Teachers’ Resources

Resources prepared by Katy Warner

Years 1 - 6

artscentremelbourne.com.au

Arts Centre Melbourne presents Teatret Gruppe 38’s

A SonatinaD I R E C T F R O M D E N M A R K

A Sonatina Teachers’ Resources – Written by Katy Warner

The Arts Centre Melbourne’s Schools Program is dedicated to fostering the arts by giving schools the opportunity to see a diverse range of excellent theatre in fully produced form.

Activity suggestions are arranged according to theme and/or broad focus area. This arrangement is designed to serve educators as a useful guide toward drawing cross-curricular links across the Victorian Curriculum and to complement whole school planning. These education resources have been created for students in Years 1 - 6. The content is designed so teachers can adapt and develop the discussion and activities according to their students’ learning needs and individual school contexts.

LEARNING AREAS CAPABILITIES The Arts

• Dramao Explore and Express Ideaso Drama Practiceso Present and Performo Respond and Reflect

English • Reading and Viewing• Writing• Speaking and Listening

Humanities • History

o Historical Concepts and Skills(F – Level 2)

o Historical Knowledge Personal Histories (F –

2) Community Histories

(F – 2) Community,

Remembrance,Celebrations (3 - 4 )

Critical and Creative Thinking

Personal and Social Capability

Teachers’ notes by Katy Warner.

NOTE: Please remember to arrive at least 30 minutes before the starting time of the show.

Contents About ...................................................................................................................................................... 2

Theatre Etiquette ................................................................................................................................... 3

Storytelling............................................................................................................................................. 4

Fairy Tales............................................................................................................................................ 15

The Performance ................................................................................................................................ 20

Resources ............................................................................................................................................ 24

Appendix List ...................................................................................................................................... 25

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A Sonatina Teachers’ Resources – Written by Katy Warner ABOUT

A Sonatina

Danish theatre company Gruppe 38 use an egg, a potato masher, a real live chicken, a fly swatter and a potato in their gripping, comedic and creative retelling of the classic fairy tale Little Red Riding Hood.

A storyteller and two musicians on the back of an Italian pickup truck transform everyday objects and music in this magical performance.

A grim story of a child, who is burdened with too much responsibility: "You must walk alone through the forest, which is huge, wild and creepy"... and on the other side is grandmother´s house, where grandmother lies in her bed, very ill and that is creepy too. Bon voyage! In 2001 A Sonatina was nominated for the theatre award - Reumert of the Year - in the category Best Performance for Children. It has been performed in Canada, Finland, Japan and Scotland.

A Teatret Gruppe 38 Production Cast: Bodil Alling, Christian Glahn, Søren Søndberg Directors: Bodil Alling, Ole Sørensen Set designer: Claus Helbo Composer: Søren Søndberg

Teatret Gruppe 38

Founded in 1972, award-winning Teatret Gruppe 38 make children’s theatre for audiences of all ages. Teatret Gruppe 38 is constantly pushing the artistic and thematic boundaries of theatre for young people. Their purpose is to create challenging theatre for both children and adults. In 2011, it became the first Danish theatre ever to receive the ASSITEJ Honorary President’s Award for Artistic Excellence. In 2004, the company moved into its current home: an old soap factory and the former home of the State Film Office in Århus, Denmark. They perform across the world in English, German, French and Danish.

You can read more about the company via their website: http://www.gruppe38.dk/

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A Sonatina Teachers’ Resources – Written by Katy Warner THEATRE ETIQUETTE

Seeing a live show in the theatre is very different to going to the movies or watching the television.

Here are some hints and tips to make sure you get the most out of your visit to the theatre.

Arriving

Leave your bags at school. You won’t be able to take them into the theatre with you anyway. If you really can’t leave your bag behind it will have to wait for you out in the foyer. Don’t worry – an usher will look after it for you.

Arrive at Arts Centre Melbourne 30 minutes before the start of the performance. You don’t want to be late and miss the start of the show! There are a lot of people coming to see our shows and it takes time to get everyone in their seats.

Visit the bathroom before the show. It will be disruptive for other people in the audience if you leave your seat.

In the theatre

Turn off your mobile phone. Make sure your teacher and parents and friends have turned off their mobile phones too! If a phone rings in the middle of a show it is disruptive for audience members and the performers on stage (plus, it can also be very embarrassing).

The lights will go down … That means the show is about to start. Time to stop chatting and start listening!

During the show

DO laugh (if you think it is funny), cry (if you think it is sad), gasp, smile, cheer, and applaud (especially at the end).

DON’T eat, take photos, chat with your neighbour, knit a scarf, jump on your trampoline or move around the auditorium.

REMEMBER – theatre is live! Be a supportive audience member. The performers can often hear you and see you (yep, they can) – you don’t want to disrupt their performance.

At the end of the show

Applaud! Cheer! Thank the performers.

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A Sonatina Teachers’ Resources – Written by Katy Warner STORYTELLING

The following activities can be used as creative games to encourage your students to start thinking and talking about storytelling. They can also be used as warm-up or introductory activities as part of a longer lesson on storytelling.

WARM-UP ACTIVITY: Word-At-A-Time Story - A fun, creative warm-up activity for students to start thinking about storytelling.

In a circle, students construct a story. However, they are only allowed to say one word at a time. See how far the story can progress without losing meaning.

Discussion points:

• Did we tell a story? Why? Why not? • What was missing? • What worked well? • What would happen if we played this game with less people / a well-known story (like a fairy-

tale) / a title suggestion?

Replay the game using these different suggestions and discuss any changes to the outcome – were the stories better? What made them better?

This activity can be a good segue into discussing story and storytelling.

WARM-UP ACTIVITY: Conductor Story - Create a small chorus of storytellers and a conductor to lead the performance.

When the conductor points at a chorus member they start telling a story. The conductor can choose someone else from the chorus at any time to pick up and continue the story.

If the story does not make sense, or a word is repeated or it simply takes too long to continue then that person is out. Continue until there is one reigning storyteller champion.

OPTION: Some may recognise this game as ‘Die-Die-Die’ and the gory death aspect, of course, makes it all the more appealing to students. Here’s how it works: When someone messes up their turn, the audience all shout ‘die-die-die’ and the player must die in a dramatic and hilarious way. This just adds another fun (albeit ridiculous) layer for the students.

WARM-UP ACTIVITY: One minute monologues - This warm-up or introductory activity is a good way to encourage students to feel confident about performing or speaking solo. You may prefer to split the class into smaller groups, so students don’t feel too intimidated. Once they gain confidence in a smaller group, you may then like to extend their challenge and ask them to present in front of the whole class.

