Lionheart Youth Theatre’s Welcome! We are so excited that you are able to Petra and the join us for the 2017-18 Bemis Education Series. Throughout this season we will Wolf celebrate and recognize generations who Wednesday, January 31 have paved the way and those yet to come. Join us as we explore the cultures, 9:30 A.M. experiences and memories that have APPROX RUN TIME: influenced and shaped us as individuals. 60 Minutes With each unique performance we will GRADES 3-8 learn, live and hope while we grow together through the performing arts.

We look forward to telling each unique story and providing a platform for expression through the arts. From lesson INSIDE THIS GUIDE ideas and professional development Welcome 3 workshops to backstage tours, the Bemis Education Series allows us to partner Standards 4 with you to provide students with About 5 exciting educational opportunities! Lesson Plans 6 Discover the Arts 7 For questions contact the education sales In the Spotlight 18 department (920) 730-3726 or Resource Room 25 [email protected].

Community Partners Series Partner With additional support from WELCOME TO THE FOX CITIES P.A.C. We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, so it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance! This study guide was created for you by the Education Team •Important things to remember: as a part of The Boldt Company Beyond the Stage Education •Student backpacks, gum, drinks and program. To download copies of this study guide or to find food are not allowed in the theater. additional resources for this performance or view past study •Cell phones should be turned off and guides please visit: www.foxcitiespac.com. stowed. •Note that recording or taking photos Questions about your show reservation? Contact our in the theater is strictly prohibited; education sales team at [email protected] however, photos may be taken in the or call (920) 730-3726. lobby. •It’s a long way down – please do not ENJOY THE SHOW! drop items off balconies.

INFORMATION FOR TEACHERS DID YOU KNOW? Be prepared to arrive early – You should plan on arriving to the •There are over 148 miles, or Center 30 minutes before the show. Allow for travel time, 781,440 feet of electrical wire in the parking and trips to the restroom. Fox Cities P.A.C.

Know your needs – To best serve the needs of you and your •There are eleven dressing rooms students, please indicate in advance if you have individuals backstage, with enough room for who require special services or seating needs upon making more than 60 performers. your reservation. •Thrivent Financial Hall stage is 5,000 Seating – Seating is based on a number of factors including square feet with approximately 2,100 when the reservation is made, size of group, students’ ages seats from which to watch the show. and any special seating needs. •There is no seat in Thrivent Financial Hall further than 108 feet from the stage. WISCONSIN ACADEMIC STANDARDS To assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTS ORAL LANGUAGE: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

SOCIAL STUDIES GEOGRAPHY: Students in Wisconsin will learn about geography through the study of relationships among people, places and environments.

BEHAVIORAL SCIENCES: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

MUSIC MUSIC RESPONSE ANALYSIS: Students in Wisconsin will analyze and describe music.

MUSIC RESPONSE EVALUATION: Students in Wisconsin will evaluate music and music performances.

MUSIC CONNECTIONS THE ARTS: Students in Wisconsin will relate music to the other arts and disciplines outside the arts.

MUSIC CONNECTIONS HISTORY AND CULTURE: Students in Wisconsin will relate music to history and culture.

THEATER RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 ABOUT THE COMPANY Lionheart Youth Theatre is a company based in Austin, TX, dedicated to producing and presenting work for young audiences to celebrate the fearlessness and imagination of the next generation. They strive to create collaborative experiences in all artistic mediums that spark joy, ignite Praise for community, and inspire young people to find their voice. Petra and the Glass Half Full Theatre creates new works of theater using the precise Wolf physical language of both humans and puppets to address the momentous issues that humankind confronts across the globe. Their stories are “The show was designed to travel across linguistic and cultural boundaries to the heart of incredible…Parents and the imagination, where together with the audience they strive to question, teachers alike exclaimed to elevate, and to dream. that Petra was one of the best productions they had ever seen on our SYNOPSIS stage.” This original work introduces the mischievous but fearless Petra, the -Paramount Theatre granddaughter of the fabled Peter. When a wolf threatens her home and Austin, TX animal friends, her adventure becomes a showcase of bravery and compassion. Family audiences will walk away from this stunning piece of “The thought and detail visual and musical storytelling with a new sense of empathy for the animals going into the show is on that share our earth. par with a project aimed at adults.” A new work for young audiences inspired from the Prokofiev classic Peter -The Austin Chronicle and the Wolf, with captivating large-scale puppetry by Glass Half Full Theatre and a new instrumental score written and performed live by Mother Falcon.

