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Download Teachers Notes for Midsummer Knight BOOK PUBLISHERS Teachers Notes by Dr Robyn Sheahan-Bright Midsummer Knight Gregory Rogers ISBN 1741145236 [9781741145236] Recommended for ages 6–14 These notes may be reproduced free of charge for use and study within schools but they may not be reproduced (either in whole or in part) and offered for commercial sale. Introduction .......................................... 2 Story summary................................ 2 Themes ............................................... 2 Curriculum Topics .................................. 3 History, society and environment of Shakespearean & Elizabethan England 3 English language and literacy............. 3 Visual literacy .................................. 5 Creative arts ................................... 7 Learning technologies, geography, maths and science ..................................... 8 Conclusion ............................................ 9 Bibliography of related texts and other sources .................................. 9 About the writers ..................................12 Blackline masters............................. 13-15 83 Alexander Street PO Box 8500 Crows Nest, Sydney St Leonards NSW 2065 NSW 1590 ph: (61 2) 8425 0100 [email protected] Allen & Unwin PTY LTD Australia Australia fax: (61 2) 9906 2218 www.allenandunwin.com ABN 79 003 994 278 INTRODUCTION Midsummer Knight is the second in a series of wordless picture books by acclaimed illustrator Gregory Rogers. In the first book, The Boy, the Bear, the Baron, the Bard, (BBBB) he took his readers on ‘a boy’s free-wheeling chase through the streets of Elizabethan London’. In this sequel (which is again told in filmic frames akin to a comic strip), he continues the story, and takes us this time not on the Boy’s journey, but on the subsequent adventure of his travelling companion, the Bear. This is not a literal translation of the Shakespearean play which inspired its name, but rather a work which celebrates, in a new fairy tale, the magical world of faerie and the idea of transformation on Midsummer Eve. The Bear is a lovable hero, and again this book, like its prequel, will appeal to readers of any age who appreciate visual narratives. STORY SUMMARY When last seen, the Bear was bidding a sad farewell to his friend the Boy on the darkened River Thames in London, and disappearing into the night. Here we find the dozing Bear waking up in his boat in a rural setting and clambering ashore, leaving the boat to drift away. Finding a cutting, the Bear ventures into the forest on the hunt for food. He finds a source of honey, but a swarm of bees pursues him until he seeks refuge through a curiously positioned door, not realising he has run through an enchanted ring of mushrooms. A tunnel leads him out again into another clearing, but he’s now magically shrunk and is swooped by a bird and dropped into her nest in the forest. The Bear is then rescued by a Boy (Puck?) with wings who (like the Boy of the previous book), intervenes and persuades the bird to fly them both into the heart of the faerie forest. There they find themselves at the foot of a grand staircase leading into a huge, palatial tree. The great doors are opened by a butler, dressed in a garb which looks suspiciously like that of a giant bee! The King’s and Queen’s thrones are deserted and there are signs of recent upheaval. Telltale clues—her slipper, a pair of spectacles and a medal with the royal insignia—make the Boy and the Bear suspicious, but before they can take action, they discover that the beastly butler is (like Shakespeare in the previous book) an ‘evil genius’: he throws them into the dungeon where they discover the King and Queen of the fairies (Oberon and Titania) have been captured, along with eight other members of their household staff. The troupe escapes and fights the guards who are in league with the greedy villain. For his brave, triumphant final act, the Bear is awarded the honour of a knighthood before disappearing into the midsummer night having farewelled his friend the Boy again. Thus the story plays upon the cumulative nature of fairy tales and the tropes which are common to them, and also cunningly brings together again in a ‘parallel tale’ and a ‘parallel fairy world’ four figures who are remarkably similar to those in the previous tale: the Bear, Puck (Boy), King Oberon (baron), and the butler or villain (bard) with Queen Titania again a fifth character in the ‘cast’. This cumulative tale owes much to several traditions—the idea of a fairy or folk tale; of a theatre troupe; and of a group of ‘goodies’ pitted against an arch villain. It’s once again a gloriously madcap adventure full of visual gags and slapstick comedy. THEMES There are several key ideas or themes which flow through this work: • a love of theatre and Shakespearean drama - 2 - • a fascination with history and the age of Queen Elizabeth • freedom & captivity • fantasy & fairies • love & friendship These themes could be considered in conjunction with topics of relevance to school curriculum areas: CURRICULUM TOPICS 1. Study of History, Society & Environment (Shakespearean and Elizabethan England) 2. English Language & Literacy 3. Visual Literacy 4. Creative Arts 5. Learning Technologies, Geography, Maths & Science The notes which follow are designed to be used in multiple-age classrooms. Some activities are useful for lower primary and some for upper primary or secondary students. Teachers should adapt them to suit the demands of their curriculum needs. 