Write a series of subjects / topics on slips of paper. Your first volunteer will choose a topic from a hat and then start a 60-second monologue. They should not have a lot, if any, preparation time but instead, simply launch into a monologue. The only rules are that they must make sense and should aim to speak about the topic for the entire 60-seconds. Ideas for the one minute monologue include:

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A Sonatina Teachers’ Resources – Written by Katy Warner

Daylight Saving Time Hamburger rolls A clock Chess Flamingos Helicopters

The carwash Newspapers Washing dishes Ladybugs Tennis Voice Mail My nose The rubbish bin Lobsters

Billionaires Tattoos Ice-cream Porridge Nightmares Thunderstorms

A mousetrap Bees Paper Clips Quilts Pop Stars Rocking chairs

Playgrounds Five cent pieces A hairbrush DISCUSSION: What makes a good storyteller? Storytelling is one of our oldest traditions. Discuss with students why they think storytelling has lasted? Why do humans tell stories? What makes a good story? What makes a good storyteller? Record responses.

VIEW AND RESPOND: Listening, viewing and responding - Invite a storyteller to your class or, alternatively, find some excellent examples of storytellers on YouTube. Examples include:

• Len Cabral Len Cabral is an internationally acclaimed storyteller who has been enchanting audiences with his storytelling performances at schools, libraries, museums and festivals since 1976. https://www.youtube.com/watch?v=gckgH2DKqDA

• Diane Ferlatte Diane Ferlatte is known for her humour and depth, as well as the intimate and personal rapport that she has been making with her audiences worldwide for over thirty years. She is truly a master of the oral tradition using expression, gesture and emotion to create multiple characters for each story. Through stories, songs, American Sign Language, humour and audience participation, she brings her tales to life. https://www.youtube.com/watch?v=QEoEGr955tw (part of the story Brer Rabbit’s Dance)

• The Moth also provide recordings (audio only) of brilliant storytellers suitable for middle – upper primary school students via their website: https://themoth.org/education/resources

• Play School – ABC for Kids – always includes storytelling for younger audiences. Examples of storytelling can be found via YouTube or the website: http://www.abc.net.au/abcforkids/sites/playschool/

If you undertaking this activity after seeing A Sonatina, include the storytelling skills of Bodil Alling (lead performer of A Sonatina and artistic director of Teatre Gruppe 38) in your discussions.

After viewing different storytellers, ask the class what they feel are the ingredients of a good storyteller.

1. What makes these people such good storytellers? 2. Give students time to think of responses. Share their ideas with a partner before bringing the

group back for a class discussion. 3. Record ideas and responses.

After the performance, discuss effective storytelling strategies using these questions:

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A Sonatina Teachers’ Resources – Written by Katy Warner

1. What kinds of props can a storyteller use?

2. Why is it important for a storyteller to speak clearly and loudly?

3. How can a storyteller use eye contact, facial expressions, vocal inflection, and gestures to tell

a story?

4. How can music be used in storytelling?

Add these ideas and responses to the earlier collection of ‘Ingredients of an Effective Storyteller.’

For younger students, you may like to use the following worksheets to assist in your discussion about storytelling.

Worksheet: A Storyteller (see Appendix 1) - Discuss with students all the different parts of the body a good storyteller uses to perform or tell a story to their audience. The worksheet has arrows pointing to part of the body pertaining to:

• Eyes: Eye Contact • Face: Facial Expression • Mouth: Vocal inflection / verbal communication / vocal inflection • Hands: Gesture • Body: Nonverbal communication / stance / posture / movement

You may like to ask students to label the image or write a couple of words that describe how a good and effective storyteller uses these parts of the body.

Worksheet: Storytelling Recipe (see Appendix 2) - Use the idea of creating a ‘recipe for good storytelling’ as a way to frame your discussion about the techniques and performance skills of a storyteller.

Students may complete the worksheet individually, in small groups or as a whole class. Ask students to capture to all the pieces (ingredients) that make up a storyteller. This could include:

• One strong voice • Imagination • Funny facial expressions

Students should then consider the ‘method’ – how do all these ingredients go together to make a story?

STORYTELLING PERFORMANCE SKILLS

The discussions surrounding storytellers should lead students to understand that storytelling is a lot more than just reading aloud. You can use the ‘ingredients’ you developed with students through the discussions above as a way into these following activities.

Becoming a storyteller - Discuss with students the sorts of creative tools a storyteller takes to the job or, alternatively reflect on the ingredients / recipe created in an earlier activity (see Appendix 2).

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A Sonatina Teachers’ Resources – Written by Katy Warner

Creative Tools of a Storyteller

Words (the story)

Verbal Communication Skills (the way you speak / how you)

Non Verbal Communication Skills (the things you don’t say)

Imagination

Confidence

Props

Costumes

Listening Skills

Getting ready to tell a story - Verbal Communication

Discuss with students how storytelling is more than just reading the words of a story out loud. It takes other skills as well. It is important to be able to use different tones in your voice when you are telling a story. If your voice stays at the same level, it will become boring and your audience will stop listening. To tell a story, you want your voice to go higher and lower, louder and softer. These games will help you learn how to use your voice to become a great storyteller.

Activity - Pitch, Pace, Pause and Projection: Encourage students to play with their voices / vocal quality. Consider the 4 Ps and how ask students to say “Hello, my name is xxx” using:

- Higher / lower pitch than usual - Faster / slower pace than usual - Adding pauses for effect - Louder / softer projection than usual

Listen for what those changes to voice do and consider how changes to voice make us think of different characters or personalities or emotions. Discuss with the students. Some may like to present their different use of voice to the class.

You may like to extend this activity by having students practice reading texts out loud to a partner or small group. Find an age appropriate piece of text and ask students to change their voice as they read it. Encourage them to let their voices go loud and soft, fast and slow, low and high.

Activity – Expression: Explain to students that it’s not what you say, it’s how you say it …

Give students a simple, boring sentence – something along the lines of “I like ice-cream”. In a circle, ask each student to say the sentence in a different way.

Alternatively, provide students with the prompts to assist them in experimenting with vocal expression and discovering how what they mean isn’t always what they say. Prompt the students to speak the line as if:

You don’t really like ice-cream at all (sarcastic) You want your friend to share their ice-cream with you (pleading) You ate way too much ice-cream (sick)

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A Sonatina Teachers’ Resources – Written by Katy Warner

You are having an argument with someone (angry) You have just had your first taste of ice-cream, ever (excited) You eat ice-cream every, single day (bored)

Activity – Count 1 to 10: Explain to students that they have some lines to learn, like an actor. They already know these lines – they are simple, just counting from one through to ten.

