AUSTRALIAN EDUCATION PACK

EXCLUSIVE TO MELBOURNE NOW PLAYING PRINCESS THEATRE Professors, This Education Pack has been designed to accompany and the Cursed Child. Parts One and Two. Activities have been mapped to the Australian Curriculum across the subjects of English, Drama, Dance, Music and Health and Physical Education. We trust that you will find the suggested activities within this pack useful for your students and encourage you to embed these activities into existing comprehensive units of work that contain content which includes themes CONTENTS such as friendships, family, identity, character, movement, music tone and rhythm, set/costumes and characterisations. Students will need only parchment, their quills Introduction...... 4 and ink pots to complete them, as well as a keen mind and eye, of course. School implementation guide...... 5 Activities allow students to explore, create and imagine. All skills, we are sure you’ll agree, that are just as important as learning their charms and potions. Most About the writer...... 6 importantly, students should have the opportunity to revisit their enjoyment of Australian Curriculum Connections...... 7 the unique and wonderful . Who’s Who in Harry Potter and the Cursed Child...... 8 Disclaimer: This resource has been developed for use by teachers in English, Drama, Music and Dance and Physical Education. Before relying on the material, Pre-show Activities...... 10 users should carefully evaluate its accuracy, currency, completeness and relevance Post-show Activities...... 12 for their purposes, and should obtain any appropriate professional advice relevant to their particular circumstances from specific State/Territory/Country and local Appendix...... 36 Educational Sectors.

Professors, look out for the following symbols which suggest different types of activities you may wish to try:

this symbol indicates an opportunity for students to complete a written task.

this symbol indicates an extension task requiring higher level skills or additional effort.

this symbol indicates an opportunity for a practical drama exercise or task.

this symbol indicates notes or examples that are provided as a starting point for the teachers use in activities and to aid lesson preparation.

2 3 SCHOOL IMPLEMENTATION GUIDE 1. Download the Education Pack available at: HarryPotterThePlay.com/au/education 2. Read through activities and align to existing units of work. 3. Speak to your Heads of Department. • .Harry Potter and the Cursed Child Play and Education pack maps to the Australian Curriculum: INTRODUCTION о English о Music Based on an original new story by J.K. Rowling, Jack Thorne and о Drama о Health and John Tiffany, Harry Potter and the Cursed Child is a new play by Jack о Dance Physical Education Thorne. It is the eighth story in the Harry Potter series and the first 4. Book tickets to Harry Potter and the Cursed Child. official Harry Potter story to be presented on stage. School Groups of 10 or more are now available to book via Ticketmaster Group The critically acclaimed play has won 24 major theatre awards in the Bookings by emailing [email protected] or calling on 1300 889 278. UK and is the most-awarded production in the history of Britain’s From February 2020 every Wednesday Part One and Part Two will have dedicated prestigious Olivier Awards, winning a record-breaking nine awards allocations available for school groups, starting in our General Reserve price range including Best New Play and Best Director. The play opened on of $65 per part. In addition to this a ticket for a teacher will be included for every Broadway in April 2018 to rave reviews and won 6 Tony Awards 10 students booked*. Reduced rates midweek in A-reserve seating as well as including Best Play, 6 Outer Critics Circle Awards, 5 Drama Desk booking periods in advance of general public access are also available. Contact the Awards and many more. Groups department for helpful advice on how to come and experience the magic. It was always difficult being Harry Potter and it isn’t much easier * School groups allocations are subject to availability, bookings can also be made now that he is an overworked employee of the , a on any performance from best available seating. Free of cost teacher tickets are husband and father of three school-age children. only available on Wednesday performances, with 1 free ticket provided for every While Harry grapples with a past that refuses to stay where it 10 paid tickets to a maximum of 5 free tickets. belongs, his youngest son Albus must struggle with the weight of a 5. Teach pre-show activities: family legacy he never wanted. As past and present fuse ominously, English Dance Health and both father and son learn the uncomfortable truth: sometimes, о о о Physical Education darkness comes from unexpected places. о Drama о Music Harry Potter and the Cursed Child is one play presented in two 6. Attend Harry Potter and the Cursed Child Play. parts, which are intended to be seen in order on the same day 7. Teach Post-Show Activities. (matinee and evening) or on two consecutive evenings. 8. Share your experiences and let your colleagues know about Harry Potter and the Cursed Child play. Share photos from your magical visit to the Princess Theatre on your favourite social media platforms using the official hashtag #CursedChildAUS. Be sure to follow Harry Potter and the Cursed Child to continue your education in the Wizarding World through exclusive backstage content, videos with the cast and crew and the latest news from . Facebook.com/CursedChildAus Instagram @CursedChildAus Twitter @CursedChildAus

4 5 ABOUT THE WRITER AUSTRALIAN CURRICULUM CONNECTIONS Sarah Jackson- www.sarahjacko.com With over 20 years experience in education, teaching, leading, facilitating GENERAL CAPABILITIES and designing exciting resources for Government and Not For Profits across CRITICAL AND CREATIVE THINKING Australian, the USA and Europe, Sarah has a unique understanding of what works • Reflecting on thinking and processes. well in and for, schools. • .Comprehending texts through listening, reading and viewing. Highlights of Sarah’s work include expert education writer for ABC Commercial Education Packs, The Michael Cassel Group (Priscilla Queen of the Desert and PERSONAL AND SOCIAL CAPABILITY Kinky Boots), Princess Pictures, the South Australian Wellbeing and Resilience • Communicate effectively. Centre as well as key appointments within the NSW Department of Education and NSW Education Standards Authority. CURRICULUM ENGLISH • Understand how accents, styles of speech and idioms express and create personal and social identities. (ACELA1529) - Year 7 • .Recognise and analyse the ways that characterisation, events and settings are combined in narratives, and discuss the purposes and appeal of different approaches. (ACELT1622) - Year 7 • Comprehending texts through listening, reading and viewing.

