· 2019-12-05 · ©!! 4!! about the show!! Three(Little(Pigs,(Three(Bears,(Three(Billy(Goats(Gruff!–!enthrallingstories!but!so!overdone!!Discover!3classic!but

©www.shakeandstir.com.au

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Established in 2006, shake & stir is one of Australia’s leading contemporary theatre companies specialising in the creation of new work. shake & stir produces an annual season of in-‐school and Mainstage productions and a suite of in-‐school master-‐classes and in-‐residencies for primary and secondary students. shake & stir’s past Mainstage productions have included: Statespeare (2012 Helpmann Award nomination – Best Children’s Work), Animal Farm (2012 Matilda Awards – Best Independent Production, Best Direction), 1984, Out Damn Snot, Tequila Mockingbird (2014 Matilda Awards – Best Mainstage Production, Gold Matilda Award), Roald Dahl’s Revolting Rhymes & Dirty Beasts and Wuthering Heights. In 2011, Statespeare (2012 Drover Award nomination – National Tour of the Year) embarked on a four-‐month national tour, visiting theatres in QLD, NSW, VIC, SA and TAS. In 2013, Animal Farm (2014 Drover Award – National Tour of the Year) toured for five months throughout QLD, NSW, VIC, WA and NT. In 2014 shake & stir’s adaptation of George Orwell’s 1984 toured theatres nationally before returning to QPAC for a sold out season. In 2015 the company’s production of Roald Dahl’s Revolting Rhymes & Dirty Beasts will tour nationally and its newest adaptation – Bram Stoker’s Dracula premieres at QPAC in August. As a professional yet fearlessly independent theatre company shake & stir is proud of its QLD heritage and has co-‐produced with QPAC, Opera QLD, La Boite Theatre Company and Brisbane Powerhouse. shake & stir reaches an annual audience in excess of 180 000.

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contents

ABOUT THE SHOW 4 THEATRE ETIQUETTE 4 CREDITS & CAST 5-‐7 THE SHAKE & STIR PROCESS SYNOPSIS

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AUSTRALIAN CURRICULUM LINKS CLASSROOM ACTIVITIES

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STORY MAPS 12-‐14 POETRY 15 LITERACY ACTIVITIES 16-‐19 DRAMA ACTIVITIES 20-‐22 SCRIPT EXCERPT ANANSI & THE YAMS 23-‐27 CHARACTER PROFILE 28 REVIEW THE SHOW 29-‐30


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about the show Three Little Pigs, Three Bears, Three Billy Goats Gruff – enthralling stories but so overdone! Discover 3 classic but unfamiliar tales from 3 different countries in 3 different styles performed by 3 energetic actors. Fairy tales and fables have existed for generations, cleverly disguising moral lessons in stories laced with mystery and intrigue setting the imaginations of children of all ages across every culture spinning into overdrive. Thrice Upon a Time will engage and inspire while demonstrating how words can transcend time.

theatre etiquette shake & stir is a live theatre company and some of your students may be unfamiliar with standards of behavior for a live theatre audience. Below are some guidelines for your consideration. Please go over these points with your students prior to the performance: § We encourage your students to actively participate in our performances by applauding, laughing and

asking/answering questions at the end. § Food or drink is not allowed during a performance as it is distracting to both the actors and other audience

members. § General chitchat, talking and moving around the performance space while the performance is underway is

not allowed. Live theatre is different to Television or Film – the actors on stage can hear and see as well! If a student needs to leave the performance space for any reason during a performance, please ensure this is done quickly and quietly.

§ Questions are welcome and encouraged but will be restricted to the designated 10min question time at the

end of each performance. § Please ensure that you (and your students if applicable!) switch off all mobile phones before the

performance begins. § Strictly no photography or filming allowed during the show. § Finally -‐ enjoy the show!


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credits Director | Ross Balbuziente & Matthew Walsh Adaptor | Nelle Lee Sound Design | Nick Skubij Education Manager | Naomi Russell Cast | Beau Bailey, Brendan Mack & Maddi Romcke

meet the cast

Beau WHY DID YOU WANT TO BECOME AN ACTOR? I've always been interested in what it's like to be in someone else's shoes – to think like them and pretend to be them! WHAT WAS YOUR FAVOURITE STORY WHEN GROWING UP? Matilda! I think the characters and storyline covered most genres. You had sweet kind Miss Honey, the terrifying and scary Miss Trunchbull and of course Matilda's magic. IF I WAS A COLOUR I’D BE RED BECAUSE it goes faster!! WHICH CHARACTER DO YOU RELATE TO MOST IN THRICE UPON A TIME AND WHY? Sadly, Petunia. Don't be fooled. I may be slim, but when it comes to my food, back away...slowly. 3 BEST THINGS ABOUT SCHOOL Doing drama in class time – so much fun. Seeing your friends everyday. Tuck shop day! Obviously my love of food far surpassed anything that day. Thursday's rocked because of this!! BEST THING ABOUT TOURING SCHOOLS Seeing happy students! I remember when my school would have the pleasure of having a shake & stir team come to us. It was always so much fun! I can't wait to share these awesome stories with new students!

