Welcome! []...score and snappy lyrics, ingenious life-size puppets and plenty of visual surprises…Its cuteness is hard to resist”-New Yorker “Terrific fun…sends everyone out

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Welcome! We are so excited that you are able to join us for the 2017-18 Bemis Education Series. Throughout this season we will celebrate and recognize generations who have paved the way and those yet to come. Join us as we explore the cultures, experiences and memories that have influenced and shaped us as individuals. With each unique performance we will learn, live and hope while we grow together through the performing arts.

We look forward to telling each unique story and providing a platform for expression through the arts. From lesson ideas and professional development workshops to backstage tours, the Bemis Education Series allows us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or

[email protected].

INSIDE THIS GUIDEWelcome 3Standards 4About 5Lesson Plans 6In the Spotlight 9Discover the Arts 14Resource Room 16

Casa MaÑna presents

Mr. Popper’s Penguins

Tuesday, January 9, 2018

9:30 AM & 12:30 PM

Approx. Run Time: 55 Minutes

Grades: 1-5

WELCOME TO THE FOX CITIES P.A.C.We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, so it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance!

•Important things to remember: •Student backpacks, gum, drinks and food are not allowed in the theater.•Cell phones should be turned off and stowed. •Note that recording or taking photos in the theater is strictly prohibited; however, photos may be taken in the lobby. •It’s a long way down – please do not drop items off balconies.

This study guide was created for you by the Education Team as a part of The Boldt Company Beyond the Stage Education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com.

Questions about your show reservation? Contact our education sales team at [email protected] call (920) 730-3726.

ENJOY THE SHOW!

INFORMATION FOR TEACHERS

Be prepared to arrive early – You should plan on arriving to the Center 30 minutes before the show. Allow for travel time, parking and trips to the restroom.

Know your needs – To best serve the needs of you and your students, please indicate in advance if you have individuals who require special services or seating needs upon making your reservation.

Seating – Seating is based on a number of factors including when the reservation is made, size of group, students’ ages and any special seating needs.

•In 2002, the Fox Cities PeformingArts Center’s first education show was Franklin’s Class Concert.

•Air conditioning units are outside the center to prevent extra noise and vibrations.

•There are 101,550 exposed bricks on the face of the Performing Arts Center.

•Zeidler Roberts Partnership Inc. is the Performing Arts Center architect. They operate out of Toronto, Canada.

DID YOU KNOW?

http://www.foxcitiespac.com/

mailto:[email protected]

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726

WISCONSIN ACADEMIC STANDARDSTo assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTSREADING/LITERATURE: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others.

ORAL LANGUAGE: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

LANGUAGE: Students in Wisconsin will apply their knowledge of nature, grammar and variations of American English.

SCIENCEEARTH AND SPACE SCIENCE: Students in Wisconsin will demonstrate an understanding of the structure and systems of earth and other bodies in the universe and of their interactions.

LIFE AND ENVIORNMENTAL SCIENCE: Students in Wisconsin will demonstrate an understanding of the characteristics and structures of living things, the processes of life and how living things interact with one another and their environment.

MUSIC MUSIC RESPONSE ANALYSIS: Students in Wisconsin will analyze and describe music.

MUSIC RESPONSE EVALUATION: Students in Wisconsin will evaluate music and music performances.

MUSIC CONNECTIONS THE ARTS: Students in Wisconsin will relate music to other arts and disciplines outside the arts.

THEATER PLAY READING AND ANALYSIS: Students in Wisconsin will attend live theater and read plays, be able to analyze and evaluate the play and articulate (create meaning from) the play’s message for individuals and society.

RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.


ABOUT THE COMPANY Pins and Needles Productions is a UK based theatrical company that aims to produce quality theater for youth, their families and young adults. Their work involves both adaptations and original creative works. They are passionate about finding theatrical, imaginative ways of telling stories to challenge expectations and ignite the senses.

SYNOPSIS Adapted from the novel by Richard and Florence Atwater, Mr. Popper is a painter by day with dreams of becoming an Antarctic explorer. One day, his adventures come to him- as a packing crate arrives at his door, and out waddles a penguin. A delightful hour presentation features songs, puppetry and laughs as we set about Mr. Popper’s adventures.

ABOUT THE AUTHOR Florence Hasseltine Atwater was born in Chicago in September of 1896, and went on to obtain her MA in French from the University of Chicago in 1920. She wrote for several publications, including her work as co-editor of the Chicago Literary Monthly under Richard Atwater.