DRAMA • Analyse how choreographers use elements of dance and production elements to communicate intent. (ACADRR045) - Year 7-8, (ACADRR052 & ACADRR053) - Year 9-10

DANCE • Analyse how choreographers use elements of dance and production elements to communicate intent. (ACADAR018) - Year 7-8

MUSIC • .Analyse composers’ use of the elements of music and stylistic features when listening to and interpreting music. (ACAMUR097) - Year 7-8 • Evaluate a range of music and compositions to inform and refine their own compositions and performances. (ACAMUR104) - Year 9-10

HEALTH AND PHYSICAL EDUCATION • Evaluate factors that shape identities and critically analyse how individuals impact the identities of others. (ACPPS089) - Year 9-10 • Examine the impact of changes and transitions on relationships. (ACPPS090) - Year 9-10

6 7 WHO’S WHO IN HARRY POTTER AND THE CURSED CHILD

HARRY POTTER ALBUS POTTER Now a father to James, Albus and Lily, Harry works as Head of Magical Law The middle child of Harry Potter, Albus struggles with the weight of his father’s Enforcement at the Ministry of Magic and is married to , Harry reputation and past. He doesn’t fit into Hogwarts in the way he thinks is expected struggles with the demands of parenting while still fighting against the forces of of him. Surprised to find himself placed in Slytherin, he forms a close friendship Dark Magic. Memories from his childhood, and the pain and death he endured with Scorpius Malfoy, Draco’s son. Determined to prove himself, Albus is quick- growing up and facing Voldemort, continue to haunt his thoughts. Despite this, witted and brave though perhaps shows some of the recklessness his father Harry is now a grown man devoted to his family, wife and friends, and as ever, the occasionally showed in his youth, trying to solve problems without fulling grasping importance of good over evil. the dangers and consequences. Much of the trouble with his father stems from Albus wanting to be his own man while also wanting to know his father more closely. Hermione is now the Minister for Magic, and is a strong leader, not afraid to stand up and confront issues her predecessors tried to ignore. She is married to Ron SCORPIUS MALFOY and has two children, a daughter Rose and a son Hugo, whom she adores. Her Extremely bright, clever and well-read, Scorpius can’t wait to begin life at close friendship to Harry remains as they work together as a team at the Ministry. Hogwarts and all that will entail but he is well-aware of the rumours that Her fond frustrations with her husband Ron remind us of the many squabbles they surround his parentage. Close to his mother and keen to impress his father, he had at school, but their devotion to each other is clear. has a great deal to endure but reveals himself to be a devoted friend, brave wizard and extremely optimistic and enthusiastic young man. Scorpius is a character who never gives up and isn’t afraid to speak his mind when necessary. A loving father and husband, Ron has two children that he looks after alongside running his own joke shop, Weasleys’ Wizard Wheezes. Affable as ever, Ron is ROSE GRANGER-WEASLEY a stalwart friend to Harry and a reliable and affectionate husband to Hermione. Ambitious, clever and hard-working, Rose shares many of her attributes with her As in his youth, Ron is determined and quick to offer help to support Harry and mother, Hermione and her father, Ron. She is eager to get to Hogwarts and begin defend the wizarding world. her life there. Rose tries to remain friends with her cousin Albus, and despite drifting apart during the course of the action, it is clear she is likely to remain part GINNY POTTER of Albus’ life, and perhaps Scorpius’, forever. Married to Harry, Ginny works as a sports editor for the Daily Prophet. She stands alongside Harry as a supportive wife but also has to show great patience as he struggles with his relationship with his son Albus, while still grappling with his past. She understands Harry’s troubled sleep and dreams and knows when he is not being totally open with her. DRACO MALFOY Just as devoted to his family as Harry Potter, Draco Malfoy is utterly committed to protecting his son Scorpius whilst battling against rumours about him and his parentage. Draco continues to mistrust Harry Potter and his many successes and openly attacks the decisions of the Ministry of Magic to try and get them to do what he thinks best. Always immaculately dressed, Draco reveals that for all his appearances of anger, his actions are just as rooted in love and family as the other characters.

