Cinderella Press Release
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Study Guide for Teachers and Students
Melody Mennite in Cinderella. Photo by Amitava Sarkar STUDY GUIDE FOR TEACHERS AND STUDENTS 1 TABLE OF CONTENTS PRE AND POST-PERFORMANCE ACTIVITIES AND INFORMATION Learning Outcomes & TEKS 3 Attending a ballet performance 5 The story of Cinderella 7 The Artists who Created Cinderella: Choreographer 11 The Artists who Created Cinderella: Composer 12 The Artists who Created Cinderella Designer 13 Behind the Scenes: “The Step Family” 14 TEKS ADDRESSED Cinderella: Around the World 15 Compare & Contrast 18 Houston Ballet: Where in the World? 19 Look Ma, No Words! Storytelling in Dance 20 Storytelling Without Words Activity 21 Why Do They Wear That?: Dancers’ Clothing 22 Ballet Basics: Positions of the Feet 23 Ballet Basics: Arm Positions 24 Houston Ballet: 1955 to Today 25 Appendix A: Mood Cards 26 Appendix B: Create Your Own Story 27 Appendix C: Set Design 29 Appendix D: Costume Design 30 Appendix E: Glossary 31 2 LEARNING OUTCOMES Students who attend the performance and utilize the study guide will be able to: • Students can describe how ballets tell stories without words; • Compare & contrast the differences between various Cinderella stories; • Describe at least one dance from Cinderella in words or pictures; • Demonstrate appropriate audience behavior. TEKS ADDRESSED §117.106. MUSIC, ELEMENTARY (5) Historical and cultural relevance. The student examines music in relation to history and cultures. §114.22. LANGUAGES OTHER THAN ENGLISH LEVELS I AND II (4) Comparisons. The student develops insight into the nature of language and culture by comparing the student’s own language §110.25. ENGLISH LANGUAGE ARTS AND READING, READING (9) The student reads to increase knowledge of own culture, the culture of others, and the common elements of cultures and culture to another. -
Into the Woods Character Descriptions
Into The Woods Character Descriptions Narrator/Mysterious Man: This role has been cast. Cinderella: Female, age 20 to 30. Vocal range top: G5. Vocal range bottom: G3. A young, earnest maiden who is constantly mistreated by her stepmother and stepsisters. Jack: Male, age 20 to 30. Vocal range top: G4. Vocal range bottom: B2. The feckless giant killer who is ‘almost a man.’ He is adventurous, naive, energetic, and bright-eyed. Jack’s Mother: Female, age 50 to 65. Vocal range top: Gb5. Vocal range bottom: Bb3. Browbeating and weary, Jack’s protective mother who is independent, bold, and strong-willed. The Baker: Male, age 35 to 45. Vocal range top: G4. Vocal range bottom: Ab2. A harried and insecure baker who is simple and loving, yet protective of his family. He wants his wife to be happy and is willing to do anything to ensure her happiness but refuses to let others fight his battles. The Baker’s Wife: Female, age: 35 to 45. Vocal range top: G5. Vocal range bottom: F3. Determined and bright woman who wishes to be a mother. She leads a simple yet satisfying life and is very low-maintenance yet proactive in her endeavors. Cinderella’s Stepmother: Female, age 40 to 50. Vocal range top: F#5. Vocal range bottom: A3. The mean-spirited, demanding stepmother of Cinderella. Florinda And Lucinda: Female, 25 to 35. Vocal range top: Ab5. Vocal range bottom: C4. Cinderella’s stepsisters who are black of heart. They follow in their mother’s footsteps of abusing Cinderella. Little Red Riding Hood: Female, age 18 to 20. -
Dance Theatre of Harlem
