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INSIDE BEFORE EN ROUTE AFTER BEYOND

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welcome

MAKING CONNECTIONS TO LEARNING STANDARDS

The New Victory Education Department is committed to building impactful and long-lasting relationships with schools and after-school programs. We believe that creating strong and meaningful partnerships between schools and arts organizations allows school communities to deeply enrich their arts programs and infuse creativity across the curriculum. By annually enrolling in the unique and award-winning New Victory Education Partnership Program, schools take advantage of $2 tickets to New Victory school-time and after-school performances, free classroom workshops led by highly skilled teaching artists, in-depth resources and professional development that allow teachers to incorporate the arts into their classrooms.

The New Victory Theater is New York City’s first and only full-time performing arts theater for kids, their families and classmates. Since it opened in 1995, The New Victory has quickly become an integral part of the cultural landscape in New York City, presenting a full season of adventurous multidisciplinary works from around the globe and close to home. The New Vic seeks out sophisticated, thought-provoking, professional productions that are as artistically rich as they are entertaining.

The international productions on New Victory stages inform and inspire the work of the award-winning New Victory Education Program through a dynamic combination of school and public programs. Our school programs serve over 30,000 Pre-K through 12th grade students and teachers each season at almost no cost to the kids or their schools. Many of our partners are NYC-area Title I schools, with a high percentage of students who would be unable to experience live theater if it weren’t for The New Victory. The enthusiastic young people who greet you on your way into the theater are part of the New Vic Usher Corps, a 3-year program that provides 28,000 hours of paid employment for 75-80 high school and college-age youth each season. Families who attend the New Vic together pair their theater-going with New Victory Family Workshops, as well as in-theater exhibits and arts activities. Together, these nationally-recognized programs exemplify the organization’s long-standing commitment to the intrinsic value of cultural participation in the lives of young people and families.

Available to Education Partners for every show in our season, New Victory School tool Resource Guides provide educators with comprehensive materials that explore the artistry and key themes of each production. Filled with practical, ready-to-implement activities that allow any teacher to incorporate The New Victory into their classroom, the New Victory School tool Resource Guides are designed to enrich the performance experience before, during and after the students’ trip to the theater.

New Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

Please be advised that the unauthorized reproduction or distribution of New Victory School tool Resource Guides for any purpose other than educational, such as for commercial or monetary gain, may constitute copyright infringement and may be punishable by law. For more information, please contact the New Victory Education Department at [email protected].

The New VicTory TheaTer 209 w 42Nd sTreeTNew york, Ny 10036

coNTacT [email protected]

NEW VICTORY EDUCATION PARTNERSHIP

NEW VICTORY® SCHOOL TOOLTM

RESOURCE GUIDES

THE NEW VICTORY THEATER

INSIDE BEFORE EN ROUTE AFTER BEYOND


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iNside

INSIDE THE SHOW/COMPANY • CLOSER LOOK • WHERE IN THE WORLD

INSIDE THE ART FORM

CREATIVITY PAGE: LIFE IS A SONG

Before

CONDUCTOR SAYS• LILA’S WORLD• CREATIVITY PAGE: WRITE THE ENDING

eN roUTe

INFO TO GO • GET THE WHEELS TURNING • HEADS UP!● TRIP GUIDE

CREATIVITY PAGE: THREE GIFTS

afTer

PERFORMANCE REFLECTION • IN-CLASSROOM: SHADOW STORIES

ART FORM CONNECTIONS: LILA IN SHADOW• CLASSROOM CONNECTIONS: LIbRETTI-IT-OUT• CREATIVITY PAGE: LIbRETTO TEMPLATE

• BeyoNd

ExTENDING THE ExPERIENCE

SHADOW ACTIVITY

RESOURCE FOR FAMILIES

TAbLE OF CONTENTS5

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iNside provides teachers and students a behind-the- curtain look at the artists, the company and the art form of this production.

Before provides teachers engaging, ready-to-implement classroom activities that explore the themes and art form of the show prior to traveling to 42nd Street.

eN roUTe provides teachers with all of the essential information they need on the day of the performance, including easy-to-digest information about the show, trip logistics, and discussion points for the journey to the theater. This section also includes a brief student activity to be completed shortly before seeing the show (either in class or on the way to 42nd Street).

afTer provides teachers engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance.

BeyoNd provides students and teachers innovative ideas on ways to amplify the impact of the performance experience outside of the classroom.

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INSIDE THE ART FORM


EN ROUTE AFTERBEFORE BEYOND

INSIDE provides teachers and students a behind-the-curtain look at the artists, the company and the art form of this production. Utilize this resource to learn more about the artists on the New Victory stage, how far they’ve traveled and their inspiration for creating this show. In addition to information that will enrich your students’ experience at the theater, you will find a Creativity Page as a handout to build student anticipation around their trip to The New Victory.