Richard Atwater was born in Chicago in 1892. He received his degree from the University of Chicago, where he returned to teach Greek, in addition to writing for various publications including the Chicago Evening Post.

Florence and Richard Atwater married in 1921, and had two children, Doris and Carrol. Richard suffered a stroke in 1934, leaving him unable to speak or write. After rejection from two publications, Florence reworked Richard’s manuscript for Mr. Popper’s Penguins in 1938. It was published, received the Newberry Honor Award and has remained in print ever since.

Praise for Mr. Popper’s Penguins

“It’s funny, warm and unbelievably touching. It whimsically proves families come in all shapes and sizes, as do dreams.”-Huffington Post

“Thoroughly hummable score and snappy lyrics, ingenious life-size puppets and plenty of visual surprises…Its cuteness is hard to resist”-New Yorker

“Terrific fun…sends everyone out with grins on their faces.” –The Guardian (UK)


LESSON ONE: Physical DefinitionsOBJECTIVE: Students enhance understanding of vocabulary words and comprehension through dance.

MATERIALSDictionary/Computer Open SpaceVocabulary Terms on Slips of Paper

Opening Discussion There is nothing Mr. Popper wants more than to go on an adventure. But in this story, the adventure comes to him. landing right on his doorstep. In the story, Mr. Popper gets a penguin. What’s the big deal about that you might ask? What makes it an adventure? Through their use of descriptive words and engaging, visual descriptions the authors create a world of adventure that has delighted readers for years. Because of this, their story unfolds as a delightful tale we want to listen to.

Warm Up• In advance, make up a short story using simple language to tell the

students.• Tell your students the simple story in full. • Next, ask for students thoughts on the story.• Then embellish upon that story using more expressive language. • Explain to students that our use of vocabulary makes stories

entertaining and exciting and is part of what makes “Mr. Popper’s Penguins” such a great tale.

• Read a chapter from “Mr. Popper’s Penguins” to show students examples.

Example1st Story: This morning, I got out of bed, got ready for my day and came to school. 2nd Story: Before the sun came up, my alarm clock shrilled in my ears and I was so startled I leapt out bed. I unfortunately stubbed my big toe on my dresser and squawked out in pain. It hurt so much that I thought it might be necessary to amputate. I thought about calling my doctor and telling my friends that I might not make it into school today. But instead I called the principal and he/she was sympathetic, but said I was overreacting. So I took a deep breath, and the pain went away. Then I came to school.

Activity(Note- this activity can be adapted to use additional vocabulary words, as well as science terms that thematically match Mr. Popper’s Penguins.)

• Before class, write vocabulary words (see sidebar) on small slips of

Sample Vocabulary(from Mr. Poppers Penguins Book.)

• Expedition• Pompously• Calcimine• Bungalow• Debris• Solemnly• Spattered• Inquisitive• Astonishment• Derby• Spectacle• Stubborn• Sulk• Curator• Tremendous• Sympathetic• Refreshing• Droll• Fond• Stupor• Necessary• Indulgence• Delicate• Exhibit• Unforeseen• Discipline• Unique• Shrill• Vigorous• Squawking• Novelty• Burly• Haggard• Gangplank• Furnish• Vexed• Familiar• Hoarse• Influence• Breed• Lack


ACTIVITY (cont.)• paper. As students enter, have each student pick a word at random.• Using a dictionary, computer or classroom resources, have students look up and copy the definition

of their word.• Next, have students write similar things, characters and synonyms that their word reminds them of.

(Ex. “Burly” might be tough, large, bulky, scary, gruff). Emphasize that there are no wrong answers and the more similar items they can brainstorm, the better.

• Explain/demonstrate to students that just like words, movements have similar characteristics and qualities. Movements can be used to communicate different ideas. Demonstrate using a stop, come, or quiet gesture.

• Share with students that qualities of movement often exist in contrast (i.e. fast/slow, big/small, smooth/choppy).

• Have students think of a gesture or movement to match their names, and share them with the class. These movements might represent a favorite activity, sport or gesture they do all the time. Have students share their gestures with the class.

• Next, encourage students to create their own movement/action to convey the meaning of their previously assigned vocabulary word. (It may be useful to demonstrate using a word they already know.)

• Give students a few minutes to create their own physical definition and encourage students to use their whole bodies.

