THE GUIDE

FOR EDUCATORS
612.874.0400 I www.childrenstheatre.org 612.874.0400 | www.childrenstheatre.org School Group Sales 612.872.5166 I nstultz@childrenstheatre.org

CONTENTS
3 4 4 4 5 5 6 7 9 11 11 12 12 13 15 17 About this Guide introduction About our Season Before Your Show At Your Show After Your Show Theatre Vocabulary Academic Standards Statement Additional Academic Standards About the Play Meet the Storyteller online Resources Bibliographic Resources Learning Activities (Grades Kindergarten-2) Learning Activities (Grades 3-5) Survey

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About This Guide

Welcome to the 2012-2013 Student Matinee season at Childrens Theatre Company. We are glad you are joining us (or thinking about it) for a season of mighty deeds and fearless action, small victories and inspiring achievements, fueled by kids and filled with heroes. Childrens Theatre Company is committed to creating theatre experiences that educate, challenge, and inspire young people. It is our hope that by presenting significant themes that affect young peoples lives in our community, we can help to foster dialogue and active participation in important areas. A theatrical experience can be a gateway into a greater understanding of life. While your students may walk into a Student Matinee expecting a fun break from their daily routine, it is our hope that they walk away having glimpsed a significant truth about the world and how we live in it. This study guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future study guides. To reserve tickets to any of our 2012-2013 Student Matinees please visit our website, childrenstheatre.org. Our Student Matinee section contains all the information you need including order forms, performance calendars, price charts, and subsidy applications. You can also contact Nina Stultz in School Group Sales at 612-872-5166 or nstultz@childrenstheatre.org for more information and to reserve tickets.

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Introduction
This guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future guides.

About the 2012-2013 Season

Welcome to the 2012-2013 season at Childrens Theatre Company our 47th year of bringing great theatre experiences to the young people of our region. We are so glad to have you with us. This season, we are proud to feature eight diverse productions, including a world premiere pirate musical, Buccaneers, Dr. Seuss times two with The Cat in the Hat and How the Grinch Stole Christmas, a brand-new Pinocchio by CTC favorite Greg Banks (A Wrinkle in Time, Romeo & Juliet), the time-travel story about Jackie Robinson based on Dan Gutmans Jackie and Me and a fully reimagined Alice in Wonderland. We are thrilled to continue work for our earliest learners with The Biggest Little House in the Forest and launch summer programming with our popular adaptation of Laura Numeroffs much-beloved If You Give a Mouse a Cookie. Our mission is to educate, inspire and challenge our audiences, particularly our young people. Theatre is a powerful tool it brings voice to people and problems, starts dialogues about important subjects, allows us to examine issues with new perspective, uses storytelling to animate life in new ways, makes us laugh, cry and sing. Theatre is also a process it involves democracy and collaboration, teamwork and problem-solving, and it is made all the richer by the various people and ideas that come together to create it. We hope you enjoy this season, we hope you share CTC with colleagues and friends, and we hope you bring your own family in to take part in one of our productions.

Before Your Show

Find out what your students know about the subject matter in the story. Have they read any versions of this story before? Which ones? Have they seen a film or television program of Pinocchio? Have they seen a production performed on stage before? Create a classroom display about the show you will be seeing. You can include the information from this guide, newspaper reviews, and related books. Invite students to make connection with stories they know and bring in those materials to add to the display.

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At Your Show
As audience members, your students have an import role to play in the show. Using basic theater etiquette will help ensure a wonderful performance for everyone. Students can play their role by: Making bathroom trips before or after the show, or during intermission Remaining seated throughout the performance Giving their full attention to the activities on stage Responding appropriately to activities on stage by laughing at things that are funny and responding to actors if asked Showing appreciation for the actors by applauding Showing respect for the actors and audience by not talking with neighbors or making inappropriate comments Giving the actors a standing ovation at the end of the performance

After Your Show

Have students reflect on the performance and how all the individual elements came together to create the show. What did the sets (backdrops, scenery) look like? How did they help establish the different scenes in the play? What did the costumes (clothing, makeup, wigs) tell you about each character? What was the funniest part in the play? What did your students learn from the play? What questions or conversations did the play bring up for your students? What role did the audience play in the production? If you were an actor, what role would you want to play? There are lots of people who make a play who are not actors. What kinds of things do you think they do?

