Dreamcatchers - Schooltime Series at Popejoy Hall

Dreamcatchers
The Los Alamos National Bank Popejoy Hall Schooltime Series Teaching Guide
The Los Alamos
National Bank
Schooltime Series
Always new worlds to explore.
Rumplestiltskin
Presented by: The Panto Company
Monday, April 11th, 2016
Grades: 1 - 5
Dreamcatchers Teaching Guides align with the Common Core State Standards and New Mexico State
Learning Standards.
‘‘
He who is too well off is always longing for something new.”
—Jacob Grimm
Introduction
The classic fairy tale about greed and morals comes to life with contagious melodies, fabulous sets
and costumes, and intriguing audience participation. Rumplestiltskin, based on an old fable by the
Brothers Grimm, follows the story of Daisy, a young girl who is said to be able to turn straw into
gold. A mysterious goblin named Rumplestiltskin offers to help, but when the price for his help
turns out to be too high and his plans for her less-than-selfless, Daisy has to find a way to untangle
the web of spells and lies before it’s too late! As the story twists and turns, the audience stays
captivated by the action while also learning some timeless truths and lessons, from the importance
of honesty and helping others to the dangers of talking to strangers.
Read to your students or have them read the story of Rumplestiltskin. Discuss the elements of the
story that make it a fairy tale. Explain that there are many different versions of these stories and
that the version they see will not be exactly like the book.
Standards
Addressed By
Attending the
Performance
2
NMCCSS
English Language Arts:
Speaking and Listening
(CCSS.ELA-Literacy.SL):
- Comprehension and
Collaboration
New Mexico Content
Standards:
Fine Arts/Theatre & Music: Content
Standards 3 & 5
Rumplestiltskin
Teaching Guide Dreamcatchers
Synopsis
Life is peaceful in Much Muddle on
The Marsh. Pru Blossom is the resident
baker and has been given the task of
baking a cake for the King, but her
daughter Daisy interferes with her
cooking, and Pru is unable to finish
the task. When the King doesn’t get
his cake, he banishes Pru and Daisy
from the kingdom. In order to save
them, Pru tells a lie like no other:
Daisy can spin straw into gold! Daisy
is forced to agree and is promptly
sent to a stable where she must spin
all the straw to gold by the morning.
Alone in the stable, Daisy is visited
by the goblin Rumplestiltskin, who
helps her in exchange for a piece of
jewelry. The King is content, but Daisy
suddenly receives a message that
she now has to spin twice as much
gold by the next day. Unbeknownst
to her, Rumplestiltskin has been up to
no good and cast a wicked spell! He
wants Daisy to seek his help again,
and when she does, he demands a
higher price: her first born child! She
grudgingly agrees, but the next day
the goblin sets even more spells into
motion. Now the King wants to marry
Daisy, which forces her true love,
Charlie, out of the kingdom. Reluctant
to marry the King, Daisy attempts to
convince Rumplestiltskin to set her
free, but she and Charlie will have to
find ways to trick the trickster before
the spells can be broken and everyone
can live happily ever after.
Vocabulary
Banish: send (someone) away from
a country or place as an official
punishment
Deal: an agreement between two or
more people or groups that helps each
in some way
Gloat: to show in an improper or
selfish way that you are happy with
your own success or another person’s
failure
Goblin: an ugly and sometimes evil
creature that likes to cause trouble
Impossible: unable to be done or to
happen; not possible
Invisible: impossible to see; not visible
Lie: to say or write something that is
not true in order to deceive someone
3
Plea: a serious and emotional request
for something
Spell: a spoken word or phrase that
attracts or influences someone or
something in a powerful or seemingly
magical way
Stable: a building in which horses are
kept, fed, and cared for
Thwart: to prevent (someone)
from doing something or to stop
(something) from happening
Trickster: someone who cheats, tricks,
or deceives others
Fun Facts for Students
The name Rumplestiltskin is believed
to come from an old children’s game
called Rumpele stilt oder der Poppart,
which dates back to 1577.
