Arts Access School Time Program

Transcription

1 theatre dance music ballet visual arts Season Arts Access School Time Program Shrek The Musical presented by: Diablo Theatre Company September 26, :00 a.m. Hofmann Theatre at the Lesher Center for the Arts Field Trip Sponsor: Education Sponsor:

2 Welcome Dear Teachers, We have created the following study guide to help make your students theater experience as meaningful as possible. For many, it will be their first time viewing a live theatrical production. We have learned that when teachers discuss the upcoming arts performance with their students before and after the production, the experience is more significant and long-lasting. Our study guide provides pre and post performance discussion topics, as well as related activity sheets. These are just suggestions, so please feel free to create your own activities and areas for discussion. We hope you and your class enjoy the show! The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents every year by supporting programs at Walnut Creek s Lesher Center for the Arts (LCA). Through well-established business and community partnerships, fundraising and marketing expertise, we help arts organizations present professional-level theater, music and dance performances, visual arts exhibitions, and family events. Over the years, the Arts Access School Time Program has offered students and children in the community the opportunity to experience high-quality live performances and visual arts exhibits. These programs engage students in the artistic process, cultivating an appreciation for the arts by combining education and entertainment which together help to make the arts a vital part of our schools and community. Many of these programs offer funding for low-income schools, making the arts programs accessible to as many students as possible. Together with corporate, foundation and individual partners, the DRAA is able to make these opportunities possible. This year s Arts Access School Time Program would not be possible without the generous support of Target - Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season sponsors including The Hewlett Foundation, JP Morgan Chase, The Dean & Margaret Lesher Foundation and The Thomas J. Long Foundation, and all the individual donors who support this program. Table of Contents Welcome & Program Overview...2 Preparing Your Students for a Field Trip to the Lesher Center for the Arts...3 Theatre Etiquette Guide...4 About the Producer...6 About the Performance...5 About the Art Form...7 Educational Activities...9 Study Guide Resources...20 Content Standards Civic Drive Walnut Creek CA P. 2

3 Preparing Your Students for a Field Trip to the Lesher Center for the Arts Drop-off and Pick-Up: Buses should drop off at the Lesher Center for the Arts by pulling directly up to the curb in front of the theatre on Civic Drive or Locust Street in the designated loading zones, utilizing space efficiently so that the other buses can unload/ load at the same time. As soon as students and chaperones have off-loaded safely, buses need to depart and find parking near the LCA to wait until the end of the performance. NO bus parking is available at the Lesher Center for the Arts. Loading zones are ONLY for loading and unloading. Ticket Information: Tickets are held by the DRAA and distributed to your group on the day of performance by a DRAA staff member who will be positioned in the area outside the front of the entrance to the theatre. Look for the brightly colored balloons!! Tickets should be distributed to each student prior to entering the theatre. Every attendee must have a ticket in hand before entering the theatre. All tickets are GENERAL SEATING, with no reserved seating available. If you have any special seating needs, please notify the DRAA prior to your performance so we can make the necessary arrangements. The Auditorium and Seating: The Lesher Center for the Arts features three distinct theatres providing a space tailored for every show and audience. The Hofmann Theatre seats 785 patrons and is the largest of the three theatres in the Lesher Center for the Arts. It features a spacious main floor and a balcony featuring four sets of box seating areas. The theatre is used for largescale productions including musicals, operas, ballets, symphonies and larger corporate functions. The Lesher Theatre seats 297 patrons and provides a more intimate space for mid-sized productions including musicals and plays. The Knight Stage seats 133 patrons and is a black-box theatre featuring a space tailored for smaller, more intimate productions and events. Seats can be added or removed as necessary. Lighting and Music The amount of lighting and music in the theatre will vary from time to time as the play or performance progresses. There may be times where it is almost completely dark. We are aware that this can be an exciting experience for some children and the level of energy can increase along with their excitement. Music can also be used to create different impressions or communicate certain moods during the performance which encourages audience participation and spirit Civic Drive Walnut Creek CA P. 3