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Theater Vocabulary
Actor: A person who performs a role in the play. Audience: The group of people that watch and respond to the play. Backstage: The area of the stage that cannot be seen by the audience. Blocking: The planned way actors move on stage. Cast: The group of actors who portray the roles in the play. Character: The role, or personality, the actor portrays. Costume: The clothes worn by the actors on stage. Design: The creative process of developing and implementing how the play will look and feel. Costumes, lighting, sets, and make-up are all designed. Director: The person who oversees the entire process of bringing the play to life on stage. Dress Rehearsal: The final practice performances when the play is done in full costume and with all of the technical elements (light, sound, effects) in place. House: The area where the audience sits. Performance: The live event shared by the cast and the audience. Play: A story written for the stage. Playwright: A person who writes stories for the stage. Prop: Any item on the stage used (carried, moved, manipulated) by the actors. Scene: A section of a play, also called an act. Set: The physical environment that creates the time, place, and mood of the play. Stage Manager: The person who coordinates all aspects of the play during production and performance.

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Academic Standards Statement

Childrens Theatre Companys school programs provide quality learning experiences for your students. Our Teachers Guides provide a variety of lesson plans and educational activities which are grounded in best practices for literacy and arts education and are strategically aligned with the Minnesota K-12 Academic Standards. The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be mastered by all students by the end of a grade level and guide educators in the design of curricula. Individual Childrens Theatre Company school programs will address standards for children Kindergarten through eighth grade in the following learning areas: Language Arts Reading Mathematics Social Studies Visual and Theater Arts The following English Language Arts and Arts content standards can be experienced by attending any school matinee and using the Teachers Guide. Additional information on how specific lesson plans align with the Minnesota K-12 Academic Standards can be found in many of our Teachers Guides.

Language Arts
Reading Benchmarks: Literature K-5 Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3; 3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3 Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6 Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7; 4.1.7.7; 5.1.7.7 Reading Benchmarks: Foundational Skills K-5 Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3 Writing Benchmarks K-5 Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3 Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5; 4.6.5.5 Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8; 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9 Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5 Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3; 1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2 Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4; 4.8.4.4; 5.8.4.4 ...continued on next page

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Academic Standards Statement

...continued from previous page

Arts

Theater Arts K-3 Artistic Foundations: 0.1.1.4.1 Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2 Artist Process Perform and Present: 0.3.1.4.2 Artist Process Respond and Critique: 0.4.1.4.1 Visual Arts K-3 Artistic Process: Create or Make: 0.2.1.5.1 Theater Arts 4-5 Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2 Artistic Process: Create or Make: 4.2.1.4.1 Artist Process Perform and Present: 4.3.1.4.1 Artist Process Respond and Critique: 4.4.1.4.1; Visual Arts 4-5 Artistic Process: Create or Make: 4.2.1.5.1
Coding System Each anchor standard has a benchmark identified by a four-digit code. For example, in the code 5.2.8.8 The 5 refers to grade five; The 2 refers to the substrand, Reading Standards for Informational Text K-5; The first 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence; The second 8 refers to the benchmark for that standard, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

For additional information http://education.state.mn.us

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Additional Academic Standards

Grade K-2, Library & Technology Strands Inquiry, Research, and Problem Solving: The student will learn a continuous cycle of questioning, gathering, synthesizing, evaluating, and using information individually and collaboratively to create new knowledge and apply it to real world situations. IV. Communicate Sub-Strands II. Gather Standards D. Seek and consider diverse perspectives while gathering information, collaborating with others, and participating as a member of the community. Benchmarks 1. Work in a group or with a partner effectively 2. Respect the opinions and ideas of other members in their group.

A. Recognize the needs of the audience and tailor message accordingly.

1. With teacher assistance, identify the target audience. 2. Develop the message in the form appropriate to the audience.

B. Use the writing process, media and visual literacy and technology skill to create products that express new understanding to an audience.

1. Present their learning through oral, written, or audio/visual methods. 2. Present their learning to a group other than their own classroom. 1. Share the responsibility of creating and presenting the material. 2. Recognize their individual responsibility and understand the importance of collaboration.

C. Work individually and collaboratively to share knowledge.

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Grades 3-5 Library/Technology Strands I. Inquiry, Research, and Problem Solving: The student will learn a continuous cycle of questioning, gathering, synthesizing, evaluating, and using information individually and collaboratively to create new knowledge and apply it to real world situations. Sub-Strands IV. Communicate Standards A. Recognize the needs of their audience and tailor message accordingly. Benchmarks 1. Identify differences between work to be handed in to the teacher, to share with other students, for parents, or for online use.

B. Use the writing process, media and visual literacy and technology

1. Present their learning through oral, written and audio/visual methods. 2. Create presentations that demonstrate organization, creativity and design.