MAKING CONNECTIONS TO LEARNING STANDARDS New Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

WHAT IS “INSIDE” the firework maker's daughter?

INSIDE

inside |

commoN core

writing: Standard 3; Standard 4speaking and Listening: Standard 1Language: Standard 1

New york sTaTe sTaNdards

The arts: Standard 4english Language arts: Standard 1; Standard 4

This section is part of a full New Victory® School toolTM Resource Guide. For the complete guide, including information about the New Victory Education

Department check out: NEWVICTORYSCHOOLTOOLS.ORG

BLUePriNT for The arTs

Theater: Developing Theater Literacy; Making Connections

The fireworkmaker's daUghTer


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INSIDEBEFORE EN ROUTE AFTER

CLOSER LOOK AT the firework maker's daughter

WHERE IN THE WORLD IS the firework maker's daughter FROM?

• Several different companies, The Opera Group, Opera North, ROH2 and Watford Palace Theatre, all teamed up to create this production. The Opera Group is making its return to the New Vic Stage after 3 years with the production of The Enchanted Pig.

• Have you read other works by Philip Pullman? You and your students may be familiar with the His Dark Materials trilogy!

• Pullman loved firework names like 'Incandescent Fountain' so much that he began writing THE FIREWORK MAKER’S DAUGHTER just to have an excuse to use them.

• The show will feature live music performed by New York’s Metropolis Ensemble, conducted by Grammy-nominated conductor, Andrew Cyr.

Based on Philip Pullman’s enchanting novel, this exciting new opera tells the story of one girl’s quest to become a firework maker. You and your students will follow Lila as she travels to the ends of the earth to prove to her father that she is indeed up to the challenge. With the help of her friend Chulak, and the King’s White Elephant, Hamlet, Lila will travel to Mount Merapi and back, finding that her destiny to fill the sky with light is, indeed, closer than she thinks. This explosive, inventive, and heartwarming opera will leave the young firework makers in your classroom soaring into the sky!

• Henry VII’s wedding in 1489 included the first fireworks display in England (The first fireworks recorded in America were set off by an Englishman, Captain John Smith, famous from the legend of Pocahontas).

London, england

BEYOND

[ ] A passionate young girl + an incredible quest + an epic book by Philip Pullman

+ an original opera + shadow puppetry =

the firework maker's daughter


INSIDE THE ART FORM


inside | The fireworkmaker's daUghTer

NORTHAMERICA

ATLANTICOCEAN

PACIFICOCEAN

INDIANOCEAN

ENGLAND

ASIAEUROPE

AFRICA

AUSTRALIA

x

x LONDON


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INSIDEBEFORE EN ROUTE AFTER

OPERA: Opera is a musical form of storytelling, developed at the end of the 16th century. Originally, the inventors intended to re-create the Greek tragic style, fusing music and drama. The earliest operas were based on Greek mythology and ancient history. The basic elements of opera are musical sections and recitative, or sung dialogue. Musical sections can be arias (solo), duets (two people), trios (three people) or quartets (four people).

bALINESE SHADOW PUPPETRY: Shadow puppetry is considered to be the oldest form of puppetry in the world, dating back thousands of years. Traditional Balinese shadow puppets, or Wanyang, are flat and made of leather. Separate pieces of the puppet are joined together with wire or string, and are controlled by long rods. Certain parts of the puppet are perforated to create the image the audience will see. The puppets appear behind a white translucent screen made of either paper or cloth. On the puppeteers' side there is a lamp, providing the light source that creates the shadow seen by the audience from the other side.

OPERA LINGO:Opera is a renowned art form that pulls together aspects of theater, music, language, history and technical design. Using the Opera Glossary, you will be able to offer your students the lingo of this legendary style of performance.

• Librettist: Writes the words for an opera.• composer: Writes the music for an opera, or any other musical score.• conductor: Coordinates the music of the orchestra with the singers on

stage.• soprano: The highest female voice. Usually the heroine of the opera and

often in love.• alto: The lowest female voice. Often plays an old woman or witch.• Tenor: The highest male voice. Usually plays a lover in an opera.• Baritone: The second lowest male voice.• Bass: The person who has the lowest male voice. The bass often plays an

old man or a funny character.• orchestra: A group of instrumentalists who play music for the singers.• recitative: Words that are sung to create action in the story.• aria: A piece of music sung by one person, or solo. It is usually a time for

one character to sing to the audience, accompanied by the orchestra, to give information about who he or she is.

• duet: A piece of music written for two singers.• Quartet: A piece of music for four singers.• finale: Last number of an opera. It is usually the biggest and most

extravagant part of the opera.