THREE THINGS WE DON’T KNOW ABOUT YOU I love travel. Besides acting, it is my most favourite thing in the whole world. Without sounding too cliché, it's the only thing that costs money that in the end makes you richer. I am really, really good at lip syncing. My all time favourite actor is Meryl Streep.


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Brendan WHY DID YOU WANT TO BECOME AN ACTOR? I can still clearly remember the thrill I experienced the first time I acted on stage in front of an audience. I was so nervous beforehand that I almost ran away, but once I was up on stage I felt so alive like a thousand volts of electricity were running through me! Ever since that moment, I’ve always thought, “What an incredibly fun time work would be if this was my job!?”

WHAT WAS YOUR FAVOURITE STORY WHEN GROWING UP? I fell in love with so many different stories as a child, but the one I remember best is Little Wolf’s Diary of Daring Deeds. I loved these stories because they were so fun and I thought it was really cool how Little Wolf didn’t try to be anyone other than himself and had such a wild time because of that.

IF I WAS A COLOUR I’D BE YELLOW BECAUSE you could never be upset for long being bright yellow! Plus I’d be able to hang out with The Simpsons!

WHICH CHARACTER DO YOU RELATE TO MOST IN THRICE UPON A TIME? The Little Peasant because just like him I believe there are much more important things in the world than money!

3 BEST THINGS ABOUT SCHOOL Making friends, Playing sport, Learning new things everyday. BEST THING ABOUT TOURING SCHOOLS Getting to see so much of QLD and seeing so many smiling faces every day. TIPS TO THOSE WHO WANT TO ACT Put in 110% effort into every hour of every day trying to become a better actor and chasing that dream. But never forget to have fun doing it on the way J THREE THINGS WE DON’T KNOW ABOUT YOU I once lived in the roof of my old home and had to climb three flights of stairs just to get to bed! I have eaten things as crazy as grasshoppers, tarantulas and frogs while travelling! I’m terrifically good at falling off skateboards. So don’t let me have a go on yours!


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Maddi WHY DID YOU WANT TO BECOME AN ACTOR? To be able to step into different shoes every day and tell important stories. WHAT WAS YOUR FAVOURITE STORY WHEN GROWING UP? The Wishing Chair and The Far Away Tree by Edin Blyton. The characters in them were always brave and they explored so many different magical worlds! IF I WAS A COLOUR I’D BE ORANGE BECAUSE it's fun, energetic, and talks to people, just like me! WHICH CHARACTER DO YOU RELATE TO MOST IN THRICE UPON A TIME AND WHY? Probably the youngest daughter in The Black Bull of Norroway -‐ I often find it hard to sit still, and sometimes it gets me into trouble! 3 BEST THINGS ABOUT SCHOOL Seeing your friends, being creative, and learning new things. BEST THING ABOUT TOURING SCHOOLS I get to perform to amazing students every day!

TIPS TO THOSE WHO WANT TO ACT Learn how to love working as a team, make friends with lots of different people and practice practice practice! THREE THINGS WE DON’T KNOW ABOUT YOU I am vegetarian! My family now live in Switzerland and I have lived in twelve houses!


