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Home , Magic (illusion), Paul Daniels

Kevin Spencer’s Hocus Focus

STUDY GUIDE This study guide is designed to supplement your students' experience at Kevin Spencer’s Hocus Focus performance. Please use the materials in this guide to help your students further investigate the art of magic.

Center 4 Creative Arts | Hocus Focus, Inc. | HocusFocusEducation.com | Copyright 2019 Who is this guy anyway?

Kevin Spencer has always wanted to be a magician. He told his mom when he was five years old that he wanted to be a magician when he grows up…and today, he is one of the most famous magicians in the world.

He was named International Magician of the Year in 2009 and International Illusionist of the Year in 2015. He has also received the Entertainer of the Year award six times in a row.

He has performed throughout the United States and on 7 continents in 34 countries around the world. He has performed on numerous television shows and even produced his own short film on magic that has earned more than 18 international awards. Let’s find out more about the art of magic!

Curtain One: Magic - The Science of Wonder

1. To gain the attention and interest of the students, start the class by asking the students if they have ever seen a magic show.

2. Follow this conversation by showing them the video, MAGIC: THE SCIENCE OF WONDER (https://vimeo.com/9232892 | 2 minutes, 10 seconds).

3. Ask the students if they would like to learn how to perform some magic tricks.

Curtain Two: History of Magic

1. Engage your students in conversation by asking them these questions: Ø What is a Magician? Ø Has anyone ever seen a magic show? Ø Who is a famous magician that you have seen on television or in-person? Ø Do you know anyone who performs magic tricks? Ø Do you know how to perform any magic tricks?

2. Introduce your students to the history of magic using the PowerPoint Presentation, Lesson 1.1: History of Magic: https://www.dropbox.com/s/ame8bber5xlgbf1/LESSON%201.1%20HISTORY%20OF%20MA GIC.ppsx?dl=0)

Information in the PowerPoint:

Ø Magic is the oldest of all the performing arts and is universal. A magician, whose tricks seem to violate the laws of nature and reason, find no language or cultural barriers. Ø The first magicians of recorded history were from Egypt (2500 B.C.) Ø Cave paintings in Northern Spain and Southern France contain images of magicians performing for their tribes. Ø Magicians performed in the streets and marketplaces of ancient Greece and Rome. Ø Magicians were an important part of society

Curtain Three: Magic Vocabulary

1. Introduce your students to these vocabulary words used in magic using the PowerPoint presentation, Lesson 1.2: Magic Vocabulary: https://www.dropbox.com/s/4h24m03xnsz0ks5/LESSON%201.2%20VOCABULARY.ppsx?dl= 0

Ø ABRACADABRA = a magic word used by magicians when performing magic tricks Ø ANGEL = the last name of one of the famous television magicians, Ø ASSISTANT = the person who helps a magician perform their tricks Ø AUDIENCE = people who watch the magician perform their tricks Ø COPPERFIELD = the most famous magician in the world today Ø DISAPPEAR = to make something invisible or vanish Ø EGYPT = a country in Northeastern Africa where the art of magic started Ø = something used by policeman to keep someone from escaping; used by Houdini in many of his magic escapes Ø HANDKERCHIEF = a square of materials magicians sometimes use in their magic tricks Ø HOCUSPOCUS = a magic word used by magicians when performing magic tricks Ø HOUDINI = one of the most famous magicians who ever lived Ø ILLUSION = a thing that seems to be something it is not Ø LEVITATE = the magician causes something to float or rise in the air Ø MAGICIAN = a person who performs magic tricks for Ø MYSTERY = something that is hard to understand Ø PADLOCKS = an item used to keep sometime secure Ø REALITY = a thing that actually exists Ø ROME = a city in where early magicians once performed Ø SECRETS = information that is not known by others Ø STAGE = a raised area on which actors and entertainers perform Ø TRICK = something that is supposed to fool or deceive other people Ø UNBELIEVABLE = so amazing that it is hard to believe Ø UNDERWATER = beneath the surface of the water Ø = a thin stick used by magicians Ø WIZARD = a person who performs magic tricks for entertainment Ø WONDER = a feeling of surprise caused by something unexpected

2. Use the Magic Word Search puzzle with your students to find the magic vocabulary words (included in this study guide).

