View
0
Download
0
Category
Preview:
Citation preview
BEAUTY AND THE BEAST
TEACHER
STUDY GUIDE
A MARIONETTE PRODUCTION BY THE NATIONAL EDUCATIONAL THEATRE
TO THE TEACHER
The following study guide has been provided to help your class benefit the most from experiencing a live theatrical event. The activities described herein are only suggestions. Please feel free to pick and choose the things that will most benefit your students in the time you have available. It is our hope that the performance your students attend is not only entertaining, but is a valuable educational experience as well. You will find that some of the activities contained in this guide are geared for younger, some for older students-- but there is something for everyone. Please feel free to reproduce and distribute any of the enclosed pages and activities for use by your students.
HISTORY OF THE STORY
Beauty and the Beast is one of the most beloved fairytale stores, perhaps only second to Cinderella in
popularity and influence. First published in 1756 France by Madam LePrince de Beaumont, the English
translation first appeared in 1761. This string puppet performance masterpiece is a tale of a gentle, self-
sacrificing woman who transforms a bestial creature into a handsome prince.
THE STORY
Once upon a time in the forest, there lived a young prince in a fine castle. He was very spoiled and selfish
and cared only for himself. One night and old beggar woman came to the castle for shelter. The prince
was very mean to her and sent her away. Because he was so selfish, the beggar woman turned him into a
beast. She told him if he could get someone to love him for himself before his 21st birthday he could then
become himself again.
Belle lived in the village nearby with her father who made his living in the shipping business. Belle, who
loved nothing better than reading books, was really not interested in anything but her singing and her
books. Father had one of his ships come in and he decided to go the ship by taking a short cut through the
forest. He said goodbye to Belle and started to the port through the forest. Taking a wrong turn, he was
soon lost. Off in the distance he saw a castle and knocked on the door. Entering the castle he found great
hospitality, food, a bed and new clothes. Upon awakening he could find no one to thank for his hospitality.
He finds a rose in the garden and decides to take it to Belle. The beast was watching him and became very
angry. He tells Father that after all the great hospitality he received, stealing from him, is a crime for
which he would have to make him his prisoner.
The beast told Father to bring his daughter to the castle in exchange for his life. Back at home, Gaston,
who is the hero of the village, is trying to talk Belle into marrying him. However, Belle refuses and Gaston
tells her that women certainly should not read and she reads too much!
Belle, who is missing her father, goes searching for him and ends up at the castle. Her father tries to talk
her into going home but Belle would not leave so Father says goodbye and leaves slowly.
Wandering into the castle, Belle meets Mrs. Potts, Candlestick and Clock. They all try to make Belle feel
“wonderful” for they hoped she would help break the spell. At night while Belle is sleeping, the prince
comes to her in a dream and says to her, “do not be fooled by disguises” but Bell realizes it is only a
dream. The Beast tries everything to get Belle to marry him but she refuses. Days go by and Belle tells the
beast how much she misses her father and asked to go home to see him. Beast tells Belle she can go home
for one week, but she must return, for if she stayed longer, he would die of a broken heart. Belle returned
home and is happy to see her father. She tells her father that the beast had learned that he was wrong to
behave so badly and that he changed into a loving person. She also tells father about her dream of the
prince. Father tells Belle she cannot go back to the castle because Gaston is going to kill the beast but
Belle tells father she has to go back right away. Belle returns and tries to find the beast to tell him she was
back and he must not die. Belle states, “I love you and I want to marry you”. The beast disappears in a puff
of smoke and the prince appears. Belle asks, “Where is the beast?” The prince explains all is about the
spell and how she has broken it. He said to Belle“ as long as you are beside me, we will live in happiness
forever”.
THEME
The theme is the central idea, thought, lesson or meaning of the story.
THEME QUESTION Ask the students to share with the class what they think Beauty and the Beast is all about.
THEME ANSWER/LESSONS LEARNED IN THE STORY
1. Everyone can change … if the learn they were wrong.
2. The most obvious message is that beauty is but skin deep and that one should look
beneath the surface to search for the true meaning of beauty. Beauty comes from within.
