STUDY
GUIDE
The Curtain
Call
A musical play adapted from
the novel by Kenneth Grahame
Book by Scot
Copeland
Music by Arthur S. Sullivan
and Paul Carrol Binkley
Lyrics by W.S. Gilbert,
Kenneth Grahame and Scot Copeland
Music arranged by Paul Carrol Binkley
The
Wind in the Willows
“ They say when you hear the wind sing in the willows, the river has captured your heart forever!”
BCT Mission: BCT
seeks to be a source of empowerment, inspiration and wonder for our audiences,
providing educational and cultural enrichment through the magic of professional
theater.
Teaching Goals:
Birmingham Children’s Theatre is committed to bringing you and your students
high quality theatre with educational activities that link directly to your
curriculum. The BCT staff consulted the State Arts Council of Alabama to help us
understand what you, as teachers, need in order to teach theatre arts
effectively.
We hope
that this guide will help you understand that integrating theatre in your
curriculum encourages kinetic learning. Participation in the Kinesthetic Arts
(dance, drama, mime and theatre) stimulates implicit learning.
Before the
Curtain…
Activities, Themes and
Discussion:
Wind
in the Willows Summary
On the river where the wind
blows through the willow trees, Rat is taking a ride in his boat. He invites shy little Mole to come
along. They meet Badger who gives them the latest news about their friend Mr.
Toad. It seems Toad has sunk his paddleboat and has bought a gypsy cart. Sure
enough, here comes Toad in his gypsy cart. The reckless fellow wrecks the cart
as he collides with a passing motorcar. When toad hears the “poop poop” of the
horn he decides he must have a motorcar. Of course he wrecks the car,
steals…well, borrows…another one, wrecks it and ends up in court and then sent
to jail.
The jailer’s daughter offers
to help Toad by dressing him like a washerwoman. He escapes but soon meets the
same policeman. Thinking Toad really is a washerwoman the policeman asks him to
wash his socks. Toad refuses escapes.
Back at Badger’s house he,
Rat and Mole are wondering what has become of Toad when he pops up from behind a
chair. He is very pleased with himself and his adventures until he hears that
the Weasels have taken over Toad Hall.
At Toad Hall the Weasels are
making a terrible mess of things. The four friends take them by surprise and
amazingly it is the shy little Mole who captures the Weasels in a net. He is the
hero of the day! Toad tries to take credit but Rat and Badger give him a good
talking-to in hopes that the terrible Toad will change his ways. Rat, Mole and
Badger bid him good-bye and return happily to the river where the wind is
blowing through the willow trees.
*The
following activities have been developed using the guidelines
from The
Alabama Course of Study in Theatre, History and Language Arts grades K-6. To
view the guidelines this study guide was based upon please go to www.alsde.edu. Direct citation
PRE-SHOW ACTIVITIES:
READING
There are many editions of The Wind in the Willows available. Read the book to your class or use the summary above to familiarize your students with the characters and the story.
Wind
in the Willows Script Vocabulary
Weeping
Willow – A widely
cultivated deciduous tree (Salix Babylonia) native to China, having long slender
drooping branches and narrow leaves.
Whitewashing
– A mixture of
lime and water, often with whitening, size, or glue added, that is used to
whiten walls, fences, or other structures.
Houseboat – A
flat-bottomed, barge like boat fitted for use as a floating dwelling but not for
rough water.
Paddleboat – A boat
propelled by a paddle wheel.
Larder – A room or
place where food is kept, pantry.
Vouchsafe – To grant or
give, as by favor or graciousness.
Monstrosity – The state
or character of being monstrous.
Braggart – A person
who does a lot of bragging.
Disadvantage – Something
that puts one in an unfavorable position or condition.
Obsession – The
domination of ones thoughts or feelings by a persistent idea, image, desire,
etc.
Theatre
Vocabulary
(separate list for K-3 and 4-6)
Grades
K-3
Action – That which happens
physically in a play and involves a distinct beginning, middle, and
end.
Backstage – Stage area beyond the acting
area
Cast – To choose a person to
perform a theatrical part (verb); group of people to perform a theatrical work
(noun).
Center stage –
The center
area of the stage.
