THE UGLY DUCKLING & THE TORTOISE AND THE HARE
Applause Series CURRICULUM GUIDE February 28 - March 1, 2013
GUIDE CONTENTS
About Des Moines Performing Arts Page 3
Going to the Theater and Dear Teachers, Theater Etiquette Page 4 Thank you for joining us for the Applause Series presentation of The Ugly Duckling and The Tortoise and the Hare. These two Civic Center Field Trip classic tales — with timeless messages about the power of Information for Teachers perseverance and the truth that beauty is more than skin deep — Page 5 are told anew in this dazzling production. Without using any spoken word, Lightwire Theater brings the stories to life through Vocabulary movement, music, and remarkable electroluminescent puppets. Page 6 The result is an experience that both delights and moves children and adults alike. About the Performance Page 7 We thank you for sharing this special experience with your students and About Lightwire Theater hope that this study guide helps you Page 8 connect the performance to your in-classroom curriculum in ways that The Elements: you find valuable. In the following About the Movement pages, you will find contextual Page 9 information about the performance and related subjects, as well as a variety of The Elements: discussion questions and activities. About the Puppets Some pages are appropriate to Page 10 reproduce for your students; others are designed more specifically with you, The hare in The Tortoise and The Elements: their teacher, in mind. As such, we the Hare. About the Technology hope that you are able to “pick and Page 11 choose” material and ideas from the study guide to meet your class’s unique needs. Animal Fun Facts Page 12 See you at the theater, Pre-Show Exploration Des Moines Performing Arts Education Team Pages 13-14
Post-show Discussion and Assessment Support for Des Moines Performing Arts education programs and the Applause Series is provided by: Pages 15-16
Alliant Energy, American Republic Insurance Company, Bradford and Sally Austin, Bank of America, Dean and Sandra Carlson, CenturyLink, EMC Insurance Reproducibles Companies, Greater Des Moines Community Foundation, Hy-Vee, John Deere Pages 17-18 Des Moines Operations, Iowa Department of Cultural Affairs, Richard and Deborah McConnell, Pioneer Hi-Bred - a DuPont business, Polk County, Prairie Meadows, Resources and Sources Sargent Family Foundation, U.S. Bank, Wells Fargo & Co., Willis Auto Campus, Page 19 Windsor Charitable Foundation, West Bancorporation Foundation and more than 200 individual donors.
This study guide was compiled and written by Karoline Myers; edited by Michelle McDonald.
Des Moines Performing Arts Page 2 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide ABOUT DES MOINES PERFORMING ARTS
Des Moines Performing Arts is a private, nonprofit organization and is an DID YOU KNOW? important part of central Iowa’s cultural community. It is recognized nationally for excellence as a performing arts center and is committed to More than 350,000 people visit engaging the Midwest in world-class entertainment, education, and cultural Des Moines Performing Arts activities. venues each year.
Des Moines Performing Arts Des Moines Performing Arts presents professional touring productions, opened in 1979. including theater direct from Broadway, world-renowned dance companies, family programming, comedy, and concerts. Des Moines Performing Arts has three theater spaces: Education and Community Engagement programs are core to Des Moines Performing Arts' mission as a nonprofit performing arts center. Civic Center, 2744 seats Stoner Theater, 200 seats Temple Theater, 299 seats Public education programs allow audience members and local artists to (located in the Temple for make meaningful and personal connections to the art they experience on the Performing Arts) our stages. Guest lectures and Q&As with company members allow audiences to explore the inner workings of the performance. In addition, No seat is more than 155 feet master classes, workshops, and summer camps taught by visiting from center stage in the Civic performers give local actors, dancers, and musicians the chance to Center. increase their skills by working directly with those who know what it takes Nollen Plaza, situated just west to succeed on the professional stage. of the Civic Center, is a park and amphitheater that is also Through its K-12 School Programs, Des Moines Performing Arts strives part of Des Moines Performing to ensure that central Iowa students have affordable access to high quality Arts. The space features the arts experiences as part of their education. More than 46,000 students and Crusoe Umbrella sculpture by educators attend curriculum-connected school matinee performances artist Claes Oldenburg. through the Applause Series annually. In addition, Des Moines Performing As a nonprofit organization, Arts sends teaching artists into the schools to provide hands-on workshops Des Moines Performing Arts and residencies in special opportunities that engage students directly in depends on donor funding to the creative process. And, through its partnership with the John F. support facilities, programming, Kennedy Center, Des Moines Performing Arts provides teachers with and education programs. in-depth professional development training on how to use the arts in their classrooms to better impact student learning. The Applause Series started in 1996. You are joining us for our 17th season of school performances.