8 9 PRE-SHOW ACTIVITIES 4. Can you create a list of words that describe the kinds of things that happen to the characters, the emotions they experience and the atmosphere of SMALL GROUP TASK: the books? Students to consider the following discussion questions: 5. Which character do you most enjoy seeing grow up throughout the series? • What do you already know about the production? 6. Which character do you find most like yourself or a close friend of yours? • What are you looking forward to? Why? • Having looked at the marketing and social media resources, what do you expect from the production? (You might use the posters, website or Write a social post to a friend explaining that you are going to see the Instagram page as a resource). play. Include some of your thoughts and feelings about what you expect. You may write more than one post but try and keep it succinct! • .What characters and settings from the Harry Potter stories do you expect or hope to see? • How do you think the magical world will be created? UPON TURNING THIS PAGE SOME OF THE MANY SECRETS OF THE PRODUCTION WILL BE REVEALED. • What techniques and skills might be employed? YOU ARE RESPECTFULLY ADVISED TO ONLY PROCEED WHEN YOU HAVE SEEN THE PRODUCTION TO ENSURE SPEED CHAT: MAXIMUM ENJOYMENT AND SURPRISE. Harry Potter series

• Move students in to a large free space. • Position students facing each other, in pairs. One person indicates they are Person A, the other, Person B. о Person A- asks questions 1, 3 and 5. о Person B- asks questions 2, 4 and 6. • Students are provided with the questions and are to ask their first partner question 1. Each pair has 1 minute to discuss their responses.

• Student A moves one space to the left, Student B remains in the same place and the next question is read out by their new partner and answered. And, so on until all questions are answered.

QUESTIONS: Teachers’ note: These questions assume some knowledge of the Harry Potter stories. 1. Do you have a favourite character from the Harry Potter stories? If so, why do you like them? 2. Can you remember specific qualities they have or moments that you enjoy? 3. What do you remember about the stories?

10 11 POST-SHOW ACTIVITIES • Students write their thoughts on sticky notes (as many of their favourite moments as they can possibly think of) over a period of 2 minutes. Placing PROFESSORS: each of their post it notes on the board so there is a collection of ideas. These tasks are best completed as soon as possible after your visit. • .Students work together to place similar ideas together in themes on the board. The tasks progress from helping students recall details from the production to formalising critical responses as far as may be required. • .Students select one favourite moment and working individually write a paragraph explaining why this moment was effective. BRAIN WRITING: First thoughts Teachers’ note: Encourage students to aim to use only one or two sentences to explain what happened in the moment and the rest • Hand out small index cards (5x7) - one to each student. of the paragraph to explain how the moment was presented and why it was effective. • .Using only single words or two-word phrases students have 2 minutes to record their first thoughts on the production on small index cards. THINK-PAIR-SHARE: Encourage them to be honest and link thoughts to their feelings and Surprise reactions first, before moving onto elements of the narrative or characters that stuck in their mind. • Students think back to some of the many different locations and characters that appear in the play. • .Students place cards up on wall (This enables teachers to explore patterns and links in student responses). • Questions a. Which of these surprised you or were you not expecting? • Students walk around with sticky notes - putting their sticky notes on top of the card(s) they have in common about the production. b. .Select one of your favourite unexpected moments either in terms of location or character. What made it so enjoyable? • Whole class discussion on the top three responses by the whole class. HASHTAGS: CIRCLE HIGHLIGHTS: Reviews Narrative and staging .Ask students to imagine they are creating new marketing material for the This task asks students to focus more on the narrative and the staging of the play. production Harry Potter and the Cursed Child.

• Seat small groups of students in a circle. • Students work individually to create at least three hashtags which could be used to describe/promote/encourage people to see the play. For example, • .First time around the circle each student should each offer one moment of the story they remember as a highlight. #harrypottermelbourne, #bestshowever, etc. .Students work in pairs or as individuals to create headlines or quotations as • .Second time around the circle students should offer a moment of staging • they remember as a highlight. if taken from reviews that can be used to encourage people to see the show.

• .Third time around the circle students should add to why they thought Write a review of the production for your school newsletter or magazine. moments were highlights and can offer input on the suggestions of others Students may wish to first read a theatre review online or in a daily aiming to flesh out the details of how and why certain moments were newspaper to identify the key features of a theatre review. effective or memorable. Teachers’ note: You may choose to use real-life examples of BRAINSWARM: reviews of the play as a stimulus. Students should be guided Favourite moments towards short, snappy statements and may also wish to use a A ‘brainswarm’ is a brainstorm conducted in silence with sticky notes. thesaurus to extend vocabulary. In brainswarming there is no critiquing of ideas, dominant voices or a reluctance to contribute.

12 13 THINK-PAIR-SHARE: • .Students work individually and select two actors that they would like to Goals focus on for an extended critical response. Encourage students to select two actors who are slightly different in their performance style. For example, .In pairs, students are allocated up to three characters from the play. • the two actors who play Scorpius and Draco or Harry and Delphi. For each • .Students discuss what they feel each of those characters desire most in the actor select two or three of their key moments in which their performance play; i.e. what is their goal? They may then reflect on how the goals may skills engaged the audience. change or develop with the action of the play. The actor playing Draco engaged the audience with his physical and • Share with the class. vocal skills. In his first appearance he stood with an upright posture and often in a very static position using little movement but suggesting to the ‘Scorpius’ – for his father to see him act bravely and know him, to find audience a sense of control and authority. However, he communicates great friends, to make Rose his girlfriend. his underlying hurt and concern with a certain restlessness as he delivers key lines “Astoria hasn’t been well” by pacing and avoiding eye contact. Working individually ask students to note down their own goals perhaps Similarly, he used a strong, deep voice with very clear diction sometimes in terms of family or school or personal hobbies. Do they recognise any almost spitting out words particularly at Harry, but when talking about similarities with any characters in the play? You may go on to discuss how his family his voice became somewhat softer and more impassioned our goals affect our behaviour and relationships and/or how those goals and pleading. He gave away little in his facial expressions other than to might be achieved. sometimes frown showing his displeasure at having to ask Harry for help and a frown to show his anger when it is refused. STICKY NOTE STORM: Feelings

• Students work in groups of three with a pile of sticky notes. • .On ‘go’, students have 30 seconds to generate a list of feelings and emotions they felt whilst watching the performance (one feeling per sticky note).

