Victorian Opera Education Resources - Puss in Boots

Puss in Boots Education Resource - General © Victorian Opera

‘If you will follow my advice, your fortune is made.’ Puss from Puss in Boots

Puss in Boots is the story of an extraordinary cat who decides to change the fortune of his poor master armed with just a bag and a new pair of boots. From chasing rabbits to challenging a powerful ogre, this cat’s crafty ways soon earn his master the celebrated title of Marquis of Carabas, the admiration of the King and the attentions of the beautiful Princess. For this hunter, trickster and fast talker, nothing is impossible!

Puss in Boots (El gato con botas), an opera for children, was written by Catalan composer Xavier Montsalvatge and based on Charles Perrault’s much loved fairytale. Its light and charming music has been described by critics as ‘a joy to hear’ and is the perfect choice for Victorian Opera’s highly successful Education Program for schools. This specially created one hour show is designed to introduce children and families to the magic of opera.

Puss in Boots 29 May – 1 June 2013 Fairfax Studio, Arts Centre Melbourne

Puss in Boots is presented in partnership with Arts Centre Melbourne.

A one hour opera in two acts sung in Spanish. Act One The Miller inherits a cat and he is miserable! Puss tells him he will bring him a princess with golden hair and requests gifts; a pair of boots, a hat, a sword and a cape made of satin. Puss sets off to look for a white rabbit he has seen before. The King announces the kingdom is at war! Puss arrives and introduces himself as the servant of Marquis (who really is the Miller) and presents the three rabbits as a present. The King is very happy. Puss presents a romantic letter to the Princess from his Master and she asks Puss to tell his Master she is now in love with him after reading the letter.

Act Two Puss invents a story about his Master falling in the river and cries out to the passing King, Princess and members of the court to help his Master. The miller is saved and Puss introduces him as his Master, the Marqui. The Puss visits the Ogre in his castle and asks the Ogre if it is true that he has magical powers to turn into anything he wants. The Ogre proves to Puss his powers and turns into a dancing lion and then at Puss’ request into a mouse. Puss chases the mouse and eats it. Puss then pretends the Ogre’s castle is his Master’s when the King and his company arrive. The Princess and Miller/Marquis meet and fall in love. The King agrees to the Miller/Marquis marrying his daughter and they all live in the castle together.

Figure 1: Puss in Boots, illustration by Carl Offterdinger, photo by Harke


Visit our interactive Wall online for facts, behind-the-scenes and resources and more!

Conductor Daniel Carter Director/Concept Cameron Menzies Costume Designers Ross Hall Madeleine Somers

Orchestra Melbourne Conservatorium of Music Concertmaster Jo Beaumont

Puss Olivia Cranwell/ Daniel Todd Miller Carlos E. Bárcenas/ Timothy Reynolds King Nathan Lay Ogre Jeremy Kleeman Princess Kirilie Blythman Additional roles Christine Heald

Figure 2: Puss in Boots © Ross Hall

http://www.victorianopera.com.au/schools


For enquiries about our 2013 Education Program contact: Melissa Harris, Education Manager E: [email protected] P: 03 9012 6652

Victorian Opera Education Program is generously supported by the Victorian Opera Education Syndicate. Puss in Boots is presented in partnership with Arts Centre Melbourne.

Visit the Education “Wall” to download:

Puss in Boots Pre-show Activity Resource

Puss in Boots Activity Resource

Engage with us @ facebook.com/vopera Join in the conversation @ twitter.com/victorianopera #victorianopera See our snapshots @instagram/victorianopera View our opera journey @ youtube.com/victorianoperapage Discover our 2013 Education Season @ victorianopera.com.au/education Read our behind-the-scenes blog @ victorianopera.com.au/blog

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Puss in Boots Education Resource - Music © Victorian Opera










Overview To prepare students for their visit to of Puss in Boots we suggest that you:

Activity 1: Ensure students are familiar with the story Activity 2: Introduce students to the characters,

including their voice types Activity 3: Complete some guided listening activities Activity 4: Carry out some performance activities


Download the story via

‘Storynory’ ‘Storynory’ is a free website

with free audio and text versions of the story that students can listen to and read along with. Students can make an online comment/feedback after reading. There is also further information about the author and the other stories the author has written.

