CURRICULUM GUIDE - Des Moines Performing Arts · 2020. 3. 5. · CURRICULUM GUIDE MARCH 11-15, 2019 TUTTI FRUTTI ... Moon. opics, he es in eas of the curriculum. o be a good member

UNDERNEATH A MAGICAL MOON

CURRICULUM G U I D E

MARCH 11-15, 2019

TUTTI FRUTTI YORK ROYAL THEATRE COMPANY

Dear Teachers,

“All children, except one, grow up.”

That child is, of course, Peter Pan. The rest of us do grow up, eventually. And

most of us tend to have mixed feelings about it. The story of Peter Pan is a

classic and beloved work for children (and adults), but things have changed

quite a lot in the more than 100 years since J.M. Barrie wrote it. In the original

story, Wendy is recruited to be Mother to the Lost Boys. In this version, she

still tells bedtime stories, but she gets to have all sorts of other adventures

too. Underneath a Magical Moon presented by Tutti Frutti York Royal Theatre

Company retells the story for children today, for the times we live in, and for

all the rest of us who have had to negotiate the awfully big adventure of

growing up, whether we’re just about to start that journey, or we’re at the

other end of it. We hope you’ll be able to uncover something of your

childhood spark with Underneath a Magical Moon at the Temple Theater.

This Curriculum Guide is designed to provide information, discussion topics,

activities, and resources to use both before and after the performance. The

materials are meant to help you integrate the show with learning objectives in

many areas of the curriculum.

In the following pages you will find tips about how to be a good member

of an audience at the Temple Theater, contextual information about the

performance and related subjects, as well as a variety of discussion questions

and activities. Some pages are appropriate to reproduce for your students;

others are designed more specifically with you, their teacher, in mind. We look

forward to seeing you and your students soon!

See you at the theater,

Des Moines Performing Arts Education Team

TA B L E O F C O N T E N T S

GENERAL INFORMATIONABOUT DES MOINES PERFORMING ARTS

Page 3

ABOUT THE APPLAUSE SERIESPage 4

TEMPLE THEATER FIELD TRIPINFORMATION FOR TEACHERS

Page 5

THEATER INFORMATIONGOING TO THE THEATER

Page 6

HOW TO BE AN AUDIENCE MEMBER

Page 7

ABOUT THE SHOWABOUT THE PLAY

Page 8

ABOUT THE PERFORMERSPage 9

ABOUT J.M. BARRIEAND PETER PAN

Page 10

TEACHER LESSONSPages 11-16

ADDITIONAL INFORMATIONRESOURCES AND SOURCES

Page 17

STUDENT PRINTABLESPages i-iv

UNDERNEATH A MAGICAL MOON PAGE 2

SUPPORT FOR DES MOINES PERFORMING ARTS EDUCATION PROGRAMS AND THE APPLAUSE SERIES IS PROVIDED BY:

Anderson Erickson Dairy • Arts Midwest • Bradford and Sally Austin • Bravo Greater Des Moines • Clive Community Foundation • DuPont Pioneer • Ernest & Florence Sargent Family Foundation • Gannett Foundation/The Des Moines Register Hy-Vee, Inc. • Iowa Department of Cultural Affairs • John Deere • Judith A. Lindquist Scholarship Fund • Maytag Family Foundation • Richard and Deborah McConnell • McKee • Voorhees and Sease • Meredith Corporation Foundation MidAmerican Energy Foundation • Nationwide • Polk County • Prairie Meadows • Principal • SVPA Architects, Inc. • U.S. Bank • Union Pacific Foundation • Wells Fargo & Co. • West Bancorporation Foundation • Windsor Charitable Foundation and more than 300 individual donors.ADAPTED FROM TUTTI FRUTTI SCHOOL ACTIVITIES GUIDE

T H A N K YO U T O O U R D O N O R ST H A N K YO U T O O U R D O N O R S


BY THENUMBERS3 0 0 , 0 0 0More than 300,000 guests attend performancesand events in our four venues each year

7 5 , 0 0 0DMPA education programs serve more than 75,000 Iowans annually.

5 0 0 , 0 0 0More than half a million students and teachers have attended school-time performances as part of the Applause Series since its launch in 1996.

DES MOINES PERFORMING ARTS

DMPA is central Iowa’s premier not-for-profit performing arts organization.