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 LESSON ONE: Stories through Music Objective: Students will learn about different instruments, orchestral families and how they work together to create music.

MATERIALS Computer & Speakers Copy of “Peter and the Wolf” (pg. 8-9) Chalkboard/Whiteboard 4 Posters/Signs of different orchestral instrumental families

OPENING DISCUSSION Every day, we are surrounded by stories. Even our parents ask “How was your day?” While words are one familiar way to tell a story, can anyone think of other ways we could tell a story? (i.e. music, illustrations/cartoons, dance). No matter which way we tell the story, all stories should have good characters. Characteristics and personality are two ways we separate one character from another. Just like characters, instruments have their own characteristics and sounds. Petra and the Wolf and Peter and the Wolf both use instruments to depict characters to help tell the story. Today, we’re going to explore how.

WARMUP • Before students enter the classroom, post four posters or signs on the wall around the room showing the four different orchestral instrumental families (String, wood winds, brass, percussion). • Ask students about some instruments they know. Categorize these instruments in their appropriate orchestral families. • Share with students that the orchestra is composed of four major instrumental families. Play a brief sample of each family. • Strings: www.youtube.com/watch?v=WX0x9hOjF0I • Woodwinds: www.youtube.com/watch?v=Z-S5mlvTwUI • Brass: www.youtube.com/watch?v=Ut_vq0eN1WA&list=PL2FDE34E0938C86F5 • Percussion: www.youtube.com/watch?v=TtyyTUOwjRA • Ask students to walk towards their favorite orchestral family. Select a few students from each group to share why they picked the instrumental family they did. Encourage students to expand beyond “I liked it” into more adjectives and descriptors. • I.E. Does the instrument sound happy, sad, heavy, light, loud, soft, harsh, smooth, sneaky, strong, slow, fast, determined, relaxed?

ACTIVITY • Read the story “Peter and the Wolf” (Pg. 8-9) to your students. • As a class, make a list of characters from the story. • Brainstorm with students the key adjectives and descriptors of each character. • Return to the instrumental families of the orchestra. Based on the list of descriptors, have students predict which instruments or instrument families the characters will come from. (Note: It may be helpful to remind students more than one character can come from each family). • Share with students the correct responses and each character’s themes. • Bird- Flute- Woodwinds • Grandfather- Bassoon- Woodwinds • Duck- Oboe- Woodwinds • Wolf- French Horn- Brass • Cat- Clarinet- Woodwinds • Hunter- Timpani- Percussion (Listen to each theme Here: www.philtulga.com/Peter.html) • Peter- Strings

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 ACTIVITY cont.

• Ask students what pairings were they surprised by? Were there any they disagreed with? What do they think would be a stronger choice?

EXTENSION ACTIVITY • Repeat the activity above using a story, novel or narrative students are working on in class. Have students independently assign instruments to each character. Have students share their pairings with a partner or the class, explaining why they made the choices that they did.

CLOSING DISCUSSION What were some of the similarities and differences between reading Peter and the Wolf and listening to the composition? Did you make any discoveries about the characters? If you were a character in an orchestral piece, what instrument would your sound be?

