Presented by: Stephen and Canan Jackson The Nutcracker Teacher Study Guide
The Story of the Nutcracker The Nutcracker Ballet is based on the story, The Nutcracker and the King of Mice written by E.T.A. Hoffman. What is seen on the stage today is i different in detail from the original story. However, the basic plot remains the same. The story is of a young German girl who dreams of a Nutcracker Prince and a fierce battle against a Mouse King. When Marius Petipa had the idea to choreograph the story into a ballet, it was actually based on a revision by Alexander Dumas, a well known French author. His version reflects more of what we have come to love as the Nutcracker Ballet. Is it Marie or Clara? A NOTE ON NAMING TRADITIONS: Why is the heroine's name "Marie" in the book and "Clara" in the ballet? In many book versions of The Nutcracker, the main character is named "Marie." This is because of twists and turns in the evolution of the Nutcracker tale. The first version of the Nutcracker story was published by the German author E.T.A. Hoffman in 1816. Hoffman's somewhat dark tale centers on a girl named Clara, who is not the cherished daughter of the ballet, but an unloved and neglected orphan living in the house of relatives. She bravely copes with the
hard work she is required to do in the household and the fact that she is unappreciated. She does have a mysterious godfather, Dr. Drosselmeier, who watches out for her and gives her gifts of warm clothing and other presents to help brighten her dreary life. One Christmas, he gives Clara a Nutcracker doll. This Nutcracker is really his beloved nephew, who is under an evil spell that only true love can break. Clara's love for her Nutcracker breaks the spell and turns him back into a young man. They eventually marry. In 1847, the French writer Alexandre Dumas retold Hoffman's story, removing some of its darker elements. He renamed his heroine "Marie." Marie's love for her Nutcracker frees him from the evil spell and they marry to live happily ever after. This version of the story is the one on which The Nutcracker Ballet is based. Four decades later, Russian readers were familiar with Dumas' story. The director of the Russian Imperial Ballet decided to stage a ballet based on Dumas' telling of the Nutcracker story. His chief choreographer, Marius Petipa, directed composer PeterTchaikovsky to write music for the "scenes" that he developed. Petipa moved on to other projects, so his assistant, Lev Ivanov, developed the choreography for that first ballet version of The Nutcracker. The ballet, with the heroine named "Clara" again, premiered at St. Petersburg's Maryinsky Theater in 1892. Because of the way the ballet developed from not one, but two book versions, the heroine of the story can be known as either "Marie" or "Clara." Most book versions call her "Marie;" in most ballets, she is known as "Clara."
Activities to do with Meet the Composer The music of the Nutcracker Ballet was composed by Peter Llyich Tchaikovsky. Born in the Ural Mountains of Russia, he dedicated his life to music. From 1850 to 1859, he attended the school of Jurisprudence and studied piano. In 1861, he attended classes with the Russian Music Society. In 1862, he entered the Saint Petersburg Conservatory. It was there that Tchaikovsky would produce his first overture. Beginning in 1866, Tchaikovsky taught at the Moscow Conservatory while composing many of his concertos and symphonies. Throughout the 1870's he enjoyed moderate success with the Second and Third Symphonies, operas "The Oprichnik" and "Vakula the Smith" and with the ballet "Swan Lake." He resumed his successful career in the 1880's, composing the "1812 Overture," the "Hamlet Overture-Fantasia," "Symphony No. 5 in E Minor," and the composition sketch to "The Sleeping Beauty," among others. By 1890, he had completed one of his most successful operas, "The Queen of Spades," and made his first and only trip to the United States. In 1892, after his return, he lent his melodic gifts to the ballet, "The Nutcracker," which surprisingly enjoyed little success during his lifetime. The man who made, such, an indelible mark on music passed away on November 6, 1893, in St. Petersburg, Russia.
Synopsis of the Nutcracker Act 1 The Nutcracker r takes place on Christmas Eve as guests begin to arrive at the Tannenbaum home to celebrate this festive occasion together. All the guests know it will be a delightful evening, full of surprises, good things to eat, drink and lots of the happiness and holiday cheer everyone loves to anticipate. The party is in full swing when the honored guest arrives. Godfather Drosselmeier er is a kindly but eccentric gentleman, and a master doll maker. Christmas is the high point of his year, his opportunity to present his elaborate toys. Godfather Drosselmeier er begins immediately entertaining the guests in a novel manner that only he could have devised. As the surprises continue, the guests are entertained by some of his most beautifully crafted dolls, these dolls miraculously dance about the parlor for all to admire. The admiration turns to curiosity as the children look for the secret of Godfather Drosselmeier's er's magic. But the dolls are whisked away and the children begin to play with all the gifts that have been waiting for them under the tree. Godfather Drosselmeier's er's magic is endless when it comes to his inventiveness and imagination. Still planning and conjuring for his captive audience of party guests, he produces a special gift for his niece Clara. The gift is an Enchanted Nutcracker, a little wooden doll in the form of a man.
