1

proudly presents

Adapted for the stage with Book, Music & Lyrics by Joan Cushing

Adapted from the book. PETITE ROUGE: A Cajun Red Riding Hood by Mike Artell, Illustrated by Jim Harris. Copyright 2001 by Mike Artell

Study Guide Researched and Developed by Kathryn M. Pelkey, Educational Resources Associate

Teachers This Study Guide is intended for teachers whose students will be attending Aurora Theatre’s matinee performances of Petite Rouge: A Cajun Red Riding Hood. Through this guide, we hope to provide teachers with discussion topics and activities for both before and after the show. Some are more appropriate for given grades than others. We believe that reflecting upon the theatrical experience and the ideas and themes within a play can provide ideas for important arts education activities for children. The following activities are meant to reinforce images and themes from Petite Rouge; however, it is not mandatory that any of the study guide activities be done in order to understand and enjoy the performance.

2

Petite Rouge: A Cajun Red Riding Hood is a co-production of Aurora Theatre and Synchronicity Theatre.

What is a co-production? Well we’re glad you asked.

A co-production (or ‘co-pro’) is when two (or more) theatres come together to share the work of creating a play, and then share it with the audiences in different geographic areas. Petite Rouge was first produced in 2012 at Synchronicity Theatre, who primarily produces work in in-town Atlanta. Aurora Theatre staff saw the show and thought it would be a great fit for their Learning Library, so we all decided to work together to produce the show for two audiences! The actors for the production come from professional actors in the Metro Atlanta area as well as Aurora Theatre Apprentices. Most of the actors you will see performed their roles in Synchronicity’s 2012 production. After the rehearsal process, the show will run at Aurora for three weeks for schools in the greater Gwinnett County area, and then the set will be put on a truck and will travel to Atlanta for a four-week run at one of Synchronicity’s home venues – Horizon Theatre. The show will run there from March 29-April 21 for both daytime and evening performances to allow more families access to this fabulous production.

 Aurora Theatre has a unified vision of our role, as a professional theatre, in this community. We are committed to producing quality, professional theatre for the Southeast, North Georgia, and our most ardent supporters, the residents of Gwinnett County. We will serve these communities by offering entertainment that nurtures a

love of theatre and develops a new generation of theatre goers. Aurora Theatre is a non-profit, tax-exempt organization and is a member of Gwinnett Chamber of Commerce, Theatre Communications Group, Suzi Bass Awards and Atlanta Performs.

Synchronicity Theatre activates communities toward social change through powerful, transformative theatrical experiences. In collaboration, Synchronicity supports women artists, forges long-term and effective community partnerships and develops new works.

Founded in 1997 by four women dedicated to working collaboratively to bring challenging, meaningful theatre to Atlanta audiences, we produced our first full season and incorporated as a 501(c)3 in 2000. Now in our 15th Season, Synchronicity is led by Producing Artistic Director Rachel May and Managing Director Dee Sandt. Each year we produce 2 plays in our Bold Voices Series and 2 plays in our Family Series. We present our ongoing award-winning Playmaking for Girls program with girls in the juvenile justice system. Finally, the company is committed to developing new work, primarily by female playwrights, which we do through new play commissions, ensemble-created plays, national joint world premieres and our bi-annual SheWrites competition and new play festival for female playwrights. More about Synchronicity at www.synchrotheatre.com.

3

Academic Knowledge and Skills

The list below represents some of the AKS associated with the script for Petite Rouge: A Cajun Red Riding Hood that will be employed through each student’s attendance. KINDERGARDEN

Language Arts KLA_A2012-1 Ask and answer questions about key details in a text, with prompting and support KLA_A2012-2 Retell familiar stories, including key details, with prompting and support KLA_A2012-3 Identify characters, settings, and major events in a story, with prompting and support KLA_A2012-5 Recognize common types of texts KLA_A2012-8 Compare and contrast the adventures and experiences of characters in familiar stories, with

prompting and support KLA_A2012-9 Engage in group reading activities, including choral speaking and creative drama, with purpose and

understanding KLA_B2012-10 Ask and answer questions about key details in a text, with prompting and support KLA_D2012-26 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely

linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

KLA_D2012-27 Respond to questions and suggestions from peers and add details to strengthen writing as needed, with guidance and support from adults

KLA_D2012-29 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)

KLA_D2012-30 Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults

KLA_E2012-31 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups

KLA_E2012-32 Confirm understanding of written texts read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

KLA_E2012-33 Ask and answer questions in order to seek help, get information, or clarify something that is not understood