Folklore is defined by the American Folklore Society as the traditional art, literature, knowledge and practice that is disseminated largely through oral communication and behavioral example. Folklore is a rich and deep dimension of culture, a culmination of beliefs, practices, knowledge, crafts and stories. Folk tales are orally told stories that are one dimension of folklore. Like Peter and the Wolf, many of these stories receive numerous adaptations throughout different art forms and across cultures. These traditional stories feature a take-home message or parable. Through examining the details and characters of a culture’s folktales, we are able to better understand its history, traditions, fears and desires. Peter and the Wolf originates from Russia. Russian or Slavic folktales are usually divided into two categories- of Pagan or Christian origins. Many originally pagan stories were adapted to include Christian themes when the Russian Orthodox Church became the state religion of Russia in the year 957. These folktales can also be classified according to subject matter as tales with animals, tales of manners and tales of mythology. In animal tales, the fox and wolf are the most common creatures. Learn more at the American Folklore Society (www.afsnet.org)

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 “Peter and the Wolf”- Prokofiev’s Original Story Early one morning, Peter opened the gate and walked out into the big green meadow. On a branch of a big tree sat a little bird, Peter's friend. "All is quiet" chirped the bird happily. Just then a duck came waddling round. She was glad that Peter had not closed the gate and decided to take a nice swim in the deep pond in the meadow. Seeing the duck, the little bird flew down upon on the grass, settled next to her and shrugged his shoulders. "What kind of bird are you if you can't fly?" said he. To this the duck replied "What kind of bird are you if you can't swim?" and dived into the pond. They argued and argued, the duck swimming in the pond and the little bird hopping along the shore. Suddenly, something caught Peter's attention. He noticed a cat crawling through the grass. The cat thought; "That little bird is busy arguing, I'll just grab him. Stealthily, the cat crept towards him on her velvet paws. "Look out!" shouted Peter and the bird immediately flew up into the tree, while the duck quacked angrily at the cat, from the middle of the pond. The cat walked around the tree and thought, "Is it worth climbing up so high? By the time I get there the bird will have flown away." Just then grandfather came out. He was upset because Peter had gone in the meadow. "It's a dangerous place. If a wolf should come out of the forest, then what would you do?“ But Peter paid no attention to his Grandfather's words. Boys like him are not afraid of wolves. But grandfather took Peter by the hand, led him home and locked the gate. No sooner had Peter gone, than a big grey wolf came out of the forest. In a twinkling the cat climbed up the tree. The duck quacked, and in her excitement jumped out of the pond. But no matter how hard the duck tried to run, she couldn't escape the wolf. He was getting nearer, nearer, catching up with her. Then he got her, and with one gulp, swallowed her. And now, this is how things stood: the cat was sitting on one branch, the bird on another . . . not too close to the cat. And the wolf walked around and around the tree, looking at them with greedy eyes. In the meantime, Peter, without the slightest fear, stood behind the closed gate watching all that was going on. He ran home, got a strong rope, and climbed up the high stone wall. One of the branches of the tree, around which the wolf was walking, stretched out over the wall. Grabbing hold of the branch, Peter lightly climbed over on to the tree. Peter said to the bird: "Fly down and circle over the wolf's head. Only take care that he doesn't catch you."

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 “Peter and the Wolf”- Prokofiev’s Original Story (cont.) The bird almost touched the wolf's head with his wings while the wolf snapped angrily at him, from this side and that. How the bird worried the wolf! How he wanted to catch him! But the bird was clever, and the wolf simply couldn't do anything about it. Meanwhile, Peter made a lasso and carefully letting it down, caught the wolf by the tail and pulled with all his might. Feeling himself caught, the wolf began to jump wildly trying to get loose. But Peter tied the other end of rope to the tree, and the wolf's jumping only made the rope around his tail tighter. Just then, the hunters came out of the woods, following the wolf's trail and shooting as they went. But Peter, sitting in the tree, said: "Don't shoot! Birdie and I have already caught the wolf. Now help us take him to the zoo." And now, imagine the triumphant procession: Peter at the head; after him the hunters leading the wolf; and winding up the procession, grandfather and the cat. Grandfather shook his head discontentedly; "Well, and if Peter hadn't caught the wolf? What then?" Above them flew Birdie chirping merrily. "My, what brave fellows we are, Peter and I! Look what we have caught!" And if one would listen very carefully, he could hear the duck quacking inside the wolf; because the wolf in his hurry, had swallowed her alive.