François Rousseau François DANCE THEATRE OF HARLEM Founders Arthur Mitchell and Karel Shook Artistic Director Virginia Johnson Executive Director Anna Glass Ballet Master Kellye A. Saunders Interim General Manager Melinda Bloom Dance Artists Lindsey Croop, Yinet Fernandez, Alicia Mae Holloway, Alexandra Hutchinson, Daphne Lee, Crystal Serrano, Ingrid Silva, Amanda Smith, Stephanie Rae Williams, Derek Brockington, Da’Von Doane, Dustin James, Choong Hoon Lee, Christopher Charles McDaniel, Anthony Santos, Dylan Santos, Anthony V. Spaulding II Artistic Director Emeritus Arthur Mitchell PROGRAM There will be two intermissions. Friday, March 1 @ 8 PM Saturday, March 2 @ 2 PM Saturday, March 2 @ 8 PM Zellerbach Theatre The 18/19 dance series is presented by Annenberg Center Live and NextMove Dance. Support for Dance Theatre of Harlem’s 2018/2019 professional Company and National Tour activities made possible in part by: Anonymous; The Arnhold Foundation; Bloomberg Philanthropies; The Dauray Fund; Doris Duke Charitable Foundation; Elephant Rock Foundation; Ford Foundation; Ann & Gordon Getty Foundation; Harkness Foundation for Dance; Howard Gilman Foundation; The Dubose & Dorothy Heyward Memorial Fund; The Klein Family Foundation; John L. McHugh Foundation; Margaret T. Morris Foundation; National Endowment for the Arts; New York State Council on the Arts with the support of Governor Andrew M. Cuomo and the New York State Legislature; New England Foundation for the Arts, National Dance Project; Tatiana Piankova Foundation; May and Samuel Rudin -
The Black and the White Bride: Dualism, Gender, and Bodies in European Fairy Tales
Jeana Jorgensen: The Black and the White Bride: Dualism, Gender, and Bodies in European Fairy Tales The Black and the White Bride: Dualism, Gender, and Bodies in European Fairy Tales Jeana Jorgensen Butler University* Fairy tales are one of the most important folklore genres in Western culture, spanning literary and oral cultures, folk and elite cultures, and print and mass media forms. As Jack Zipes observes: ‘The cultural evolution of the fairy tale is closely bound historically to all kinds of storytelling and different civilizing processes that have undergirded the formation of nation-states.’143 Studying fairy tales thus opens a window onto European history and cultures, ideologies, and aesthetics. My goal here is to examine how fairy-tale characters embody dualistic traits, in regard both to gender roles and to other dualisms, such as the divide between the mind and body, and the body’s interior and exterior (as characterized by the skin). These and other dualisms have been theorized from many quarters. As Elizabeth Grosz states: ‘Feminists and philosophers seem to share a common view of the human subject as a being made up of two dichotomously opposed characteristics: mind and body, thought and extension, reason and passion, psychology and biology.’144 Further, ‘Dichotomous thinking necessarily hierarchizes and ranks the two polarized terms so that one becomes the privileged term and the other its suppressed, subordinated, negative counterpart.’145 Thus, any discussion of dualisms is automatically also a discussion of power relations. This article begins by summarizing the trajectory of dualism in Western intellectual history and culture, including how dualism fits within folkloristic and feminist scholarship. -
An Analysis of Figurative Language on Cinderella, Rumpelstiltskin, the Fisherman and His Wife and the Sleeping Beauty the Woods
AN ANALYSIS OF FIGURATIVE LANGUAGE ON CINDERELLA, RUMPELSTILTSKIN, THE FISHERMAN AND HIS WIFE AND THE SLEEPING BEAUTY THE WOODS BY CHARLES PERRAULT AND THE BROTHERS GRIMM Poppy Afrina Ni Luh Putu Setiarini, Anita Gunadarma University Gunadarma University Gunadarma University jl. Margonda Raya 100 jl. Margonda Raya 100 jl. Margonda Raya 100 Depok, 16424 Depok, 16424 Depok, 16424 ABSTRACT Figurative language exists to depict a beauty of words and give a vivid description of implicit messages. It is used in many literary works since a long time ago, including in children literature. The aims of the research are to describe about kinds of figurative language often used in Cinderella, Rumpeltstiltskin, The Fisherman and His Wife and The Sleeping Beauty in the Woods By Charles Perrault and the Brothers Grimm and also give a description the conceptual meaning of figurative language used in