KLA_E2012-34 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail

KLA_E2012-35 Add drawings or other visual displays to descriptions as desired to provide additional detail KLA_E2012-36 Speak audibly and express thoughts, feelings, and ideas clearly KLA_F2012-37 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking KLA_F2012-38 Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing Mathematics

KMA_A2012-3 Write numerals from 0 to 20 and represent a number of objects with a written numeral 0-20 with 0 representing a count of no objects

KMA_A2012-4 Demonstrate the relationship between numbers and quantities to 20; connect counting to cardinality

KMA_A2012-13 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g.,

4

claps) acting out situations, verbal explanations, expressions, or equations KMA_A2012-14 Add and subtract within 10 using objects or drawings to represent the problem KMA_A2012-17 Add and subtract within 5 fluently

Science KSC_D2007-13 Compare and contrast groups of organisms

Social Studies KSS_A2008-1 Use cardinal directions KSS_B2008-2 Compare similarities and differences KSS_C2008-5 Explain that a map is a drawing of a place and a globe is a model of the earth KSS_C2008-6 Identify city’s geographic location in the world

General Music KGM_A2011-1 Sing, alone and with others, a varied repertoire of music KGM_C2011-6 Listen to, analyze, and describe music KGM_C2011-7 Evaluate music and music performances KGM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts KGM_D2011-9 Explore music in relation to history and culture

Health KHE_B2009-2 Recognize safe practices that should be followed in the home, school, and community KHE_H2009-9 Identify family members and their roles KHE_H2009-10 Discuss different ways children can contribute to and benefit from their family

Visual Arts KVA_A2011-1 Engage in the creative process to generate and visualize ideas KVA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art

(ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

KVA_C2011-10 Participate in appropriate exhibition(s) of artworks KVA_A2011-11 Discuss own artwork and the artwork of others

FIRST GRADE

Language Arts 1LA_A2012-1 Ask and answer questions about key details in a text 1LA_A2012-2 Retell stories, including key details, and demonstrate understanding of their central message or

lesson 1LA_A2012-3 Describe characters, settings, and major events in a story, using key details 1LA_D2012-24 Write opinion pieces in which they introduce the topic or name the book they are writing about,

state an opinion, supply a reason for the opinion, and provide some sense of closure 1LA_D2012-30 Recall information from experiences or gather information from provided sources to answer a

question, with guidance and support from adults 1LA_E2012-31 Participate in collaborative conversations with diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups 1LA_E2012-32 Ask and answer questions about key details in a text read aloud or information presented orally

or through other media 1LA_E2012-34 Describe people, places, things, and events with relevant details, expressing ideas and feelings

clearly 1LA_E2012-35 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,

and feelings 1LA_E2012-36 Produce complete sentences when appropriate to task and situation 1LA_F2012-37 Demonstrate command of the conventions of standard English grammar and usage when writing or

speaking 1LA_F2012-38 Demonstrate command of the conventions of standard English capitalization, punctuation, and

5

spelling when writing Mathematics

1MA_A2012-5 Relate counting to addition and subtraction 1MA_A2012-6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10 (e.g.,

counting on, making ten, decomposing a number leading to a ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums)

Science 1SC_B2007-9 Identify how natural resources and their conservation impact our daily lives and those of future

generations Social Studies

1SS_A2008-1 Use cardinal directions 1SS_B2008-3 Compare similarities and differences

General Music 1GM_A2011-1 Sing, alone and with others, a varied repertoire of music 1GM_C2011-6 Listen to, analyze, and describe music 1GM_C2011-7 Evaluate music and music performances 1GM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts 1GM_D2011-9 Understand music in relation to history and culture

Health 1HE_B2009-2 Demonstrate ways to prevent and respond to safety risks in and around the home, school, and/or

community Visual Arts

1VA_A2011-1 Engage in the creative process to generate and visualize ideas 1VA_C2011-6 Create artworks based on personal experiences and selected themes 1VA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art

(ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

1VA_C2011-10 Participate in appropriate exhibition(s) of artworks 1VA_D2011-11 Discuss own artwork and the artwork of others

SECOND GRADE

Language Arts 2LA_A2012-1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text 2LA_A2012-2 Recount stories, including fables and folktales from diverse cultures, and determine their central

message, lesson, or moral 2LA_A2012-3 Describe how characters in a story respond to major events and challenges 2LA_A2012-8 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by

different authors or from different cultures 2LA_D2012-27 Participate in shared research and writing projects (e.g., read a number of books on a single topic

to produce a report; record science observations) 2LA_E2012-29 Participate in collaborative conversations with diverse partners about grade 2 topics and texts

with peers and adults in small and larger groups Mathematics

2MA_A2012-1 Solve one- and two-step word problems to 100 using addition and subtraction involving situations of adding to or putting together, taking from, taking apart or comparing (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem)