Rumpelstiltskin-like characters are
known as Ferradiddledumday in the
Appalachian region of America, Gilitrut
in Iceland, Kruzimugeli in Austria,
Ricdin-Ricdon in France, Trit-a-Trot in
Ireland, Whuppity Stoorie in Scotland,
and Peerie Fool (Peerifool) in the Celtic
Orkney Islands.
Mister Mxyzptlk is an impish
supervillain who appears in DC’s
Superman comic books. His origin
story somewhat resembles the legend
of Rumpelstiltskin.
In the ABC television series Once
Rumplestiltskin
Upon a Time, Rumplestiltskin is one of
the central characters and represents
dark or evil magic.
Rumpelstiltskin was featured in NBC’s
Grimm, where the tale is the inspiration
for the Season 2 episode “Nameless.”
He is a type of creature (‘Wesen’)
called a ‘Fuchsteufelwild’. The episode
featured “Trinket Lipslums” (an
anagram of “Rumpelstiltskin”), who
is revealed to have helped a team
of video game programmers finish
an enormously popular MMORPG
(massively multiplayer online roleplaying game).
Rumpelstiltskin is one of the fairy
tales featured in the direct-to-video
film Muppet Classic Theater, where the
character was played by Gonzo the
Great.
Rumpelstiltskin appears in the
Shrek movies! In Shrek the Third, he
is a member of the gang of fairytale
villains Prince Charming rounds up in
an attempt to take over Far, Far Away,
where Charming mistakes his name
as “Frumpypigskin.” He appears again
in Shrek Forever After, where he is
manipulating Shrek into making a wish
that would erase Shrek from existence
after the ogre indirectly thwarted
Rumpelstiltskin’s chance to become
the ruler of Far, Far Away.
Teaching Guide Dreamcatchers
About the Authors
Rumpelstiltskin has been a popular fairy tale throughout most of Europe for a few centuries, but the most notable
version is told by the famous German authors, academics, linguists, cultural researchers, and folklore collectors, the
Brothers Grimm. Jacob (1785-1863) and Wilhelm (1786-1859) Grimm both studied law at the University of Marburg
from 1802 to 1806, in hopes of following the path of their father. Due to health issues, Wilhelm didn’t start regular
employment until 1814, when he obtained a position as secretary at a royal library in Kassel, Germany. Jacob Grimm
joined him there in 1816. Together, the brothers robustly studied the folklore of their region, with an emphasis on
recording the village oral storytelling that was vanishing with the advent of new technology. Jacob’s and Wilhelm’s
work culminated in the book Kinder-und Hausmärchen (Children’s and Household Tales), the first volume of
which was published in 1812 and the second in 1815. The collection would later come to be known as Grimms’ Fairy
Tales, including the now famous Snow White, Hansel and Gretel, The Golden Goose, Little Red Riding Hood, and
Cinderella. In 1840, the brothers decided to settle in Berlin, Germany, where they became members of the Royal
Academy of Science, lectured at university, and also completed a massive project: a comprehensive dictionary of
the German language. The popularity of the Grimms’ collected folk tales defies time—they are available in more
than 100 languages and have been adapted by filmmakers numerous times throughout the 20th and 21st centuries.
4
Rumplestiltskin
Teaching Guide Dreamcatchers
Grades: 1-5
NMCCSS:
English Language
Arts:
Speaking and
Listening (CCSS.
ELA-Literacy.SL):
-Comprehension and
Collaboration
Rumor Has It
Lesson 1 Jeannette Zion
In the play Rumplestiltskin, Young Daisy is rumored to be able to spin straw into gold. In this lesson, students
will examine the concept of rumors and discuss why rumors can be troublesome. Students will play a version
of the game “Telephone” wherein a message gets passed from person to person. Will the message stay the
same?
Objectives
Students will:
• Develop a definition of the word “rumor.”
• Work cooperatively towards a common goal.
• Reflect on their experiences and how they relate to the topic of rumors.
Materials
• Large space to work in
Procedure
1. In Rumplestiltskin, Young Daisy
is rumored to be able to spin straw
into gold when she really can’t.
This rumor gets her into trouble.
Have students define the word
rumor. What is the difference
between a rumor and a fact?
