Special Educational Needs Resource Pack

Special Educational
Needs Resource Pack
Written by Rosie Emanuel
For Mousetrap Theatre Projects
© June 2012
Contents
Introduction
Page 3
Access Information
Page 4
PRE-SHOW ACTIVITIES
Preparing For The Theatre Visit
 Activity: Visual Story
 Activity: Code of Conduct
 Activity: Imaginary Trip
 Activity: Elements of Theatre
 A Glossary of Theatre Terms
Page
Page
Page
Page
Page
Detailed Plot Synopsis
Page 12
Simple Plot Synopsis
Page 13
Key Characters
Page 14
Themes




Activity:
Activity:
Activity:
Activity:
Visiting Narnia
Power of the Witch
Good and Evil
Always Winter
5
7
8
9
10
Page
Page
Page
Page
16
18
19
20
Page
Page
Page
Page
Page
Page
21
22
24
25
25
28
POST-SHOW ACTIVITIES






Activity:
Activity:
Activity:
Activity:
Activity:
Activity:
Find Your Courage
Future Self
Make an Aslan Mask
Production Images
Drama Pictures
Reflections
Useful Resources
Page 30
About Mousetrap Theatre Projects
Page 31
2
Introduction
Welcome to the SEN Teacher Resource Pack for The Lion, The Witch and the
Wardrobe. The aim of this pack is to help you prepare your young people for their
visit to the theatre and enhance their enjoyment and understanding of the show. This
pack is designed for use with students who may have a range of needs, including
sensory impairments. This pack therefore aims to encourage a multi-sensory
approach, which is accessible to all learning styles and needs.
In this booklet you will find a range of worksheets and practical activities to use
with your students. Some are designed as pre-show activities, whilst others are more
suitable for post-show work after the event. However, this is only a guide so feel free
to use the resources flexibly, depending on your needs. We have also provided you
with a free prop to get the drama work started!
A rating of EASY or INTERMEDIATE has been applied to the activites as a guide. In
addition, there are some guidelines on how to adapt certain activities for those with
additional communication or sensory needs.
The Visual Story, which can be downloaded from www.mousetrap.org.uk under
‘community’, is a tool to be used with the students directly and can be browsed in
the classroom or worked into a specific lesson. The idea of this resource is to offer
more visual learners an insight into what they might expect from the experience of
attending the theatre. It might be a useful tool to take on the trip to remind students
of what will happen next, especially for those who need support with new
experiences.
We hope that this pack is a beneficial tool as you prepare your students for their visit
to The Lion, The Witch and the Wardrobe.
Enjoy the show!
3
Access Information
There is an access ramp on each side of the
theatre. There is removable seating for parked
wheelchairs. For those using the steps there is a
total of 14 steps up to the seating and a further
10 steps to the back row.
Park in the NCP Royal Garden Hotel car
park and receive a 30% off discount
voucher when visiting The Lion the Witch
and the Wardrobe. Please ask the box
office for more details. For further
information on disabled parking spaces
near the theatre please visit:
http://www.rbkc.gov.ukg/disabledparking
There are accessible toilets on site. A
member of staff will be able to help
you to locate them once you arrive.
4
PRE-SHOW ACTIVITIES
Preparing for the Theatre Visit
EASY
Activity: Visual Story

Use the Visual Story provided to begin preparing your students
for their theatre visit.

You could either read it in a group, or copy the booklet so that
they each have their own version.

Once your group have had a chance to look through the Visual
Story, copy the worksheet on page 6 and ask them to fill it in
individually.

The second box might contain ideas about what they may see on
stage such as lighting effects, costumes and actors (see Glossary
of Theatre Terms on page 10 for more information).