Curtain Four: Famous Magicians of the Past

Introduce your students to famous magicians of the past using the PowerPoint presentation, Lesson 2.1: Famous Magicians of the Past: https://www.dropbox.com/s/jc0ozxtc2lxiouf/LESSON%202.1%20MAGICIANS%20OF%20TH E%20PAST.ppsx?dl=0

Ø Andrew Garnerin (1769-1823): Inventor of the parachute Ø Robert Houdin (1805-1871): Inventor of the electronic security alarm system Ø John Nevil Maskelyn (1839-1917): Inventor of the coin-operated vending machine Ø George Meiles (1861-1938): Inventor of movie camera techniques Ø Houdini (1874-1926): Inventor of the quick release system for deep-water divers

Curtain Five: Famous Magicians of the Present

Introduce your students to famous magicians of the present using the PowerPoint presentation, Lesson 2.2: Famous Magicians of the Present: https://www.dropbox.com/s/pfliyhu6nwmcsjz/LESSON%202.2%20MAGICIANS%20OF%20T HE%20PRESENT.ppsx?dl=0

Ø : British magician with the longest running television show in the U.K. Ø David Copperfield: American magician who is the most famous magician of modern time Ø Kevin Spencer: American magician named International Magician of the Year Ø Criss Angel: American magician and star of the Vegas show, BELIEVE Ø : British magician best known for his television show, DYNAMO: Magician Impossible

Let’s learn a magic trick!

The magic trick described in the next few pages requires a piece of paper (or one dollar bill) and two 2” paper clips.

The instructional video for this trick can be found here: https://vimeo.com/151136465/afff0ae6d4

The illustrated instructions are included in this study guide.

Lesson plans are also included with accommodations for children with disabilities. SCIENCE OF WONDER WORD PUZZLE SEARCH

Find these words hidden in the puzzle: APPEARANCE DUPLICATION VANISH SUSPENSION PENETRATION RESTORATION TRANSFORMATION TRANSPOSITION

ACT FOUR LINKING PAPER CLIPS

GOALS

The goal of the Hocus Focus curriculum is to improve skills in each of the five dimensions identified in the Performance Scale: Hocus Focus Analytics, i.e. cognition, creativity, motor skills, communication, and social skills.

BEHAVIORAL OBJECTIVES

Students will: ! Recall the steps of the trick by following complex, multi-step directions. ! Use coping strategies, problem solving, and perseverance to master the steps. ! Use coping strategies to appropriately accept and react to positive criticism. ! Perform*the*trick*with*appropriate*motor*skills*(fine motor dexterity, bilaterality, bimanuality, grasp, pinch, prehension, and in-hand manipulation, e.g. translation, rotation, and shift of an object). ! Differentiate between “folding” and “bending” as defined by Common Core Standards. ! Demonstrate and/or incorporate appropriate prepositions utilized in the trick. ! Improve tactile sensitivity. ! Differentiate colors used in the trick (recognition and discrimination). ! Create and write a story that aligns with the sequence of steps used to perform the trick. ! Attend to the performance of others appropriately.

ABOUT THIS LESON:

This lesson is divided into three parts – the magic (scene one), the story (scene two), and the science (scene three). You should choose which parts you wish to teach based on the skills and abilities of your students.

VOCABULARY AND CONCEPT DEVELOPMENT:

! Demonstrate the Principle of Causation (cause/effect), i.e. why something happens and what happens. ! Strengthen the understanding of Basic Concepts and Prepositions, i.e. up/down, top/bottom, left/right, and over/under. ! Strengthen/reinforce color recognition and discrimination. ! Learn the five important elements of writing a story. ! Develop an understanding of basic physics concepts (force, friction, motion, energy, gravity, etc.)