• Gather students in a circle and have them take turns introducing their word, explaining the definition, then demonstrate their physical definition. Students should repeat the word verbally as they are demonstrating. Have the entire class mirror the presenter’s physical definition after they’ve presented.

EXTENSION ACTIVITIES• After completing the circle once, have students add a noise or sound with their physical action. Go

around the circle again, stating the word and then performing the physical definition and sound.• Select one student to enter the center of the circle. Announce one of the vocabulary words and

challenge the student to remember their classmate who created the physical definition. See if the student in the center can remember the action.

• When reading “Mr. Popper’s Penguins” with students, have students lead the class in the physical definition when you come across a selected vocabulary word.

CLOSING DISCUSSIONWhat was it like to create a physical definition? Which of your classmates words do you remember most? Can you remember a time when someone you knew was excited, or mad or sad? Could you tell through how they moved?

DID YOU KNOW?In 2010, 20th Century Fox created a film adaptation of “Mr. Popper’s Penguins” starring Jim Carrey. The film studio hired a penguin specialist, charged with casting six unique penguins who would star in the film. Before they could begin filming, a special habitat was created next to the studio for the penguins to live and train for their upcoming role. Giant air conditioners were installed so their habitat could be kept at 36-40 degrees.


LESSON TWO: Habitats- Fish In Their WaterObjective: Students consider the relationship between animals, their needs and their environments.

MATERIALS• Computers with Internet Access • Books/Magazines about environments and habitats

OPENING DISCUSSIONOnce the penguin arrives at Mr. Popper’s door, Mr. Popper realizes the Arctic is much different than Stillwater, Oklahoma. What do you think would be some of the major differences? Mr. Popper at first cleans out his fridge to keep his penguin cool. Eventually he transforms his basement into a frozen tundra to make Captain Cook, his first penguin, feel right at home. What is he creating? A new habitat.

WARM UP• Begin the warm-up by defining “habitat” for students. Write/share its definition with students.

• Habitat: a place or environment where a plat or animal naturally or normally lives and grows. • Have students pair with a partner and interview each other with the following questions. Advise

students to pay attention to the similarities and differences between their own answers and the answers of their partner.

• What immediately comes to mind when you think of home?• What are fun activities you enjoy at your house? Is there anything you have to do at your

house (i.e. chores)?• What are some things you do at home every day? What things do you do less frequently?• Where are some places you go regularly? What do you do there? Who do you go with?

• Pick individual students to share some of the similarities and differences they discovered when interviewing their partners.

• Tell students that what they just described is their habitat, or where they live and belong. All living things have specific habitats where they live and grow, but not all habitats are the same.

ACTIVITY Note- This activity can be adapted to fit younger or older students based on teacher participation or pre-work. You can also vary the amount and type of information the students present about their assigned animal and habitat.• Divide students into groups of three to five people. Assign one of the following habitats to each

group: Grasslands, Temperate Forest, Tropical Rain Forest, Desert, Polar Ice and Tide Pool.

DID YOU KNOW?There are 17 different breeds of penguins, varying in weight, height and location. While considered part of the bird family, one distinct difference is they have flippers instead of wings. They use their flippers underwater where they can swim up to 15 miles an hour. On land, they waddle or glide on their stomachs to get around.

Mr. Popper’s penguins are thought to be Gentoo Penguins, known for the white stripe behind their eyes. Unlike other species of penguins, the Gentoo does not migrate, but stays within their loosely populated colonies in the Antarctic year round.

(Learn and see more about penguins at www.penguinworld.com/index.php)

http://www.penguinworld.com/index.php

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Antarctica has no permanent human inhabitants. As the fifth largest of the seven continents, Antarctica is about 50% larger than the continental United States. 98% of the continent is covered in ice, representing 70% of the world’s fresh water. Russian Naval Officer Captain Thaddeus Bellingshausen was the first to set foot on the continent in 1821!The continent is known as the coldest, windiest place in the world- with the coldest recorded temperature reaching -128˚ Fahrenheit. The coldest recorded temperature in Wisconsin was -55˚ Fahrenheit. These temperatures prevent evaporation, a step in the water cycle, which also prevents precipitation. Raining less than 10 inches per year, Antarctica is also classified as a desert. Without a chance to evaporate, this snowfall annually accumulates on the continent, meaning some of the snowfall has been around for thousands of years!Following Officer Bellingshausen’s expedition, Antarctica has attracted tourists and scientists alike. It’s estimated between 30-40,000 tourists visit during summer months. Scientists research land formations, patterns in weather and the wide array of animal life they’re surrounded by. Antarctica is a popular home to all 17 species of penguins, as well as various other birds, fish and whales. This includes the Blue Whale, known to consume 4 tons of Krill per day. Similar to a shrimp, this same amount of Krill would take a human four years to consume.