Discuss what they are expecting from the production. Prompt
with questions such as:
o Do you know anything about the story?
o Can you name any characters from the story?
o What does the title of the show suggest?
You could use your own
emotion cards to
support this activity.
o Do you think it will be funny/sad/exciting?
o Have you seen the film or read the book?
o What are you most looking forward to about the trip?
The production images on pages 26-27 may
help visual learners to begin thinking about
what they are going to see.
5
Theatre Trip Worksheet
The Lion, The Witch and the Wardrobe
is a show performed in a big, outdoor
theatre tent in Kensington Gardens
called The Threesixty Theatre.
This is what the Threesixty
Theatre looks like inside. The
audience sit all around the
circular stage in the centre.
This is what I might do and see at the theatre…
6
EASY
Activity: Code of Conduct
•
Before you come to the show you may wish to develop a code of conduct with your group. Use the diagram
below as a template and ask them to think about what kind of behaviour is appropriate at the theatre and
why. Try to make your code of conduct positive by using ‘we will...’ rather than ‘do not...’
•
Here
o
o
o
o
are some ideas to get you started:
We will stay close together and remain with the group at all times
We will be quiet during the performance
We will turn off mobile phones during the performance
We will listen and follow instructions carefully
Our Code of
Conduct
7
INTERMEDIATE
Activity: Imaginary Trip
If your group is keen on drama then this activity is a good way of helping them to
prepare for the trip. It is especially good for learners who prefer ‘doing’ rather than
reading, writing or talking.

Invite the group to form a circle and to take turns to share one thing they might
take with them on the trip, e.g. camera, water, raincoat, snacks. Invite them to
place their items in an imaginary bag.

Now act out taking whichever mode of transport you will use. More confident
students can be in role as the bus or train driver, ticket collector etc. You can
add sound effects and movement if appropriate, or use gym mats as props.

Ask someone to be in role as a map-reader and pretend to make the journey to
the theatre. You may wish to sing a song or add some group movement to make
this more fun.
Try and get hold of a real A-Z or tube
map as a prop if possible, or copy the
map included in the Visual Story.

Once you ‘arrive’ at the theatre, you can role-play finding your seats and getting
ready for the show to start. You could make pretend tickets for each child.

Use a visual or auditory cue to practice applause and silence.

You could even review your code of conduct by getting a participant to go into
role as someone in the audience who gets ‘cross’ when they are noisy.
If your students are sensitive to light or sound then
incorporate this into the drama. You might want to
warn the group about the darkness in the theatre,
bright lights and sounds of music and applause.
8
INTERMEDIATE
Activity: Elements of Theatre
This activity allows the students to think about what is needed to create a piece of
theatre. It will help them to become familiar with what they are going to experience
in advance of the performance and will teach them about how theatre is made.

Look together at the Glossary of Theatre Terms on page 10 and talk through each
symbol in turn until they have an understanding of each element.

Now copy the worksheet on page 11 and give one to each student.

Work through each picture and see if they can remember what each image
represents. (Be aware that some images are quite similar to others).

