3–8 Years Little Red Riding Hood a queensland ballet and out of the box festival production

Queensland Ballet launches their My First Ballet series with a very special premiere. Funny, cheeky and feisty, Little Red Riding Hood is a delightful mashup of ballet and creative theatrics that children will love. This is a unique re-telling of a classic fairytale, set to an original score that will enthral the littlest lovers of dance and theatre. First commissioned by QPAC for the 2016 Out of the Box festival for children eight years and under.

AGE RANGE 3–8 Years VENUE Playhouse, QPAC COST School Groups 10+ $20pp 1 teacher free per 10 students booked BOOKINGS outoftheboxfestival.com.au/preview Refer to Festival Timetable on pp. 16-17 for available times and dates. EARLY YEARS FRAMEWORK AUSTRALIAN CURRICULUM v.8.1 Outcome 1: Children have a strong sense of identity. Dance: F-2 Outcome 2: Children are connected with and contribute to Explore, improvise and organise ideas to make dance sequences their world. using the elements of dance (ACADAM001). Outcome 4: Children are confident and involved learners. Use fundamental movement skills to develop technical skills Outcome 5: Children are effective communicators. when practising dance sequences (ACADAM002). Dance: 3&4 Improvise and structure movement ideas for dance sequences QUEENSLAND STUDIES AUTHORITY using the elements of dance and choreographic devices (ACADAM005). ESSENTIAL LEARNINGS BY THE END OF YEAR 3 Practise technical skills safely in fundamental movements THE ARTS (ACADAM006). Ways of Working Create and shape arts works by combining arts elements to express personal ideas, feelings and experiences, using arts Dance Moves elements and languages, reflect on learning to identify new Queensland Ballet with Queensland University of Technology understandings. Dance academics and Bachelor of Fine Arts (Dance) students DANCE offer a unique dance experience for children. The forest is magical; ballet is enchanting; the scheduled pop-up movement activities will Knowledge and Understanding introduce children to the conventions of the art form. Gross motor movements, including locomotor and non- See outoftheboxfestival.com.au for more information. locomotor are used to create actions for movement phrases, directions, levels and shapes are used to move in space within movement phrases, percussive and sustained movement qualities are used to change energy in movement phrases. AGE RANGE 3–8 Years VENUE Playhouse, Balcony Foyer QPAC COST FREE BOOKINGS None required Refer to Festival Timetable on pp. 16-17 for available times and dates.

OUT OF THE BOX CREATIVE LEARNING GUIDE MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AU CREATIVE LEARNING GUIDE ART FORM FOCUS: The Arts: Dance • Discuss whether a group (category) of items should go in the basket. • Draw an item that has not yet been discussed that fits within LEARNING ACTIVITIES: one of the identified categories. CREATURES OF LIGHT AND DARKNESS • Discuss and justify your chosen item and what category it Before viewing the performance: belongs to and why. • Discuss the concept of creatures of light (perhaps a friend or Extension activity: family member who is respectful and makes you feel safe, secure • Investigate ways in which other cultures transport and carry and supported) and darkness (perhaps a bully who is hurtful, items. For example: disrespectful, and mean). Example questions might include: – Indigenous Australian sieve or coolamon – What is a friend? – African women carrying items on their head – What makes you think that a person is a friend? • Identify well known superheroes or villains that could be classified as creatures of light or darkness. REVIEWING THE PERFORMANCE • Draw your favourite superhero or villain, or create a new • Explain what evaluating a performance means and discuss imaginary character. what categories could be used as the criteria. For example: entertainment value, narrative or theme, technique, etc. • In pairs, discuss your drawings and take turns to guess whether your partner’s character is of light or darkness, and why. • Discuss what you saw, what it was about and describe the characters, lighting, music, sets and costumes. Provide questions • Explore how your favourite superheroes or new imaginary to prompt responses such as “how might these movements and characters might move through the space. production elements express the story?” • Perform your movements for each other and describe the • Choose a favourite character or scene and explain why you liked movement. it. Provide stem questions to prompt responses such as “I like this After viewing the performance: character because it’s...” • Describe what the Wolf looked like and the way he moved. Were • Discuss what you liked or disliked about the performance as a his movements performed: whole. Rate the story by either symbols (drawing two or three stars – three being the highest) or providing stem questions “I – using low or high levels enjoyed the performance because…” – using percussive or sustained movement qualities – using a fast or slow tempo SCULPTURE ART – moving through the space or on the spot (locomotor/non- • Draw or use Play Doh or modelling clay to make your favourite locomotor) character from the performance. – using curved or angular shapes? • Share and compare your artwork with a partner. Explain your use • Discuss how these elements of dance help to characterise the of shape and colour and identify how this communicates whether Wolf as a friend (light) or a bully (darkness), or both. the character is a creature of light or darkness. • Experiment with similar movement around the space, to explore the Wolf as a creature of light and then as a creature of darkness. ENRICHING LEARNING ENVIRONMENTS • Discuss what you saw, felt and thought, comparing the two Turn the classroom into a forest, making available costumes and improvised Wolf dances. props such as tails, baskets and capes etc. Explain the story of Little Red Riding Hood, encouraging the class to use the props and costumes to create freeze frames of important parts of the A BASKET FULL OF GOODIES narrative. Teachers can place a basket or box on a desk in the centre of the room with several ‘goodies’ such as pictures, objects and toys surrounding it (which would be appropriate to take to a grandparent or a friend’s house). Examples might include strawberries, toys, spare clothes, biscuits etc. • Investigate the similarities and differences between the items and provide a system to categorise the items; such as by colour, size, shape etc.

OUT OF THE BOX CREATIVE LEARNING GUIDE MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AU Other Learning Resources BBC Red Riding Hood Music Series Teacher Notes – www.bbc.co.uk/learning/schoolradio/subjects/english/little_red_riding_hood BBC Little Red Riding Hood Resource Kit – www.teachingenglish.org.uk/article/little-red-riding-hood University of Utah Youth Theatre Big Bad Musical Resources – www.youththeatre.utah.edu/activities/ Australian Government Bullying No Way Resources – bullyingnoway.gov.au/resources/national-day/lesson-plans-2015/2015-st-lesson-plan3-4.pdf Australian Government Australian Indigenous Tools and Technologies – www.australia.gov.au/about-australia/australian-story/austn-indigenous-tools-and-technology

DISCOVER ONLINE The story of Little Red Riding Hood has evolved countless times over many centuries and cultures. The links provided are animations of various perspectives that the Little Red Riding Hood narrative can take: Big Bad Wolf (1934), animated short – www.youtube.com/watch?v=e4Lx5Bmpojw Little Red Riding Rabbit (1944), animated short – www.dailymotion.com/video/x2mo650 Red Riding Hoodwinked (1955), animated short – www.supercartoons.net/cartoon/1181/sylvester-red-riding-hoodwinked.html Hoodwinked (2005), animated film.

FURTHER READING FOR TEACHERS Perrault, C. (1697). Little red riding hood. London: Bodley Head. Grimm, J., & Grimm, W. (1812). Little red riding hood. London: Collins.

OUT OF THE BOX CREATIVE LEARNING GUIDE MORE INFORMATION AVAILABLE AT OUTOFTHEBOXFESTIVAL.COM.AU