1* Copyright*2016*Hocus*Focus,*Inc.* MATERIALS

Part One – The Magic ! Videos: Linking Paper Clips instructional Video ! PDFs: How to Mark Your Paper and Linking Paper Clips illustrated directions ! Supplies: Each student should have two different colored paper clips (2” or bigger) and a one-dollar bill OR a sheet of paper cut to the size of a one-dollar bill.

Part Two – The Story ! PDFs: The Five Essential Elements Of A Story and Story Worksheet ! PowerPoint Presentations: Elements of Telling a Story

Part Three – The Science ! PDFs: Sample STEAM Lesson ! PowerPoint Presentations: Science Vocabulary ! Activity Sheet: Science Word Puzzle

PROCEDURE (WIZARD’S CLUB): MOTIVATION

PART ONE Act Four/Scene One: The Magic (learning the trick)

1. Demonstrate the Linking Paper Clips trick to your students. When you perform, you should include your own short story in order to model your expectations of the students.

2. Distribute the written, illustrated instructions to Linking Paper Clips to each student to be placed inside their Wizard’s Book of Secrets.

3. You will need to provide two large paperclips to each student and a copy of the pre-marked piece of paper provided for this lesson.

4. The key to success of this trick is for students to (1) understand how to bend/fold the paper and (2) where to place the paperclips.

5. It may be necessary to first teach students how to use a paperclip before attempting this trick.

6. Have the students watch Linking Paper Clips Instructional Video.

7. Teach the students the moves necessary to perform the trick using the illustrations and the video. Pay close attention to the bending/folding of the paper and the placement of the paper clips. It is also important to emphasize that the paper should be grasped/pinched in the UPPER CORNERS.

8. This trick will take additional time to teach but, once the moves are learned, students will find this trick to be very “addictive” and they will want to perform it over and over again.

9. Once students have learned the trick sitting at their desk, have them perform it standing up so

2* Copyright*2016*Hocus*Focus,*Inc.* they can practice attempting to catch the paper clips when they launch into the air.

10. This trick was designed to be performed using paper money of any denomination. Students could try this using a one dollar bill. Paper money is less likely to tear when being pulled because of the fiber, making it much more durable.

10. Encourage students not to rush through the steps, reminding them that it is not simply about knowing the secret but about performing the trick well.

ADDITIONAL ACTIVITIES

11. Some students will discover very quickly that they can “shoot” the paper clips at their classmates. You should anticipate this problem. If you pair up students and provide one of them with a bucket or trashcan, they can take turns launching the paper clips into the air while the other student attempts to catch them in the bucket/trashcan.

12. You could also place an X on your classroom floor and place 3 buckets in different locations approximately 3-7 feet from this X. Students could take turns attempting to launch their paper clips into each bucket.

13. Finally, have students write down their ideas for performing the Linking Paper Clips, including what other items they might be able to use in the performance of this trick in their Book of Secrets.

PART TWO Act Four/Scene Two: The Story (presentation)

1. Once your students have mastered the trick, the next step is for them to create or write a story that can be used when they perform the trick for others.

2. Use the PowerPoint presentation (Elements of Telling a Story) to teach your students how to write a story for the Linking Paper Clips Trick.

Elements of Writing a Story Characters Setting Plot Conflict Resolution

3. Distribute The Five Essential Elements of a Story PDF and review it with the students.

4. Distribute The Story Worksheet and have students use it to help them write a story for their Linking Paper Clip trick.

5. As an encouragement for students to write, have them take out their “magic pencil” and “float” it first; then continue by writing the story ideas in their Wizard’s Book of Secrets.

6. Ask for volunteers who would like to like to perform this trick and share their story with the class.

3* Copyright*2016*Hocus*Focus,*Inc.* PART THREE Act Four/Scene Three: The Science

1. Once your students have mastered the trick, ask them this question:

! Where do the paperclips link together – on the paper or in the air?

