Pre-Show Activities - Sudbury Theatre Centre

IInnttrroodduuccttiioonn
The Lion, the Witch and the Wardrobe- Director's Note
"We'll recount this story, we'll relive the tale of mystery and wonder...through
Narnia we'll sail."
It has been a great pleasure bringing this classic story to the stage. Much like
the Pevensie children's adventures in Narnia, the art of creating theatre involves
balancing freedom and imagination with commitment and discipline. It is only
through working together that the community triumphs – sometimes even the
smallest creatures can make the biggest difference.
Our gratitude to the STC production staff for helping us bring this magical world
and its creatures to life. We are proud of the teamwork that these young
performers have developed, both onstage and off, and are excited to share their
talent and bravery.
Meredith Zwicker. Director, Students On Stage.
The Story
This is a classic battle of good and evil with an entire
worldinthebalance.
During World War II, Peter, Susan, Edmund and Lucy
Pevensiearesentofftoliveinthecountry.Whileplaying
inside an old wardrobe, they find a gateway to Narnia, a
magical land cursed by the White Witch where it’s
“alwayswinterbutneverChristmas”.
Follow the children as they join forces with Aslan, the
lion, to confront the Witch and restore Narnia to its
formerglory.
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Study Guide Design:Val MacMenemey
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TThheem
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The themes of Deception, Desire, and Courage, may be used to introduce the
play, or as starting points for follow-up activities.
Theme of Deception
O'TIS: Deceit, betrayal, a soft and silent night.
JUST'A: Edmund stealing gently through the shadows of the light.
(Quote from the play.)
Some people believe that advertisements are based on deception. Give
examples of how this could be. (Media Literacy).
Have you ever been deceived by another person? How did you deal with that
situation? How did you feel?
Do you agree with this quote about war? Why
or why not?
Many Fairy Tales include elements of
deception, e.g. the Witch in Hansel and Gretel,
The Emperor’s New Clothes, Cinderella. What
other examples can you think of?
Desire
In the play, several characters express a strong desire to
“win”. It may be a desire win a friendship, or win a war.
One character desires a candy called Turkish Delight.
When are “desires” a positive influence in your life and
when are they negative?
You may desire to win for your team. You may desire a
new video game. You may desire that someone get well from a serious illness.
Create a tableaux which represents one of the three themes on this page.
Courage
Synonyms boldness, braveness, audacity,
bravery, daring, determination, endurance, fearlessness.
In the play, one character, Aslan the Lion says, “You are a
brave child, my dear. The child, Lucy, replies, “Where I
come from, there are many brave children.”
Where in the world would you think there are brave
children? What makes them appear to be brave?
Discuss how we see acts of courage every day. What makes a person
courageous?
Create an image for COURAGE (or the other themes) in one of the following: a
drawing, painting, a 3D image, animation project, photograph, mixed media.
Create a dance/movement sequence which represents “COURAGE”.
Study Guide Design:Val MacMenemey
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Useful to Know
The story is about four children, Peter, Susan, Edmund and Lucy. They are
eevvaaccuueeeess. They have left their family in London (England) and are staying in a
mansion on a large eessttaattee and living with strangers. When they left their
parents, the children did not know exactly where they would be staying.
Parents were issued with a list detailing what their children should take with them
when evacuated. These items included aa ggaass m
maasskk in a case, a change of
underclothes, night clothes, running shoes (or slippers), spare socks, toothbrush,
comb, towel, soap, face cloth, handkerchiefs and a warm coat. This happened
during World War II.
London during World War II
A mansion on a large English estate
Study Guide Design:Val MacMenemey
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Useful t o Know
The evacuation of major cities was designed to save people in Britain, especially
children, from the dangers of aaeerriiaall bboom
mbbiinngg. Operation “Pied Piper”, which
began on 1 September 1939, officially relocated more than 3,500,000 people.
It is estimated that, by the end of 1941, some 14,000 British children had been
eevvaaccuuaatteedd overseas by private arrangement, over 6,000 to C
Caannaaddaa and some
5,000 to the United States. They went either to relatives or friends or left as part
of private schemes, run by businesses such as Hoover and Kodak, who would
evacuate the children of their British employees.
Evacuation from the cities was
voluntary, but the fear of bombing,
the closure of many city schools and
the organized transportation of
school groups, helped persuade
families to send their children away
to live with strangers.
The city of Bristol was a target for
bombing because not only was it a
port but it manufactured parts for
aeroplanes.
Vocabulary
The play is set in England at a
specific time in history.
Some
words and phrases, spoken by the
characters, are often used more
frequently in England but also used
specifically at that time in history
(World War II)
HUNT (in a dictionary, the internet or ask someone) for the meaning or images of
these words:
eevvaaccuueeeess
eessttaattee
m ansion
aaeerriiaall bboom
ggaass m
FFaatthheerr C
mbbiinngg
maasskk
Chhrriissttm
maass
bbooaarrddiinngg sscchhooooll ““kknnoocckk iitt ooffff””
SPECIFIC TO THIS PLAY:
aa D
Drryyaadd
aa N
Naaiiaadd
Study Guide Design:Val MacMenemey
““S
Soonn ooff A
Addaam
m””
aa pprroopphheessyy
““D
Daauugghhtteerr ooff E
Evvee””
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PRIMARY
JUNIOR
Discuss how each of the children in
the play might feel about being sent
away from their family. They would
be going to live with strangers.