Ask student to say ‘their lines’ (count) out loud with the following prompts:

As if you are an angry mum or dad who is giving their child until the count of ten to clean up the big mess they made …

As a very little child just learning to count … As if you think everyone forgot your birthday but, wait a second, there are ten,

wrapped presents sitting in the lounge-room … count them … As if you are a referee for a boxing match and you are counting someone out. As if you are counting dollar coins as you drop them into a piggy bank.

Getting ready to tell a story – Non-Verbal Communication

Discuss with students how storytelling isn’t just words and verbal communication. It is also non-verbal communication. If verbal communication is how we speak and use words, ask students what they think non-verbal communication is. Discuss with students the different elements of non-verbal communication and use these activities to explore facial expression, movement, gesture and posture.

Activity – Walk This Way: This is a silent, non-verbal activity. Explain to students that there is no need to use voice at all – show, don’t tell!

Ask students to move around the room, on their own without touching or speaking with anyone else. Prompt them to walk / move as if they are;

on hot sand in slimy mud at the beach and the water is up to their ankles at the beach and the water is up to their knees heading up to the stage to collect a merit certificate / award from the Principal –

(could try this as proud and then shy and then embarrassed) on their way to the Principal’s office to get in trouble getting away from an angry dog making their way through the snow getting drenched by the rain in the spooky graveyard at midnight

Activity - H.A.S.H (happy-angry-sad-happy): Ask students to only use their facial expression and move from a happy to an angry to a sad and back to a happy expression. It is always fun to film these, if possible, and let the students see the result.

Activity - Guess the emotion: Create a List of Emotions (see Appendix 3) and place them in a hat for students to choose at random. Ensure that no-one else sees the emotion they choose – the rest of the class will be guessing the emotion. Give students a moment to prepare their emotion before presenting to the class. Ask them to use all their non-verbal tools: facial expression, body language, gesture, posture etc.

Getting ready to tell a story – Imagination

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A Sonatina Teachers’ Resources – Written by Katy Warner A great storyteller needs a great imagination. Drama games will help students tap into their imaginations, make up stories and use verbal and non-verbal communication skills.

Activity - It Fell From The Sky!: Ask students to walk around the space. Prompt them to move in a certain way (a little like the ‘Walk this way…’ activity) and side-coach them to ensure they are undertaking this as a solo activity (i.e not distracted by anyone else in the room). An example of the teacher’s direction for this game could be as follows:

“You are walking home from school. You’ve had a really horrible, terrible day. And now, on top of all that, you are being forced to walk home. It is hot and you are really annoyed … Suddenly, you notice something in the sky. Stop and look. It is falling, falling, closer and closer towards you. Reach out your hands and grab it. Now freeze!”

The students should all freeze with the object that feel from the sky. Whilst they are frozen, ask each student in turn what they caught.

This could be a good starting point for a longer, imaginative storytelling piece.

EVERYONE HAS A STORY

Magic Mirror (see Appendix 4) - Magic Mirror is a technique you can use to develop your students’ confidence as it provides the opportunity for them to practice speaking in a relaxed and non-threatening environment.

You may like to use the page (see Appendix 4 – recommend copying this image to an A3 size) however, a blank piece of paper will also suffice. On this page, students are asked to create a picture to illustrate a story that they will tell their peers. This is a story of personal importance. Something they are keen to share with the class and / or their friends. The drawing stage gives students preparation time and allows them to think about what they will say in advance.

o Ask the students to picture, in their minds, a time in their life / a memorable story from their past.

o On the Magic Mirror / blanks page ask students draw a picture to illustrate the story. o Give the students some time to work on their drawing. Make sure you give students

enough time to think about their story as they draw. (This is an important preparation stage as the students will be thinking about their story as they draw.) Remind students that it is not important for them to be able draw well.

o Monitor the class as they draw. Ask questions. o Some students may be reluctant to draw anything. Encourage them to take part,

reminding them that they do not have to be very artistic. If they still refuse to draw, suggest that they put down some key words and phrases in their Magic Mirror to illustrate their story.

o The topic of the story can be specified to fit with the curriculum or an area of inquiry you are you currently working (e.g. festivals and celebrations, family).

Before students share their stories with a partner, ask them to consider the questions an active listener may want to ask the storyteller. You may like to model this activity by presenting your own Magic Mirror and encouraging students to ask questions in order to discover more information as you tell your story.

Questions could include:

o Who was there? / Who were you with?

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A Sonatina Teachers’ Resources – Written by Katy Warner

o Where were you? / Where did it happen? o When did this happen? o Why were you there? Why did it happen? o How did you feel? o What did you say? What did you do? What were you doing in the picture?

Record these questions on the board.

Tell the students they are going to share their Magic Mirrors with a partner / small group. At this stage students will actively listen to the stories presented and are encouraged to ask questions (about the story and the picture). The storyteller may use their Magic Mirror as a prop in their storytelling.

Allow students the time to tell their story to different partners / small groups. Repeating the story will build confidence and assist in enhancing the story itself (adding more detail, identifying and fixing areas which do not make sense to the listener etc.).

Once students have shared with story with at least three different people, bring the group back together to discuss the stories they heard and the moments they most enjoyed. Discussion points could include:

o Whose story was the most dramatic or exciting? o Whose story had the best ending? What was it? o Which story had the saddest ending? o Which was your favourite story? Why? o Did anyone learn something new about their classmate?

Tell Me a Story - This activity is much like Magic Mirror in its aims and objectives, however it is targeted at older primary students (it could also work very well with secondary students).

Give students some thinking / reflection time. Ensure this time is directed and side-coach students through this moment. Ask students to lay on the floor and close their eyes. It may be useful to play some orchestral / classical music to help them with this thinking time. Instruct students to think of an event, a memory – either their own story or a family story they would like to share. It can be anything.

If students seem to be confused at this point, you could direct them to thoughts from their life about:

o A favourite birthday o A family outing or holiday o A time you were scared o Christmas or other celebrations o Something funny that happened o A story from your grandmother / grandfather

As students are reflecting, encourage them to really ‘see’ the setting and the characters of this story.

After reflection, ask students to find a partner and share their story. Explain that this is not a polished performance or story – it is simply a starting point. A chance to explore the stories we have within us.

Once both partners have shared their story, regroup as a class and ask for questions a listener may want to ask the storyteller. Were things not clear? Did you want some more details or information? Consider the Who, What, Where, When, Why and How of the story. Questions may include:

o Who was there? / Who were you with?

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A Sonatina Teachers’ Resources – Written by Katy Warner

o Where were you? / Where did it happen? o When did this happen? o Why were you there? Why did it happen? o How did you feel? o What did you say? What did you do?

