The Peking Acrobats. Acrobats. Peking The

THE PEKING ACROBATS

Applause Series Curriculum Guide February 12-13, 2015

GUIDE CONTENTS

About Des Moines Performing Arts Page 3

Going to the Theater and Theater Etiquette Page 4

Dear Teachers, Civic Center Field Trip Information for Teachers Thank you for joining us for the Applause Series presentation of Page 5 the Peking Acrobats. Based on the ancient Chinese tradition from more than 2,000 years ago, The Peking Acrobats perform Vocabulary astounding acrobatic feats accompanied by live traditional music. Pages 6 They are experts at trick-cycling, precision tumbling, somersaulting, and gymnastics. By experiencing their About the Performance performance, it is our hope that your students will not only be Page 7 amazed at the astonishing balance, flexibility and strength of the Peking Acrobats but will gain new appreciation and interest in About the Peking Acrobats China’s rich culture and history. Page 8

We thank you for sharing this very special experience with your Popular Acts in Chinese Acrobatics students and hope this study guide helps to connect the Page 9 performance to your in-classroom curriculum in ways that you find valuable. In the following pages, you will find contextual The Lion Dance: The Legend information about the performance and related subjects, as well Page 10 as a variety of discussion questions and assessment activities. Some pages are appropriate to reproduce for your students; History of Acrobatics others are designed more specifically with you, their teacher, in Page 11 mind. As such, we hope that you are able to “pick and choose” material and ideas from the study guide to meet your class’s Training to be a Chinese Acrobat unique needs. Page 12

See you at the theater, Chinese Acrobatics Myth-Busters Page 13 Des Moines Performing Arts Education Team About China Pages 14-15

Pre-Show Exploration Support for Des Moines Performing Arts education programs and the Applause Series is provided by: Pages 16-18

Alliant Energy, American Republic Insurance Company, Bradford and Sally Austin, Bank of America, Casey’s General Stores, EMC Insurance Companies, Post-Show Discussion and Greater Des Moines Community Foundation, Hy-Vee, John Deere Des Moines Assessment Operations, Iowa Department of Cultural Affairs, Richard and Deborah McConnell, Pages 19 Pioneer Hi-Bred - a DuPont business, Polk County, Prairie Meadows, Principal Financial Group, Sargent Family Foundation, Target, U.S. Bank, Resources and Sources Wells Fargo & Co., Willis Auto Campus, Windsor Charitable Foundation and more than 200 individual donors. Page 20

This study guide was compiled and written by Karoline Myers and edited by Michelle McDonald. Based in part on 2015 study guide materials by The Peking Acrobats.

Des Moines Performing Arts Page 2 of 20 The Peking Acrobats 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 presents professional touring productions, Des Moines Performing Arts including theater direct from Broadway, world-renowned dance companies, opened in 1979. family programming, comedy, and concerts. Des Moines Performing Arts Education and Community Engagement programs are core to Des Moines has three theater spaces: Performing Arts' mission as a nonprofit performing arts center.  Civic Center, 2744 seats  Stoner Theater, 200 seats Public education programs allow audience members and local artists to  Temple Theater, 299 seats make meaningful and personal connections to the art they experience on (located in the Temple for our stages. Guest lectures and Q&As with company members allow the Performing Arts) audiences to explore the inner workings of the performance. In addition, master classes, workshops, and summer camps taught by visiting No seat is more than 155 feet performers give local actors, dancers, and musicians the chance to from center stage in the Civic increase their skills by working directly with those who know what it takes Center. to succeed on the professional stage. Cowles Commons, situated Through its K-12 School Programs, Des Moines Performing Arts strives just west of the Civic Center, is to ensure that central Iowa students have affordable access to high quality a community gathering space arts experiences as part of their education. More than 50,000 students and that is also part of Des Moines educators attend curriculum-connected school matinee performances Performing Arts. The space through the Applause Series annually. In addition, Des Moines Performing features the Crusoe Umbrella Arts sends teaching artists into the schools to provide hands-on workshops sculpture by artist Claes and residencies in special opportunities that engage students directly in Oldenburg. the creative process. And, through its partnership with the John F. Kennedy Center, Des Moines Performing Arts provides teachers with As a nonprofit organization, in-depth professional development training on how to use the arts in their Des Moines Performing Arts classrooms to better impact student learning. The Iowa High School depends on donor funding to Musical Theater Awards is Des Moines Performing Arts’ newest initiative support facilities, programming, to support the arts in Iowa schools, providing important learning tools and and education programs. public recognition to celebrate the achievements of students involved in their high school theater programs. The Applause Series started in 1996. You are joining us for our 19th season of school performances.

Des Moines Performing Arts Page 3 of 20 The Peking Acrobats Curriculum Guide GOING TO THE THEATER . . .

YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow

when you visit the Civic Center: Attending a live performance is a unique and exciting 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.  Turn off and put away all cell phones, pagers, and 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

about to begin. Please stop talking at this time. As you experience the performance, consider the 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.

