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Fitxa Tècnica “Mary Poppins” LA CANGUR QUE SEMPRE HEM DESITJAT Autores: Cristina Alsina, Alba Ambròs, Mila Aznar, Ariadna Cobos, Charo Morillo i Anna Vallverdú SINOPSI Mary Poppins és la nova mainadera (o "cangur") de Jane i Michael, el pare dels quals ja ha acomiadat a una bona colla d’elles. Tot i les reticències del pare davant les extravagàncies de Poppins, els nens viuran un veritable conte de fades al seu costat, doncs ella ho resol tot com si fos un joc. Acompanyats del seu amic Bert, s’introduiran dins un quadre i viuran una agradable tarda de diumenge. Gràcies a Mary Poppins, l’inflexible pare dels nens comprendrà que hi ha una altra manera de relacionar-se amb els seus fills, i incrementarà els seus jocs i atenció envers ells. Mary Poppins aconsegueix novament el seu propòsit: fer feliç a una família. NOTA Atès que és una pel·lícula força llarga, per a nens de cicle inicial proposem visionar des del principi fins la part que acaba després que Mary Poppins, juntament amb en Bert i els nens, surten del quadre al qual han entrat en el parc (minut 58 aproximadament). FITXA TÈCNICA Titol original: Mary Poppins Guió: Bill Walsh, Don DaGradi i P. L. Travers (llibre) Producció: Walt Disney. Estats Units, 1964. Música original: Richard M. Sherman i Robert B. Sherman Fotografia: Edward Colman Direcció artística: Carroll Clark i William H. Tuntke Muntatge: Cotton Warburton Decorats: Hal Gausmen i Emile Kuri Disseny de vestuari: Tony Walton So: Robert O. Cook Efectes visuals: Peter Ellenshaw, Hamilton Luske i Eustace Lycett Durada: 140 minuts Julie Andrews (Mary Poppins) Dick Van Dyke (Bert/Mr. Dawes, Sr) David Tomilson (Mr. George W. Banks) Glynis Johns (Mrs. Winifred Banks) Hermione Baddeley (Ellen) Reta Shaw (Mrs. Brill) Karen Dotrice (Jane Banks) i Matthew Garber (Michael Banks). ACTIVITATS PER A ABANS DE VEURE LA PEL·LÍCULA 1. Escoltar alguna cançó típica de la pel·lícula sense que es vegin les imatges i, a partir d’aquí, comentar tot el que faci referència tant al personatge de Mary Poppins com a les característiques del gènere musical al qual pertany. Ha de quedar clar que la lletra de la cançó explica part d’una història de la pel·lícula. També podem escoltar músiques de diferents musicals coneguts per tal de completar l’activitat. a.- Preguntar-los si la coneixen. Què els inspira? Amb què la relacionarien? b.- Explicar-los que la lletra de la cançó està explicant una història. c.- Escoltar músiques de diferents musicals (que els ajudarà a assolir la idea de què és un musical). 2. Mostrar i comentar una foto de la senyora que va inventar-se el personatge de Mary Poppins, P. L. Travers (seudònim de Helen Lyndon Goff), per contextualitzar-la com a autora de la història que després es va transformar en pel·lícula. També podem explicar als nens i nenes que va escriure fins a onze llibres d’històries de la Mary Poppins. ACTIVITATS PER A DESPRÉS DE VEURE LA PEL·LÍCULA 1. Preguntes de comprensió general sobre el fragment que s’ha proposat veure, com per exemple: a. Què és el que més us ha agradat i per què? I el que menys? b. Per què els pares dels nens busquen una mainadera? Creieu que la necessiten? c. Quantes persones viuen a casa amb els nens? Quins oficis tenen? d. Qui és en Bert? De què treballa? Quins amics té? e. Què fa la Mary Poppins amb els nens? Relació amb altres àrees LLENGUA: - Els nens i nenes escriuen un anunci sobre com voldrien un/a “cangur” i l’envien per correu a la “Xarxa Internacional dels/les Cangurs de Catalunya”. - Treballar les endevinalles (relacionat amb el tema dels animals que surten a la pel·lícula) i els embarbussaments. - Repetir la paraula màgia de “supercalifragilisticoespialidoso”, definir el seu significat segons el que es veu a la pel·lícula i inventar altres paraules màgiques llargues. ANGLÈS: - Fer un dibuix o mural sobre el temps atmosfèric: pluja, vent, neu, sol... - L’alumnat podria disposar d’una Mary Poppins: prèviament l’hauran pintat, a continuació es pot plastificar. Es podran donar consignes de l’estil: “it’s cloudy”, “it’s sunny...” i els nens l’enganxaran allà on correspongui. - Comentar la cultura anglesa: on és Londres? Quina llengua es parla? Per què els personatges van vestits a la manera victoriana?... CONEIXEMENT DEL MEDI: - Geografia: on és Londres? D’on és la capital? - Treballar pocions màgiques per a experimentar els gustos: dolç, àcid... - A partir de la descripció de la família Banks proposarem als/les alumnes que portin una foto de les seves famílies. A partir d’aquí descobrirem què és el que entenen per família. Ho compartirem amb tot el grup-classe. Per acabar l’activitat farem una exposició amb totes les fotos. PLÀSTICA: - Fer dibuixos al terra (del pati) o a la pissarra de la classe amb guixos de colors, tal com ho fa en Bert, sobre el que més els ha agradat de la pel·lícula. MÚSICA: - Crear un ball o dansa amb una cançó de la pel·lícula. - Fer play-back (amb BSO). - Triar una estrofa de la cançó “supercalifragilísticoespialidoso” i inventar la lletra. ACTIVITATS COMPLEMENTÀRIES - Trucs de màgia: Decorarem una capsa grossa de cartró com si fos la bossa de la Mary Poppins i amb una càmera de vídeo farem màgia amb els nens i nenes. Gravarem cada vegada que un nen/a s’introdueixi dins la capsa, premerem el botó de pausa perquè pugui sortir, i tornarem a gravar perquè hi entri un altre nen o nena. Així successivament fins que n’hagin entrat (i sortit) uns quants alumnes de la capsa. Després ho visionarem tot seguit a l’aula i comprovarem com de fàcil és fer màgia al cinema. - Buscar imatges de fades i bruixes conegudes de la literatura infantil per tal de veure les semblances i diferències amb la Mary Poppins, perquè, qui és la Mary Poppins? - Per grups, els nens i nenes poden escollir un quadre o conte (pensant en les Tres Bessones) dins del qual els agradaria entrar i inventar-se una història. També podem proposar que dibuixin en grups un storyboard curt de la nova història. .
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