3. Love is learned.
HOW ABOUT SOME HISTORY? … ON PUPPETS
THE PUPPETS are used by many teachers to make schoolwork more interesting. For
example, a history class may use puppets to act out a famous historic event. Students can
improve their knowledge of foreign language by writing and performing puppet shows in
language. Creating a voice for a puppet has helped some students overcome a speech problem. In
underdeveloped countries, puppet shows have been used to teach healthcare, modern farming,
methods and other subjects.
People have enjoyed puppets for thousands of years. Puppet like figures have been found
in tombs and ruins in ancient Egypt, Greece and Rome. The first puppets were probably used for
religious ceremonies. Priests secretly moved the eyes or arms for and idol or religious carving to
impress the people.
There are many different types of puppets including, hand puppets,
shadow puppets, rod puppets and marionettes.
Hand puppets are the most common puppets. One variety, the
Glove or Fist puppet, consists of a hollow head attached to a glove or a
piece of cloth that serves as the body. Perhaps the most famous glove
puppet character is Punch, the star of the English puppet shows called
Punch and Judy Shows. Punch was introduced into England in 1662. Glove
puppets have become popular in several countries, including France,
Germany, Italy, the Netherlands, Russia and Switzerland. They have also
become popular in television programs, such as “Sesame Street” and
“Captain Kangaroo.” The simplest kind of hand puppet is probably the finger puppet. Two fingers
of the puppeteer’s hand serve as the puppet’s legs while the face is painted on paper and fastened
to the hand.
Rod Puppets are operated by rods or sticks,
usually from below the stage. Some rod puppets have rods
attached to moveable arms and hands one kind of rod
puppet, the marotte, consists only of head mounted on a
stick. An interesting rod puppet show from Japan is called
the Bunraku (doll theatre). The puppets should stand
about 4 feet tall. The look realistic, with flexible joints and
moveable eyes, mouth and eyebrows. Puppeteers operate
them with rods from behind in full view of the audience.
Many important Japanese dramatists of the late 1600’s
and 1700’s wrote plays especially for the doll theatre.
Marionettes are the ones controlled by strings. Just like
the show The National Educational Theatre is performing or has
already performed for you. The marionette has a complete body,
head , trunk, arms, hands, legs and feet. Most professional
marionettes are constructed out of wood and have strings that
run from the head, shoulders and knees to a small wooden stick
controller. These puppeteers are hidden high above the stage
and operate the marionette by pulling the strings where they are
fastened to the controller. The word marionette comes from
Little Mary, a type of puppet of the middle ages. During this
period, many people could not read or write. Priests used Little
Marys to teach stories from the Bible.
CHARACTER EDUCATION TRAITS
The National Educational Theatre provides character education resources to the public schools by giving educators a unique visual tool to enhance character development.
Our stories will captivate, entertain, and educate students by demonstrating core ethical values that teach virtue. In each animated performances teachers and students can identify the various character education traits listed below.
Responsibility – To carry out a duty or task carefully and thoroughly; be able to count on, depend
or trust.
Respect/Courtesy – To feel or show honor for the feelings and rights of yourself, others and the
world around you. Polite, well-mannered behavior towards others.
Self-Esteem/Pride – Proper delight or satisfaction in your accomplishments, achievements, and
status. To demonstrate a positive opinion about yourself.
Caring/Compassion – Being kind, friendly, considerate and willing to listen, give and share.
Showing concern or sympathy for others.
Diligence/Perseverance – Working hard without giving up in a careful consistent manner.
Tolerance/Patience – Respecting the individual difference, views and beliefs of other people.
The power to wait calmly without complaining.
Honesty/Fairness – Being truthful and just.
Cooperation/Good Sportsmanship – Working together for a common purpose. The ability to
take winning or losing without gloating or complaining.
Loyalty/Citizenship – Faithful to a person, a team, your country or an idea. Demonstrate your
rights and privileges as a citizen of the United States as well as the school and community.
Courage – The willingness to face obstacles and challenges with determination.
TRIVIA
Who wanted to marry Belle?
What kind of business was Belle’s father in?
Where did the Beast live?
What is the little tea pot’s name?
How long did the beast have to fall in love until the spell was broken?
Was the spell on the beast broken?
What does Belle like to do?