ACTIVITY (cont.)• Have each member of the group pick a specific animal that lives in their environment and research

that animal. Encourage them to discover the animal’s sounds, and if possible, how the animal moves.• Once they’ve finished their research, have students discuss and share share three facts about their

animal within their group.• As a group, have students research about their environment. What are some attributes that allow all

the animals to coexist?• Groups should collaborate on a final performance about their animals and environments. Students

can begin by announcing their environment and its key features. After they’ve introduced their environment as a group, each student should present their animal and its three key facts.

• Encourage them to find physical ways to represent what they’ve learned (i.e. shivering for colder environments, or pretending to swim in wet environments).

• Have each group present their environments and animals to the class.

CLOSING DISCUSSION Just like the penguins, every animal has specific needs that they get from their environment. What are some key elements all environments must have? What do you think happens if an animal’s environment changes? Were there similarities between you and your animal’s environment?

Find out more: www.coolantarctica.com

http://www.coolantarctica.com/


LESSON THREE: Penguin PuppetsOBJECTIVE: Students understand and create a character by creating their own penguin puppets.

MATERIALS:

OPENING DISCUSSIONIn the Pins & Needles Production of Mr. Popper’s Penguins, the creators had a pretty big problem from the very beginning. Can anyone guess what that might be? (Answer- how to get a Penguin onstage). They probably could have brought a penguin along, but how would it ever remember its lines? Still, they had to do something! What are some ideas you have? Instead of bringing live penguins, the creators of the show made life size puppet penguins to play the role. When we watch the show we pretend these puppets are living, breathing birds. A big part of theater is imagination. The actors play pretend and we as audience members do too! One way we play pretend in this production is whenever we see a puppet we imagine that they are real!

WARM UP• Before class, create your own puppet and introduce it to the students as a new friend.

• Create a name, age, some likes and dislikes. • Use a different voice for your friend and share a short dialogue.

• Use who, what, where, when and why to create a story of an adventure you went on with your friend. It is helpful to keep stories simple and relatable (i.e. going to the ice cream shop).

• After finishing your story, share how you used your imagination to create your friend, their biographical information and the story. Explain how you used the who, what, where, when and why components to create your story.

• Define imagination for the students and write it out on the board. Discuss what it means to imagine.

ACTIVITY• Distribute the craft supplies to your students. Lead them through building their puppet

(http://artsymomma.com/diy-penguin-puppet-craft.html) . Instructions available on the page 11.• Extension: Have students create paper props or clothes for their puppets.

• After students complete their puppets, distribute a blank Fast Facts sheet to every student. Lead student through creating basic biographical information about their puppet.

• Have students practice introducing their puppet to themselves out loud- using their natural voice. Then have students create a different voice for their puppet to use during an introduction.

• Pair students up and have them introduce their puppets to one another. If they like, they can create a new voice for their puppets.

• Within their pairs, have students use their imaginations to create a story.• First, have students brainstorm a who, what, where, when and why that will make up the

parts of their adventure.• Next, have students tell their story together.

• You can repeat this step, as time allows, having different puppets meet one another within the classroom.

Black, White and Orange CardstockScissors

Glue SticksGoogly EyesFast Facts Sheet

http://artsymomma.com/diy-penguin-puppet-craft.html


ACTIVITY (cont.)• Gather the class and have a few students introduce their new friend. Encourage students to share

about the adventure they went on with their classmate’s puppet.• Ask students who are listening to look for and pick out the who, what, where, when and why of

their classmates’ stories.• Extension: Have students journal about their adventures. Older students could write two

journal entries- one from their own perspective and a second from the perspective of their puppet.

CLOSING DISCUSSIONWhat was easy or difficult about creating your new friend? Part of theater is making characters “come to life.” As you were making your puppet, was there a point where your new friend “came to life?” When was it? Beyond creating characters, puppets are able to do actions that would be difficult to create on stage. Can you think of any of these actions?