Record these questions on the board so students can refer them to when listening to their next partner.

Ask students to retell the story to a different partner. This time, the partner can ask questions during the storytelling to gain more information / details / clarification from the storyteller.

After this round of sharing stories ask students to reflect on the story they are telling. Ask students to consider why they choose to tell that particularly story? Why, out of all the stories they could have told, did they choose that one? What is the objective of your story?

Record and collect the responses.

Now, ask students to tell their story again but, this time, really consider why they are telling – what is the purpose of the story?

Once they have shared their story, ask students to reflect on the experience as both storyteller and listener.

o What was the most difficult part of telling your story? o What was the most enjoyable part of telling your story? o If you were to perform this story to a large audience what would you change?

What would you keep? o What did you learn about storytelling? o As a listener, what did you enjoy? What did you not enjoy? o As a listener, were their elements which made some stories more enjoyable to

listen to than others? o Did you learn something new about the storyteller?

Shoebox Story - The shoebox story is a good introduction for students as they embark on sharing personal stories with the class. It is also encourages students to consider how they could use props to enhance their storytelling.

Every student will need a shoebox. Students should decorate the shoebox to reflect their personality and style. Inside the shoebox, students will need to place three personal mementos. Ensure students choose mementos that come with a story – something the students can speak to or about.

Ask students to consider the ‘Ingredients of a Good Storyteller’ the Creative Tools they can use to enhance their presentations.

Once students have prepared their shoeboxes, ask the class to stand and make two lines facing each other (circle would work, too). Everyone should have a partner. Rotate one line after each storytelling presentation so that students are matched with new partners. Students may talk about the same or a different item with each new partner. Presentations should last no longer than one minute each.

Extension: Object Stories - You may like to extend this activity for older students. Ask them to consider the following:

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A Sonatina Teachers’ Resources – Written by Katy Warner Objects of all kinds carry personal and cultural stories across time and place.

Students will need to study their object / memento and begin to map out the story. Prompt students with the following questions:

o What is the object you chose? o How would you describe your object to someone who knows nothing about it?

Describe how it looks (colour, shape), feels (texture), smells, sounds etc. o Who are the people or things associated with your object? (characters) o When and when does the story of your object take place? (setting) o Why is the object so significant to you?

Encourage students to really reflect on the object/s they have chosen for their shoebox.

Worksheet: Object Stories (see Appendix 5) will help students arrange their thoughts and ideas about the object.

Write Your Story – Storytelling and Personal Narrative

Storytelling links perfectly to narrative / story writing. Explain to students that they will be writing a personal narrative to use as a script for storytelling. Ensure students understand:

o A personal narrative is your story o Focus on a small moment from your life o Who is the audience? (Who will students be sharing their stories with? The class?

Their parents?)

Generate Ideas: The ideas gathered from the activities above can all be useful starting points to the writing process. You may also like to use Worksheet: Heart of My Writing (see Appendix 6) as a way in which to help students generate ideas. Students can fill in this graphic organiser with the things that matter most to them (for example, family members, special events, hobbies and so on). This is a good reference to take students back to when they say they have ‘nothing to write about’.

The Starting Point: All stories, whether we are reading or listening to them, need a great first sentence. Explain to students that the hook is a way to capture the reader and / or listener’s attention. Encourage students to consider different ways in which they can hook their reader / listener using the following leads:

o Action Lead: gets the reader / listener quickly involved in the story by starting with an exciting event or some kind of action.

o Snapshot Lead: Paint a picture for the reader / listener. Help your audience see the character or setting with a colourful description.

o Sound Effect Lead: Begin with a specific sound to grab attention. o Question Lead: Start your story with an interesting or intriguing question. o Flashback Lead: Take your audience back to a specific event in the past that

relates to the topic. o Talking Lead: Begin the story with dialogue between two characters (“Stop!”

shouted the police officer. “Never,” I laughed) or an internal monologue (“I can’t believe I am going to win this race!”)

Worksheet: Boring and Better Story Starters (see Appendix 7) can help students practice these ideas.

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A Sonatina Teachers’ Resources – Written by Katy Warner Discussion: If you have seen A Sonatina, ask the class to remember back to the opening moments of the show. You can re-watch the opening via YouTube at:

https://www.youtube.com/watch?v=BVHL-iIHOn4 (Please note: the recording is in Dutch with English subtitles) Ask students to consider the type of lead-in performer Bodil Alling used to hook in her audience in A Sonatina. What are the differences and similarities between performing a text and writing a text? Writing A Personal Narrative: An effective storyteller will create an engaging story for their audience (reader or listener) using descriptive language, characters and structure. The following activities will assist in developing these skills in writers and performers. Using Descriptive Language - Words Paint Pictures: Discuss with students how the storyteller's words are like a painter's colours. Changing just one word in a sentence can alter the picture or detail that a listener is imagining.

Write this sentence on the board for student: A man walked down the road. Point out that this sentence does not have any adjectives. What does it tell you? What can you see?

Now, ask students to rewrite that sentence using adjectives / descriptive words / colour. Consider how the picture we see in our mind changes with the words we use.

For example:

A tattered old man walked down the hot dusty road. A young man walked down a crowded city road.

Characters: Explain to students that the central character in the personal narrative will be you, the storyteller (and author). However, characters are a vital part to the story – the other people who were there with you during this small moment. Characters will bring the story to life.

Character Details – Show don’t tell: Describe the characters in details. Make them interesting. Show the audience, don’t tell them.

Work through the idea of showing, not telling by giving students the following sentences (tell) and asking them to write an alternative sentence which shows the same information:

o Fred was tired. o Joanne was the team captain. o Frances was a bully.

Ask students to share their alternative sentences and discuss the differences.

Dialogue – Give your characters a voice: Discuss with students that the storyteller is the narrator of the story, but for variation and to keep listeners' attention, it is interesting to use dialogue. When telling the story, the storyteller will pretend to be different characters (see creative tools of a storyteller) and express the plot / story through dialogue.

Work through this idea with students by giving them the example line: They had a loud argument. Ask students to write some dialogue which presents the characters and the argument in an interesting way. Ask them to consider using phrases such as "he shouted," or "Jeff cried," help to identify which character is speaking.

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A Sonatina Teachers’ Resources – Written by Katy Warner Ask student to share their argument dialogue with the class, ensuring they use the verbal skills of a storyteller as they read.

Discuss the differences between the two versions – the first being “they had an argument”, the second is their version with dialogue.

Structure: Unpack the structure of stories with your students. Worksheet: Story Planning (see Appendix 8) and Worksheet: A Moment (see Appendix 9) can be used to assist students in planning and structuring their writing and ideas.