Once they have established the correct meaning, ask them to write a title and
description under each image. This can be in their own words based on what they
have learnt and remembered from the discussion.
For a simpler version of this activity, copy the chart on page 11 and call
out the name of one element of the theatre. Ask the group to circle which
picture they think best represents the word you have described (with
support). They can then write the word under the image.
Working with Visual Impairments
If you are working with visual impairments, you could create a multi-sensory version of this
activity by finding a kinaesthetic or auditory way to represent each aspect. Here are some
suggestions:
Lighting:
Pass round a torch and allow them to press the on/off switch.
Sound:
Play some sound effects or pass around a musical instrument.
Costume/props:
Pass around some costume pieces or props to feel.
Actors:
Encourage them to have a go at acting/dancing or making frozen pictures of what an actor or
dancer might do.
Stage:
Create a platform that can be stepped onto. Invite students up on the stage one at a time and
encourage the rest of the group to applaud.
Audience:
Act out being an audience by setting up seats in front of a ‘stage’. Practice being quiet and
then using applause.
9
A Glossary of Theatre Terms
SOUND
During the show you will hear a lot of different sounds which are
controlled from the back of the theatre.
ACTORS
AND
DANCERS
The actors and dancers spend weeks rehearsing what they need to
do on stage, ready for the performance.
COSTUMES
AND PROPS
Before the show begins, the actors get into costume and check that
all their props are in the right place.
STAGE
The stage has a set which helps create a setting for the story. The
actors perform on the stage.
LIGHTS
During the show the lighting operator will stand behind a
desk and change the lights when needed.
DIRECTOR
The director makes sure that everyone involved in the show
knows what they are doing.
AUDIENCE
The audience members watch the performance and show
their support by clapping at the end of a song or scene.
STAGE
MANAGER
The Stage Manager is in charge of the stage and makes sure
that the show runs smoothly every night.
10
Elements of Theatre Worksheet
!
!
11
This synopsis may be most useful for teachers, so that you can answer questions during the performance if students need support with
understanding. A simpler synopsis activity is provided on page 13 for students. Copy page 13 onto A3 for each student and fill in the boxes with
drawings, symbols or cut-out pictures, as appropriate. The final box has been left ambiguous so as not to spoil the show!
Detailed Plot Synopsis
It is 1940 during World War
II. Four brothers and sisters
– Peter, Susan, Edmund and
Lucy – are taken from their
home in London to escape
the bombs and sent to live
with Professor Kirke in his
English country house. The
children miss their parents
so distract themselves by
playing games. The house is
big with lots of empty and
mysterious rooms to
explore.
During hide and seek, Lucy
hides inside a wardrobe and
discovers a doorway to a
magical, snowy world named
Narnia. She meets a faun
called Mr Tumnus who
invites her to tea. Mr
Tumnus warns her about the
evil White Witch. He is the
White Witch’s slave. He tells
her that the Witch has
cursed Narnia so it is always
winter but never Christmas.
Anyone who betrays her she
turns to stone.
Mr Tumnus warns Lucy that the
White Witch is looking to
capture human children. Lucy
convinces Mr Tumnus not to tell
the White Witch about her and
he lets her go. Lucy returns
home through the wardrobe and
tells her brothers and sister
about the magical land. They
don’t believe her. Edmund
teases Lucy about her vivid
imagination. Before long,
Edmund ends up in Narnia too.
He meets the White Witch who
tempts him with Turkish Delight.
The White Witch convinces
Edmund to bring his siblings to
her in Narnia with the promise
of more sweets. Edmund meets
Lucy in Narnia but when they
return to the house to tell
Peter and Susan, Edmund
pretends he has never been
there. Lucy gets very upset, as
they still don’t believe her.
Peter and Susan ask the
Professor for advice, who
suggests she might be telling
the truth after all.
One day, all four children
hide in the wardrobe and
suddenly find themselves in
Narnia. Lucy takes them to
Mr Tumnus’s house but they
find he is missing. Lucy
wants to rescue him from
the Witch. The children get
help from Mr and Mrs
Beaver, as well as other
forest creatures. They
discover that the only way is
to find the great and mighty
Aslan, a Sacred Lion.
The children and Mr Beaver
plot to meet Aslan at the
Stone Table the next day.
They suddenly notice that
Edmund has disappeared. He
has gone in search of the The
White Witch for more
Turkish Delight!
They meet Aslan and ask for
his help to save Edmund
from the Witch. The Witch is
preparing to kill Edmund but
Aslan has a plan.
Aslan and the White Witch meet
at the Stone Table and Aslan
allows himself to be captured
and killed in order to save
Edmund. The children see that
he has sacrificed himself to save
Edmund and are devastated at
his death. In the morning they
see that Aslan’s body has gone,
but they hear his voice. He has
risen from the dead. Aslan tells
the children what they must do
to win the battle against evil.
There is a battle between good
and evil. The children use
weapons provided by Aslan to
win the fight. The Witch is
killed and the curse on Narnia
is broken. The children grow
into adults and are left to rule
Narnia. One day they find their
way back through the
wardrobe and become children