2MA_A2012-2 Use addition facts of two one-digit numbers Science

2SC_D2007-13 Investigate the life cycles of different organisms to understand the diversity of life

6

Social Studies 2SS_A2008-1 Use cardinal directions 2SS_B2008-8 Compare similarities and differences

General Music 2GM_A2011-1 Sing, alone and with others, a varied repertoire of music 2GM_C2011-6 Listen to, analyze, and describe music 2GM_C2011-7 Evaluate music and music performances 2GM_D2011-8 Understand relationships between music, the other arts, and disciplines outside the arts 2GM_D2011-9 Understand music in relation to history and culture

Visual Arts 2VA_A2011-1 Engage in the creative process to generate and visualize ideas 2VA_C2011-6 Create artworks based on personal experience and selected themes 2VA_C2011-9 Understand and apply media, techniques, and processes of three-dimensional works of art

(ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills

2VA_C2011-10 Participate in appropriate exhibition(s) of artworks

The Aurora Theatre is a non-profit, tax-exempt organization and is a member of the Theatre Communications Group, Atlanta Coalition of Performing Arts, Gwinnett Chamber of Commerce and the Duluth Merchants Association. Synchronicity Theatre is a non-profit, tax-exempt organization and is a member of the Theatre Communications Group, Atlanta Coalition of Performing Arts and C4 Atlanta.

7

Petite Rouge: A Cajun Red Riding Hood

Synopsis: When her grand-mère come down with the flu, this Cajun Little Red knows exactly what she has to do. With her clever cat, TeJean, she sets off in a pirogue to bring her grand-mère some delicious gumbo. Along the way she meets a big swamp gator named Claude. Nasty Claude may want to eat Petite Rouge, but she and TeJean have other plans. Before long, nasty Claude is running back to the bayou he came from.

Setting:

The bayou and New Orleans

Characters:

Petite Rouge- An adventurous young duck in search of excitement who is tasked with delivering gumbo and boudin to her sick grand-mère. TeJean- Petite Rouge’s cat who would prefer to play it safe and stick to the path rather than wander off on an adventure.

Claude- A swamp gator (speaking some really bad French) who spies a tasty little duck, Petite Rouge, and her friend TeJean. He leads them on an adventure through the bayou before they turn the tables on him.

8

About the Author

Mike Artell is an award-winning children's author, illustrator, musician and speaker. Mike has written and/or illustrated more than 40 books - many of which have won awards. Each year, Mike visits 50+ schools across the U.S. and abroad where he shares his techniques for thinking, writing and drawing more creatively with 13,000 students and teachers. Mike is also a popular conference speaker and counts among his clients some of the most influential

organizations and associations in education, healthcare and business.

About the Playwright

Joan Cushing is best known for her political satirical revue Mrs. Foggybottom & Friends, which ran for 10 hit years at the Omni-Shoreham Hotel in Washington, D.C. In New York, she performed her solo nightclub act Lady Sings the News! at the Ballroom, appeared in Gary Trudeau’s Tanner for President series on HBO, directed by Robert Altman, and studied musical theatre writing at the BMI Musical Theatre Workshop. More recently, she has adapted 9 popular children's books as musicals, receiving over 300 productions and 3 national tours. Recent adult works include a brand new script for Tussaud, based on Madame Tussaud’s bloody pursuit of art; The Christmas Doll, 2007 National Youth Theatre Award for Outstanding New Play/Musical, world premiere Children’s Theatre of Charlotte; and Lizzie Bright & the Buckminster Boy, First Stage Milwaukee, New Play Series.

9

ABCs of Theatre Etiquette

Applause- At the very end of the show the actors will come

onstage in a line for their bows. We applaud during the bows to show our appreciation to the actors for the performance and their hard work. You can applaud during the show too when you like something, we also want you to laugh when you find something funny.

Blackout- At the very beginning and end of the show there will be a

blackout. All of the lights will go out onstage and in the audience. The dark can be scary sometimes, but no need to be scared - the lights will come back on. We have a blackout so that actors can get on and off the stage without you seeing them.

Comfortable- We want you and all of your classmates to be

comfortable when you come to Aurora Theatre. We ask that you sit flat in your seat with your bottom all the way against the back of the seat so you and everyone around you can see and enjoy the performance.