Des Moines Performing Arts Page 3 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide GOING TO THE THEATER . . .
YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow Attending a live performance is a unique and exciting when you visit the theater: opportunity. Unlike the passive experience of watching a movie, audience members play an Leave all food, drinks, and chewing gum at school important role in every live performance. As they act, or on the bus. sing, dance, or play instruments, the performers on Cameras, recording devices, and personal stage are very aware of the audience’s mood and listening devices are not permitted in the theater. level of engagement. Each performance calls for a different response from audience members. Lively Turn off and put away all cell phones, pagers, and bands, musicians, and dancers may desire the other electronic devices before the performance audience to focus silently on the stage and applaud begins. only during natural breaks in the performance. Do not text during the performance. Audience members can often take cues from performers on how to respond to the performance Respect the theater. Remember to keep your feet appropriately. For example, performers will often off of the seats and avoid bouncing up and down. pause or bow for applause at a specific time. When the house lights dim, the performance is As you experience the performance, consider the about to begin. Please stop talking at this time. following questions: Talk before and after the performance only. Remember, the theater is designed to What kind of live performance is this (a play, a amplify sound. Other audience members and the dance, a concert, etc.)? performers on stage can hear your voice! What is the mood of the performance? Is the Use the restroom before the performance or wait subject matter serious or lighthearted? until the end. If you must leave the theater during the show, make sure the first set of doors closes What is the mood of the performers? Are they before you open the second — this will keep happy and smiling or somber and reserved? unwanted light from spilling into the theater. Are the performers encouraging the audience to Appropriate responses such as laughing and clap to the music or move to the beat? applauding are appreciated. Pay attention to the Are there natural breaks in the performance artists on stage — they will let you know what is where applause seems appropriate? appropriate. Open your eyes, ears, mind, and heart to the A SPECIAL EXPERIENCE entire experience. Enjoy yourself! Seeing a live performance is a very special experience. Although it is not required, many people enjoy dressing up when they attend the theater. GOING TO THE THEATER information is adapted from the Ordway Center for the Performing Arts study guide materials.
Des Moines Performing Arts Page 4 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS
Thank you for choosing the Applause Series with Des Moines Performing Arts. Below are tips for organizing a safe and successful field trip to the Civic Center.
ORGANIZING YOUR FIELD TRIP ARRIVAL TO THE CIVIC CENTER Please include all students, teachers, and chaperones When arriving at the Civic Center, please have an in your ticket request. adult lead your group for identification and check-in After you submit your ticket request, you will receive a purposes. You may enter the building though the East confirmation e-mail within five business days. Your or West lobbies; a staff member may be stationed invoice will be attached to the confirmation e-mail. outside the building to direct you. Payment policies and options are located at the top of Theater staff will usher groups into the building as the invoice. Payment (or a purchase order) for your quickly as possible. Once inside, you will be directed to reservation is due four weeks prior to the date of the the check-in area. performance. Applause seating is not ticketed. Ushers will escort Des Moines Performing Arts reserves the right to groups to their seats; various seating factors including cancel unpaid reservations after the payment due date. group size, grade levels, arrival time, and special Tickets are not printed for Applause Series shows. needs seating requests may be used to assign a Your invoice will serve as the reservation confirmation group’s specific location in the hall. for your group order. We request that an adult lead the group into the Schedule buses to arrive in downtown Des Moines at theater and other adults position themselves least 30 minutes prior to the start of the performance. throughout the group; we request this arrangement This will allow time to park, walk to the theater, and be for supervision purposes, especially in the event that a seated. group must be seated in multiple rows. Performances are approximately 60 minutes unless Please allow ushers to seat your entire group before otherwise noted on the website and printed materials. rearranging seat locations and taking groups to the restroom. All school groups with reservations to the show will receive an e-mail notification when the study guide is As a reminder, children under the age of three are not posted. Please note that study guides are only printed permitted in the theater for Applause Series and mailed upon request. performances.
DIRECTIONS AND PARKING IN THE THEATER Directions: From I-235, take Exit 8A (Downtown Exits) In case of a medical emergency, please notify the rd nd nearest usher. A medical assistant is on duty for all and the ramp toward 3 Street and 2 Avenue. Turn Civic Center performances. onto 3rd Street and head south. rd We ask that adults handle any disruptive behavior in Police officers stationed at the corner of 3 and Locust their groups. If the behavior persists, an usher may Streets will direct buses to parking areas with hooded request your group to exit the theater. meters near the Civic Center. Groups traveling in personal vehicles are responsible for locating their own Following the performance groups may exit the theater parking in ramps or metered (non-hooded) spots and proceed to the their bus(es). downtown. If an item is lost at the theater, please see an Buses will remain parked for the duration of the show. usher or contact us after the performance at At the conclusion, bus drivers must be available to 515.246.2355. move their bus if necessary, even if their students are staying at the Civic Center to eat lunch or take a tour. Buses are not generally permitted to drop off or pick up QUESTIONS? students near the Civic Center. If a bus must return to Please contact the Education department at 515.246.2355 school during the performance, prior arrangements or [email protected]. must be made with the Education staff. Thank you!