A SPECIAL EXPERIENCE  Open your eyes, ears, mind, and heart to the 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 20 The Peking Acrobats 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. A Des Moines Performing Arts staff member confirmation e-mail within five business days. Your may be stationed outside the building to direct you to a invoice will be attached to the confirmation e-mail. specific entrance.  Payment policies and options are located at the top of  Des Moines Performing Arts staff will usher groups into the invoice. Payment (or a purchase order) for your the building as quickly as possible. Once inside, you reservation is due four weeks prior to the date of the will be directed to the check-in area. performance.  Applause seating is not ticketed. Ushers will escort  The Civic Center reserves the right to cancel unpaid groups to their seats; various seating factors including 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 Civic Center, for supervision purposes, especially in the event that a and be seated in the theater. 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 performances. and mailed upon request. IN THE THEATER DIRECTIONS AND PARKING  In case of a medical emergency, please notify the  Directions: From I-235, take Exit 8A (Downtown Exits) nearest usher. A medical assistant is on duty for all Main Hall performances. and the ramp toward 3rd Street and 2nd Avenue. Turn onto 3rd Street and head south.  We ask that adults handle any disruptive behavior in their groups. If the behavior persists, an usher may  Police officers are stationed at the corner of 3rd and request your group to exit the theater. Locust Streets and will direct buses to parking areas with hooded meters near the Civic Center. Groups  Following the performance groups may exit the theater traveling in personal vehicles are responsible for and proceed to the their bus(es). locating their own parking in ramps or metered (non-  If an item is lost at the Civic Center, please see an hooded) spots downtown. usher or contact us after the performance at  Buses will remain parked for the duration of the show. 515.246.2355. At the conclusion, bus drivers must be available to move their bus if necessary, even if their students are staying at the Civic Center to eat lunch or take a tour. QUESTIONS?  Buses are not generally permitted to drop off or pick up Please contact the Education department at students near the Civic Center. If a bus must return to [email protected] school during the performance, prior arrangements or 515.246.2355 must be made with Des Moines Performing Arts Thank you! Education staff.

Des Moines Performing Arts Page 5 of 20 The Peking Acrobats Curriculum Guide VOCABULARY acrobat: a performer who Communism: an economical pagoda: a performs gymnastic and tumbling system in which the community particular feats. collectively owns all resources style of and products. The government building act: a part of a performance. In then decides how the resources that is acrobatics, an act often refers to a and products will be distributed to popular specific trick or stunt performed by members of the community. throughout the acrobats. Asia. contortionist: Acrobats ancient: a historical reference to a flexible imitate the all history before the fall of the performer able pagoda’s Roman Empire in 476 A.D. to move shape by Chinese acrobatics, which muscles, limbs forming evidence suggest started at least and joints into human 2,500 years ago, is an ancient art unusual pyramids form that is still performed today. positions. and using Acrobatic props (such agility: the ability to move quickly troupes as fans) to and easily. feature mimic the

contortionists. Contortionists create detailed balance: a pyramid. roof lines. steadiness or equal dynasty: a succession of rulers distribution TOP: A Chinese pagoda from the same family or group. building. BELOW: An of weight. Dynasties ruled China until 1911. acrobatic act called a Acrobatic bicycle pagoda. feats feat: an act or product of skill. In require acrobatics, a feat often refers to a great difficult stunt or trick. props: items used on stage balance. during performances. Examples flexibility: ability to bend easily. include plates, porcelain vases, or

Acrobats’ bodies must be very chairs. In acrobatics, props are flexible. most often common, everyday items. This stems from acrobatics’ handstand: an act origins, when peasant people Acrobats balance on the where the body is would use items around limbs of fellow performers. supported in a themselves to try to perform new vertical position by tricks and stunts for their own choreographer: a person who balancing on the entertainment. creates movement compositions palms of one’s and plans and arranges patterns of hands. The symmetrical: two sides of movements. Choreographers often handstand is the something are identical or plan and design dances. Acrobatic most important skill balanced. To create a bicycle acts also are designed by a for acrobats to pagoda, for instance, the choreographer. master. Children acrobats must have complete studying to become symmetry. an acrobat often spend the first year tumbling: gymnastic acts that of their training just consist of leaps, somersaults and working on other flips. handstand skills.

Des Moines Performing Arts Page 6 of 20 The Peking Acrobats Curriculum Guide ABOUT THE PERFORMANCE The Peking Acrobats. Acrobats. Peking The

Since their debut in 1986, The LIST OF ACTS LIVE MUSIC Peking Acrobats have redefined The Peking Acrobats’ The Peking Acrobats perform to audience perceptions of Chinese performance will likely include the accompaniment of live musicians acrobatics. They perform daring following acts: who play traditional Chinese maneuvers atop a precarious instruments with a modern flair. pagoda of chairs; they are  The Lion Dance As an added treat for their 2015 experts at treacherous feats of  Bodacious Body Balancing North American Tour, The Peking daring, trick-cycling, precision  Let’s Have a Ball! Acrobats are joined on stage by tumbling, somersaulting, and  Diving Daring Do members of Jigu! Thunder Drums gymnastics. They defy gravity  The Sound of Rolling Walnuts of China. Hailing from the Shanxi with amazing displays of Province in China, this world-  It’s a Tight Squeeze contortion, flexibility, and control. renowned company of drummers,  Let the Spinning Plates Spin They push the envelope of percussionists, and musicians has human possibility with  The Happy Chefs thrilled audiences around the astonishing juggling dexterity and  Contortion by Candlelight globe with their awe-inspiring incredible balancing feats,  In the High Chair performances. showcasing tremendous skill and  Human Pyramid / Bicycle ability. They are masters of agility Pagoda and grace.  Finale “The Peking Acrobats Run Time: Approximately 1 hour COSTUMES [are] pushing the The acrobats will have several envelope of human costume changes during the show. Pay attention to the bright, possibility…Pure vibrant colors and how the artistry!” costumes contribute to the feel of -New York Times each act.