Unbeknownst to Clara and the guests, it has happened that Godfather Drosselmeier's er's nephew, Prince Johann who is heir to the throne of the Kingdom of the Sweets, has been bitten by the Evil Mouse Queen, who rules over scores of mice in the palace. The bite has transformed Prince Johann into a Nutcracker. The story of this enchanted object begins to unfold now for Clara, as she begins to dance with her new Nutcracker. Clara dances as if in another place, she is so completely consumed with the mystery of this Nutcracker doll. Godfather Drosselmeier er has already set the stage to have Prince Johann returned to his palace in the Kingdom of the t Sweets. Godfather Drosselmei elmeier er knows that the only way this can happen is for a brave young maiden to slay the Evil Mouse Queen, thus breaking the spell of the Nutcracker and returning the Prince to his true identity. Little does Clara know that Godfather Drosselmeier er has a wondrous and magical journey planned for her? At the party, the festivities are still going on with the children playing and the parents eating and drinking. Clara's brother Fritz, who has also been intrigued by this object since Godfather Drosselmeier er presented it to Clara, has been preparing to steal her Nutcracker. As he does, a fight ensues and Fritz breaks the head off her Nutcracker doll. Dutifully, Godfather Drosselmeier er repairs the damage quite nicely and returns the Nutcracker to Clara. Clara's disappointment turns to joy as she continues to dance with her Nutcracker. The excitement has escalated to the point where everyone has become exhausted from the entertainment and events of the evening. The guests begin to depart now, bidding their fond farewells and leaving the Tannenbaums to retire for a peaceful night's rest. Clara is still too excited from the evening's events to sleep and she steals back into the parlor to be with her Nutcracker. It is now that Godfather Drosselmeier's er's tale begins to take Clara on her mysterious and magical journey. Curled up in her armchair, Clara falls asleep with her beloved Nutcracker and begins to dream, almost as if it were planned, waking only to find herself in the parlor surrounded by many mice. Godfather Drosselmeier er reappears and the parlor itself undergoes some mystical transformation.
Clara is then confronted by the Evil Mouse Queen. Confused, Clara finds herself in the middle of a fierce battle between the forces of the Mouse Queen and the now life-sized Nutcracker. At the peak of the battle, just as it looks as if the Mouse Queen will defeat the heroic Nutcracker, Clara deals the Mouse Queen a fatal blow, breaking the spell that has kept Prince Johann a prisoner in his own kingdom. As Clara's dream continues, she dances with Godfather Drosselmeier er who is leading her to the Snow Kingdom. She is awakened by the falling of snowflakes. Soon she finds herself in the middle of a magical snowstorm that takes her even closer to the t Kingdom of the Sweets. The Nutcracker Prince returns at the height of the snowstorm to escort her to the Kingdom of the Sweets and all its delights, sped upon her way by the swirling snowflakes as her journey continues. ACT II When Clara arrives rives in the Kingdom of the Sweets, she is greeted by the lovely Dream Fairy. Soon thereafter, she is greeted by the exquisite Sugar Plum Fairy and Prince Johann. Together they all dance a welcome divertissement. Suddenly, Prince Johann breaks to recount t his fight with the Mouse Queen and how his spell was broken by this brave young maiden, Clara. Happy to have Prince Johann back with the Sugar Plum Fairy, Clara departs on yet another journey to sample all the delectable treats of the Kingdom.