Des Moines Performing Arts Page 5 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide VOCABULARY
DANCE AND THEATER LIGHT AND EL WIRE THE STORIES
ballet: a backlit: to be illuminated from distraction: classical form behind. If a performer crosses in something that of dance front of another performer in takes one’s marked by The Ugly Duckling, he or she will attention away grace, be backlit. from what they precision, and should focus on. fluidity. Many of conductor: a material through The hare faces the movements Texting can be a which electricity flows easily. In many major distraction in The Ugly EL Wire, copper serves as the distractions for drivers. Duckling are conductor. during the race. ballet-like. Ballet dancer. EL Wire: fable: a short tale to teach a wire that moral lesson, often with animals choreographer: an artist who includes or inanimate objects as the creates the concept for a dance, a copper characters. composes the steps, and teaches core the movement to the dancers. The coated in outsider: a Ugly Duckling choreographers phosphor person who does had to design movement around that not belong to a the puppets used in the show. Several colors of EL Wire. glows particular group. when electricity runs through it. The ducklings puppetry: an EL wire is short for treat the Ugly Image courtesy of deviantArt. art form in electroluminescent. Duckling as an which outsider because he is different. objects, often phosphor: an with human or element that moral: a truth or animal glows when lesson to show characteristics, electricity runs the difference are brought to through it. EL between the life by Wire glows right and wrong puppeteers. because it way to behave. Puppeteers from The contains Ugly Duckling with the Glowsticks also Image courtesy of mysimple- duckling puppets. phosphor. thoughtsonline.blogspot.com. contain phosphor.
Des Moines Performing Arts Page 6 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide ABOUT THE PERFORMANCE
In this performance from The Ugly Duckling The Tortoise and the Hare Lightwire Theater, the audience The Ugly Duckling is based on a The Tortoise and the Hare is one will experience two classic fables fable written by Hans Christian of Aesop’s Fables and is more told in a brand new way — Anderson in 1843. than 2,500 years old! This well through electroluminescent known story, with the message puppetry. Clothed in black, the Of the five eggs in Mother “slow and steady wins the race” puppeteers remain invisible to Duck’s nest, one is the largest gets a modern twist in Lightwire the audience as crayon-like and last to hatch. Bigger and Theater’s version. squiggles in the form of different paler than the others, this last creatures light up the stage. The hatchling is treated as an out- Ridiculed by the Hare, the performance contains no spoken sider by Mother Duck and her Tortoise challenges him to a word. Instead, the story is ducklings. He may be the best race. They set off and the Hare revealed through the ballet-like swimmer of the brood, but this takes a commanding lead right movements of the many puppets. alone is not enough to ensure away. Thinking he will win Creative music, ranging from his acceptance. Knowing only easily, the Hare allows himself classical to jazz to pop, rejection, this Ugly Duckling to be distracted with many underscores the action and the goes out into the wild alone. modern day activities: texting, emotion behind the dazzling Reflecting upon his plight under video games, and the visuals. the glow of a remote willow tree, paparazzi, of course. The he sees a wily cat creeping in Tortoise continues to trudge Run Time: Approx. 60 minutes the direction of Mother Duck’s along at his methodical pace nest. The Ugly Duckling follows and, despite the fact that the and watches as one lagging Hare is a swifter creature, wins duckling is captured and taken the race due to his discipline “The ancient art of full‐body back to the cat’s lair. In true and fortitude. puppetry gets a magical, luminous heroic fashion, this Ugly update . . . Children will love the Duckling succeeds in clear, fast‐paced stories, each with a vanquishing the cat and posi ve message and kid‐friendly rescuing the captured duckling. humor. Adults will enjoy the musical Celebrated by Mother Duck and in‐jokes and marvel at how her ducklings for his unique- Lightwire Theater does it all with ness, all realize that he may only four (so few?) people!” have been an ugly duckling, but he has grown into a beautiful – Leigh Witchel, New York Post and powerful swan.