Des Moines Performing Arts Page 7 of 20 The Peking Acrobats Curriculum Guide ABOUT THE PEKING ACROBATS

The Peking Acrobats. Acrobats. Peking The

Learn more about the artists that ON THE SCREEN “BEHIND THE SCENES” you will see perform. The Peking Acrobats have been VIDEO SERIES featured on numerous television shows and celebrity-studded TV Part 1—Getting it all Started: STYLE specials. They set the world The Peking Acrobats strive to record for the Human Chair redefine audience perceptions of Stack on FOX’s Guinness Book Chinese acrobatics. In addition to Primetime TV show where they showcasing their tremendous balanced six people precariously acrobatic abilities, the Peking atop six chairs 21 feet up in the Acrobats perform to air without safety lines! accompaniment by live musicians playing traditional Chinese The troupe was also featured in instruments with modern flair. director Stephen Soderbergh’s hit They also work to incorporate film Ocean’s 11. Qin Shaobo, a Part 2—The Performers: high-tech special effects that current member of The Peking coalesce with the music and their Acrobats, also appeared in that awe-inspiring feats, to create a film’s two blockbuster sequels, new level of spectacle. Ocean’s 12 and Ocean’s 13.

No doubt, the Chinese acrobats AMBASSADOR ROLE of the Han Dynasty would be The Peking Acrobats play an awe-struck and amazed at how important ambassadorial role, their modern-day counterparts sharing the epitome of a rich and have elevated their art form, and ancient folk art tradition, with the fact that their folk art tradition, audiences around the world. This Other Videos in the Series: begun so many ages ago, is still marks their 29th North American going strong, even into the 21st tour! They also perform Part 3—The Musicians Century! extensively throughout Europe – building their reputation as the Part 4—Setting the Stage finest Chinese acrobatic troupe in the world! Part 5—On with the Show

Des Moines Performing Arts Page 8 of 20 The Peking Acrobats Curriculum Guide POPULAR ACTS IN CHINESE ACROBATICS The Peking Acrobats. Acrobats. Peking The

HOOP DIVING SPINNING PLATES LION ACT This act is over 2,000 years old. Performers use numerous long, The lion represents the spirit of Also called “Dashing Through pencil-thin sticks to support renewal and is revered for Narrows,” it was once known as spinning plates that look like lotus dispelling bad luck. Big Lion is the “Swallow Play.” The leaves facing the wind or colorful played by two acrobats, while performers imitate the flying butterflies flitting and dancing. Small Lion is played by one. The movements of swallows [birds] as This act is often combined with lion rolls and jumps, exhibiting they leap nimbly through narrow balancing and tumbling. attributes such as strength, agility, rings. and tranquility. (Read more about BICYCLE the Lion Act on page 10.) DOUBLE POLE Acrobats ride together on a single A group of acrobats climb up and bicycle, take it apart, turn it over a CHAIR STACKING down thin poles demonstrating table and display a variety of HANDSTAND agility and strength to execute a postures, including the beautiful While on a pagoda or ladder of variety of dangerous movements. tableau of a peacock fanning its chairs, the performers practice feathers. handstands and other stunts.

CONTORTION Performers gracefully bend and twist into unbelievable knots, frequently while balancing objects on every limb.

FOOT JUGGLING Performers lie on a special seat and juggle and catch objects with The Peking Acrobats. Acrobats. Peking The their feet. Objects may include tables, umbrellas, and rugs. The Peking Acrobats. Acrobats. Peking The

Des Moines Performing Arts Page 9 of 20 The Peking Acrobats Curriculum Guide THE LION DANCE: THE LEGEND

Of all China’s cultural festivities, the Lion Dance is one of the most amazing to watch. It combines theatre, music, history, and Kung Fu to create a spectacle that dates back thousands of years. The Lion Dance is a part of many festivities, like the Chinese New Year, planting and harvest festivals, openings of

