ARTS EDUCATIONAL PACKAGE JK Through Grade 8 Www

PRESENTS

ARTS EDUCATIONAL PACKAGE JK through Grade 8 for teachers attending a performance

MARKHAM • WHITBY www.diversifiedtheatre.com (416)696-6041 [email protected] IMPORTANT INFORMATION VENUES [THEATRE WILL BE NOTED ON TICKET]

FLATO MARKHAM THEATRE 171 TOWN CENTRE BLVD MARKHAM ON L3R 8G5 T. (905) 305-7469 {Box Office]

WOODBINE AVE

HWY WARDEN AVE MARKHAM FLATO THEATRE 404 AVE 171 TOWN CENTRE BL VD 16th MARKHAM ON L3R 8G5 7 HWY E ETR th AV 407 16 A PPLE CREEK BLVD

Y 7 Access to LV W B H WA W theatre is from O RDEN 407 O E TOWN CENTRE BLVD ETR D AVE B ES MARKHAM L AV IN E STE FLATO E P E

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WA Y 7 E H R W E D H AV W CH E IN N Y 401 F Y HW 4 AV

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4 401 HWY

The theatre is located on the north Access to drop-off and parking in the front of west corner of WARDEN AVE and the theatre is via TOWN CENTRE BLVD off of

HIGHWAY 7. HIGHWAY 7.

Please arrive about 20 minutes before the performance is scheduled to start. If, for any reason, you are delayed, please call Trudy Moffatt at (647) 201-6899 or Peter Aylin at (416) 937-0770. If no answer, please call the theatre telephone number listed above. N.B. Nobody will be available to answer the phones at Diversified Theatre’s main office during show days. Outside of performance times, call (416) 696-6041 for additional information. Performance running time is 60 minutes plus approx. 15 minutes Q & A with cast onstage. IMPORTANT INFORMATION VENUES [THEATRE WILL BE NOTED ON TICKET] (cont.)

WHITBY CENTENNIAL BUILDING THEATRE 416 CENTRE ST S WHITBY ON L1N 4W2 T. (905) 668-5371 [Administration]

BROCK ST The theatre is located west of N

E BROCK ST S in WHITBY AS ST DUND (north of the 401 – junction 410). CO CH RANE S E COLBORNE ST T AS ST W T W E DUND OP ST FRANCES ST COLBORNE S DUNL T W E OP S BYR ANNES ST DUNL CENTRE ST GILBERT ST ON ST

HENRY ST KING ST E ARIO ST Drop-off can either be at the front or S ST ONT S W E the rear of the theatre. W S GILBERT ST ARIO ST ST JOHN ST ONT W E ST JOHN ST The front entrance is on TRENT ST

BROCK ST TRENT ST W CENTRE ST S. E

ANNES ST W BURNS ST ST Parking (and alternative drop-off) is PITT S at the rear of the building accessed BROCK ST