2. Have students perform the trick very slowly, watching closely, focusing on what happens and when the paper clips actually link together.

3. Ask students the question again and see if they can explain when/where/how the paper clips link together.

4. Introduce your students to these vocabulary words using the PowerPoint presentation, Science Vocabulary.

! FORCE = push or pull enacted on an object resulting from that object’s interaction with another object. ! FRICTION = a type of force that resists motion as an object moves across a surface. ! ACCELERATION = the rate at which an object increases its speed. ! GRAVITY = a force given off by everything with mass. ! ENERGY = the power to do work or move an object. ! MOMENTUM = the property or tendency of a moving object to continue moving. ! DISTANCE = how far an object has traveled or moved. ! MOTION = the action or process of moving or being moved. ! PROJECTILE = any object that, once thrown or dropped, continues in motion by its own inertia and is influenced only by the downward force of gravity.

5. Use the Magic Word Search puzzle with your students to find the magic vocabulary words listed above.

6. For your more advanced students, you can use the PAPER CLIPS STEAM LESSON to introduce them to physic concepts.

ADAPTATIONS/ACCOMMODATIONS

Blind/Visually impaired: " Describe the visual images included in the videos and illustrations. " Use larger paperclips for ease of manipulation. " Use hand over hand assistance until each step is understood.

Deaf/Hearing impaired: " Include written explanation (captioning) for any auditory information in videos. " Use the illustrations and DVD to provide clarification.

4* Copyright*2016*Hocus*Focus,*Inc.* Physical disability: " Position students for optimal viewing of videos with proper support for head control as needed. " Provide students with larger paper clips for ease in manipulation. " Provide an opportunity for all students to work in pairs, putting together students who have limited fine motor skills with students who possess them. " Provide hand-over-hand assistance to those students who need it.

Speech/Language disability: " Encourage students to use any/all means of communication including verbalizations, symbolic representation (communication board/book), augmentative communication (e.g. dynavox, ipad), sign language. " Provide students with the time to communicate ideas. " Provide opportunities for students to create artwork on the paper they use in the trick in order to help them “tell” their story.

Intellectual disability: " Have students articulate each step to you as they perform the trick. " Provide hand-over-hand assistance to those students who need it. " Check for understanding of concepts using guided questioning.

Social/Emotional disability: " To challenge fine motor skills of the students, vary the sizes of the paper clips (start with large ones and gradually decrease the size to small ones). This will also increase the difficulty of the trick. " If some students learn the trick more quickly than others, provide them with two additional paper clips and see if they can figure out to link four of them together. " Provide fidgety students with opportunities to move about (e.g. teacher’s helper, sitting on a half inflated beach ball). " Pair a student who has challenges with attention with a peer who remains on task. " Use pre-correction strategies to review appropriate behavior when watching videos. " Encourage withdrawn students to engage in discussions and pair with an enthusiastic peer. " Have impulsive students sit near the teacher and around appropriate peer models. " Provide positive verbal praise to students who are displaying appropriate behaviors.

5* Copyright*2016*Hocus*Focus,*Inc.* EVALUATION

Act Four/Scene Four: The Critics Corner

! Were students able to recall the steps of the trick? ! Were students able to perform the trick correctly? ! Were students able to accept direction and assistance in learning/performing the trick? ! Were students able to describe what a different “point of view” is? ! Were students able to adjust their physical orientation when performing the trick so as not to expose the secret?

WIZARD’S ACADEMY CHART ! After students have had several days to practice and master the trick, use the Performance Scale: Hocus Focus Analytics to rate each students performance. ! Enter the ratings into the Hocus Focus Analytics web-based application for each student. ! Place a sticker or star on the Wizard’s Academy Chart when students have successfully performed the trick.

6* Copyright*2016*Hocus*Focus,*Inc.* ! Vocabulary:!