businesses, and weddings. The Acrobats. Peking The Lion Dance is believed to chase away evil spirits, bring good luck, later, the Nien did return. This Emperor, wanting to see this longevity, happiness, and time the lion couldn't help the "Lion" while awake, ordered his prosperity. The Lion symbolizes people because he was too busy ministers to create a model of it, strength, happiness, courage, guarding the Emperor's Gate. So, and, because in the dream the and power. the villagers decided to do the job lion saved him, the lion came to themselves. Out of bamboo and symbolize good luck, happiness, Although lions are not native to cloth, they created an image of and prosperity. China, their stories date back to the lion, and then two men the Han Dynasty (202 – 220 crawled inside it, and approached HOW IT WORKS B.C.), when they were first sent the Nien. The “lion” pranced and Inspired by these myths, as across Asia as gifts from the roared and the monster fled away well as others, Lion Dancing has Persian Empire to the Chinese again. This is the reason why, on spread from Emperors to the Emperors in order to gain the the eve of the Chinese Lunar New people, and has become a vital right to trade with Silk Road Year, which usually occurs at the part of Chinese folk culture. merchants. Many different stories first new moon following the end have been told about the origins of the last lunar month of the Usually the lion is enacted by two of the Lion Dance. Read just a year, in January or February, the dancers. One handles the head, few of these myths below. Lions always dance, and when made out of strong but light they do, they are frightening away materials like papier-mâché and the evil spirits for yet another year bamboo. The other dancers other LEGEND #1 (or, Nian)! plays the body and the tail, under A long time ago, a strange a cloth that is attached to the creature appeared in China that LEGEND #2 head. The “animal” is sometimes horrified and ate men and Another popular belief is that the accompanied by three musicians, animals. The fast and fierce Lion Dance finds its roots in the playing a large drum, cymbals, creature was called 'Nien' (or Tang Dynasty (618-907 B.C.). and a gong. A “Little Buddha” Nian), and his name, when Legend has it that the Emperor dancer teases the “Lion” with a spoken, just happened to sound had a strange dream one night. In fan or a giant ball. The head like the Chinese word for 'year'. his dream, an odd creature he dancer can move the lion's eyes, Neither the fox nor the tiger could had never seen before saved his mouth, and ears for expression of fight the 'Nien' effectively, and in life and carried him to safety. The moods. Every kind of move has a despair, the people asked the lion next day, wondering what this specific musical rhythm. The for help. So, the lion shook his creature was and what the dream music follows the moves of the mane, and with a loud ROAR, meant, the Emperor described it lion: the drum follows the lion; the rushed towards the creature, and to his ministers. One of the cymbals, and the gong follow the wounded it. The Nien hurried ministers explained that the drum player. away with its tail between its legs! strange creature resembled an But, it announced it would return animal called a "Lion,” which did to take revenge, and one year not exist in China at the time. The “The Lion Dance: The Legend” adapted from the 2015 Peking Acrobats study guide.

Des Moines Performing Arts Page 10 of 20 The Peking Acrobats Curriculum Guide HISTORY OF CHINESE ACROBATICS

The art of Chinese acrobatics is EARLY INFLUENCES an ancient tradition. Read on to Acrobatics first developed during learn more about the factors that the Warring States Period influenced the art form’s (475BC-221BC), evolving from popularity and how the art form the working lives of people from has evolved over the years. Wuqiao (pronounced oo-chow) county, located in Hebei Province.

FIRST RECORDS Acrobats used everyday things Over its long and rich history, around them – instruments of acrobatics has become one of the labor such as tridents, wicker most popular art forms among the rings and articles of daily use Chinese people. While many such as tables, chairs, jars, historical records provide plates, and bowls – to experiment ABOVE: This print from the Han Dynasty with balancing and other acrobatic depicts acrobats performing handstands. evidence for the development of Image courtesy of en.cnci.gov.cn. this art form as far back as the Xia tricks. Dynasty (4,000 years ago), it is most commonly believed that In a time when China was EVOLUTION OF traditionally an agricultural society acrobatics did not become wildly CHINESE ACROBATICS popular until approximately 2,500 – where there were no electronic gadgets or telephones – people Since these early times, years ago when it began to acrobatics have been capture the attention of the used their imaginations to learn incorporated into many forms of country’s powerful emperors. new skills such as acrobatics. These acts were incorporated into Chinese performance arts, community celebrations, such as including dance, opera, wushu to celebrate a bountiful harvest. (martial arts), and sports.

During the Han Dynasty (221BC- Today, acrobatic acts are 220 AD), the basic acts of designed and directed with the acrobatics developed into the goal of creating graceful stage “Hundred Entertainments.” Many images. Harmonious musical more acts soon developed. Music accompaniment and the added accompaniment and other effects of costumes, props and theatrical elements were added as lighting turn these acrobatic interest in the art form grew performances into exciting among the emperors. Many of full-fledged stage art. these acts are still performed today – such as Pole Climbing, AMBASSADOR ROLE Rope-Walking, and Conjuring. Acrobatics now serve an important role in the cultural Did you know? exchange between China and Acrobatic troupes were other Western nations, including traditionally family-owned. Many the United States. Today, China ABOVE: One of the earliest famous acrobatic families in presents acrobatics in the emperors from the Xia Dynasty. For most China continued this tradition international arena as a living of its history, China was ruled by a series example of the rich traditions of of emperors who held supreme power. through many generations. It was Emperors from the same family are common practice that acrobatic Chinese culture and as evidence classified into historical periods known as troupes would teach only their of the hard-working nature of the dynasties that refer to the period of when own children and close relatives Chinese people. they ruled. Image courtesy of factsanddetails.com. the secrets of their acts in order to keep their mysterious technique and traditions within the family. HISTORY OF CHINESE ACROBATICS is adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.