Cinderella, Rumpeltstiltskin, The Fisherman and His Wife and The Sleeping Beauty in the Woods By Charles Perrault and the Brothers Grimm. The writer uses a descriptive qualitative method in this research. Keywords: Analysis, Figurative Language, Children. forms of communication, however some 1. INTRODUCTION children’s literature, explicitly story 1.1 Background of the Research employed to add more sensuous to Human beings tend to communicate each children. other through language. Likewise they Referring to the explanation use language as well as nonverbal above, the writer was interested to communication, to express their analyze figurative language used on thoughts, needs, culture, etc. Charles Perrault and The Brothers Furthermore, language plays major role Grimm’s short stories, therefore the to transfer even influence in a writer chooses this research entitled humankind matter. -
To Whom the Shoe Fits: Cinderella As a Cultural Phenomenon in the Czech and Norwegian Context
Masaryk University Faculty of Arts Department of Germanic, Nordic and Dutch Studies To Whom the Shoe Fits: Cinderella as a Cultural Phenomenon in the Czech and Norwegian Context 2020 Mgr. Adéla Ficová Masaryk University Faculty of Arts Department of Germanic, Nordic and Dutch Studies Norwegian Language and Literature Mgr. Adéla Ficová To Whom the Shoe Fits: Cinderella as a Cultural Phenomenon in the Czech and Norwegian Context M.A. Thesis Supervisor: Mgr. Karolína Stehlíková, Ph.D. 2020 2 Statutory Declaration I hereby declare that I have written the submitted Master Thesis To Whom the Shoe Fits: Cinderella as a Cultural Phenomenon in the Czech and Norwegian Context independently. All the sources used for the purpose of finishing this thesis have been adequately referenced and are listed in the Bibliography. In Brno, 12 May 2020 ....................................... Mgr. Adéla Ficová 3 Acknowledgements I would like to express my sincere gratitude to my supervisor Mgr. Karolína Stehlíková, Ph.D., for her helpful guidance and valuable advices and shared enthusiasm for the topic. I also thank my parents and my friends for their encouragement and support. 4 Table of contents 1 Introduction ..................................................................................................................................... 6 1.1 Literature review ..................................................................................................................... 8 2 Historical genesis of the Cinderella fairy tale ................................................................................ -
Ballet Notes
Ballet Notes Mozartiana & Other Dances & In The Upper Room June 15 - 19, 2011 Aleksandar Antonijevic in In The Upper Room. Photo by Bruce Zinger. Orchestra Violins Bassoons Benjamin BoWman Stephen Mosher, Principal Concertmaster JerrY Robinson LYnn KUo, EliZabeth GoWen, Assistant Concertmaster Contra Bassoon DominiqUe Laplante, Horns Principal Second Violin Celia Franca, C.C., Founder GarY Pattison, Principal James AYlesWorth Vincent Barbee Jennie Baccante George Crum, Music Director Emeritus Derek Conrod Csaba KocZó Scott WeVers Karen Kain, C.C. Kevin Garland Sheldon Grabke Artistic Director Executive Director Xiao Grabke Trumpets David Briskin Rex Harrington, O.C. NancY KershaW Richard Sandals, Principal Music Director and Artist-in-Residence Sonia Klimasko-LeheniUk Mark Dharmaratnam Principal Conductor YakoV Lerner Rob WeYmoUth Magdalena Popa Lindsay Fischer JaYne Maddison Trombones Principal Artistic Coach Artistic Director, Ron Mah DaVid Archer, Principal YOU dance / Ballet Master AYa MiYagaWa Robert FergUson WendY Rogers Peter Ottmann Mandy-Jayne DaVid Pell, Bass Trombone Filip TomoV Senior Ballet Master Richardson Tuba Senior Ballet Mistress Joanna ZabroWarna PaUl ZeVenhUiZen Sasha Johnson Aleksandar AntonijeVic, GUillaUme Côté*, Violas Harp Greta Hodgkinson, Jiˇrí Jelinek, LUcie Parent, Principal Zdenek KonValina, Heather Ogden, Angela RUdden, Principal Sonia RodrigUeZ, Piotr StancZYk, Xiao Nan YU, Theresa RUdolph KocZó, Timpany Bridgett Zehr Assistant Principal Michael PerrY, Principal Valerie KUinka Kevin D. Bowles, Lorna Geddes, -