Prior to exploring THE FIREWORK MAKER’S DAUGHTER with your students, find out how much they already know about opera and shadow puppetry. In addition, allow them to explore the ideas of a quest and overcoming the impossible.

Use the Prior Knowledge questions below, and the Creativity Page handout (next page) to get a sense of your students’ understanding of the art forms and themes in the show. You may be surprised by how much they know already, and in the process of exploring these areas, you’ll spark their curiosity to see the show and enhance their anticipation for the trip.

When do people sing? Why do people sing?

Have you ever been to a play where the actors sing? Why do you think actors sing as part of a show? Did you enjoy that performance?

How do you think singing can enhance a story on stage?

What is an opera?

What are some fun shadows you can make, either with your hands or your body?

Have you ever played with your own shadow?

How can you change the size and shape of your shadow?

THE FIREWORK MAKER’S DAUGHTER uses both opera and puppetry to tell the story of a girl who has gone on a quest to become a Firework Maker. What is a quest? Have you ever been on a quest before?

What were you seeking on your quest?

Who was with you when you went on your quest?

Were you ever scared on your quest? Why?

BEYOND

INSIDE THE ART FORMWHAT DO YOUR STUDENTS KNOW NOW?


INSIDE THE ART FORM


inside | The fireworkmaker's daUghTer


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LIFE IS A SONGSometimes, our feelings are so strong that we cannot find the words to express how we feel. In this case, we need music! An opera is a type of play that uses music to tell a dramatic story. In opera, the characters never speak words. Instead, they sing

because they are so overwhelmed with emotion. if your life were an opera, what would you sing about?

First, decide on five events in your life that made you feel the most emotion. When were you the happiest?

When were you the saddest? What are the most important things that have ever happened to you?

Now, imagine that each of those events were turned into a song. What would they be called? Who would sing

them? Would they be sung by one singer (an aria), or would multiple voices be needed for some of them?

Write down what the title of the song would be that tells the story of that event. Also, say whether this song would be a solo, duet, trio, quartet or sung by the full ensemble.

After you are finished, give your opera a title!


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AFTER

BEFORE

BEYOND

BEFORE provides teachers engaging, ready-to-implement classroom activities that explore the themes and art form of the show prior to travelling to 42nd Street. Utilize this tool in order to integrate the content of the production into your curriculum in a hands-on experiential way, while building student anticipation and overall impact for the upcoming performance. This section also includes Creativity Pages that provide students the opportunity to personally connect to the show content.


WHAT IS “bEFORE” the firework maker's daughter?



INSIDE EN ROUTE

commoN corereading: Standard 1; Standard 2; Standard 3; Standard 7writing: Standard 3Speaking and Listening: Standard 1; Standard 2; Standard 5Language: Standard 1; Standard 2; Standard 3


The arts: Standard 1; Standard 4english Language arts: Standard 1; Standard 4


Theater: Theater Making; Developing Theater Literacy; Making Connections

before | The fireworkmaker's daUghTer


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ACTIVITY 1: CONDUCTOR SAYS

AFTER

BEFORE

BEYOND

Familiarize your students with the voice roles in the opera they will see: Soprano, Tenor, Baritone and Bass, as an introduction to the art form. This activity will allow your students to explore opera in a fun way!

1. Have your students stand in a circle.

2. Ask your students: "What do you know about opera?" Write their responses on the board.

3. Now, ask them if they’ve ever heard of the names for different vocal parts given to singers. Explain that there are different types of voices and vocal ranges in an opera which help to further develop a character on stage.

4. Ask them, "Do you know what a soprano is?" Explain that a soprano is the highest voice. Write the word SOPRANO on the board.

5. Ask your students to make the highest sound they can with their voices.

6. Now, write the following line of text on the board next to SOPRANO: “I want to make fireworks, it’s all I know!”

7. Recite the line together as a class.

8. Now, ask the students to sing the line with their best Soprano voices (singing the line with the highest voices they can).

9. Finally, ask them to create a physical pose that matches the line of text they recite.

10. Repeat steps 4-8 with the other vocal parts (Tenor being slightly lower, Baritone lower than that, and Bass the lowest voice) with the following lines of text:

TENOR “Lila, what’s wrong? Is it your dad again?”BARITONE “You don’t understand, Lila. I won’t teach you anything.”BASS “You’ll never reach the other side!”

11. Once you’ve gone through each line, rehearse saying/singing the lines with the physical poses a few times so the students are clear on the differences between each choice.

12. Once the class has rehearsed, tell the students that you will be playing a game called “Conductor Says.”

13. Tell the students that this game has similar rules to “Simon Says” but instead you will be saying “Conductor Says.”

14. Review the directions of the game by telling the students that when you say “Conductor says…soprano, alto, tenor or bass” they must strike the pose and sing the correct line (they can use the board to help remember).