Stage- Actors perform on a stage, there is no

movie screen. Theatre is a live event, which means if you talk or whisper to your neighbor during the show the actors will hear it. Please be respectful of the actors and your classmates, wait to tell your friend how much you loved the show until you’re back on the school bus. Thank you!

10

Theatre Vocabulary

Actor : A person, male or female, who performs a role in a p lay . Box Office : The place in a theatre where t ickets are sold . Character : The personal ity or part an actor re-creates. Choreographer: The creative-team member responsible for dance movement to songs and production numbers. Costumes : The clothes an actor wears. Designers : The members of the creative-team tasked with creating the look, sound and feel of the production . Dialogue : The conversation between actors on stage. Director: The person who oversees the entire process of staging a production . Monologue : A long speech by a s ingle actor. Music Director: The person who leads the cast in learning their music for the production. Prop : A smal l object such as a book, used by actors in a production. Set : The scenery, furniture, etc that are used on stage in a production. Scene : A part of the production during which there is no change in t ime or place. Sound Effect : An imitative sound, such as thunder or dog bark, created artif ic ia l ly for the purpose of theatre. Special Effect : A spectacular or magical effect created onstage. Stage Crew : Workers who move scenery or handle props backstage. Stage Manager : A person who is the overal l supervisor of the stage and actors.

11

Table of Contents

Somebody Loves Me… P12-13 Cajun Vocabulary P14 Bayou Math P15 Homemade Cornbread P16 Where is…? P17 Mardi Gras P18 Make Your Own Parade P19 Stranger Danger P20-21 Meet Claude P22 An Alligator… P23 What Other Animals Can You Meet in a Bayou? P24 Cajun Music P25 Character Sketch P26 Hot Sauce P27 Word Search and Sequence of Events P28 Coloring Pages P29-31 Other Versions of Little Red Riding Hood P32 Tell Us What You Think P33 Teacher Study Guide Evaluation Form P34 Pre and Post-Show Activities and Discussion Questions P35

12

Somebody Loves Me…

As Mama Duck puts on Petite’s red cape she reminds her, ““Wrap it tight and grand-mère’s spirit will be with you.” Grand-mère made Petite Rouge that red cape because she loves her and she’s her only granddaughter. Have you ever received something special from someone who loves you that much? How did it make you feel? Materials:

• A copy of Mark Artell’s Petite Rouge • Camera • Objects from a loved one (provided by student) • Lined paper • Art supplies • 1 scrapbook with removable pages

Procedure: 1. Ask each student to bring in something that was given to them by a loved one or an item that reminds them of a loved one prior to the lesson. 2. Read aloud Mark Artell’s Petite Rouge to the class. After finishing the book ask the class if Petite Rouge was loved by any of the characters in the book? How do you know? Did Petite Rouge show that she loved another character in the book? How did she show that love? 3. Have a class show-and-tell allowing each student to present the special item they brought in from home. Ask questions of each student about how they received this item, who it came from, and what makes it so special. 4. After each student presents their item take a picture of the student with their special item. Once the whole class has presented, print out the pictures and give them to each student. 5. Give each student their picture and allow them to free write about the picture. They can write a story about the item or the person who gave it to them. After completing their free write, students should partner up and peer edit each other’s story.

13

6. For the final draft, hand out some lined paper and ask students to write out their story. 7. Then give students a page from the scrapbook to paste their picture and story onto. They can then use craft supplies to decorate their page. 8. Assemble the pages into a classroom memory book that can be shared and viewed by the entire class.

14

Name __________________

Cajun Vocabulary The Cajuns of Louisiana have developed a language that mixes English and French. Match the following Cajun words with their definition. Fais-do-do Cajun country music with blues and (Fay Doe doe) jazz influences Grand-mère My friend (grawnd mare) Zydeco A tangy dish, usually made with (zie-de-coe) crawfish or shrimp, prepared by

simmering over a slow flame Mon ami A narrow, flat canoe that is (moan ah-me) pushed or paddled through the swamp File A kind of Cajun sausage (FEE lay) Etouffee French term for Grandmother (eh-too-fay) Pirogue A seasoning made of ground sassafras (PEE rowg) root Boudin A traditional South Louisiana dance (BOO dan) party with Cajun and Zydeco music

15

Name ______________

Bayou Math

1. If the clock reads 9:00am when Petite and TeJean first left the house, and 7:30pm when they got back home, how many hours were they gone? 2. If the clock reads 12:00pm when Petite and TeJean first leave the house, and 10:00am when they got back home, how many hours were they gone? 3. If Petite’s basket holds 12 pieces of cornbread and she and TeJean each eat 2 pieces on their trip, how many will be left when they get to grand-mère’s? 4. Mrs. Duck made 9 pots of gumbo. Grand-mère ate 4 whole pots of gumbo. How many pots of gumbo are left? 5. If Claude cuts a king cake into 8 equal pieces, and Rouge eats ¼ of the cake, how many pieces did she eat? If TeJean also eats ¼ of the cake, how many pieces will be left? 6. TeJean rows the pirogue 2 miles before he gets tired. Petite Rouge rows 4 more miles. Then TeJean rows 5 miles to grand-mère’s. How many total miles did TeJean and Petite Rouge row?