• Force!–push!or!pull!enacted!on!an!object!resulting!from!that!object’s! interaction!with!another!object! • Friction!–a!type!of!force!that!resists!motion!as!an!object!moves!across!a! surface! o Coefficient+of+Friction!–number!given!to!account!for!the!amount!of! frictional!force!applied!by!different!materials! o Static+Friction!–force!that!must!be!overcome!in!order!to!put!an!object! in!motion! o Dynamic+Friction!–force!that!must!be!overcome!in!order!to!keep!an! object!in!motion! • Acceleration!–the!rate!at!which!an!object!increases!its!velocity!per!unit!time! • Mass+–a!quantity!of!matter! • Gravity!–an!attractive!force!given!off!by!everything!with!mass;!it!is!directly! related!to!mass!and!inversely!related!to!the!square!of!the!distance!between! two!objects! • Kinetic+and+Potential+Energy+ o Kinetic!–energy!of!an!object!in!motion!directly!related!to!the!mass! and!square!velocity!of!an!object! o Potential+–stored!energy!directly!related!to!mass!and!height!of!an! object! o Law+of+Conservation+of+Energy+–!the!total!amount!of!energy!in!a! system!does!not!change!but!may!change!forms! • Inelastic+Collision!–when!two!objects!with!momentum!meet!and!do!not! separate!on!impact! • Momentum!–when!an!object!has!mass!and!velocity! • Vectors+–quantities!that!have!both!magnitude!and!direction;!represented!by! an!arrow!with!the!tail!being!the!starting!point!and!the!head!being!the!ending! point! o Resultant+Vectors!–the!result!when!two!or!more!vectors!are!added! • Distance!–how!far!an!object!has!moved;!scalar!quantity!(magnitude!only)! • Displacement+–how!far!an!object!is!from!its!original!location;!vector! quantity! • Projectile+Motion+–the!motion!an!object!follows!when!the!only!force!acting! upon!it!is!gravity;!the!motion!follows!a!parabolic!shape! • Projectile+–any!object!which!is!only!acted!upon!by!gravity! • Acceleration+Due+to+Gravity+–a!constant!value!that!represents!the! acceleration!an!object!experiences!in!free!fall;!B9.8!m/s²! • Optimal+Angle+–!the!trajectory!angle!at!which!a!projectile!will!reach!its! maximum!distance;!45!degrees!ignoring!forces!outside!of!gravity! • NOTE:+DO+NOT+LIMIT+STUDENTS+TO+THESE+SCIENTIFIC+PRINCIPLES+ + !

!

Equations:!

• F!–!force! • m!–!mass! • a!–!acceleration! • D!–!displacement! • x!–!horizontal!distance! • y!–!vertical!distance! • g!–!acceleration!due!to!gravity!(B9.8!m/s²)! • PE!–!potential!energy! • PEmax!–!potential!energy!at!maximum!height! • KE!–!kinetic!energy! • KEₒ!B!kinetic!energy!during!the!motion! • v!–!velocity! • h!–!height! • p!–!momentum! • t!–time! • !

F!=!m!x!a! x²!+!y²!=!D²! PE!=!m!x!g!x!h! KEₒ!=!PEmax!

KE!=!m!x!v! p!=!½(m!x!v²)! D!=!½(a!x!t²)! v!=!a!x!t!

!

!

! Activity!1:!