Creating Your Penguin Pal!• Have students fold a black sheet of paper in

half and cut a penguin body shape. It’s similar to a rounded rectangle, with a narrower end that will be the top of the head. (For younger students or to save time, precut the bodies).

• Next, have students cut a smaller (approximately 2”) black circle for the wings and a slightly larger (approximately 2.5”) white circle for the stomach.

• Cut the black circle in half- creating the two wings.

• Cut a small orange beak- either a pointed or rounded triangle.

• Glue the white circle in the middle of the penguin body.

• Glue each black wing on either side of the penguin.

• Glue googly eyes next to each other, above the stomach.

• Glue the orange beak beneath the eyes.• Use a larger whole punch to put two holes

through the bottom of the penguin, where the fingers will go.

• Alternatively, glue a pop sickle stick to the back of the penguin.

(http://artsymomma.com/diy-penguin-puppet-craft.html)

http://artsymomma.com/diy-penguin-puppet-craft.html

My New Friend’s Fast FactsName:Age:Favorite Activity:Favorite Subject in School:Favorite Food:Food they Dislike:Chores they Dislike:Names of Family Members:Names of Friends:Other Information:

My New Friend’s Fast FactsName:Age:Favorite Activity:Favorite Subject in School:Favorite Food:Food they Dislike:Chores they Dislike:Names of Family Members:Names of Friends:Other Information:


LESSON FOUR: Understanding the EraObjective: Students will understand how setting and time period impacts narrative and take a brief look at the impact of the Great Depression.

MATERIALSPennies or Counters (15 per student)Set pictures of various shows (on pg. 15)

OPENING DISCUSSIONAn interesting aspect of theater is its ability to take us to different places. While sometimes shows are set in present day, they also can be set in the past or even the future. Similarly, they can be set in different cities, continents or even planets! Can you think of a story that was set in a different place or time? Can you think of any way the story might be different if it was set in a different location?

WARM UP • Brainstorm with students a list of items we use in our every day lives that are new to our generation

(i.e. cell phones, internet, television, electricity). Ask how not having these items would affect our day to day lives?

• Share with students pictures of sets (pg. 15) from two different shows. Poll students if they think these sets portray the same time period or differing time periods. What are some visual clues that tell them that?

ACTIVITY• Explain to students that Mr. Popper’s Penguins is a story set in the Great Depression (1929-1939).

Following World War 1, the banks got into trouble that caused many people to lose their savings account. Once savings accounts dwindled, people shopped less, making it harder for business owners to stay open. As businesses closed, people lost their jobs, causing further loss of savings. As this cycle repeated, more and more of the country became unemployed- creating the period known as the Great Depression.

• In this activity, students will play the part of Mr. or Miss. Popper, a house painter by day. Explain to students that in this activity they are in charge of managing the household income.

• All students start with 10 counters that is their “Savings Account.” Distribute 10 counters to each student. Place remaining counters on the center of the table/ Explain that the “bank” is in the center of the table, where students will withdraw their wages and place their expenses.

• Note: This exercise can be done as a mental math activity, or using paper to practice addition and subtraction. If so, it may be helpful to list wages and expenses on the board.

• To start, share that every month students have three expenses (write these out on the board, adding other expenses as they arise.)

• Rent: 1 counter/penny• Food: 1 counter/penny• Odds & Ends: 1 counter/penny

• As painters, students get 2 counters for every job they do. Explain to students that this is their working wage.

• Lead students through the following monthly expenses:• Month 1: Students get 3 painting jobs (+6), and pay all their expenses (-3). Student Balance: 13• Month 2: Students get 3 painting jobs (+6), pay all their expenses (-3), and the first penguin


ACTIVITY (cont.)• arrives, adding another monthly expense of 1 counter (-1) Student Balance: 15• Month 3: Business slows down, students get 2 painting jobs (+4), pay all their expenses (-4)

Student Balance: 15• Month 4: Business stays slow, students get 2 painting jobs (+4). They need new paint

brushes for their business (-1) in addition to other expenses (-4). Second penguin arrives (-1) Student Balance: 13

• Month 5: Students get 2 painting jobs, but they only are paid half salary(+2). Cost of food goes up to 2 counters, all other expenses stay the same (-7) Student Balance: 8

• Month 6: Students get three full paying jobs this month (+6), but 3 more penguins arrive (-3) plus usual expenses with a high cost for food (-4) Student Balance: 7

• Month 7: Students get two full paying jobs and one that can pay half price (+5). One of the penguins gets sick and needs to go to the vet (-2) plus all other expenses with a high cost of food (-7) Student Balance: 3

• Month 8: Students get two full paying jobs (+4). All other expenses stay the same. Student Balance: Zero.