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The shake & stir process When creating a work like Thrice Upon a Time shake & stir looked again at why we study classic story telling and what needs to be done to make it relevant for students today. We spoke to the Directors of the production, Ross Balbuziente and Matthew Walsh, for some insight. “When directing Thrice Upon a Time we focussed a lot on classic story telling devices such as narrations, ensemble performance, characterisation and audience engagement as well as simple dramatic devices like actors playing more than one role, using simple props to transform the story, actors taking on animal qualities, and above all, imagination! Young students have the most fantastic imaginations and we wanted them to be captivated by the stories being presented. Because at their heart each story presents us with themes of perseverance, loyalty, courage, patience and sharing.” Nelle Lee, the adaptor of Thrice Upon a Time looked for fairy tales and fables from a variety of cultures, aiming to give audiences a diverse exploration of storytelling. We decided upon the following stories, adapting them for relevance, time and audience purposes, which together, make up Thrice Upon a Time. THE BLACK BULL OF NORROWAY This story was a childhood favourite for our adaptor Nelle Lee. She really liked the grand adventure, sense of magic and the far away settings presented in the story. It’s a Scottish folk tale set in Old Norway, helping children learn about patience, adventure and trusting yourself to be courageous. THE LITTLE PEASANT Written by undoubtedly the most famous fairy-‐tale writing team, The Brothers Grimm, this story may not be their most famous tale, however it has just as much to offer as Hansel and Gretel, Cinderella or Rapunzel. We are presented with a underdog tale as our main character, the Little Peasant, manages to outwit the cruel townspeople in order to be happy. It has been adapted to suit a modern audience, with a great deal of humour thrown into the mix giving students a modern twist on the traditional fairy-‐tale. ANANSI & THE YAMS The Anansi stories have been passed down through West African culture for generations, aiming to teach students a moral or lesson through the animals presented in the fables. Anansi & the Yams focuses on friendship, sharing and empathy, three key life lessons for students of any age.


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a bite sized synopsis

The Black Bull of Norroway – Scottish folk tale The story begins with 3 daughters who each seek their fortune from an old Fortune Teller in the village. The youngest waits and waits for her fortune, only to be met by the Black Bull of Norroway and taken on a journey. On their journey she rests each night and is given pieces of fruit, told only to use them if she is in desperate need for help. Finally they reach the Black Bull’s home. The Bull tells her he must go and fight a battle but she is to wait for him without moving until he returns. After a very long time she sees that he has won the battle so she moves ever so slightly in happiness. This breaks the magic placed upon her and the girl and bull are lost from one another. The young girl searches and searches for 7 whole years before she discovers a cottage where she must outsmart an old washerwoman using her magical fruit to finally be reunited with her Black Bull, who has now transformed into the Prince he always was inside. CHARACTERS | Narrators, The Black Bull, Old Widow and her three daughters, the Fortune Teller, 2 Princes, Etin, a washerwoman and her daughter.

The Little Peasant – Brothers Grimm German fairy tale Our setting is a town where everyone is rich, except the Little Peasant and his wife. They are so poor they eat twigs for their meals. One night the Peasant is caught in a big storm so he seeks shelter in a farmer’s house. Inside he is treated very badly by the Farmer’s wife, who offers him nothing more than a mouldy piece of bread. Once she thinks he is asleep the Farmer’s wife begins eating an enormous feast, but quickly hides all the food when she hears her husband returning for the evening, as she doesn’t want him to know she didn’t want to share. The Farmer takes pity on the Peasant and mistakenly thinks he has brought all the food with him, so pays him for the feast. The townspeople are very angry that the Peasant now has money, and decide he must be punished – by putting him in a barrel and throwing him off a cliff into the ocean. But the Peasant is clever and knows how greedy the townspeople are, so he tricks the Farmer’s Wife into switching places with him inside the barrel. When the townspeople see that he has miraculously survived the fall they want to jump in the ocean as well – leaving the Little Peasant and his wife alone to rebuild the town with only kind-‐hearted people. CHARACTERS | Narrators, rich townspeople, the Little Peasant and his wife, Cowheard, Town Mayor, the Farmer, Petunia (the farmer’s wife).

Anansi and the Yams – West African fable Anansi the spider has collected some yams and wants to cook them up for his lunch. His friend Tafawa the Turtle comes by after a very busy day and asks if he can come in and rest for a while. Anansi reluctantly lets him, but is worried about having to share his delicious yams. He decides to trick Tafawa and invites him for dinner but then makes him go and wash his hands and gobbles all the yams whilst he’s gone. Tafawa is upset he didn’t get any yams, but invites Anansi to his house another time to return the favour. Anansi waits a few days and makes sure he’s extra hungry before going over to Tafawa’s place for dinner. Tafawa prepares an amazing meal for them both, but serves it at the bottom of the pond, where Anansi cannot go. Anansi then realises how he made Tafawa feel and apologizes for his rudeness. Tafawa accepts the apology and reveals another meal he has prepared in a place where they can both share it. CHARACTERS | Narrators, Anansi the Spider, Tafawa the Turtle.