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Pinocchio: A Brief Description of the Play

From the moment Geppetto creates him from a stick of wood, Pinocchio dreams of being a real boy. But will the all-too-tempting delights of puppet shows and Playland be too much for Pinocchio? When Geppetto is swallowed by a whale, it is up to this little puppet to show his courage and prove his love for his Papa is real. Greg Banks (A Wrinkle in Time, Romeo & Juliet) adapts and directs a new, fast-paced version of this classic tale, in which a cast of four incredible performers will bring this production to life.

Meet the Storyteller, Carlo Collodi

Carlo Lorenzini, better known by his pen name Carlo Collodi, was born in Florence Italy in 1826. In 1875, he became interested in childrens literature with Racconti delle fate, his translation of French fairy tales by Perrault. In 1880 he began writing Storia di un burattino (The story of a marionette), also called Le avventure di Pinocchio, which was published weekly in Il Giornale dei Bambini (the first Italian newspaper for children). The series actually ended with Pinocchios death, but there was such an outpouring of anger and grief, that Collodi re-wrote the ending and published the complete story as a novel.

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Online Resources
http://disney.go.com/characters/#/characters/classics/pinocchio/ A website dedicated to the Disney animated film, featuring character biographies, activities and more. http://www.multimedia-english.com/contenido/ficha/pinocchio/3013 A really cool way to watch and read Pinocchio! http://www.gutenberg.org/ebooks/500 A link to read the original Pinocchio online! http://www.coloring-book.info/coloring/coloring_page.php?id=51 Some coloring pages from Disneys version of Pinocchio.

Some Bibliographic Resources

Collodi, Carlo, and Roberto Innocenti. The Adventures of Pinocchio. Creative Editions, 2005. Flor, Ada Alma. Extra! Extra! Fairy Tale News from the Hidden Forest. Atheneum Books for Young Readers, 2007 Metaxas, Eric. Pinocchio. Abdo Pub, 2005. Zamorsky, Tanya. Pinocchio/re-told from the Carlo Collodi original. Sterling, 2008.

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Learning Activities
Kindergarten-2nd Grade: Making Our Own Pinocchio
Objective: The students will create a puppet, like Pinocchio, using found and recycled objects brought in from home. Teachers may want to arrange to have additional adults in the classroom on to help with the art projects. The students will brainstorm a list of possible ideas for using the found objects, create a 2-D/3-D puppet from the found and recycled objects, put on a puppet show with their classmates. Materials: Found and recycled objects brought in by the students White glue, wood glue and hot glue Rubber bands, paper fasteners, string, paper clips, etc. Scissors etc. Duration: One 45 minute class period. Procedure: Talk to the students about how Pinocchio was a puppet. Talk about the kind of puppet he was, a marionette, which is manipulated by strings from above. Talk about how in the story he is built by Geppeto with love and through raw materials and hard work. Show the students pictures of different representations of Pinocchio, or other marionettes. Then show students puppets or art made from found and recycled objects. Guide the students to talk about the medium, color, and feeling of the finished product. Encourage them to point out the specific objects used in the artwork. Discuss why artists might use found objects to create puppets and art. Tell the students that they are going to create puppets using the materials they have been collecting for the past week. With the students help, display the collected objects from the different trash containers. Talk about what objects and materials are available for them to work with. Now is the time to have the students start to brainstorm creative ideas for their puppets. Is their puppet going to look human or be an animal? Or will it be some other kind of object or creature? What parts of it will move? They may work alone, in pairs, or in small groups to create the puppets with the found objects. Set up an orderly and fair plan for having students choose the objects for their projects.

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Kindergarten-2nd Grade: Making Our Own Pinocchio

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Students work on creating their projects. Students should help each other visualize, talk about the finished products, and help friends to create their puppets. Encourage the students to work together to problem solve in order to create working pieces of art. One of the great aspects of this project is using trash to create something beautiful and fun. If you like, put this chart up on the board and have the students contribute to a conversation about the benefit of seeing beauty in trash. What did I do to make the world more beautiful? What? How did I do it? How? Why did I do it? Why?

Assessment: The completed art project! Also, observe how students manipulate the puppet and bring it to life. Are they creating a character? Are the hearkening back to the play or other stories they know?

Kindergarten-2nd Grade: Life Lessons

Objective: To understand the lessons taught in the story of Pinocchio and how they apply to us! Duration: One 30 minute class period. Procedure: After seeing the production or reading the story, put together a list of life lessons learned. Then, with your class, draw out a sequence of events, or a vertical timeline, that chronicles the important life lessons the characters learned during the play. Once you have created the timeline, discuss each life lesson and specifically what the character learned. Let each student pick their favorite character and life lesson from the play. Give them an opportunity to make a real still picture in front of the class that demonstrates the lesson.