once again. They see that no
real time has passed. The
Professor explains that they
will one day see Narnia again.
You may not want to give the
ending of the story away before
your students see the show!
12
What Happens in the Story?
Four brothers and sisters
are playing hide and seek
– Peter, Susan, Edmund
and Lucy.
Lucy hides in a
wardrobe and ends up
in a magical world
called Narnia.
Soon all the children
discover Narnia. They
meet some unusual
creatures and animals.
In Narnia it is always
winter because the
White Witch has cast an
evil spell.
The children want to save
Narnia from the evil
Witch’s curse.
They go and find Aslan
the Lion, who is good
and brave.
There is a battle
between good and evil to
save Narnia.
Once the battle is over,
the children return
home once again.
13
Key Characters
You might like to ask your students to
try and imagine how different these
actors will look in their costumes.
Lucy
Susan
Edmund
Peter
Aslan
The White Witch
Mr Tumnus
Professor
14
Themes
The following themes may be useful to think about before attending the show. Look
at each theme in turn and ask your young people to consider how and when each
theme is relevant in the story. Below are some activities to help you start exploring
the themes of the show.
These words can be programmed into
communication aids so that those with
communication devices can interact more
easily with discussions.
GOOD & EVIL
SEASONS
IMAGINATION
MAGIC
COURAGE
POWER
FAMILY
GROWING UP
15
!
EASY
Activity: Visiting Narnia
This multi-sensory drama activity can be used as a 30-minute lesson plan or could be
split up into sections and used across a number of different lessons. It is aimed at
encouraging students to make the leap from a real to an imaginary world.
Film composer John Williams writes
You will need:
great music to accompany drama
o Some magical-sounding music or percussion instruments
work. For this you could try
o A large space such as a school hall
‘Somewhere in My Memory’ from the
o The students’ coats or other outdoor clothing
Home Alone soundtrack, or the
o A ‘wardrobe’ (screen/doorway) to pass through
Theme from Seven Years in Tibet.
o Some white sheets (or alternative) to look like snow
o Any other wintery props such as snowflakes (sprinkled paper pieces)
o Some benches or apparatus to make levels, covered in white sheets
o Water spray bottle (available from most chemists)
Space set up:
In your large hall space, lay out apparatus such as benches and blocks covered in white
sheets to look like a snowy landscape. You may also want to sprinkle some ‘snow’ on the
floor. Ideally your ‘Narnia’ world will be in a separate space from where you begin the
lesson, to maintain an element of surprise.
•
Begin the lesson away from the Narnia space and explain that you are going to do
some drama work to prepare for the theatre trip: you may want to talk a bit
about the story and show them some images from the show beforehand.
•
Gather students in a circle in the centre of the room. Now invite students to
imagine that they are in a big old house with lots of empty rooms. You could ask
the group to make the sounds of the old house. Suggest to the group that this
would be a good place for a game of hide and seek. Have one student count
(with support if necessary) while others hide.
•
Once hide and seek has run its course, steer the group towards discovering the
doorway or screen leading to Narnia. It will be the job of the teacher to lead this
through narrative, for example:
“Children, look what I’ve found… a wardrobe/doorway I’ve not seen before.
Perhaps it leads somewhere! Shall we go through together and see?”
Once you arrive in Narnia you can explore the land however you like, with music
to add atmosphere. Travel over and under the ‘snowy’ apparatus, getting
students to ‘shiver’ with cold and put on their coats (real or imaginary). You
could find a river and try to catch some fish to eat (spraying them with water
bottles in the process!) You could even get a member of staff to go into role as
Mr Tumnus the Faun (with some Faun ears if possible), who invites the group to
tea and tells them all about Narnia and the evil White Witch (you can use the
detailed plot synopsis to help you). This will then lead directly into the next
exercise: The Power of the Witch.
It is important that you travel
back out of the imaginary
world at the end of the lesson
If you don’t have access to many sensory materials then this activity can
to help the group to de-role.
still be effective (although a little more difficult for some). You can
make the doorway into Narnia using people’s bodies as an archway and
16
then explore Narnia using mime and imagination. But remember, you
may have all sorts of things lying around school that will work well!
•
Imaginary World Worksheet
After ‘Visiting Narnia’, use
this worksheet for students
to create an image of their
own imaginary world. This
can also be done post-show.
My imaginary world is called________________________
17
!
EASY
Activity: Power of the Witch
This role-play drama activity can follow on directly from ‘Visiting Narnia’ or can be
used in a separate lesson. It allows your students to explore the theme of power and
status and to develop an understanding of the White Witch character.
You will need:
A White Witch mask is provided in this pack!
o A White Witch mask
o A fur coat or cape
o A chair to be the Witch’s throne
•
You may like to start by copying an image of the White Witch from the
production images (pages 26-27) and showing it to the students. Ask them to
think of adjectives to describe her. Does she look nasty and evil, or is she hiding
