Thank you for joining with us to make a difference in the lives of our Antelope Valley youth. Theatre Etiquette About the Show...

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2 Introduction Dear Educator, As you make plans for your students to attend an upcoming presentation of the Arts for Youth program at the Lancaster Performing Arts Center, we invite you to prepare your students by using this guide to assure that from beginning to end their experience is both memorable and educationally enriching. The material in this guide is for you, the teacher, and will assist you in preparing your students before the day of the event, and extend the educational value beyond the walls of the theatre when the show is over. We provide activity and/or discussion ideas, and other resources that will help prepare your students to better understand and enjoy what they are about to see, and to help them connect what they see on stage to their studies. We also encourage you to discuss important aspects of the artistic experience, including audience and theatre etiquette. We hope that your students find their imagination comes alive as lights shine, curtains open, and applause rings through the Lancaster Performing Arts Center. As importantly, we hope that this Curriculum Guide helps you to bring the arts alive in your classroom! Thank you for joining with us to make a difference in the lives of our Antelope Valley youth. Bobbi Keay Arts for Youth Program Specialist Lancaster Performing Arts Center, City of Lancaster What s Inside: PRE-PERFORMANCE Overview of California Content and Common Core State Standards for Public Schools... 3 Theatre Etiquette... 4 About the Show... 5 Before You Go... 6 History of the Original Story...7 POST-PERFORMANCE Suggestions for Discussion & Activities Activities Continued. 10 Resources... 11

3 PRE-PERFORMANCE Overview of the California Content and Common Core Standards Our Arts for Youth program is aligned with the California Department of Education s content standards for the California Visual and Performing Arts (and more) for K-12 education, and the Common Core State Standards (CCSS). Curriculum Connections: Visual & Performing Arts; Reading & Language Arts (Spoken Word, Poetry, Literature, Creative Writing); Science; Physical Education; Creativity and Teamwork; Communication. History-Social Science; Cultural Studies; Foreign Language; Career-Technical Education. Applicable California Content Standards Samples easily applied in your classroom: Language Arts - Literature Kindergarten: Reading: 3.1 Distinguish fantasy from realistic text; 3.3 Identify characters, settings, and important events. Grade 2: Listening and Speaking - Organization and Delivery of Oral Communication: 1.5 Organize presentations to maintain a clear focus; 1.7 Recount experiences in a logical sequence; 1.8 Retell stories, including characters, setting, and plot; 1.9 Report on a topic with supportive facts and details. Visual and Performing Arts - Theatre Grade 5: Creative Expression - Development of Theatrical Skills: 2.1 Participate in improvisational activities to explore complex ideas and universal themes in literature and life; Grade 5: Connections, Relationships, Applications Connections and Applications: 5.1 Use theatrical skills to dramatize events and concepts from other curriculum areas, such as reenacting the signing of the Declaration of Independence in history social science. Grade 5: Connecting and Applying What Is Learned in Theatre and Subject Areas to Careers - Careers and Career-Related Skills: 5.2 Identify the roles and responsibilities of performing and technical artists in theatre, film, television, and electronic media. English Language Arts - Reading Grade 6: 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. Grade 7: 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, and essay). 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 3.3 Analyze characterization as delineated through a character s thoughts, words, speech patterns, and actions; the narrator s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). Grade 8: 3.1 Determine and articulate the relationship between the purposes and different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, and sonnet). Grade 11 & 12: 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. 3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers emotions. 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare s tragedy Macbeth). 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, and modern). LESSON PLAN IDEA: Allow students the opportunity to practice speech/performance by repeating a well-known prose, such as To Be or Not to Be. Stress the importance of personification, sounds, and gestures to evoke emotions. Suggested Common Core State Standards easily applied in your classroom: K.RL.3: With prompting and support, identify characters, settings, and major events in a story. 4.RL.3: Describe in depth a character, setting, or event in a drama, drawing on specific details (e.g., a character s words or actions) RL.7: Analyze multiple interpretations of a story or drama (e.g., recorded or live production of a play or recorded novel or poetry); evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) LESSON PLAN IDEA #1: Students compare and contrast multiple interpretations of Beauty and the Beast with this adaptation. Compare this live production with film productions of the story. 7.RL.7, RL.7 (Engage in further discussions: 7.RL.5, 9-10.RI.3, RI.3) LESSON PLAN IDEA #2: Students compare and contrast the adventures and experiences of characters within the same story, and between versions. Students write their own version. Students act out their version. (K.RL.9) LESSON PLAN IDEA #3: Students create and name an imaginary character, writing or illustrating the creature s unique features and abilities. LESSON PLAN IDEA #4: Students study, produce, rehearse, and perform a condensed version of the play. (7.RL.4)