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Australian curriculum

YEAR ENGLISH LINKS DRAMA LINKS 1 Discuss features of plot, character and setting in different

types of literature and explore some features of characters in different texts (ACELT1584)

Explore role and dramatic action in dramatic play, improvisation and process drama (ACADRM027) Use voice, facial expression, movement and space to imagine and establish role and situation (ACADRM028) Respond to drama and consider where and why people make drama (ACADRR030)

2 Compare opinions about characters, events and settings in and between texts (ACELT1589) Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) Discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1591) Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592) Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

3 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) Develop criteria for establishing personal preferences for literature (ACELT1598) Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791)

Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama (ACADRM031) Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place (ACADRM032) Shape and perform dramatic action using narrative structures and tension in devised and scripted drama (ACADRM033) Identify intended purposes and meaning of drama, using the elements of drama to make comparisons (ACADRR034) 4 Make connections between the ways different authors

may represent similar storylines, ideas and relationships (ACELT1602) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns (ACELT1606)


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YEAR ENGLISH LINKS DRAMA LINKS 5 Recognise that ideas in literary texts can be conveyed

from different viewpoints, which can lead to different kinds of interpretations and responses(ACELT1610) Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611) Create literary texts using realistic and fantasy settings and characters that draw on the worlds represented in texts students have experienced(ACELT1612)

Explore dramatic action, empathy and space in improvisations, playbuilding and scripted drama to develop characters and situations (ACADRM035) Develop skills and techniques of voice and movement to create character, mood and atmosphere and focus dramatic action (ACADRM036) Rehearse and perform devised and scripted drama that develops narrative, drives dramatic tension, and uses dramatic symbol, performance styles and design elements to share community and cultural stories and engage an audience (ACADRM037) Explain how the elements of drama and production elements communicate meaning by comparing drama from different social, cultural and historical contexts (ACADRR038)

6 Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614) Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor, influence personal response to different texts(ACELT1615) Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)


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story maps Story maps are a great way for students to think and discuss the main plot points in a story, helping to solidify their understanding of the narrative structure. Generally, stories following the structure of: INTRODUCTION – we find out the WHO, WHEN and WHERE as we are introduced to the main characters and the setting of the story. COMPLICATION – we find out the WHAT as some of the characters are faced with a problem they must overcome. RISING ACTION – we find out the WHY of the story as the characters must work out the complication and why it matters to them. CLIMAX – something big has to happen to our characters that changes or defines them, showing HOW they overcome it. CONCLUSION – our characters will be different from the start, learning lessons and resolving the story. Individually, in pairs or as class plot out the main points of each of the three stories under each heading (there is a simplified and extension version depending on the grade) On a blank sheet of paper inform students that they need to create a story map for a chosen story presented in Thrice Upon a Time, showing the path the characters took and the problems they encountered along the way. They can be really creative with this, using the information from the tables they have completed to help them. It could be shaped like a graph plotting the action, or like a map showing the journey the characters took.


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STORY CHOSEN: The Little Peasant / The Black Bull of Norroway / Anansi & the Yams (circle your choice) 4. HOW

How

is it all mad

e better?

3. W

HY

Why m

ust they fin

d a solutio

n?

2. W

HAT

Wha

t is the problem

in th

e story?

1. WHO W

HEN

WHER

E

Who

are th

e characters? When is the story set? W

here

is it?

WHO

WHEN

WHER

E


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STORY CHOSEN: The Little Peasant / The Black Bull of Norroway / Anansi & the Yams (circle your choice) CO

NCLUSION

CLIM

AX

RISING ACT

ION

COMPLICAT

ION

INTR

ODUCT

ION


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poetry activities Poems relating to the themes, characters or events of each story are a great way to get students thinking creatively. Below are some activities that can be used for various year levels. SHAPE POEMS Using a shape that relates to one of the stories, students create a poem around a character or theme. Suggested ideas The Black Bull of Norroway A bull shaped poem, a poem about the magical pear or apple, a poem about fortunetellers in the shape of the crystal ball. The Little Peasant A poem in the shape of a barrel, a poem about a meal of twigs (shaped like a twig!). Anansi & The Yams A spider with words for each leg for Anansi, a poem in the shape of Tafawa’s shell. RHYMING POEMS Rhyming poems help students remember important plot points and can be fun to practice and perform for the class. Students could write a poem with a set rhyming pattern. They could even write a poem as a review of the show. We love to read them. Students can send work to us at [email protected] BIO POEMS Bio Poems are a great way of summing up a character, showing your personal understanding and interpretation of that character. Bio Poems follow the following 10 line format: LINE 1 First name LINE 2 Three or four adjectives that describe the person LINE 3 Important relationships (Mother of . . . , Son of . . .) LINE 4 Two or three things, people, or ideas that the person loves/d LINE 5 Three feelings the person experienced LINE 6 Three fears the person experienced LINE 7 Accomplishments (who discovered.... who won... who fought....) LINE 8 Two or three things the person wanted to see happen or wanted to experience LINE 9 His or her residence LINE 10 Last name or one word summary Anansi Hungry, Sneaky, Selfish Friend of Tafawa Who loved causing chaos, thinking of himself and eating delicious food! Who felt happy when he was right, annoyed when he was outwitted and full after eating his feast! Who feared not getting his way, was scared of not being liked and hated the thought of missing out Who loved cooking yams and eating them all on his own Who wished to share other people’s things without sharing his own Who lived in Africa The Spider


