things:
You have an
important role
to play!
1. Actors tell the story with words (dialogue), actions (blocking), and
songs.
2. Actors may sing songs that tell about the story or their feelings.
3. Actors may speak to the audience.
4. An actor may play several characters by changing their voice,
costume, or posture.
5. Places are suggested by panels on the set and by props.
HERE’S HOW TO PLAY YOUR PART: A play is different than television or a movie. The actors are right in front of you
and can see your reactions, feel your attention, and hear your laughter and applause. Watch and listen carefully to
understand the story. The story is told by the actors and comes to life through your imagination!
Thank you for being a great part of our audience and enjoy the show!
AFTER THE PLAY
Review
Do you remember what you learned about adaptations? Now that you have seen the play, discuss these questions.
Share your answers with friends or family that also saw the play and compare your experiences.
? In what ways was the play different than the original story?
? Were there any characters or events that were in the story but not in the play? Were any characters different?
Why do you think these choices were made?
? What did the set look like? Did it match the picture that you drew before the play? What do you think the set
and costume designers need to consider when bringing the story to the stage?
? What objects (props) helped tell the story on stage?
CURRICULUM CONNECTIONS:
Library Media—Connection: Associate; Theatre—Creating, Evaluating, Reading
Critical Thinking Questions
Read the following questions and either write your answers or tell someone in complete sentences. Make sure to use
correct grammar and spelling.
? Why did the other toys in the nursery look down on the Velveteen Rabbit?
? Think about a time when you were sick and had someone take care of you. what
kinds of things made you feel better? What was your favorite toy?
? What lessons does the Velveteen Rabbit learn by the end of the play? What was his
reward?
? If the boy met the Velveteen Rabbit in the woods, do you think he would recognize
him as a real, wild rabbit? Explain your answer.
CURRICULUM CONNECTIONS:
English Language Arts—Writing: Text Type and Purposes; Speaking & Listening: Comprehension and Collaboration; Language:
Conventions of Standard English
Writing Exercise
Write a brief answer to the following question. Make sure to write in complete sentences and use correct grammar,
spelling, and organization.
The Velveteen Rabbit, is about the love a child has for his favorite toy. The boy cherishes the rabbit and they are
inseparable. Write about a time when you have cared very much about a special possession. What made it
special to you? In what ways was it like a friend, and in what ways was it different than having a friend? Did you
ever talk to your toy? If so, what did you say? What do you think your toy would say to you?
CURRICULUM CONNECTIONS:
English Language Arts—Writing: Text Types and Purposes; Language: Conventions of Standard English
FAIRY TALES AND MAGIC
The Velveteen Rabbit is not a fairy tale. Most fairy tales that exist today have been passed down from storyteller to storyteller and don’t have an author associated with them. The Velveteen Rabbit was written as a piece of literature and we
know the author’s name. However, The Velveteen Rabbit possesses an essential element that is common to most fairy
tales: the existence of magic and specifically the use of magic as a vehicle for a mysterious transformation to occur. Use
the following questions and exercises to prompt a discussion about magic:
? What role does magic play in this story?
? Can you think of other tales that use magic in a similar way?
? Discuss the Velveteen Rabbit’s transformation at the end of the story. What types of things change?
? What if The Velveteen Rabbit was not a story a book, but a true story? How would you explain the rabbit’s
transformation?
ACTIVITY
Use your imagination to create an image of the Velveteen rabbit BEFORE and AFTER his magical transformation.
What qualities stayed the same? What qualities changed?
Before Magic
After Magic
ACTIVITY
Research the use of magic in fairy tales and other stories from different cultures. Visit a library or use the Internet
to find a tale of magic from another country. In what ways is this story similar to The Velveteen Rabbit? How is it
different?
CURRICULUM CONNECTIONS:
English Language Arts – Reading, Literature: Key Ideas and Details; Social Studies—Geography: Culture and Diversity; Fine Arts—
Visual Art: Creative Processes
real animal transformations
As you have already discussed, the toy bunny is transformed into a Real rabbit because of magic. This is a great
opportunity to teach students about animals that really do transform as they reach different phases in their life cycle.
Most animals including fish, mammals, reptiles, and birds have very simple life cycles: they are born (either alive from
their mother or hatched from eggs) and they grow up. The young are typically similar to the parent, just smaller. The
young slowly "grow" to become adults.
Introduce students to magical transformations in nature by learning about the monarch butterfly’s life cycle.
Insects undergo a complete METAMORPHOSIS (met-uh-MORF-uh-sis) and have 4 stages in their life cycle. Explain
the following stages and support with images of each state. If possible, show students a 2 minute time-lapsed video of a
monarch butterfly’s life cycle by selecting “Monarch Life Cycle” on the National Geographic Great Migrations website.
(http://education.nationalgeographic.com/education/activity/monarch-butterfly-life-cycle-and-migration/?ar_a=1)
Life Cycle of a Monarch Butterfly
EGG
Adult female monarchs lay their eggs on the underside of
milkweed leaves. These eggs hatch in three to twelve days
(depending on temperature).