Guests experience a wide variety of art forms and cultural activities, with presentations ranging from Broadway, comedy, professional dance, to family programming.

DMPA is more than the Civic Center! You can find us at the following spaces:

• Civic Center, 2744 seats

• Stoner Theater, 200 seats

• Temple Theater, 299 seats

• Cowles Commons (outdoor plaza)

PAGE 3


APPLAUSESERIES

T I C K E T T O I M A G I N AT I O NThe Applause Series annually delivers 60 age-appropriate performances for pre-school to high school students. The impact stretches far beyond the Des Moines metro, reaching schools in over 35 Iowa counties. The theater becomes the classroom. One-hour matinees energize students to imagine new ways of creative expression, cultural diversity and even career opportunities.

B E Y O N D T H E S TA G EFor many Applause Series performances, we offer the opportunity for schools to go deeper by exploring an art form or theme that connects with what is seen on stage. Invite a professional teaching artist into the classroom or visit another cultural destination in Des Moines to help students make more meaning of a piece of theater.

Take thousands of Iowa studentsout of their classrooms, place them in a theater, sprinkle the stage with world-class performers,

AND WHAT DO YOU HAVE?

A recipe for learning that reaches new levels of possibility — for students and teachers.

M A K I N G A D I F F E R E N C EEach year, more than 50,000 students and teachers attend an Applause Series performance. The actual cost per person is $8, but thanks to the caring contributions of donors, schools pay just $1 per ticket. By removing the financial barriers to participation, donors introduce a whole new generation to the power of arts in action. That means stronger schools and communities now and in the future.

B R I N G I N G A R T S E D U C AT I O N T O L I F EThe Applause Series is a flagship education program of Des Moines Performing Arts. Since its launch in 1996, more than a half million students and teachers have attended school-time performances as part of the series. You are joining us for the 23rd season of school performances!

PAGE 4

MORGAN’S JOURNEY

Double-check that all students, teachers, and chaperones were included in your ticket order. Request an adjustment if your numbers have increased. We want to make sure we have enough seats for you!

Tickets are not issued. Bring a copy of your invoice, which will serve as your group’s “ticket”.

Schedule arrival for 30 minutes prior to the start of the performance. This allows time to park, cross streets, find your seats, and go to the restroom.

Let drivers know that Applause performances are approximately 60 minutes, unless otherwise noted.

Remind chaperones that children under the age of three are not permitted in the theater for Applause Series events.

The Temple Theater is located at 1011 LOCUST, DES MOINES, IOWA

DIRECTIONS FROM I-235: take Exit 8A (Downtown exit). Go south on 5th Ave. Turn west on Grand Ave. Turn south on 13th Street. Turn east on Locust Street. A police officer stationed at the corner of 10th and Locust Streets will direct your bus where to park (buses generally park on the south side of Locust Street in front of the Nationwide building).

Buses are not allowed to drop groups off in front of the theater. Contact us in advance if there is a special circumstance.

Buses remain parked for the duration of the show. Drivers must be available to move the bus immediately following the performance.

Personal vehicles are responsible for securing their own parking on a nearby street or in a downtown parking ramp.

PAGE 5

FIELD TRIP INFORMATIONWE WANT YOUR FIELD TRIP TO BE SAFE AND SUCCESSFUL!

Please read below for important tips and details to ensure a great day.

G E T O R G A N I Z E DG E T O R G A N I Z E D

DIRECTIONS/PARKINGDIRECTIONS/PARKING

A Des Moines Performing Arts staff member will greet you at the door and ask for your school name. You will then be directed upstairs to the Temple Theater (second floor).

Ushers will escort groups to their seats.

Your school may be seated in multiple rows. Adults should position themselves throughout the group.

Help us seat efficiently and start the show on time, by allowing ushers to seat your entire group before rearranging students or taking groups to the restroom.

Adults are asked to handle any disruptive behavior in their group. If the behavior persists, an usher may request your group to exit the theater.

Please wait for your group to be dismissed by DMPA staff prior to exiting the theater.

We are happy to help!

Please contact us at:[email protected]

A R R I VA L / S E AT I N GA R R I VA L / S E AT I N G

I N T H E T H E AT E RI N T H E T H E AT E R

Q U E S T I O N S ? Q U E S T I O N S ?

TEACHER GUIDE


Do not bring food, drinks or chewing gum into the theater.

