Cinderella Study Guide
Cinderella Study Guide
Adapted by John B. Davidson Based on the fairy tale by Charles Perrault Directed by Peter C. Brosius Choreography by Brian Sostek Music Direction, Composition and Orchestration by Victor Zupanc
November 19 December 20
10:30am Student Matinee
Welcome Teachers, Educators, and Parents: We are so excited that youre here for our 20132014 season, Imagine That. Its a season filled with unlikely friendships, travels to space, uproarious pantomime, black light puppetry, fairy tales of epic proportions, and much more. This production has truly been a collaboration between great talents: Eduardo Sicangcos set and costume design, Paul Whitakers lighting, new and original choreography by Brian Sostek and the music direction, compositions and sound designs of Victor Zupancs impeccably calibrated score and pop song rearrangements. The experience as an audience member is one of total immersion in this fantastic and spectacular world. CTCs Cinderella is inspired by the wild and wonderful theatrical form of panto, an incredibly popular holiday theatrical tradition throughout the United Kingdom. There is hardly an English theatre that doesnt delight its audiences with this mad mix of spectacle, dance and slapstick comedy. It is a form as enduring as the tale of Cinderella. As you know, research has shown that the early years in a childs lifewhen the human brain is formingrepresent a critically important window of opportunity to develop a childs full potential and shape key academic, social, and cognitive skills that determine a childs success in school and in life. The Arts are a crucial tool for teaching empathy, expanding imagination and introducing ideas that challenge our thinking. Cinderella, as with all the plays on our stage this season, is a product of the imagination and hard work of every actor, director, playwright, and artist at CTC. We hope you, your students, and your family will be transported to the worlds we have created. We hope our plays spark dialogue between friends, classmates and family members and that everyone shares in the power of active imagination. See you at the theatre! Warmly,
Nina Stultz
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The Very Hungry Caterpillar and other Eric Carle Favorites January 16 - February 20, 2014 ASL/AD date January 29th Reading Level: Preschool+ UnitedHealth Group Stage The Scarecrow and His Servant March 19 - April 3, 2014 ASL/AD date March 26th Reading Level: Grades 3+ UnitedHealth Group Stage Balloonacy March 25 May 2, 2014 Reading Level: Preschool+ Cargill Stage Shrek the Musical April 29 - May 29, 2014 ASL/AD date May 7th Reading Level: All Ages UnitedHealth Group Stage Dr. Seuss The Cat in the Hat May 27 - June 5, 2014 Reading Level: Grades Pre-K+ Cargill Stage
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Theatre Vocabulary
Actor:A person who performs a role in the play. Audience:The group of people that watch and respond to the play. Backstage:The area of the stage that cannot be seen by the audience. Blocking:The planned way actors move on stage. Cast:The group of actors who portray the roles in the play. Character:The role, or personality, the actor portrays. Costume:The clothes worn by the actors on stage. Design:The creative process of developing and implementing how the play will look and feel. Costumes, lighting, sets, and make-up are all designed. Director:The person who oversees the entire process of bringing the play to life on stage. Dress Rehearsal:The final practice performances when the play is done in full costume and with all of the technical elements (light, sound, effects) in place. House:The area where the audience sits. Performance:The live event shared by the cast and the audience. Play:A story written for the stage. Playwright:A person who writes stories for the stage. Prop:Any item on the stage used (carried, moved, manipulated) by the actors. Scene:A section of a play, also called an act. Set:The physical environment that creates the time, place, and mood of the play. Stage Manager:The person who coordinates all aspects of the play during production and performance.
Cast of Characters
Cinderella Stepmother Dorcas Cinderellas stepsister Pearl Cinderellas stepsister Beggar Woman Fairy Godmother Lord High Chamberlain Prince Eric Host/Father Storyteller/narrator at the holiday party in the play
Fairy Godmother: My dear, I see a tear in your eye. Cinderella: It is a tear of joy, for this is to be the happiest night of my life! Thank you!
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A fairy tale, or wonder tale, is a kind of folktale or fable. In these stories we meet witches and queens, giants and elves, princes, dragons, talking animals, ogres, princesses and sometimes even fairies. Marvelous and magical things happen to characters in fairy tales. A boy may become a bird. A princess may sleep for a hundred years. A seal may become a girl. Objects too can be enchanted mirrors talk, pumpkins become carriages and a lamp may be home to a genie. The oldest fairy tales were told and retold for generations before they were written down, but now we can read fairy tales from almost any culture. When these stories were studied together, something amazing was discovered. From countries as distant and different as Egypt and Iceland similar fairy tales are told. Both Egypt and Iceland have Cinderella stories, as do China, England, Korea, Siberia, France, and Vietnam; and the list doesnt stop there. There may be a thousand versions of the Cinderella story, each with a unique telling which carries cultural information about the time and place the story was told. One thing is for sure; people everywhere like stories in which truth prevails over deception, generosity is ultimately rewarded, hard work overcomes obstacles, and love, mercy and kindness are the greatest powers of all. Today, some authors still like to retell and invent new fairy tales. The Cinderella story was recently re-imagined by Diane Goode in her book Cinderella: the Dog and Her Little Glass Slipper. So jump in and find out what makes these fairy tales so enduring, or try your hand at creating your own!