15. Play the game a few times through.

16. Reflect on the activity using the following questions: How does a vocal range reflect a certain character? How does the sound of someone’s voice impact how they move? How would you describe these different characters based on their voice roles and what they said?

INSIDE EN ROUTE



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ACTIVITY 2: LILA’S WORLD

AFTER

BEFORE

BEYOND

Building on the previous activity, introduce the characters and the world of THE FIREWORK MAKER’S DAUGHTER. Use this performance activity and the CREATIVITY PAGE to help your students begin to develop a deeper understanding of the various characters and the basic plot of the show.

1. Read the summary of the beginning of THE FIREWORK MAKER’S DAUGHTER, found on the CREATIVITY PAGE in this section, with your students.

2. Write the names Lila, Lalchand (Lila’s Father), Chulak and Rambashi on the board.

3. Ask your students as a class, What do we know about these characters? Write down all the facts they give you based on the summary underneath the corresponding character name. Make sure each character has at least one fact below him or her name.

4. Ask your students to match the lines of text from the previous singing activity to the appropriate character. (Here is the correct match:

LILA “I want to make fireworks, it’s all I know!”LALCHAND “You don’t understand, Lila. I won’t teach you anything.”CHULAK “Lila, what’s wrong? Is it your dad again?”RAMBASHI “You’ll never reach the other side!”

5. Review the lines of text now that your students know a bit more about the story.

6. Divide your class into groups of four. Assign one of the characters to each group. Give the groups a few minutes to come up with their own frozen images that represent these characters.

7. Share out the different frozen images that the groups devised.

8. Next, have your students roam around the room as their different characters. Encourage them to explore how they think this character might walk. Ask questions such as, Is your character light on his or her feet? Does he or she walk quickly or slowly? Does your character walk directly toward their destination or do they drift?

9. After thirty seconds (or so) of walking, say, Freeze! Tell your students to turn to the people next to them and say their character’s line of text from the show (it’s okay if they meet with someone who is playing the same character).

10. Instruct students to once again begin roaming about the room. After a bit of time, say, Freeze! again. This time, ask your students to find themselves in groups of four, with one character as Lila, Lila’s Father, Chulak and Rambashi. If one group has two of one character or is missing a character, that is fine.

11. As the final step in this activity, ask your students to create family portraits in these groups. In these portraits, your students should show the relationships between the different characters.

12. After sharing out the portraits, ask your students to take a seat and reflect on the activity. Ask questions such as: What did you learn about the characters by embodying them yourself? How did your character enjoy interacting with other characters?

INSIDE EN ROUTE



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CREATIVITY PAGE: WRITE THE ENDING

after reading the summary of the beginning of The firework maker’s daUghTer, write your own ending to this tale. what do you think will happen next?

Lila wants to become a firework maker like her father, Lalchand, who refuses to teach her because he does not believe girls are fit to become firework makers.

Lila decides to take control of her own destiny. With the help of her friends, Chulak and Hamlet the Elephant, she finds out that every firework maker must first go on a quest to Mount Merapi to acquire the Royal Sulphur from Razvani the Fire-Fiend. Fueled by her desire, she sets off alone into an unknown land without her father’s permission. When Lila reaches a jungle path blocked by a river, she encounters Rambashi the Pirate. What will she do?

Meanwhile, when Chulak and Hamlet hear that Lila has disappeared to Mount Merapi without knowing that she needs the Enchanted Water and "three gifts" to keep her safe, they follow her to Mount Merapi and face danger at every turn in order to help their friend.

what happens next? will chulak and hamlet get to Lila on time to give her the water? what will Lila do without the three gifts she needs? and if Lila does survive the quest and acquire the royal sulphur, how will her father react?

write your ending to this story below!


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AFTERBEFORE BEYOND

EN ROUTE provides teachers with all of the essential information they need on the day of the performance, including easy-to-digest information about the show, trip logistics and discussion points for the journey to the theater. This section also includes a brief student activity to be completed shortly before seeing the show (either in class or on the way to 42nd Street) that will enhance engagement during the performance.


en route |

WHAT IS “EN ROUTE” TO the firework maker's daughter?

INSIDE

EN ROUTE



commoN core

writing: Standard 4speaking and Listening: Standard 1Language: Standard 1


The arts: Standard 4english Language arts: Standard 1; Standard 4


Theater: Developing Theater Literacy; Making Connections



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An exciting new opera told through song and shadow puppetry, THE FIREWORK MAKER’S DAUGHTER is based on Philip Pullman’s enchanting novel about a passionate young girl determined to follow her dream of becoming a firework maker and fulfill her destiny.