4 At the Performance The live theatre performance is not pre-recorded with mistakes edited out. This makes it more exciting for an audience. Student s thoughtful attention and responses have a real effect and contribute to the quality of the experience. The audience gives energy to the performers who use that energy to give life to the performance! Theatre Etiquette Guide Going to a play is a special experience, one that can be remembered for a long time. Everyone in the audience has been looking forward to seeing the performance. There is a big difference in going to a theatre and to a movie. The actors are performing for you live onstage, and they can see and hear what goes on in the audience just as you can see and hear them. So, one behaves a little differently than when you are at the movies or at home watching TV. Some things to remember: Stay with your group at all times. Lights will dim just before a performance, and then go dark. Show your knowledge by sitting calmly. No talking or whispering during the performance. Laughter at appropriate times only. Keep body movements to a minimum. You can t get up and move around during the performance. Please use the bathroom or get a drink before seating for performance or at intermission ONLY. Show appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed the performance. Don t leave your seat until the performers have taken their curtain call at the end. When the performance ends, wait patiently to exit. Be polite and attentive. Everyone in the theater is sharing the same experience and space. No taking of pictures or video recording during performance is allowed. TURN OFF ALL cell phones, pagers, beepers, alarms, anything that can disturb the production, actors and the audience members during the performance Civic Drive Walnut Creek CA P. 4

5 About the Producer Diablo Theater Company Late in the 50 s, armed with some paper, pencil and an indomitable spirit, a group of musical theater lovers from the Walnut Creek area gathered for the first time with the idea of creating their own amateur company to produce their favorite Gilbert and Sullivan operettas. After considering several names for the new company, they decided to name it after the gentle, taciturn mountain which overlooks the area.and Diablo Light Opera Company was born. The initial performances were in very modest quarters, but with the years came steady growth and the company gradually moved to larger and larger venues as their notoriety spread. In the early 90 s, after a long stay at the old Civic Arts Center, which was a converted walnut shelling house, the company became one of the anchor tenants at The Lesher Center for the Arts, a state-of-the-art theatrical facility capable of supporting large-scale musical productions. In 2009, the company celebrated its 50th Anniversary and solidified itself as one of the Bay Area s premier producers of musical theater. With this golden anniversary, the company decided a name change was needed to more accurately reflect the types of entertainment the company now provides Broadway Musicals. So moving away from light operas (the last one was produced in 1996) the company is now known as Diablo Theatre Company. Today, Diablo Theatre Company continues to enrich and entertain the East Bay by celebrating contemporary musical works and re-imaging musical classics. The company also offers theater education programs for adults and youth, through their Performing Arts Academy, which includes the acclaimed Stars 2000 Teen Theater, as part of its mission to inspire new audiences and cultivate the next generation of theater artisans Civic Drive Walnut Creek CA P. 5

6 About the Performance Guiding Questions: 1. What is the performance about? 2. What are some main ideas or themes in Shrek? 3. Who created the character Shrek? What is the performance about? Shrek The Musical, based on the Oscar -winning DreamWorks film that started it all, brings the hilarious story of everyone s favorite ogre to life on stage. In a faraway kingdom turned upside down, things get ugly when an unseemly ogre not a handsome prince shows up to rescue a feisty princess. Throw in a donkey who won t shut up, a villain with a SHORT temper, a cookie with an attitude and over a dozen other fairy tale misfits, and you ve got the kind of mess that calls for a real hero. Luckily, there s one on hand and his name is Shrek. Featuring a terrific score of 19 all-new songs, big laughs and great dancing, Shrek The Musical is part romance, part twisted fairy tale and all irreverent fun for everyone! What are some main ideas in Shrek? Acceptance Hero s journey Risk-taking and adversity Breaking stereotypes Overcome bullying Who created the character Shrek? (William Steig ) William Steig, the originator of the Shrek character, was born in New York City to Polish-Jewish immigrants who encouraged his artistic leanings. As a child, he dabbled in painting and was an avid reader of literature. Among other works, he was said to have been especially fascinated by Pinocchio, hence the inclusion of the character in Shrek The Musical. Parent s Choice says of the film, what the film (and subsequently the musical) gets right is the spirit of William Steig: his clever and hilarious ways of playing with other children s stories. During the Great Depression he began drawing cartoons and sold his first cartoon to the New Yorker in He soon became quite successful, and over the coming decades published over 1600 cartoons, leading to his being dubbed, King of Cartoons. In his lifetime Steig wrote over thirty children s books and continued writing well into his 90 s. His admitted aversion to the elderly may have helped him to maintain his youthful outlook that subsequently kept him artistically immersed in creating literature and characters for youngsters. Steig himself insisted, For some reason, I ve never felt grown up. Though he is likely best known as the author of Shrek originally a children s book--it wasn t until the age of 60 that Steig discovered his talent for writing young people s literature. In 1970 he won the coveted Caldecott Medal for his work, Sylvester and the Magic Pebble. He died in 2003 at the age of 95, but even late in his life Steig had remarkably detailed memories of his Bronx childhood such as the names of his boyhood friends, the games they played, the parkland locales of their forts and their favorite movies Civic Drive Walnut Creek CA P. 6