BYR W CENTRE ST from KING ST. BURNS ST ON ST KING ST HENRY ST

S WHITBY CENTENNIAL BUILDING THEATRE R 416 CENTRE ST S CONSUMERS D WHITBY ON L1N 4W2 HWY 401

DIRECTOR’S NOTES...... 1 INTRODUCTION...... 2 Alice in Wonderland—Synopsis...... 2 About the writer...... 3 STRANDS AND CURRICULUM CONNECTIONS...... 4 PRE–EVENT / POST EVENT EXERCISES: JK – Grade 2 Connect the Dots...... 5 Alice Colouring Page...... 6 What Can You See on the Mad Hatter’s table?...... 7 Grade 2 – Grade 3 Irregular Verb Worksheet...... 8 Grade 3 – Grade 5 Word Find...... 9 Theatrical Review...... 10 Grade 4 – Grade 5 Pre or post-show excercises...... 13 Grade 4 – Grade 6 How Does Lewis Carroll’s Original Story Compare to Our Treatment?... 14 Grade 5 – Grade 8 Visual Arts / Dance Movement...... 15 Grade 6 – Grade 8 Comparison of Characters / School as Wonderland Expand Creativity and Writing Concepts...... 17 ALICE IN WONDERLAND QUIZ...... 19 ANSWERS TO WORD SEARCH AND QUIZ...... 20 DIRECTOR’S NOTES A MAGICAL CLASSIC TALE THAT IS REALLY ABOUT IDENTITY! This classic tale, written by English author Charles Lutwidge Dodgson under the pseudonym Lewis Carroll, is considered to be one of the best examples of the literary nonsense genre. Alice in Wonderland is not just a children’s classic or a favorite family film; it’s a celebration of nonsense for anyone who has ever wanted to poke fun at the “grown up” world and sometimes its lack of imagination. The reason we are still reading and enjoying his work today is its astute, good–humored satire and the power of imagination. Falling deeper and deeper into the rabbit hole, we have the privilege of peeking inside the mind of Lewis Carroll—a brilliant mathematician intrigued by the beauty of chaos, delighted by the logic of nonsense and frustrated at the rigidity of his Victorian world—not for his own sake, but for children like Alice and her sisters, who were taught too soon to silence their imaginations and keep their dreams to themselves. But through this fantastical journey, we begin to understand that it is also a story about maturing and finding one’s place in the world. Alice is trying to navigate the confusing, sometimes contradictory world of adults as she leaves her childhood behind. Throughout the story, her body changes shapes and sizes, she travels through a land where the rules are constantly changing and cause and effect seem random. These obstacles are similar to the challenges children face as they go through puberty and face higher expectations. Alice must figure out who to listen to and who to ignore. As she makes decisions, she learns to trust her own judgment and feel confident in herself. Trudy Moffatt Director

Page 1 INTRODUCTION ALICE IN WONDERLAND—SYNOPSIS Alice is taking a break from her boring school lessons and pops outside to chase a beautiful butterfly. When her sister allows her just a few more minutes in the wonderful warm air, Alice drowsily sits down to dream. Suddenly, she wakes up and catches sight of a White Rabbit in a waistcoat running by her. The White Rabbit pulls out a pocket watch, exclaims he is late and doesn’t know what to do. When Alice engages the Rabbit, he decides he just doesn’t have the time and heads down the Rabbit hole with Alice in pursuit. Eventually, Alice arrives at the very bottom of the Rabbit hole. A room full of doors and no way out. With a little help from the small door, she finds a bottle marked “DRINK ME” and downs the contents. She shrinks down to the right size to enter the most beautiful garden in Wonderland. It is in this garden that she meets the Caterpillar and the Cheshire Cat and we learn that all is not right in Wonderland. Alice wants to find the Rabbit and go to the Queens Unbirthday Party, so she sets off to find the Rabbit. She finds the Rabbit and the Cheshire Cat at the Duchess’ bakery, who is preparing the tarts for the Queens Soirée. After a hilarious baking routine, they decide that Alice needs to see the Hatter if she is going to get an invitation to the Party. In the meantime, we are introduced to the evil Knave of Hearts. The Knave will stop at nothing to conquer the kingdom from the Queen of Hearts. The Cheshire cat hears his plotting and challenges him. When Alice arrives at the Mad Hatter’s abode, a Tea Party is in full swing. She is surprised to find the Hatter is not interested in helping her. Finally, after much persuasion and help from her new–found friends, the Hatter decides to help Alice get an invitation and through this exercise she begins to find her muchness and her imagination. Leaving the Hatter behind, she journeys to the seaside, which is the quickest way to the Queen’s Palace. There, she meets the Mock Turtle, who has a story of his own to tell. Just when we thought everything would turn out okay, the Knave intercepts Alice, stealing the tarts and dragging her off the Queen’s dungeons. When her friends find out the Knave has taken Alice, they summon all their courage and go to save her. The craziness that follows must be watched to be believed. Needless, to say, no one loses their head and it is a very happy ending for all concerned. Well, except for one Knave of Hearts…