Tell Your Story – Storytelling and Personal Narrative

Have students practice telling the story to one person at a time. Listeners will need to be active and provide feedback to the storyteller as follows:

o Did the storyteller speak loudly enough? o Did the storyteller seem to want to really tell me the story? o Did the body language of the storyteller distract from or help the storytelling? o Was the story clear?

You may like to form some specific questions for the storyteller to ask their listening partner. These may include:

o Did my story keep your attention? o Could you picture what I said? o Was I interesting to listen to?

With the class, create some self-reflection questions for the storyteller:

o Did I picture the story as I was telling it, without letting my mind wander? o Did I use my voice in interesting ways? o Did my words flow easily or was it difficult to find the words to express my thoughts? o Did I use my body and facial expressions?

Students may like to consider the use of other elements to help enhance their story. Reflect on the elements used in A Sonatina and record responses on the board. This performance used:

o Music o Props o Costumes o Set

Encourage students to consider adding one element to their storytelling performance. They will need time to rehearse their stories fully. Again, start with partners for feedback before moving into small groups. The primary goal is to help students feel confident speaking publicly and to encourage considerate group listening skills to support each storyteller.

You may like to arrange a Storytelling Festival Day and invite parents and friends into the classroom to celebrate the students’ storytelling skills.

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A Sonatina Teachers’ Resources – Written by Katy Warner FAIRY TALES

A Sonatina is a retelling of the famous fairy tale, Little Red Riding Hood.

Teatre Gruppe 38’s version of Little Red Riding is very different to traditional versions students may have seen or read. The performance show us how fairy tales we all know can be interpreted and performed for an audience.

Discuss with students the similarities and differences between Little Red Riding Hood and A Sonatina.

What is a Fairy Tale?

Share: Read your favourite fairy tale aloud to the class. After you have shared the story, ask the class what their favourite fairy tales are and record their responses. Hopefully you will collate quite an extensive list with the class.

Discuss: Explain to students that a fairy tale is a story with magical elements. It can be difficult to define what a fairy tale is but there are common characteristics or elements which many of them will share. Brainstorm these characteristics with the class and record ideas on the board. Here are some ideas to start the discussion off:

o Set in the past o Use some form (or variation of) "Once upon a time" o Fantasy or make-believe elements o Enchanted setting - can include forests, castles, water or kingdoms o Good and evil characters o Magical elements o Characters take on unusual forms (giants, witches, dwarfs, talking animals) o Groups of 3 (objects, people or events) o Clearly defined problem, climax and resolution o Most often they have a happy ending o Teach a lesson that is important to the culture it came from o Most importantly, fairy tales do NOT have to include a fairy!

Worksheet: Fairy Tale Search (see Appendix 10) can be used to organise students’ ideas around the features of a fairy tale.

60 Second Fairy Tale - This is a fun, drama activity to get students on their feet and thinking about fairy tales.

Split the class into small groups (of four – five) and give each group a different, well known fairy tale. It is important that the groups know the basic storyline of the fairy tale they are given. Fairy tales that work best for this activity include: Goldilocks and the Three Bears, Little Red Riding Hood, The Three Little Pigs and Cinderella.

Give students some preparation time to rehearse a dramatic performance / retelling of their fairy tale.

After each performance, ask the group (and audience) to consider the main, most important parts of the story. Ask them: what can we leave out? What do we have to include?

Now, ask students to performance the fairy tale again but, this time, they will be timed. Tell the group they only have 60-seconds in which to perform / act out the entire story.

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A Sonatina Teachers’ Resources – Written by Katy Warner At the end of this second performance, tell students you will give them another go but, this time, they only 30-seconds.

After their 30-second performance, challenge the group to a 10-second performance.

Whilst this activity is sure to raise a lot of laughter, it also helps students identify the structure of the fairy tale and common elements (for example, the repeating of key lines like ‘Little Pig, Little Pig let me come in’ in The Three Little Pigs).

Little Red Riding Hood

Circle Story: Choose a fairy tale the whole class is familiar with. Make a circle and attempt to tell the story collaboratively, as a class, around the circle. As students relate the fairy tale together, they may discover that they do not remember the story the same way.

Little Red Riding Hood: Discuss with students how there are many differing versions of the same fairy tales. Use Little Red Riding Hood as an example for your discussions as a link to the performance of A Sonatina. Little Red Riding Hood was first published by Charles Perrault in 1697. In his version, the wolf ends up eating Little Red and falling asleep. In the Brothers Grimm version (the version closest to A Sonatina) a hunter (or sometimes a woodcutter) comes to the rescue. Little Red and Grandmother emerge from the Wolf unharmed. They then fill the wolf’s body with heavy stones. When the Wolf awakens he tries to flee but the stones cause him to collapse and die. Other versions of the fairy tale have the Wolf trap Grandmother in the closet and the hunter / woodcutter saves Little Red before she is eaten. Ask students to reflect on what happens in the version used in A Sonatina?

Compare and Contrast: Read different versions of Little Red Riding Hood (see Resources) and use a Venn diagram record findings.

Story Box

Younger students may benefit from visual clues to help identify and tell the story of Little Red Riding Hood.

Create a box of items that link to characters from Little Red Riding Hood (examples include plastic / toy wolf or a book about wolves, a piece of red material, a basket of goodies, grandma’s shawl or blanket etc.).

Show the class one ‘character’ from the bag (the wolf) and ask them to guess what the story this bag might hold. The character of the wolf could relate to many different fairy tales and this is a good reflection point. Ask students about this character. What does he represent? How many different fairy tales can we think of where a wolf is the ‘bad guy’? As your produce more items from the box, allow the students more guesses as to what this story is. It should be very clear that Little Red Riding Hood is the story from this box.

These props can be good discussion starters:

o Which characters do you like best / least? Why? o What other stories have wolves in them? What sort of character is the wolf? o Is there a way we could retell the story and make the Wolf a good character?

Use the props to help tell the story of Little Red Riding Hood. Model to students how they can use the props to help bring the story to life.

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A Sonatina Teachers’ Resources – Written by Katy Warner Students can now retell the fairy tale themselves. There are many options in how to use the story box idea:

o Provide versions of the Little Red Riding Hood story box for small groups. Students retell the story to their group using the props. Reflect on the different ways the same story can be told and how the props / objects were used.

o Create story boxes for different fairy tales. Students could retell fairy tales using the props as a small group and present these stories back to the class.

o Students make their own story boxes. You may be able to source a lot of different props or ask students to bring in items from home. They may be given a fairy tale or choose their own. Students present the retelling of the fairy tale using the story box to the class. Older students may like to visit another classroom and tell their stories (with the story box) to younger students.