Charles Perrault
Charles Perrault was a French writer who lived in the second half of the XVII century. He was one of the first writers in European literature who turned his eyes to folklore. Born in 1628 in a clerical bourgeois family, Perrault received legal education and had high royal office. In the second half of the XVII century, there was a dispute amidst French writers about the advantage of modern writers compared to the writers of antiquity. Charles Perrault played an important role in this dispute, opposing to the genre and thematic limitations of classical literature. In 1671, Charles Perrault was elected to the French Academy of Sciences. In folk art, Perrault found rich stories and images to create new artistic works. He turned to folklore by collecting a number of stories and published them in 1697 under the title Tales of Mother Goose. This collection included eight fairy tales, including Little Red Riding Hood, Puss in Boots, Little Thumb and Cinderella. In subsequent editions Perrault added two more stories and a novelette.
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Ella Enchanted The Egyptian Cinderella by Gail Carson Levine by Shirley Climo
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Adaptation Explanation
What is an Adaptation? Cinderella started out as an oral story. Its such a well-loved story that it has been adapted into film and stage plays. What does it mean to adapt something? Well, it means to change it or shift it so that it works in another format or another way. For example, in order to adapt Cinderella from an oral story into a play for the stage, the playwright would need to use a couple of different tools. Dialogue: When one or more characters are speaking aloud to each other. Monologue: When one character is talking to themselves or to the audience. Stage Directions: These are silent text in the script that assists the actors and directors set the scene. Stage Directions can tell the actors and directors what the stage is supposed to look like, or how a character looks and feels and more. Narrator: A playwright can also use a narrator, or a storyteller to help communicate parts of the original story that the playwright wants to use. Song: Sometimes playwrights use music and song to help tell the story.
About Pantomime
One of the trademarks of the traditional panto (or pantomime) is to take a wellknown fairy tale and turn it on its ear. The history of the panto can be traced back to Greek theatre, but it is considered to be distinctly British. Panto uses song and dance, slapstick comedy and elaborate costuming and exaggerated make-up to tell strong stories of good battling evil.
Photo by: Dan Norman
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Think about your favorite character from the story Cinderella. Write their name on the line below then decorate the face to look like your character. Fill in the bubbles with statements the character might say or something you heard them say in the play.
I like...
I can...
I am...
I want...
Academic Standards: K: Writing Benchmark -Production and Distribution of Writing: 0.6.5.5 Grade 1: Writing Benchmark -Production and Distribution of Writing: 1.6.5.5 Grade 2: Writing Benchmark -Production and Distribution of Writing: 2.6.5.5
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Think about what life would be like if you have a Fairy Godmother. What would you ask for? Where would you go? What would you do? Write your story below or create an illustration on the back of this page.
Academic Standards: K: Integration of Knowledge and Ideas: 0.1.7.7, 0.1.9.9 Grade 1: Integration of Knowledge and Ideas: 1.1.7.7, 1.1.9.9 Grade 2: Integration of Knowledge and Ideas: 2.1.9.9
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Interview #1
Interviewer: Ask Cinderella the questions below and record her answers on a separate sheet of paper. Cinderella: Think critically and creatively about what happened after the story ends. Interviewer: __________________ Cinderella: __________________ 1. What do you do all day to stay busy now that you do not have to clean all the time? 2. Now that you are a Princess, did you punish your stepsisters? 3. Do you ever see your Fairy Godmother? 4. Whatever happened to your glass slippers?
Interview #2
Interviewer: Now think of your OWN questions to ask a DIFFERENT character. Character Name: ___________________________________ Write your questions below: 1. 2. 3.
Academic Standards: Grade 3: Comprehension and Collaboration: 3.8.1.1; 3.8.2.2 Presentation of Knowledge and Ideas: 3.8.4.4 Grade 4: Comprehension and Collaboration: 4.8.1.1; 4.8.2.2 Presentation of Knowledge and Ideas: 4.8.4.4 Grade 5: Comprehension and Collaboration: 5.8.1.1; 5.8.2.2 Presentation of Knowledge and Ideas: 5.8.4.4
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You may use the back of this paper or a separate piece of paper if you need more space.
Academic Standards: Text Types and Purposes: 3.6.3.3; 4.6.3.3; 5.6.3.3; Integration of Knowledge and Ideas: 3.1.7.7; 4.1.7.7; 5.1.7.7; Research to Build and Present Knowledge: 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9
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Now that youve created some examples, choose one story and present a skit to illustrate strategies for addressing bullying behavior. Remember these details for your story and rehearsal process: who are the characters, what issues will you try to solve, and how you can solve it? As a class you can compose a class pledge against bullying and sign the pledge.