Three Levels of Questions (Cinderella)
Three Level Questioning: The Cinderella Example Level of Example Questions Question 1. Recall Define What is a fairy tale? What is a ball? Describe What are Cinderella’s step-relatives like? List Tell the tasks that Cinderella has to do around the house. Name What were her stepsisters named? Observe How did Cinderella dress? Recite Say the line that lots of fairy tales start with. Scan Find the name of the prince. 2. Analyze Analyze Why are Cinderella’s step relatives so mean to her? Compare How is Cinderella like other fairy tale characters? Contrast How are Cinderella’s and the stepsisters’ lives different? Group Who are the evil characters in the book? Infer Why would Cinderella just take this kind of abuse? Sort What are the good and bad things that happen to Cinderella? Sequence What happened when Cinderella went to the ball? Combine Can we make up a more complex character who has some of the sisters’ AND Cinderella’s characteristics? 3. Application and Evaluation Apply principle It looks like the message is sometimes people get what is coming to them. Is this always true? Evaluate Do you think that the prince is such a prize? Why? Do you think that this is a good book for children to read? Why? What would happen if Cinderella hadn’t dropped her slipper? Hypothesize/guess Imagine that you lived with a mean stepfamily like hers. How would that feel? What would you do? Would you be different? Imagine Was a ball an effective way to get the prince a woman? What will happen now that Cinderella and the prince are married? Judge Why were the stepsisters so mean? Why did the fairy godmother appear? Predict What if she hadn’t shown up? Speculate . -
Cinderella's Metamorphoses: a Comparative Study of Two English Translations of Perrault's Tales
Przekładaniec. A Journal of Literary Translation 22–23 (2009/2010): 249–266 doi:10.4467/16891864ePC.13.044.1461 MARTINE HENNARD DUTHEIL DE LA ROCHÈRE CINDERELLA’S METAMORPHOSES: A COMPARATIVE STUDY OF TWO ENGLISH TRANSLATIONS OF PERRAULT’S TALES Abstract: This comparative analysis of two translations of Charles Perrault’s “Cendrillon ou la petite pantoufle de verre” shows how the French conte was adapted for children in England at different moments and reflects different projects. Robert Samber’s “Cinderilla: or, The Little Glass Slipper,” published in Histories, or Tales of Past Times. With Morals (1729), is known as the first English translation of the tale. More recently, Angela Carter’s retranslation “Cinderella: or, The Little Glass Slipper,” published in The Fairy Tales of Charles Perrault (1977), pays homage to Samber but also modernises the tale to carry a more emancipatory message. While Samber’s translation reflects the working conditions of Grub Street writers and acculturation of Perrault’s fairy tale in Protestant England, Carter gives it a feminist twist as she turns it into a “fable of the politics of experience.” She would later rewrite it as “Ashputtle or The Mother’s Ghost” (1987), this time using Manheim’s English translation of the Grimms’ “Aschenputtel” as a starting point. Keywords: Charles Perrault, Cinderella, translation, Robert Samber, Angela Carter Ainsi une traduction n’est-elle qu’un moment d’un texte en mouvement. Elle est même l’image qu’il n’est jamais fini. Elle ne saurait l’immobiliser. 1 (Meschonnic 1999: 342) This comparative study of two translations of “Cendrillon ou La Petite Pantoufle de Verre,” from Charles Perrault’s famous collection, Histoires ou Contes du Temps Passé (1697), shows how the tale has been redirected 1 “Thus, a translation is an instant of a text in movement, even an image that it is never over. -
Who Is Cinderella,...Or Cinderfella?