What is the name of the clock?
What is the name of the candlestick?
Where does the Beast lock Belle's father?
COLORING PAGE
AFTER THE PERFORMANCE
(grades 4-8)
1. Discuss the version of the story
Have the class discuss how the version they saw on stage was different from the Disney
film or from other versions you have read. Why was it different?
Was the message of the puppet show different from the message of the book or film?
Note: This may lead to the exploration of "stage conventions"--why some things have to be
adapted differently to be performed on a stage.
2. Have the students write a review of the play
What were their favorite parts?
Their least favorite?
Did anything happen that they didn't understand or seemed confusing?
Did they like the music or did it "get in the way of the story?"
What did they think of the puppets and scenery?
Note: Help them understand that their opinions are most certainly valid but will most
likely differ from that of others (and that is OK). Being able to objectively discuss their
opinions and others' is definitely a skill that will benefit them the rest of their lives.
3. Possible themes for papers:
What was your favorite character in the story? Why?
If you could live in another county, which would it be? Why?
What would you do if your dog or cat suddenly turned into a person?
If you were Beauty's father (or mother), how would you have handled her leaving?
What would you do if you woke up tomorrow and you were a beast?
Name _________________________________________ Date______________________________________
WORD PUZZLE
Find each of the following words.
R T T H E A T R A E G T
E P R I N C E A S C X E
A H C T E L A O T A M E
D A N C E X R N H S A S
K S I N G S C H E T R E
S T A G E C P I A L R E
P R R D E H R S T E I I
P L I E A A I H R I O B
B E A S T N T I E H N H
R O I Y I G C P I O E G
C L O C K E G E I R T P
O A T K F A T H E R T D
E O O I S E A A Y E E I
SHIP DANCE EXCITING FATHER MARRIONETTE
STAGE READ BEAST PLAY
THEATRE CHANGE CLOCK ROSE
SING BOOKS PRINCE CASTLE
Name ______________________________ Date __________________________
VOCABULARY WORDS
Matching
Match each definition with a word from the vocabulary list. _________________________________
1. A person who is confined; especially a prisoner of war. _______________________________
2. To look at written words and understand what they mean. _______________________________
3. A machine that tells the time. _____________________________
4. a. To take part in a game. Fun or recreation.
b. A story acted in a theater. ______________________________
5. A holder with sockets for candles. ___________________________
6. A large platform on which people can stand and can be seen. ________________________
7. To make something different or to become different. __________________________
8. The act of presenting a play or a piece of music or other entertainment. “we congratulated
him on his performance at the rehearsal” “ an inspired performance of Mozart’s C minor
concerto” ______________________________
9. A very good looking person. _____________________________
10. A male parent (also used a term of address to your father). “His father was born in
Atlanta”. ___________________________
beast adventure change castle father
Belle puppet show beauty sing theatre
clock enchanting prisoner ship exciting
rose candlestick read love marionette
prince performance play books stage
ADVANCED INSTRUCTION
Puppet Theatre Arts focuses on the performing art and the art of the theatre. This section will focus on instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and making a career in theatre. We will want to separate
and then motivate the 6th thru 8th grade students in groups where they can apply their knowledge by focusing on one of the four core areas of production: Acting, Directing, Designing, or Playwriting. Students can:
1. Research 2. Analyze
3. Design 4. Produce 5. Present a live performance Producing their very own theatre production, where students collaboratively bring to life a broad spectrum of talents and skills in the principles and practices of theatre, can prove to be the most exciting part of this school year. So, at our show make sure they pay close attention to the things that
must occur “behind the scenes.” For example
1. Number of production staffs 2. The design and construction elements of set construction 3. Lighting used
4. Costuming and make-up, 5. Sound 6. Directing
7. Puppeteering 8. Audience interaction 11. Organization
Lastly, have the students create a portfolio of their work as they go along. They can write a proposal for the production and do an oral presentation on a performance and production after it is complete.
The aim of this section is to help students understand the nature of the theatre; to understand it by making it as well as studying it; to understand it not only with their minds but with their senses, their bodies and their emotions; to understand the form it takes in cultures other than their own; and
through this understanding better to understand themselves, their society and their world.
Recommended