Provide this resource to all teachers and chaperones attending the show!

• This production of The Firework Maker’s Daughter is a co production, meaning it was produced by more than one company. The Opera Group, Opera North, ROH2 and Watford Palace Theatre all teamed up to create this production of The Firework Maker’s Daughter.

• The puppetry you’ll see in the show is created and performed by the co-artistic directors of Indefinite Articles, a puppetry storytelling company that often uses low-tech magic to make sand, oil, chalk, glass, and shadows bring stories to life.

• Author Philip Pullman loved firework names like 'Incandescent Fountain' so much that he began writing the book The Firework Maker’s Daughter using this fascination as inspiration.

DESTINATION

INFO TO GO

AFTERBEFORE BEYONDINSIDE

EN ROUTE

HEADS UP Have your students read Pullman’s The Firework Maker’s Daughter? The production they will see is an adaptation told through opera and puppetry. Encourage your students to read the book after they see the show. If they have already read the book, talk to them about the choices the artists made in bringing the story to life on stage.



en route | The fireworkmaker's daUghTer


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TRIP GUIDE

AFTERBEFORE BEYONDINSIDE

EN ROUTE

Before yoU LeaVe schooL: We advise you to LEAVE ALL BAGS AND LUNCHES at school, if possible. If not, bags will be collected by New Victory staff and stored during the performance.

arriVaL: Plan to arrive at your New Victory® venue at least 30 minutes before curtain time. The building opens 30 minutes prior to curtain (i.e. 10:00 am for an 10:30 am performance). If you realize that your group is running late, please contact the theater DIRECTLY at 646.223.3020. If you will be arriving by bus, please ensure that your driver drops your group off on the north side of 42nd Street between 7th and 8th Avenues.

A member of our House Staff and our Education Staff will check in with the group leader and record your group size. If you arrive by bus, staff will meet with your bus driver to record your bus number, direct him/her to parking and confirm your pick-up time. This enables the House Staff to notify you when your bus returns. Due to the volume of traffic on 42nd Street, no group should unload its bus before checking in with a New Vic staff member.

The QUesTioN of LUNch: New Victory venues are not equipped to host lunch/snacks. In the early autumn and spring months, nearby Bryant Park (42nd Street at 6th Avenue) offers a pleasant place for lunching, and there are also public restroom facilities.

seaTiNg: In order to make your experience at the theater as efficient and safe as possible, you will not be issued tickets. Your group will be assigned seats in advance by the Education Department. Your seating assignment will not be available prior to the performance. If you have any questions, please contact the Education Department at: [email protected].

accessiBiLiTy:

Wheelchair accessibility: Wheelchair seating must be requested in advance at the time of the ticket request, and is subject to availability. Assisted listening devices are available for patrons who have hearing impairments.

46th St.

45th St.

44th St.

43rd St.

42nd St.

39th St.

Port Authority

BryantPark9

th Avenue

8th Avenue

7th Avenue

6th AvenueThe New Victory

The Duke on 42nd Streetand the New 42Nd Street Studios

Broadway

Times Square

The New Victory Theater is located at 209 West 42nd Street.

The duke on 42nd street and the New 42Nd Street® studios are both at 229 West 42nd Street.

BY MTA, SUBWAY OR BUS1/2/3, N/R/Q/7Exit the station at 42nd Street/7th Avenue. When you come out of the turnstile, take the stairs to your right. All New Victory venues are directly to the west of the subway station.

A/C/E to Port AuthorityExit at 42nd Street/8th Avenue. Walk to 42nd Street, turn east, and continue walking until you arrive at New Victory venues. B/D/F/M Exit at 42nd Street/6th Avenue. Walk west on 42nd Street until you come to 7th Avenue. The venues are on the north side of the street at 7th Avenue, next to the subway station.

The M10, M16, M27, M42, M104 buses all stop within one block of the venues.

BY SCHOOL BUSThe venues are on the north side of the street. It is best to turn onto 42nd Street from 7th Avenue so students can unload in front of the theater. Buses are not allowed to idle/park on 42nd Street, however, bus parking is available at:

• West 44th Street (north side), between 10th and 12th Aves. • West 45th Street (south side), between 11th and 12th Aves.

• 11th Avenue (both sides), between 39th and 40th Sts.

Upon return, a New Vic staff member will help coordinate bus parking on 42nd Street.



en route | The fireworkmaker's daUghTer



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three gifts

To become a firework maker, Lila needs three gifts. it turns out that she has these gifts within her all along. what do you think these gifts are?

Think about a goal that you have in your life. what is

something you want to do or be when you grow up? write that goal

in the space at the bottom. what are the three gifts that you have within

you already, or that you might need to find to achieve this goal?

yoUr goaLLiLa's goaL

To become a firework maker!