2. Ask students to think about
how rumors are spread. They
should try to answer these
questions:
a. How do rumors get started?
b. Why do people start rumors?
c. Why are people so quick to
believe/spread a rumor?
d. How can rumors be good
things?
e. How can rumors be bad
things?
3. Have students sit in a circle on
the floor.
4. To start the game, come up
with a secret message that will be
passed around the circle.
5. Whisper the message to
the person next to you. That
person whispers the message
to the person next to them, who
whispers it to the person next to
them, and so on until the message
has made it all the way around the
circle. Each person can only say
the message once: no repeating.
Instruct students to pass along
what they heard as accurately as
possible.
6. The last person to receive the
message should say it out loud.
7. State the original message. Is
the secret message they reveal the
same, or has it changed?
8. Play the game several more
times, with a new person starting
the game each time. As you
play, ask students to think about
how and why the message is
changing. How can they connect
what is happening to their earlier
discussion about rumors?
Extensions/Modifications
• Divide students into smaller groups. Have each group play the game. Instruct each group to develop and
use strategies for ensuring that the message is passed around the circle correctly. Have each group share their
strategies with the class.
Assessment
• Quality of participation
5
Rumplestiltskin
Teaching Guide Dreamcatchers
Grades: 1-5
NMCCSS:
English Language
Arts:
Reading Standards
for Literature (CCSS.
ELA-Literacy.RL):
- Key Ideas and
Details
- Integration of
Knowledge and Ideas
Writing (CCSS.
ELA-Literacy.W):
- Text Types and
Purposes
- Production and
Distribution of
Writing
Twisted Fairy Tales
Lesson 2 Jeannette Zion
The Panto Company’s version of Rumplestiltskin tells a similar, but slightly different version of the story
than the original text by the Brothers Grimm. In this lesson, students will examine well-known fairy tales and
“twisted” versions of these tales and examine how different authors can tell the same kind of story in different
ways. They will then create their own unique version of a well-known fairy tale and share it with the class.
Objectives
Students will:
• Identify the differences between original fairy tales and “twisted” versions of those tales.
• Identify a fairy tale with interesting elements to work with.
• Create original “twisted” fairy tales.
Materials
• Examples of “twisted” fairy tales:
。The
。
Stinky Cheese Man & Other Fairly Stupid Tales by Jon Scieszka, illustrated by Lane Smith.
。The
。
Three Little Wolves and the Big Bad Pig by Eugene Trivizas, illustrated by Helen Oxenbury.
。Little
。
Red: A Fizzy Good Yarn by Lynn Roberts, illustrated by David Roberts.
Speaking and
Listening (CCSS.
ELA-Literacy.SL):
• Computer with internet access (optional)
- Comprehension
and Collaboration
Procedure
。Sleeping
。
Bobby by Will and Mary Pope Osborne, illustrated by Giselle Potter.
1. Read students examples of
“twisted” fairy tales. Compare the
“twisted” tale to the original fairy
tale that it is based on. (You may
want to make a Venn diagram
to highlight the similarities and
differences between the original
stories and the “twisted” versions.
copies of each fairy tale selected.
2. As a class come up with
definitions for “fairy tale” and
“twisted fairy tale.” Tell students
that they will be writing their own
twisted fairy tale.
c. What is the main conflict of
the story?
3. As a class, brainstorm a list of
familiar fairy tales. Try to get a list
with a large variety of stories.
4. Allow each student to select a
fairy tale that they would like to
make a “twisted” version of. Work
with parents, other teachers, and
your school librarian to obtain
5. Ask students to reread their
selected fairy tale and answer the
following questions:
a. What happens?
b. Who are the main characters?
d. How does that conflict get
resolved?
6. Students will need to think
about ways in which they will
“twist” their fairy tales to create
a unique story. Their story must
share some similarities with
the original in order for it to be
a “twisted” version (and not
a completely new story). Ask
students to think about which
story elements they will keep
in their “twisted” fairy tale. If it
is helpful to them, students can
create their own Venn diagrams
to help organize their thoughts.