Des Moines Performing Arts Page 11 of 20 The Peking Acrobats Curriculum Guide TRAINING TO BECOME A CHINESE ACROBAT

Acrobatic acts have evolved HANDSTAND TRAINING ABOVE: Children studying acrobatics at Zai Ming Acrobatic School in Wuqiao, throughout the history of China, a Among the four basic skills, China practice handstands against the country credited with producing handstand is the most important. wall. Photo by Chang W. Lee, courtesy of some of the best acrobats in the It is considered to be the essence The New York Times. world. Chinese acrobats maintain of Chinese acrobatics. Many a notable style and standard signature acrobatic acts include wrist, shoulders, and lower back. routines. Chinese acrobats learn some form of handstand. Master There is natural pressure to want handstands, juggling, trapeze, teachers have commented that to come down and the hands are and balancing. Read on to learn “handstand training is to acrobats the only support for the body. more about acrobats’ intense what studying the human body is training. to a medical student.” After the initial two-year training, only a few acrobats will specialize An acrobat goes through in the handstand. However, ACROBAT SCHOOLS progressive steps to learn basic to handstand training is essential to Most Chinese acrobats are advanced handstands. Training all acrobatic work due to the role it selected to attend special training directly affects three areas of the plays in strengthening the body, schools at around six years of body – shoulders, lower back, and mind, and spirit of the acrobat. age. Students work long and wrists. A weakness in any one of challenging hours to hone their these areas will compromise the ONGOING STUDY craft. Six days a week they acrobat’s ability. In China, the Acrobatic acts are performed practice gymnastics, juggling, basic handstand is learned by the either solo or in groups. Group martial arts and dance in the youngest, beginning students, acts require team cooperation, mornings. The children then take starting against the wall. In three trust, and constant general education classes in the to six months of full time training, communication. When one afternoons. students build up to one half hour performer leaves the group act, it of wall handstands. During this puts the other acrobats at risk in BASIC SKILLS time, the three areas of the body their careers. It often happens that become stronger until at last acrobats need to start over again. The first two years of acrobatic students are able to hold the free training are the most important for However, in creating a new act or handstand. learning a new specialty, an aspiring acrobats. Acrobatic students work daily on basic skills. acrobat has already mastered the Young acrobats intensely dislike four basic acrobatic skills. The four core foundational skills handstand training. In a basic for Chinese acrobats are handstand, one is upside-down mastering the handstand, with all the body’s weight on the TRAINING TO BECOME A CHINESE ACROBAT is tumbling, flexibility and dance. adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.

Des Moines Performing Arts Page 12 of 20 The Peking Acrobats Curriculum Guide CHINESE ACROBATICS MYTH-BUSTERS The Peking Acrobats. Acrobats. Peking The

The Peking Acrobats begin Myth # 1: Contortionists Myth #3: Contortionists have training at a very young age. apply snake oil to their joints to dislocate their joints when While they make everything or drink special elixirs to they bend unusually far. appear easy on stage, there is a become flexible. As long as the joint socket is the great deal of difficulty associated This was a popular myth during right shape, most extreme bends with the feats they perform. the 19th century when medicine can be achieved without Because of their unique abilities, shows hired contortionists to dislocating the joint. Dislocations many myths have been "prove" the effectiveness of their are rarely used during contortion perpetuated about both arthritis “medicines.” The Peking acts since they make the joint contortionists and acrobats. Acrobats do not use magic unstable and prone to injury. And, While most of these myths come potions or snake oil to be able to a dislocated limb cannot lift itself from people’s unfamiliarity with perform, but what they put into or support any weight! human anatomy and physiology, their body definitely has an effect some are just falsehoods that on their abilities. Instead of some Myth #4: Contortionists can were invented and passed down magic potion, the acrobats eat bend “bonelessly” in any through the years in an effort to very healthy foods, consuming direction. mystify a given performer’s skills. lots of fresh fruits and vegetables, The amount of flexibility of every The truth is that a contortionist or lots of lean meat and drinking joint in every person varies from any flexible athlete has to work plenty of water. That is not to say below average to extremely hard most of their lives, that, occasionally, they do not like flexible. Contortionists can create combining diet and exercise with to eat junk food now and again, the illusion of having “boneless” practice and discipline, to be able but they do so in moderation! bodies by specializing in the skills to perform these amazing feats. that show off their most flexible Myth # 2: "Double-jointed" joints, with the help of their acting Let’s explore and bust some of people have more joints talent and mime skills. those myths right now! than most people do. Every fully-formed person has the Myth #5: You are either born same number of joints. "Double- a contortionist or you're not. jointed" is a slang expression Muscle flexibility can be acquired used to describe the appearance with persistent training, as long as of a person who can bend much the shape of the bones in the joint further than one might think a joint does not limit the range of motion. would allow a limb to bend. Most professional performers claim they were not unusually flexible before undergoing years “Chinese Acrobatics Myth Busters” adapted from the 2015 Peking Acrobats study guide. of intense training.

