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World Premiere

STUDY GUIDE

Dear Teacher, We have created the following study guide to help make your students’ theater experience with World Premiere as meaningful as possible. For many, it will be their first time viewing a live theatrical production. We have learned that when teachers discuss the play with their students before and after the production, the experience is more significant and long-lasting. Our study guide provides pre and post production discussion topics, as well as related activity sheets. These are just suggestions, so please feel free to create your own activities and areas for discussion. We hope you and your class enjoy the show!

Background Smuin Ballet Company’s Mission: Smuin Ballet makes it a priority to be an active member of the San Francisco Bay Area community in sharing a love of the arts with everyone. The company has developed a variety of programs to achieve this goal.

The Synopsis World Premiere by Ma Cong, Resident Choreographer for Tulsa Ballet Music: various songs by Ladino (Judeo-Spanish) singer Yasmin Levy

Ma Cong is another choreographer who frequently blends traditional ballet with unexpected musical choices. Originally from China, Ma studied at the Beijing Dance Academy and won the Silver Medal at the All China Dance Competition. Here in America, Ma has been named one of Dance Magazine’s “25 To Watch” for both dancing and choreography. “Smuin Ballet has unique talents,” says Ma. “They are not only strong at classical dance, but contemporary as well. My work is a combination of using classical background with contemporary moves, and Smuin Ballet is so well-suited for it.”

In this piece – a world premiere commissioned by Smuin Ballet and sponsored by the DRAA – Ma will use music by Ladino singer Yasmin Levy, which incorporates Spanish, Jewish, flamenco, and Middle Eastern influences. “I found this music is very inspirational, cultural, and passionate, shares Ma. “It will definitely make a great ballet.”

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Before Seeing the Performance *Discuss Vocabulary: Ballerina: is a principal female dancer of a ballet company Danseur: male version of a ballerina Arabesque: position of the body supported on one leg, with the other leg extended behind the body with the knee straight. Ballet: A theatrical work or entertainment in which a choreographer has expressed his ideas in group and solo dancing to a musical accompaniment with appropriate costumes, scenery and lighting. Ballon: means to bounce, where the dancer can show the lightness of the movement Ballet master: the person in a ballet company whose duty is to give the daily company class and to rehearse the ballets in the company repertoire Choreographer: one who composes or invents ballets or dances Tutu: short classical ballet skirt made of many layers of tarlatan or net Balletomane: A ballet fan or enthusiast Cavalier: The male partner of the ballerina Applause: clapping because you liked the performance Pirouette: whirl or spin Pointe shoes: satin ballet shoes used by dancers Pas: a simple step Grand Plié: bending of the knees Grand Jeté A long horizontal jump, starting from one leg and landing on the other Performance: the act of performing; execution, accomplishment, fulfillment, etc Balance: a rocking step Corps de ballet: The dancers in a ballet who do not appear as soloists. Danse de caractère: Dance of character, character dance Élévation: the ability of a dancer to attain height in dancing. Plié: A bending of the knee or knees Relevé: A raising of the body on the points Variation: A solo dance in a classic ballet. Virtuoso: A performer with great technical ability. Solo: a musical piece or passage played or sung by one person, with or without accompaniment Soloist: a person who performs a solo Recital: a musical or dance program given by a soloist, soloists, or small ensemble Chasse: sliding or gliding movements

Ma Cong, Choreographer

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Before Seeing the Performance

Play and share various classical music and favorite songs. Have students dance and move to the music. Encourage them to write/draw/ paint/act/-explain how the music makes them feel, or what it reminds them of.

What is ballet? What makes it different from other kinds of dancing?

Have you ever expressed something to someone else without using words? Discuss how people frequently use gestures, facial expressions, and movements to express themselves without words (nodding yes and no, stamping in anger, jumping for joy); these actions are related to the mime and acting they will see on stage.

Display materials (pictures, posters) showing the dance forms of different cultures. Have students choose a culture from one of the seven continents. Then ask them to match the culture they have chosen with one of the dance forms on display. If the student answers correctly, have them explain why they chose to match that dance with that culture.

Divide students into small groups and have them recreate a popular children's story using movement only. Have them practice movements and then perform the story for the class. Have the rest of the class try to guess the story based on what they have seen.

After Seeing the Performance Read more about the choreographer.

Write a thank you note to the sponsors and/or the performers. (template attached)

Students can act out their favorite part of the performance.

Discuss with students how the performance was different from what they expected. What parts did they like/dislike? Would they want to go to a ballet performance in the future? What did they learn?

What kinds of dancing have you done before? Have you ever made up a dance? When do you dance and why? Do you ever dance in a group?

Why do you think dancers, both men and women, wear tights as part of their costumes? What activities do you do that require tights or leggings?

When does everyday movement become dance? Some ideas include: when music is added, when movement expresses moods or feelings, when it is stylized or arranged in sequence for performance, or when it communicates a story or an idea.