The use of props will help jog the storyteller’s memory and assist in developing an understanding of simple narrative structure. It enhances understanding of narrative features such as character, setting and sequence of events. This activity also links in beautifully with the performance style students saw in A Sonatina.

Retell a Fairy Tale

Favourite fairy tale moments: A starting point for exploring narrative structure and sequence.

Ask students to move around the classroom in a ‘meet and greet’ activity where they meet a partner, say hello and tell them the name of their favourite fairy tale. You may like students to collect their findings and create a graph which plots the class results.

Tell students to think about the most exciting or dramatic or interesting moment in their fairy tale. The moment that, probably, makes this their favourite fairy tale. Is it when Cinderella meets her Fairy Godmother? Or when the Big Bad Wolf blows down the first Little Pig’s house?

Students should spend directed reflection time really visualising that moment:

o Where does the moment take place? o Indoors? Where? What type of room is it? o Outdoors? Where?

o When does this moment happen? o What time of day is it? Dark or light?

o Who are the characters in this moment? o What are they doing? o What are they feeling?

o What is happening in this moment?

Or, you may like to focus on the sensory details of this moment – Worksheet: Favourite Fairy Tale Moment (see Appendix 11).

Students will describe their favourite moment to a partner. The partner should close their eyes and really concentrate on visualising and imagining the moment being described. Time students so they have no more than 2-minutes each to describe their moment in as much detail as possible.

Students will then draw each other’s moment. Explain to students that this is not about drawing; this activity about their recall and imagination. After drawing, students will share the picture they created with their partner. Discuss with partner what they enjoy / like about this depiction of the moment.

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A Sonatina Teachers’ Resources – Written by Katy Warner Display these illustrated moments in the classroom. It could be a good opportunity to visually group these moments as a class and discover any similarities in the moments chosen (e.g. maybe most favourite moments come from the same fairy tale or most favourite moments involve an element of danger or love or surprise).

Mapping a Story: Ask students to identify where their favourite moment sits within the fairy tale. Is it at the beginning, middle and end?

Discuss with students what is meant by plot / narrative / exposition. Explain that you will be exploring how the sequence or chain of events creates the story.

Learning the plot of the fairy tale really helps a storyteller. Explain to students that even though we will be learning a sequence, you can use your own, unique power of description to express those events in many ways. (And don’t forget the ingredients of a good storyteller!)

Tell students they already know the plot to many fairy tales. Work though an example with the students in the board of a well-known fairy tale using the following transition words and phrases:

o In this story the problem starts when … o After that o Next o Then o The problem is finally solved when o The story ends

Worksheet: Sequencing Events (see Appendix 12). Alternatively, you may prefer students to sequence the events of a well-known fairy tale individually or in small groups.

Mapping out the story is how students, as storytellers, will remember the plot. There are many ways in which you can design mapping activities to help students sequence (and remember) the major plot points of the fairy tale they want to tell.

o Flow charts. Students begin by drawing the first box and writing the first even inside it. This box is then connected to another with the second event inside it. They continue adding boxes until the retelling is complete.

o Stepping stones: draw the stepping stones of the plot. Major moments are written or drawn in ‘stones’ with one leading to the next.

o Comic Book – students illustrate / use simple cartoon that will help them remember specific points of the plot, not all the words / full story. Important dialogue can be added in speech / thought bubbles.

Older students may benefit from more detailed mapping of the plot.

o Story Plot Mountain – plot on an image of a mountain the sequential events of the story;

o Exposition (or introduction or background) o Rising Action o Climax o Falling Action o Resolution

o Use the Plot Pyramid to map out; o Exposition – Conflict – Climax – Resolution

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A Sonatina Teachers’ Resources – Written by Katy Warner Fairy Tale Storyteller: The activities and ideas included in the “Storytelling” section should be considered if asking students to retell a fairy tale. There are also interesting variations to be made on this activity.

Informal and Formal storytelling. Discuss with students the difference between an informal and formal storytelling situation.

o What are some example of informal storytelling? Consider, stories around the campfire, sharing stories with friends, telling jokes etc.

o What are some examples of formal storytelling? Consider theatre / performances, stand-up comedians, presentations etc.

o What skills would be required for these two styles? o What features are included in these two styles? o Which style is required for your retelling of the fairy tale?

Style and Form – how to frame the retelling of your fairy tale. Discuss with students that the plot of the fairy tale can be shared in many different ways.

o Brainstorm, as a class, the different forms and styles in which the retelling / storytelling could occur. Ideas include verse, song, from a particular point of view (e.g as the Big Bad Wolf), a letter, a news report etc.

o How will students be expected to frame their storytelling?

Performance – Students should be given the opportunity to perform their fairy tales. You may like to create a team of roving storytellers to share their fairy tales with younger classes or create a performance space in the classroom to share stories to an audience.

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A Sonatina Teachers’ Resources – Written by Katy Warner THE PERFORMANCE

Discuss: A Sonatina usually refers to a piece of music that is shorter and, though serious, a little more playful. How can a word usually used to describe music be used as the title for this show?

Reflection - During the show (for discussion back in the classroom), ask students to -

o Watch for how everyday objects and food are used in the performance. o Listen to how the music changes when the wolf appears. o Think about the lessons of the story.

Object Theatre

In A Sonatina, the storyteller uses everyday objects and food (props) to tell the story.

Ask students to recall and reflect on the different objects from the show. What did the different objects (props) stand for (characters)? Consider items / objects you might have used to help tell this story. Why?

Warm-Up – This is a …. : A fun, drama game in which students transform everyday objects. Stand with students in a circle. Take, for example, a roll of masking-tape. Tell students, ‘this isn’t a roll of tape, this is a camera’ and use the object as a camera. Pass the object to the next person. They need to come up with something different again, saying ‘this isn’t a roll of tape, this is a …’ and then they act out the transformed version of the object. It is passed along again and so on until the object has been transformed by the entire class. Remind student that there is no right or wrong. Students are only limited by their imagination.

o Variation: Place a blanket or sheet in the middle of the circle. Tell students they can enter, one at a time, and transform that object. In this variation, the activity is completely non-verbal. Students will perform with the transformed version of the blanket (maybe it becomes a skirt on a ballroom dancer or a baby or a gondola).

Object theatre (sometimes referred to as object puppetry) uses everyday / found objects to create a story. Instead of specially designed props, objects and / or puppets, object theatre uses an everyday object. This objects could be used ‘as is’ or could be transformed into other things which, to be successful, requires both the skill of the performer and the imagination of the audience.