Remind the grown-ups with you to turn off and put away cell phones

and other electronics that might light up or make noise before

the performance begins.

Respect the theater. Each seat holds many people each year and can’t

handle lots of bouncing up and down! Keep your feet on the floor

(not on the chair in front of you) and your bottom in the chair.

When the house lights dim, the performance is about to begin.

Time to zip your lips and turn your listening ears on.

You can remind people near to you with a quiet shh if they are being

noisy - but be careful not to make an even bigger disruption.

Use the restroom before the performance or wait until the end. If it is an

emergency, quietly tell one of the grown-ups near to you and they will help

you safely leave the theater.

If you are separated from your group or have an emergency, find a person

who has black pants and a gold name-tag to help you! They are the

ushers and can use their radio to make sure you get back to the

right spot.

Have a fun time!

T H E AT E R E T I Q U E T T ET H E AT E R E T I Q U E T T E

THE THEATER IS DESIGNED TO MAGNIFY SOUND. (even whispers can be heard!)

GOING TO THE THEATER

PAGE 6

WE ARE EXCITED TO WELCOME YOU TO A PERFORMANCE!

It is so fun and special to see a show with real people and music instead of watching on a screen. It is different than watching a movie at home because at the theater the audience has an important job to do to make the performance the best!

D I D YO U D I D YO U K N O W ?K N O W ?

E T I Q U E T T E means how to

behave politely in a special situation

N O WAY !save your lunchand your phone calls for before

or after the show

JEFF

W E ’ R E H E R E T O H E L P ! our ushers can

answer your questions!

I N T H E T H E AT E R


What is the mood of the artists?

Are they happy & smiling

or wearing serious

faces? What k

ind of show

is this?

A music

al or c

oncert?

A dance perfo

rmance

or a play?

What are the people around you doing? Are your grown-ups

watching the stage quietly or stomping to the beat or dancing?

What are the performers asking the audience to do?

Do they want people to clap along & get up? Or do you think they

need quiet to concentrate on their hard work?

YO U R J O B A S A N A U D I E N C E M E M B E RAs you experience the performance, ask yourself the following questions:

HOW TO BE AN AUDIENCE MEMBERWhen people are on stage performing they can hear and see the audience. The audience has the job of making sure the actors or dancers or singers know that you are paying attention and enjoying the performance. Sometimes the right thing is to clap and shout out. Sometimes the best way to show you are having a good time is by sitting quietly with your hands in your lap.

PAGE 7

How do you know when to clap?

Is the audience waiting until the end

or is there a break in the performance

where others are clapping too?

H O W W I L L YO U G E T T O T H E T H E AT E R ?


ABOUT THE PLAY

PAGE 8

S Y N O P S I S

Underneath a Magical Moon is set in an ordinary backyard, where three children, Wendy, John and Michael, have a camp out one summer evening. It’s a bright full moon and Wendy can't get to sleep so she begins to tell her brothers the story of Peter Pan. They are drawn into the famous tale and become the villainous Captain Hook, Tinkerbell, a bunch of Lost Boys, a crocodile, a gaggle of Mermaids and even Peter Pan himself!

This imaginative story proves that you don’t need wires or expensive technology to make Peter Pan take flight. A few fairy lights, a handful of glitter and a healthy dose of imagination are all that is needed to transform an ordinary garden fence into a night-time roofscape for the characters to soar above. Wendy and her brothers make quick work of changing everyday items into something extraordinary as they dance and sing under the magical moon.

Underneath a Magical Moon is Wendy’s story and is unlike the Edwardian world of the original Peter Pan, where girls are meant to meekly accept their assigned roles as mini-mothers and miss out on adventure. In the new version, told from Wendy’s point of view, three contemporary kids camp out and find a new Neverland for themselves. In the moonlight, they all begin to wonder about how they actually feel about growing up, who they will become as they leave the world of childhood.