Academic Standards: Academic Standards: Grade 3: Language Arts, 3.2.4.4., 3.6.4.4., 3.8.1.1.a. , 3.8.1.1.b., 3.8.1.1.c., 3.8.1.1.d., 3.10.4.4.a., 3.10.6.6. Grade 4: Language Arts, 4.2.4.4., 4.6.2.2.b., 4.6.4.4., 4.8.1.1.a., 4.8.1.1.b., 4.8.1.1.c., 4.8.6.6., 4.10.3.3.c., 4.10.6.6., Arts Education, 4.1.2.4.1., Grade 5: Language Arts, 5.1.1.1., 5.2.4.4., 5.6.2.2.b., 5.6.4.4., 5.8.1.1.a., 5.8.1.1.b., 5.8.1.1.c, 5.10.6.6.
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Academic Standards: Grade 6: Language Arts, 6.5.1.1., 6.5.2.2. , 6.5.3.3., 6.5.4.4., 6.5.5.5., 6.5.7.7., 6.9.1.1.a., 6.9.1.1.b., 6.9.1.1.c., 6.9.1.1.d., 6.11.6.6.Social Studies, VII.A4.3, 6.12.1.1., 6.12.2.2., 6.12.4.4., 6.12.9.9., 6.14.1.1.b.,6.14.9.9. Grade 7: Language Arts, 7.5.1.1., 7.5.2.2., 7.5.3.3., 7.5.4.4., 7.9.1.1.a., 7.9.1.1.b., 7.9.1.1.c., 7.9.1.1.d., 7.11.6.6. Social Studies, VII.A4.3., 6.12.4.4. Grade 8: Language Arts,8.5.1.1., 8.5.2.2., 8.5.4.4., 8.9.1.1.a., 8.9.1.1.b., 8.9.1.1.c., 8.9.1.1.d., 8.11.6.6. Social Studies, VII.A1.1., VII.A4.3., 6.12.4.4.
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Online Resources
http://www.ala.org/offices/resources/multicultural An overview of multicultural variations on the Cinderella story from the American Library Association. http://www.education.ne.gov/forlg/elementary/cinderella.pdf More variations on the Cinderella story from around the world, including a compare and contrast activity between the different stories. http://www.pbs.org/wnet/nature/episodes/the-joy-of-pigs/introduction/2123/ A site dedicated to the episode of Nature entitled The Joy of Pigs. It features a video of the full episode and all sorts of fascinating information and pictures of pigs from all over the world. http://www.worldwidewords.org/nl/zfhc.htm#N3 Was Cinderellas glass slipper supposed to be fur? Read World Wide Words to learn more about this theory. http://www.stopbullying.gov/ Government website on bullying prevention resources and information. http://cowbird.com/ Online storytelling community open to all, supplying tools for multimedia storytelling.
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Academic Standards
Academic Standards Statement
Childrens Theatre Companys school programs provide quality learning experiences for your students. Our Teachers Guides provide a variety of lesson plans and educational activities which are grounded in best practices for literacy and arts education and are strategically aligned with the Minnesota K-12 Academic Standards. The Minnesota K-12 Academic Standards identify the knowledge and skills that are to be mastered by all students by the end of a grade level and guide educators in the design of curricula. Individual Childrens Theatre Company school programs will address standards for children Kindergarten through eighth grade in the following learning areas: Language Arts Reading Mathematics Social Studies Visual and Theater Arts The following English Language Arts and Arts content standards can be experienced by attending any school matinee and using the Teachers Guide. Additional information on how specific lesson plans align with the Minnesota K-12 Academic Standards can be found within the following Learning Activities. Language Arts Reading Benchmarks: Literature K-5 Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3; 3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3 Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6 Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7; 4.1.7.7; 5.1.7.7 Reading Benchmarks: Foundational Skills K-5 Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3 Writing Benchmarks K-5 Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3 Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5; 4.6.5.5 Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8; 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9 Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5 Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3; 1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2 Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4; 4.8.4.4; 5.8.4.4
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Arts Theater Arts K-3 Artistic Foundations: 0.1.1.4.1 Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2 Artist Process Perform and Present: 0.3.1.4.2 Artist Process Respond and Critique: 0.4.1.4.1 Visual Arts K-3 Artistic Process: Create or Make: 0.2.1.5.1 Theater Arts 4-5 Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2 Artistic Process: Create or Make: 4.2.1.4.1 Artist Process Perform and Present: 4.3.1.4.1 Artist Process Respond and Critique: 4.4.1.4.1; Visual Arts 4-5 Artistic Process: Create or Make: 4.2.1.5.1 Coding System Each anchor standard has a benchmark identified by a four-digit code. For example, in the code 5.2.8.8 The 5 refers to grade five; The 2 refers to the substrand, Reading Standards for Informational Text K-5; The first 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence; The second 8 refers to the benchmark for that standard, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). For additional information: http://education.state.mn.us
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