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literacy activities Using the themes and characters from Thrice Upon a Time, try some of the following literacy activities with your students.

WORD & MEANING MATCH UPS: Using the table, students can match up the words with their

meanings (which are scrambled up). The table below has the answers, with a student worksheet on page 17. Depending on the grade they could use a dictionary to assist.

WORD MEANING ANSWER 1 collop Something that has a magical spell over it 10 2 bonny To wake up 15 3 fortune A piece of meat 1 4 horizon To eat very quickly 19 5 den Sweet potato 9 6 hobbled An old fashioned word for you 14 7 steeped To walk in an awkward way, with a limp or injury 6 8 mansion To yell very loudly 13 9 yam Scottish slang meaning pretty 2 10 enchanted A large piece of land used for farming 16 11 majestic Your future or a large sum of money 3 12 gurgling To soak in water 7 13 bellow A very very large house 8 14 thee To walk away very quickly 20 15 awoke The line where the sky and the earth meet in the distance 4 16 paddock Very grand and beautiful 11 17 calf A very small piece 18 18 morsel A small cave or shelter 5 19 gobble Bubbling or simmering 12 20 scurried A baby cow 17


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Thrice Upon a Time - vocabulary MATCH UP THE WORD WITH THE CORRECT MEANING:

WORD MEANING

collop Something that has a magical spell over it

bonny To wake up

fortune A piece of meat

horizon To eat very quickly

den Sweet potato

hobbled An old fashioned word for you

steeped To walk in an awkward way, with a limp or injury

mansion To yell very loudly

yam Scottish slang meaning pretty

enchanted A large piece of land used for farming

majestic Your future or a large sum of money

gurgling To soak in water

bellow A very very large house

thee To walk away very quickly

awoke The line where the sky and the earth meet in the distance

paddock Very grand and beautiful

calf A very small piece

morsel A small cave or shelter

gobble Bubbling or simmering

scurried A baby cow


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WORD CHARTS: Create a table with SPIDERS as a title and two columns labelled ‘VERBS’ and ‘ADJECTIVES’.

Students need to think of as many words as they can to fit each column relating to spiders. They can then complete another table with TURTLES as a title. Discuss the similarities and differences.

Extension: Create a comparison bubble showing any ways the animals are alike and different.

Here are some examples:

SPIDERS VERBS (actions) ADJECTIVES (describe) Jump Spin Bite Crawl

Hairy Big Scary Creepy

SPIDERS SIMILARITIES TURTLES

MORALS & LESSONS: Discuss with students that the purpose of African folk tales was to teach a lesson or moral. What did they think the moral of Anansi & The Yams was? What lesson did Anansi learn? Students can use the worksheet on page 19 to write and draw the moral of the story.

TURTLES VERBS (actions) ADJECTIVES (describe) Swim Eat Crawl Hide

Slow Hard Thick skinned Wrinkly

Jump

Hairy

Bites can hurt

Live in webs

Move fast

Eat other animals

Crawl around

Hide away

Move very slowly

Have very thick skin

Wrinkly

Have a shell


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Anansi & the Yams - an African folk tale What do you think Anansi and Tafawa learnt in the story about the yams?

ANANSI LEARNT….

TAFAWA LEARNT…

Have you ever had a friend who wouldn’t share? Write how it made you feel… -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

Have you ever not wanted to share with a friend? Why / Why not? -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐

-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Draw a picture of Anansi and Tafawa sharing their food:


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drama activities ALPHABET In a large open space students start walking around the room in neutral (focused, calm and no expression). Remind them to fill the space and not to touch anyone else. Teacher calls out a location and an letter and then counts down slowly from 10. Student have this time to create something with their bodies that begins with that letter. Call out FREEZE after getting to 1. Teacher asks students what they are, commenting on clever use of body language, levels, facial expressions etc. This game can also be used as an elimination game – if anyone makes the same object they are out. Repeat until there is a winner. IDEAS FOR TOPICS Things found in the woods, inside the Little Peasant’s House, things found in Tafawa’s pond.