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Other Activities: Artistic Expression

Using visual art supplies (i.e.: feathers, glitter, clay, colored paper, etc). Create a character with beautiful costume that you can see coming alive on stage.

Create a map or diorama of the setting of the performance.

Have students draw, paint or color a scene that they liked best.

Creative Dramatics Have your students re-enact scenes from the performance. First, have the students discuss specific

scenes – who were the characters, where did it take place, what happened? Simple masks can be made to represent the various characters.

Have students try out the five positions of the feet: Starting with first position, have them point their toes outward but don’t force them beyond where they are comfortable. Proceed with the remaining four positions. If there is a student in the class who has taken ballet classes, perhaps he or she could demonstrate. (guide attached)

Creative Writing Assign the class to write a newspaper or magazine review of the performance. Discuss elements of a

good review.

Afterwards, compare with published reviews and discuss agreements and disagreements with professional reviews and class reviews.

What did you like about the ballet? Why?

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Books to Explore:

The Silver Slippers by Elizabeth Koda-Callan. Hardcover, full-color drawings, unpaginated. A young girl seems to be always out of step in following her dream to become the prima ballerina of her dancing school, until her mother's gift—a silver charm of ballet slippers—gives her the confidence she needs to succeed. Each book includes a ballet slipper charm on a chain.

My Ballet Book by Kate Castle. Hardcover, 61 pages, illustrated with color photos.

Moving from studio to stage, this book looks behind the scenes of the English National Ballet's production of The Nutcracker. Information on ballet technique, costumes, make-up, as well as a brief history of ballet is included.

I Am a Dancer with text by Eva Lieman and color and black & white photos by Jane Feldman.

Hardcover, 36 pages. As told in her own words, this is the story of an aspiring professional ballerina from her studies at the School of American Ballet to her performances in The Nutcracker and The Sleeping Beauty when she was 13.

Ballet of the Elephants by Leda Schubert and illustrated by Robert Andrew Parker (Roaring Book Press). Hard cover, full color illustrations.This illustrated children's book recounts the 1942 collaboration of Ringling Brothers and Barnum & Bailey Circus, composer Igor Stravinsky, and Balanchine that resulted in the 50-elephant “Circus Polka” led by Madoc, at the time the largest Indian elephant in America, ridden by Zorina, the famed American ballerina and Hollywood star.

Ballet by Kay Tichenor. Paperback, illustrated by Helen Kunic. This coloring book also contains historical information about 16 famous ballets, including Giselle, The Sleeping Beauty, The Nutcracker, Petrouchka, and Billy the Kid.

Internet Resources: California Content Standards:

http://www.cde.ca.gov/be/st/ss/index.asp Class Helper www.classhelper.org Dictionary: http://www.yourdictionary.com/ Smuin Ballet Company: http://www.smuinballet.org/go/default/seasons/fall-winter/ Tulsa Ballet Company: http://www.tulsaballet.org/index.asp Walden Media: http://www.walden.com/walden/teach/ Wikipedia-Ballet: http://en.wikipedia.org/wiki/Ballet

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CA Content Standards This study guide contains activities in line with the following sampling of Visual and Performing Arts Standards (based on 3rd grade):

Theatre 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre. Students observe their environment and respond, using the elements of theatre. Development of the Vocabulary of Theatre 1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences. Comprehension and Analysis of the Elements of Theatre 1.2 Identify who, what, where, when, and why (the five Ws) in a theatrical experience. 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre Students apply processes and skills in acting, directing, designing, and script writing to create formal and informal theatre, film/videos, and electronic media productions and to perform in them. Development of Theatrical Skills 2.1 Participate in cooperative script writing or improvisations that incorporate the Five Ws. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Critiquing Theatrical Experiences Students critique and derive meaning from works of theatre, film/video, electronic media, and theatrical artists on the basis of aesthetic qualities. Critical Assessment of Theatre 4.1 Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience. Derivation of Meaning from Works of Theatre 4.2 Compare the content or message in two different works of theatre. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers Students apply what they learn in theatre, film/video, and electronic media across subject areas. They develop competencies and creative skills in problem solving, communication, and time management that contribute to lifelong learning and career skills. They also learn about careers in and related to theatre. Connections and Applications 5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the Five Ws. Careers and Career-Related Skills 5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.

