BEAUTY AND THE BEAST

TEACHER

STUDY GUIDE

A MARIONETTE PRODUCTION BY THE NATIONAL EDUCATIONAL THEATRE

TO THE TEACHER

The following study guide has been provided to help your class benefit the most from experiencing a live theatrical event. The activities described herein are only suggestions. Please feel free to pick and choose the things that will most benefit your students in the time you have available. It is our hope that the performance your students attend is not only entertaining, but is a valuable educational experience as well. You will find that some of the activities contained in this guide are geared for younger, some for older students-- but there is something for everyone. Please feel free to reproduce and distribute any of the enclosed pages and activities for use by your students.

HISTORY OF THE STORY

Beauty and the Beast is one of the most beloved fairytale stores, perhaps only second to Cinderella in

popularity and influence. First published in 1756 France by Madam LePrince de Beaumont, the English

translation first appeared in 1761. This string puppet performance masterpiece is a tale of a gentle, self-

sacrificing woman who transforms a bestial creature into a handsome prince.

THE STORY

Once upon a time in the forest, there lived a young prince in a fine castle. He was very spoiled and selfish

and cared only for himself. One night and old beggar woman came to the castle for shelter. The prince

was very mean to her and sent her away. Because he was so selfish, the beggar woman turned him into a

beast. She told him if he could get someone to love him for himself before his 21st birthday he could then

become himself again.

Belle lived in the village nearby with her father who made his living in the shipping business. Belle, who

loved nothing better than reading books, was really not interested in anything but her singing and her

books. Father had one of his ships come in and he decided to go the ship by taking a short cut through the

forest. He said goodbye to Belle and started to the port through the forest. Taking a wrong turn, he was

soon lost. Off in the distance he saw a castle and knocked on the door. Entering the castle he found great

hospitality, food, a bed and new clothes. Upon awakening he could find no one to thank for his hospitality.

He finds a rose in the garden and decides to take it to Belle. The beast was watching him and became very

angry. He tells Father that after all the great hospitality he received, stealing from him, is a crime for

which he would have to make him his prisoner.

The beast told Father to bring his daughter to the castle in exchange for his life. Back at home, Gaston,

who is the hero of the village, is trying to talk Belle into marrying him. However, Belle refuses and Gaston

tells her that women certainly should not read and she reads too much!

Belle, who is missing her father, goes searching for him and ends up at the castle. Her father tries to talk

her into going home but Belle would not leave so Father says goodbye and leaves slowly.

Wandering into the castle, Belle meets Mrs. Potts, Candlestick and Clock. They all try to make Belle feel

“wonderful” for they hoped she would help break the spell. At night while Belle is sleeping, the prince

comes to her in a dream and says to her, “do not be fooled by disguises” but Bell realizes it is only a

dream. The Beast tries everything to get Belle to marry him but she refuses. Days go by and Belle tells the

beast how much she misses her father and asked to go home to see him. Beast tells Belle she can go home

for one week, but she must return, for if she stayed longer, he would die of a broken heart. Belle returned

home and is happy to see her father. She tells her father that the beast had learned that he was wrong to

behave so badly and that he changed into a loving person. She also tells father about her dream of the

prince. Father tells Belle she cannot go back to the castle because Gaston is going to kill the beast but

Belle tells father she has to go back right away. Belle returns and tries to find the beast to tell him she was

back and he must not die. Belle states, “I love you and I want to marry you”. The beast disappears in a puff

of smoke and the prince appears. Belle asks, “Where is the beast?” The prince explains all is about the

spell and how she has broken it. He said to Belle“ as long as you are beside me, we will live in happiness

forever”.

THEME

The theme is the central idea, thought, lesson or meaning of the story.

THEME QUESTION Ask the students to share with the class what they think Beauty and the Beast is all about.

THEME ANSWER/LESSONS LEARNED IN THE STORY

1. Everyone can change … if the learn they were wrong.

2. The most obvious message is that beauty is but skin deep and that one should look

beneath the surface to search for the true meaning of beauty. Beauty comes from within.