Des Moines Performing Arts Page 7 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide ABOUT LIGHTWIRE THEATER
The Ugly Duckling is the creation The show’s creators Ian Carney ABOVE: Lightwire Theater founders Ian and Corbin Popp met while Carney and Corbin Popp with of innovative theatrical electroluminescent puppets from their first companies CORBiAN Visual Arts dancing in Twyla Tharp and Billy production Darwin the Dinosaur. and Dance and Lightwire Joel’s Broadway show MOVIN’ Theater. Learn about how the OUT. An immediate connection Out of that initial collaboration and founders met, their inspiration for was made as they discovered project, they decided to form their this new artistic form, and some their mutual love for art, theater, own production company, Corbian of their critically acclaimed and technology. After coming Visual Arts and Dance. shows. across a product called EL Wire, a
new vision formed. To Carney and Popp, the possibilities of this Ian and Eleanor Carney then technology seemed endless. founded Lightwire Theater, and in conjunction with Corbian Visual “It makes us proud to inhabit the Together, with their wives Eleanor and Whitney, they began to Arts and Dance, began sculptures that we make. We develop puppet-like creatures out pre-production on their first truly are bringing something to of EL Wire. project, The Ugly Duckling and life from the ground up in a way The Tortoise and the Hare using CORBiAN’s signature that cannot be achieved by just Soon, they relocated from New electroluminescent puppetry. pu ng on a costume. Also, the York to New Orleans, Louisiana, to continue the creative process. fact that we are dancers first is Corbin Popp, now a dental The result, after years of cri cal to ge ng the subtle engineering and development was student in Mesa, Arizona, still movements of the creatures their first show, Darwin the manages to stay actively involved in the production, wiring electrical down. You have to fall in love Dinosaur, which has toured with the character and forget extensively through North boxes, building ducks, and America and Europe to critical offering sound advice after hours they are looking at a cool and on weekends. electrical puppet...Cool‐looking acclaim (including school and public performances in Des only gets you five minutes. A er Moines in 2010). that you have to care.” ‐Ian Carney, Lightwire Theater
Des Moines Performing Arts Page 8 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide THE ELEMENTS... ABOUT THE MOVEMENT
The Ugly Duckling is told through ELEMENTS OF DANCE SPACE refers to the space the movement, gestures, and images Dance is the movement of the dancer’s body moves through, the much like ballet. Dance has human body through space in shape of the dancer’s body, the always held an important role in time using energy. Although direction of the body movements, the human experience. Before The Ugly Duckling uses puppetry, and the shapes, levels and there was a word for dance, the choreographers and movement patterns of a group of people were moving their bodies performers continue to utilize the dancers. in rhythmic patterns. Dance is elements of dance in the often used as a way to express movement for the show. It can be TIME is both a musical and dance how one is feeling and to socially helpful to think about each of element. It includes beat, tempo, connect with others. People these elements and how they accent, and duration. around the world use dance to come together to create the mourn, celebrate, worship, honor, whole. ENERGY refers to the force heal, demonstrate power, and to applied to dance to accentuate entertain. Dance is a way to BODY refers to the awareness of the weight, attack, strength, and communicate without words. specific body parts and how they flow of a dancer’s movement. can be moved in isolation and The creators of The Ugly Duckling combination. worked within some very specific parameters when choreographing ACTION refers to locomotor Explore ACTION, TIME, and the show: movement and non-locomotor SPACE by using the movement movement. exercises on page 13. The EL wire light against a black background creates a Locomotor action includes TIPS FOR SUCCESS: two-dimensional effect. movement that travels through space such as walking, running, 1. Set some collective rules of The dancers have to try to jumping, and leaping. behavior while the group is remain invisible. This means moving. These can include one actor cannot pass in front Non-locomotor or axial action keeping hands and feet to of others or they will be backlit refers to movement with body yourself, etc. and their bodies will show. parts while the main part of the body stays planted in one space. 2. Start each part of the activity by The way the puppets are built Examples of non-locomotor action demonstrating a movement limits the ways in which they are swaying, shaking, stretching, before asking students to can be moved. and twisting. participate.