• .The goal is to try and fill their table with as many sticky notes as possible. • If no table has filled it thoroughly, time can be extended. • Compare table responses as a class. • .Using different coloured sticky notes, students create a list of the feelings and emotions seen onstage.

• Whole class discussion: о .Think back to your expectations before the performance – does anything about the two lists surprise you? о .How did your feelings change from the end of Part One to the end of Part Two?

CRITICAL RESPONSE: Performers

• .Whole class brainstorm on performance skills to remind students and/or model an example on the board.

14 15 STAGING THE PLAY IMPACT DESCRIPTION: Staging MAGIC AND ILLUSION .One of the most powerful moments of staging is at the end of Part One when the PLACEMAT THOUGHTS: Dementors descend onto the stage. Magic • Students work individually to recall this moment and describe how this .A world of magic and illusion is created from the very outset of the play. moment was created using a combination of performance and design. Students explore the impact it had on them and audience members around them. • Students work in groups of four to complete the placemat activity template (Appendix A). Each student is allocated a corner of the page to describe The Dementors appearance at the end of Part One is highly effective. how the wizarding world is brought to life in the production. They may list Performers shrouded in long black and grey Japanese organza draped aspects of the set and design but also moments of magic demonstrated by over their bodies concealing their exact shape and face, swoop across props or movement. the stage, eerily close to the audience. They appear to lean and reach out towards us as if trying to grab our souls. This movement is accompanied .After five minutes, students share their thoughts with their group and write • by a sound that begins as a shrill whisper and grows to a horrible down the top responses in the middle box. screeching and screaming that gets louder and louder to the point of • Share group answers with the class. considerable discomfort before snapping off to silence and a complete blackout. The moment is extremely chilling and terrifying. You may wish to remind students of some of the following: It can be difficult to create fear and suspense on stage. In small groups о .Wands, sweets, bookcase in Hermione’s office, Dementors, with one person acting in a director role, create a short sequence without telephone entry to the Ministry of Magic, transformation using dialogue where one or more figures, playing a role similar to that of a Polyjuice Potion, a Patronus, Draco and Harry’s duel, Trolley Witch Dementor, approaches an individual or the audience in such a way that (exploding pasties and transfiguring hands into spikes), levitating creates the same kind of atmosphere and response. You may wish to pews, Expelliarmus spell. consider movement and gesture, use of levels, masks, costume, stillness о .It will be more constructive to focus on the effect the magic has versus movement, music and sound. on the audience rather than trying to deconstruct how effects were created.

Staircases – two large staircases on wheels can be moved across the stage LEARN MORE ABOUT THE STAGING OF HARRY POTTER AND THE by performers to create the illusion of the infamous moving staircases CURSED CHILD ON OUR EDUCATION PAGE at Hogwarts. As performers walk up and down the stairs, often whilst HarryPotterThePlay.com/au/education they are in motion, the illusion of a constantly changing space and shape is created. The sense of travelling from one place to another around the school, and also the atmosphere of time and space shifting is enhanced. It also creates a sense of the characters’ confusion as they try to solve the problems of the narrative. The staircases also serve a practical purpose of creating a range of other settings including a platform from which Hermione can deliver her opening at the special meeting at the Ministry and a place from which students can listen in on Professor McGonagall’s office. The effect of movement is also enhanced through the use of music with faster tempo and louder music used when scenes suggest the frantic atmosphere of time moving and a slower, more ethereal and sometimes threatening mood created by music in more sinister or eerie scenes.

16 17 MOVEMENT • Whole group discussion ACTION SEQUENCE: о .What are you imagining as you listen to each piece of music? Passing of time WRITTEN RESPONSE: • .The early scenes of Part One create a sense of the passing of time as well as Comparing music tracks the infamous train journey aboard the Hogwarts Express. • .Students select two contrasting pieces of music from the score. • .Students discuss how this was created through the use of movement and (For example. Suite Two: Dumbledore and Suite Three: Dementors). simple props (cloaks and suitcases) in the production. • .Students describe the tone, colour, dynamics and the expressive techniques Working in large groups or perhaps even as a whole class devise a used by the composer, Imogen Heap. sequence of action that suggests a busy train station and then a large • .Using a Venn Diagram, students list the similarities and differences between number of people travelling by train. Student focus should be primarily on the two pieces of music. individual and collective movement to create the sense of travel. Consider how sound or music may be used to support this.

SOUNDSCAPE: Train travel

• Divide students into groups of five. • .Students given ten minutes to develop a thirty second soundscape that demonstrates train travel.