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 LESSON TWO: Choices and Consequences Objective: Students will contrast choices and consequences made by characters. Students will apply this principle to their own daily lives, considering the importance of rules and guidelines.

MATERIALS Copy of “Peter and the Wolf” (pg. 8-9)

OPENING DISCUSSION Can you think of one choice you made today? Whether we know it or not, we make hundreds of decisions every day. Some decisions are small, like which shirt to wear, while others are larger, like what afterschool activity to become involved with. Every decision comes with a consequence. Consequences are not just bad things, they can be good things too. A reward is a consequence for a job well done, while a punishment is a consequence for a mistake or poor decision. Just like decisions, consequences can be big and small, sometimes so small they are unnoticed. Characters also face decisions and consequences that ultimately determine how the story goes. Today we’ll take a look at Peter, and some of the decisions he made.

WARM UP • Read aloud, or have students read to themselves “Peter and the Wolf” (Pg. 8-9). • Younger Grades: Reread the story aloud, instructing students to raise their hands when they think one of the characters is making a choice. • Pause and discuss what choice is being made. What are some of the other options the character might have? • Keep a running list on the board of the indicated choices. • After completing the reading, lead students in a discussion of each choice and how it affected the other characters in the story. • Ask students what role the grandfather played? Did Peter follow his advice? What happened because of it? What could have happened? • Older Grades: Have students reread the story to themselves and make notes of where they think one of the characters made a choice. • Individually, have students record the consequences of each choice that was made. Ask if it was a positive or a negative consequence. • Pair students up and have them share their responses with one another. • Within their pairs, have them pick one choice in the story. Then ask them to consider how the story would change if the character had made a different choice. • Have students share their thoughts and discoveries with the class.

ACTIVITY • As a class, create a list of guidelines, rules and advice that students follow both in school and at home. • When you’ve finished the list, select one rule or guideline to discuss with students. Ask students: • Why they think the rule exists? • Have they ever broken this particular rule? • Did they get caught? If so, what were the consequences? • If not, what happened?

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 ACTIVITY (cont.) • Divide students into groups of three. Assign or have each group pick one of the listed rules to use in their skit. • Have groups collaborate on creating a situation demonstrating a time when the rule or guideline applies. • Encourage students to think about where, when and who makes up the scene of the situation. • Each person should select a character from their situation and create a two part skit. • The first part will show what happens when the rule is followed. • The second part will show what happens when the rule is broken. • Allow students time to rehearse their skits. • Remind students to pay particular attention to the moment the decision is made to break or follow the rule. • Have groups present their skits to one another. • Instruct audience members to raise their hands at the moment of decision.

CLOSING DISCUSSION As you can see, just like characters in stories, we face decisions big and small every day. Can you think of anything other than rules that help us make decisions? Can you remember a time you made a tough choice? Was there a time you wish you had decided something different? What about a time when you didn’t know what to do? How did you make up your mind? DID YOU KNOW? Sergei Sergeyevich Prokofiev, composer of Peter and the Wolf, is considered one of the greatest composers in contemporary music. He was born on April 23, 1891 in Sontsovka, Ukraine. His father, also named Sergi, was an agronomist and soil engineer, while his mother was an accomplished pianist. He composed his first piece of music at the age of five. Three years later, he heard opera for the first time in Moscow. He wrote his own with his mother’s assistance. At the age of 13, Prokofiev entered St. Petersberg Conservatory to study conducting, composition and music. He made his first public appearance at St. Petersburg Evenings of Contemporary Music in 1909. Throughout his education, Prokofiev maintained friendships with then-new artists in theater, poetry and painting. Sergei Prokofiev premiered his first major work, Piano Concerto No. 1 in D-flat major at Moscow on July 5, 1912. He performed the piece again at what was known as the “Battle of the Pianos” at St. Petersberg Conservatory, and won the Anton Rubinstein prize. With the dawn of World War I, Prokofiev traveled to London and Paris, seeking the newest in art and performance. He wrote several pieces for mentor and ballet impresario Serge Diaghilev. In 1916 Prokofiev wrote The Gambler, a musical adaptation of the novella by Fyodor Dostoyevsky. Unhappy with political strife and its impacts on art, Prokofiev left Russia for the next fifteen years. During his time abroad, Prokofiev gave concerts in places such as Tokyo, Yokohama, Chicago and . He was commissioned in Chicago to write the opera The Love for Three Oranges, which went on to tour in the Soviet Union and Western Europe. He also met his wife, a young Spanish singer named Lina Lubera. The couple had two sons, Svyatoslav and Oleg. Prokofiev met international success, as he continued composing for orchestras, operas, dance and films. Upon returning home in 1933, Prokofiev was regarded as a leading figure in Soviet culture. He continued composing, including creating Peter and the Wolf. Overwork started to impact his health and Prokofiev died suddenly of a cerebral brain hemorrhage in 1953. (Find out more at www.britannica.com/biography/Sergey-Prokofiev)