Watch a preview of Underneath a Magical Moon here!

https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098https://vimeo.com/189913098

R u n T i m e : A p p r o x . 6 0 m i n u t e s


https://www.youtube.com/watch?v=HW3iypgzx9whttps://www.youtube.com/watch?v=HW3iypgzx9whttps://www.youtube.com/watch?v=HW3iypgzx9whttps://www.youtube.com/watch?v=HW3iypgzx9whttps://www.youtube.com/watch?v=HW3iypgzx9whttps://www.youtube.com/watch?v=HW3iypgzx9w

https://little-vikings.co.uk/review-underneath-a-magical-moon-at-york-theatre-royal/

https://www.northernsoul.me.uk/review-underneath-magical-moon-sale-waterside/

www.britishtheatreguide.info/reviews/underneath-a-ma-york-theatre-ro-13565

PAGE 9

ABOUT THE COMPANY

R E V I E W S

Tutti Frutti has been creating imaginative, visual and meaningful story-based theatre for children for over 25 years. Based in Leeds, United Kingdom the company has traveled internationally presenting theater for children to the delight of audiences around the world.

Underneath a Magical Moon is written by international award winning writer Mike Kenny, directed by Wendy Harris, and scored with exquisite live music and songs. Tutti Frutti uses simple props to create the show and even though the sets are modest, the magic is real!

Every aspect of Underneath a

Magical Moon has been lovingly

crafted with the utmost care, and I

have no doubt that the show will

delight children and adults in equal

measure.

…a sparkly kaleidoscope of expertly-choreographed movement, joyous action routines and absolutely corking songs. What’s all the more impressive is that this is achieved with a cast of just three, each one of whom ... gives it their all and deserves a tip of the (green felt) hat.

It’s children’s theatre at its best. Pure magic.

LITTLE VIKINGS

NORTHERN SOUL 5 STARS

BRITISH THEATRE GUIDE

Watch this video of the three actors practicing their mermaid song.

B E H I N DB E H I N DT H E S C E N E ST H E S C E N E S


ABOUT J.M. BARRIE AND THE STORY OF PETER PAN

BRITISH THEATRE GUIDE

britannica.com/biography/J-M-Barrie

J . M . B A R R I EJ.M. Barrie was born May 9, 1860, in Scotland and in died June 1937 in London, England. A play-writer and novelist, he is best known as the creator of Peter Pan, the boy who refused to grow up.

T H E I N S P I R AT I O N F O R P E T E R PA N Barrie was in Kensington Gardens in London walking his St. Bernard when he first came across George and Jack Davies playing in the park with their nanny. He later met their mother Sylvia Llewellyn Davies at a dinner party and soon become friends of the whole family – which included five brothers, George, John (called Jack), Peter, Michael and Nicholas (Nico). They called him Uncle Jim.

J . M . B a r r i e

It was through spending time imagining and telling stories with the Llewellyn Davies boys that Peter Pan was born. These stories were published by Barrie in a book called The Little White Bird (1902). Much of that book was later rewritten as Peter Pan in Kensington Gardens (1906). There were a few differences that make this original version of Peter hard to recognize. Instead of living in Neverland, Peter had flown from his nursery (a bedroom for small children) to London’s Kensington Gardens, where he spent time with fairies and birds. In fact, he was described as being “Betwixt-and-Between” a boy and a bird and is only one week old. And while there were no pirate ships, Peter had another means of transport: a goat.

It was in Barrie’s 1904 play, Peter Pan; or, The Boy Who Wouldn't Grow Up, that Peter Pan lived with the Lost Boys, met the Darling family and had a friend named Tinker Bell. The play adapted to the novel Peter Pan and Wendy which was published in 1911.

T H E “ R E A L ” P E T E R PA NThough Barrie’s famous creation shared a name with the middle Llewelyn Davies boy, he actually gave all of the boys credit. The preface to the play read: "I suppose I always knew that I made Peter by rubbing the five of you violently together….That is all he is, the spark I got from you.”

P E T E R PA N R E I M A G I N E D The story of Peter Pan has continued to be created in new versions and forms, such as:

• Walt Disney produced an animated musical of the Peter Pan story in 1953.

• The story of J.M. Barrie and the writing of Peter Pan was made into a movie and a musical both called Finding Neverland.

It might be a good project to research even more Neverland stories in books, film or on the stage - or even better, write your own adventure!

Michael Llewelyn Davies

as Peter Pan


https://www.amazon.com/Flameless-Flickering-Battery-powered-Tealight-Decoration/dp/B0792QKS8N

PAGE 11

CONNECTING TO LANGUAGE ARTS:SETTING

ABOUT J.M. BARRIE AND THE STORY OF PETER PAN

YOUR OWN NEVERLAND O b j e c t i v e s : Students will share ideas to recreate settings for their own scene from a story. Then they will work together to create a map, diorama or even a house for fairies.

