Hans Christian Andersen's Fairy Tales Ballet Production Cast 2015

Total Page:16

File Type:pdf, Size:1020Kb

Hans Christian Andersen's Fairy Tales Ballet Production Cast 2015 HANS CHRISTIAN ANDERSEN’S FAIRY TALES BALLET PRODUCTION CAST 2015 (REVISED 12/4) The Storyteller (5:30 – 6:00pm Studio C) Hans Christian Andersen: TBD Storybook Children – Caroline Geiling, Alivia Sutter, Joleen Wobby, Madison White, Gianni Lombardi The Red Shoes (1:30– 2:00pm Studio D) Karen – Taylor Hollingsworth Shoemaker – Ellie Meck Red Shoe Dancers – Lillian Pisarczyk, Lily Buckner, Eden Stambaugh, Annalisa Conca, Annabelle Fait, Shalene Blanchard Ugly Duckling Baby Ducks (2:45‐3:15pm Studio D) ‐ Stella Pannacciulli, Reese Lockerman, Kaylee Wilson, Olivia Johnson, Addilynne Gaeta, Presley Moore, Paige Paulsen, Anya Contrino, Autumn O’Sullivan, Bria Patt Little Ugly Duckling (2:45‐3:15pm Studio D) – Maddy Blechschmidt Ducks (2:00‐2:30pm Studio B) – Sierra Anderson, Oliver Skiver, Sierra Blechschmidt, Sophia Kelly, McKinna Barnes, Kaitlynn Ellis, Natalie Beck, Eliza Engle, Samantha Fischer, Alex Morel, Sydney Madison, Madelyn Kamholz, Maya Wong, Mandie Simpson Swans (4:00‐4:30pm Studio B) – Megan Wagner, Maddie A’bell, Eliza Cervantes, Erin Klaerich, Valerie Yermian, Emma Marshall, Megan Overbey, Monique Dufault Grown Swan (4:00‐4:30pm Studio B) – Jillian Porath Mamma Duck (4:00‐4:30pm Studio B) – Narissa Urcioli Thumbelina Thumbelinas (3:30‐4:00pm Studio C) – Gabrielle Esposito, Nadia Gibbs, Sophia Parraga, Valeria Bedoya, Avery Paulsen, Reese Raymundo, Alyssia Garza, Lauren Shim, Zoe Dai Herrera, Grace Molina Tom Thumb (3:30‐4:00pm Studio C) – Will Weitz Lead Flowers (5:30‐6:00pm Studio D) – Charlotte Fait, Sidney Greene Flowers (5:30‐6:00pm Studio D) – Lauren Lucero, Ava McKendry, Madeline Crandall, Norah Isoz, Lauren Hagen, Lily Burke Fairy of the Flowers (5:30‐6:00pm Studio D) – Rachel Whitehead Empress’ New Clothes (6:00 – 6:30pm Studio C) Empress – Olivia Kelly Tailors – Madisyn Brillo, Alaina Stimson Tailors’ Page – Taylor Arcaris Towns People – Ella Light, Stella Brandon, Emilia Garza, Luce Callaway, Elizabeth Marquiss, Mariah Wozow, Makenna Campbell, Mara Schaller Curious Child – Ashleigh Price Princess and the Pea Princess (4:30‐5:00pm Studio C) – Savannah Mattison Prince (4:30‐5:00pm Studio C) – TBD Queen (4:30‐5:00pm Studio C) – Arianna Ricci Court People (4:30‐5:00pm Studio C) – Jordyn Williams, Maggie Dunn, Mila Kaskovich, Abby Murphy, Hailey White, Kassandra Chacon, Hallie Goodstein, Nya Bautista Dutch Twin Princesses (4:30‐5:00pm Studio C) – Anna Reed Grass, Deviane VonKaenel Russian Ice Princess (4:30‐5:00pm Studio C) ‐ Taylor Ginn Persian Princess (4:30‐5:00pm Studio C)) – Nicole Mendrala Irish Princess (4:30‐5:00pm Studio C) – Micalina Abbott Chinese Princess (4:30‐5:00pm Studio C) – Piper Cervantes Spanish Princess (4:30‐5:00pm Studio C) – Gigi Behun Sweet Pea Lead (4:00‐4:30pm Studio C) – Sophie Zane Sweet Peas (4:00‐4:30pm Studio C) – Aashka Desai, Emma Powell, Callia Chon, Katherine Schaefer, Erika Ishii, Annika Frost, Keiran Nank .