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 LESSON THREE: Shadow Puppets Objective: Students will identify the major events of a narrative and produce an abridged plot summary. They will improvise and retell the story using shadow puppetry.

MATERIALS: Cardstock Scissors Popsicle Sticks, Straws or Wooden Dowels Translucent Screen or Sheet Light Source Whiteboard or Chalkboard

OPENING DISCUSSION Beyond being just a piece of music, Petra and the Wolf and Peter and the Wolf are narrative stories. Just like a story we read or tell each other, these stories have characters, as expressed by instruments, and action that happens during the beginning, middle and end of the story. Beyond the music, the company of Petra and the Wolf uses puppets to help tell the story. There are many different kinds of puppets, coming from all over the world. One type of puppet is a shadow puppet, which is how we will tell our own version of Peter and the Wolf today.

WARM UP • Before class, set up the screen. It’s helpful if you can configure the room so that the screen can be moved in front of the board or writing surface you’ll use for this activity so that students can see it while performing. • Divide students into groups with 3-5 students per group. • Distribute sheets of cardstock, a copy of the character drawings (pg. 14-16) and five popsicle sticks, straws or dowels to each group. • Assign or have each student select a character from the story. Students should cut out that character. • Once their character is cut out, have students trace their cutout onto cardstock and then cut out their animal from the cardstock. • Students should glue their popsicle stick, straw, or wooden dowel onto their cardstock character, and set their puppets aside to dry. French Scenes: A scene of a play or performance where the beginning or end is marked by a character’s entrance or exit. ACTIVITY • Explain to students that within drama, both live and puppetry, stories are divided into scenes. One method for breaking down scenes is to divide them into “French Scenes”- every time a character enters or exits, a new scene is created. • Review the story Petra and the Wolf (pg. 8-9)- breaking the story into French Scenes. Write each scene on the board, listing the character within each scene. • Upper Grades: Have students break down the story within their small groups. • After all scenes and characters have been written, collaborate with students on the major event or action of each scene. List these events next to the scene itself. • When phrasing these events, focus on characters and how they affect each other. (i.e. The cat chases the bird into the tree). • As a class, have a call-and-response, reviewing the action of the story. Lead the students, beginning with “Our story begins with Scene 1 where…(students read the action of Scene 1)”. Between each scene, prompt students by saying “and then… (students reply with the action of the next scene).”

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 ACTIVITY (cont.) • After a few repetitions of reviewing the scenes in order, ask students what they think would happen if the scenes were rearranged? • Lead another round of call and response, having students read the action of the scene you point to. • Point to the scenes out of order. • Ask students “Did the story make sense?” • Show students the screen and light source. Allow students to experiment with their puppets, moving them closer to and further away from the light source. • Have each group perform the story, or a section of the story. Allow them to improvise dialogue based on their character and the action of the scene.