her true character and looking kind? (You may like to mention how she tricks
Edmund into thinking she is kind by giving him sweets).
•
Ask a volunteer to become the White Witch (everyone can have a turn at this).
Help them to put on the mask and cape/coat, before taking a seat on the
Witch’s throne. If they are unsure then you can get a staff member to go first.
•
Before the game begins, get the actor playing the White Witch to choose a
magic word and/or action, which turns people to stone. You may like to be in
role as the ‘Witch’s Assistant’ to support each student in the activity.
•
Now announce to the other students that they can come forward and offer a
‘gift’ to the White Witch. Allow them to volunteer to come forward when they
have an idea (in pairs if necessary). This gift could be an object like food or
jewelry, or could be entertainment such as a song or dance. You could use props
for this if it helps your group, such as musical instruments or small objects.
•
It is up to the Witch to decide whether or not she likes the gift! If she does, she
can thank them and they can return to their place. If not then she can turn them
to stone using her magic word/action! (If it is hard to stay still then allow them
to turn to stone for just a few seconds, before returning to their seat).
•
Allow each Witch to receive three gifts and then swap so that everyone gets a
turn at being the Witch if they want to. Finish by asking what it felt like to be
the Witch and have power over others.
If you are continuing this activity directly from
‘Visiting Narnia’ then you can get someone in
character as Mr Tumnus to warn the children about the
White Witch. Then you can continue your journey
through Narnia until you find the White Witch’s castle.
You might like to get some real
Turkish Delight or other sweets and
incorporate this into the game.
Perhaps the Witch rewards them all
at the end with some special sweets!
18
Activity: Good and Evil
INTERMEDIATE
In the story of The Lion, The Witch and The Wardrobe there is a big battle
between good and evil in Narnia. Use this physical activity to explore the concept
of good and evil with your students and introduce them to Aslan the Lion.
You will need:
o A big room which can be divided into two and has space for movement
o A variety of percussion instruments e.g. shakers and drums
o Images of Aslan and The White Witch
•
Start by copying an image of Aslan and The White Witch from the end of
the pack and explain how Aslan is ‘good’ and the Witch is ‘evil’ in the
story. You might like to ask students to suggest words to describe the two
characters, which can be written alongside the images.
•
Now brainstorm what kinds of things you might find/see/hear in a ‘good’
or ‘evil’ world. For example, is the sun shining or is it cold? Are there any
animals or creatures? Is it light or dark? Is it scary or pleasant? Are the
people happy or sad? If you have done the ‘Visiting Narnia’ activity then
use this experience to help them remember what a ‘cold’ and ‘evil’ world
might be like.
•
Now divide your room into two using a marker on the floor such as tape,
rope or benches. Tell the group that one side is a 'good world’ and the
other side an 'evil world’.
•
Split the group with half on each side. If you prefer you could allow them
to choose which side they want to be on.
•
Start by asking them to create a frozen picture of their world using
interesting body shapes and facial expressions. Some might choose to be
animals, or objects such as ‘the sun’ or ‘snow’. If you like you could have
one person in each group to represent Aslan and The White Witch at the
centre of the image (you may like to use masks for this).
•
The next step (if appropriate) is to invite each group to use movement,
sound and musical instruments to bring their world to life. This exercise
should not use any words - instead the group are using their bodies, vocal
sounds and instruments to represent their good or evil world. This may only
last 10-20 seconds but should be performed with energy.
•
Once the groups have created their two worlds, invite the observers to
watch and react to the performance, expressing how it made them feel.
You could ask: what might it be like to live in such a place?
•
End by telling your group about the battle between good and evil in
Narnia. You could ask them to consider who they think will win…
19
EASY
Activity: Always Winter
There is a strong wintery feel in Narnia due to the White Witch’s control. She has
cursed the country so that it is always winter but never Christmas. This activity will
help your students to think about the impact of winter and how it links to the
unhappiness in Narnia caused by the Witch.
•
Depending on their learning style, invite students to write a poem or draw an
image to represent winter in the box below. Alternatively they could print
images from the computer to represent winter and make a collage.
•
Once they have completed their winter poem or picture, discuss what would
happen if the evil curse was broken in Narnia. What might happen to all the
snow and ice? You might like to create another picture to represent what they
think Narnia might be like if the Witch was no longer in power.
In Narnia it is always winter but never Christmas…
20
POST-SHOW ACTIVITIES
EASY
Activity: Find Your Courage
In order to overcome evil in Narnia, the children in the story must be brave and
face their fears. This activity will help your students to think about the meaning
of courage and reflect on their own experiences of being courageous.
•
You might like to start by looking at the production images at the end of