4 PRE-PERFORMANCE Theatre Etiquette Please arrive on time. Plan for possible travel and parking delays; arrive a minimum of 30 minutes prior to show time. Students: Leave recording devices of any kind at home or in your backpack at school. Video or audio recording and photography, including camera phones, are often prohibited by law and may disrupt the performance. They are not permitted and are considered very rude to the performers and to those around you. Teachers: Turn off or silence all personal electronics. Beeps, clicks, tones, buzzes and light pollution emanated by personal electronics such as watches, Bluetooth devices, cell phones, etc. interrupt the performance and spoil the theatre experience. Observe the instructions of the ushers. The ushers are present to offer assistance, ensure rules are observed and provide guidance in the case of an emergency. Please show them consideration. You will be asked to exit to the right of the theatre at the end of the performance. Be Respectful. While entering and exiting the theatre: Please enter quietly. Once seated: Do not talk. Keep your feet on the ground and put your hands in your lap or fold your arms. Abstain from eating or drinking inside the theatre. Crackling wrappers and beverage containers in the auditorium are unwelcome. Food, candy, gum and drinks should never be brought inside the theatre. Avoid talking, waving and shouting during the performance. Laughing and applauding are encouraged at appropriate times. Shouting to actors/friends is disrespectful to others. Save personal conversation for after the show. If you must speak, please whisper very quietly. Please avoid exiting the auditorium during the performance. Teachers, please arrive early enough to escort students to the restroom prior to the start of the show. If you must leave during the show, please wait for an appropriate break in the performance. Do not get onto the stage or place items on the edge of the stage. To ensure the safety and security of performers and audiences, this behavior is strictly prohibited unless expressly permitted by a performer or staff member. Dispose of garbage in proper receptacles. Help preserve a pleasant environment by depositing all debris in appropriate receptacles. Extend common courtesy and respect to your fellow audience members. Civility creates a comfortable and welcoming theatre experience for all. Bring very small children only to age-appropriate performances. Small children easily become restless at programs intended for older children, and may cause distractions.

5 PRE-PERFORMANCE About the Show The Performance Beauty Lou and the Country Beast by Missoula Children s Theatre Missoula Children s Theatre presents Beauty Lou and the Country Beast, an original country western adaptation of the classic fairy tale Beauty and the Beast, featuring Antelope Valley s youth. Beauty Lou is the oldest daughter of the bronc-bustin balladeer Buck. At the local county fair, young Beauty Lou is upset by the ungrateful behavior of a miner who has won the blue ribbon for his beautiful roses. She calls him a beast and wishes that he would look like one too. Years later, when in danger of losing the family farm, Buck meets the miner-turned-beast. Beauty Lou agrees to befriend the Beast in order to save her family. Beauty Lou and the Beast both learn to look beyond appearances and first impressions and to see the beauty that dwells inside. The story, set in the American West, also features Beauty Lou s six sisters, her Imaginary Friend, her dog Fleabite Clyde, farmhands Slim and Dusty, the neighborly Country Folk and the Barnyard Critters. This is sure to be a hit! About Missoula Children s Theatre The Missoula Children's Theatre (MCT), the nation s largest touring children s theatre, has been touring extensively for 40 years from Montana to Japan, and will visit nearly 1,200 communities this year with up to 47 teams of Tour Actor/Directors. MCT s tour team arrives in a given town with a set, lights, costumes, props and make-up, everything it takes to put on a play...except the cast. The team holds an open audition and casts local students, grades K-12, to perform in the production. You will be amazed by what they have accomplished! All MCT shows are original adaptations of classic children s stories and fairytales... a twist on the classic stories that you know and love. Enrichment workshops presented by the Tour Actor/Directors are also available (for more information, visit the Artists in Schools drop-down option from the Arts for Youth tab of our website). Creativity, social skills, goal achievement, communication skills and self-esteem are all characteristics that are attained through the participation in this unique, educational project. MCT's mission is the development of lifeskills in children through participation in the performing arts. For more information regarding the Missoula Children's Theatre, please visit:

6 PRE-PERFORMANCE Before You Go PREPARE your students for the live theatre experience, especially if it is their First time attending, by reviewing our Theatre Etiquette guide on page 3 of this Study Guide. This is an exciting experience for students, from the bus ride to the theatre! Help them make it extra special by educating them about appropriate behavior in a theatre setting, which is much different from a movie theater! ASK students to recall the story of Beauty and the Beast by telling the story in their own words. Have they recounted the traditional story or an adaptation? Discuss the fact that the show they will see is an adaptation of the original tale, and that there are many versions or adaptations of all tales. DETERMINE if students have seen the story of Beauty and the Beast performed before. Was it on film, on stage, at school, in professional theatre, or on TV? If they saw it on stage, what art form was it in? On stage as a Play? On stage as a Ballet? Or maybe even on stage as an ice skating production. Have they read the book? Discuss any recollections in terms of similarities and differences. Do the different art forms affect their impressions? If so, try to make them aware of their varying reactions. SET a part of the classroom aside for a Beauty and the Beast Corner. Ask students to bring in various books, photos, CD s, toys or dolls, puppets, pictures they have drawn, etc. for perusing at their leisure. Be sure there are pens and pencils and paper available for them to write their own versions EXPLAIN to students that they are about to see a live, on-stage production of an adapted version of Beauty and the Beast entitled Beauty Lou and the Country Beast. There will be songs and dances, live piano accompaniment, as well as acting, to tell the story. Encourage them to visit the Beauty and the Beast Corner and write their own adaptation of the original tale with new characters and new adventures. This can be done before and/or after the show. ENCOURAGE your students to relax and get into the spirit of the play once they are in the theatre. Tell them to use their imaginations freely and to respond appropriately, but openly to the actors on the stage.

