FLYNN CENTER PRESENTS
& the Lightning Thief
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Click here for Parent Forms to help parents engage with their children around the show.
Welcome to the 2015-2016 Student Matinee Season!
Todays scholars and researchers say creativity is the top skill our kids will need when they
enter the work force of the future, so we salute YOU for valuing the educational and
inspirational power of live performance. By using this study guide you are taking an even
greater step toward implementing the arts as a vital and inspiring educational tool.
We hope you find this guide useful. If you have any suggestions for content or format of
this guide, please contact firstname.lastname@example.org.
Enjoy the show!
This guide was written & compiled by the Education Department at the Flynn Center for the Performing Arts with inspiration from
the Theatreworks Study Guide.
Permission is granted for teachers, parents, and students who are coming to Flynn shows to copy & distribute this guide for
educational purposes only. http://www.flynncenter.org/education/student-matinees/study-guide-evaluation-form.htmlhttps://flynncenter.wufoo.com/forms/student-matinee-teacher-feedback-form/https://flynncenter.wufoo.com/forms/student-matinee-student-feedback-form/http://www.flynncenter.org/assets/files/education/student-matinees/parent%20form.pdf
The Flynn Center recognizes that field trip resources for schools are extremely limited, thus matinee prices for
schools are significantly lower than prices for public performances. As a non-profit organization, the Flynn is
deeply grateful to the foundations, corporations, and individuals whose generous financial support keeps
matinees affordable for schools.
This performance is generously sponsored by the Tim and Lynn Vallee.
Thank you to the Flynn Matinee 2015-2016 underwriters: Andreas Legacy Fund, Champlain Investment
Partners, LLC, Bari and Peter Dreissigacker, William Randolph Hearst Foundation, Forrest and Frances Lattner
Foundation, Surdna Foundation, Tracy and Richard Tarrant, TD Charitable Foundation, Vermont Concert Artists
Fund of the Vermont Community Foundation, Vermont Community Foundation, New England Foundation for
the Arts, National Endowment for the Arts, and the Flynn Jazz Endowment.
Additional support from the Bruce J. Anderson Foundation, Green Mountain Fund, Walter Cerf Community
Fund, the Vermont Arts Council, the Susan Quinn Memorial Fund, and the Ronald McDonald House Charities.
The Production & the Story
The Production/The Story
Things to Think About Before/During/After you see the show
The Company: Theatreworks USA
Lets Explore with Rick Riordan
About the Author
Inspiration for Percy Jackson
Get Creative! Invent Your Own Demigod
The Gods & Goddesses of Percy Jackson
List of Gods & Creatures
A Research Journey Activity
Rick Riordan on Dyslexia & ADHD
Dig Deep into Embracing Differences
Information of Dyslexia & ADHD
Bring the Art Form to Life
Art Form: Musical Theater
Words Come Alive Activities:
Moving Through Space& Movement Phrases
The Flynn Center
Etiquette for Live Performance
Why is Etiquette Important?
Resources: Print and Web
Common Core Standards
The Common Core broadens the definition of a text, viewing performance as a form of text, so your students are experiencing and interacting with a text when they attend a Flynn show.
Seeing live performance provides rich opportunities to write reflections, narratives, arguments, and more. By writing responses and/or using the Flynn Study Guides, all performances can be linked to Common Core:
CC ELA: W 1-10
You can use this performance and study guide to address the following Common Core Standards (additional standards listed by specific activities):
CC ELA: RL1-10, RF1-4, SL2, L3-4, RH1-10
Theatreworks presents a wild, fun, and bold musical
adaptation of THE LIGHTNING THIEF. The stage is set
with what appears to be items from a construction
site. The cast transforms these items, creating
monsters, water, and other essential story pieces
throughout the performance. The scaffolding on
stage provides a multifaceted set tool, allowing the
actors to climb, hide, hang prop pieces, and create
multiple environments with effective grace. The
music is fast-paced and rocking, and the performers
sing us into each new twist and turn of this epic
mythical journey. This is Percy Jackson amped up!
Percy Jackson is about to be kicked out of boarding
school...again. And thats the least of his troubles.
Lately, mythological monsters and the gods of Mount
Olympus seem to be walking straight out of the
pages of Percy's textbook and into his life. And
worse, hes angered a few of them. Zeus's master
lightning bolt has been stolen and Percy is the prime
suspect. Now Percy has ten days to find and return
Zeus's stolen property and bring peace to the warring
Mount Olympus. But to succeed in his quest, Percy
must come to terms with the father who abandoned
him, solve the riddle of the Oracle, and unravel a
treachery more powerful than the gods themselves.
Before you see the show:
Why do you think the Percy Jackson stories are so
popular? What about them makes young readers
so invested and connected to the stories and the
As you watch the show:
This is a musical version of Percy Jackson. Notice
the moments when Theatreworks chooses to
include songs. Why do you think they chose these
moments? How do the songs help move the
action forward? How do they affect the
storytelling? Do they add to your understanding
of and connection to the story?
After you see the show:
Think about the relationships in the story. What
relationships seemed authentic and lasting? Why
these as opposed to others? Ask students to
think about relationships in their own life. What
qualities, actions, and traits do they look for in a
good friend? Come together and list the traits
people have identified, and as a class create a
chart or graph to demonstrate which attributes
are most highly valued. Discuss why these might
be important characteristics in a friend.
After watching the show, ask students to compare
the musical to both the book series and the movie
version, if theyve seen it. As a class, you could
watch the movie, noting the differences and
similarities. What elements were included in the
musical? What different techniques did they use
to tell the same story? How were Percy and other
characters portrayed in each version? Which
Percy did students relate to the most? If students
were going to create their own version of the
Lightning Thief, what format would they choose?
What would they include?
Theatreworks USA has a distinguished history of not only
providing young audiences with their first taste of the performing
arts, but also giving young actors, writers, directors and designers
an early opportunity to work in this field. Theatreworks USA is
Americas largest and most prolific not-for-profit theatre for
young and family audiences. Since 1961, Theatreworks USA has
enlightened and instructed over 90 million people in 49 states
and Canada, performing for about three million people annually.
Click here to learn more about TheatreworksUSA. http://www.theatreworksusa.org/
ABOUT THE AUTHOR: Rick Riordan
Rick Riordan gets his audience, he understands them, and therefore,
writes books that compel their imaginations, curiosity, and keep
them clamoring for more!
Some facts about the author:
He is a #1 New York Times Bestselling Author
While best known for his books for young readers, her is the
author of an award-winning mystery series for adults.
Rick was a middle school English and history teacher for 15
Rick started writing when he was in middle school.
Rick lives in Boston with his wife, his two sons, his dog, and 3
Find more at Ricks website.
As a class, brainstorm all the possible ways to pronounce Riordan.
Write these on the board and vote for which pronunciation is cor-
rect. Once all the votes have been tallied, visit this link to hear Rick
pronounce his own name. Were you accurate with your voting?
THE INSPIRATION FOR PERCY, ACCORING TO THE AUTHOR
My son Haley asked me to tell him some bedtime stories about the Greek gods and heroes. I had taught
Greek myths for many years at the middle school level, so I was glad to comply. When I ran out of myths, he
was disappointed and asked me if I could make up something new with the same characters.
I thought about it for a few minutes. Then I remembered a creative writing project I used to do with my sixt