CLOSING DISCUSSION No matter how we tell stories, whether through language, music, movies, or dance, every story has elements in common. Every story has characters and a specific order or beginning, middle and end. These elements are what makes each story unique. Can you think of these parts in your favorite story?

DID YOU KNOW?

Sergei Prokofiev, composer for Peter and the Wolf was from the Soviet Union, also known as the Union of Soviet Socialist Republics. Currently known as Russia, the Soviet Union was comprised of 15 smaller republics with over 100 distinct nationalities. It covered over 22 million square miles, two and a half times the size of the United States. It was so big, it covered 11 of the 24 world time zones. The Soviet Union was established in December of 1922 following the 1917 Revolution, replacing the Russian Empire of the Tsars. The four original republics were the Russian and Transcaucasian Soviet Federated Socialist Republics and the Ukrainian and Bellorussian Soviet Socialist Republics. Like Russia, the capital of the Soviet Union was in Moscow. Unlike the United States, the Soviet Union had a centralized authoritarian government. It was comprised of two chambers, the Soviet of the Union and the Soviet of the Nationalities, each with 750 members. These representatives were elected, however elections usually had only one candidate. While legislation was supposed to be developed by each chamber, most decisions were made by a small group known as the “Presidium of the Supreme Soviet.” Economically, instead of a capitalism like the United States, the Soviet Union had a socialist system. This meant all production, distribution and exchange was controlled by the government, based on a series of five year plans. Each industry had its own set of plans that set goals for production. During the late 1980s and early 1990s significant political and economic changes impacted the Soviet Union. The centralized economy was replaced with elements of a market economy, leading to problems with production and distribution. Politically, the Soviet Supreme was replaced with the Congress of People’s Deputies, a 2,250 member congress that functioned more like a parliament. Many non-communists were elected, leading to vigorous disagreement and debate. Consensus among the republics became more difficult. The republics of Estonia, Lativa and Lithuania had achieved complete independence and were internationally recognized as sovereign states. Despite several attempts to unify the republics, the Soviet Union ceased to exist in 1991. (Consulted www.britannica.com)

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 LESSON FOUR: Adaptation Ad-Lib OBJECTIVE: Students will follow the creative adaptation process of “Peter and the Wolf” to “Petra and the Wolf.” They will then create and present their own adaptations.

MATERIALS: • Copy of “Peter and the Wolf” (pg. 8-9) • Copies of Setting Venn-diagram (pg. 19) • Copies of Adaptation Worksheet(pg. 20) • Copies of Blank Character/Setting “Peter and the Wolf” to each student(pg. 21-23) • White Board/Chalk Board

OPENING DISCUSSION “Peter and the Wolf” is an example of a folktale. A folktale is a characteristically anonymous or timeless tale. Stories like “The Three Little Pigs”, “Sleeping Beauty” or “Jack and the Beanstalk” are a few examples of folktales. These stories and their characters are so familiar, it’s not uncommon to see several adaptations of the same story, such as Petra and the Wolf. After studying the characters of Peter and the Wolf, the creative minds behind Petra and the Wolf picked specific parts of the original story. Then they added their own twist onto the story, blending the traditional tale with a new setting. Today we’ll create our own adaptation of the story.

WARM UP • Discuss with students the importance of setting: • Select a story students are familiar with (a story they’ve recently studied or a popular movie will work well). • Ask students about what happens in the story? Record three or four of the major plot points they name on one side of the board. Number each point chronologically in the order they happen. Leave the middle of the board clear. • Ask students to name three or four of the major characters. What are two or three adjectives to describe those characters? Record their answers on the other side of the board- leaving the middle clear. • Where does the story take place? Ask students for two or three adjectives describing the setting. Record these answers in the center of the board. • Ask students what plot points or characters does the setting affect? Draw lines connecting the setting to the different plot and character points that they name. • Discuss with students how the story would change if the setting were different.