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PERFORMANCE REFLECTION •

IN-CLASSROOM: SHADOW STORIES

ART FORM CONNECTIONS: LILA IN SHADOW•

CLASSROOM CONNECTIONS: LIbRETTI-IT-OUT•

CREATIVITY PAGE: LIbRETTO TEMPLATE

AFTER

BEYONDINSIDE

AFTER provides teachers engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance. Actively reflect on the performance, make connections to your curriculum, and follow up on the New Victory classroom workshop, using this tool to increase the impact of the theater-going experience. This section also includes Creativity Pages that provide students the opportunity to individually reflect on and develop an aesthetic response to the show content.


WHAT IS “AFTER” the firework maker's daughter?

Photos: Sandra C. Roa




The arts: Standard 1; Standard 4eLa: Standard 1; Standard 4


Theater: Theater Making; Developing Theater Literacy; Making Connections

after |

commoN core

writing: Standard 3; Standard 4speaking and Listening: Standard 1; Standard 2; Standard 4; Standard 5; Standard 6Language: Standard 1; Standard 2; Standard 3

BEFORE EN ROUTE



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CREATIVITY PAGE: LIbRETTO TEMPLATEFollowing your trip to The New Victory, you may find that your students want to discuss the performance and their own opinions. Reflecting on the show and voicing an aesthetic response is an important part of the theater-going experience. Allowing your students the opportunity to articulate their own thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

1. Provide students (either as one large group or in small groups) with a large piece of paper. Draw an image of the New Victory stage on it (i.e. curtains and an empty stage).

2. On the stage, ask students to write or draw words/images they remember from the performance they saw. On the curtains, ask the students to write feelings/opinions they had about seeing the performance.

3. Once the students have offered their reflections on the paper, display the various pages around the room, and ask the students to take a “gallery walk” to look at all of the responses.

4. As a full class, reflect on their responses.

PERFORMANCE REFLECTION

AFTER

BEFORE BEYONDINSIDE EN ROUTE

TEACHER TIP Engaging in dialogue, asking questions and recalling observations are skills that we believe should be fostered and encouraged. When leading a performance reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

MY CRITIC’S NOTEbOOK

Have your students become theater experts and critics while understanding what kind of impact the show had on them. Use the template provided after each live performance your class sees at the New Vic to provide students with an alternative means of reflecting on a show. Allow each student to create a scrapbook documenting their experience going to the theater. Include the New Vic Bill they received after the show and any pictures you took at the theater or on the way! Encourage them to decorate their scrapbook and incorporate any of the New Victory School tool Creativity Pages they completed as part of the experience. At the end of the year, compile all of these reflections to create individual Critic’s Notebooks.

after | The fireworkmaker's daUghTer

MY CRITIC’S NOTEbOOK


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Overall, the show made me feel●

While watching the show, the strongest feeling I had was

The part of the show that grabbed my attention the most was●

A question I have about this show is●

If I was writing a newspaper article about this show, the headline would read:

After seeing the show, my friends and I talked about

?

If I was the director, one change I would make to the show would be

NewsPaPer

Name: Date: Show Name:]

The show made me think about●

before seeing the show, I didn’t know that●

One thing I saw on the stage during this show that I’ve never seen before was


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THE FIREWORK MAKER’S DAUGHTER uses small shadow puppetry techniques to tell an epic story. The shadow puppets help the performers create moments on stage that might otherwise be challenging to fully realize. Use this activity to build on the shadow puppetry techniques explored in the NEW VICTORY Post-Show Workshop.

Materials: scissors, index cards, LED flashlights, popsicle sticks, glue, white bed sheet

1. Think about a story or text that you are working on in your classroom.

2. Pick a few scenes from that story that contain moments of action.

3. Write the scenes in order, including the characters and actions for each, on the board in outline format.

4. In the style of the LILA’S WORLD activity in the BEFORE Section, write each character’s name on the board with a few lines of dialogue (either from the story, or created by the class in the style of the story) for each chosen scene.

5. Divide your class into groups and assign them each a scene.

6. Provide each student with an index card. Ask them to draw the shape of one of the characters from their chosen scene.

7. Once the students have drawn their character, cut out the shape.

8. Attach each character to a popsicle stick, so the character can be manipulated as a puppet by the student.

9. Provide each group with a flashlight. Turn off the lights, and allow the students to experiment with creating shadows (either on the wall or behind the white sheet) by lighting their new character puppets.

10. Ask the students to take turns holding the flashlight and manipulating the puppets. Experiment with moving the light source closer and further away from the puppet to change the character’s shape on the wall.