• .All groups must have the same scene location (Hogwarts Express) but each actor contributes a sound that represents something happening within the carriage.

• After ten minutes invite groups to share their soundscape. Piece One:...... Piece Two:...... Teachers’ note: Encourage the actors to be creative, expressive and original with INDIVIDUAL THOUGHTS: their sounds, without using dialogue. Roam around the room Choreography listening, suggesting and assisting where necessary. • Students work independently to answer the following questions; THINK-PAIR-SHARE: 1. .Identify the choreographic elements such as variation and contrast Music from the play to communicate intent. • Using the soundtrack from Harry Potter and the Cursed Child, 2. .Choose one scene to describe how movement is used. students listen to; о Suite One: Platform 9 ¾ Wand dance, movement of set pieces at transition points in the storyline, and staircase movements, Hogwarts Express train carriages, Voldemort Day. о Suite Two: Staircase Ballet THINK-PAIR-SHARE: • Students identify; School sequences о The sounds they can hear We see Albus, Rose and Scorpius starting school at Hogwarts in the sequence The Instruments they can hear о that looks to capture some of the excitement and nervousness of their first day. о The rhythm (is it strong, tribal, uneven?)

18 19 • Students discuss; BRAINSTORM: Staging scenes о .How did this sequence make you feel? How do you think it captured the feelings of some of the characters? • Students think back to the staging of the scenes from the Triwizard Tournament. Working in groups create a sequence of action that uses movement, gesture and facial expression to convey the feelings of different students о How was the sense of the crowd watching the on their first day at school. Students may wish to think back and draw challenges achieved? on their own experiences of their first day at school. Movements should о What did the crowds add to those moments? suggest a range of different possible emotions and feeling. You may wish to add music to the sequence to suggest an overall mood or feeling. Working as a large group create a sequence of action using movement and sound that conveys the sense of a crowd watching an event, perhaps a TABLE TWITTER: sporting event or competition. How can you use a range of performance Atmosphere skills including gesture, facial expression and levels as well as sound and voice, to convey the feelings and emotions of the crowd? Consider how The opening of Part Two looks to establish that we are no longer in a world you would stage the scene so that the audience are convinced something where Voldemort was defeated at the Battle of Hogwarts. This is a world where exciting is happening without actually seeing the event itself. Dark Magic reigns.

• Students work in groups of three. • Using an A3 piece of paper, students write in the middle of the page, PART TWO and have 1 minute to fill their page with 140 character limited sentences (include the use of hashtags) on how has the changed state and atmosphere been created through movement?

• .Place A3 pages on wall of classroom for a whole class discussion.

Movements are jerky, aggressive and hard. There are strong connotations of a militaristic regime, suggestive of repression and control, echoed in the repeated gesture of wrists bound. This is all enhanced with the use of black costumes and cloaks that violently swirl and seem to conceal and remind the audience of the swirling movements of the Death Eaters. The performers move as a group and create harsh straight lines and shapes that again suggest control and strength. The final diamond shape converging on the audience suggests the size and scale of an army that is controlling the world.

Working in groups of four or six create a similar sequence that suggests the same intense atmosphere of repression and control. You may wish to use music to enhance the sequence. One approach would be to create three sequences in pairs that you present to the rest of the group which you then work on bringing together to create the same dynamic conclusion seen in the production.

20 21 COSTUMES FRIENDSHIP GRAFFITI WALK: BRAINSTORM: Analysing costumes Friendship

• Create five graffiti sheets (e.g. five pieces of butchers paper around the “I can do it without you – but I want you there – Because I want us to do this together.” room) each with one of the tasks below. Albus Potter

1. List ten adjectives that describe the costumes. • Whole class brainstorm the examples of friendship they saw in the show. 2. .Create a sentence that uses alliteration to describe one Examples may include: of the characters. о Harry/Hermione/Ron/Draco 3. .Create a simile that describes the appearance of one of о Albus/Scorpious the characters. о Rose/Albus о Delphi/Albus/Scorpious 4. .Are these costumes just for appearance or could they be worn everyday? Explain your answer. SIX SQUARES: 5. .When wearing these clothes, do you think these individuals Making friends experience being judged (positively or negatively) by others? When Rose and Albus first board the Hogwarts Express, Rose is keen to Explain your answer. concentrate on carefully choosing who to be friends with. Albus seems unsure and • Students divide into groups of three. says that choosing who you want to be friends with for life seems scary.

• .Student groups work through the five tasks on the graffiti sheets. • .Students fold one piece of A4 paper into three and then in half, creating ‘6 squares’ to write on. • .Each group spends four minutes at each graffiti sheet before moving to the next sheet. • Students number the squares 1 to 6. • .When students have completed all sheets they report back to the class with • .Students write their answers in the corresponding box to the following the information written on their last graffiti sheet. questions: 1. What was your first experience of making friends? 2. .Can you ‘choose’ who to be friends with? If so, how would LEARN MORE ABOUT THE COSTUMES OF HARRY POTTER AND THE you decide? CURSED CHILD ON OUR EDUCATION PAGE 3. .Think back to your own experience, perhaps at school or your HarryPotterThePlay.com/au/education first time at a new club or activity. How did you become friends with others? 4. What factors do you think create friendships? 5. What factors sustain friendships? Possible suggestions: age, geography, family connection (parents know each other, sibling), shared experience, shared interest, similar style or clothes, similar attitudes or morals. 6. .Rose thinks that everyone will want to make friends with Albus and herself because of their family name and status. Do you think that can affect or create friendships?