Page 2 ABOUT THE WRITER Lewis Carroll is the pseudonym of mathematician Charles Lutwidge Dodgson, which he adopted when publishing his famous children’s novels. The son of a Cheshire parson, Dodgson grew up in a large family which enjoyed composing magazines and putting on plays. In 1851, he went to Christ Church, Oxford. By 1855, he was a fellow, lecturing in mathematics. He occupied a tower in the college for the rest of his life. He wrote many books on mathematics and logic, and enjoyed inventing puzzles and games and playing croquet. His love of paradox and nonsense and his fondness for small children led to the writing of Alice’s Adventures in Wonderland (1865), a story which he began while rowing Lorina, Alice and Edith, the three small daughters of the College Dean H G Liddell, up the Thames for a picnic near Binsey. A sequel, Through the Looking Glass and What Alice Found There, appeared in 1871. Interviewed when she was old, Alice remembered him as tall and slender, with blue/grey eyes, longish hair, and ‘carrying himself upright, almost more than upright, as if he had swallowed a poker’. He published “Phantasmagoria and Other Poems” in 1869, “The Hunting of the Snark” in 1876 and “Sylvie and Bruno” in 1889. Dodgson wrote and received ‘wheelbarrows full’ of letters (a letter register he started in his late 20s and kept for the rest of his life records more than 98,000 sent and received). Many of these were on religious and political issues while others were full of light–hearted nonsense. He excelled in artfully staged photographs, many of children in costumes and others of friends, including Dante Gabriel Rossetti, Holman Hunt and Alfred, Lord Tennyson. He died, aged 65, of pneumonia. Further information about the life of Lewis Carroll can be found here via the Oxford Dictionary of National Biography: http://www.oxforddnb.com/view/10.1093/ref:odnb/9780198614128.001.0001/odnb-9780198614128-e-7749?rskey=gBSy- 8D&result=1

Page 3 STRANDS AND CURRICULUM CONNECTIONS

CROSS–CURRICULAR • To use information. • To use creativity • To exercise critical judgment • To construct his/her identity

LANGUAGE ARTS • To write self–expressive narrative and information–based texts • To use language to communicate and learn

ARTS EDUCATION—DRAMA • To invent short scenes • To interpret short scenes • To appreciate dramatic works, personal productions and those of classmates. • Curriculum Connections: Dance, Music, Language and Literacy • Character Education Connections: Co–operation, Empathy, Kindness & Caring, Integrity, Giving and Teamwork • Themes: Realizing Potential and Self–worth, Leadership and Friendship.

Page 4 JK – Grade 2 PRE–THEATRE or POST SHOW EXERCISES CONNECT THE DOTS Join the dots to find out...

Page 5 JK – Grade 2 PRE–THEATRE or POST SHOW EXERCISES ALICE COLOURING PAGE Make sure you colour the page brightly!

Page 6 JK – Grade 2 PRE–THEATRE or POST SHOW EXERCISES WHAT CAN YOU SEE ON THE MAD HATTER’S TABLE?

You are a guest at the Mad Hatter’s Tea Party. Draw what you think would be on the table. Make sure you name your items.

Page 7 Grade 2 – Grade 3 PRE–THEATRE or POST SHOW EXERCISES IRREGULAR VERB WORKSHEET

Not all words add -ed to make the past tense. Circle the past tense verb that correctly completes the sentence:

1. Alice______a solo at the beginning of the play. sing singed sang

2. The Caterpillar______happy to see Alice. is was were

3. Alice______to see the Hatter. go goed went

4. The Duchess______baked some tarts for the Queen. has had have

5. The cards______in line for hours. stand standed stood

6. The Queen______Alice to play croquet. get getted got

7.The Caterpillar______the butterfly. become became becomed

8. The Mock Turtle______his school when he was little. begin beginned began

9. The Queen______the Duchess for her tarts. pay payed paid

10. Alice______from the evil Knave of Hearts. hide hid hided

11. The Queen______her tarts. lost lose losed

12. Alice______after she drank the potion. grow grewed grew

13. The Hatter didn’t______the answer to the question. knewed know knew

14. Alice______the potion. drank drink drinked

15. The Duchess______the recipe for the tarts. read readed red

Page 8 Grade 3 – Grade 5 PRE–SHOW EXERCISES: WORD FIND

CCBRPDTEOOCASDTL ZIHYEPOGVRATTUWO YWSEJTNROARWRCEO KNZISITQMANOAHET OLMTMHUAEOWKTEDS HTLALEIHHOUSDSLD PJLJTFFRNDDSNSEA QFJBZOADEJALEWDO IVIMNTEXCCFMAIUT PUYENRECILACIUMA YZEFLSELTRUTKCOM FUCATERPILLARJVW QYNVUDHEDGEHOGZI QDXCFNTCPNOLRJGY LFKXUVPEOCLWZNNB

Find the words listed below. Words can be found across, up, down, diagonal, and backwards: ALICE CATERPILLAR CHESHIRE CAT CROQUET DORMOUSE DUCHESS FLAMINGO HEDGEHOG KNAVE MAD HATTER MOCK TURTLE QUEEN OF HEARTS TARTS TOADSTOOL TWEEDLEDUM WONDERLAND

(Created by Puzzlemaker at DiscoveryEducation.com) Page 9 Grade 3 – 5 WRITE A REVIEW OF THE PLAY: RATIONALE: Students will be invited to use the critical analysis process to reflect on the performance they saw and communicate their interpretation of the story.

TARGETED CONCEPTS: This exercise will help foster students critical eye and develop their ability to express their opinions and reactions.

EXPLANATION OF ACTIVITY: Have students complete the attached review sheet:

Page 10 Grade 3 – 5 POST SHOW EXERCISES: THEATRICAL REVIEW

The title of the play was: ______

The names of the characters in the play were______

My favourite character was ______

Because she/he ______

If I were an actor in the play I would play the part of______

Explain your answer ______

My favourite part of the play was______

What surprised you most about the story?______

Page 11 Grade 3 – 5 THEATRICAL REVIEW (cont.)

How did the actors use movement and body gestures?______

Who was the hero/heroine in the show?______

What made him/her the hero/heroine? Explain your answer______

If you were Alice what would you have done differently?______

If you were the Mad Hatter, what would you have done differently?______

What did you like about the show?______Page 12 Grade 4 – Grade 5 PRE–SHOW or POST SHOW EXERCISES: USING VISUAL ARTS, DEVELOP PROPS FOR THE PLAY Create your very own unique hat, showing elements of your personality. The students can use different materials or tools to create the hat. Include favourite items, colours, materials and remember to name your Hat reflecting what it represents. STRATEGY: Using visual arts, develop props for the play.

WRITE AN ENTRY IN ALICE’S PERSONAL JOURNAL RATIONALE: To interpret the story, identify the characters feelings in the play and write their reflection related to it. TARGETED CONCEPTS: Express personal responses and make connections to the characters, themes, and issues presented in their own and others drama works. EXPLANATION OF THE ACTIVITY: Alice is secretly keeping a journal. Every night, Alice retires to her room, takes out her diary and writes about everything that happened that day and how she felt. Imagine you are Alice. Select one scene from Alice’s journey and write a journal entry for that day. Think about things such as what happened and how you felt. Remember: YOU are Alice. Use first person to write the journal entry (ex: Today, I....; I felt...., etc.). STRATEGY: Reflection through personal views on the feelings of the characters.