Des Moines Performing Arts Page 9 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide THE ELEMENTS... ABOUT THE PUPPETS
Puppetry is an ancient art form TYPES CREATING THE PUPPETS that exists in many different Some of the characters—like the See the process used to design cultures. Puppets are used in Ugly Duckling and cat — are the cat puppet’s head. storytelling to convey simple, designed like costumes that the clear meaning about universal actors wear. First, they themes such as love, friendship, drew what or discovery. Some examples of Other characters are more like they wanted different kinds of puppets are standard puppets which the the character shadow puppets, hand puppets, actors hold and manipulate. The to look like. ventriloquist dummies, and small ducklings are an example of marionettes. The Ugly Duckling this type of puppet. uses a new kind of light-based puppetry. DESIGN CHOICES When designing the puppets and Then, they costumes, the creators made made the THE PUPPETS many artistic choices. For each puppet with a helmet Each character in The Ugly character, the creators had to and Duckling is built from a framework decide on its color, size, and of struts and joints covered in shape. When making these black cloth that is lined with decisions, the creators took into electrolumiscent wire powered by account the characters’ roles in Next, they a battery pack. (Learn more about the story. As you watch the show, put it on EL wire on page 11). Building the think about how the different and started characters required knowledge of design choices affect how you feel to rehearse. both art and technology. The about the characters. For designers had to solve problems example, why did the creators such as how to make a hinge joint make the cat red rather than a that does not stress the light wire, different color? How does that or a battery pack that is powerful change the way you feel about the Finally, they but not too heavy for the actors to cat? added the wear while moving. EL wire and a power pack and turned it on!
Des Moines Performing Arts Page 10 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide THE ELEMENTS... ABOUT THE TECHNOLOGY: EL WIRE
The Ugly Duckling uses ABOVE: A fish puppet outlined in EL wire 2) PHOSPHOR from CORBiAN Visual Arts and Dance electroluminescent wire (or EL The copper production Darwin the Dinosaur. wire, for short) to create its core is coated glow-in-the-dark creatures. EL with an even wire can be used in many layer of 4) POWER SOURCE creative ways, such as on phosphor. (You When the EL wire is attached to a clothing and costumes. It is also find phosphor in power source, such as a battery, it sometimes used on bicycle other glow-in- glows! A battery pack that powers spokes and helmets, stairs, and the-dark the EL wires is hidden on each walkways so that people can see products like creature in The Ugly Duckling. them in the dark and stay safe. light sticks.)
Learn more about how EL wire Phosphor gives Phosphor glows Think about it: works before seeing the show. off light when when energy, such Why would the creatures use electricity runs as electricity, runs through it. batteries as their power source in through the the show rather than, for example, 1) COPPER WIRE wire. At the center of EL wire is a solid metal core made from copper. 3) PLASTIC TUBE This copper acts as a For protection, the copper core conductor. A conductor is a and phosphor are surrounded by material through which electricity a colored plastic tube. Phosphor – a flow of electrons – moves gives off limited colors of light, so easily. in addition to offering protection, the plastic tube is used to create additional color effects.
The middle of EL wire is made of copper, which conducts electricity. Glowing EL wire, powered by batteries, A plastic sleeve or tube is dyed so that the lines the puppets used to tell The Ugly light can be made into different colors. Duckling.
Des Moines Performing Arts Page 11 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide ANIMAL FUN FACTS
SWANS TORTOISES HARES
Swans’ habitats generally consist Tortoises are reptiles. Hares are related to rabbits, but of rivers, lakes, and ponds. they are not the same type of Tortoises have four legs and a animal: Baby swans are called cygnets. shell that is joined down the sides. They also have horny Hares are usually bigger than A swan’s eggs usually hatch after mouths (or beaks) and no teeth. rabbits. eight weeks. A tortoise is able to withdraw its Rabbits give birth in nests. Swans put their heads head and legs partially into its Hares give birth on the underwater to eat. shell as a way to protect itself ground. from predators. A baby swan has a grey Rabbits hop. Hares leap. feathered coat until it reaches a Tortoises are different from weight of about 20 pounds. Then turtles because they live entirely Hares are solitary animals it will become snowy white like its above the water. For this reason, that tend to live by parents. tortoises do not have flippers. themselves. Rabbits are social animals that tend to Swans migrate. In the wintertime, Tortoises feet are round and live in groups. they fly south to warmer places. stumpy for walking on land. Baby hares are born with fur and A swan has a large and strong A tortoise generally lives as long with open eyes. beak and a long neck. They are as humans. known for how graceful they are Hares are found all over the when they swim. Female tortoises dig nesting world. The only continent they burrows in which to lay their are not found on is Antarctica. A group of swans is called a bevy eggs. They will lay between 1 or lamentation. and 30 eggs. Hares’ habitats consist of fields, meadows, and clearings. A male (boy) swan is a “cob” and Giant tortoises can weight as a female (girl) swan is a “pen.” much as 660 pounds! If disturbed, hares lie perfectly still to escape notice. Swans mate for life. In most tortoise species, the female (girl) tends to grow larger Hares can reach a speed of 35 Swans can fly as fast as 50 to 60 than the male (boy) tortoise. miles per hour! miles per hour. Tortoises are active during the A group of hares is called a Some swans have a wing span daytime and sleep at night. “down” or a “warren.” of 10 feet.