3. Love is learned.

HOW ABOUT SOME HISTORY? … ON PUPPETS

THE PUPPETS are used by many teachers to make schoolwork more interesting. For

example, a history class may use puppets to act out a famous historic event. Students can

improve their knowledge of foreign language by writing and performing puppet shows in

language. Creating a voice for a puppet has helped some students overcome a speech problem. In

underdeveloped countries, puppet shows have been used to teach healthcare, modern farming,

methods and other subjects.

People have enjoyed puppets for thousands of years. Puppet like figures have been found

in tombs and ruins in ancient Egypt, Greece and Rome. The first puppets were probably used for

religious ceremonies. Priests secretly moved the eyes or arms for and idol or religious carving to

impress the people.

There are many different types of puppets including, hand puppets,

shadow puppets, rod puppets and marionettes.

Hand puppets are the most common puppets. One variety, the

Glove or Fist puppet, consists of a hollow head attached to a glove or a

piece of cloth that serves as the body. Perhaps the most famous glove

puppet character is Punch, the star of the English puppet shows called

Punch and Judy Shows. Punch was introduced into England in 1662. Glove

puppets have become popular in several countries, including France,

Germany, Italy, the Netherlands, Russia and Switzerland. They have also

become popular in television programs, such as “Sesame Street” and

“Captain Kangaroo.” The simplest kind of hand puppet is probably the finger puppet. Two fingers

of the puppeteer’s hand serve as the puppet’s legs while the face is painted on paper and fastened

to the hand.

Rod Puppets are operated by rods or sticks,

usually from below the stage. Some rod puppets have rods

attached to moveable arms and hands one kind of rod

puppet, the marotte, consists only of head mounted on a

stick. An interesting rod puppet show from Japan is called

the Bunraku (doll theatre). The puppets should stand

about 4 feet tall. The look realistic, with flexible joints and

moveable eyes, mouth and eyebrows. Puppeteers operate

them with rods from behind in full view of the audience.

Many important Japanese dramatists of the late 1600’s

and 1700’s wrote plays especially for the doll theatre.

Marionettes are the ones controlled by strings. Just like

the show The National Educational Theatre is performing or has

already performed for you. The marionette has a complete body,

head , trunk, arms, hands, legs and feet. Most professional

marionettes are constructed out of wood and have strings that

run from the head, shoulders and knees to a small wooden stick

controller. These puppeteers are hidden high above the stage

and operate the marionette by pulling the strings where they are

fastened to the controller. The word marionette comes from

Little Mary, a type of puppet of the middle ages. During this

period, many people could not read or write. Priests used Little

Marys to teach stories from the Bible.

CHARACTER EDUCATION TRAITS

The National Educational Theatre provides character education resources to the public schools by giving educators a unique visual tool to enhance character development.

Our stories will captivate, entertain, and educate students by demonstrating core ethical values that teach virtue. In each animated performances teachers and students can identify the various character education traits listed below.

Responsibility – To carry out a duty or task carefully and thoroughly; be able to count on, depend

or trust.

Respect/Courtesy – To feel or show honor for the feelings and rights of yourself, others and the

world around you. Polite, well-mannered behavior towards others.

Self-Esteem/Pride – Proper delight or satisfaction in your accomplishments, achievements, and

status. To demonstrate a positive opinion about yourself.

Caring/Compassion – Being kind, friendly, considerate and willing to listen, give and share.

Showing concern or sympathy for others.

Diligence/Perseverance – Working hard without giving up in a careful consistent manner.

Tolerance/Patience – Respecting the individual difference, views and beliefs of other people.

The power to wait calmly without complaining.

Honesty/Fairness – Being truthful and just.

Cooperation/Good Sportsmanship – Working together for a common purpose. The ability to

take winning or losing without gloating or complaining.

Loyalty/Citizenship – Faithful to a person, a team, your country or an idea. Demonstrate your

rights and privileges as a citizen of the United States as well as the school and community.

Courage – The willingness to face obstacles and challenges with determination.

TRIVIA

Who wanted to marry Belle?

What kind of business was Belle’s father in?

Where did the Beast live?

What is the little tea pot’s name?

How long did the beast have to fall in love until the spell was broken?

Was the spell on the beast broken?

What does Belle like to do?

What is the name of the clock?

What is the name of the candlestick?