ACTIVITY • Note: This activity may also be done in small groups. • Distribute copies of the setting Venn-Diagram (pg. 19) , Adaptation worksheet (pg. 20), and Blank Character/Setting story (pg.21-23) to each group. • Lead students through filling out the setting Venn-Diagram. Have students compare and contrast to Wisconsin. What are some of the similarities and differences in: • Weather/Climate? • Animals? • Terrain? • Tell students that the creators of Petra and the Wolf changed a few things when adapting the classic

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 ACTIVITY (cont.) • folktale. They changed the setting of the story from rural Russia to Texas. We will make similar changes to create our own version of the folktale. • Read or have students read within their groups “Peter and the Wolf” (pg. 8-9). • As a class list the names of each character on the board. Ask for two or three adjectives or descriptors of each character. • Encourage students to expand beyond the story. Not all descriptors need to be within the text itself, but rather the way the students see the character. • Using the Adaptation worksheet, ask students to pick a new animal for each of the main characters. Remind students it’s important to remember the character traits of the original character and pick a similar animal for their own version. • Upper Grades: Allow students to brainstorm their own original animal options. • Have students fill out the rest of the Ad-Lib worksheet. • Using the Blank Setting/Character “Peter and the Wolf”, have students fill in the names of the new characters, as well as the new words they’ve chosen from their Adaptation worksheet. • Students should reread their new versions of the story to themselves. • Upper Grades: Have students edit their stories for correct grammar. • Select a few students to share their stories with the class.

CLOSING DISCUSSION Through adapting Peter and the Wolf what changed? What stayed the same? How can you tell that it’s the same story? How much did we have to change to make it our own story? What would happen if we changed more or less? These are some of the central questions artists and creators ask whenever creating an adaptation. How is this different than writing your own original story?

Mother Falcon composed the music for “Petra and the Wolf”. Originally from Austin, Texas, the group is known as an Indie Rock Orchestra, composed of 18 different members. The group began when its members were teenagers in high school, looking for opportunities beyond orchestra class to collaborate and create music. Composer and multi-instrumentalist Nick Gregg is considered the band’s leader, but the group frequently composes as a collective. When creating a new song, several of its members will create the main melodies and harmonies, and distribute musical sketches to other band members. The rest of the band will continue to rehearse and improvise until the piece is “complete”. Celebrating their 9th year together, the group has overcome challenges such as college, graduate school and geographic separation. Following their feature on NPR, Mother Falcon was labeled as “the little orchestra that can seemingly do the impossible.” Beyond their four recorded albums, the group hosts a yearly summer camp to educate middle and high schoolers about music and collaborative composition. Find out more at mfml.org/

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726

Texas Wisconsin

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Adaptation Worksheet 1- Flying Animal 2- Swimming Animal • Hawk • Goose • Flying Squirrel • Flamingo • Bat • Peacock • Lemur • Sea Turtle 3- Domestic Animal 4- Predator • Dog • Lion • Ferret • Tiger • Hamster • Bear • Rabbit • Hyaena • Mouse • Raccoon • Teacup Pig • Coyote

Other Descriptors A: (Adjective)

B: (First Name/Your Name)

C: (City in Wisconsin)

D: (Body of Water)

E: (Occupation)

F: (Part of the Body)

G: (Action Verb)

H: (-ly Adjective)

I: (Adjective)

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Early one (A) morning, (B) opened the gate and walked out into (C), Wisconsin. On a branch of a big tree sat a (1), (B)'s friend. "All is quiet" chirped the (1) happily. Just then a (2) came waddling round. She was glad that (B) had not closed the gate and decided to take a nice swim in the (D) in (C). Seeing the (2), the (1) flew down upon on the grass, settled next to her and shrugged his (F). "What kind of bird are you if you can't fly?" said he. To this the (2) replied "What kind of bird are you if you can't swim?" and dived into the (D). They argued and argued, the (2) swimming in the (D) and the little (1) hopping along the shore. Suddenly, something caught (B)'s attention. He noticed a (3) (G)ing through the grass. The (3) thought; "That little (1) is busy arguing, I'll just grab him. (H), the (3) crept towards him on her velvet paws. "Look out!" shouted (B) and the (1) immediately flew up into the tree, while the (2) quacked angrily at the (3), from the middle of the pond. The (3) walked around the tree and thought, "Is it worth climbing up so high? By the time I get there the (1) will have flown away." Just then grandfather, a (E) came out. He was upset because (B) had gone into (C). "It's a dangerous place. If a (4) should