Edmund is the third child in the
family and has already been to
bbooaarrddiinngg sscchhooooll whilst the other
three children stayed at home. Lucy
is the youngest in the family.
Discuss
how
children
from
Kashechewan, Ontario, might have
felt to be evacuated by plane as the
Albany River threatened to flood and
destroy their community last year.
Many children were taken to
Thunder Bay. They came “south”
from their community but knew
they’d be going back in several
weeks.
The children came away from
London but knew they’d be going
back when the war was over. Why
might Edmund feel differently from
his siblings because he’d been to
bbooaarrddiinngg sscchhooooll?
In the play, some actors play more
than one part. For example; the actor
who plays a Snake also plays
Leopard. What would be the
challenges of playing two different
characters?
Apart from the four children, all the
other characters in the play are
magical creatures. How would you
act the part of: a Unicorn, a talking
tree, a vulture?
Imagine a world where it was always
winter.
What
would
be
the
advantages and disadvantages?
Where in the world is there always
ice and snow? How is global
warming affecting the glaciers?
In the play, the Queen tells Edmund
to keep a secret. When should you
tell and when should you keep a
secret? Have you ever told a secret
which you had been asked NOT to
tell? Why did that happen?
Have you ever tasted Turkish
Delight? List three foods that you
love more than anything. In the play,
Edmund would do ANYTHING for
the candy called Turkish Delight.
Ingredients for Turkish Delight:
White sugar, water, lemon juice,
cornflour, cream of tartar, rosewater,
red food colouring, icing sugar.
See “Resources” for cooking details.
Rosewater gives the traditional
“Turkish” flavoring, but may be
replaced with the same amount of
orange or vanilla extract.
Study Guide Design:Val MacMenemey
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INTERMEDIATE
Everyone: Think Ahead
Discuss how the two families of
Syrian refugees, fleeing war in their
country, might have felt upon arriving
in Sudbury on Dec.31st 2015.
The first family that arrived at the
Sudbury airport will spend the new
year getting English tutoring. The
three boys in that family are between
the ages of nine and 12. They
started classes at a local elementary
school on the same day that school
started for you after the holiday.
After the play, there is usually an
opportunity to ask the actors
questions.
Think ahead and list
some questions that you might ask
the actors.
The actors in Students On Stage
rehearse for many hours and do
have
to
miss
school
for
performances and some rehearsals.
They are in Grades 5 to 12.
One character, Lucy, tells her
siblings that she has discovered a
magical world. No one believes her
and they also make her feel stupid
for what she is saying. If you told of
something that really happened and
were scorned in such a way, how
would you handle that situation?
The title of the play contains the
word WARdrobe. The children are
fleeing from a WAR only to enter
another (magical) world where there
is a WAR. Who was C.S. Lewis and
why did he write about WAR in
Narnia?
What does the word
PEACE mean to you?
Study Guide Design:Val MacMenemey
Magic
There are several times that MAGIC
is mentioned in the play.
There is also the magic of
THEATRE.
The actors create the magic of
theatre helped by sound effects,
music, lighting, special effects,
scenery, costumes and props.
Some props get broken (on purpose)
during the performance. The Head
of Props has to decide whether that
prop can easily be replaced every
time or if they build what is known as
a “break away” prop. This is when
the prop is carefully built so that it
“looks” as if the prop is totally broken
but actually it is easily put together
again for the next performance.
During the performance at STC,
watch carefully the White Witch’s
MAGIC wand and the DEEP MAGIC
of the Stone Table
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Waattcchh aanndd LLiisstteenn
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Obbsseerrvvaattiioonnss dduurriinngg tthhee ppeerrffoorrm
maannccee
TThhiinnkk aanndd R
Reem
meem
mbbeerr
PRIMARY
JUNIOR
INTERMEDIATE
Which of the
animals did you
like the best and
why?
Why was the lamp
important?
Which theatrical
techniques does
the actor use to
play two different
characters?
How many masks
are in the play and
what were they
used for?
What was the
most interesting
costume and why?
Study Guide Design:Val MacMenemey
Which of the four
children do you
feel showed the
most courage–and
why?
Why was it
important that
Father Christmas
finally arrived?
How does music
play a part in the
performance?
What devices are
used to change the
scenes?
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PRIMARY
Chart some details and your
observations about the play
under these four headings:
Magic, Problems to solve,
Setting, Characters.
Create a TABLEAUX showing the
parents and children saying
goodbye as the children leave for
the country to live with strangers.
Maugrim (wolf) is loyal to the Queen.
Mr. Tumnus,
(Faun) shows
he is a gentle
creature.
Play a game of “Tag-Statues”
where, if you are caught by the
Wicked Queen or Maugrim (the
Wolf), you freeze as one of the
creatures in the play.
