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BLUEPRINT FOR THE ARTS

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

COMMON CORE STANDARDS

Reading: 1; 2; 9Writing: 1; 2; 4Speaking and Listening: 1; 2; 3; 4; 5; 6Language: 1; 2; 3

NEW YORK STATE STANDARDS

The Arts: 1; 2; 3; 4ELA: 1; 3; 4

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AFTER

BEYONDINSIDE

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: NEWVICTORY.ORG/SCHOOLTOOLS

after | BEFORE EN ROUTE

PINOCCHIO

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AFTER

BEFORE BEYONDINSIDE EN ROUTE

PINOCCHIO

Following 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 thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

Here are some questions that might help you lead a post-show reflection with your class:

1. What do you think happens next in the story of Pinocchio? What happens to Stromboli?

2. Do you think Pinocchio will be happier now that he’s real?

3. What makes someone evil?

4. What makes someone brave?

5. How can you tell the difference between right and wrong?

6. Why do we get embarrassed by our parents or elders?

7. What would you give up for fame?

PERFORMANCE REFLECTIONTEACHER 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…)

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PERFORMANCE REFLECTION

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Be a theater critic and write your own review of PINOCCHIO.Your review should include the following elements: An eye-catching headline, an opening that clearly states your opinion of the production and how you came to have that opinion, a brief summary of what you saw, and what made this production unique. Don’t forget to think about the set, costumes, lighting, music, character and performing choices.

HEADLINE:

WHAT I SAW:

HOW THE SHOW MADE ME FEEL (What mood were you in after the show? What about the show made you feel that way?):

MY OPINION (consider the music, set, costumes and lighting):

WHAT SURPRISED ME:

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IN-CLASSROOM WORKSHOP EXTENSION:BUT THEN I MET STROMBOLI AND EVERYTHING CHANGED!

AFTER

BEFORE BEYONDINSIDE EN ROUTE

Pinocchio goes from being an ordinary wooden boy to a famous rockstar known around the world! Using the song writing skills your students learned in the post-show workshop, have them write a song about THEIR transformation from regular kid to rockstar!

1. First, have your students write down their answers to the following prompts about their daily life:

a. How do you spend a normal day?b. Where do you live?c. What is your favorite thing to do?d. What do you dream of doing?

2. Next, have your students write down their answer to the same prompts, but this time have them imagine what their answers would be if they were rockstars!

3. Now, it’s time to turn their answers into a song! Tell students that their song will take the following structure:

a. The verse will be four lines long and about who they are as a regular kid.b. The chorus will also be four lines long and about who they are as a rockstar.c. The verse and the chorus will be connected by the following line: “But

then I met Stromboli and everything changed.”d. Try to make your song rhyme (for example: make lines 1 and 3 rhyme

and lines 2 and 4 rhyme in an ABAB rhyme scheme, i.e. the last word rhyming at the end of every other line in the song).

4. Once students have had a chance to write their song lyrics, challenge them to think of a melody to go along with their lyrics. Encourage them to speak their lyrics out loud a few times to help them get started.

5. Have students share their songs! This could be in front of the whole class or with a partner, or have them record the song to share with you.

REFLECTION QUESTIONSHow is the real you similar or different from the rockstar you?What did you like about your classmates’ songs? Did anything surprise you?How did your lyrics help inspire the melody you chose for your song?

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EXAMPLE OF A SONG: Brush my teeth, go to school

Pack my bag and say goodbyeFeeling normal and keeping cool

Day by day, I get by

But then I met Stromboliand everything changed

Awesome parties, stylin’ friends

Let me show you my new, free swagNever want this all to end

I got this rock show in the bag!

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CLASSROOM CONNECTIONS: COME TO THE DARK SIDE

AFTER

BEFORE BEYONDINSIDE EN ROUTE

Windmill Theatre / State Theatre Company of South Australia's production of PINOCCHIO embraces the dark side of this well known story. The music, set, costumes, lighting and other elements all combine to enhance the grim and bizarre aspects of this story. Use this activity to encourage your students to embrace the dark side of their favorite fairy tales.

1. As a class, have a discussion about how this production of PINOCCHIO embraced the dark side of the story. Ask students: “Was this production scary or spooky? What about the production made it that way? What theatrical elements were used to enhance the dark aspects of the story?”

2. Break students into groups of 4 or 5 and ask them to choose a favorite fairy tale that they would like to explore.

3. Once each group has picked a fairy tale, tell students to research the origins of this tale to see if there are any alternate versions with dark or spooky elements that they don’t know about.

4. Tell students that they will be designing a concept for a musical production of this fairy tale. This production will be in the style of PINOCCHIO and will embrace and enhance the “dark side” of the story.

5. Students should think about the following things when developing their concept:a. What makes this story dark or spooky? How does this change your understanding of the story?b. What parts of the story should be enhanced or included for you to showcase the dark side of the story?c. What kind of music will be in your production? d. Who will be the main character (for example: maybe the villain becomes the main character or a character

who is normally not in the spotlight)e. What will the set, costumes and lighting look like?

6. Based on these questions, have each group come up with a “pitch” for their new production. Each pitch should explain the concept clearly and make a case for why this production should be created. Encourage students to include sketches of set, lighting, costumes, character ideas and samples of possible songs.

7. Have each group present their pitch to the class and convince their classmates to come to the dark side!

TIP: For younger students, pick a fairy tale that the whole class can explore and have each group come up with one element of the production.

REFLECTION QUESTIONSWhy do you think so many fairy tales have a dark or grim element?Which group’s production would you most like to see on stage? Why?What was it like to think about these fairy tales in a new way? Did it change your opinion or your understanding of fairy tales?

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NEW VICTORY THEATER CREATIVITY PAGE

PINOCCHIO is filled with meaningful and

challenging quotes. Choose a direct quote from

the play (listed to the right) or your own personal

favorite. Then, design a poster that you feel

represents the meaning of that quote. Your poster

can be one image, a collection of images, a collage

or designed text. Your choice!

"FOR LOVE. FOR POWER. FOR MONEY."

"EVERYONE HAS A BAD SIDE."

" A LIFE THAT IS ALL PLAY IS NOT REAL."

"WHAT DOES IT FEEL LIKE TO BE REAL?"

"UNBEARABLY GOOD AND A LITTLE BIT SAD."

"WHAT DO DREAMS LOOK LIKE ON STAGE?"