7 History of the original story, Beauty and the Beast Beauty and the Beast is a traditional fairy tale. As with all fairytales, there are many versions of the story that exist. The first believed published version of the tale was in French by Gabrielle-Suzanne Barbot de Villeneuve in 1740 ( The story is almost 300 years old! Since its first publication, it continued to evolve and still does today. There are variations known all across Europe; there was even an opera version in the late 1700 s. Among many versions here is one version by Joseph Jacobs: There was once a merchant that had three daughters, and he loved them better than himself. Now it happened that he had to go a long journey to buy some goods, and when he was just starting he said to them, "What shall I bring you back, my dears?" And the eldest daughter asked to have a necklace; and the second daughter wished to have a gold chain; but the youngest daughter said, "Bring back yourself, papa, and that is what I want the most." "Nonsense, child," said her father, "you must say something that I may remember to bring back for you." "So," she said, "then bring me back a rose, father." Well, the merchant went on his journey and did his business and bought a pearl necklace for his eldest daughter, and a gold chain for his second daughter; but he knew it was no use getting a rose for the youngest while he was so far away because it would fade before he got home. So he made up his mind he would get a rose for her the day he got near his house. When all his merchanting was done he rode off home and forgot all about the rose till he was near his house; then he suddenly remembered what he had promised his youngest daughter, and looked about to see if he could find a rose. Near where he had stopped he saw a great garden, and getting off his horse he wandered about in it till he found a lovely rosebush; and he plucked the most beautiful rose he could see on it. At that moment he heard a crash like thunder, and looking around he saw a huge monster -- two tusks in his mouth and fiery eyes surrounded by bristles, and horns coming out of its head and spreading over its back. "Mortal," said the beast, "who told you you might pluck my roses?" "Please, sir," said the merchant in fear and terror for his life, "I promised my daughter to bring her home a rose and forgot about it till the last moment, and then I saw your beautiful garden and thought you would not miss a single rose, or else I would have asked your permission." Thieving is thieving," said the beast, "whether it be a rose or a diamond; your life is forfeit." The merchant fell on his knees and begged for his life for the sake of his three daughters who had none but him to support them. "Well, mortal, well," said the beast, "I grant your life on one condition: Seven days from now you must bring this youngest daughter of yours, for whose sake you have broken into my garden, and leave her here in your stead. Otherwise swear that you will return and place yourself at my disposal." So the merchant swore, and taking his rose mounted his horse and rode home. As soon as he got into his house his daughters came rushing round him, clapping their hands and showing their joy in every way, and soon he gave the necklace to his eldest daughter, the chain to his second daughter, and then he gave the rose to his youngest, and as he gave it he sighed.

8 Original story, Beauty and the Beast cont d "Oh, thank you, father," they all cried. But the youngest said, "Why did you sigh so deeply when you gave me my rose?" "Later on I will tell you," said the merchant. So for several days they lived happily together, though the merchant wandered about gloomy and sad, and nothing his daughters could do would cheer him up till at last he took his youngest daughter aside and said to her, "Bella, do you love your father?" "Of course I do, father, of course I do." "Well, now you have a chance of showing it"; and then he told her of all that had occurred with the beast when he got the rose for her. Bella was very sad, as you can well think, and then she said, "Oh, father, it was all on account of me that you fell into the power of this beast; so I will go with you to him; perhaps he will do me no harm; but even if he does -- better harm to me than evil to my dear father." So next day the merchant took Bella behind him on his horse, as was the custom in those days, and rode off to the dwelling of the beast. And when he got there and they alighted from his horse the doors of the house opened, and what do you think they saw there! Nothing. So they went up the steps and went through the hall, and went into the dining room, and there they saw a table spread with all manner of beautiful glasses and plates and dishes and napery, with plenty to eat upon it. So they waited and they waited, thinking that the owner of the house would appear, till at last the merchant said, "Let's sit down and see what will happen then." And when they sat down invisible hands passed them things to eat and to drink, and they ate and drank to their heart's content. And when they arose from the table it arose too and disappeared through the door as if it were being carried by invisible servants. Suddenly there appeared before them the beast who said to the merchant, "Is this your youngest daughter?" And when he had said that it was, he said, "Is she willing to stop here with me?" And then he looked at Bella who said, in a trembling voice, "Yes, sir." "Well, no harm shall befall you." With that he led the merchant down to his horse and told him he might come that day each week to visit his daughter. Then the beast returned to Bella and said to her, "This house with all that therein is yours; if you desire aught, clap your hands and say the word and it shall be brought unto you." And with that he made a sort of bow and went away. So Bella lived on in the home with the beast and was waited on by invisible servants and had whatever she liked to eat and to drink; but she soon got tired of the solitude and, next day, when the beast came to her, though he looked so terrible, she had been so well treated that she had lost a great deal of her terror of him. So they spoke together about the garden and about the house and about her father's business and about all manner of things, so that Bella lost altogether her fear of the beast. Shortly afterwards her father came to see her and found her quite happy, and he felt much less dread of her fate at the hands of the beast. So it went on for many days, Bella seeing and talking to the beast every day, till she got quite to like him, until one day the beast did not come at his usual time, just after the midday meal, and Bella quite missed him. So she wandered about the garden trying to find him, calling out his name, but received no reply. At last she came to the rosebush from which her father had plucked the rose, and there, under it, what do you think she saw! There was the beast lying huddled up without any life or motion. Then Bella was sorry indeed and remembered all the kindness that the beast had shown her; and she threw herself down by it and said, "Oh, Beast, Beast, why did you die? I was getting to love you so much." No sooner had she said this than the hide of the beast split in two and out came the most handsome young prince who told her that he had been enchanted by a magician and that he could not recover his natural form unless a maiden should, of her own accord, declare that she loved him. Thereupon the prince sent for the merchant and his daughters, and he was married to Bella, and they all lived happy together ever afterwards.