Des Moines Performing Arts Page 12 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES, pg. 1
1) THE DANCING MIRROR 2) GROOVING TO THE BEAT
Explanation: The Ugly Duckling is told all through Explanation: The Ugly Duckling is told all through movement and dance. In this activity, students will movement and dance. In this activity, students will explore ACTION, one of the basic elements of dance, explore TIME and SPACE, two of the basic elements by experiencing locomotor and non-locomotor of dance, through beat creation and movement movements. through space.
Goals: To identify locomotor and non-locomotor Goals: To identify and create a beat, to change action, to develop basic dance vocabulary, and to tempo of beat and movement, and to move through practice types of action. space to beat.
Materials: Materials: Open area Open area Chalkboard and chalk or whiteboard and markers Activity: Activity: 1. Ask the students to create a circle and clap 8 1. Write ‘locomotor movement’ and ‘non-locomotor beats while counting out loud: 1, 2, 3, 4, 5, 6, 7, 8. movement’ on the board and read the descriptions of 2. Explore variations in tempo by asking students to each from the elements of dance ACTION section on insert a word after each number such as ‘Mississippi’ page 9. for a slow tempo, ‘art’ for a fast tempo, or ‘dancer’ for 2. Read through the examples of each type of action a medium tempo. ex. “one, Mississippi, two,” etc. as a group and ask students to generate additional 3. Ask students to divide into two groups: A and B. examples of each that can be listed on the board 4. Ask group “A” to clap a beat using one of the underneath the title of each type of action. tempo prompts from the previous step, while group 3. Ask the students to stand up and form a circle with “B” moves through the space by stepping on each you. Explain to students that they are to be your beat. To give the walking purpose and character, you mirror image. If your hand moves, their hand moves. may want to ask students to move like a certain kind If your body sways, their body sways, etc. of animal as they walk, or as if walking on the moon, 4. Demonstrate a number of examples of action from through water, etc. the board and ask students to name whether the 5. Students in group “A” can experiment with different action is locomotor or non-locomotor movement as tempos, prompted by you, as students in group “B” they mirror the action. change their movement to the beat. 5. Ask students to form pairs and each take turns 6. Ask the two groups to switch roles. being the leader and the follower using both locomotor and non-locomotor actions. Follow-up Questions: 1. Describe the difference between moving to the Follow-up Questions: beat and creating the beat by clapping. Was one 1. Describe how it felt to perform locomotor action. more challenging for you? Why? 2. Describe how it felt to perform non-locomotor 2. How did changing the tempo of the beat affect your action. group’s movement? 3. What was it like to lead your partner? 3. Describe some of the ways that everyone moved 4. What was it like to follow your partner? through the space (stepping, high or low levels, etc.). 5. What did your movements remind you of, if What are some other ways that you might move anything? through space to a beat?
*Exploring Elements of Dance activities are adapted from the Ordway Center for the Performing Arts study guide materials.
Des Moines Performing Arts Page 13 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide PRE-SHOW EXPLORATION ACTIVITIES, pg. 2
3) WRITE A FABLE 4) CELEBRATING DIFFERENCES
Explanation: The Ugly Duckling and The Tortoise Explanation: The Ugly Duckling is rejected by the and the Hare are both fables. In this activity, students other ducklings because he is different. In this activity, will read Aesop’s Fable The Tortoise and the Hare students will explore what makes them similar and and then write their own fable as a group or different from their peers. individually. Goals: To understand and celebrate our differences. Goals: To understand that stories can be used to teach a lesson or moral and to practice creative Materials: writing skills. A print version of The Ugly Duckling
Materials: Activity: A print version of The Tortoise and the Hare 1. As a class, read a version of Hans Christian Paper and a writing utensil Andersen’s The Ugly Duckling. Have your students pay special attention to the way the Ugly Duckling’s Activity: friends and peers treat him. 1. As a class, read a version of Aesop’s The Tortoise 2. Ask your students: and the Hare. Has anyone ever not been very nice to you? 2. Lead a class discussion on the different elements How did it make you feel? of the story: Who were the characters? How were the Have you ever felt like you didn’t fit in? characters the same? How were they different? What What did you do? lesson did the story try to show? 3. Next, lead a “Stand Up If You…” exercise to help 3. Next, tell students that they will be writing their own develop awareness of each person’s individuality. fable. You may select to do this as a whole class Start by saying, “We are going to play a game activity or an individual assignment. together, and I want you to think really hard about 4. First, have students select a moral or a lesson that what makes you special and different from other they would like to teach through their story. As a people. “ class, list ideas for morals to help clarify students’ 4. Lead students into an activity that shows we all thinking. have similarities and differences that make us unique. 