JUNIOR
Choose 1 (one) of the four
characters shown on this page
and create a “Role On The Wall”.
Include the character’s strengths
and weaknesses.
Write a letter as if you were one
of the four children telling your
parents what the mansion is like.
Explore mask-making.
(See Resources).
Create a mask representing any
one of the creatures in the play.
Work with the mask (levels,
energy, speed, body language,
etc.)
Leopard demonstrates he’s a leader
The Beavers are kind.
Study Guide Design:Val MacMenemey
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INTERMEDIATE
Find directions for making a
flipbook.
(See
Resources).
Create a flip-book which shows
the changes in Narnia from
“always Winter” to when Aslan is
free from the Stone Table.
Using a talk-show format, have
one student act as the host, and
the other as Aslan. Three
questions that the host asks are:
1. How did the snow and
winter begin and how did
change occur in Narnia?
2. Explain what
Magic”?
is
“Deep
3. What is the significance of
the Stone Table?
Writing in role: Select one of the
four children and write an
explanation about your part in the
adventure and what you plan to
do in the future as a King or
Queen of Narnia.
The actual story is longer than
the play. Discuss the role of the
narrators to move the story along.
What are the challenges of
creating a “fight” scene? How
would you choreograph the
battle?
Everyone
Write a letter!
Intermediates:
Write to Meredith Zwicker, the
director of the play. Discuss the
choices she made. Tell her what
you particularly enjoyed about the
production.
Junior:
Choose one character and write to
him or her telling what you enjoyed
about their performance.
Ask a
question. Perhaps it might be about
balancing school work and theatre
work.
(The teacher’s programme has a list
of characters.)
Primary:
Pick your favourite character in the
play and send him or her a letter.
You could draw a picture of their
costume or a scene from the play.
Everyone
READ the book by C.S. Lewis OR
listen to the story.
Study Guide Design:Val MacMenemey
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Reessoouurrcceess ffoorr TTeeaacchheerrss &
&S
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JUNIOR & INTERMEDIATE
https://www.youtube.com/watch?v=nMrZy1d-lLY
Inspired from Anbu masks. I didn't have clay or a base for it, so I
used tin foil and paper …
PRIMARY How to make Lion Paper Plate MASKS
https://www.youtube.com/watch?v=hUE1aAB4ymw
OR
Buy a basic mask from a Dollar store and add your design. The plastic store
masks can be covered with a “release” (e.g., Saran Wrap), cover the shape with
glue & paper strips, paint & decorate. Once it’s dry, release & re-use the plastic
base. These bases are not as strong as those from a craft store.
TURKISH DELIGHT - Easy Microwave Version
https://www.youtube.com/watch?v=Obr2ObUK03M
C.S. LEWIS and J. R. R. Tolkien (“Lord Of The Rings” and “The Hobbit”) were
close friends. The Life of C.S. Lewis Timeline - C.S. Lewis Foundation
www.cslewis.org/resource/chronocsl/
ANIMATIONS How To Make A Quick and Simple Flip Book
https://www.youtube.com/watch?v=29SCiHN9zCI
How to make a Flip Book Animation
https://www.pinterest.com/pin/284852745156650603/
EVACUATION of children during the World War II - YouTube
https://www.youtube.com/watch?v=voUe1WFBD9Q
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TTH
HE
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RTTS
S
MUSIC: the role of music and the songs in the production.
VISUAL ART: creating images for the themes in 2 and 3 dimensional form.
Mask making. Creating “flip” books – animation.
DANCE: movement as a character in a play. Choreographing a battle.
DRAMA: creating a Tableaux, tactic “Role on the Wall”, working with masks,
relating a performance to an historical event, role of the audience.
LLA
AN
NG
GU
UA
AG
GE
EA
AR
RTTS
S: Oral Communications (all grades) “use speaking skills and
strategies appropriately to communicate with different audiences for a variety of
purposes.” All in the discussion activities. Intermediate: post-show activity “host
show” format.
Writing (all grades) “generate, gather and organize ideas to write for an intended
purpose and audience”. Letters to the cast and director. Writing in role. Specific
vocabulary exploration.
Media Literacy Theme of Deception – in advertising – discussion.
Study Guide Design:Val MacMenemey
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STC, with the support of Vale, our Spotlight on Education sponsor, provides a
study guide for each play attended by our student audiences.
The guides are intended to save the busy teacher time and to augment the
classroom activities connected to the theatre field-trip.
Depending on the individual play, secondary school drama and English teachers
– and often music, visual arts and history teachers – will find something useful for
their classes in these guides.
Teacher Study Guides are also produced to accompany those productions aimed
at the younger grades.
So, tell your colleagues at both levels about these guides and encourage their
use!
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Sudbury Theatre Centre invites constructive feedback from teachers and
students’ reflections.
Please mail written student reflections or student artworks to:
Sudbury Theatre Centre, 170 Shaughnessy St. Greater Sudbury, ON P3E 3E7
Send email to: education@sudburytheatre.ca
Visit the STC web site: www.sudburytheatre.ca
Study Guide Design:Val MacMenemey
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