Discuss: Ask students to think back to the performance of A Sonatina.

o Would you consider A Sonatina to be an example of object theatre? Why? Why not? o What objects were transformed and how? o What objects were just used as is? o What was your role as an audience member? o What objects would you use to represent Little Red Riding Hood, the Grandmother and

the Wolf? Why?

Warm-Up - Yes, Let’s: A drama game which can be used as a physical and mental warm-up. This game is a good way to encourage students to think creatively whilst introducing improvisation skills (thinking on their feet, accepting and making offers etc.) Ask students to move around the room in a neutral way. Call out a student’s name. The chosen student instructs the class, e.g. “Let’s all be chickens.” The entire class responds with an enthusiastic and loud, “Yes! Let’s!” and then follow the instruction – in this case, becoming a chicken. When all the students are doing the activity, choose another and continue until the whole class has had a turn at instructing the class.

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A Sonatina Teachers’ Resources – Written by Katy Warner Object Theatre Improvisation:

o Gather a random collection of objects, enough for one per student. o Place the items on a table and ask students to, without consultation, take one object

each. o Put students into small groups and ask them to create a short scene (beginning, middle

and end) in which all the objects are used as they should be (e.g. a fan is used to cool someone down, a plate is used to serve dinner – that sort of thing).

o View the performances. Discuss how the props were used; did the audience need to use their imaginations all that much? Why? Why not?

o Now, challenge the groups to create a new scene in which the objects are transformed and used in a more imaginative fashion. Depending on the year level / experience of our students you may like them to:

• Use the object as what it actually is and then transform it into something entirely different (e.g. we see the plate used to serve dinner and then it becomes a UFO hovering overhead)

• Transform the object multiple times during the improvisation • Transform the object multiple times, however each transformation is, in some

way, linked to the one before it (quite a challenge) o View the scenes and discuss how the objects transformed.

Table Top Theatre is a form of object theatre – the performance, as the name suggests, would takes place on a table top.

o UK theatre company, Forced Entertainment, has used this performance style to recreate Shakespeare’s stories. “A salt and pepper pot for the king and queen. A ruler for the prince. A spoon for a servant. Lighter fluid for the innkeeper. A water bottle for the messenger …” (www.forcedentertainment.com) View trailers for the show via YouTube Tim Etchells and Forced Entertainment – (In)Complete Works: Table Top Shakespeare https://www.youtube.com/watch?v=Xgk-VPf5_tI https://www.youtube.com/watch?v=C_4ddwosO6k

o “Everyday objects displace traditional crafted realistic or fantasy figures – a little girl might be represented by a napkin; a box becomes a pulpit, a gurney, or a church. Because they are free of an imposed personality/identity, mundane objects activate the imagination and creative intelligence of puppeteer and audience.” (World Arts West)

Table Top Performance: The use of everyday objects to tell a story links beautifully with A Sonatina and can be used to great effect in your classroom.

Activity – Understanding Objects

o Ask students to choose an object to be displayed in a museum 100 years from now. They will present their object to a small group (or the class) as if they are the museum curator or tour guide.

o After presenting the object, the class may ask questions directly to the object. The presenter should respond as if they are the object.

Activity - Objects Represent Characters

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A Sonatina Teachers’ Resources – Written by Katy Warner

o You may like to bring in a selection of objects for students to choose from or, alternatively, ask students to bring in an object that they feel represents them. Sit in a circle with the students and ask them, one at a time, to show their object and say; “This is me. I am a (name the object) because (reason).”

o Alternatively, you may like students to choose an object they feel represents a character from a story you are currently reading or a fairy tale.

o Once all students have presented, you may like to discuss the importance and significance of objects.

Performance: The Table Top can be used as a basis for a solo or small group performance. You could use activities from the Storytelling and / or Fairy Tale section as the basis for this performance. Students should choose objects they feel represent the characters of their story (be it a personal anecdote or a fairy tale) and use these in a table top theatre performance for an invited audience.

Respond and Interpret

It is important that students have the opportunity to respond and interpret the performance they have seen.

Theatre Etiquette: Before seeing the show, talk students through the expectations of an audience member. These are behaviours you can begin to model in class, particularly when students are performing for their peers or even during school assemblies. You may like to continue this discussion after the performance and reflect on the theatre etiquette the students displayed and / or witnessed in others. Worksheet: Theatre Etiquette (see Appendix 13) can be a useful to record and display learnings.

Immediate response: Students capture their immediate response to the performance in written, visual and verbal form. These types of responses are perfect for lower primary students and can be used as starting point with older students.

o Ask students to think about a section or moment of the show they really liked and draw a picture of it. Display and discuss the artworks with the class.

o Worksheet: I went to the theatre … (see Appendix 14) is a simple, finish the sentence type experience to help students capture their initial reactions and thoughts about the show.

Written Responses:

o Persuasive Texts: Use the visit to the theatre or elements from the show itself to create prompts for a persuasive writing task. For example: Live theatre is better than television.

o Critiquing a Play: use the following questions in your discussion with older students after seeing A Sonatina. Ask students to record their responses which may form the basis for a longer essay type piece of writing or theatre review.

Description – What was the story? What did you see and hear during the performance?

Analysis – How did the performance come to life? How did the actors use their performance skills (voice, body, character)? How did the performance use production elements (props, costumes, lighting, sound / music)?

Interpretation – What was the point of the show? What ideas or themes are conveyed?

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A Sonatina Teachers’ Resources – Written by Katy Warner

Judgement – Was the show enjoyable? How did it make you feel? Did it make you think? Would you recommend it to others?

o Write a Review Read two example reviews of A Sonatina from the company’s season in Ireland. Irish Times: http://www.irishtimes.com/blogs/festival-hub/2011/09/30/a-sonatina/ Entertainment.ie: http://entertainment.ie/article/article.asp?ArticleID=1834&CategoryID=221 This reviews can be used to illustrate the different ways reviews can be written. It also illustrates how two people can respond to the same show in different ways (one is a 3 star review, the other a 5 star review). Writing Reviews (see Appendix 15) has a variety of different structures and prompts you may find useful in assisting students with theatre review writing.