22 23 • .Students then form groups of three to discuss their answers and generate FAMILY AND IDENTITY their top three responses as a group for each question. “Love blinds. We have both tried to give our sons, not what they needed, Conclude with a whole class discussion. • but what we needed” - Draco Malfoy THINK-PAIR-SHARE: PROFESSORS: Please make clear that for this section students need not Creating friends discuss their own families unless they wish to and no-one should refer to a real Scorpius is clearly nervous about making friends knowing that the rumours family other than their own. They can choose to focus on families depicted in surrounding his parentage might affect people – particularly a Potter or Granger- the production (Potters, Malfoys, Granger-Weasleys, Diggorys) or use families Weasley – from being friends with him. His mum’s advice was that offering sweets from other books, films or television shows to explore these questions. may help make friends. GRAFITTI WALK: • .Do you agree? Have you ever used a similar tactic to help create friendships? Protection • .Just before they find the Time Turner Scorpius says that there is We see Harry and Ginny desperately trying to protect their son and worrying a reason that he and Albus are friends “a reason we found each other”. about him. The second conversation between Dumbledore and Harry at the Do you have a friendship that gives you a similar feeling? Ministry also explores how Dumbledore tried to be a father figure to Harry but couldn’t protect him as he wished to. BRAINSTORM: Importance of friends • Create four graffiti sheets (four pieces of butchers paper/A3 sized paper around the room each with one of the following questions written at the top Harry knows the importance of his friendship with Ron and Hermione in helping of the page). him survive Hogwarts and even helping to save his life. We also learn that both Draco and Ginny envied the wonderful friendships Harry had. Draco goes on • Students work in small groups. to suggest that Tom Riddle’s loneliness may have been in part what led him to • .Allocate two minutes for each group to work with each graffiti sheet. After becoming Voldemort and that Harry must protect Albus from his own loneliness. two minutes, groups move on to the next graffiti sheet. • Thinking back over the story why do you think some characters become • .Once each group has completed all five graffiti sheets, each group chooses, such good friends? Identify some examples from the play where friendship is and highlights five pieces of information recorded on the last graffiti sheet important? they wrote on as a group and present these to the class. Think back to scenes that show friends sharing good times, sharing о 1. .In what ways do the characters in the play try to protect their problems, offering companionship and giving advice. children and how similar is that to the ways your parents try to • .In small groups discuss why friendships are so important? You need not refer protect you? Think of an example and in pairs, compare your to personal examples but may wish to do so. thoughts. 2. .“You are a constant curse on my family” – both Draco and Amos Write about a personal friendship of yours and why it is important. Diggory see Harry as responsible for the fortunes of their families. Differentiation – Students in need of additional support or a more basic How important is it for the audience to hear these ideas about task may focus on describing the friend and narrating the friendship. Harry? Does it affect what the audience think of him? Students in need of a more advanced task should assess the qualities of 3. .Scorpius, perhaps out of friendly solidarity, confides that he the friendship and evaluate why they friendship is important. You may sometimes thinks he can see his Dad thinking “how did I produce also wish to allow the option of writing about a friendship from the this?”. What can make relationships between parents and children production rather than a personal friendship depending on the dynamics difficult? Consider what might cause problems, how they might be of your group. resolved and when families might be closest? You should draw on events that unfold in the production as a starting point.

24 25 4. Following the first attempt to go back in time Harry decides that Re-enact the scene where the Sorting Hat is making its selection. You he is no longer concerned with Albus liking him, instead he wants may choose to present the Sorting Hat as it is staged in the production or only Albus’ obedience in order, he believes, to protect him. Do you may devise another method. Focus on showing the reactions of those you think Harry is right? Should parents be concerned with their around Albus including Rose and perhaps Scorpius, Professor McGonagall, children liking them or obeying them? James Potter, other Slytherins. Try and get across to your audience a range of different feelings through their reactions. Y-CHART: Difficult relationships DEBATE: Growing up Albus and Scorpius both have difficult relationships with their fathers. During the heated argument in Part One, Albus says he wishes Harry weren’t his Dad and Draco suggests that growing up is the hardest job in the world. Do you agree Harry says he sometimes wishes Albus weren’t his son. with this statement? What do you think leads him to say this? You may wish to comment on Albus’ realisation that his actions were rooted in feeling that he .Students discuss with a partner: What was your reaction to this moment? Did • constantly had something to prove. it surprise you? Why do you think Harry became so frustrated with Albus? • .Debate the following topic: “Growing up is the hardest job in the world” • Students draw a large Y-Chart in their books. • Divide class in half. • .Students have one minute to talk about what they think a good parent; .Half the class will debate ‘for’ the argument and the second half ‘against’ the о Looks like • argument. о Feels like о Sounds like • .Students work as individuals. Provide a ten-minute time allocation to write as many dot points for their side of the argument as possible. Teachers’ note: Students may draw upon some of the moments .Students form small groups of three to combine their dot points. from the play or think of their own ideas. • • .Alternating between for and against sides, each group takes it in turns (one THINK-PAIR-SHARE: student at a time) to present their side of the argument. Harry and Albus’s relationship • Whole class discussion. • Students think back to the end of the play and discuss: о How do you think the relationship between Harry and Albus has Write a persuasive article for your school newspaper in which you argue changed? You may wish to compare the closing scene of the play either for or against the statement that growing up, rather than parenting, and the conversation between father and son with the earlier is the hardest job in the world. argument in Part One. Can you think of any examples in your life where an important element of MIND-MAP: your identity might be expected to be the same as your parents? Choice Developing identities of career, sporting or artistic skills, physical attributes? Discuss how it feels to share in elements of your parent’s identity and how it feels to be Starting school is often an important stage in beginning to develop our identities. different. At Hogwarts which house you are in becomes a significant part of your identity. When Albus is put into Slytherin by the Sorting Hat, Rose exclaims “This is not how it’s supposed to be”.