the pack to remind students about the characters and story. You could ask
them to identify whether anyone is showing courage in the images.
•
You could then ask the group if they can remember a time in the The Lion,
The Witch and the Wardrobe when the children had to show courage.
•
Now, in groups of 4-6 people, make a frozen picture of a moment in the
play when the characters had to show courage. Share these to the other
groups and see if they can guess what is happening in the picture.
•
In the same groups of 4-6, think together about when courage is needed.
Ask if they have any personal experiences or memories of needing courage.
Perhaps it is when they have done something alone or taken an important
test.
•
Ask each group to choose one idea about when courage is needed and
make a frozen picture of this moment using their bodies as a whole group.
At least one person in the group should represent being courageous.
•
Now show the frozen pictures to the rest of the group and get them to
think about:
o Who is showing courage in the picture
o What might be happening in the picture
o What the characters in the picture might be thinking or saying
You could develop this drama activity by getting
the group to come up with a line for each
character in the picture, to be spoken out load
when they are tapped on the shoulder.
21
INTERMEDIATE
Activity: Future Self
During their time in Narnia, the four children do a great deal of growing up.
They have to face their fears and be extremely courageous before succeeding
in their mission to save Narnia from the evil grasp of the Witch. Use this
activity to encourage your students to reflect on this aspect of the story and
relate it to their own lives.
•
Copy the worksheet on page 23 and give one to each student.
•
Ask them to think about the characters in the story and how they grow
up and become more independent during their time in Narnia.
•
Now invite your students to consider their own dreams for the future
and draw or write their ideas in the space provided.
•
For example, in response to the statement “In the future I will be…”
they may draw/write:
o A dancer
o Happy
o Successful
•
In response to the statement “In the future I would like…” they may
draw/write:
o A big family
o More freedom and choice
o Lots of money
•
Once everyone has created something about their future self you may
like to have a sharing, where each student has the chance to show
their work and describe their aspirations for the future.
Encourage students to draw a face on the
worksheet to represent what they might look
like when they are older. In what way might
they look different from how they look now?
If your students prefer drama work
to drawing/writing then you could
get them to make frozen images to
represent their future self and
show this to the rest of the group.
22
Future Self Worksheet
In the future I will be…
In the future I would like…
23
Make an Aslan Mask
24
EASY
Activity: Production Images
•
Copy the images on pages 26-27 and give a set to each student to look at.
Alternatively you could just copy one set and make a big poster, which
everyone contributes to.
•
Ask them to collect words and ideas in response to the pictures. You
might ask the group to consider:
o What title would you give each picture?
o How are the characters feeling at this point in the story?
o What might they be saying or thinking?
•
The images could also be copied and used as a visual aid when reflecting
on the show (page 28).
Activity: Drama Pictures
INTERMEDIATE
This drama activity will allow your young people to develop their understanding
of the show after the event and can lead onto a range of drama activities
exploring some of the themes.
•
Once the students have looked at each of the production images on pages
26-27, get them to make an audience in front of a ‘stage’ space.
•
Taking one picture at a time, invite someone up to recreate the
photograph with their bodies in front of the group. (Another way to do
this is to get them to choose their favourite moment from the show).
•
Once in position, ask the others to think about what each character
might be saying or thinking. You could then ask the ‘actors’ to speak the
words in character when you tap them on the shoulder (or get someone
else to speak the line for them).
•
You can then explore the characters’ thoughts and feelings further by
allowing people to change the line, or letting the actors come to life and
play out the scene in front of the audience.
If you are working with any non-verbal students or those
with low confidence, ask them to make the still pictures
while support staff (or a more confident student) become
their ‘voice’ by standing behind them and saying the lines.
25
26
27
INTERMEDIATE
Activity: Reflections
After the show it can be a really useful exercise for students to reflect on
their experience and share their thoughts and ideas with each other.
•
Use the template on page 29 and ask students to record their
thoughts about the show. You might want to prompt with a question
for each square, for example:
For more visual learners you
might prefer to place Makaton
o Can you describe your favourite moment?
symbols or pictures in the
o Who was your favourite character and why?
boxes, rather than words.
o How did the show make you feel?
o Was there anything that you didn’t like about the show?
In addition to completing the template below, they could also make a
poster of their reflections to be placed on a notice board. You might like to
add some of the production images to brighten it up.
Practical Reflection Activity: Opinion Line
EASY
If your students prefer ‘doing’ rather than reading or writing then use this