Des Moines Performing Arts Page 13 of 20 The Peking Acrobats Curriculum Guide ABOUT CHINA, pg. 1 of 2

China has a long and rich history SIZE ABOVE: China, shown in orange, is located in Asia. Image courtesy of vbjmap.org. dating back thousands of years. China is the fourth largest country Throughout its history, it has in the world. Its land mass is only GOVERNMENT played a major influence on slightly smaller than the United The earliest and most enduring culture, technology and the arts States. Its population of 1.3 billion system of government in China both within its borders and is the largest in the world – more began around 1111 B.C. It was around the world. Learn more than four times the size of the dynastic in structure, which means about China prior to the show. U.S. that an emperor ruled until he died or passed it on to his son or China has such a large population nephew. TECHNOLOGY that strict laws regulating During most of human history – population growth have been In 1911, a revolution ended over th and until the 15 century – China instituted. Married people of the 2,000 years of imperial rule. By was the most advanced country in Hun majority (92% of the 1921, the Communist Party of the world in terms of technological population) are generally allowed China was founded. In a development and culture. to give birth to only one child – Communist state, all businesses, unless the couple are both only property, foods, goods, and Chinese inventions include: children themselves, and then the services are owned and operated couple may have two. Minority  Paper by the government and are families may have as many  The compass distributed to the people by the children as they wish.  Gunpowder government.  Printing  Bell Over the last 30 years, the  Fork Chinese government has changed to a unique political blend. China  Noodles, including spaghetti maintains a communist  Oars government within a socialist  Kite society and capitalist economy.  Cultivation of rice The opening up of China to  Fireworks Western ideas has dramatically  Matches affected its people. A gap is  Tea ABOVE: The Diamond Stura, the oldest widening between rich and poor. printed book, published an AD 868. China invented both paper and printing. ABOUT CHINA is adapted from the CAL Performances Image courtesy of Wikipedia. SchoolTime Study Guide: Golden Dragon Acrobats.

Des Moines Performing Arts Page 14 of 20 The Peking Acrobats Curriculum Guide ABOUT CHINA, pg. 2 of 2

ECONOMY SYMBOLS OF ABOVE: The Great Wall of China. The wall is the largest manmade structure ever built More and more of the world’s OLD AND NEW CHINA — stretching over 3,700 miles. It is the products are being manufactured The Great Wall of China was built only manmade object that can be seen in China. The country’s gross th from space. and rebuilt between 5 century Image courtesy of allposters.com national product has grown as B.C. and the 16th century to much as 10% over the last few protect the northern borders of the SCHOOLS IN CHINA years. After the United States, Chinese Empire. It is the world’s China is now the second largest China has the largest educational largest manmade structure. system in the world. Over economy in the world. 1,170,000 schools of various The Chinese were excited to host kinds enroll more than POLLUTION the 2008 Olympic Games. 318,000,000 students. The entire No country in history has emerged Because the government knew education system is run by the as a major industrial power that the games would allow many central government. without creating a legacy of of the world’s people to see inside environmental damage. Because China for the first time, many In China, children start school at of its unprecedented economic improvements were made – six years old and must attend for growth over the last three thousands of trees were planted, nine years. Primary education is decades, China’s pollution new hotels were build, and old free, but the parents pay for problems have shattered all sites were renovated for tourists. everything from the children’s precedents. 70% of water in paper to the school’s electric bills. China is polluted and only 1% of Secondary education is paid for the 560 million city dwellers by the parents, with scholarships breathe air that is considered available for those in need. To safe. The Chinese are working continue into high school, hard to counter the effects of this students must do well on a series tragic situation. of tests, and it is steeply competitive to get into the best schools.

Every student in China does morning exercises before school RIGHT: The logo for the 2008 Olympic and at a set time during the Games which were hosted by China. The school day. The exercises are games were centered in Beijing with many done in unison and are events hosted in other parts of the accompanied by recorded music. country. China viewed the Olympic games as its re-introduction to the rest of the world and took great pride in serving as the host. ABOUT CHINA is adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.

Des Moines Performing Arts Page 15 of 20 The Peking Acrobats Curriculum Guide PRE-SHOW EXPLORATION, pg. 1

1) OBJECT BALANCING 2) HUMAN SCULPTURES

Best for: Grades 2-12 Best for: Grades K-12

Explanation: Acrobats use strength, flexibility and Explanation: Acrobats train for years to develop balance to create an astonishing assortment of strength, flexibility and balance. In this activity, shapes with their bodies. In this activity, students will students will practice balancing a stick made from explore making sculptures with their bodies — both rolled up newspaper on their palm. singly and in pairs.