11. Now, ask each group to create their assigned scene from the story using their voices, their shadow characters, and their hands in shadow. Allow the group to decide how to convey the action of the scene using the shadow puppets. Encourage students to each take on multiple roles and work together to effectively tell the story.

12. Give them a chance to rehearse.

13. Allow the groups to perform their scenes, from behind the white sheet or on the wall, for the rest of the class.

REFLECTION QUESTIONSHow were classmates able to bring sections of the story to life using shadows?

Which moments surprised you? Were you able to identify which part of the story it was?

How did your group decide which moments to depict, and how to perform them?

What connections did you make between the activity and the THE FIREWORK MAKER'S DAUGHTER?

IN-CLASSROOM WORKSHOP ExTENSIONSHADOW STORIES

AFTER




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Materials: Two copies of this puppet template, scissors, chopsticks or straws, glue or tape, 1 butterfly fastener, LED flashlight

PART I: Now that you’ve seen the incredible shadow puppetry used in the show, bring a scene to life in your classroom!

1. Provide each student with the materials listed above.

2. Cut out the puppets for LILA and LALCHAND in the template [next page].

3. Attach a chopstick or straw as a way to manipulate each puppet (Tip: attaching the stick vertically to the back of the puppet is best).

4. Using a second copy of this template, cut out the arm of the puppet separately. Using a butterfly fastener, attach the arm to the puppet so that the limb can move independently. Finally, attach a second chopstick to the arm, and now the shadow puppet can move its arm.

5. Allow your students time to test out their new puppets in the dark using your flashlight lighting them from behind to cast shadows on the wall. Experiment with how big and small they can make the shadows of the characters. Encourage them to work together, one holding the stick attached to the body of the puppet while the other moves the stick with the character’s arm, to make the puppet move.

PART II: Use the character puppets to bring a moment from Lila’s story to life.

1. In pairs, ask your students to each choose a role and read the following lines from the show together (one student in each pair will read LILA and the other will read her father, LALCHAND).

LILA: I want to make fireworks, it’s all I know!LALCHAND: You don’t understand, Lila. I won’t teach you anything.LILA: I want to learn like a bird wants to fly and a fire wants to burn!LALCHAND: You’ll never know!

2. Once they’ve read the lines a few times in their pairs, instruct them to use their shadow puppets to perform the scene. Instruct them to light their puppets to cast shadows on the wall while speaking the lines of dialogue. Encourage them to add lines for Lila and Lalchand as you create this moment on the wall.

3. Once they’ve rehearsed, spotlight a few of the scenes for the rest of the class to watch.

ART FORM CONNECTIONS: LILA IN SHADOW

AFTER




SHADOW PUPPET TEMPLATE: LILA®


SHADOW PUPPET TEMPLATE: LALCHAND®


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In opera, a librettist is the person who writes the words for the music that the composer has created, and a libretto is the written words of the opera, similar to a script. In this activity, you will encourage your students to think from the perspective of one of the characters from THE FIREWORK MAKER’S DAUGHTER by asking them to write letters, as one character to another, in order to create their own section of a libretto.

1. Have your students write a letter in voice of Lila, Lalchand, Chulak, Hamlet, or Rambashi to one of the other characters expressing how they feel at the end of the story. From their chosen character’s perspective, ask them to think about the following questions:

a. How did you succeed in your quest?b. What do you want the recipient of the letter to know about your quest?c. What do you hope will happen next?

2. Give your students time to write their letter and then have everyone read them aloud.

3. Next, ask them to write a response letter, from the point of view of the character to whom they initially wrote, responding from their new perspective.

4. After each student has finished both letters, ask them to find three to four lines in each that pops out at them. The lines they choose will be the lines for their libretto.

5. Ask them to write their lines down on a new piece of paper to make a conversation between the two characters they chose. Use the LIBRETTO TEMPLATE (next page) as a template for the students to create their script.

6. Have your students create a libretto with back and forth dialogue between the two characters.

7. Once each student has their libretto, they will be able to cast their libretto using their fellow cast mates and perform them for the group.

REFLECTION QUESTIONSWhy did you choose your two characters?

What did you learn about the characters by writing letters from their perspective?

What was the difference between the letters from each of the different characters?

How did you transform your letter into a libretto?

CLASSROOM CONNECTIONSLIbRETT-IT-OUT

AFTER




CREATIVITY PAGE: LIbRETTO TEMPLATE®

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EN ROUTE AFTERBEFOREINSIDEBEYOND

BEYOND provides students and teachers innovative ideas on ways to amplify the impact of the performance experience outside of the classroom. Utilize this resource for suggestions on using the performance as a springboard into building a more extensive unit plan, enriching the larger school community, and making connections to the art form of the show in the greater cultural landscape. This section also includes a handout for your students’ families, providing information about their trip to The New Victory and offering ways they can continue the impact of the theater- going experience.