OPTION A: MAPPING THE SCENEM a t e r i a l s : graph paper and writing materials, markers or colored pencils

Students recreate the setting of a story they are familiar with using paper and writing materials to create 2-dimensional representations of the space as seen from above. Graph paper can help them consider the sizes of elements as related to one another.

OPTION B: MINIATURE WORLDS M a t e r i a l s : shoe boxes for each group or student, quick drying clay, scrap fabric or paper, exacto-knife for cutting viewing hole into the boxes, odds and ends.

If students would like to create the 3D world on a small scale, the project could expand into a shoe-box diorama. Some Model Magic or play clay/play-doh and a craft bin of odds and ends could be useful here. Students could be invited to bring in items from their homes to help create magical worlds and to consult with classmates about how to create the miniature versions of the objects in their world.

OPTION C: A HOUSE FOR FAIRIES

M a t e r i a l s : materials gathered from outdoors (acorns, seed pods, gravel, rocks, feathers, leaves, sticks, bark, flowers, etc.), glue or other adhesive, hot glue gun, scissors.

Small school milk cartons (rinsed thoroughly) make a good fairy house base, as do plastic soda bottles with the bottoms cut away.

Have students collect outdoor materials - invite students to bring in materials from their homes as well to avoid razing the playground. Students should first decide on what base materials they would like to use for their house and then begin

considering the exterior design. Remind students that a fairy house is meant to be able to stay hidden or camouflaged in nature so it’s important to give fairies a cozy spot that does not have a lot of milk carton or bottle left showing.

A flashlight or other twinkly light is used in stage versions of Peter Pan to indicate a fairy is near. After completion, small battery-powered tea lights could be a fun way to show a fairy has moved in. (Get a pack of 24 here)

Options A, B, C could be used to stage the miniature performance of student drafted skits or for free-play based on the themes of the fictional settings.


https://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GUhttps://www.youtube.com/watch?v=1Q01X8JU3GU

In Underneath a Magical Moon, Wendy gets to tell the stories and be the main character (protagonist) when the usual story of Peter Pan is mostly about Peter and only a little about Wendy and her brothers. Sometimes when someone new tells a story from their point of view, we can see and understand different details. Students may have the experience of having a sibling or parent remember an event very differently than they do!

O b j e c t i v e : Tell a story from a new point of view, considering what details and feelings might emerge from a new perspective.

OPTION 1: I REMEMBER . . . Students use an event from their own lives and imagine it from another side. Would your brother agree with your perspective or see it differently? Would your dog or cat have seen or remembered something new!? First write the story as you (the author) remember it - including as many sensory details as possible. Next, flip the paper over and try again from another lens or POV. What details change? What remains the same?

OPTION 2: THE BIG BAD WOLF? Students might be familiar with The True Story of the Three Little Pigs - if not, it is always an enjoyable read! Watch the author read the story focusing on the way that POV changes the classic story.

CONNECTING TO LANGUAGE ARTS:CHARACTER/POV

PAGE 12

A c t i v i t y : Students can choose any familiar story, in small groups or as individuals, and generate a list of characters who are not the protagonist or main character. Select one from their list and give them a chance to tell the story from that new POV. What did the main story leave out? What details are important to our new narrator that we couldn’t see in the original story?

E x t e n s i o n : Hearing a story of another point of view to revise our understanding of fiction can also be applied to history or social studies curriculum. The book A Different Mirror: A History of Multicultural America by Ronald Takaki is an American history told through the eyes of Native Americans, Africans, Chinese, Japanese, Irish, Jews, Irish, Mexicans, Vietnamese, Puerto Ricans, Filipinos, Afghans, South Asians and other minority groups. Their stories, illustrations, photographs, poems, letters, and songs challenge the traditional narrative that says the United States was created solely by white Europeans.


www.youtube.com/watch?v=79M2lSVZiY4&list=RD79M2lSVZiY4&start_radio=1&t=10









www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0www.youtube.com/watch?v=wz01pTvuMa0

www.youtube.com/watch?v=i235Y2HRksA&index=3&list=RD79M2lSVZiY4








PAGE 13

CONNECTING TO SCIENCE

www.amazon.com/Jazzstick-Glitter-Horse-Scrapbook-Sticker/dp/B01CX2M51Y

www.amazon.com/Jazzstick-Glitter-Horse-Scrapbook-Sticker/dp/B01CX2M51Y

O b j e c t i v e : Students will focus on understanding some features of the moon and its cycles.