Figure 1: The Marquis Of Carabas - His Picture Book © Walter Crane

We suggest using the following recording of the

opera on Spotify:

El Gato con Botas, Xavier Montsalvatge 2003

Columna Musica.

Spotify is a music streaming service. You’ll need to

sign up to access the playlists and can sign up for

free.

http://storynory.com/2007/09/10/puss-in-boots/

http://open.spotify.com/album/69mwRFizS2tbBBYhyBdxpT

http://open.spotify.com/album/69mwRFizS2tbBBYhyBdxpT

http://www.spotify.com/


For younger students Create puppets of each character and ‘act out’ as the

story is read For example: Draw each character or colour in

pictures of each character then cut out and stick to an icy pole stick

For older students Assign parts to each of the students Read through the libretto/script Add props to help denote each character such as hats, cloaks, crowns etc To include all students, swap actors at the end of each scene Discuss characters, voices, movement etc.

Copy and print off copies of the Word

Match from the next page A. Cut into horizontal strips and have students:

1. Place in order of voices – highest to lowest 2. Listen to individual tracks and identify which

characters are singing 3. Place each strip on a piece of A4 paper and

draw the character 4. Place each strip on a piece of paper and

write a description of the character

B. Cut into individual squares and have students:

1. Match the character with their description 2. Match the character with their voice type 3. Match the voice type with its description 4. Match character, description, voice type and

voice description

Figure 2: Victorian Opera Puss in Boots © Ross Hall



Word Match Grid

Soprano/Mezzo or

Tenor

High female voice; a little lower than

Soprano

The wiley character is a cat who has grand plans for

his new master, the Miller. Puss can be performed by

a female or male.

Tenor Highest classical

MALE voice

The Miller is a poor young man, disappointed that his

recently acquired inheritance is only a rather

demanding cat.

Baritone

The most common male voice type. Sits in between the tenor

and the bass

The King, slightly deaf, lives with his daughter, the

Princess, in the palace.

Soprano Highest female voice

The Princess lives in the palace with her father, the

King.

Bass Lowest male voice

The Ogre lives in an

enchanted palace of his own, and enjoys drinking wine. He is also able to magically change his

appearance.


jumpy slow happy smooth fast swingy medium energetic consistent very slow enthusiastic jerky very fast romantic rap danceable moderately slow calm opera swaying moderately fast tense classical rippling sad folk thumpy anxious anticipation laughing changing scary boppy choral bouncy frightening waltz orchestral undulating fun light-hearted serious action-packed thoughtful surprising The Word Bank can be used with any piece of music. Try using it in conjunction with the Guided Listen track.

The Word Bank is a starting point for discussing how the music sounds at any particular point. Students simply listen to any section of music and choose words from the Word Bank that they think best describe that section. The Word Bank is a ‘live’ list and can be added to at any time, particularly as students are listening to, thinking about and respond to the music. The terms suggested below are generic, non-music specific words to introduce first-time listeners to this activity. As your students become more comfortable with music language and terminology, add in more appropriate words.


Track One - Overture and ‘My Miserable Luck!’

Action Words to Describe the Music 0.00 Overture. String section plays 0.25 Trumpets join in 0.31 String and woodwind play together 0.47 Long, strong notes 0.56 Starts slowing down 1.06 Bassoon and clarinet play 1.27 Melody played by oboe 1.41 Miller sings 2.05 Two ‘glisses’ by the strings indicate that Puss

has arrived

Puss sings 2.12 Miller sings 2.30 Puss sings 2.40 Miller sings 2.48 Oboe plays melody 3.00 Miller sings 3.24 Two glisses by strings 3.39 Miller sings 3.54 Oboe melody 4.11 Clarinet solo 4.18 Two glisses by strings 5.14 Miller sings 5.21 Gato sings 5.40 Orchestra plays 5.55 Miller and Puss sing together (duet) 6.45 Puss sings 7.23 Miller sings 7.35 Miller and Puss sing together 7.52 Ending 8.04

Listen to Track #1 on the CD Have students follow through the ‘Action’ and see

if they can recognise what is happening Play through a second time and ask students to

choose words from the Word Bank to describe music in each section – remember to add words as students suggest them