practical approach to reflect on the show. You need a large, empty space
for this activity, with space to move about.
•
Draw an imaginary line from one end of the room to the other. If it
helps you can mark this out with tape or chairs. One end of the line
means ‘I agree’ and the other means ‘I disagree’.
•
Now call out statements to the group such as:
o The show was very entertaining
o I liked the costumes
o I understood the story
•
If the students agree with the statement then they go to that end of
the line and if they disagree they go to the other end. If they are not
sure then they can go in the middle. You might want to record the
results or take photos of the opinion line for a notice board.
If you fancy sending through copies of your experiences to Mousetrap
Theatre Projects then please email jo.pelly@mousetrap.org.uk
28
My thoughts
on The Lion,
The Witch
and the
Wardrobe
29
Useful Resources
For more information about the venue as well as video clips, resources and education:
www.lionwitchtheshow.com
For more information regarding access:
www.officiallondontheatre.co.uk/access
For accessible parking:
www.parkingforbluebadges.com
http://www.rbkc.gov.ukg/disabledparking
National organisation for signed performances in theatre:
www.spit.org.uk
Audio-description service provider:
www.vocaleyes.co.uk
Captioning service provider:
www.stagetext.org
Classroom resource book for story-making in SEN settings:
Vickers, S. & Emanuel, R. The Stories Within: Developing Inclusive Drama and Storymaking, Hinton House 2011.
www.hintonpublishers.com
ABOUT ROSIE EMANUEL
Rosie is a Dramatherapist and Drama Practitioner with a wide range of experience delivering drama
projects and therapy in SEN settings around London. Her first book, The Stories Within: Developing
Inclusive Drama and Story-making, was published in 2011 by Hinton House Publishers. She also has
her own website www.thedramatherapists.co.uk.
30
ABOUT MOUSETRAP THEATRE PROJECTS
Mousetrap Theatre Projects is a theatre education charity committed to providing opportunities for disadvantaged
young people and young people with special needs to attend outstanding theatre across London. The charity takes
close to 12,000 young people to the theatre each year, with all tickets from £5-£10.
Each of our programmes comes under one of our core areas: Access, Audience Development and Education. Each
project is developed in close consultation with teachers, artists, educators and young people who tell us what they
need. We respond imaginatively and creatively to meet their requirements.
Access
To provide young people, specifically those with limited resources, support or a disability, the opportunity to
attend London theatre, often as a first-time experience:
1. TheatreOpeners– bringing 4,000 students a year from disadvantaged London state secondary schools to see
outstanding theatre productions
2. ICAP Theatre Journeys for Special Schools - opening the door to West End theatre for secondary special
schools, with best seats at top productions and in-school workshops.
3. Family First Nights – the only programme of its kind in the UK making London’s outstanding theatre
accessible to low-income families
4. Envision - a magical day at a West End theatre for visually impaired young people
5. StageSeen – a new programme based in the Envision model, for deaf and hard of hearing young people.
6. StageXchange - gives youth groups the opportunity to see a top West End show accompanied by three tailormade workshops in the youth group setting
Audience Development
To encourage a legacy of theatregoing among young audiences by reducing barriers and enhancing their knowledge
and understanding of theatre:
7. C145 – see a show for £5, enables young people, aged 15-18 in state secondary education to attend the
theatre without their parents or teachers. Each event includes a pre or post-show talk with members of the
cast or creative team
8. WestEnd4£10 - an extension to the C145 scheme, targeting students at drama schools, colleges and
universities across London and the South-East
9. Teachers Preview Club - makes theatre more affordable for teachers, allowing them to preview a show
prior to taking a school group
Education
To enable young people to engage actively with their theatre experience and to use theatre as an educational
resource to stimulate creative work and to develop theatre-related skills:
10. Play the Critic - develops A-Level students’ critical thinking and writing skills by teaching them how to
review a production
11. PowerPlay - uses a theatre production as the catalyst for a series of in-depth workshops for students in
Children Support Centres, formerly Pupil Referral Units
12. StageBusiness - provides teachers and BTec Performing Arts students with an insider’s view of the
‘business’ of theatre including producing and marketing
13. WriteThinking - takes playwrights into schools to help students write short plays based on citizenship
themes
14. DesignTaster - enables teachers and students to learn about set, costume, lighting and sound design from
professional theatre designers
15. TheatreWorks – for mainstream and special schools, offers a bespoke theatre project that brings theatre
practitioners into the classroom to collaborate with students and teachers
16. StageSong - teaches students to compose a song or mini-musical by understanding the role of songs in
musical theatre.
17. NextStage – using the StageXchange model and teaming up with youth employment agencies, drama
techniques are used to develop skills useful when seeking employment or further education. New
programme to be piloted in autumn 2011.
31