5. Second, ask students to think about who their Have students follow your directions very carefully: characters will be that will help them show the moral Stand up if you….have brown hair. they have selected. Remind students that fables Sit down if you...have two eyes. typically use animals to represent human traits. Stand up if you...have a brother. Encourage students to choose at least two animals 5. Continue with different characteristics. You can that will represent opposing qualities. This will help even try a different action every time, such as ‘Rub set up the conflict or problem within the fable. your belly if you…,’ ‘Turn in a circle if you…,’ Jump in 6. Next, ask students to identify a problem that the the air if you…’ characters must solve that will illustrate the moral. 6. After students get used to the game, start to tie in 7. Last, have students decide how the fable will end. aspects of bullying. Say things like ‘Wiggle your body What is the solution to the problem? Remind students if you like to share with others’ or ‘Go line up if you that at least one of the characters should learn the like to include everyone.’ valuable lesson that the story is about. Follow-up Questions: Follow-up Questions: 1. Was there anyone in the class that did all of the 1. What lesson did the characters learn in same actions as you? Why or why not? The Tortoise and the Hare? 2. What actions did you do with others? 2. Why do we sometimes try to teach lessons through 3. What does this show us? stories? 4. What can you do if you or someone you know is 3. Why did you pick that moral to write about? teased or treated meanly because of something that makes them different?
Activity adapted from Creative Writing Ideas and Activities “Writing Fables” lesson plan. Activity adapted from Ballet Nouveau Colorado's “The Ugly Duckling Anti-Bullying Program” materials.
Des Moines Performing Arts Page 14 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide POST-SHOW DISCUSSION AND ASSESSMENT
DISCUSSION 1) WRITE A LETTER
Comprehension: Goal: To reflect on the performance experience and 1. How many eggs hatched from Mother Duck’s nest? to practice writing skills. How were the hatchlings similar? How were they different? Explanation: In this activity, students will write a letter about their experience to the The Ugly Duckling 2. What did the Ugly Duckling do to be a hero? performers or to Des Moines Performing Arts education donors whose support keeps Applause 3. Who was the Ugly Duckling reunited with at the Series tickets accessibly priced for school groups. end of the story? Activity: 4. Why did the Hare and Tortoise decide to race? 1. After attending the performance, discuss the experience with your students. Use the following 5. Who won the race? Why? discussion questions to guide the conversation:
Themes: What was the show about? 1. What was the moral or lesson of each story? How What parts of the show were most exciting? might you apply these lessons to your own life? Which character did you enjoy the most? Why?
What did the characters learn? 2. In The Ugly Duckling, the duckling gets very sad when people make fun of him for being different. What was special about the puppets? What are ways you can make somebody feel better if they are feeling sad or left out? 2. Next, invite students to write a letter to the performers or to Des Moines Performing Arts donors 3. In The Tortoise and the Hare, the tortoise wins by about their theater experience. not giving up. What things in your life have you accomplished by not giving up? Example letter starter:
Dear Lightwire Theater performers, Puppetry: 1. Were you able to see the dancers/puppeteers My favorite part of the show was… during the show? Why or why not? While watching your show I felt… because … I have drawn a picture of the scene when… 2. What did the puppets look like? What kind of colors If I could be in your show, I would play the were they? How do you think the different puppets part of … because … were made? 3. Mail the letters to: 4. If you could ask the dancers/puppeteers a question, what would it be? Des Moines Performing Arts Attn: Education Department Theater Experience: 221 Walnut Street 1. What was your favorite part about our trip to the Des Moines, IA 50309 theater? Follow-up Questions: 2. How was the performance different from other 1. What did you include in your letter? Why did you versions of The Ugly Duckling and The Tortoise and want to share that particular idea? the Hare that you have read?
3. How was music used in the show? How did music help tell the story?
Des Moines Performing Arts Page 15 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide POST-SHOW DISCUSSION AND ASSESSMENT
2) ACTING OUT A STORY 3) GOALS AND DISTRACTIONS
Goal: To demonstrate comprehension of the story Goal: To reflect on the moral of The Tortoise and the through puppetry and performance. Hare and to explore how it relates to students lives.