16

Homemade Cornbread Try and make this cornbread recipe, just like Petite Rouge’s mother gave her to take to her sick grand-mère. To practice your multiplication, try doubling the recipe. Ingredients: 2 cups yellow cornmeal 1 teaspoon kosher salt 1 tablespoon sugar 2 teaspoons baking powder ½ teaspoon baking soda 1 cup buttermilk 2 eggs 1 cup creamed corn 2 tablespoons canola oil Directions: 1. Ask an adult to preheat the oven to 425 degrees. 2. Place a 10-inch cast iron skillet or 8”x8” cake pan into the oven. 3. In a bowl, combine the cornmeal, salt, sugar, baking powder, and baking soda. Whisk together to combine well. 4. In a large bowl, combine the buttermilk, eggs, and creamed corn, whisking together to combine thoroughly. Add the dry ingredients to the buttermilk mixture and stir to combine. If the batter will not pour, add more buttermilk to the batter. 5. Have an adult swirl the canola oil in the hot cast iron skillet or cake pan. Pour the batter into the skillet. Bake until the cornbread is golden brown and springs back upon the touch, about 20 minutes. 6. Serve with your favorite soup, chowder or gumbo! From: http://www.foodnetwork.com/recipes/alton-brown/creamed-corn-cornbread-recipe/index.html

17

Name __________________

Where is…?

1. Draw a compass rose in the bottom left corner of the map. 2. Find Louisiana on the map and color it red. 3. What state is north of Louisiana? Color it green. 4. What state is west of Louisiana? Color it yellow. 5. What state is east of Louisiana? Color it purple. 6. Use a globe or classroom map to find the name of the closest body of water to Louisiana. Label it on the map above. 7. Use a globe or classroom map to find the major river that runs through Louisiana and draw it on the map. 8. Use a globe or classroom map to locate “New Orleans” and “Thibodaux”, label them on your map.

18

Mardi Gras

On their journey to visit grand-mère, Petite Rouge and TeJean visit New Orleans and wind up in the middle of the Mardi Gras celebration. What exactly is Mardi Gras? Mardi Gras is French for “Fat Tuesday”. It is always the Tuesday before Ash Wednesday because people fast for lent and it is considered to be the last big celebration before the 40 days of fasting. While “Fat Tuesday” is famous, the Mardi Gras celebration is actually much longer. In some countries the celebration is 6 weeks long, it begins on Epiphany (January 6th), which is the day celebrated for when the three wise men brought gifts to the newly born baby Jesus. In the United States, the Mardi Gras celebration is most popular in New Orleans, but it actually is a global celebration.

The official colors of Mardi Gras are purple, green and, gold. The color purple represents justice. The color green represents faith. The color gold represents power.

A traditional pastry of Mardi Gras is called the king’s cake. It is a wreath shaped cake decorated with the official colors of Mardi Gras, and baked inside of it is a small plastic baby Jesus. Whoever gets the piece with the baby is believed to have good look for the rest of the year.

There is also a tradition of parade floats. People spend months working on ornate parade floats for Fat Tuesday. During the Renaissance in Europe people would gather in the streets as floats would pass by and had out small trinkets. Today, beads are often thrown to the people in the crowd assembled to see the ornate floats pass by.

19

Make Your Own Parade Can you imagine how exciting it must have been for Petite and TeJean to wander amongst the parade floats at Mardi Gras. All of the bright colors and flashy designs!