VIDEO ONE: TEACHER EXPERIMENT

This video from NSTA features a teacher explaining how to conduct a simple experiment to illustrate the phases of the moon and introduces terms.

NOTE: Though made for teacher use, students could view the video of the experiment if unable to complete in the classroom.

VIDEO 2: ABOUT THE MOON(GRADES K-3)

VIDEO 3: ABOUT THE PHASES OF THE MOON(GRADES 2-5)

A c t i v i t y : After viewing the video(s) ask students to share their new learning about the moon. What do we know? What do we still wonder about? How might we learn more?

This NASA site about the moon is good place to begin research for those curious to learn more! Use the Research Template (on page i) to structure the inquiry. www.nasa.gov/moon www.spaceplace.nasa.gov/search/moon/

(Space Place has a great activity about using Oreos to illustrate the phases of the moon!)

www.spaceplace.nasa.gov/search/moon/E x t e n s i o n : Students could complete mini-research projects about an aspect of the moon in small groups. The NASA kids site (spaceplace) is organized in Question/Answer format along with some activities. It may connect to a question that students may want to address.


CONNECTING TO ART

O b j e c t i v e : Students will create an art piece using the crescent moon template.

OPTION ONE 1: WISHING MOON M a t e r i a l s : Crescent moon template (page ii) printed on pale grey or white cardstock, black night sky paper.

A c t i v i t y : Ask students to cut out the moon template shapes, noting the names specific to each cycle or phase of the moon. Artists could use paint, silver glitter, sequins, or silver stars to decorate their moon shapes. Moons might then be glued to a single half sheet of black paper to show their cycle placement in the night sky.

OPTION TWO: MAGICAL MOON MOBILEM a t e r i a l s : A stick or rod (needs to be long enough to accommodate all your moons!), string – fishing line works too, 8 discs of black or dark blue cardstock, silver, grey or white paint, glow in the Dark Elmer’s glue and glitter (optional)

A c t i v i t y : Create a moon mobile to remind you of the phases of the moon!

D i r e c t i o n s f o r S t u d e n t s :

R E M I N D E R : A ‘phase of the Moon’ is how much of the moon you can see from Earth. The Moon goes through eight main phases - from new to full.

L E A R NL E A R NA B O U T I T !A B O U T I T !

Although not strictly magical, it is still pretty fun to create art using the moon as inspiration!

1. Using the template (page ii) as a guide to the di�erent phases of the moon take each of your eight discs in turn and paint out the bit of the moon you can see. For the full moon you will paint the whole disc and for the crescent moon you will just paint the edge. For the new moon you will leave the whole moon dark.

2. Sprinkle glitter over the wet paint to give it a textured and glimmery e�ect.

3. Cut eight equal lengths of your string and tape one to each of your moons.

4. Tie the moons along your string starting with the new moon and ending with the crescent

5. Tie a piece of string to either end of your stick for hanging!


CONNECTING TO DRAMAPart of the magic of Underneath a Magical Moon is the way that ordinary objects are transformed through imagination into something entirely new. The next activities give children a chance to consider what might be made with some ordinary objects when they get creative.

ACTIVITY ONE: OBJECT IMPROVO b j e c t i v e s : Students will quickly consider a new use for an object and act out its new use.

M a t e r i a l s : a variety of ordinary objects from around the house or classroom.

A c t i v i t y : Hold up an object to offer an imagination challenge for the group. The goal is to transform the object into something it is not. For example: “This is not a roll of tape, this is my red, shiny apple” (pantomiming biting into the apple, and then making a sour face) “Yuck, with a worm inside.” Explain that each person in the circle will take a turn. They will say: “This is not an (object). This is a…,” as they use the context clues of their performance and their words to transform the object into something new. Pass the object around the circle so that each participant can transform the object. It might be useful to change objects depending on the size of your group.

ACTIVITY TWO: THE CLASSROOM CORNER O b j e c t i v e s : Students work together to create a dramatic play space to stage their mini-productions.

M a t e r i a l s : An open corner . . . other materials dependent on the specifics of students’ imagining

A c t i v i t y : Ask students for ideas of what story space they could create in the classroom either based on Underneath a Magical Moon, a favorite book they have read or have read as a class, or from their shared ideas. Create a list to brainstorm what elements their world would include as a large group or complete the brainstorming one on one.