7 About the Art Form Guiding Questions: 1. What kind of performance will this be? 2. What elements of this performance will you experience? 3. What are some terms that are used in theater production that we use in everyday speech? What kind of performance will this be? Discuss with your students the differences and types of theater productions and performances (play, musical, ballet, etc.). Shrek The Musical is a live theater musical production. Musical theatre is a form of theatre that combines songs, spoken dialogue, acting, and dance. The story and emotional content of the piece humor, pathos, love, anger are communicated through the words, music, movement and technical aspects of the entertainment as an integrated whole. Although musical theatre overlaps with other theatrical forms like opera and dance, it may be distinguished by the equal importance given to the music as compared with the dialogue, movement and other elements of the works. Since the early 20th century, musical theatre stage works have generally been called, simply, musicals. What elements of this performance will you experience? Explain to the students that a theater performance is different from any other multi-media outlet (concerts, movies, bands, video games, etc). Below are things to expect while experiencing a LIVE performance. 1. Theater is a live performance with actors performed before a live audience. It can take place in a setting as simple as your school auditorium, or in a space large enough to seat thousands of people. 2. Theater has many purposes to entertain, to educate, to affect social change. Elements of producing any kind of performance can include live actors, dialogue/language, characters, music, dance, singing, lighting, setting, costumes, sound effects, and many different career opportunities for theatrical production. Some examples include: Choreographer: the person who designs or plans the movements, the development, or details of a dance. Composer: a musician who writes the music for performance. Designers: the artists who create and plan the designs for a production. Director: the person responsible for the interpretive aspects of a stage production; the person who supervises the integration of all the elements, as acting, staging, and lighting. Musical director: the person who is responsible for rehearsal and performance of all music in the play. Playwright: the person who creates (writes) the script for a play or stage production. Producer: the person who provides the general supervision of a production and is responsible for raising money, hiring technicians and artists, etc. Stage manager: an assistant to the director of a play, in overall charge backstage during the actual performances Civic Drive Walnut Creek CA P. 7

8 Public relations/business director: the people who advertise and publicize the production and have oversight for royalties, press releases, photos, public service announcements, ticket sales, box office management, house management and even ushering. Technicians: skilled theater artists, working prior to the production to create the sets, costumes, props, special effects, lights, sound, and make up for a production. Stage Crew: skilled theater technicians who work during the performance to ensure that all elements of the production appear on stage as planned by the director and designers (lights, sound, costumes, make up, props, and special effects). What are some basic terms that are used in theater production? The following is a list of theatrical terms to introduce your students to some basic parts of a theatre performance. Act: a major division of a play. Acts may be further divided into scenes; may be used to indicate a change in time or place. Auditorium: the part of the theatre in which the audience sits. Also known as the House. Curtain Call: taking a bow in front of the audience at the end of a show. Usually abbreviated to curtain. Fade: sound and lighting term: to increase (fade up), decrease (fade down) or eliminate (fade out) gradually the brightness of a lantern or the volume of a sound. House: the place where the audience sits to enjoy the performance on stage. Improvisation: the act of composing and performing during the play without previous preparation. Scene: a part of a play that constitutes a unit of development or action, as a passage between certain characters. Seating: orchestra, mezzanine, balcony, box seating, loge. Wings: In the Wings is an expression from the theater, referring to the areas on the sides of the stage hidden from the audience Civic Drive Walnut Creek CA P. 8