Puss in Boots - Act 1 Track 1 – Overture + Miserable My Luck! Miller, Puss Miller is miserable because he has inherited a cat. Puss replies “A smart cat!” Miller considers frying or roasting the cat, or making a hat out of him! The music slows and Puss asks his master to listen to him. He explains that if the Miller will give him a pair of boots, a hat, and a cape made of satin he will bring a princess with golden hair. Track 2 – I Don’t Understand What My Cat Wants! Miller, Puss The Miller sings that he doesn’t understand why Puss wants these gifts, but he gets a red satin cape, a hat and a sword. Puss comes to collect the items from his Master the Miller. Puss sets off to look for a white rabbit that he has seen before. Three rabbits appear and dance. Track 3 – The King King The King appears and proclaims “All goes well here in my kingdom. No war, the country is peaceful!” The King then, after some discussion, announces they are indeed going off to war! “To war, me!, To war, men! Marching forward, chests high, demonstrating to the enemy your bravery” Track 4 – The Cat and the King Puss, King, Princess Puss comes out to watch and presents himself to the King and the Princess. Puss introduces himself to the King as the servant of the Marquis (who is really the Miller) and gives the three rabbits he has caught to the King, saying they are a present from the Marquis. The King is very happy. Track 5 – The Letter Puss, Princess Puss also presents a letter to the Princess which he says is from his Master, the marquis. It is a romantic letter. The Princess is impressed and asks Puss to tell his Master that she is now in love with him.

Create a storyboard on your classroom wall Listen to one track of music at a time and use the corresponding scene from the storyboard to: Draw a picture of the characters in that scene and what they are doing Write down words that describe the music – use Word Bank Use squares from the Word Match – place them on the storyboard in the order they appear Create puppets of each character (cut out paper puppets) and work with a partner to act out

each scene/track according to the description Discuss and become each character and act out each scene according to the description by

moving around the room and miming to the vocals


Puss In Boots - ACT II Track 6 – Interlude Puss, Miller Puss convinces the Miller to climb into the cold, swirling river to wait for the King and Princess to come by. The Miller objects, but does so and calls out “Oh, help me!”. As the King, Princess and other members of the court come by Puss calls out “Oh help me, please help us! My Master fell in there! The rushing current sweeps him away, don’t you care?” The King comes rushing to see what has happened and Puss invents a story about his Master falling into the river. The King orders his footmen and servants to rescue the Miller from the river. The King then orders The Chamberlain to exchange his clothes for the Miller’s wet ones. The Princess sings her wishes for the Miller/Marquie’s rescue. The Miller is saved and the Puss, who is well known to the King, presents the Miller as his Master, the Marqui. Track 7 – Interlude Track 8 – The Ogre Ogre In the enchanted palace of the Ogre. The Ogre sings about himself, “So you think my nose is like a giant eggplant which has been filled up with a lot of dark wine?” Puss enters and bow to the Ogre. Puss asks the Ogre if it’s true that he processes magic powers and can turn himself into other things, like a dog, a deer, a rabbit or a lion. The Ogre says of course, and turns himself into a lion and then dances. Track 9 – The Ogre and the Mouse Ogre, Puss Then Puss asks if the Ogre can turn himself into something very small, and the Ogre turns himself into a mouse. 65 The mouse is suddenly chased by Puss who catches it and eats it. At that moment the King and his retinue arrive. Puss welcomes the King and pretends that the palace belongs to his Master. Track 10 – The Princess and the Marquis Princess, Miller, Puss The Miller/Marquis and the Princess meet and fall in love. The King is impressed with the Miller/Marquis and hopes that he will propose to the Princess so they can all come and live in the palace. Puss congratulates his Master on today becoming known as the Marquis, and possible son-in-law to the King. The Miller/Marquis and the Princess sing about how in love they are. All sing about the possibility of a wedding. The King agrees to Miller/Marquis marrying his daughter Track 11 – Celebration Dance The Marquis, the Princess, the King and the whole court joins in a celebratory dance. Track 12 - The End of the Story Puss Puss sings that’s he’s happy with the way everything’s turned out and curls up asleep on the throne.


What is Opera? Opera is a complex art form that has been around since about 1600. In 2013 there are many styles of opera performance, but basically, they all have one thing in common – an opera is a play that is sung.