1 Who is Cinderella, … or Cinderfella? Donna Rohanna Patterson Elementary School Overview Rationale Objectives Strategies Classroom Activities Annotated Bibliography/Resources Appendices/Standards Overview Folk and fairy tale stories comprise most of the stories children hear from birth to 2nd grade. They are used not only to entertain, but often as teaching stories about the dangers and values of life. These very same stories are shared in many cultures around the world. Although they vary in characters, setting, and texture from one continent to the next, they remain some of the most powerful stories for teaching and learning during the early years. Folk and fairy tales have initiated children into the ways of the world probably from time immemorial. Many have changed over time to homogenize into the variety that we often see and hear today to meet a more generic audience, often leaving behind the tales geographic and social origins. By exposing students to a variety of multicultural renditions of a classic Fairy Tale they can begin to relate to these stories in new ways, leading to a richer literary experience. Fairy Tales written through ethnic eyes also give a great deal of cultural information, which can result in a richer experience for the students and students. We can then appreciate the origins and adaptations as they have migrated through time and space. These stories help to make sense of the world for young children. Folk and fairy tales were not meant only for entertainment, they provide a social identity, and instill values as well as teaching lessons. In my own experience I have found that classrooms are often filled with students that either come from other countries or have families that do. -
Japanese Demon Lore Noriko T
Utah State University DigitalCommons@USU All USU Press Publications USU Press 1-1-2010 Japanese Demon Lore Noriko T. Reider [email protected] Follow this and additional works at: http://digitalcommons.usu.edu/usupress_pubs Part of the Cultural History Commons, and the Folklore Commons Recommended Citation Reider, N. T. (2010). Japanese demon lore: Oni, from ancient times to the present. Logan, Utah: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Japanese Demon Lore Oni from Ancient Times to the Present Japanese Demon Lore Oni from Ancient Times to the Present Noriko T. Reider U S U P L, U Copyright © 2010 Utah State University Press All rights reserved Utah State University Press Logan, Utah 84322 Cover: Artist Unknown, Japanese; Minister Kibi’s Adventures in China, Scroll 2 (detail); Japanese, Heian period, 12th century; Handscroll; ink, color, and gold on paper; 32.04 x 458.7 cm (12 5/8 x 180 9/16 in.); Museum of Fine Arts, Boston; William Sturgis Bigelow Collection, by exchange, 32.131.2. ISBN: 978-0-87421-793-3 (cloth) IISBN: 978-0-87421-794-0 (e-book) Manufactured in the United States of America Printed on acid-free, recycled paper Library of Congress Cataloging-in-Publication Data Reider, Noriko T. Japanese demon lore : oni from ancient times to the present / Noriko T. Reider. -
DISSERTATION Juan Pinon
Copyright by Juan de Dios Piñón López 2007 The Dissertation Committee for Juan de Dios Piñón López Certifies that this is the approved version of the following dissertation: The incursion of Azteca America into the U.S. Latino media Committee: Joseph Straubhaar, Supervisor Michael Kackman, Co-Supervisor Thomas Schatz America Rodriguez Charles Ramirez-Berg Peter Ward The incursion of Azteca America into the U.S. Latino media by Juan de Dios Piñón López, M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December 2007 Dedication To my mother and my beloved family Acknowledgements I want to express my profound gratitude and appreciation to my advisors, professors Joseph Straubhaar and Michael Kackman, for their guidance, encouragement, and friendship throughout the dissertation process. I also want to recognize the kind support showed by the members of my dissertation committee, professors Charles Ramírez-Berg, Thomas Schatz, América Rodríguez, and Peter Ward; I thank them as well for the crucial role they played in my academic career through their classes. Moreover, I wish to express my gratitude to Victoria Rodríguez and Federico Subervi-Vélez, as they both played a crucial role regarding my decision to study at The University of Texas at Austin. I also want thank Professor Robert Foshko, from whom I learned professionally and personally each day that I performed my duties as a Teaching Assistant. I want to express my gratitude to Sharon Strover, from whom I received institutional support through the extension of my appointment as a Teaching Assistant in the Radio, Television, and Film Department.