Costume – Clothing worn by an actor
during a performance.
Makeup – Cosmetics worn by male and
female actors to create a character or reflect a historical
period.
Musical theatre –
Genre that
includes opera, operetta, musical comedy, and musical
plays.
Play – A dramatic composition;
bringing an action or story to life on a stage.
Rehearsal – Session where actors and
technicians practice for a performance.
Scenes – A portion of a play, usually
part of an act.
Script – The text of a theatrical
production
Grades
4-6
Antagonist –
Either of
two opponents in conflict or the character who opposes the protagonist.
Articulate – Speaking
distinctly
Backdrop – Pieces of scenery that are
hung over the stage and often “fly” in and out; often painted but can also be
full wall units with doors and windows.
Blocking – Term given to the staging of
the actual movements of each cast member or actor
Cast – To choose a person to
perform a theatrical part (verb); group of people to perform a theatrical work
(noun).
Criticism – Verbalized response to the
play or script that is meant to enrich the experience for
others.
Cue – Audible, verbal, or physical
signal indicating that an action will occur
Dialect – Regional or ethnic speech,
sometimes necessary for an actor in a particular role
Enunciation –
Articulation; to speak or
pronounce words clearly.
Genre – A category of plays—comedy,
tragedy, melodrama, or farce.
Gesturing – The movement of body or
limbs to suggest thought or feeling
Improvisation –
The
impromptu portrayal of a character or scene without any rehearsal or
preparation.
POST SHOW
ACTIVITIES:
DISSCUSION, WRITING,
ILLUSTRATION
Toad gets so excited about a
new gadget or toy that he can’t think of anything else. Ask your students if
they have ever known anyone who went “toad wild” over something. Perhaps they
might have gone “toad wild” over something themselves.
Ask
them to describe their experience to the class, or write a brief paragraph about
it and illustrate their emotions and what they went “toad wild” over.
Further engaging grades
third through sixth discuss what the problems and consequences of going “toad
wild” over something could be?
What were the consequences
for Toad?
How
did Toad treat his friends?
THEATRE
Toad, Rat, Mole and Badger
are animal characters with human personalities. Ask your students to describe
how the actors incorporate animal-like traits in developing their characters.
How is Toad like a real toad? How is Mole like a real
mole?
Have the students think of
other stories or plays they have seen where animals had both animal and human
traits.
Have students choose an
animal to portray with human and animal qualities at the same time. Make sure to
emphasize the physical animal qualities as well as human qualities in their
improve.
HISTORY
In
the story there are several things that Toad has been obsessed with. All of
these were different modes of transportation. Students should go online or to
the library and research the history of modes of transportation in England where
the story is set. (Hint: Wind in
the Willows was written about the summer of 1911 in England. The summer of
1911 was when the first automobile was introduced in
England.)
When was the wagon invented
and who invented it? Answer this question for wagons, automobiles, trains,
planes, and any other modes of transportation the students can think of.
Make a time line of modes of
transportation through out history.
Which mode of transportation
fascinates each student the most and why?
LANGUAGE ARTS,
MUSIC
Music is used in many
different ways in this adaptation of Wind in the
Willows.
Have a class discussion on
how the title of this story relates to the music in the story? How does the
music enhance the story?
Students should make up a
short song about themselves (like the songs about Mr. Toad) giving information
on what they are talented at and what things they have done that they are proud
of.
Who
were Gilbert and Sullivan? Why did the playwrights use a Gilbert and Sullivan
score for Wind in the Willows? How did this score affect the style of the
show? How did the director try to capture the summer of 1911 when the book was
written?
TECHINCAL ANALYSIS
Being able to critic and
discuss a theatre performance properly is very important to theatre education.
For
grades K-3 have a class discussion about the performance when you return to the
classroom.
Be
sure to include the following elements as you lead the discussion:
Identify all the characters
in the play.
Discuss the difference
between real stories and pretend stories. Which on is Wind in the
Willows?
Identify tools that are used
to technically produce a show. (examples: lights, fabric for costumes, wood for
scenes, paint, etc)
Have students identify the
different sections of the plot. (examples: climax, etc)
Have students discuss what
they liked, what they did not like, how they would change the lights, costumes,
etc.