GOTCHA Students stand in a circle. The teacher asks them to think back on the performance and remember as much as they can from the start to finish. A student who feels they know how it started can begin re-‐telling the story. As soon as another student thinks they have missed something out they call out ‘Gotcha’ and they take over telling the story. Continue until it’s all re-‐told. This can be simplified to just re-‐telling one of the stories from the performance or re-‐telling what they did yesterday in a lesson.

I REMEMBER… Building on ‘Gotcha’ ask students to form small groups and choose one moment from Thrice Upon a Time they remember really well. They will spend about 10 mins rehearsing this moment for the class, trying to incorporate as much of it as they can. They don’t need to do an entire story, it could just be one part that really stood out for them. Show all groups and discuss why they remembered that part really well and what their favourite parts were. SNAP SHOTS

Students move around filling the space. Teacher calls out ‘FREEZE’ and then a number and object. EG In groups of 3 make me a magic wand.

SNAP SHOT STORIES

These are a great way of using a very descriptive piece of writing, allowing students to develop their listening and drama skills. Have students sit in a circle in a large empty space. The teacher reads out the following passage from The Black Bull of Norroway all the way through once. Repeat, this time stopping at each point as indicated. 5-‐6 students are selected to move into the empty circle and create a snap shot of what they have just heard. Encourage them to make bold choices with their body language and work together to create something from the passage they have just heard.


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EXAMPLE 1

Read once: Far they journeyed, through forest as dark and thick as witch’s thoughts and across deserts that were as dry and barren as a cursed man’s heart. Finally they reached the entrance to a magnificent castle with a drawbridge at the front and flags on its towers.

Read again, with snapshots between.

Far they journeyed, through forest as dark and thick as witch’s thoughts

SNAPSHOT 1

and across deserts that were as dry and barren as a cursed man’s heart.

SNAPSHOT 2

Finally they reached the entrance to a magnificent castle with a drawbridge at the front and flags on its towers.

SNAPSHOT 3

EXAMPLE 2

Read once: Once again, the girl set off with the bull. Long they rode. Over lakes that had been frozen for lifetimes. Into rainforests so dense they seemed to take their own breath. And through glens so gloomy it would make even the cheeriest nightingale sing sadly. On and on and on. For what seemed like forever. Until finally, they arrived at the most majestic palace the girl could ever imagine. It had huge glass windows all around and a river surrounding it with beautiful fish and lily pads.

Read again, with snapshots between.

Once again, the girl set off with the bull. Long they rode. Over lakes that had been frozen for lifetimes.

SNAPSHOT 1

Into rainforests so dense they seemed to take their own breath.

SNAPSHOT 2

And through glens so gloomy it would make even the cheeriest nightingale sing sadly.

SNAPSHOT 3

On and on and on. For what seemed like forever. Until finally, they arrived at the most majestic palace the girl could ever imagine. It had huge glass windows all around and a river surrounding it with beautiful fish and lily pads.

SNAPSHOT 4


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script excerpt: Anansi & the Yams Adapted for the stage by shake & stir theatre co

NARRATOR 1: Well one day Anansi went out to his garden to pick some yams. NARRATOR 2: Sweet potatoes. NARRATOR 3: They were extra beautiful delicious yams. ANANSI: These are extra beautiful delicious yams. NARRATOR 3: And he decided to bake them on his fire. ANANSI: I think I might bake these on my fire! NARRATOR 4: The flames of the fire flickered and cracked around the delicious yams until they were

golden and crunchy. ANANSI: What a scrumptious feast! All for me! NARRATOR 2: Anansi sat down to gobble up his delicious meal. Anansi goes about setting his table for his Yam feast. ANANSI: Rubba dub dub, thanks for the grub! NARRATOR 1: Just as he was about to place the first steaming morsel of deliciousness into his gob. TAFAWA: Knock, knock, knock! NARRATOR 1: There was a knock at the door. ANANSI: No! Who could that be? He opens the door. NARRATOR 2: When Anansi opened the door, there was Tafawa the Turtle. TAFAWA: Hello. NARRATOR 2: Tafawa look tired and worn out. TAFAWA: Hi Anansi. ANANSI: Hi Tafawa. What are you doing? TAFAWA: OOohhh boy, ooooohhh boy! I am beat! I have just come back from the far hills. I

haven’t stopped once! ANANSI: Oh that’s no good! Well, it was nice to see you. Bye! TAFAWA: Anansi?