Recommended publications
  • Knowledge 3 Teacher Guide Grade 1 Different Lands, Similar Stories Grade 1 Knowledge 3 Different Lands, Similar Stories
    ¬CKLA FLORIDA Knowledge 3 Teacher Guide Grade 1 Different Lands, Similar Stories Grade 1 Knowledge 3 Different Lands, Similar Stories Teacher Guide ISBN 978-1-68391-612-3 © 2015 The Core Knowledge Foundation and its licensors www.coreknowledge.org © 2021 Amplify Education, Inc. and its licensors www.amplify.com All Rights Reserved. Core Knowledge Language Arts and CKLA are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Printed in the USA 01 BR 2020 Grade 1 | Knowledge 3 Contents DIFFERENT LANDS, SIMILAR STORIES Introduction 1 Lesson 1 Cinderella 6 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • Core Connections/Domain • Purpose for Listening • Vocabulary Instructional Activity: Introduction Instructions • “Cinderella” • Where Are We? • Somebody Wanted But So Then • Comprehension Questions • Word Work: Worthy Lesson 2 The Girl with the Red Slippers 22 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • What Have We Already Learned? • Purpose for Listening • Drawing the Read-Aloud • Where Are We? • “The Girl with the Red Slippers” • Comprehension Questions • Word Work: Cautiously Lesson 3 Billy Beg 36 Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min) • What Have We Already Learned? • Purpose for Listening •
    [Show full text]
  • Issun Boshi: One-Inch
    IIssunssun BBoshi:oshi: OOne-Inchne-Inch BBoyoy 6 Lesson Objectives Core Content Objectives Students will: Explain that f ctional stories come from the author’s imagination Identify folktales as a type of f ction Explain that stories have a beginning, middle, and end Describe the characters, plot, and setting of “Issun Boshi: One- Inch Boy” Explain that people from different lands tell similar stories Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Demonstrate understanding of the central message or lesson in “Issun Boshi: One-Inch Boy” (RL.1.2) Recount and identify the lesson in folktales from diverse cultures, such as “Issun Boshi: One-Inch Boy” (RL.1.2) Orally compare and contrast similar stories from different cultures, such as “Tom Thumb,” “Thumbelina,” and “Issun Boshi: One-Inch Boy” (RL.1.9) Draw and describe one of the scenes from “Issun Boshi: One- Inch Boy” (W.1.2) Describe characters, settings, and events as depicted in drawings of one of the scenes from “Issun Boshi: One-Inch Boy” (SL.1.4) Different Lands, Similar Stories 6 | Issun Boshi: One-Inch Boy 79 © 2013 Core Knowledge Foundation Add suff cient detail to a drawing of a scene from “Issun Boshi: One-Inch Boy” (SL.1.5) Prior to listening to “Issun Boshi: One-Inch Boy,” identify orally what they know and have learned about folktales, “Tom Thumb” and “Thumbelina” Core Vocabulary astonished, adj.
    [Show full text]
  • The Exceptionalism of General Tom Thumb, the Celebrity Body, and the American Dream
    W&M ScholarWorks Undergraduate Honors Theses Theses, Dissertations, & Master Projects 4-2017 Self-Made Freak: The Exceptionalism of General Tom Thumb, The Celebrity Body, and the American Dream Megan Sonner College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/honorstheses Part of the American Material Culture Commons, American Popular Culture Commons, Cultural History Commons, Other American Studies Commons, Other History Commons, Social History Commons, and the United States History Commons Recommended Citation Sonner, Megan, "Self-Made Freak: The Exceptionalism of General Tom Thumb, The Celebrity Body, and the American Dream" (2017). Undergraduate Honors Theses. Paper 1121. https://scholarworks.wm.edu/honorstheses/1121 This Honors Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Undergraduate Honors Theses by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Self-Made Freak: The Exceptionalism of General Tom Thumb, The Celebrity Body, and The American Dream A thesis submitted in partial fulfillment of the requirement for the degree of Bachelor of Arts in American Studies from The College of William & Mary by Megan Sonner Accepted for __________________________________ (Honors, High Honors, Highest Honors) _______________________________________ Kara Thompson, Director _______________________________________ Charles McGovern _______________________________________
    [Show full text]
  • THE TRAGEDY of TRAGEDIES OR the LIFE and DEATH of Tom Thumb the Great