Goals: To explore balance Goals: To prepare to observe the acrobats create

complex shapes with their bodies and to understand Materials: the flexibility and cooperation such feats require.  Open area

 Newspaper Materials:  Tape  Open area

Activity: Activity: 1. Have students each 1. Ask students to spread out in an open space. Each take a large sheet of person should find their own personal space bubble. newspaper and roll it up 2. Ask students to imagine that they are like clay and as tight as they can. can mold their bodies into different shapes like 2. Ask students to tape triangles, circles, and squares or into objects like the newspaper roll in the tables, flowers, ladders, etc. middle and the ends. 3. Ask students to experiment with using high, (Teachers can also medium and low levels as they make shapes with prepare “newspaper their bodies. sticks” in advance.) 4. Encourage them to try to use their entire bodies 3. In an open area, invite when making their shapes. If students need direction, students to place their you may call out different shapes (geometric shapes, “newspaper stick” on the letters, numbers, objects, etc.) for them to try to make palm of their right or left with their bodies. hand and try to keep it 5. Next, ask students to work in pairs to continue to balanced and upright. Acrobats. Peking The try to make different shapes and object sculptures. 4. Do this for a few 6. When students are done experimenting in pairs, minutes and then reflect with the following discussion provide time for reflection about the difference questions. between making shapes by yourself or with others. 7. To conclude, encourage students to look for Follow-up Questions: shapes that the acrobats make with their bodies 1. What was challenging about this activity? during the performance. 2. What is balance? 3. When do you use balance in your daily life? Follow-up Questions: 4. What do you think acrobats’ training is like in order 1. What skills do you need to make different shapes to develop their excellent balance skills? or sculptures with your body? 2. What was challenging about this activity? 3. What was it like making shapes by yourself? 4. What was it like making shapes with a partner? 5. What sort of shapes do you think you will see the acrobats make with their bodies during the performance?

OBJECT BALANCING and HUMAN SCULPTURES activities are adapted from the CAL Performances SchoolTime Study Guide for the Golden Dragon Acrobats.

Des Moines Performing Arts Page 16 of 20 The Peking Acrobats Curriculum Guide PRE-SHOW EXPLORATION, pg. 2

3) CHINESE PERFORMING ARTS Follow-up Questions: 1. What, if anything, surprised you about the video that you watched? Best for: Grades 1-12 2. Have you ever seen or experienced anything similar? Explanation: Acrobatics is one of the oldest forms of 3. Do all cultures create art? Why? performing arts in China. In this activity, students will 4. Why do you think the Chinese people created this watch video of other Chinese performing arts, take art form? What does it help them to express? notes on their observations, and use it as a catalyst 5. What ways do you express yourself? for their own writing.

Goals: To understand that there is a wide variety of China: Arts & Culture Video Series Chinese performing arts and to write reflectively about http://artsedge.kennedy-center.org/multimedia/series/ experiencing a cultural art form. VideoStories/china.aspx

Materials: *Critical Response is an artful tool developed by the Perpich Center  Computer(s) with internet access for Arts Education.

 Speakers connected to the computer  Paper 4) HEADLINES FROM CHINA  Pencils Best for: Grades 3-12 Activity: 1. Visit the John F. Kennedy Center’s ArtsEge Explanation: In this activity, students will research website and search for the “China: Arts & Culture current events in China. Video Series”. (Full link at right.) 2. Either individually or in small groups, ask students Goals: To develop understanding of what life is like in to carefully watch one of the following videos: China today.

 Beijing Traditional Music Ensemble Materials:  Tornado by Cai Guo-Quiang  Newspapers, magazines  Hong Kong Chinese Orchestra

 Shaanxi Folk Art Theater Activity:  Yunnan Singers 1. There are regularly news stories about events in 3. As they watch, ask students to fill in the “Critical China. Have students look for news about China Response Worksheet”* on page 19. The worksheet either on the television or radio, or in newspapers or asks them to record what they notice in the video, magazines. what it reminds them of, what questions they have as 2. Ask students to bring in articles or to write a they watch, what emotions they feel or see, and what paragraph version of the stories they heard in the they think the meaning of the art is. (Teachers of media. younger grades may choose to facilitate this as a 3. Invite students to share their news stories about group conversation rather than individual writing. Use China with each other and discuss the current events the worksheet to guide the conversation step-by- and topics. step.) 4. As a class, choose a handful of articles that most 4. After the video ends, give students additional time interest you. Then in groups of 4 or 5, have students to continue to fill in their Critical Response research a topic more in-depth. Worksheet. 5. Have students give a brief presentation on their 5. Video by video, invite students to share one of their findings to the class. top observations, questions, memories, feelings or speculations. Follow-up Questions: 6. Last, provide students with time to free write using 1. Which news story most interested you about their notes and the video as inspiration. They may China? Why? write a story, a journal entry about an experience the 2. Based on your research, in what ways is China video reminded them of, a poem, etc. different than the U.S.? In what ways is it similar?

Des Moines Performing Arts Page 17 of 20 The Peking Acrobats Curriculum Guide Critical Response Worksheet: Name:______

CHINESE PERFORMING ARTS (Activity on page 17)

Record your thoughts as you watch a video on one of China’s performing arts forms.