LARVA
The eggs hatch. The larvae feed on the plant leaves for
about two weeks and develop into caterpillars about 2
(lar-vuh)
inches long.
After a while, the caterpillars attach themselves head down
PUPA to a twig. They then shed their outer skin and begin the
(pew-puh) transformation into a pupa, or chrysalis (kris-uh-lis) This
process is completed in a matter of hours.
ADULT
The butterfly finally emerges from the now transparent
chrysalis. The butterfly waits until its wings stiffen and dry
before it flies away to start the cycle of life all over again.
ACTIVITIES
1. Hand out the diagram of THE LIFE CYCLE OF THE MONARCH BUTTERFLY found at http://www.kidzone.ws/
animals/monarchlifecyclenowords.htm and ask students to label each stage based on the descriptions in the
table.
2. Can you think of other animals that undergo a similar life cycle? Have each student in the class choose an animal
and research its life cycle. Ask each student to create a table like the one above and draw a diagram of the
animal’s life cycle.
CURRICULUM CONNECTIONS:
Science—Life Science: Life Cycles, Reproduction, and Heredity
VISITING THE SEASIDE
Scarlet fever is an infectious (or contagious) disease which commonly affects 4-8 year
old children. Symptoms include a sore throat, fever, and a red—or scarlet—rash. Scarlet
fever is typically spread through inhalation, or breathing. Before the availability of
antibiotics, scarlet fever was a major cause of death. The mere possibility of diagnosis
was enough to strike fear into the community. Children were often quarantined (kwarun-teend), or separated from others, in order to prevent the spreading of the disease.
Children were often placed in wards as seen in the image on the right.
Greeting cards from the 1940s
In the play, the boy is diagnosed with scarlet fever and then prescribed a visit to the
seashore. All of his old belongings were to be burned due to the potential spread of
bacteria. People visited the seaside because they thought they were less likely to take
ACTIVITY
Have the students pretend that they are a friend of the boy in
this story. Ask each child to create a get well card for the boy.
They should include a get well message along with a drawing
of their favorite toy. Use a wide variety of materials to allow!
the students to use their creativity when designing the card.
CRE
ATE
CURRICULUM CONNECTIONS:
Social Studies—History; Fine Arts—Visual Art: Creative Processes
create a Christmas bunny
In the story and the play, the boy receives the Velveteen Rabbit in his Christmas stocking. Have students make these
easy no-sew sock bunnies to either keep or give as a holiday gift. Offer a variety of materials so that students are able
to express their creativity when decorating the finished body.
For this project, you will need a child's sock, rice, scrap felt, pom poms, rubber bands, ribbons, and any other suitable
materials for decoration.
Instructions:
1. Fill your sock up to the heel with rice and close it off with a rubber band.
2. Tie a ribbon in a bow toward the center of the sock to make your bunny's head.
3. Cut the top of the sock down the middle, rounding off the sides to form ears.
4. Using scrap pieces of felt, cut out eyes, teeth and whiskers to give your bunny
facial features and glue them in place.
5. As a finishing touch, glue a pom pom to the back of your sock to give your
bunny a cute, fluffy tail.
ACTIVITY
Ask students to write a short story about their rabbit, using The Velveteen Rabbit as an example.
CURRICULUM CONNECTIONS:
Fine Arts—Visual Art: Creative Processes; English Language Arts—Writing: Text Types and Purposes; Language: Conventions of
Standard English
TOY STORIES
Children have enjoyed many different types of toys throughout history. We may find it odd today to think of playing with a
Skin Horse, China Dog, or even a Velveteen Rabbit, but these toys were not as uncommon in the 1920s.
1. Take a quick poll or ask your students to bring to school their favorite
toys. Next, let them know what your favorite toy was when you were
a child and ask if they have heard of the toy. The types of toys they
enjoy are probably different than the types of toys that their parents
and grandparents enjoyed.
2. Ask students to interview two people of varying ages. They should ask
each person the following:
 What was your favorite toy when you were a child?
 What did it look like?
 Did it have a name?
 What was it about that toy that made it their favorite?
 What happened to the toy?
3. The students will then report their findings in writing and also by
drawing a picture of each toy. They should also consider whether or
not they would they like to play with the other toys.
CURRICULUM CONNECTIONS:
English Language Arts—Writing: Text Type and Purposes; Fine Arts—Visual Art: Creative Processes; Social Studies—History;
Library Media—Inquiry: Identify and Access, Evaluate
TOYs through time
A timeline is a way to show when events happened and how events may have led to others. A timeline also can show
what was happening in different places at the same moment. Assign toys to each student and instruct them to look up
toy descriptions and the date that the toy was invented or made available to the public. As a class, use this information
to create a timeline. Place the toys along the timeline beginning with the oldest and ending with the most recent invention.