    THE TRAGEDY OF TRAGEDIES OR THE LIFE and DEATH OF Tom Thumb the Great Henry Fielding THE TRAGEDY OF TRAGEDIES OR THE LIFE and DEATH OF Tom Thumb the Great Table of Contents THE TRAGEDY OF TRAGEDIES OR THE LIFE and DEATH OF Tom Thumb the Great........................1 Henry Fielding...............................................................................................................................................2 ACT I.............................................................................................................................................................4 SCENE I.........................................................................................................................................................5 SCENE II.......................................................................................................................................................7 SCENE III......................................................................................................................................................8 SCENE IV....................................................................................................................................................11 SCENE V.....................................................................................................................................................12 SCENE VI....................................................................................................................................................14 ACT II..........................................................................................................................................................15
    [Show full text]
  • Children's Books & Illustrated Books
    CHILDREN’S BOOKS & ILLUSTRATED BOOKS ALEPH-BET BOOKS, INC. 85 OLD MILL RIVER RD. POUND RIDGE, NY 10576 (914) 764 - 7410 CATALOGUE 114 ALEPH - BET BOOKS - TERMS OF SALE Helen and Marc Younger 85 Old Mill River Rd. Pound Ridge, NY 10576 phone 914-764-7410 fax 914-764-1356 www.alephbet.com Email - [email protected] POSTAGE: UNITED STATES. 1st book $8.00, $2.00 for each additional book. OVERSEAS shipped by air at cost. PAYMENTS: Due with order. Libraries and those known to us will be billed. PHONE orders 9am to 10pm e.s.t. Phone Machine orders are secure. CREDIT CARDS: VISA, Mastercard, American Express. Please provide billing address & security code. RETURNS - Returnable for any reason within 1 week of receipt for refund less shipping costs provided prior notice is received and items are shipped fastest method insured VISITS welcome by appointment. We are 1 hour north of New York City near New Canaan, CT. Our full stock of 8000 collectible and rare books is on view and available. Not all of our stock is on our web site COVER ILLUSTRATION - #397 - W. Heath Robinson original artwork from Old Time Stories #175 - Lily Hildebrandt inscribed Klein-Raniers Weltreise #312 - First ed. in DW #65 - First issue in DW inscribed #111 - First Mickey Mouse book #236 - First issue Pat the Bunny in original box #228 - First ed. in dw #73 - Fine set first Appleton Alice 1866 & Macmillan Looking Glass #232 - Jessie King & Oscar Wilde #438 - JW Smith & E.S. Green Pg 3 Helen & Marc Younger [email protected] CLARA TICE DOG ALPHABET RABAN’S STUNNING HEBREW ABC 1.
    [Show full text]
  • Favourite Fairy Tale: Tom Thumb Teaching Resources
    TM Storytime Favourite Fairy Tale: Tom Thumb Teaching Resources Tom Thumb is an old English fairy tale about the amazing IN BRIEF adventures of a little boy who is only as tall as a thumb. 1 LITERACY LESSON IDEAS Read Tom Thumb, and have a class discussion. Use the following questions as a starting point: 1. Why were the ploughman and his wife unhappy? 2. What do you think life is like for someone as small as Tom? 3. What’s the best thing about being the size of a thumb? 4. What can Tom Thumb do that you can’t? Write a list. 5. What’s the worst thing about it? 6. What does the world look like from Tom’s perspective? (Think about how ordinary things like tall grass or a step could be a big obstacle) 7. Why do you think the beggar dropped the bowl of cake mixture? 8. Why does Tom’s mother worry about keeping him safe? 9. How many times does Tom escape from a tricky situation? 10. Why do you think King Arthur admired Tom so much? See our Tom Thumb Word Wise Sheet to discover the meanings of some of the less familiar words in the story and for more literacy activities. Arrange the story in the correct order on our Tom Thumb Story Sequencing Sheet. Tell the story in six paragraphs using our Tom Thumb Simple Storyboard. Which animals were featured in our story? Test your memory on our Character Comprehension Sheet. If you could be Tom Thumb for a day, what would you do? Write it down on our If I Were Tom Thumb Sheet.
