Education & Participation Pack

With Sat Navs and Suitcase, the birds are getting ready to leave

town, but Robin remains; he’s got lots to do like tweeting at

anyone who comes near his patch and posing for Christmas

cards. But the snow is on its way and lots of it… is everyone

ready for the big freeze?

Images of the show can be found at www.unpacked.org

What the Press Say About Jumping Mouse (previous children’s work)

“To put it simply, it was wonderful.” – Edinburgh Festivals Magazine

“All in all, Jumping Mouse is refreshing tonic that will leave you with a smile on your face

and hopefully give your kids a thirst for knowledge and adventure.” – Edinburgh Guide

“This is a great show” – Primary Times

About Unpacked Theatre Company

Unpacked was formed in 2004. The company tells theatrical stories, using high-octane

physicality, new writing, object animation and a distinctive puppetry aesthetic.

We aim for all audiences to take something home with them, be that a memory, a smile, or

a desire to start animating their umbrella.

The five core members of Unpacked, Gilbert Taylor, Darren East, Clare Dunn, Zoë Hunter

and Sara Ekenger met and trained at the Central School of Speech and Drama.

Unpacked offer workshops on physical theatre and movement, puppetry, object

manipulation, group choreography, devising, adapting texts for visual theatre, supporting

and extending curriculum work and other theatre processes.

Things to do in preparation for the show

The Story

Robin and the Big Freeze is the story of a robin who stays

in his garden for winter rather than migrating south.

He is territorial and defends his garden with a fierce temper.

He has to learn what being friend is when other people

come into his garden during the big freeze.

1. Find out five facts about Robins. They are quite surprising birds!

2. Research: What is migration?

Why do some birds fly to different places and climates? Which British birds can you find

who migrate? Have you been on a holiday in a different country? How did you get there?

3. Make a snow map!

What does your garden or your local park look like? Do you have a garden or playing field at

your school? Can you draw it?

Now what would it look like with lots of snow? Can you add this to your map? Where does

the snow lie? What do people do differently when it’s snowy or icy. Can you add them to

your map?

Things to do after the show

In terms of curriculum these practical participatory activities would fall under arts and

humanities.

Writing and drama Imaginative sound Craft activities

The different sections are split into tasks that range from individual tasks to work for small

and large groups. Some involve writing and discussion within the practical work.

Writing

Robin feels important in his garden. But he feels different in the snow, and different when

the Snow Buntings come.

Write how he might feel and think when the other birds return from their migration

holiday. Describe how as a little bird he might feel in the snow Describe how the snow

buntings might tell their flock about Robin and his garden.

Drama exercises

You will need a free space to move about in. This section is two physical imaginative tasks,

using the body and vocal sounds. When the tasks include groups don’t create any one group

larger than eight children. This section would need approx 20 – 30 mins to complete.

What do you think the blizzard in the Big Freeze is like? If you were a snowflake in the

blizzard, how would you move? What does snow sound like? Why is everyone scared of it?

As a group can you make a blizzard?

Physical Task 1

Alone

Firstly stand still in a space. As snow how might you move your head and arms? What might

you sound like? Now still using your head and arms move as a snowflake. Now melt as a

snowflake! How do you need to use your legs and arms differently? What different speeds

are you using?

As a group

How might snowflakes move as a blizzard? Can you whirl and soar as a blizzard?

Extra: research or find a piece of music that you think fits with how the snowflakes fall

from the sky.

Physical Task 2

Think about Robin in the garden. He is always on the lookout and has lots of different places

to perch and fly. Alone in your space again, think about how think a bird might see and hear

things.

Puff up your chest and become a little bird. Imagine having beak instead of a mouth. Use

your arms as wings. How might birds pick things up, eat things, or clean their feathers?

Now turn and face an opposite wall. Not forgetting your face and hands, walk how a bird

might move to the wall (without flying!).