HINT: Use different colors for different kinds of toys (stuffed animals, dolls, board games). When you finish, talk about
the events on your timeline and why you chose the format and colors you used. What did you learn about toys of the
past century? Did any of the toys have earlier historical roots—were they based on an even older game or toy? What is
the oldest toy on the list? Is it something that is still used today?
American Girl doll
Buck Rogers Rocket Pistol
Etch A Sketch
Hot Wheels
Lincoln Logs
Mindflex
Pogo Stick
Rubik’s Cube
Slap Bracelet
Baby Alive
Buzz Lightyear
Frisbee
Hula Hoop
Lite Brite
Mr. Potato Head
Radio Flyer
See ‘n Say
Slinky
Barbie doll
Chatty Cathy
Furby
Joy Buzzer
Magic 8 Ball
NERF Ball
Red Ryder BB Gun
Shrinky Dinks
Slip ‘n Slide
Barrel of Monkeys
Color Forms
G. I. Joe
Koosh Ball
Magna Doodle
Play-Doh
Rock‘em Sock‘em
Silly Putty
Speak & Spell
CURRICULUM CONNECTIONS:
Social Studies—Geography: Culture and Diversity; History; Library Media—Organize
Beanie Babies
Easy-Bake Oven
Glow Stick
Legos
Matchbox Car
Playmobil
Rockford Sock Monkeys
Simon
Stretch Armstrong
Further Reading
The Giving Tree by Shel Silverstein (Ages 1-8)
Once there was a little tree ... and she loved a little boy. Every day the boy would come to the tree to
eat her apples, swing from her branches, or slide down her trunk ... and the tree was happy. But as the
boy grew older he began to want more from the tree, and the tree gave and gave and gave.
The Tale of Peter Rabbit by Beatrix Potter (Ages 3-5)
The Tale of Peter Rabbit follows mischievous and disobedient young Peter Rabbit as he is chased
about the garden of Mr. McGregor. He escapes and returns home to his mother who puts him to bed
after dosing him with chamomile tea.
Corduroy by Don Freeman (Ages 3-5)
Have you ever dreamed of being locked in a department store at night? The endearing story of
Corduroy paints a picture of the adventures that might unfold (for a teddy bear at least) in such a
situation. When all the shoppers have gone home for the night, Corduroy climbs down from the shelf
to look for his missing button.
Pinocchio: The Boy by Lane Smith (Ages 5+)
Everyone in town knows Pinocchio, the puppet, but what about Pinocchio, the boy? From Lane Smith
comes the story of what happens to Pinocchio on the very first day after his wish to be a real boy
comes true. The Pupeteer’s Apprentice by D. Anne Love (Ages 8-12)
Charlotte’s Web by E.B. White (Ages 8+)
Charlotte’s Web is the story of a little girl named Fern who loved a little pig named Wibur—and of
Wilbur’s dear friend Charlotte A. Cavatica, a beautiful large gray spider who lived with Wilbur in the
barn. This story of the magic of childhood on the farm also includes Templeton, the rat who never did
anything for anybody unless there was something in it for him.
CURRICULUM CONNECTIONS:
Library Media—Connection: Read
Visit your local library for more suggestions!
What Was Your Favorite Part of the Play?
Did you know that the play you saw was the result of many people working together? There are many roles in the
theatre department and each of the people in charge of these tasks must do their very best as a team in order to
produce a great performance. Below is a list of some of these roles:
The DIRECTOR is the person responsible for the overall
artistic vision of a production.
The STAGE MANAGER is the person responsible for
overseeing all the backstage elements of a production
(scheduling, rehearsals, etc.)
The SET DESIGNER is the person responsible for
designing and overseeing the construction of the stage
setting.
The ACTOR is the one who performs a role or represents
a character in a play.
The COSTUME DESIGNER is the person in charge of the
clothing worn by the actors in a performance.
The CHOREOGRAPHER is the person who designs the
dance steps to be used in a play.
The TECHNICAL DIRECTOR is the person in charge of
the technical requirements of a production as well as the
equipment.
The MUSIC DIRECTOR is the person responsible for the
musical content of a production.
Which of these roles most closely matches your favorite part of the play?
WANT MORE INFORMATION?
If you would like more information about the Arkansas Arts Center Children’s Theatre, visit our website at:
WWW.ARKANSASARTSCENTER.ORG
or call
501-372-4000
We would love to hear from you! Write to us at::
ARKANSAS ARTS CENTER
CHILDREN’S THEATRE
P.O. BOX 2137
LITTLE ROCK, AR 72203
Sponsored by:
Little Rock Family
Arkansas Arts Center Children’s Theatre is supported in part by: The Shubert Foundation, the City of Little Rock; the
Little Rock Convention and Visitors Bureau; the City of North Little Rock; Arkansas Arts Center Board of Trustees; and
the Arkansas Arts Council, an agency of the Department of Arkansas Heritage and the National Endowment for the Arts.