Using what you learned about Mardi Gras, create your own parade float. Materials:

• An empty shoebox or small box for each student • Art supplies: crayons, markers, glue, glitter,

construction paper, etc. • A CD of Zydeco music • King Cake bought from a local grocery store, or

made at home Procedure: 1. After reviewing the facts learned about Mardi Gras, ask students to recall a parade they have been to or seen on television. What did they see? Were there balloons, people dressed in costume, etc? What did the floats look like? Were there bright colors or dull colors? What sorts of features did the float have? 2. Give a shoebox or small box out to each student, and ask them to create their own Mardi Gras float. Remind the students that each float should have a theme and represent something important to them. Don’t forget to incorporate the three important colors for Mardi Gras: purple, green and, gold. Feel free to use as many unique art supplies that are available. 3. For any student who may have forgotten to bring in a shoebox, they can create a Mardi Gras mask. Heavy construction paper can be used for the base of the mask and then it can be secured to a ruler or a wide craft stick. 4. After the floats have had time to try, create a circle with the desks in the classroom and have everyone put their shoebox float on top of their desk. Then, put on some Zydeco music and have students walk around the classroom to look at each of the parade floats. 5. Gather the students and discuss what the floats had in common with each other and what was different. Did each float have a clear theme? Did anyone notice the three colors of Mardi Gras being used on the floats. 6. If possible, serve a king cake to the class to finish up the lesson. Remind the students that the person who gets the little baby in their piece of cake will have good luck for the whole year!

20

Stranger Danger

As Petite and TeJean leave for their journey to grand-mère’s house, Mrs. Duck reminds them “straight dere, straight back. Don’ you stop, some new t’ing to try. Dere be plenty time later to fly!” But Petite doesn’t listen, does she? What are some good things to remember if you ever meet a stranger? Materials • A book that reinforces the idea of stranger

danger (i.e. Stranger Danger by Patricia Stirnkorb or The Berenstain Bears Learn About Strangers by Stan and Jan Berentain)

• Poster board or construction paper • Crayons, markers, or colored pencils Procedure 1. In a large group, ask students to tell you if a stranger has ever approached them by a show of hands. 2. On the board ask students to help define what a stranger is – anyone they’ve never met before or anyone they do not know. 3. Read Stranger Danger or The Berenstain Bears Learn About Strangers aloud to the class. 4. Refer back to the definition of a stranger that the class created before reading the book. Ask students guiding questions to help identify what a stranger look like? Can you tell is someone is a stranger just be looking at them? Why or why not? 5. Ask students for suggestions about dangerous situations they might encounter when out playing. Create a list on the board. Next, create a list of as many adults as they can think of who could help them if they ever encounter one of these situations (parent, teacher, principal, etc.) 6. As a class create a list of Stranger Danger Rules: If you ever meet a stranger what are some important rules to follow that will help keep you safe? Suggestions might be:

21

• Stay away from danger, do not talk to the stranger • Go directly to an adult you trust • It’s ok to yell, then run away • It’s safer to walk/play with a buddy • You don’t have to talk to a stranger, it’s ok to be rude and walkway • Don’t ever get in the car

7. Allow students to break into small groups and create their own Stranger Danger posters to be displayed in the classroom or throughout the school. Use art supplies to draw pictures and decorate the posters.

22

Meet Claude

While traveling through the bayou to visit her grand-mère, Petite Rouge and her TeJean meet Claude, the Gator. What do we know about alligators?

Physical Characteristics

Weight: 800-1,000 pounds Size: 13-14 ½ feet On an average, alligators have 75 teeth The exact lifespan of alligators is unknown. Out of all now living species of animal, the American alligator has the strongest bite known to science. In laboratory conditions it was measured at 2,125 lbs.

Habitat

The largest populations of American alligators are in Louisiana, Florida, and Georgia. It is estimated that there are 1.5-2 million gators living in Louisiana. The American alligator is found farther from the equator than any other crocodilian. Alligators build their habitats in freshwaters including wetlands, marshes, rivers, lakes, ponds, and swamps.

Diet

What type of food is to be eaten depends entirely on the size and age of alligators. The young alligators primarily eat fish, worms, crustaceans, and snails. The prey becomes larger as the size of the alligator grows bigger such as gar, turtles, large fish, muskrat, nutria deer, birds, other reptiles, and several mammals. Alligators kill their prey by dragging them down into the water to drown. The fight continues in the form of rolling its prey on the water surface. This is mainly practiced to tear down their prey into edible pieces.

Reproduction

Alligators become mature when they reach 6 feet The mating season begins in spring. Female alligators usually build their habitats near plant matter where the vegetation decomposition offers a good amount of heat that is required for the eggs incubate. The female is normally responsible for guarding over the nests and eggs. This protection continues for about 1 year.

23

Name __________________ An Alligator…

Read the poem “Alligator” by Meish Goldfish below. Color your alligator. Share 3 things you learned about alligators today in the space below.

An alligator lives ______________________________________________________________. An alligator likes to eat ______________________________________________________________. I also learned that alligators _________________________________________________________.