CLOSING DISCUSSIONA key responsibility of parents is to keep the house in order and manage a balanced budget. As you can see, this can be quite difficult, especially in tough times like the Depression. Why do you think Mrs. Popper’s was nervous to let Mr. Popper keep the penguins? Why do you think Mr. Popper should be allowed to keep the penguins?

Puppetry is a well known form of theater where puppets- inanimate objects often resembling people or animals-take center stage. Puppets are manipulated by puppeteers, who operate them using their hands or bodies. S0metimes, the puppeteer also speaks in the puppet’s voice, coordinating the puppet’s mouth with the dialogue. There are a wide variety of puppets varying in complexity and that can be constructed from a wide array of materials. The earliest records of puppetry dates back to 5th century B.C.

Ancient Grecian, Egyptian, and Asian cultures all utilized puppets for both entertainment and religious rituals. The diverse range of puppet styles are typically classified by how they are operated. Four popular styles of puppets include Marionette, Hand, Rod and Shadow puppets.

Marionette: Usually constructed of wood, these puppets have joints and are manipulated by strings from above the puppet.

Hand: Covering the hand and forearm, these puppets are constructed from a variety of materials and vary in size and shape.

Rod: Usually seen from a distance, these puppets are larger than hand puppets, operated from a rod or series of rods running through the puppet.

Shadow: These opaque figures are designed to be back lit. String and rod elements are used so puppeteers can convey fluid movement on a screen or projected surface.

Discover more about these and other puppets at www.sagecraft.com/puppetry/ and www.puppetsbostonguild.org/puppetry.html).

A rendering of what Big Bird looks like from the inside.

http://www.sagecraft.com/puppetry/

http://www.puppetsbostonguild.org/puppetry.html

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 15

Set of Count Dracula

Set of Annie

Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• What do you think the key take home message was from this performance?

•What was your favorite part of the performance?

•Which part do you remember most from the performance? What was happening?

•Who was your favorite character? Why? How did they change throughout the show?

•Did you have a favorite song?

•What time period was the performance happening? Was it present day or in the past?

•What were some of the emotions you could see the actors playing?

•At what points were you on the edge of your seat? What did you think would happen?

•What was the similar and different between the performance and the book?

•Who do you think was the main character, Mr. Popper or his penguins?

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726 15


BOOKS Mr. Popper’s Penguins- By Richard & Florence Atwater

Plight of the Penguin- By Lloyd S. Davis, An award Winning Children’s Book about the life of a penguin

VIDEOSMonterey Bay Aquarium- Features a live webcam of their penguins from 7 a.m. - 5 p.m. , feedings at 10:30 a.m. and 3:00 p.m.http://www.montereybayaquarium.org/animals-and-experiences/live-web-cams/splash-zone-penguin-cam

WEBSITES The Puppetry Homepage- Dedicated to the History of Puppetry, performance, creation and currently performing puppetry troupes.http://www.sagecraft.com/puppetry

Cool Antarctica- An site covering an extensive variety of information about the continent. Complete with fun facts, historical timelines, animal and plant descriptions and more.http://www.coolantarctica.com

Pins and Needles- Site about the UK-based Production Company.https://www.pinsandneedlesproductions.co.uk/

Arts Edge- Site dedicated to Arts Integration in the classroom. Includes definitions, presentations and lesson ideas. https://www.artsedge.org

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

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http://www.montereybayaquarium.org/animals-and-experiences/live-web-cams/splash-zone-penguin-cam

http://www.sagecraft.com/puppetry

http://www.coolantarctica.com/

https://www.pinsandneedlesproductions.co.uk/

https://www.artsedge.org/

THANK YOU TO OUR SERIES PARTNERS FOR MAKING THIS PERFORMANCE POSSIBLE!

Our sponsors love to hear from you! Mail or drop off cards, letters or pictures to the Center and we will share with them.

Fox Cities Performing Arts Center Education Department 400 W. College Avenue

Appleton, WI 54911

Community Partners

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Documents

Welcome! []...score and snappy lyrics, ingenious life-size puppets and plenty of visual surprises…Its cuteness is hard to resist”-New Yorker “Terrific fun…sends everyone out