For example, if recreating a setting from Charlotte’s Web, you might need a space designated as a barn or stall (perhaps some bulletin board paper with marker straw drawn in and a step stool to represent a bale of hay, or bucket or bin for Wilbur’s trough) and something to represent a spider’s web (yarn? a gray scarf?) in the corner.

The class can work together to create a shared space for dramatic play. A large cardboard box can become Clifford’s dog house, some blue streamers, beige carpet squares and set of goggles can invites students to explore an undersea Rainbow Fish world. After narrowing down what objects might transform (with a little imagination) into something new for the space you may want to ask families if they might supplement with a needed item from home.


AFTER THE PERFORMANCEREFLECTION

Dear

Write a sentence or two about you – your name, age or grade to introduce yourself!

(If you get stuck, here are some sentence starters to get you thinking: )

My favorite part of the show was…

While watching the show I felt… because …

I have drawn a picture of the scene when…

This experience was special because …

Sincerely,

(your name)

Follow our template below to get started.

DATE

O N G R O W I N G U P Underneath a Magical Moon and the story of Peter Pan both have a lot of questions and different feelings about growing up. Read the first paragraph of Peter Pan and Wendy to students and ask what they imagine it means. How do they feel about growing up? Excited? Nervous? Sad?

Peter Pan and Wendy, J.M Barrie (1911)“All children, except one, grow up. They soon know that they will grow up, and the way Wendy knew was this. One day when she was two years old she was playing in a garden, and she plucked another flower and ran with it to her mother. I suppose she must have looked rather delightful, for Mrs. Darling put her hand to her heart and cried, ‘Oh, why can't you remain like this forever!’ This was all that passed between them on the subject, but henceforth Wendy knew that she must grow up. You always know after you are two. Two is the beginning of the end.”

Students can complete the graphic organizer (page iii) to note the pros and cons of growing up from their perspective.

E x t e n s i o n : (grades 2-5) Students may be able to make connections with the Billy Collins poem On Turning Ten (page iv).

If you were telling someone who wasn’t at the performance about Underneath a Magical Moon what would you say? (You might want to practice this with a grown-up at home!)D I S C U S S I O N Q U E S T I O N S

1. How would you summarize what happened? 2. What do you think was the main idea or message of Underneath a Magical Moon? 3. What did you like best about the performance? 4. Who was your favorite character?

WRITE US A WRITE US A L E T T E R !L E T T E R !

After attending the performance, discuss the experience with your students. Ask them questions about what parts of the show they found to be most exciting or surprising. Next invite students to write letters to the performers or to the Des Moines Performing Arts’ education team or donors about the experience.

O n c e c o m p l e t e d , m a i l t h e l e t t e r s t o :

Des Moines Performing Arts Attn: Education Department 221 Walnut Street Des Moines, IA 50309

If you’d prefer to email us a batch of letters, that’d be great too! Our email address is: [email protected]

We’ll do our best to send your class a reply!


RESOURCES AND SOURCESC O N S U LT E D F O R T H E G U I D E : www.biography.com/news/peter-pan-jm-barrie-facts-biographywww.thevintagenews.com/2017/04/08/the-heartbreaking-story-of-the-llewelyn-davies-boys-who-didnt-want-to-grow-up-and-inspiredhttps://tutti-frutti.org.uk

B O O K S :W r i t i n g M a g i c by Gail Carson Levine

P e t e r P a n ( w i t h i n t e r a c t i v e e l e m e n t s ! )by J.M. Barrie

A n n o t a t e d P e t e r P a nby J.M Barrie, Annotations by Maria Tatar

P o w e r t o t h e P r i n c e s s : 1 5 F a v o r i t e F a i r y t a l e s R e t o l d w i t h G i r l P o w e rBy Vita Murrow

O c e a n M e e t s S k yby the Fan Brothers

A D i f f e r e n t M i r r o r f o r Y o u n g P e o p l e : A H i s t o r y o f M u l t i c u l t u r a l A m e r i c a by Ronald Takaki (Author) and Rebecca Stefoff (Adapter)

V I D E O SU n d e r n e a t h A M a g i c a l M o o nhttps://vimeo.com/189913098

B e h i n d t h e S c e n e shttps://www.youtube.com/watch?v=HW3iypgzx9w

T h e T r u e S t o r y o f t h e B i g B a d W o l fhttps://www.youtube.com/watch?v=1Q01X8JU3GU