• .Students create a mindmap to explore the following questions: How did this scene make you feel? What do you think of Slytherin house or any of the other houses?

26 27 DISCUSSION: TEACHERS’ NOTE: ACCESSING HELP Difficult relationships Guide discussion so that students consider:

Albus’s difficult relationship with his father Harry is clear throughout the play. Online and offline places to go for help, including organisations in the local • .Students work as individuals and write down the impact that this difficult school area. Discussion MUST also include: If you or a student are worried relationship had on both Albus and Harry. about someone and feel urgent professional support is needed, turn to a trusted adult to help. If the need for assistance is life threatening, call 000 • .What does Albus do to impact this relationship both positively and negatively? (triple zero; Australia only). • .Who helps Albus through these tough times? Who helps Harry? (Here it is important for teachers to point out to students the places they can go when Places students can go to for help include: they are going through tough times. Teachers may also want to point out to students the support available at their local context, including in-school supports as well as supports available in the school and community including In-school supports school counsellors, welfare/wellbeing, online support agencies as well as Kids Helpline). Teacher

• .What characteristics do these people possess when helping Albus and Harry? Year Advisor Head Teacher Welfare / Wellbeing • What other characters go through tough times in the play? Teacher’s Aide • .In the same pairs, students use an A3 paper to draw a Y chart diagram. Label each section of the chart; Aboriginal Education Officer / School / Support Officer or Teachers Aide о Looks like Chaplain / Pastoral Care Worker / School Counsellor о Feels like о Sounds like Out-of-school supports • .Students fill in the chart with their responses to: When I help a friend who is Parent / carer / extended family member going through a tough time it… Friends • .Whole class discussion on where to go for help, including online support Community / cultural groups organisations. Coach Online services such as: ReachOut.com, headspace, beyondblue, youth beyondblue Counsellors / psychologists / GPs Kids Helpline - 1800 55 1800

28 29 TRUTH, RUMOUR AND DREAMS Draco is initially dismissive of Hermione’s concern about Voldemort’s “The truth is a beautiful and terrible thing, and should therefore by treated with return referring to the regular rumours that appear in the Daily Prophet great caution” - Harry quoting about his return. What part do you think the press and media play in creating rumours in the real world? STICKY NOTE SLAM: Truth and rumours BRAINSTORM: Reality and truth The link between rumours and truth is established early in the play and much of the action is dependent on trying to prove truth in the face of rumour. Harry’s dreams: Several scenes at first might confuse the audience about what is reality and truth until it becomes clear they are Harry’s dreams. The dreams • .Students in groups of three, have 45 seconds to write down as many contain scenes from the past, some of which the audience may be familiar with, rumours as they can remember from the story in the production. but others appear to show us new memories or things that never happened. .The aim of the activity is to see if students can fill their desk with sticky • • As a class brainstorm what you can remember from the scenes that notes before the time limit is up. contained Harry’s dreams. • Discuss responses as a group. Aunt Petunia, his childhood, his parents Lily and James, snakes, PAIRS BRAINSTORM: Parseltongue, seeing Albus, voice of Voldemort, death. Rumours Working individually create a description of a dream you might have. You • Students discuss the following questions; should use vivid vocabulary and aim to include several of the features 1. .How does Scorpius seem affected by the rumour that surrounds from the class brainstorm. his parentage? He tries to use his physical similarity to his father Do you think dreams show truth? How might what happens in a dream to disprove the rumour, i.e. his hair, his nose, and he is quick to affect our understanding of what is true once we are awake? address it rather than ignoring it. Do you think this helps? 2. Why might this rumour be so powerful? Ginny has spent many years with Harry and seems to know that his sleep is often troubled. The return of his dreams is a worrying sign. Growing 3. Why and how do rumours become so powerful? up Harry had many dreams but in many cases these were created by Voldemort. Imagine you keep a diary. Write a diary entry where you In small groups create a short scene where students are gossiping about explain what a friend has told you about their recent dreams and show the rumours about a new student at school. What might they discuss the concerns you have about them. and what are their sources? Would anyone defend the student or speak against the rumours? (Teachers’ note: Ensure this scene is entirely DEBATE: fictional and no real names are used). Who is the cursed child?