What is a Typical Opera Story? Initially, most opera stories were taken from mythology. Since then composers have taken stories from a variety of sources including literature, history, Shakespearean plays, children’s stories, real events and even Hollywood movies!

How Many people Does It Take to Make an Opera? Many. The creation of an opera involves a composer, who write the music and a librettist, who writes the words, usually adapted from an existing story. That’s the easy part. The hard part is bringing an opera to life on the stage. This can involve an army of hundreds of workers that include the artists – singers, dancers, conductors, orchestral musicians, language coaches, music staff and directors; the designers – lighting, scenery and costumes; the craftspersons – set builders, costumiers and wig makers; the technical staff – stage managers, lighting technicians, fly operators, stage mechanists, electricians, surtitle operators, dressers; and of course the managers who coordinate all of the above. The philosopher Voltaire said ‘of all the noises known to man, opera is the most expensive’.

What Comes First – the Words or the Music? The creation of an opera is usually a collaboration - which means the composer and librettist work closely together.

What are the different types of operatic voices? There are five major voice types – Soprano, Mezzo-Soprano (both females), Tenor, Baritone and Bass (all males) with further categories defining each particular voice.

What does it take to be an opera singer? Years of discipline and training. A singer needs to possess a good instrument (the voice) to start with and then spend years developing it. A singer needs to be able to sing acoustically in large auditoriums and be heard above an orchestra, which can sometimes have as many as 80 players.

What is an aria? This is a song for solo voice. The aria allows the singer to pause and reflect on action that has passed and express their inner thoughts and feelings.

What is a recitative? Recitative was used in the 18 th and early 19th century much like dialogue is used in music theatre of today. There are two kinds of recitative: secco – accompanied on a harpsichord or accompagnato – accompanied by the orchestra.

What is an ensemble? Music for two or more singers singing together, for example in a duet or trio. A large ensemble would be called the chorus.

Where will we be seeing the opera? At the Arts Centre, Fairfax Theatre. This is a small theatre seating around 360 people, so you will be close to the action.

Applause Play it by ear and follow along with the rest of the audience. However, audiences generally applaud at the end of the overture and often at the completion of arias – and wildly at the end!


The Teaching and Learning activities suggested in this resource have been designed in accordance with the Victorian Essential Learning Standards for The Arts, Communication and Thinking Processes Domains.

Domain Dimension Activity

The Arts Exploring and responding Creating and making

Activity #3 Word Match Activity #2 – Make Your Own ‘Puss In Boots’ play

Communication

Listening, viewing and responding

Activity #1 – Get to Know the Story Activity #2 – Make Your Own ‘Puss In Boots’ play Activity #4 – Word Bank Activity #5 – Guided Listening – Track One Activity #6 – Guided Listening Storyboard

Thinking processes

Reasoning, process and inquiry; Creativity; Reflection; Evaluation and metacognition

Activity #2 – Make Your Own ‘Puss In Boots’ play Activity #4 – Word Bank Activity #5 – Guided Listening – Track One Activity #6 – Guided Listening Storyboard

1. The Arts, Communication and Thinking Processes


With thanks to Sue Arney.










Puss in Boots Education Resource - Language © Victorian Opera










Who is involved? The main characters in this story are: Cat – El gato

Marquis – El marqués

Princess – La princesa

Ogre – El orgo

King – El rey

What am I saying? Write your answer in Spanish.

a. He used to be a molinero (miller) b. It is an animal c. He is angry all the time (el ) ___ ___ ___ ___ ___ ___ ___ (el) ___ ___ ___ ___ (el) ___ ___ ___ ___ ___

d. She is the only girl e. He is the father of the princess (la) ___ ___ ___ ___ ___ ___ ___ ___ (el) ___ ___ ___


Figure 2a – 2e: Aunt Friendly's Picture Book © Joseph Kronheim


G R S O R O R Y

A S E C N I R P

T E U Y O E U R

O M Q G R O E T

S P R A O A R E

T O A R M E P T

M R M A Q P O A

Ask yes/no questions to your teacher to guess the character. For example:

Does he/she have a tail? Is he a boy? Is he/she rich? Is he/she scary?