S t o r y B o t shttps://www.youtube.com/watch?v=i235Y2HRksA&index=3&list=RD79M2lSVZiY4

M r . L e e M o o nhttps://www.youtube.com/watch?v=79M2lSVZiY4&list=RD79M2lSVZiY4&start_radio=1&t=10

N S T A v i d e o o f m o o n p h a s e shttps://www.youtube.com/watch?v=wz01pTvuMa0

A u d i o b o o k o f P e t e r P a n a n d W e n d yhttp://etc.usf.edu/lit2go/86/peter-pan/1532/chapter-1-peter-breaks-though/

W E B S I T E S A N D A D D I T I O N A L R E S O U R C E SN a s a M o o n S i t e shttps://www.nasa.gov/moonhttps://spaceplace.nasa.gov/search/moon/

F l i c k e r i n g C a n d l e swww.amazon.com/Flameless-Flickering-Battery-powered-Tealight-Decoration/dp/B0792QKS8N


O b j e c t i v e : Students will create an art piece using the crescent moon template.

OPTION ONE 1: WISHING MOON M a t e r i a l s : Crescent moon template (page ii) printed on pale grey or white cardstock, black night sky paper.

A c t i v i t y : Ask students to cut out the moon template shapes, noting the names specific to each cycle or phase of the moon. Artists could use paint, silver glitter, sequins, or silver stars to decorate their moon shapes. Moons might then be glued to a single half sheet of black paper to show their cycle placement in the night sky.

OPTION TWO: MAGICAL MOON MOBILEM a t e r i a l s : A stick or rod (needs to be long enough to accommodate all your moons!), string – fishing line works too, 8 discs of black or dark blue cardstock, silver, grey or white paint, glow in the Dark Elmer’s glue and glitter (optional)

A c t i v i t y : Create a moon mobile to remind you of the phases of the moon!

D i r e c t i o n s f o r S t u d e n t s :

RESEARCH SHEET

i

WHAT I WANT TO KNOW WHAT I LEARNED WHAT I STILL WONDER

CONNECTING TO SCIENCE (PAGE 13)


CRESCENT MOON TEMPLATE

ii

CONNECTING TO ART (PAGE 14)

N e w M o o n

Wa x i n g G i b b o u s

L a s t Q u a r t e r

Wa x i n g C r e s c e n t

F u l l M o o n

Wa n i n g C r e s c e n t

F i r s t Q u a r t e r

Wa n i n g G i b b o u s

N e w M o o n


GRAPHIC ORGANIZER

iii

AFTER THE PERFORMANCE (PAGE 16)

Students can complete the graphic organizer to note the pros and cons of growing up from their perspective.

B E I N G A K I D

G R O W I N G U P

P R O S C O N S

P R O S C O N S


ON TURNING TEN

iv

AFTER THE PERFORMANCE (PAGE 16)

ON TURNING TENBy Billy Collins

The whole idea of it makes me feellike I'm coming down with something,something worse than any stomach acheor the headaches I get from reading in bad light--a kind of measles of the spirit,a mumps of the psyche,a disfiguring chicken pox of the soul.

You tell me it is too early to be looking back,but that is because you have forgottenthe perfect simplicity of being oneand the beautiful complexity introduced by two.But I can lie on my bed and remember every digit.At four I was an Arabian wizard.I could make myself invisibleby drinking a glass of milk a certain way.At seven I was a soldier, at nine a prince.

But now I am mostly at the windowwatching the late afternoon light.Back then it never fell so solemnlyagainst the side of my tree house,and my bicycle never leaned against the garageas it does today,all the dark blue speed drained out of it.

This is the beginning of sadness, I say to myself,as I walk through the universe in my sneakers.It is time to say good-bye to my imaginary friends,time to turn the first big number.

It seems only yesterday I used to believethere was nothing under my skin but light.If you cut me I could shine.But now when I fall upon the sidewalks of life,I skin my knees. I bleed.

T H E P A R I S R E V I E W , 1 9 9 3 , I S S U E 1 2 9

Documents

CURRICULUM GUIDE - Des Moines Performing Arts · 2020. 3. 5. · CURRICULUM GUIDE MARCH 11-15, 2019 TUTTI FRUTTI ... Moon. opics, he es in eas of the curriculum. o be a good member