Explanation: In this activity, students will re-tell the Explanation: In this activity, students will create a story of The Ugly Duckling using simple puppets. race map that depicts a goal and distractions that may keep them from being successful. Preparation: Before you begin this activity, prepare simple puppets to represent each character in the Preparation: Before you begin this activity, make a story The Ugly Duckling. copy of the ‘Race Reproducible’ found on page 18 for each student. To do so, print in color the puppet templates on page 17. Trim away excess paper. Laminate if you so Activity: desire. Glue or tape hare cut-outs to popsicle sticks or 1. Ask students to think about the message in The paint sticks for students to hold onto. Tortoise and the Hare. If needed, guide the discussion to include how the goal of both the tortoise Activity: and the hare was to win the race, and that the winner 1. Reflect on the performance and discuss the was the animal that was able to concentrate on the sequence of events. goal and avoid distractions. 2. Show students the puppets you have prepared. 2. Next, ask students to think about how this message 3. As a class or in small groups, allow students to applies to their own lives. perform the story of The Ugly Duckling with the 3. Challenge students to think of goals or tasks that puppets. Students may use the puppets to narrate the they may need accomplish. Examples: Cleaning their story in their own words. room, getting good grades, etc. Compile a list of their ideas on the board. Follow-Up Questions: 4. Have students draw a picture representing their 1. How were the puppets in the performance similar goal near the finish line on the ‘Race Reproducible.’ to the ones in our classroom? How were they 5. Next have them draw and label along the path different? different things that might distract them or keep them 2. Was there a narrator during the performance? If from accomplishing their goal. not, how could you tell what the characters were 6. Last, have students write words of encouragement thinking about or feeling? along the path that they may say to themselves when 3. What was your favorite part of The Ugly Duckling they are tempted to give in to a distraction that may performance? Why? keep them from focusing on their goal.
Follow-Up Questions: 1. What are the disadvantages of distractions? 2. How do you stay focused on your goals? 3. How does it feel to accomplish a task or a goal?
Des Moines Performing Arts Page 16 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide PUPPET REPRODUCIBLES: For ‘Acting out a Story’ activity on page 16
Des Moines Performing Arts Page 17 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide RACE REPRODUCIBLE: For ‘Goals and Distractions’ activity on page 16
Des Moines Performing Arts Page 18 of 19 The Ugly Duckling & The Tortoise and the Hare Curriculum Guide RESOURCES AND SOURCES
MORE STORIES Classroom Resources: “Aesop’s Fables.” BBC’s Learning School Radio. Hans Christian Anderson Tales: http://www.bbc.co.uk/learning/schoolradio/subjects/english/ The Emperor’s New Clothes aesops_fables The Little Mermaid 40 audio recordings of Aesop’s Fables read by an all-star cast. The Princess and the Pea Includes printable transcript and suggested follow up activities for each. The Snow Queen The Little Match Girl “Aesop’s Fables.” Kids’ Pages for Small Ages. Thumbelina http://www.kids-pages.com/folders/stories/Aesops_Fables/page1.htm An online collection of illustrated Aesop’s Fables for children. Additional Aesop’s Fables: Fresh Plans. “The Ugly Duckling Lesson Plans.” The Ant and the Dove http://www.myfreshplans.com/2010-12/the-ugly-ducking-lesson-plans/ The Ant and the Grasshopper Includes links to various length online versions of the story and lesson The Bear and Two Travelers ideas, including ones on character education. The Boy Who Cried Wolf The Crow and the Pitcher “Promoting Critical Literacy with The Ugly Duckling.” The Dog and his Reflection http://www.squidoo.com/the-ugly-duckling The Dog and the Wolf Includes Ugly Duckling discussion prompts, mini-lessons and video. The Fox and the Crow The Fox and the Goat The Fox and the Grapes Study Guide Sources: Ballet Nouveau Colorado’s “The Ugly Duckling Anti-Bullying Program: The Fox and the Stork Pre-Materials and Worksheets, Grades 2-5.” The Goose with the Golden
Eggs “Writing Fables.” Creative Writing Ideas and Activities. The Lion and the Mouse http://www.creative-writing-ideas-and-activities.com/writing-fables.html The Milkmaid and her Pail The Miller, his Son, and their “Facts About…” Entries on Swans, Tortoises, and Hares. Donkey http://www.facts-about.org.uk The Miser and his Gold The Peacock and the Crane Lightwire Theater & CORBiAN Visual Arts and Dance Official Website. The Stag at the River http://lightwiretheater.com/ The Town Mouse and the Country Mouse Paramount Theatre. “Study Guide for CORBiAN and Lightwire Theater’s The Wind and the Sun “The Ugly Duckling and The Tortoise and the Hare.” The Wolf in Sheep’s Clothing “The Ugly Duckling and the Tortoise and the Hare” Press Kit.
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