ACT OUT SCENE WITH ALTERNATIVE ENDING RATIONALE: To identify the feelings of the character and the situation of the play. TARGETED CONCEPTS: Engage actively in drama exploration and role play, with a focus on exploring drama structures, key ideas, and pivotal moments in their own stories and stories from diverse communities, times, and places. EXPLANATION OF THE ACTIVITY: For this activity, the students are going to act out a scene to create a new version of the ending scene. The students have to think, create and perform a scene to continue after Alice has returned home. STRATEGY: Role-plays in groups.

Page 13 Grade 4 – Grade 6 PRE–SHOW or POST SHOW EXERCISES: HOW DOES LEWIS CARROLL’S VERSION OF THE STORY COMPARE TO OUR TREATMENT READ LEWIS CARROLL’S VERSION OF THE STORY RESEARCH “BRITISH PANTOMIME” There are slightly different views on the origins of Traditional English Pantomime. However, nobody can dispute its current popularity in the UK—with almost every theatre in every city presenting their own production in some form or another. Research the genre (you will find some suggested links below) and explain which elements of the genre were utilized in the play and what elements of the original story were changed to conform to the genre

RESOURCES (you should be able to click on the links below): http://www.stagebeauty.net/th-panto.html http://www.historic-uk.com/CultureUK/Pantomime/ https://en.wikipedia.org/wiki/Pantomime https://en.wikipedia.org/wiki/Alice’s_Adventures_in_Wonderland

Page 14 Grade 5 – Grade 8 PRE–SHOW or POST SHOW EXERCISES: VISUAL ARTS In pairs or small groups create a 3D model of either the Caterpillar’s garden, the Duchess’ bakery or the Queen of Hearts’ Garden. Create 3D masks or puppets for Alice, the Rabbit, the Cheshire Cat and the Queen of Hearts. Use these in drama scenarios and videos for future activities.

DANCE MOVEMENT In small groups, the students are given a word (taken from the themes, ideas and values list below): • Friendship and loyalty • Finding your identity • Family • Good versus evil • Memory • Challenges • Quest • Courage • Home / Belonging Each student creates a movement to encapsulate this concept. Pairs are then formed and students combine their movements. Pairs join and create a group of four. The group then collaborates to join all their movements together to create an interpretative dance piece. These can be videoed and critiqued by class members as part of a reflective exercise. Students can add appropriate music. In small groups, develop a movement sequence or soundscape to portray falling down the Rabbit hole scene and Alice then shrinking and making her way through the doors to Wonderland.

Page 15 Grade 6 – 8 Literature POST SHOW EXERCISES: COMPARISON OF CHARACTERS 1. Discuss the elements that Alice’s Adventures in Wonderland has in common with fairy tales. Choose another fairy tale and write an example. 2. Compare Alice’s encounters in Wonderland with the Red Queen to another fairy tale character who encounters a tyrant. In what ways are these encounters similar? In what ways are they different? 3. Analyze in what ways Alice’s Adventures in Wonderland can be considered a parody of Victorian English life. 4. Explain in what ways Alice’s adventures are similar to many nightmares we have all experienced. 5. Discuss the symbolic meaning of Alice’s journey down the rabbit hole, her attendance at the Mad Hatter’s Tea party, and the events at the Red Queen’s Party. 6. Explain how the surrealistic elements of time, size, and place distortion add to one’s pleasure as an audience member.

EXTENSION Many small, weak, young, or innocent characters like Alice encounter characters who frighten or overpower them. Have students write a further adventure for Alice, in which she encounters a character from another fairy tale. Tell students that their episodes should include triumph of the weak over the strong.

SCHOOL AS WONDERLAND Give the following assignment to students: Imagine that a youngster from another planet has just dropped through a hole of sorts and plops onto the floor of the main office of your school. Write a skit that shows which people and activities in your school would seem frightening, bizarre, or silly to such an adventurer. Have students form groups to do prewriting that will eventually lead to parodies or characters of these people and activities. The prewriting notes should show how the writers will distort people and activities for comic effect. Before students begin to draft their skits, introduce the elements of playwriting—dialogue and staging (including movements, props, and costumes).