7. Have students compose their
“twisted” fairy tales. The fairy tales
must have:
a. A clear beginning, middle,
and end.
b. At least 2 characters, each
of whom has their own set of
wants and needs, a conflict, and
a resolution.
8. When students have completed
their twisted fairy tales, give them
the opportunity to share them
with the class. Create a classroom
fairy tale book with illustrations by
the students.
Extensions/Modifications
• Younger students can work together to come up with a class version of a “twisted” fairy tale. Students can
decide which story to use and what will happen in the new story. The teacher can take input from the students
and write the story in book form. Students can provide accompanying illustrations for the story.
• Pick 2 or 3 twisted fairy tales to act out. Host a performance for friends, family, or another class.
Assessment
• Completed fairy tale resembles an already existing fairy tale.
• “Twisted” fairy tale has a clear beginning, middle and end; at least 2 characters; a conflict and a resolution.
6
Rumplestiltskin
Teaching Guide Dreamcatchers
Bonus Explorations
Lessons & Activities
Have students look and listen for
patterns during the play. See how
many they can recall and how they
were used in the context of the play.
Encourage students to be aware that
patterns may occur in music, dance,
scenery, costumes and dialogue.
Students may also notice architectural
patterns in the play.
Discuss the difference between fairy
tales, fables, and parables. Have the
students discuss the play and the fairy
tales they have read. What were the
similarities? What were the differences?
Why was this story a fairy tale?
In Rumpelstiltskin, the miller’s
daughter (Daisy) faces a pretty big
problem—what is it, and what does
she do to fix it? Have students draw a
picture of the problem and the ways
she tries to solve it.
Extension Activity: With a partner, talk
about what you would have done if you
were in Daisy’s shoes. Would you have
reacted to the situation in the same way
that she does? What might you have
done differently?
Questions for Discussion: Have you
ever had to find a solution to a difficult
problem? What did you do? What
might you do differently if you could go
back in time and relive the situation?
The characters in Rumpelstiltskin are
faced with lots and lots of rain! How
does rain happen? Instructions: Pour
a cup of hot water into the jar. Then,
put a plate over the jar. Wait a couple
of minutes before putting ice cubes on
top of the plate. Watch as rain begins
to fall before your very eyes! How do
you think the rain formed? How are
the characters in the play affected by
rainfall? How is the environment in
which they live affected by it? Why do
we need rain? Describe your favorite
thing to do on a rainy day.
Outreach Activities
Get immersed in the historical
atmosphere of Rumpelstiltskin at the
Santa Fe Renaissance Fair! The event’s
proceeds help fund the educational
programs of El Rancho de las
Golondrinas, a Spanish colonial outdoor
living history museum.
7
The Rio Grande Valley Celtic Festival
and Highland Games brings an evershifting kaleidoscope of Celtic song,
dance, traditional clothing (aye, the
kilt!), foods, language revival, stories,
poetry, humor, history, traditional and
Celtic inspired music, and Celtic sports.
Resources
Books
Moser, Barry. Tucker Pfeffercorn: An
Old Story Retold. Boston: Little,
Brown, 1994. A brilliant adaptation of
“Rumpelstiltskin” set in a coal town.
Rumpelstiltskin, retold and illustrated
by Paul O. Zelinsky. New York: Dutton,
1986. An award-winning picture book
based on the Grimm Brothers’ 1819
edition.
Zemach, Harve. Duffy and the Devil:
A Cornish Tale. Illus. Margo Zemach.
Farrar, 1973. A comical variant of the
tale awarded the 1974 Caldecott medal.
Hamilton, Virginia. The Girl Who Spun
Gold. Illus. Leo and Diane Dillon. New
York: Blue Sky/Scholastic, 2000. An
adaptation of a West Indian tale.
Tom Tit Tot by Evaline Ness. An English
edition.
Stanley, Diane. Rumpelstiltskin’s
Daughter.
Maguire, Gregory. “Rumplesnakeskin.”
Leaping Beauty: And Other Animal
Fairy Tales. New York: HarperCollins,
2004.
Tashjian, Virginia. “The Talking Fish”
in Once There Was and Was Not:
Armenian Tales. Little, Brown, 1966
(398.2 TASH).