WHAT IS “bEYOND” the firework maker's daughter?

beyond |

Photos: Sandra C. Roa



commoN core

writing: Standard 4speaking and Listening: Standard 1; Standard 2; Standard 5Language: Standard 1; Standard 2; Standard 3


The arts: Standard 1; Standard 4english Language arts: Standard 1; Standard 4


Theater: Theater Making; Developing Theater Literacy; Making ConnectionsVisual arts: Art Making; Making Connections



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EN ROUTE AFTERBEFOREINSIDEBEYOND

ExTENDING THE ExPERIENCECLASSROOM FIREWORK

Create a display of fireworks that shows off the gifts of your classroom. This activity will allow you to create a visual representation of your trip to the show while highlighting your students’ individuality.

Materials: Strips of construction paper, markers, tape

1. Ask your students to think about Lila’s quest, and the three gifts she needed to become a firework maker.

2. Refer back to the EN ROUTE activity in which students wrote the three gifts they would need to complete a task that is special to them.

3. Provide each student with several strips of colored construction paper (cut into long thin strips).

4. On each strip of paper, ask your students to write a word or phrase to describe something that makes them special or unique. It can be a skill, a hobby, or a personality trait.

5. Once they’ve decorated their strips of paper, explain that the students will arrange the pieces of paper to create a firework display.

6. On a white piece of paper, the students will tape their strips of construction paper in the shape of a firework blast.

7. Once they’ve taped down the strips and created their own firework shape, ask the students to name their firework. Write the name of the firework on the top of the white piece of paper.

8. Collect all of the fireworks, and create a giant display for the class, either in your room or in the hallway for the whole floor of your school to see.

9. Use other completed activities from the NEW VICTORY SCHOOL TOOL Resource Guide, along with the New Vic Bill from your trip, to complete the display.

10. You can take pictures of your firework display along with your firework makers and email them to us at [email protected]!

beyond | The fireworkmaker's daUghTer


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The New VIcTOrY® TheATer / NewVIcTOrY.OrG © The New 42Nd STreeT, INc.

Have a conversation about their trip to the theater.

Talking about live performance is an important part of your kid’s learning, and it deepens and extends the original experience. Engaging in dialogue, asking questions and recalling observations are skills that you can help foster! You might ask:

• What was it like to take a trip to Times Square? What did you see?• What happened to Lila on her quest? Did she succeed? • What kind of music did you hear performed on the stage? • How did the performers use puppetry to tell the story?

?!

your child’s class saw a performance of

at The New Victory Theater on 42nd street, New york’s theater for kids and families.

RESOURCE FOR FAMILIESTo extend the experience, you may consider some of the following suggestions:

Shadow Magic.

Have you ever created shadow puppets with your hand? Get a flashlight, turn off the lights, and see what kinds of characters you and your kid can create with your hands in the light. Try the Horse and the Snake to get started!

Learn more about the arts together!

Did the trip to the theater spark your child’s interest in ensemble acrobatics? Take a class together! The New Victory offers opportunities for you and your child to make art, learn, share and play as a family. For information on New Victory Family Workshops, visit NewVictory.org or call 646.223.3010.

Our partners Time Out New York Kids and RedRover (a brand new app designed to helpyou make plans on the fly!) list family activities of all kinds across the city. Check them out at timeoutnewyorkkids.com and redroverapp.com.

This show is an exciting new opera told through song and shadow puppetry, and based on Philip Pullman’s enchanting novel about

a passionate young girl determined to follow her dream of becoming a firework maker and fulfilling her destiny.

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The firework maker's daUghTer


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The New VIcTOrY® TheATer / NewVIcTOrYSchOOLTOOLS.OrG © The New 42Nd STreeT, INc.

EN ROUTE AFTERBEFOREINSIDE

soUrces:

http://www.army.mod.uk/events/ceremonial/23242.aspx

http://metro.co.uk/2012/06/26/big-ben-tower-name-change-confirmed-as-elizabeth-tower-for-queens-diamond-jubilee-480950/

http://www.oregonshadowtheatre.com/whatis.html

http://www.operaamerica.org/content/education/learningCenter/intro.aspx

http://www.davidbruce.net/works/firework-makers-daughter.asp

http://www.theoperagroup.co.uk/?page_id=2

(p.151 – History of The Theatre: Living Theatre, by Edwin Wilson, Alvin Goldfarb)

sources |BEYOND


Documents

INSIDE BEFORE EN ROUTE AFTER BEYOND - …newvictory.org/Victory/media/Images/Schools/1213_SchoolTool/FMD/...• The show will feature live music performed by New York’s ... by an