Page 16 Grade 6 – 8 POST SHOW EXERCISE: EXPAND CREATIVITY AND WRITING CONCEPTS TARGETED CONCEPTS: This exercise will develop creativity and writing skills.

EXPLANATION OF ACTIVITY: Ask students to write a review or summary of the play. Instead of writing a standard review, ask the students to be creative in how they approach this.

SOME IDEAS: • Choose a character from the play and write a journal entry from their perspective. • Create a promotional campaign for the play (include posters, press release etc.). • Write a song or poem that describes your thoughts about the play. • Create a comic book. • Write a newspaper human interest story about one of the characters. • Write a pitch for the play to be turned into a movie. Include casting suggestions. When they are done, share their creative reviews with the class.

CHARACTER ANALYSIS ACTIVITY An important aspect to understanding a play is to analyze the characters. Discuss and analyze the main characters in the show:

• Alice • The White Rabbit • The Cheshire Cat • The Caterpiller • The Mad Hatter • The Mock Turtle • The Queen of Hearts

When the discussion is complete, ask the students to choose one character to write an analysis about. To make it more interesting, ask that the analysis be done from the point of view of another character in the play.

Page 17 Grade 6 – 8 POST EVENT EXERCISE: (cont.) EXPLANATION OF ACTIVITY:

• As a class, brainstorm the characters in the story and the plot. • Ask students to jot down the action of the plot in 20 point. (These will be used again in exercise 2 so make sure they keep them.) • Ask students to replace 7 plot points with a song they know that through its lyric, will convey the right mood and meaning for what the plot point had said. • When adding the song titles be sure to also include a few lines of the lyric that are most appropriate to that moment. • Have students present their new musicals to one another for peer evaluation.

Peer Evaluation Composer: Evaluator:

Creativity of song choices 1 2 3 4 5 Suitability of song choices 1 2 3 4 5 Placement of song choices 1 2 3 4 5 Conciseness of plot points 1 2 3 4 5 Overall sense of story 1 2 3 4 5

Page 18 ALICE IN WONDERLAND QUIZ Circle the correct answer beside the statements below: 1). Who was Alice chasing after? A. The Cheshire Cat B. Her Sister C. She was actually running away D. The Rabbit

2). Who was the real Alice? A. The author’s daughter B. She was fictitious C. The author’s Niece D. The daughter of the author’s business colleague

3). What year was Alice first made into a movie? A. 1915 B. 1903 C. 1925 D. 1893

4). In 1931 the novel was banned in China, why? A. Animals should not wear suits B. The story was to much nonsense C. Falling down a hole was dangerous D. Animals should not use human language

5). Lewis Carroll suffered from a rare neurological disorder that caused what? A. The feeling that time was being altered B. Visual objects could appear bigger and smaller C. Caused great headaches D. Made him blind in one eye

6). How long was the first Alice movie? A. 60 minuts B. 33 minutes C. 18 minutes D. 12 minutes

7). Alice in Wonderland was almost called somethng else, what was it? A. Alice’s Adventures Under Ground B. Alice follows the Rabbit C. Alice in Fairyland D. Alice Among the Animals

8). What was the author referring to with the phrase “Mad as a Hatter”? A. He was crazy B. He was completely eccentric C. He had dementia from the mercury in the hats D. It was just a saying at the time.

Page 19 ANSWERS TO WORD FIND

ANSWERS TO ALICE IN WONDERLAND QUIZ

1). D: The Rabbit

2). D: The daughter of the author’s business colleague

3). B: 1903

4). D: Animals should not use human language

5). B: Visual objects could appear bigger and smaller

6). D: 12 minutes

7). A: Alice’s Adventures Under Ground

8). C: He had dementia from the mercury in the hats

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