1. I notice... (Describe what you see and hear.)

2. This reminds me of… (This can be something you have done, seen or watched before.)

3. This makes me feel… OR I see these feelings in the art…

4. I wonder…. (What questions do you have as you watch this?)

5. I think that… (What do you think this piece of art means? Why did the artist make it?)

Des Moines Performing Arts Page 18 of 20 The Peking Acrobats Curriculum Guide POST-SHOW ACTIVITIES & ASSESSMENT

DISCUSSION QUESTIONS ASSESSMENT ACTIVITIES

Themes and Connections 1) WRITE A REVIEW Ask students to imagine that they are a critic for the 1. If Chinese theatre is an illusion of life, which part of school newspaper. They are going to write a review of the performance illustrated struggle? Which part Peking Acrobat’s performance to inform others about illustrated joy? How did they specifically show joy and what they experienced. They should describe with struggle in the show? detail: what they saw; what they heard; how the performance made them feel; what the performance 2. If you were to create an acrobatic routine to depict reminded them of; and what their favorite part was one of your struggles, what would that struggle be and why. Remind students that they must paint a and how would you show it? Follow the same creative picture of the experience with their words so that process to depict one of your joys. others who did not see the performance can imagine it as vividly as possible. 3. What have you learned about China or the Chinese people through the acrobats’ performance that you 2) CHINA AND ACROBATICS found most interesting? Review with students one of the background

information sections included in the study guide 4. Using information in the study guide and what you (Training, History of Acrobatics, or About China). saw in the performance, consider all the training that Assign small groups of students 1-2 paragraphs from goes into being an acrobat. What does acrobatics that section. Invite students in their groups to create a show us about the human race and our capabilities? tableau (frozen picture with their bodies) that they Compare training to be an acrobat to striving for your believe demonstrates the main idea of their section. individual goals in life and how you might “train” for Have students share their tableau for one another your own future career. and explain their pose choice. Encourage students to

use various levels and facial expressions. 5. Consider Chinese acrobatics as an art form. What

Western (European, American, Latin, etc.) art forms are similar to Chinese acrobatics and why are they 3) YOUR ARTISTIC IMPRESSION similar? Create your own artistic impression of the performance. Using shapes, lines, colors, patterns 6. Consider the myths discussed in this study guide and other artistic elements from your imagination, about Chinese acrobats. How does your new draw or paint a picture that expresses how the knowledge of the truth behind these myths change performance made you feel. Use art to interpret your the way you look at acrobatics? Does it change at all? impression of the performance and qualities of the Does the science behind acrobatics make the art music. form more accessible to you now? How does knowledge of facts and science change how we look 4) WRITE A LETTER at art and life in general? After attending the performance, discuss the experience with your students. Ask them questions Performance Components about what parts of the show they found to be most exciting or surprising. Next invite students to write 1. How did the lighting add to the show? letters to the performers or to the Des Moines Performing Arts’ education donors about the 2. How did the costumes help to express the ideas or experience. After writing their letter, students can moods of each act? illustrate a scene from the performance. Mail finished letters to: 3. What did you notice about the musicians? Had you heard or seen similar instruments before? How did Des Moines Performing Arts the live music enhance or change the performance? Attn: Education Department 221 Walnut Street Des Moines, IA 50309 Discussion questions adapted from The Peking Acrobats 2015 study guide.

Des Moines Performing Arts Page 19 of 20 The Peking Acrobats Curriculum Guide RESOURCES AND SOURCES The Peking Acrobats. Acrobats. Peking The

BOOKS CLASSROOM RESOURCES Chinese acrobatics grew out of a folk custom. Read a selection of “ArtsEdge: China.” John F. Kennedy Center for the Performing Arts. folktales to learn more about the Online collection of lesson plans and multimedia resources for various folkways of the Chinese people. grade levels related to different forms of Chinese arts. http://artsedge.kennedy-center.org/search.aspx?q=china Bedard, Michael. The Painted Wall and Other Strange Tales. “Children Acrobats.” Tundra Books, 2003. Video of 4 impressive child acrobats competing on a Chinese television show called “Who’s the Hero”. Demi. The Greatest Treasure. http://www.youtube.com/watch?v=yo3KZPrTD5M Scholastic Press, 1998. Acrobat Training Photo Series, by photojournalist Natalie Behring. Jiang, Ji-li. The Magical Monkey See photos of children training at the famous Zai Ming Acrobatic School King: Mischeif in Heaven. Har- in Wuqiao, which for many families is seen as an avenue out of poverty per Trophy, 2002. for their children.

Kimmel, Eric A. Ten Suns: A https://www.flickr.com/photos/chinapix/sets/72057594057177983/ Chinese Legend. Holiday House, 1998. STUDY GUIDE SOURCES

Louie, Ai-Ling. Yeh-Shen. A “Artful Online.” Perpich Center for Arts Education. Cinderella Story from China. http://opd.mpls.k12.mn.us/perpich_center_for_arts_education_ Philomel Books, 1982. artful_online

Mahy, Margaret. The Seven CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats. Chinese Brothers. Scholastic, http://www.calperfs.berkeley.edu/learn/k-12/pdf/2008/ 1989. Golden_Dragon_Acrobats_Study_Guide_0809.pdf

San Souci, Robert D. Fa. Mulan: Ordway Center for the Performing Arts. Shangri-La Acrobats Study The Story of a Woman Warrior. Guide. Hyperion Books for Children, http://www.ordway.org/education/studyguides/ 1998.

Young, Ed. The Sons of the The Peking Acrobats. Official Website. Dragon King: a Chinese http://www.chineseacrobats.com/pa.php Legend. New York, 2004.

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