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ANANSI: Yes… TAFAWA: Can’t I come in for a bit, just to rest? Please? Buddy old pal? NARRATOR 3: Anansi the Spider really didn’t want to let him in. ANANSI: (to audience) I really don’t want to let him in! NARRATOR 1: But Tafawa was supposed to be is friend and so finally he gave in. ANANSI: Alright alright, come on. NARRATOR 4: As soon as Tafawa entered the house the waft of freshly baked Yams flooded his little

turtle nostrils. TAFAWA: MMmmmmmmmm. Is that Yams I can smell? ANANSI: Yes… yes it is… TAFAWA: Delicious! NARRATOR 3: But Anansi was too selfish to share his beautiful delicious yams with anybody else, even

a guest. So he came up a plan. ANANSI: Would you like to join me for dinner Tafawa? TAFAWA: Would I ever! Tafawa heads around to the other side of the table and reaches for a yam. ANANSI: Wait a second! Tafawa stops mid-‐air. ANANSI: Tafawa, your hands are all dirty! TAFAWA: Well yes. I have been walking on them all day Anansi. ANANSI: You can’t eat with your hands all dirty. Go and wash them. TAFAWA: Of course! Sorry Anansi, how rude of me! NARRATOR 2: So Tafawa crawled outside to the pond and washed his hands. Slowly. ANANSI: Excellent… Anansi begins to gobble up the yams while Tafawa is at the pond. NARRATOR 1: Quickly! Before he comes back! TAFAWA: Finished! Tafawa starts to make her way back to the table.


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NARRATOR 3: By the time Tafawa had returned to the table, the Yams were half gone. Nevertheless, he smiled at Anansi and settle down to tuck in.

Tafawa reaches for a yam. Anansi stops her, his mouth still full of food. ANANSI: Tafawa! TAFAWA: What? ANANSI: Your hands are STILL dirty, and now they’re muddy too. You can eat at my table with

muddy hands. Go and wash them again. TAFAWA: But I can’t… Anansi points toward the pond. TAFAWA: Alright Anansi. Tafawa sadly crawls back to the pond. As soon as she has left the table, Anansi begins to gobble up the rest of yams. NARRATOR 1: Quickly! Before he comes back! TAFAWA: Finished! Tafawa starts to make her way back to the table. NARRATOR 3: And by the time poor Tafawa had made his way back to the table… NARRATOR 2: The yams are all gone…. ANANSI: Ahh yeah, sorry about that. But you took so long doing your hand washing thing! Tafawa nods sadly. TAFAWA: Well thank you for letting me rest here Anansi. And thanks for the invitation to dinner. If

you are ever near my house, you must pop in and let me return the favour. NARRATOR 4: And with that, Tafawa the turtle crawled slowly away to his house. ANANSI: Yeah see ya Tafawa! I’d love to come by for dinner. As long as you wash your hands

before hand! He laughs as he waves goodbye. NARRATOR 2: Well, as time went by, Anansi the spider began to think more and more about how

Tafawa the Turtle had promised to feed him a free dinner. ANANSI: I should hit him up for that free feed! I mean after all, I did let him in and invite him to

dinner. NARRATOR 3: He thought for a moment.


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ANANSI: But I might wait a whole day so I’m extra hungry. That way I can eat the most amount of food!

NARRATOR 1: And so the next day Anansi scurried off to Tafawa’s house, his belly gurgling with

hunger. Tafawa spots Anansi approaching. TAFAWA: Well hello there friend! ANANSI: Hi Tafawa. TAFAWA: Have you come to have dinner with me finally then? ANANSI: Yes please! That would be very nice. NARRATOR 4: By this point, Anansi was starving. TAFAWA: I can hear your tummy rumbling Anansi, so I’ll get moving on dinner. ANANSI: Excellent! NARRATOR 3: Tafawa the Turtle dove down to the bottom of the river to set the table for dinner. He

had been waiting for this moment and had organised a delicious feast of fresh green seaweed and special crispy lava leaves from the northern river mouth.