Figure 3 : Victorian Opera Puss in Boots Princess © Ross Hall

Find the Spanish

words in the word

search. They can

be in any direction

– good luck!


f. Una chaqueta g. Una vestido h. Unos pantalones

a. Una corona b. Un sombrero c. Unas botas d. Una capa e. Una zapatos

The name of the story is Puss in Boots, but boots are not the only thing this cat is wearing!

Have a look at the King too.

El gato lleva unas botas, un sombrero, un cinturón y una espada. El rey lleva una capa, una corona y unos. zapatos.

La princesa lleva un vestido. El Marqués lleva una chaqueta, unos pantalones y unas botas.

The Princess is looking her best in the next picture,

so is the Marquis.

Figure 4: Aunt Friendly’s Picture Book © Jospeh Kronheim

Figure 5: The Marquis Of Carabas - His Picture Book © Walter Crane


a. El gato lleva …_________________________________________ _______________________________________________________ b. El ogro lleva …_________________________________________ ________________________________________________________ c. La princesa lleva …_____________________________________ _______________________________________________________ d. El rey lleva …__________________________________________ ________________________________________________________

Can you follow the examples

and describe the pictures?

Figure 6 - 9: Aunt Friendly's Picture Book © Joseph Kronheim


a. Unas botas rojas b. Unas botas azules

c. Unas botas verdes d. Unas botas amarillas

b. Un sombero _________________ d. Una capa ____________________ f. Una chaqueta _________________ g. Unos pantalones _______________

a. Unas botas _________________ c. Un vestido __________________ e. Una espada _________________

Do you remember the colours? Colour in the pictures following the description.

Can you write the colours of these pieces of clothing?


1. What was the inheritance that the young miller got? a. a cat b. a castle c. a palace

2. What did the cat ask for to his new owner? a. drawing pencils b. lots of mice c. a pair of boots, a cape and a hat

3. Where does puss in boots go with his new boots? a. to find a cat girlfriend for himself b. to hunt rabbits for the king. c. to England, where it rains a lot.

4. What is the name that the cat uses to refer to the miller? a. Marqués b. Rey c. Princesa

5. Where is the Marqués when the king finds him? a. in the castle b. in his mill c. in the river

6. How does the Princesa know that the Marqués liked her? a. because he winked at her first time they saw each other. b. because the Gato read a poem to her. c. The Marqués didn’t like the Princesa.

7. Which animals does the Ogro become during his meeting with Gato? a. a rabbit b. a fly c. a lion, a bird and a mouse.

Let’s play! To move forward around the board you need to answer the following questions. Each

correct answer will take you closer to victory.

Answers are on the next page! If you get the answer right you can move along the board.


If your answer was a, move to 5, otherwise move to 3.

If your answer was c move to 10, otherwise move to 6.

If your answer was b, move to 14, otherwise move to 9.

If your answer was a, move to 18, otherwise move to 13.

If your answer is c, move to 23. If your answer is a, move to 16. If your answer is b, move to 22.

If your answer is c, move to 31. If your answer is a, move to 27. If your answer is b, move to 29.

If your answer is b, move to 25. If your answer is a, move to 19. If your answer is c, move to 24.

Print out the full size game at the back of this Resource Pack!


With thanks to Isabel Arenales Aylagas.











Summary of the story This story starts when a poor miller dies and leaves his youngest child a cat. The cat promises the young man that he can make him rich in a week. He only needs a pair of boots. The miller spends the last of his savings to buy Puss his boots. The cat manages to win the favour of the king by hunting a couple of rabbits for him and a love poem for the princess. Puss tells the king and his daughter that his master is a nobleman. Then, by lying, he gets some new clothes for his master, and after that, a castle, that he takes from an ogre. Puss makes the king believe that the castle is the Marquis’s castle and marries his daughter with the Marquis of Barabbas.

Topic, themes and grammar Characters Introduce the characters of the story by comparing with Puss in Boots, the movie. Remind you students Puss is not the only animal in this story. As an after viewing activity, you can brainstorm what are the other animals and introduced their names in Spanish. Clothes and colours To introduce the clothing topic we use the characters and what they typically wear. We can compare different fairy tales by looking at what their characters wear. The adjectives chosen to describe nouns, in this case colours, must match in both number and gender with the nouns they describe. Adjectives, in the majority of cases, are places immediately after the noun. Definitive and indefinitive article The difference between the definite and indefinite articles is the difference between talking about a specific person or piece of clothing, or any at all. El gato will be always el, while the pieces of clothing he is wearing can be un when is a random boot or las when they are his boots.