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3rd-5th Grade: A Recycled Pinocchio Project

Objective: The students with use their creativity to come up with a movable puppet that represents a character in their puppet play using primarily trash items. Students will work cooperatively to design the puppets that represent the characters in Pinocchio OR another story of their choosing. Duration: One 40 minute class period. Materials: Large variety of items you would normally throw away: paper towel rolls, Styrofoam, plastic ware, fabric scraps (old clothes), yarn, old buttons, old socks, plastic containers (dish soap works great), broom handles, dowels, old CDs, dryer lint (makes great stuffing for puppet heads). Have students bring these in prior to this lesson. Hot glue gun and glue Markers Scissors Procedure: Have students discuss the type of puppet Pinocchio was. Talk about his relationship to the puppet builder. How much of Pinocchio was created by Geppetto and how much of Pinocchio was through his own life experience? Set up some guidelines for puppet construction. Each student should make at least one puppet. Tell the students their puppet must have movement. If not the mouth, the limbs. Students may divide up into groups. You may have each group responsible for telling a different part of the Pinocchio story, or you may let them create their own characters and story, or tell another folktale. Have students construct their puppets using the recycled pieces. When the puppet construction is done, students sit in a circle with their puppets. Students introduce their puppets to the class by manipulating the puppets and using their puppet voices/characters. They should name the type of puppet and explain what recycled materials were reused to create the puppet. Other students can offer specific praise or suggestions for improvement. Assessment: Does the puppet have movement? Did the student give their puppet a character or story? How alive was their puppet? Where they able to draw parallels between Pinocchios creation and the creation of their puppet?

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3rd-5th Grade: The Art of Puppetry

Objective: The purpose of this lesson is to teach students about different types of puppets so they can make their own puppets out of recycled materials. Students will learn about some different types of puppets and how they work. Duration: One 30 minute class period. Materials: Examples of various types of puppets: rod, hand, marionette (you may use pictures if actual examples are not available) John E. Kennedy, Puppet Mania or Laura Ross, Hand Puppets: How to Make and Use Them OR any other books in your library about puppet building. Procedure: Show students examples of different types of puppets. Pass the examples or pictures of examples around so students can look at them closely. Analyze with the students how the puppets are put together, how they move and what the advantages and disadvantages are of each type. Let the students experiment withhow to use the puppets to communicate a feeling, expression or idea. Show some pages of the puppet book and explain how it can be used as a resource for making puppets and using puppets to communicate ideas. If possible, allow the students to take turns manipulating the examples of puppets. Talk about what makes them work, what makes them appear alive, etc. You may also consider allowing students to form groups and put on puppet shows for their classmates. Assessment: Observe how the students contribute to the class discussion and how they manipulate the puppet, and if they are understand the way that they works.

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Survey
It is useful for us to know what was helpful to you as you read and/or used this guide. Please fill out and mail or e-mail this quick response sheet to us. We appreciate your ideas. Please note if you have received a Transportation Subsidy from Childrens Theatre Company completion of this form is required to receive reimbursement. 1. Was it easy for you to find and download the Guide? 2. Did you spend more time working with the material BEFORE or AFTER the play? o Before o After o Equally Before and After 3. Did using this Guide add to your theatre experience? o Yes o Some o No 4. What did you use from the Guide? 5. How did the experience of preparing for and then seeing the play impact your students? 6. Is there something you would like to see included in the Guide that wasnt here? 7. How much of the Guide did you read? o Didnt have time o Some o All 8. Which of the following best describes you? I teach: o Preschool o Elementary School o Middle school other comments Mail to: Childrens Theatre Company 2400 3rd Avenue South Minneapolis, MN 55404 Attention: School Group Sales, Nina Stultz OR email: nstultz@childrenstheatre.org Transportation Reimbursement Requests: Account Number Play Title and Date Attended This information is required to accurately process your request. Childrens Theatre Company (CTC) is the first theatre for young people to win the coveted Tony Award for Outstanding Regional Theater (2003). CTC serves over 300,000 people annually and is one of the 20 largest theatre companies in the nation. The company is noted for defining worldwide standards with an innovative mix of classic tales, celebrated international productions and challenging new work. Peter Brosius, Artistic Director These Learning Activites are inspired by those presented at www.learningtogive.org, a site dedicated to providing education resources that inspire giving and civic engagement. o High school o Home school

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