Websites
The Name of the Helper Many versions
of Rumplestiltskin from other countries
followed by the stories themselves.
Readers’ Theater Scripts A reader’s
theater version of this tale.
Classroom Theater A fractured version
suitable for small play or readers’
theater.
Riddles Riddling is often used in stories.
Find out more about riddles.
The Invention of the Spinning Wheel
Interesting information on the spinning
wheel.
Rumplestiltskin
Questions to
Engage & Connect
After seeing the show, ask your
students to answer these
questions:
•Before seeing this show, I didn’t
know that…
•This show made me think about…
•I think Daisy said Rumplestiltskin
could have her first baby because...
•That was a good/bad idea because...
•The reason he wants a baby is…
•If I could give Rumpelstiltskin a
new name, it would be...
•Some magic things in this story
are…
•Some real things in the story are…
•If this story happened today, the
things that would change are...
•He disappeared forever when
Daisy said his name because...
•The show made me feel…
•Something I want to share with
my family about the experience is…
Videos
Rumpelstiltskin Family Home
Entertainment (1985) - 23:29
Rumplestiltskin (Simsala Grimm) 25:00
Walt Disney’s Rumpelstiltskin (1976)
14:24
Shrek Forever After (2010)
Meet Rumpelstiltskin 2:24
About the Company
The Panto Company started with
pantomime tours for schools and clubs,
aiming to restore magic to children’s
theatre and high production values. All
Panto productions
are marked by
professional and
creative costumes,
incredible scenery,
amazing audience
participation, and
contemporary songs and routines
that will have everyone tapping their
toes or even dancing in the aisles!
The company’s productions focus
on important childhood issues and
are brought to life by six professional
actors, each of whom transform into
multiple characters.
Teaching Guide Dreamcatchers
Popejoy Hall, New Mexico’s
The Los Alamos
National Bank
Schooltime Series
The Schooltime Series
is a proud member of
The LANB Popejoy Schooltime Series
is supported in part by awards from:
The Eugene and Marion
Castiglia Popejoy Children’s
Schooltime Endowment
The Popejoy Schooltime Education
Endowment
premier nonprofit venue for the performing
arts and entertainment.
About the Schooltime Series
The Schooltime Series presents national and international touring companies and performers that you will
not see anywhere else in or around Albuquerque.
These companies are selected with youth and family
audiences in mind, from titles and materials that reflect
the cultural diversity of our global community. These
professional performing artists create educational
experiences designed to encourage literacy, creativity,
communication and imagination.
Join our community and sign up for our monthly
newsletter at: facebook.com/schooltimeseries. Click
on “Join My List,” or send an e-mail with your name
and e-mail address to schooltime@popejoypresents.
com requesting to be added to the newsletter list.
You can contact us at schooltime@popejoypresents.
com or visit us at www.schooltimeseries.com.
Etiquette
The performing arts—theater, music and dance—are all
collaborative endeavors. They require the cooperation
of many skilled people: playwrights, directors, performers, designers, technicians, lyricists, choreographers,
musicians, and the audience. Live performances can
transport you to other times and places but to do so,
they require you, the audience, to listen, observe, discover, and imagine.
The inside of a theatre is called a “house.” There are
rules inside the house to make the experience smooth
and enjoyable for everyone. A summary poster of
Theatre Etiquette is available on our website. Please
post it and discuss it with your students and chaperones before attending this show.
Dreamcatchers are teaching guides produced by the
Education Department of Popejoy Hall, New Mexico’s
premier nonprofit venue for the performing arts and
entertainment located in Albuquerque, New Mexico.
Popejoy Hall’s Mission: To provide access to the
performing arts for all New Mexicans.
The Los Alamos National Bank Popejoy
Schooltime Series is a program of The University
of New Mexico.
House Policies
Please visit our website for detailed information about
House Policies. This includes our guidelines on safety,
special needs, food and drink, backpacks, cell phones,
photography, recordings, and more.
Credits
Selected Dreamcatchers Teaching Guide materials provided
by The Panto Company, Marilyn Kinsella, Center Place
Brandon, Imagination Stage, Bio, and other resources noted
within this guide.