9 Educational Activities Before the Performance Ideas Discussion Question: Have you ever seen live theatre before? What do you think makes a good performance? Review and discuss the Shrek The Musical Vocabulary list below. Explore with your class the theme of friendship. What makes a friendship and, at the beginning, how do you know? (Then compare responses after seeing the musical as well) Discuss fairy tales. What are they and which other ones do you know? Which one is your favorite? (Reference: Fairy tales, as far as we know, date back to Egypt in at least 1300BC. They were passed down orally from generation to generation. Fairy tales usually feature folklore characters such as fairies, goblins, elves, trolls, dwarves, giants or gnomes, and usually magic or enchantments. The term fairy tale itself was first used by Madame d Aulnoy, a 17th century French writer, who used the term to describe her own fairy tales which she called contes de fee. Perhaps most famously, the Brothers Grimm began to write down and publish stories, often collected from rural storytellers in the early 19th century.) Shrek Vocabulary: Beset: to harass or have trouble on an ongoing basis from multiple sources or from all sides Compensate: is to pay someone for services performed, to repay someone for some wrong or that something positive exists to make up for something negative Embark: to leave on a trip, often on a ship or airplane Fiery: looking like fire, consisting of fire Hideous: something that is extremely ugly, terrible or unpleasant to see Modest: someone or something that is humble or shy or not extreme Noble: belonging to family of high social rank Ogre: a cruel and frightening giant Pike: a summit, mountain or hill with a peak, or a spike or spear, or a slender fish with sharp teeth Preposterous: something that is absurd or ridiculous Recite: to read something out loud, to tell in detail, or to repeat something you have memorized for an audience Reek: to smell strongly of something unpleasant, or to give off a sense of something unpleasant Reverence: treating with great respect Rotisserie: a shop where meats are roasted and sold or a grill with an electrically turned spit Savor: to appreciate the smell, taste, or feeling of something Shilling: a former monetary unit of various other countries in or formerly in the Commonwealth, equal to a pound or 12 pence Squatter: a person who occupies a building without a legal right to be there Stalwart: a description for someone who is loyal and strong or for something that is reliable and sturdy Throttle: a valve that controls the fluid flow Valiant: someone or something very brave or determined 1601 Civic Drive Walnut Creek CA P. 9

10 After the Performance Ideas Have the students discuss (or write) their favorite part of the performance and what they learned. Inform and discuss how the main ideas and themes relate to everyday life (and the importance of using life-skills). Discuss the importance of acceptance. (of yourself and others) Write the following quote on the board: ( Be curious, not judgmental. - Walt Whitman) Talk about it (and/or write about it depending on grade level). Then have the students be curious about someone they don t know well and in the process, make a new friend. (give a personal example) Compare/Contrast Shrek the Musical and Shrek the movie. What are some things that live theater can accomplish that movies and television cannot? What are some of its limitations? What occupations or jobs would be necessary to produce this performance? How is live theater different than watching television or movies? Shrek Word Search (template attached). Other Activities Ideas Artistic Expression Using visual art supplies (i.e.: boxes, feathers, glitter, clay, colored paper, etc), design your own Shrek setting! (ex: forest, castle, or village). Have students draw, paint or color their favorite part. Create a map or diorama of the stage performance. Creative Dramatics Have your students act out their own made up fantasy. Students can act out their favorite part of the performance. Have students write their own dialogue of a life lesson they learned. Act it out with a partner or group. Creative Writing Write a thank you note to the sponsors (see activity sheets following this section). Write a thank you note to your favorite character. (see activity sheets following this section). Writing Prompt: Be a Critic- Have students pretend they work for a newspaper and write a review of the musical using the following questions (or write your own). What did you think the performance was going to be about? What were your thoughts after you saw it? How was it educational? What was your favorite part? What did you learn? Would you recommend this show to a friend? Would you see it again with your family? Writing Prompt: Write about creating your own village where Shrek and all the characters might live 1601 Civic Drive Walnut Creek CA P. 10

11 (see activity sheets following this section). Writing Prompt: Write a persuasive essay convincing people why it s important not to judge someone before they get to know them (see activity sheets following this section). Write an acrostic poem about Shrek. Begin each line with a word or phrase that starts with the letter on that line (see activity sheets following this section). Send the reviews and/or thank you notes to: The DRAA c/o Carolyn Cadigan at 1601 Civic Drive, Walnut Creek, CA Civic Drive Walnut Creek CA P. 11

12 Dear Diablo Regional Arts Association,, 1601 Civic Drive Walnut Creek CA P. 12

13 1601 Civic Drive Walnut Creek CA P. 13 D Dear,,

14 (date) Dear, (favorite character) I am (how old are you?) and in the grade at (school name?). I came to see you on stage at Shrek at the Lesher Center for the Arts on (date)! I thought the Shrek performance was (how did it make you feel and why?). My favorite part of the show was. I really liked your performance because (what was it that made you like them?). The music sounded like (what did you hear?). Something else that I really loved about the performance was. I would like to come back to the Lesher Center for the Arts and see (what is a play that you think is fun?)., 1601 Civic Drive Walnut Creek CA P. 14

15 Name: Date: Shrek The Musical Directions: Create your own village where all the characters live together. What would it look like and who exactly would live in the village? Write a few sentences about your unique village Civic Drive Walnut Creek CA P. 15

16 Name: Date: Shrek The Musical Writing I m not the one with the problem, it s the world that seems to have the problem with me. People take one look at me A big stupid ugly Ogre. They judge me before they even know me. Shrek Directions: Write a persuasive essay convincing people why it s important not to judge someone before you get to know them Civic Drive Walnut Creek CA P. 16