Alligator by Meish Goldfish

Alligator, alligator, long as can be, You look like a giant lizard to me! Swimming in the swamp, with very sharp teeth, Eyes above the water and jaw beneath. Alligator, alligator, here’s what we’ll do: I’ll keep my mouth shut, and you should too!

24

Name __________________

What Other Animals Can You Meet in a Bayou?

With a partner, work together to learn some new facts about other animals found in the bayou.

Opossum

Heron

Armadillo

Bullfrog

Crayfish

25

Cajun Music

Cajun music is rooted in French folk songs and heavily influenced by African rhythms. It tends to be upbeat, almost athletic, often with a wild accordion lead. Zydeco Cajun music, which you hear during the show, traces its roots back to pre-Civil War America and combines the styles of jazz, blues, and gospel.

Zydeco is also notable because it includes instruments in its music that other musical genres often ignore. Early players usually used guitars, fiddles, and horns. During the 20th century the accordion became one of the signature instruments of the zydeco style. Recent years have seen the inclusion of the drums and the electric base.

In 1946, Clifton Chenier, a famous zydeco musician, introduced the vest frottoir into this music. It is usually made from pressed aluminum and is worn over the shoulders. It is played like a rhythm instrument with spoons or other rigid metal objects. Most zydeco bands still use some version of this instrument today on their records and in performance. Famous Zydeco musicians: Clifton Chenier- He was a French-speaking Creole from Southern Louisiana. He became popular during the 1950’s and eventually won a Grammy Award in 1983. Buckwheat Zydeco- Now a famous zydeco accordion player, he began has a funk performer during the early 1970’s and quickly formed a new band that focused more on the traditional Cajun music style. He has played with such famous musicians as Eric Clapton, Willie Nelson, and Paul Simon. To hear examples of zydeco music visit: https://www.youtube.com/watch?v=Vda7EuQcwZQ https://www.youtube.com/watch?v=TVaDRid5wiI www.live365.com/cgi-bin/directory.cgi?genre=cajun%2Fzydeco

26

Name __________________

Character Sketch

If you could play one of the characters in Petite Rouge, who would it be and why? What would your costume look like? Remember a costume is the clothes an actor wears. Use the space below to make a character sketch and then tel l us a l itt le bit about your character.

My characters name is ___________________________________________________. I chose to be this character because ________________________________________ ____________________________________________________________________. My character’s costume is ________________________________________________. My character likes to wear this costume because ________________________________ ____________________________________________________________________. If I could ask my character one question, it would be _____________________________ ____________________________________________________________________?

27

Name __________________

Hot Sauce

Petite Rouge’s grand-mère likes her gumbo “tres hot an’ spicy.” She likes it hotter than, “Logan’s Hot ‘n Smokin” and “Marie Leveau’s Molten Gold”, grand-mère prefers “Dickie’s Volcano Paste!” How hot do you like your gumbo? Who would be the spokesperson for your bottle of hot sauce? Create your own hot sauce label below and then share with the class, don’t forget to write your slogan on the bottle!

28

Name ___________________

Word Search F B A P A M A M I A N S L J E X E S B M P A U I V G F X D R I K X S R D X A M B E T Y R O G G I R L O O X E E E U T O X F C E O A S E T V E I D M H M L W A Y S X Q O G Q U N O E H H A Q G D R G Q L N B H K U F J U A F D I C U K N Y Q L U C I A D E T S A S E S U J U D A N M J A N E Q W X P E J J O L Q X W R R W N C T I B S U L F E Z U C S R N G D G A A M Y D R W A A L Y I Z F T S O S E C J K H U U Z I T C Z P L E O Y X H W N A E J E T O T E G U O R E T I T E P Z E B A V I V B G J U I A F S T R A N G E R N A X Q V X O G M U F Y Y V C C O X Z D J Z Y W N J T H B U E C X E T T S L E B G R G O Z R E N O W W G T A E C R D D J N B G L U C D T Z Y D E C O L Z R H H E V R Z G U L E A J H T X J I I Q K S P X G W Z P Y Y Q K P T U B H D F T G A X A C I K J R G D A I O I C I A Y N C P A V P O P W H C

ADIEU BAYOU BOUDIN CAJUN CAPE CHER CLAUDE

ECOUTEZ ETOUFFEE FILE GRAND-MERE GUMBO MAIS OUI MAMA

NEW ORLEANS PETITE ROUGE PIROGUE S’IL VOUS PLAIT STRANGER TEJEAN ZYDECO

Sequence of Events

Illustrate your favorite scene from Petite Rouge to show the sequence of events.