For
grades 4-6 have a class discussion about the performance when you return to the
classroom.
Be
sure to include the following elements as you lead the discussion:
Remember to state that the
class will discuss the performance using proper terms and
etiquette.
Identify all the characters
in the play.
How
did the lighting, music, song, backdrop, etc, help transform the stage? What
area of the world do you think this play is set in? What type of climate do you
believe they have?
What types of technical
tools are used to create a play of this size and scale?
What type of jobs do you
find in a professional theatre like Birmingham Children’s Theatre? (examples:
lighting designer, technician, stagehands, stage manager, artistic director,
actors, playwright, etc.)
Have students research
online the different types of jobs in a theatre.
Was
there anything about the production itself you would change? (Lighting, set,
etc.)
Using some of the vocabulary
words have students discuss, or write a paragraph about the actor’s performance.
Did the actors enunciate, articulate, use gesturing, etc?
****Please send your
pictures, stories, writing, or comments to our actors! We love hearing from the
kids and everyone at BCT loves seeing their artwork. It will be on display at
our office. Feel free to send them to nancy@bct123.org
IMPORTANT INFORMATION FOR
TEACHERS TO SHARE
WITH STUDENTS BEFORE A
PERFORMANCE:
Audience Participation…a
magical good time
What do you think it takes
to be a good audience member? The audience is a very important part of a great
performance. You can actually make the play better by being a good listener and
by using your imagination. Here are some tips that will help make all
performances better for everyone…
-When you arrive at the
theatre, please stay on your bus until a Birmingham Children’s Theatre
representative greets you.
-When you enter the lobby,
please wait to be seated.
-No screaming when the
lights go down.
-During the performance,
please stay seated.
-The actors love to hear
your laughter when they do or say something funny, but please no talking or
whispering during the performance unless you are helping the
actors.
-Absolutely no gum, eating
or drinking inside of the theatre.
-No cameras, laser lights or
recording devices may be used during a performance.
-Please turn off all cell
phones and beepers.
-Actors love to hear
applause! Show your appreciation by clapping at the end of the
play.
-After the performance is
over, please remain seated until your school is dismissed.
*All
activities in the provided study guide have been developed using the guidelines
from The
Alabama Course of Study in Theatre, History and Language Arts grades K-6. To
view the guidelines this study guide was based upon please go to www.alsde.edu. Direct citation is provided
below:
Key to the citation is as follows:
1st letter represents subject: T=Theatre, H=History, LA=Language Arts
1st number represents grade level: 0 = K, 1st = 1st, etc.
All numbers following the grade level number separated by commas represent content standard covered within the grade level for that subject.
Theatre Course of Study updated March 2006
History / Social Studies Course of Study updated 2004
Language Arts Course of Study updated February 2007
Kindergarten (level 0) Content Standards Covered:
T-0: 1,3,4,5,6,10
H- 0: 1,4,5,10
LA-0: 4,5,6,8,10,11,12
First Grade (level1) Content Standards Covered:
T-1: 3,5,7,8,9,12
H-1: 1,10
LA-1: 3,4,5,6,7,8,10,11,12,13,14
Second Grade (level 2) Content Standards Covered:
T-2: 1,3,4,5,6,8
H-2: 1
LA-2: 2,3,4,5,6,7,8,11,12,13,14,15
Third Grade (level 3) Content Standards Covered:
T-3: 1,2,3,5,7,8,10
H-3: 2,3
LA-3: 2,3,4,5,6,7,9,10,12,14
Fourth Grade (level 4) Content Standards Covered:
T-4: 1,2,3,4,5,6,7,10,12
LA-4: 2,3,4,5,6,7,8,12,13,14
Fifth Grade (level 5) Content Standards Covered:
T-5: 1,2,7,8,10
H-5: 1,3
LA-5: 1,2,3,4,7,8,10,11,12,13
Sixth Grade (level 6) Content Standards Covered:
T-6: 1,2,3,4,5,10,11,12
H-6: 1,2,4,6,10
LA-6: 1,2,4,5,6,7,9,10,15,16
Birmingham
Children's Theatre celebrating 60 years of Excellence in Education, Arts
and Entertainment!