• Objectives:// 1. To/determine/how/force,/mass,/and/acceleration/are/related/through/ experimentation./ 2. To/explain/the/relationships/using/the/equation:/F/=/m/x/a/ • Procedure/(for/teacher):/ 1. Introduce/the/students/to/the/vocabulary/and/ensure/that/they/understand/the/ terms,/particularly/force,/mass,/and/acceleration./ 2. Have/the/students/break/up/into/groups/of/about/3/and/follow/the/procedure/for/ the/money/paperclip/trick./ 3. Once/they/have/done/the/trick/several/times/and/can/do/it/consistently/without/ aid,/ask/them/how/they/could/get/the/paperclips/to/project/higher./ 4. Let/them/experiment/with/this/question/while/providing/guidance/where/ necessary./ 5. Once/everyone/has/discovered/how/to/project/the/paperclips/higher,/ask/them/to/ observe/what/changes/they/see/in/the/paperclips’/motions/leading/up/to/the/ collision./ 6. Ask/them/to/make/a/connection/between/force/and/acceleration/based/upon/ their/observations./ 7. Show/the/students/the/equation/for/force/and/ask/them/to/explain/their/ connection/through/the/equation./ 8. Make/sure/all/groups/have/an/accurate/explanation/of/how/force,/mass,/and/ acceleration/are/related./ 9. Ask/all/of/the/groups/to/share/their/explanations/with/the/class./ Activity!2:!

• Objective:/Determine/how/the/angle/of/trajectory/affects/the/distance/and/height/ projectiles.! • Procedure/(for/teacher):! 1. Repeat/steps/1/and/2/of/activity/1/with/an/emphasis/on/projectile/motion,/ acceleration/due/to/gravity,/and/optimum/angle.! 2. Once/they/have/done/the/trick/several/times/and/can/do/it/consistently/without/ aid,/ask/them/which/angles/result/in/the/furthest/launch/and/which/result/in/the/ highest./Make/sure/they/try/to/keep/the/force/used/to/pull/the/bill/apart/as/ consistent/as/possible.! 3. Set/up/containers/in/which/the/students/can/attempt/to/project/the/paperclips/ inside./Start/with/larger/mouthed/containers/and/start/to/set/out/smaller/ones/ when/the/students/make/it/in/several/times/in/a/row.! 4. As/they/launch/the/paperclips,/ask/questions/that/will/guide/them/to/getting/the/ paperclips/in/the/container./If/their/attempt/falls/too/short,/ask/how/they/can/ adjust/the/angle/to/increase/the/distance/the/paperclips/travel./! 5. Have/each/group/develop/a/statement/that/relates/the/angle/of/trajectory/to/the/ height/of/the/projectiles.! 6. Have/each/group/develop/a/statement/that/relates/the/angle/of/trajectory/to/the/ horizontal/distance/traveled/by/the/projectiles.! 7. Make/sure/all/groups/have/developed/an/accurate/assessment/of/the/ relationships/while/giving/guidance/where/necessary.! 8. Have/each/group/share/their/statements/with/the/class.! !

Additional!Activities:!

• Is/it/possible/to/use/Pythagorean’s/Theorem/to/show/the/difference/between/ distance/and/displacement?! • Using/different/surfaces/(instead/of/money),/can/these/surfaces/affect/friction?//If/ so,/how?! • Using/different/paperclips/(or/multiple/paperclips),/is/it/possible/to/show/the/ effect/of/a/changing/mass/on/force/and/acceleration?!

! LINKING PAPER CLIPS

STEP 1: FOLD THE ''A" ON THE PAPER TO THE OTHER ''A.'' DO NOT FLATTEN THE FOLD OR ''TUNNEL'' SPACE.

STEP 2: PLACE ONE PAPERCLIP OVER \\Pl'', ABOUT A QUARTER OF AN INCH FROM THE EDGE.

STEP 3: TURN THE PAPER OVER AND NOW FOLD THE ''8'' OVER TO THE OTHER ''8."

STEP 4: PLACE THE OTHER PAPERCLIP INSIDE THE ''TUNNEL'' AND CLIP IT OVER ''P2'', ABOUT A QUARTER OF AN INCH FROM THE EDGE.

STEP 5: PAPERCLIPS SHOULD BE ON OPPOSITE SIDES OF THE PAPER AND NOT TOUCHING.

STEP 6: PULL THE UPPER CORNERS OF THE PAPER QUICKLY AND PA- PERCLIPS WILL JUMP OFF LINKED TOGETHER!

STEP 7: NOW THAT YOU'VE SEEN ME DO IT, LET'S TRY IT TOGETHER STEP BY STEP.