17 Name: Date: Shrek: Acrostic Poem Directions: Write an acrostic poem about Shrek, the Ogre. Begin each line with a word or phrase that starts with the letter on that line. O G R E S H R E K 1601 Civic Drive Walnut Creek CA P. 17

18 Shrek Word Search m s o e p b l s p r e c i t e s v l i f y a r c t b a d n j i g o r l h e i s i b i k a r l h j o a q i h l s w j i t x v i n u v x k a c d c x y h r n g r e c g j z f e q o s g w z p m t j e r g u u e i j l p b l l e b o h b z d v s l f g i g c n y p q m i t d l g x c p u l d k x b f e o y q g p x h c x e e z r n u f y d p b n f z e i o v f y q m x n s j r f c z v g n e c h k v k r s u o e d i h r t t e i i g k c q h t i d b p b h x d h v e w t h n w m a t e w g l a v o z y e q n a s j k v u o h a p t x z t w z g t t d l q i g o f y z s b a e o x h f n t u o o e v h p i z t s i w a u i b b s g t k v i q i s h k h o s d b s a c n d n h x m k l b l d l p j d m w l x z z e r m t x o r e l i p s s i j b e b c k v n s t a l w a r t y o p e i u w m b r a z n b o q c e c x b f m j v t q s v u b t n r x j j s l b r z i n d w f j i e v c s s r u f r q r d t f o y e y m j o t k e e r f i c e z j w s o p v f e p u i l g u q q b u x o y s y k j n a l b y f v f y d j u a t l a e z s f b b x u s j p b y o k b s f o i c o e z d s f m b e t j q u n w r h f n x i h d o d r i q d e s s l e o g p n m w t u c k l p h b c x p r n f i o n a r t c m u u p u i y h l r e i y f l c t x g a c o l f f a z u g o n j t h a m e b z b c r m c l w p i g w v a r o v a s h a z l e u o h q u d i p a l o s z u q o s k n o k c c x i d a e k h r u t m n f h o o m k r n g n o l c f n y a i v g t j z r b q e d z m d o e p r r q d n r w e e k j t n l d i s p a a g w p v v g j q e a d d n f q k l m d r y k g b y z s g b e c o n a e a n n b s g y y z f o g w u c t g l a q q k f x k k n r s g r s m b u a j o z t p h g a q k q y y b d z n a y w b b d u a e i o c q p k v z j z p c v o l k t o j d n p d d o k i t e i r e s s i t o r e u y k e m d f w k n q u c i t h m e q r c q a j s x f d n f f r w s k e i n g w q adventure beauty beset books compensate donkey dragon embark fiona hideous lancelot modest noble ogre party pigs pike preposterous recite reek reverence rotisserie savor shilling shrek squatter stalwart throttle valiant 1601 Civic Drive Walnut Creek CA P. 18

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20 Study Guide Resources Web Sites: California Content Standards Coterie-Shrek Production Diablo Theatre Company Dictionary for Vocabulary Grimms Fairytales Guide to Musical Theater Hello Kids Shrek-Broadway Study Guide Shrek the Musical Word Press Shrek Study Guide Wikipedia Books Shrek by William Steig Brave Irene by William Steig The True Story of the Three Little Pigs by Jon Szieszka The Irish Cinderlad by Shirley Climo Movies Shrek on Broadway Shrek Official Website Shrek the Movie 1601 Civic Drive Walnut Creek CA P. 20

21 Content Standards California Department of Education Curriculum Development Resources Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. (based on Visual Arts and ELA Grades K-12; Refer to for specific grade level subsets) The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance, music, theatre, and the visual arts that all students should be able to master at specific grade levels, prekindergarten through grade twelve, in California public schools. DANCE 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Dance 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Dance 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works of Dance 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers MUSIC 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Music 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works of Music 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers 1601 Civic Drive Walnut Creek CA P. 21

22 THEATRE 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Theatre 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Theatre 4.0 AESTHETIC VALUING Responding to, Analyzing, and Critiquing Theatrical Experiences 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers VISUAL ARTS 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to the Visual Arts 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works in the Visual Arts 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers The English Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve represents a strong consensus on the skills, knowledge, and abilities that all students should be able to master in language arts at specific grade levels during 13 years in the California public school system. ELA-READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 2.0 Reading Comprehension 3.0 Literary Response and Analysis ELA-WRITING 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 1601 Civic Drive Walnut Creek CA P. 22