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CA Content Standards (continued) Visual Arts

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. Communication and Expression Through Original Works of Art 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space. 2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes. 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works in the Visual Arts Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. Derive Meaning 4.1Compare and contrast selected works of art and describe them, vocabulary of art. 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts. Connections and Applications 5.1 Describe how costumes contribute to the meaning of a dance. 5.2 Write a poem or story inspired by their own works of art. Visual Literacy 5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas. Careers and Career-Related Skills

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Dear_____________________,

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

_______________, _______________

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Performance Word Search

C K O O J S S N O I T A I R A V Z H T

F N G O B H R A T T J V Y Q D H J A Z

X A W R I I E K Q E R E I M E R P Y Q

B N Q L A K E W Q V I R T U O S O M N

N I T C P N R L Z B J L N X S O L O I

O R E O M K D W S A P C S O M O B V A

I E L R R J F J H P Y M M G S T B V J

T L L P E E Q G E N O I S S E R P X E

A L A S T Z I U W T L P W T F V G J B

V A B D T G D L P W E P E S V D F L H

E B A E E Z S A A N B S E K L S N H N

L B L B U E P X N V Y J O O I W Y R I

E A L A O E F P B S A X Z L W V E N K

A L E L R U C T R L E C O G O H K W L

O L T L I T H N P E M U P M P I L M A

V O O E P U U O A G C Z R A Y Q S A N

B N M T F T I C R M N I R A A K K T O

H V A W X N D A R H R G T P L I E X I

E X N N T B N S N E O O X A I B U X S

L R E E C D J A V E L J F V L N J C S

V S D M P F R Z R K T E B R I J K Y E

I A T L V V N O I S E R V U E D W D F

P Y I Y I R H K K D E D M E U P R H O

Q E G B R C A R A B E S Q U E N H O R

E S U A L P P A A B A L A N C E D E P

Applause

Danseur

Professional

Arabesque Elevation Recital

Balance Expression Releve

Ballerina GrandJete Smuin

Ballet GrandPlie Solo

Balletomane Pas Soloist

Ballon Performance Tutu

Cavalier Pirouette Variation

Choreographer Plie Virtuoso

Corpsdeballet Pointe

Corpsdeballet Premiere

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Ballet Crossword Puzzle

Across Clues

2. a person who performs a solo 3. whirl or spin 6. one who composes or invents ballets or dances 10. a solo dance in a classic ballet 11. a musical piece or passage played or sung by one person 12. short classical ballet skirt made of many layers of tarlatan or net 13. a musical or dance program given by a soloist(s) or ensemble 14. male version of a ballerina

Down Clues

1. a bending of the knee or knees 3. the act of performing; execution, accomplishment, & fulfillment 4. sliding or gliding movements 5. position of the body supported on one leg with the other leg extended behind the body 7. clapping because you liked the performance 8. a principal female dancer of a ballet company 9. a simple step

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Ballet Word Scramble 1. T L B A L E

• A formalized form of dance with origins in the Italian Renaissance; best known for its graceful, flowing

movements.

2. L E V E R E

• Hint: Rising by lifting your heels off the ground.

3. O T I E P N S E O H S

• Hint: Satin ballet shoes that allow a ballerina to dance on the tips of her toes and appear as if she is floating.

4. A R L L E B A N I

• Hint: A female dancer.

5. U U T T

• Hint: Classic ballet skirt made of many layers of tulle.

6. R A E B R

• Hint: A wooden bar fastened to the walls of a ballet classroom; the dancer holds this for support.

7. L I E P

• Hint: To bend the knees.

8. A B E E A U Q R S

• Hint: A basic pose in ballet where one leg is extended behind the dancer with straight knee and pointed foot.

9. T R U K A R E N C C

• One of the most well-known ballets; a holiday classic; music by Tchaikovsky.

10. TROETEPUI

• A complete turn of the body on one foot; a spin.

**Answers: 1. Ballet 2. Releve 3. Pointe Shoes 4. Ballerina 5. Tutu 6. Barre 7. Plie 8. Arabesque 9. Nutcracker 10. Pirouette

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THE POINTE SHOE Proper footwear is the most important piece of attire for ballet dancers. There are many different kinds of dance shoes, including ballet slippers, character shoes/boots and jazz shoes. Perhaps the most well known shoe is the pointe shoe (the shoes for dancing on the toes) of the female dancer. Making pointe shoes is a difficult and precise art. For each size of pointe shoe, there is a basic form called the last, upon which the shoe is molded. Sizes generally range from 1 1⁄2 to 5 1⁄2.

To build the shoe, the shoemaker uses several layers of fabric, starting with a cotton lining and a flannel-type fabric to form the slipper. In the toe section, seven fabrics of varying thickness are bonded together into a block form with special glue. Finally, the shoe is covered with satin, glued together, dried and stitched for strength. Each individual dancer has specific requirements for her shoes. For example, the width of the block required may vary from dancer to dancer. The vamp (length of the shoe covering the toe), the width and height of the heel and the stiffness of the leather sole may also be tailored to fit an individual dancer’s needs. The shoemaker will put his mark on each completed shoe, along with the size and brand name. Dancers come to rely on a specific maker and are usually hesitant to have anyone else make their shoes. Dancers sew their own ribbons on the shoes, and in some cases, sew on elastics to help hold the shoe securely to the foot. Dancers keep their shoes clean using a special cleaning fluid. All of this care is taken for shoes that will probably last for only a few performances, and often, if a particular role calls for a great deal of pointe work, for only one performance. A dancer, rehearsing a role calling for a lot of pointe work could go through four to six pairs a week.

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