    [Show full text]
  • Or, the Life and Death of Tom Thumb the Great By: Henry Fielding
    The Tragedy of Tragedies; or, the Life and Death of Tom Thumb the Great by: Henry Fielding DRAMATIS PERSONAE KING Arthur, A passionate sort of King, Husband to Queen Dollallolla, of whom he stands a little in Fear; Father to Huncamunca, whom he is very fond of; and in Love with Glumdalca. TOM THUMB the Great, A little Hero with a great Soul, something violent in his Temper, which is a little abated by his Love for Huncamunca. GHOST of Gaffar Thumb, A whimsical sort of GHOST. Lord GRIZZLE, Extremely zealous for the Liberty of the Subject, very cholerick in his Temper, and in Love with Huncamunca. MERLIN, A Conjurer, and in some sort Father to Tom Thumb. NOODLE, Courtiers in Place, and consequently of that Party that is uppermost. DOODLE, Courtiers in Place, and consequently of that Party that is uppermost. FOODLE, A Courtier that is out of Place, and consequently of that Party that is undermost. BAILIFF, and FOLLOWER, Of the Party of the Plaintiff. PARSON, Of the Side of the Church. QUEEN Dollallolla, Wife to King Arthur, and Mother to Huncamunca, a Woman entirely faultless, saving that she is a little given to Drink; a little too much a Virago towards her Husband, and in Love with Tom Thumb. The Princess HUNCAMUNCA, Daughter to their Majesties King Arthur and Queen Dollallolla, of a very sweet, gentle, and amorous Disposition, equally in Love with Lord Grizzle and Tom Thumb, and desirous to be married to them both. GLUMDALCA, of the Giants, a Captive Queen, belov'd by the King, but in Love with Tom Thumb.
    [Show full text]
  • History of Tom Thumb
    THE H I S T O R Y OF T O M THU M B . BANBURY, Printed by J. G. Rusher. History of Tom Thumb. Kind reader, your servant; Our hero is come To welcome your purchase : — All hail, to Tom Thumb ! In days of King Arthur, His aunt Fairy Queen, His uncle Prince Merlin, Enchanter serene. 3 They promised his mother An elysian prize, That the dwarf should be born Of her thumb just the size ; And when he was Christened, To Church they all come; The name of our hero— The famous Tom Thumb. 4 The cook made a pudding, (And boiled him a fowl;) He climbed up the edge, And fell in the bowl. He was stirred in the batter, And put in the pot: The cook thought ’twas bewitched, And gave it Jem Trot. 5 Who found, by its motions, Sad cause for dismay; He threw down the pudding, And trotted away : The pudding was broken, Tom popped out his head ; He ran to his mother, Who put him to bed. He went to the meadow To see the young lambs Run sporting about, By side of their dams : — 6 His mother was milking, Too near a morass ; The cow took Tom Thumb With a mouthful of grass: When Thumb ’gan to hollo, The cow from her cud Dropped Tom in the midst of A puddle of mud. 7 Tom’s aunt in her carriage, Drawn by flying mice, Took Tom to King Arthur, To court, in a trice. The cook, with king’s luncheon, Was passing the hall ; Tom souse in the firmity Had a great fall.
    [Show full text]
  • Tom Thumb” Explain That People from Different Lands Tell Similar Stories
    TTomom ThumbThumb 4 Lesson Objectives Core Content Objectives Students will: Explain that f ctional stories come from the author’s imagination Identify folktales as a type of f ction Explain that stories have a beginning, middle, and end Describe the characters, plot, and setting of “Tom Thumb” Explain that people from different lands tell similar stories Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Demonstrate understanding of the central message or lesson in “Tom Thumb” (RL.1.2) Recount and identify the lesson in folktales from diverse cultures, such as “Tom Thumb” (RL.1.2) Describe characters, settings, and events in a reenactment of “Tom Thumb” (SL.1.4) Explain the meaning of “there’s no place like home” and use in appropriate contexts (L.1.6) Discuss personal responses to how they would feel if they were so small they could f t into the palm of someone’s hand Perform “Tom Thumb” for an audience using eye contact, appropriate volume, and clear enunciation 50 Different Lands, Similar Stories 4 | Tom Thumb © 2013 Core Knowledge Foundation Core Vocabulary avoid, v. To prevent something from happening Example: I always try to avoid missing the bus by waking up half an hour earlier than I need to. Variation(s): avoids, avoided, avoiding clever, adj. Able to think and f gure things out quickly Example: Kim was a clever student who could solve any math problem easily.