1. SHAKESPEAREAN AND ELIZABETHAN ENGLAND This book (like its prequel) offers insights into the nature of Elizabethan society, the environment in which people lived, the way they lived, and into Shakespeare’s life and times. It invites students to research aspects of this time including: • Guards in Armour • The Palace • Dungeons [See Allen & Unwin teachers notes on The Boy the Bear the Baron the Bard for ideas relating to: Bears, Costumes, Clothing, Makeup, Food, Tournaments and Chivalric Ideals during the Elizabethan Age.] 2. ENGLISH LANGUAGE AND LITERACY This picture book could act as a springboard for investigation of Shakespearean and Elizabethan texts, fairy or folk tale narratives, and poetry. [See Allen & Unwin teachers notes on BBBB] Shakespearean texts Midsummer Knight refers indirectly to the play A Midsummer Night’s Dream and could be used as an introduction to it. Activity: Read a summary in Jennifer Mulherin’s A Midsummer Night’s Dream illustrated by Norman Bancroft-Hunt (Cherrytree Books, 1988) and try to interpret where this story relates to it. For example at least three characters from it are included in this picture book—Oberon, Titania and Puck. Visit the Wikipedia website for a plot summary and information regarding its - 3 - possible origins. Choose another character from the play and see if you can find any other parallels between the play and this book. Fairy or folk tale narratives This story has elements of the classic fairy or folk tale in motif. In both this (and in BBBB) the action takes place after a significant magical change or transformation has occurred; the Boy is transported back in time; the Bear is reduced in size and finds himself in the world of faerie. (The play A Midsummer Night’s Dream is said to relate to Ovid’s Metamorphoses.) Activity: Discuss the role of transformation in fairy tales. What other stories feature a character being transported into another realm or body? This tale also has elements of the fairy tale in structure. It consists of a central character (the Bear) who is projected into a course of action by a catalyst or event (jumping fish waking the Bear); who embarks on a journey pursued by bees, and then by an evil butler; during which he has a series of meetings with other characters (Boy fairy, king and queen fairies, villain) which leads to a climax when the Bear is awarded a medal. He then farewells the Boy again and returns to the real world. The structure is circular; the same key scenes occur: transformation, capture, rescue; chase, sword fight, celebratory pageant, parting. Scenes from the earlier book are repeated too: eg scary monster shadow; silhouette of Boy and Bear hugging farewell. Activity: Write a cumulative text, employing repetition and rhythm in the language, in order to engage a young audience, based on the visual images in this visual narrative. Such stories have repeated events and words as a structure. The Bear meets the fish, the bees, the bird, Puck, the butler and then the queen and king. In each instance he could be asked the same thing eg ‘Wake up, Bear...’ Think of a variety of textual responses to the visual images. The concept of a knight or a hero is central to this and the previous book. In the first, the Boy was the hero; in this one the Bear overcomes the obstacles to achieve the rescue of the royal couple. Discuss: the role of a knight or a hero in traditional tales. Poetry and wordplay Greg Rogers has fun here with the word ‘knight’ which is a homophone for ‘night’. The Bear becomes a knight in this story which occurs after night falls and the faerie world takes over from the real one. Activity: Make a list of homophones by writing down words suggested by this wordless text and then find out their meaning by checking in a dictionary. Then write the meaning of each in your own words. He also has fun with the letter B. The Bear and Boy encounter bees, a bird and a beastly butler. What other things beginning with ‘b’ are in this book? Activity: Make a list of all the words you can which begin with b and make some crazy titles from them. Eg ‘The Beastly, Belligerent Butler and the Boisterous Bear’. There are several images which could be used to explore well-known ‘two word’ descriptions (compound nouns) with students.
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