TAFAWA: Finished! NARRATOR 1: Tafawa swam back up to the surface and called for Anansi. TAFAWA: Anansi! It’s all ready now! Come on, before it gets cold. ANANSI: What? But? How could it? Ahh never mind. NARRATOR 2: Tafawa dove down again and sat himself at the head of the table. He beckoned for

Anansi to join him. Anansi struggles to dive to the bottom of the river. NARRATOR 3: Anansi tried to dive down to the bottom, but he was a spider, not a turtle, and he

couldn’t swim that deep. ANANSI: I just keep floating back to the top! NARRATOR 1: He tried diving. He tried jumping. He tried bomb diving. ANANSI: Nothing will work! I can’t get down there! TAFAWA: Hurry up Anansi! NARRATOR 4: Then, Anansi came up with a plan. ANANSI: I’ll fill my coat pockets with rocks! That will help me sink down to the dinner table!


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NARRATOR 2: So he went around and gathered rocks from around the riverbank. ANANSI: I am so clever! NARRATOR 2: When his pockets were full, he jumped into the water and easily floated down to the

dinner table to join Tafawa the Turtle. ANANSI: Sorry about that! TAFAWA: Not a problem! NARRATOR 3: When Anansi saw the scrumptious feast laid out on the table in front of him. His mouth

started to water. ANANSI: This looks amazing! NARRATOR 1: He reached out to grab one of the of the crispy lava leaves when Tafawa stopped him. TAFAWA: Anansi! Surely you’re not going to eat dinner with your coat on? NARRATOR 2: And without thinking Anansi replied ANANSI: Oh of course! How silly of me Tafawa. What was I thinking? I’ll take it off right away! NARRATOR 4: But without the rocks in his pockets to hold him down, Anansi floated right back to the

surface of the river again. ANANSI: What the? Hey! TAFAWA: Anansi? Come back down for dinner? ANANSI: I can’t. TAFAWA: Oh really? NARRATOR 1: Tafawa said knowingly. TAFAWA: Well I’ll get started and you can join me once you’re down here. NARRATOR 3: But no matter how hard he tried, Anansi simply couldn’t make it back down to the

bottom of the riverbed. ANANSI: Great… NARRATOR 2: He sadly floated on the surface and watched Tafawa gobble up all the delicious food. ANANSI: I guess this is how Tafawa felt when I gobbled up all the yams last week. NARRATOR 4: Tafawa finished his meal and swam back up to his friend. TAFAWA: Hi Anansi. ANANSI: Hi Tafawa.


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TAFAWA: That dinner was a delicious. Such a shame you couldn’t make it down. ANANSI: Yeah... hey Tafawa? TAFAWA: Hmmm? ANANSI: Maybe next time, I can build my fire right next to the river. So then you can wash your

hands next to the dinner table. TAFAWA: That is a wonderful idea! That way I wouldn’t miss out on your delicious baked yams! ANANSI: Exactly. TAFAWA: And perhaps next time, I can serve dinner on the lily-‐pads. That way you can still sit at

the table without your coat on? ANANSI: Yes! That way I wouldn’t always be floating away and I can share your delicious crispy

lava leaves! They looked so good and I’m so hungry. I can’t believe I missed out. TAFAWA: Well Anansi. I thought you might say that. So look. NARRATOR 1: Tafawa pointed to a lily-‐pad that was floating nearby. TAFAWA: I saved you a few. NARRATOR 3: The lily-‐pad was filled with crispy lava leaves! ANANSI: For me? TAFAWA: For you, my friend. NARRATOR 2: And with that Anansi the Spider and his good friend Tafawa the Turtle sat down and

shared the last few leaves for dinner.


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character profile

Character Name:

Who are my friends?

Who are my enemies?

Ultimate Goal:

Things I like:

Things I hate:

Things to remember about me:


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Thrice Upon a Time – My Opinion After watching Thrice Upon a Time fill out the sheet below with all your favourite parts!

Write down anything you can remember about the show:

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Which was your favourite story? ________________________________________________________________

Why did you like it the best? ___________________________________________________________________

___________________________________________________________________________________________

Who was your favourite character? ______________________________________________________________

Draw them here:


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Draw the funniest part of the show and write underneath it why it made you laugh:

It made me laugh because: _____________________________________________________________________

___________________________________________________________________________________________

If you could perform in the show which character would you like to play? _______________________________

___________________________________________________________________________________________

Would you change anything about the show? If so, what? ____________________________________________

___________________________________________________________________________________________

Is there anything you would like to tell the actors? __________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

How many starts would you give the show? Colour in your rating, with 5 being the best!

We’d love to hear from you! You can email your reviews, stories, pictures & thoughts to us: [email protected]


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Documents

· 2019-12-05 · ©!! 4!! about the show!! Three(Little(Pigs,(Three(Bears,(Three(Billy(Goats(Gruff!–!enthrallingstories!but!so!overdone!!Discover!3classic!but