9 POST-PERFORMANCE Suggestions for Discussion & Activities Questions for Discussion Ask your students to express their thoughts and feelings as they recall the story of this production s adaptation, and the original story. Here are some suggestions for conversation and activities. 1. What was the setting of this production? Study History and Geography by using the internet and your school library to research the history of the location. Practice using maps by locating important places in that location. 2. What was the main plot? 3. What were some of the ways you used your own imagination to understand the plot? 4. Discuss some of the contrasts used in the play. Consider characters, ideas, places, and times. 5. Have you heard of other films that have been compared to Beauty and the Beast? Some examples include Rigoletto, The Man Without a Face, and Phantom of the Opera. 6. What was the relationship between Beauty and the Beast? Did that relationship change? How so? 7. Beauty and the Beast learn to look beyond appearances and first impressions. Have you ever met someone that was different than you? That looked and acted differently? How did you react to that person? How did you feel about them when you got to know them did you feel differently? 8. What different characters were there in this adaptation, Beauty Lou and the Country Beast, compared to the original story? Interdisciplinary Activities Mathematics Math challenge: Use this (or create your own) information about the Beast s castle to practice Math. Add, subtracts, and find fractions and percentages. There are 20 rooms upstairs, 20 rooms downstairs, and 13 bathrooms. The butler has already cleaned 4 rooms upstairs, 3 rooms downstairs and 5 bathrooms. Language Arts Writing Assignments: Change Beauty to your name and write a story about you and the Beast. Write a Sequel to the Beauty Lou and The Country Beast story. Have students play a character in the show while other students interview them and write articles about them. Vocabulary: Use a dictionary to look up some vocabulary from the show. Use them in a sentence. Here are some words you can use: beauty, beast, castle, enchanted, magic, curse, farmhands Alternate Titles: Have the students be creative and think of some other possible titles for the show.

10 Suggestions for Discussion & Activities Interdisciplinary Activities, continued Language Arts, continued Word Games: Have students find as many words as they can using the letters in: BEAUTY LOU AND THE COUNTRY BEAST Unscramble these words: EUYBAT (beauty) NADGINC (dancing) TABES (Beast) ETCLSA (castle) OKBOS (Books) Book List: Beauty loves to read. Have the students make a favorite book list. Each student should pick a favorite book and write about why they like it and why they would recommend that other students read it. Have the students make an oral presentation about what they wrote. Fan Letter: Write a letter to your favorite actor in the show. Express how you feel about the character in the show. Write a Review: Compose your own review. Use the words below for some ideas. Actors, Cast, Characters, Choreography, Costumes, Lighting, Makeup, Music, Plot, Set, Set Designer, Stage Assistants, Singing, Special Effects, Theatre, Adaptation, Production, Piece, Accompanist Beauty and the Beast Illustration by Walter Crane

11 Study guide created by: Lancaster Performing Arts Center Staff Other Resources: en.wikipedia.org dictionary.com uty.html c.html#jacobs American Theater Arts for Youth