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A Sonatina Teachers’ Resources – Written by Katy Warner RESOURCES

About Teatret Gruppe 38 and Bodil Alling

http://www.gruppe38.dk/

http://www.youtharts.ie/blog/queen-children%E2%80%99s-theatre-glimpse-inside

Little Red Riding Hood

Smithsonian Magazine article about different versions of the fairy tale

http://www.smithsonianmag.com/smart-news/there-are-58-versions-of-little-red-riding-hood-some-1000-years-older-than-the-brothers-grimms-180947704/?no-ist

Norwich Puppet Theatre – background to different versions of Little Red Riding Hood with example texts:

http://puppettheatre.co.uk/media/dContent/uploads/Gemma/RRHbackground_reading.pdf

Links to cultural examples of Little Red Riding Hood:

http://www.lonely-moon.net/lrrh/ver5.html

Read Write Think – list of texts (modern retellings) of Little Red Riding Hood

http://www.readwritethink.org/classroom-resources/lesson-plans/comparing-fiction-nonfiction-with-889.html

Fairy Tales

Read Write Think – Exploring point of view through fairy tales

http://www.readwritethink.org/resources/resource-print.html?id=30148

Scholastic – Comparing fairy tales from around the world

http://www.scholastic.com/teachers/lesson-plan/myths-folktales-and-fairy-tales

Writing and Telling Stories

Read Write Think – interactive plot diagram

http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Object Theatre / Table Top Theatre

Japanese Doll Theatre – can be used as a Table Top Theatre Performance

http://www.childdrama.com/doll-theatre.html

Found Objects Theatre - lesson plan

http://www.childdrama.com/found-object-puppets.html

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A Sonatina Teachers’ Resources – Written by Katy Warner APPENDIX

1. Worksheet: A Storyteller

2. Worksheet: Storyteller Recipe

3. List of Emotions

4. Magic Mirror

5. Worksheet: Object Stories

6. Worksheet: Heart of My Writing

7. Worksheet: Boring and Better Story Starters

8. Worksheet: Story Planning

9. Worksheet: A Moment

10. Worksheet: Fairy Tale Search

11. Worksheet: Favourite Fairy Tale Moment

12. Worksheet: Sequencing Events

13. Worksheet: Theatre Etiquette

14. Worksheet: I went to the theatre …

15. Worksheet: Writing Reviews

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A Storyteller

Ingredients

___________________________________________________

___________________________________________________

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Method

STEP ONE

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STEP TWO

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STEP THREE

________________________________________________________

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Storytelling

Recipe

EMOTIONS

CONFIDENT

PROUD

MISERABLE

SLEEPY

SHY

EXCITED

BORED

SCARED

LONELY

GRUMPY

JOY

DISGUSTED

MORE OPTIONS …

ANGRY AMAZED CAUTIOUS

CONFUSED CURIOUS DETERMINED

DISAPPOINTED ENTHUSIASTIC HAPPY

HOPEFUL JEALOUS LOVE-STRUCK

MISERABLE NERVOUS SAD

SHOCK SURPRISED THOUGHTFUL

MISCHIEVOUS

FRUSTRATED

OBJECT

STORY

What is

special about

your object?

What person,

place or thing is

connected to

your object?

Why is

this object

so special

to you?

Boring and Better Story Starters

ACTION LEAD … start your story with an exciting event or some kind of action.

Boring: The rollercoaster ride was exciting.

Better: Rewrite as an action lead –

_________________________________________

_________________________________________

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SNAPSHOT LEAD … paint a picture with your words.

Boring: Football is my favourite sport.

Better: Rewrite as a snapshot lead –

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SOUND EFFECT LEAD … grab attention with a sound!

Boring: Last night, there was a thunderstorm.

Better: Rewrite as a sound effect lead –

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QUESTION LEAD … start with an interesting or intriguing question.

Boring: In this story I am going to tell you about the time I got

lost in the supermarket.

Better: Rewrite as a question lead –

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FLASHBACK LEAD … go back to a specific moment from the past that relates

to your topic.

Boring: I remember my first day of school.

Better: Rewrite as a flashback lead -

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TALKING LEAD … start with dialogue.

Boring: Last year, a possum got into our house.

Better: Rewrite as a talking lead -

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STORY PLANNING

It all started when … What happened?

What was the problem?

So …

So th

en

…

What did you do?

The problem was solved when … Conclusion …

So at last …

CLIMAX

RISING ACTION

EXPOSITION

FALLING ACTION

RESOLUTION

A MOMENT Give a very brief description of your moment:

SET THE SCENE

Who was in the story with you?

When / where does it take place?

THE HOOK

Catch your reader’s attention with your first sentence …

THE STORY

BEGINNING

DETAIL

DETAIL

DETAIL

CONCLUSION

PERSONAL NARRATIVE

TITLE

TOPIC

GRAB YOUR READER’S ATTENTION WITH A CATCHY FIRST SENTENCE:

CONCLUSION

FIRST, NEXT, LAST,

FAIRY TALE SEARCH

How many fairy tales can you find with the following features …

MAGIC ANIMALS THAT ACT LIKE HUMANS

BEGIN WITH “ONCE UPON A TIME …” END WITH “HAPPILY EVER AFTER.”

HEROES / GOOD GUYS VILLAINS / BAD GUYS

A LESSON IS SHARED AT THE END OF THE

STORY TAKES PLACE IN A CASTLE

TAKES PLACE IN A FOREST MANY VERSIONS OF THE SAME STORY

PRINCE OR PRINCESS A KIND CHARACTER WHO IS MISTREATED

FAVOURITE

FAIRY TALE

MOMENT

Title

In this story the

problem starts

when…

After that,

Next,

Then,

The problem is

finally solved

when

The story ends

LOOKS LIKE

Theatre Etiquette

I went to the theatre …

I saw

________________________________________________________________

I liked

_________________________________________________________________

I laughed when

_________________________________________________________________

I was surprised when

_________________________________________________________________

I learnt

_________________________________________________________________

Writing a Review

TITLE – Write a snappy, fun and attention grabbing title for your review.

INTRODUCTION – Include what did you see (A Sonatina), where did you see it

(Arts Centre Melbourne), when did you see it (the date) and who made the

show (Teatret Gruppe 38).

PLOT SUMMARY - Give a brief description of the story. What happens? What

are the themes?

PERFORMANCE – Describe the characters of the play. Evaluate the

performance of one or two of the actors. What did you notice about their

performance? What did you like about their acting?

DESIGN AND PRODUCTION – Discuss how effectively the production used set,

lighting, sound / music and costumes. You don’t have to include everything,

just the elements that stood out to you. For example, in A Sonatina, maybe

you really enjoyed how music helped created the mood and atmosphere so

you may like to focus on that.

REACTION – Did you enjoy the performance? Would you recommend it to

others?

Theatre Review by ___________________________ Date______________________

Title of Show ______________________________________________________________

PLOT: What happened? Did you enjoy the story? CHARACTERS: Who were the characters? Who was

your favourite character? Why?

STAGING: What did the show look like? How did it

sound? What props did they use and how?

YOUR OPINION: Did you like the play? What was your

favourite moment? Would you recommend others see

it?

STAR RATING