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 come out of the forest, then what would you do?" But (B) paid no attention to his grandfather's words. Boys like him are not afraid of wolves. But grandfather took (B) by the (F), led him home and locked the gate. No sooner had (B) gone, than a big (4)came out of the forest. In a twinkling the (3) climbed up the tree. The (2) quacked, and in her excitement jumped out of the (D). But no matter how hard the (2) tried to run, she couldn't escape the (4). He was getting nearer, nearer, catching up with her. Then he got her, and with one gulp, swallowed her. And now, this is how things stood: the (3) was sitting on one branch, the (1) on another . . . not too close to the (3) . And the (4) walked around and around the tree, looking at them with (I) eyes. In the meantime, (B) , without the slightest fear, stood behind the closed gate watching all that was going on. He ran home, got a strong rope, and climbed up the high stone wall. One of the branches of the tree, around which the (4) was walking, stretched out over the wall. Grabbing hold of the branch, (B) lightly climbed over on to the tree. (B) said to the (1): "Fly down and circle over the (4)'s head. Only take care that he doesn't catch you." The (1)almost touched the (4)'s head with his (F) while the (4)snapped angrily at him, from this side and that. How the (1) worried the (4)

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 How he wanted to catch him! But the (1)was clever, and the (4)simply couldn't do anything about it. Meanwhile, (B) made a lasso and carefully letting it down, caught the (4)by the tail and pulled with all his might. Feeling himself caught, the (4)began to jump wildly trying to get loose. But (B) tied the other end of rope to the tree, and the (4)'s jumping only made the rope around his tail tighter. Just then, the hunters came out of the woods, following the (4)'s trail and shooting as they went. But (B), sitting in the tree, said: "Don't shoot! (1) and I have already caught the (4). Now help us take him to the. zoo." And now, imagine the triumphant procession: (B) at the head; after him the hunters leading the (4); and winding up the procession, grandfather, a (E) and the (3) all marching through (C). Grandfather shook his head discontentedly: "Well, and if (B) hadn't caught the (4)? What then?" Above them flew (1) chirping merrily. "My, what brave fellows we are, (B)and I! Look what we have caught!" And if one would listen very carefully, he could hear the (2) quacking inside the (4); because the (4) in his hurry, had swallowed her alive.

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few questions to get the conversation started!

•Which part do you remember most from the performance? What was happening?

•Which character did you relate to most? Why?

•Why do you think it was important that Petra was a girl, and not a boy like in the original story? How did it make the story different?

•What were some similarities and differences between Peter and the Wolf and Petra and the Wolf?

•How would the show have been different if the grandfather wasn’t a puppet?

•How were lights, sound, and scenery used during the show? Do you think it was effective? If you were one of the designers, what would you have done differently?

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 BOOKS “Peter and the Wolf “ By Janet Schulman and Sergi Prokofiev- An illustrated version of the adapted story.

VIDEOS Peter and the Wolf- A 27-minute telling of Peter and the Wolf. Includes narration, and an introduction explaining the associations between the characters and their instruments. https://www.youtube.com/watch?v=9ueGfjBKbiE

WEBSITES Arts Edge- Site dedicated to Arts Integration in the classroom. Includes definitions, presentations and lesson ideas. https://www.artsedge.org

American Folklore Society- Connecting Folklorists and serving Folklore studies. http://www.afsnet.org/

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 THANK YOU TO OUR SERIES PARTNERS FOR MAKING THIS PERFORMANCE POSSIBLE!

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Fox Cities Performing Arts Center Education Department 400 W. College Avenue Appleton, WI 54911