Everyone try out different speeds, and stopping and picking things up or cleaning

feathers, or other bird activities you can think of. How might the birds react if they hear

miaow?!

In groups of five or six

Everyone is going to migrate as a bird. In your group decide what might need to happen

in the flock, e.g: feeding, testing their wings, take off, flight, and landing at destination.

Give each of these a physical action. Decide how big your flock formation is. Where do you

need to stand? How far around the room are you going to fly? How will you land?

Now do your migration as birds. Think of the different speeds of all your actions. Give

your actions and flight a good loud sound with your voice.

Extra – if the exercise is working well, all the groups could be linked up to create one big

migration. Start the flight with a sound such as a command or a bell. Bring all the birds into

land with something to signify stopping such as a braking sound or a waving signal.

Imaginative Sound

You will need some percussion instruments. If unavailable choose some objects from the

classroom that can make a variety of different sounds.

Write

How did the different sounds and songs in the show help tell the story? What would it have

been like without the sounds or music?

Task 1

Gemma goes on a long journey from her house to Grandad’s house on a coach.

In groups create the different sounds of the coach’s journey on the motorway and then

the windy roads of the Yorkshire Dales.

Task 2

When the blizzard comes it is both exciting and scary.

There are lots of different sounds and music. Think

about what different sounds might make up the blizzard?

How can it be made more special?

Play with different volumes or speeds or layering

different sounds to make this special blizzard.

Task 3

After all her experiences at Grandad’s house, Gemma knows

what she wants to be when she grows up. Think about

something you would like to do or achieve as you

grow up. Describe what you think this would sound like with

a list of words. Can you try to make the sound you described

with the percussion or objects?

Craft activities and Art Art activities

You will need some big pieces of paper, felt pens and or poster paint.

In Unpacked’s story Robin’s territory is in Grandad’s garden.

In groups of 3-4

Draw and decorate a map of Robin’s territory.

Include all the important places Robin tries to defend in his garden that you can remember

from the show. Include and the birds and people that come to the garden.

Write

How does Robin describe each thing in the garden? What does Grandad call his bike? Why is

his bike special to him?

Making: pom pom birds

You will need: firm card cut into discs, some lengths or balls of wool, card and glue (e.g PVA)

and scissors

On a piece of card (e.g. a recycled cereal box) draw two identical large circles with smaller

circles inside.

Cut circles out and place them together.

Wrap your wool around the circles until fully covered. You can wrap 3 -4 strands together at

a time to make it quicker.

The more the circles are covered, the fuller your pom pom will be.

Using scissors, cut the wool between the edges of the two circles. Be careful not to pull any

of the cut strands. You might need your teacher to help you here.

Gently ease apart the card circles a little bit. Now your pom pom will look as though it’s

wearing two belts.

Take a large strand of wool and tie it tightly in between the card circles

Now take off the card circles.

Fluff up the pompom.

Fantastic! The birds in our story have pegs as beaks. If you don’t have any pegs you can

make a beak like this:

Cut a small disc of card no larger than 20cm in diameter.

Cut a straight line to the centre of your disc.

Now twist the disc to make a cone and secure it with some sticky tape.

You can paint the card to look like a beak

Glue around the edge of the cone and stick it onto your pom pom

Activities with pom pom birds

You can give your pom pom bird a wing, by holding your other

hand next to it and creating different types of flapping or

movements with your hand.

The snow buntings in our story are played by pom pom bobble

hats.

Can you remember how they moved their heads as they

looked around the garden?

See if you can make your pom pom bird look at different

things and places in your classroom.

See if you can give your pom pom bird a good birdy sound by

playing with the pitch and tone of your voice.

Now see if you can combine some looking sounds and flying

altogether!

Introduce your birds to the class, and show off some of your flying!

In small groups of about 5 -6

Create a flock of pom pom birds. You might want a surface where they can all fly and

perch to.

See if your flock altogether can:

Eat some bird feed or worms

Fly somewhere in the classroom together

Find somewhere to perch together.