Where does the Beast lock Belle's father?

COLORING PAGE

AFTER THE PERFORMANCE

(grades 4-8)

1. Discuss the version of the story

Have the class discuss how the version they saw on stage was different from the Disney

film or from other versions you have read. Why was it different?

Was the message of the puppet show different from the message of the book or film?

Note: This may lead to the exploration of "stage conventions"--why some things have to be

adapted differently to be performed on a stage.

2. Have the students write a review of the play

What were their favorite parts?

Their least favorite?

Did anything happen that they didn't understand or seemed confusing?

Did they like the music or did it "get in the way of the story?"

What did they think of the puppets and scenery?

Note: Help them understand that their opinions are most certainly valid but will most

likely differ from that of others (and that is OK). Being able to objectively discuss their

opinions and others' is definitely a skill that will benefit them the rest of their lives.

3. Possible themes for papers:

What was your favorite character in the story? Why?

If you could live in another county, which would it be? Why?

What would you do if your dog or cat suddenly turned into a person?

If you were Beauty's father (or mother), how would you have handled her leaving?

What would you do if you woke up tomorrow and you were a beast?

Name _________________________________________ Date______________________________________

WORD PUZZLE

Find each of the following words.

R T T H E A T R A E G T

E P R I N C E A S C X E

A H C T E L A O T A M E

D A N C E X R N H S A S

K S I N G S C H E T R E

S T A G E C P I A L R E

P R R D E H R S T E I I

P L I E A A I H R I O B

B E A S T N T I E H N H

R O I Y I G C P I O E G

C L O C K E G E I R T P

O A T K F A T H E R T D

E O O I S E A A Y E E I

SHIP DANCE EXCITING FATHER MARRIONETTE

STAGE READ BEAST PLAY

THEATRE CHANGE CLOCK ROSE

SING BOOKS PRINCE CASTLE

Name ______________________________ Date __________________________

VOCABULARY WORDS

Matching

Match each definition with a word from the vocabulary list. _________________________________

1. A person who is confined; especially a prisoner of war. _______________________________

2. To look at written words and understand what they mean. _______________________________

3. A machine that tells the time. _____________________________

4. a. To take part in a game. Fun or recreation.

b. A story acted in a theater. ______________________________

5. A holder with sockets for candles. ___________________________

6. A large platform on which people can stand and can be seen. ________________________

7. To make something different or to become different. __________________________

8. The act of presenting a play or a piece of music or other entertainment. “we congratulated

him on his performance at the rehearsal” “ an inspired performance of Mozart’s C minor

concerto” ______________________________

9. A very good looking person. _____________________________

10. A male parent (also used a term of address to your father). “His father was born in

Atlanta”. ___________________________

beast adventure change castle father

Belle puppet show beauty sing theatre

clock enchanting prisoner ship exciting

rose candlestick read love marionette

prince performance play books stage

ADVANCED INSTRUCTION

Puppet Theatre Arts focuses on the performing art and the art of the theatre. This section will focus on instruction and practical application in the areas of acting, directing, stage construction, make-up, costuming, lighting, production organization and making a career in theatre. We will want to separate

and then motivate the 6th thru 8th grade students in groups where they can apply their knowledge by focusing on one of the four core areas of production: Acting, Directing, Designing, or Playwriting. Students can:

1. Research 2. Analyze

3. Design 4. Produce 5. Present a live performance Producing their very own theatre production, where students collaboratively bring to life a broad spectrum of talents and skills in the principles and practices of theatre, can prove to be the most exciting part of this school year. So, at our show make sure they pay close attention to the things that

must occur “behind the scenes.” For example

1. Number of production staffs 2. The design and construction elements of set construction 3. Lighting used

4. Costuming and make-up, 5. Sound 6. Directing

7. Puppeteering 8. Audience interaction 11. Organization

Lastly, have the students create a portfolio of their work as they go along. They can write a proposal for the production and do an oral presentation on a performance and production after it is complete.

The aim of this section is to help students understand the nature of the theatre; to understand it by making it as well as studying it; to understand it not only with their minds but with their senses, their bodies and their emotions; to understand the form it takes in cultures other than their own; and

through this understanding better to understand themselves, their society and their world.