    [Show full text]
  • CKLA Unit 3 “Different Lands, Similar Stories” Strand Listening & Learning Grade 1 Activity “Domain 3 Jeopardy”
    Teacher-Created Activity CKLA Unit 3 “Different Lands, Similar Stories” Strand Listening & Learning Grade 1 Activity “Domain 3 Jeopardy” ACTIVITY DESCRIPTION This activity was designed to be used in conjunction with Core Knowledge Language Arts (CKLA) grade 1, unit 3. For more information about CKLA, click here. It addresses speaking & listening standards as well as provides students with practice working as a team. This activity was designed to serve as a culminating review of the domain. However, instead of waiting until the end, teachers have the option of applying this same structure to pause and review the unit in smaller chunks. Advance Preparation: • Create an anchor chart with categories, questions, and point values (see document below). Do not include answers [in brackets] • Create teams (4–6 children per team) Activity: Students compete 'Jeopardy' style activity by choosing categories for a specific point value. Once the category/value is selected, the teacher reads aloud the corresponding question and students talk in their teams to determine the answer. One student is the reporter in the group and shares their answer aloud. This role rotates for each turn so all students in the group get an opportunity to say an answer aloud. If the answer is correct, the team receives the corresponding points. If it is incorrect, other teams have a chance to steal and earn the points. This activity was developed by Adrienne Williams from Center City Charter Schools (Washington, DC) Domain 3 Jeopardy Points Characters Geography Fiction Setting Similarities What is the same about Where does Tom the characters Who got swallowed by What country is Issun Which character proves Thumb meet the Thumbelina, Tom the oni? Boshi from? Issun Boshi is fiction? robbers? Thumb, and Issun Boshi? 100 [Issun Boshi] [Japan] [Oni] [Mayor’s house] [They are all small, the size of a thumb/finger] How did Tom Thumb Identify 2 reasons Hu Gu What was the same stop the robbers? Who Po is fiction.
    [Show full text]
  • THE FAIRY BOOK MACMILLAN and CO., Limited
    3 3333 08115 6776 'n/ ^4- 13^^3>H ';i{f%Q^^ .^51^ ^ ,1 Digitized by tlie Internet Arcliive in 2007 witli funding from Microsoft Corporation littp://www.arcli ive.org/details/fairybookbestp6p00crai02 / THE FAIRY BOOK MACMILLAN AND CO., Limited LONDON BOMBAY • CALCUTTA MELBOURNE THE MACMILLAN COMPANY NEW YORK • BOSTON • CHICAGO DALLAS • SAN FRANCISCO THE MACMILLAN CO. OF CANADA, Ltd. TORONTO r- VarwiCK GoBut THE FAIRY BOOK THE BEST POPULAR FAIRY STORIES SELECTED AND RENDERED ANEW BY THE AUTHOR OF 'JOHN HALIFAX, GENTLEMAN' WITH 32 ILLUSTRATIONS IN COLOUR BY WARWICK GOBLE MACMILLAN AND CO., LLMITED ST. MARTIN'S STREET, LONDON 1913 ^1^^ COPYRIGHT First Edition, 1S63. Edition tvit/i IUvstratio?is in Colour by Way^vick Goble, 1913 DEDICATED TO LITTLE OLIVE )»«>»•' 9 S> J'>« PREFACE A PREFACE is usually an excrescence on a good book, and present a vain apology for a worthless one ; but in the instance a few explanatory words seem necessary. This Is meant to be the best collection attainable of that delight of all children, and of many grown people who retain the child-heart still —the old-fashioned, time- honoured classic Fairy-tale. It has been compiled from familiar, the all sources — far-off and familiar ; when stories have been traced with care to their original form, which, if foreign, has been re-translated, condensed, and in any other needful way made suitable for modern British children. Perrault, Madame d'Aulnois, and Grimm have thus been laid under contribution. Where it was not possible to get at the original of a tale, its various versions in have been collated, compared, and combined ; and some instances, where this still proved unsatisfactory, the whole story has been written afresh.
    [Show full text]
  • Tom Thumb Original Story By: the Brothers Grimm Read By: Marc Thompson Morals and Themes
    STORY GUIDE Tom Thumb Original story by: The Brothers Grimm Read by: Marc Thompson morals and themes Appreciate what you have, Everybody is Important, Tolerance and Accepting Differences general comprehension questions • Where does the story take place? • What are the problems the characters face? • Who are the characters? • How do they solve these problems? • Who is your favorite character and why? • How does the story end? • Which character don’t you like and why? • What lesson does this story teach you? discussion questions • What was unusual about Tom Thumb? How did this affect his life? • Why do you think Tom wanted to help do chores so badly? • Why do you think the hawk decided to help Tom Thumb? • What did Tom learn about himself during his adventure? • This story is a good lead in to class discussion about differences between people. • Have your students talk about times that they have felt “different,” and how they handled it. extension questions research activity • What other stories does this remind you of? Use the internet or library to research woodcutting. • How does this story relate to your own life? • What tools do woodcutters use to chop down a tree? • Write an alternate ending for the story. • Find and read the story about George Washington and the • Write your own version of what happens next. Cherry Tree. Do you like the story? notes on this adaptation Based on a character popularized by the Brothers Grimm, this story re-imagines Tom Thumb as a boy who proves to be caring beyond his size and wise beyond his years.
    [Show full text]