29

Coloring Pages

30

31

32

Other Versions of Little Red Riding Hood

Little Red Riding Hood: A Newfangled Prairie Tale by Lisa Campbell Ernst It's the story of the girl in the red hood — with an unpredictable plot twist. She pedals over to Grandma's with a tasty treat a hungry wolf wants for himself. But, he soon discovers that broad-shouldered, sharp-eyed, tractor-driving Grandma has no patience for pesky predators.

Lon Po Po by Ed Young Three little girls spare no mercy to Lon Po Po, the granny wolf, in this version of Little Red Riding Hood where they tempt her up a tree and over a limb, to her death. The girls' frightened eyes are juxtaposed against Lon Po Po's menacing squint and whirling blue costume in one of the books numerous three-picture sequences, which resemble the decorative panels of Chinese tradition.

Little Red Cowboy Hat by Susan Lowell This Southwestern version of Little Red Riding Hood features a tomboyish main character, a wolf as sleazy as any street corner lothario and a distinct self-defense theme. This outwardly tough Little Red wears a sheriff's badge and shoots rattlesnakes with her slingshot. However, she is intimidated by her aggressor, who steps from behind a cactus and blocks her path.

Pretty Salma by Niki Daly When Granny asks Pretty Salma to go to the market one day, she warns her not to talk to strangers. But cunning Mr. Dog tricks Salma, and before she knows it, he’s wearing her stripy ntama, her pretty white beads, and her yellow sandals. And he’s on his way to Granny’s house!

Little Red-Cap by the Brothers Grimm When the little girl in the red cap puts her basket over her arm and sets off through the woods to grandmother's house, one of the best-loved fairy tales of all time unfolds.

33

Tell Us What You Think!

What did you think of Aurora’s production of Petite Rouge: A Cajun Red Riding Hood? Write a response and send it to us at: Aurora Theatre PO Box 2014 Lawrenceville GA 30046

My Review of Petite Rouge

What is your name?

How old are you?

Where do you go to school?

What was your favorite part of the show?

Who was your favorite character? What made them your favorite?

Is there anything you would have changed?

34

Teacher Study Guide Evaluation Form

We value your feedback, please take a moment to us know how we’re doing. School: Grade Level(s) of your Students: Show Title: Petite Rouge Did you use the study guide in your classroom? YES NO If yes, how much did you use it? ALL MOST HALF SOME Please circle the appropriate response: 6=agree strongly; 5=agree; 4=agree somewhat; 3=disagree somewhat, 2=disagree; 1=disagree strongly; or NA=does not apply

For me, this study guide enhanced the play 6 5 4 3 2 1 NA The lessons offered fit into my curriculum 6 5 4 3 2 1 NA Overall, I found this study guide useful 6 5 4 3 2 1 NA Did you receive the study guide in time to prepare for your theatre experience? YES NO Was there a specific lesson or activity that you really enjoyed? Why? What would you like to see offered in future study guides? If you have any additional comments, good or bad, about this study guide please use the additional space below or the back of this form. Your comments and suggestions are greatly appreciated. Your name (optional): Position/Title: E-Mail Address (optional): Please mail or fax this form to us at: Aurora Theatre * PO Box 1024 * Lawrenceville, GA 30045 Fax: 678-226-6240

35

Pre and Post-Show Activities and Discussion Questions

For some students this may be their first experience at Aurora Theatre and with live theatre in general. Review The ABCs of Theatre Etiquette (p9) with the class and ask them what rules they have in your classroom that might apply to going to the theatre? Before coming to see the show, read the folktale of Little Red Riding Hood. After watching the play, discuss the differences between the book and the play. What changes did the playwright make to the story? What other changes would you have made? What was the same? After watching the play, some students might be confused about what a jazz funeral is. As a class investigate the tradition behind a jazz funeral in New Orleans and listen to examples of music that might be played on the way to the cemetery and other songs that would be played to celebrate the life of the person who has passed. Learn a little bit more about the Cajun culture. Where in Louisiana do Cajun people primarily live? Who are their descendants? What other cultures influence their language? Alligators and crocodiles are often confused for each other. Partner with your science teacher or librarian to research the differences between the two. Use a Venn diagram to compare the similarities and differences. In 2005 New Orleans was affected by a devastating event, Hurricane Katrina. Discuss the immediate and long-term impact that Katrina had on the people of New Orleans, and how the city has recovered today. This could also lead to a science tie-in, by discussing hurricanes and other weather formations. Thanks for coming to our show! Hope we see you back at Aurora Theatre very soon!