These activities give the students a better understanding of the story of Puss in Boots before they watch it. These activities are designed to allow the students to be familiar with the characters and pieces of clothing. Grammatically they will learn how to combine nouns and adjectives.


Activity Answers & Tips

1. What am I saying? a. He used to be a molinero (miller) b. It is an animal c. He is angry all the time d. She is in the only girl e. He is the father of the princess

a. marqués b. gato c. ogro d. princesa e. rey

2. Word Search & Guessing Game

GATO First row first box down REY First row. Second box. Diagonal MARQUÉS Upside down. First row. Third box down OGRO Third row. Fifth box. Diagonal PRINCESA Backwards. Last box in the second row In order to become more familiar with these words students can play Who is it? The teacher thinks of one of the characters. Students must ask questions to guess who the teacher is thinking about. When they know who it is, students must ask ex. ¿Es el gato? (Is it the cat?) The teacher will answer si (yes) or no. Students may have a go when teacher considers appropriate.

3. Describe the pictures a. El gato lleva b. El ogro lleva c. La princesa lleva d. El rey lleva

a. El gato lleva un vestido b. El ogro lleva un cinturón y unas botas c. La princesa lleva un vestido d. El rey lleva una corona

4. Colour-in

a. Red boots b. Blue boots c. Green boots d. Yellow boots

5. Guess the colours

a. Unas botas moradas b. Un sombrero verde c. Un vestido rosa d. Una capa roja e. Una espada amarilla f. Una chaqueta azul g. Unos pantalones verdes y azules


Activity Answers & Tips

6. What happened? Game 1. What was the inheritance that the young miller got? 2. What did the cat ask for to his new owner? 3. Where does puss in boots go with his new boots? 4. What is the name that the cat uses to refer to the miller? 5. Where is the Marqués when the king finds him? 6. How does the Princesa know that the Marqués liked her? 7. Which animals does the Ogro become during his

meeting with Gato?

a. Cat c. A pair of boots, a cape and a hat b. To hunt rabbits for the king a. Marqués c. In the river b. Because the Gato had read a poem for her c. A lion, a bird and a mouse


Physical, Personal

and social learning Discipline-based learning Interdisciplinary

Learning

Hea

lth a

nd p

hysica

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tion

Inte

rperso

nal d

evelopm

ent

Perso

nal lea

rnin

g

Civics a

nd citizen

ship

The a

rts

English

Language

(Spanish

)

Hum

anities

Math

ematics

Sciences

Com

munica

tion

Desig

n, crea

tivity & te

chnolo

gy

ICT

Thin

king p

roce

sses

Foundation level

✔ ✔ ✔ ✔ ✔ ✔

Level 1

✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 2

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 3

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 4

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 5

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 6

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Activity 1

Activity 2 Activity 3 Activity 4 Activity 5 Activity 6

Foundation level ✔ ✔ ✔✪

Level 1 ✔ ✔ ✔ ✔✪

Level 2 ✔ ✔ ✔ ✔✪

Level 3 ✔ ✔ ✔ ✔ ✔

Level 4 ✔ ✔ ✔ ✔ ✔ ✔

Level 5 ✔ ✔ ✔ ✔ ✔ ✔ ✔

Level 6 ✔ ✔ ✔ ✔ ✔ ✔ ✔

✪ With teacher’s help

1. Physical, personal and social learning, Discipline-based learning, Interdisciplinary learning

SALIDA

1 2 3

¡Incorrecto! THINK AGAIN

4 5

¡Correcto! ¡Muy bien!

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8 9


10


20 19


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LLEGADA

¡Correcto!

PUSS IN BOOTS

THE MOST FAMOUS FAIRY TALE CAT

WHAT HAPPENED? GAME

Victorian Opera Education Resources - Puss in Boots

Documents

Transcript of Victorian Opera Education Resources - Puss in Boots