CLASS DISCUSSION: • Debate the following topic: “______IS THE CURSED CHILD”. Rumours and more rumours! • Divide class into four groups. • .Draco seems to think that Harry refuting the rumours surrounding .Each group is allocated one character from the play (Harry, Albus, Delphi or Scorpius would put an end to the story. Do you think this would work? • Scorpius) and will debate ‘for’ their character to be seen as the ‘cursed child’. Why or why not? • .Students work as individuals to come up with as many reasons from the play • .Dumbledore reveals that he is aware, perhaps through rumours, about Harry that indicate that their character is the ‘cursed child’. Provide a ten-minute and Albus. How does Harry react to the idea that there may be gossip about time allocation to write as many dot points for their side as possible. him and his son?

30 31 • .Students re-form into their small groups (four groups in total) to combine TIME their dot points. “There is no escaping the past” - Draco Malfoy • .Each group is invited to present their argument points to the class. THINK-PAIR-SHARE: • Whole class discussion. Connections to the past

Possible reasons for each of the characters listed below to be seen as the • .Harry has many connections to the past that are explored in the production. ‘cursed child’. Think back and in pairs discuss as many references as you can remember to his life as a child. • Harry- A horcrux for Voldemort and watches his own parents die again. • .Albus- “When spares are spare, when time is turned, when unseen children The Triwizard Tournament, the blanket from his mother, the Sorting Hat, murder their fathers. Then the Dark Lord will return.” his relationship with Dumbledore, Hermione’s Time Turner, Bane and the Battle of Hogwarts, the Invisibility Cloak and Marauder’s Map, his scar Delphi- Voldemort’s daughter. • hurting and his dreams. • .Scorpious- Harry bans Albus from being friends with Scorpious. Harry thinks Scorpious is the ‘black cloud’ surrounding Albus. CIRCLE CHAT: Consequences Albus says “A mistake has been made and we’re going to right it” and this is his reason for using the Time Turner. He wants to help correct what he sees as one of his father’s past mistakes and is convinced he must do it.

• Move students into a large free space. • Position students in two circles, the inside circle facing out and the outside circle facing in so everyone has a partner.

• The teacher reads out the questions below and each pair has 1 minute to discuss their responses.

• The outside circle moves one space to the left and the next question is read out and answered. This is repeated until all questions are answered. Questions: 1. .Does Albus seem to understand the power of time and changing it? 2. .What are the general consequences of Albus and Scorpius returning to the past? 3. .Why do you think Albus is so convinced he must correct the past? You may like to consider how the production explores Albus seeing this as “a journey” i.e. What is it a journey of, or towards? 4. .In the second act of Part One how is it revealed that time has been changed by the first visit back to the Triwizard Tournament? How significant are these changes? Are they what you would expect? You may also want to consider what doesn’t change.

32 33 5. .The changes after the second visit back in time are even more BRAINSTORM: dramatic and severe. What do you remember has been changed? Time

First visit: Ron and Hermione don’t get married and therefore Rose isn’t • In small groups students brainstorm how the theme of time is reinforced born (or Hugo), Hermione becomes a professor at Hogwarts and not through the set design and other design and performance elements. Minister for Magic, Albus has been placed in Gryffindor. Second visit: • Whole class discussion. Harry is dead, the world is under the control of Voldemort and Dark Magic, is Headmistress of Hogwarts, Professor Snape о .A large clock adorns the set and appears to be ticking. In the is alive and still teaching at Hogwarts, Scorpius is in line to be Head Boy sequences where time is reversed the clock reverses and we see and his father is Head of Magical Law Enforcement. the hands turning quickly backwards. о .The sound effect of loud ticking speeding up accompanies SPIDERGRAM: sequences of time changing. Going back in time о Lowered lighting levels and flashes. A spidergram is a visual tool used to organised information in a logical way. о Swirling cloaks and robes. • .Delphi says “Today you get an opportunity few are given-today you get to change history – to change time itself”. о Rapid entrances and exits across the stage.

• .Students work individually to think back to an event or moment in your о Use of the revolve. own life that you would like to go back to and change. Students create a о Moving staircases. spidergram of information about the following; о .Described in the script as “a never-world of time change”, о Event/moment you would like to change. the passage of time early in Part One is conveyed through a о .What would you have to change and why would you continuous sequence of short scenes to show the years passing want to change it? for Albus at Hogwarts. Performers use their robes and cloaks in a grand swishing movement to cover the moving of props and set о Would changing the event have any other consequences? creating the illusion of things disappearing, and suitcases acting as train seats as well as luggage can quickly create the multiple train Example: journeys departing from Kings Cross without needing a fixed set. The use of a revolve further conveys the sense of movement as scenes blend into each other from the Sorting Hat to .

This need not be an entirely serious task particularly if you are aware of any sensitivities in the class. Instead, ask students to focus on a more light-hearted or trivial change such as stopping an embarrassing mistake or improving a sports result or performance.

34 35 Appendix A: Placemat thoughts template

36 37 TM & © HPTP. Harry Potter TM WB Harry Potter Publishing and Theatrical Rights © J.K. Rowling Harry Potter characters names and related indicia are trademarks of and © Warner Bros. Ent. All Rights Reserved.