The delightful Sprites dance with Clara as she moves through the lands, finding Spanish Chocolate, Arabian Coffee, a Russian Trepak, Chinese Tea, and Marzipan Fashioned Mirlitons dancing for her. Clara is very entertained when she partakes in an exuberant dance with the Kingdom's Candy Canes. Clara's imagination is captured by the tiny peppermint flavored Bon Bons. The breathtaking Waltz of the Flowers is led by the Dew Drop Fairy as their own tribute to Clara for returning their Prince to them. The most special moment comes when the Sugar Plum Fairy, Prince Johann and Godfather Drosselmeier er dance a Pas de Trois showing the happiness that has returned to the Kingdom of the Sweets. Clara's journey culminates in a final waltz with all her new friends from the Kingdom of the Sweets bidding her an affectionate farewell. As the dream begins to fade, we find Clara once again asleep in the parlor chair. Clara stirs looking for her Nutcracker. Godfather Drosselmeier er returns the Nutcracker to Clara s arms and contented, she falls asleep once again. What has transpired? A young girl's fanciful dream...or yet another magical adventure spun by Godfather Drosselmeier! er! Synopsis by: Stephen & Canan Jackson
Nutcracker Vocabulary: Godfather - a man, usually a relative or close friend of the family who is a special person in a child's life. In the past, he would help parents with a child's education. In times when people did not live as long as they do now, he might be like a grandfather if the child had no surviving grandparents. A woman who enjoyed this special relationship with a child would be a "godmother." Nutcracker - a wooden tool, often in the shape of a man, used to break the shells of nuts. Nuts in their shells would be inserted into the nutcracker's "mouth," then a lever on his "back" could be turned to bring his "jaws" together to break the shells so they could be removed. In the 1800s, especially in Germany, but also in other places, nutcrackers were painted bright colors and given to children to help them break the shells of the nuts they received in the Christmas stockings. Marzipan - a type of candy made of almond paste, sugar, and egg whites. It can be molded into shapes like fruits, hearts, or stars. Traditionally, it is white. Wind-up toy - A mechanical toy. In the days before batteries, such toys had to be "wound up," usually by turning a key to set the mechanism inside the toys. Such toys made a clicking or clattering sound (similar to a clock's ticking) as they moved about; at first, the clicking was fast, but as the toy "wound down," it became slower and slower until it stopped. Grandfather clock - A very tall clock, the clock face sits on top of a tall, narrow case which holds the clock's pendulum, which swings back and forth to help the clock keep time. These clocks would ring on the hour, with the number of chimes for the hour. For example, at eight o'clock, a grandfather clock would ring eight chimes. Old fashioned grandfather clocks would need to be wound daily for them to keep the correct time. Waltz - a dance which is fast-moving (3/4 time). Dancers appear to glide lightly and effortlessly around the stage. At a formal ball, this would be a dance for couples. Overture Overture - When the house lights dim and music begins to play, this is the overture. It signals the start of a performance where music is an important part of the story. It is a sampling of the music that will be heard throughout the story. There will be no action on stage during the overture, which lasts several minutes.
Important Ballet and Theater Vocabulary: Solo Solo- A dance for one Pas de Deux- Any dance for two Corps de Ballet- The body of the ballet, the dancers in a company who perform as a group framing the solo dancers and enhancing the atmosphere Pantomime Pantomime-Acting by body movements and gestures without speaking Balletomane- (bal LAY toe mane): A ballet fan or enthusiast Pointe Shoes- Women s shoes with a stiffened toe on which the dancer stands, also called a toe shoe Tutu Tutu- A woman s costume, tightly fitted around the body and waist, with a stiff frill for the skirt (classical) or with a calf-length, gauzy skirt (romantic) Adagio- (uh DA zhe o) A musical term meaning at ease or leisure, Slow and smooth movements Allegro- (a LAY grow): Allegro in ballet involves fast and dynamic movements, usually jumping steps and sequences Arabesque Arabesque- To pose on one straight leg with working leg extended straight behind the body. Grande Jete- A big jump that throws the body through the air. Plie Plie- Bending, where one or both knees bend outwards, over the toes.
Piroutte Piroutte- One or more turns on one spot with the working foot pointing to the knee of the supporting leg Tour en l air- A complete turn of the body in the air Port de Bras- The carriage of the arms, the placing of the arms in relation to the head and body Cast Cast- All the performers on the stage. Dancers Dancers- The performers who dance or move to tell the story. Ballerina Ballerina- The highest rank of a female dancer in the company. It comes from the Italian word ballare, meaning to dance Premier Danseur- The leading male dancer in a ballet Ballet Ballet- A theatrical performance of a group and solo dances that combines and music, often to tell a story steps Classical Ballet- Work based on the traditional technique that developed from 17 th century court dancing. Modern Ballet- A type of ballet from the twentieth century, it looks to re-invent itself and reach out in an ever-increasing facet of creation and movement Artistic Director- The head of the ballet company who makes all final and creative decisions Choreographer Choreographer- The person who chooses and arranges the steps of a ballet Choreography Choreography- The arrangement of steps in a ballet Costume Designer- The person who designs the costumes and supervises the costume construction
Composer Composer- The person who writes the music score for the ballet. Set Designer- The person who designs all the sets and scenery and supervises its construction. Stage Manager- The person who is in charge of all that happens backstage during performances. Lighting Designer light changes on-stage ner- The person who plans the design, colors and frequency of the Curtain call- The end of the ballet where the cast comes out and bows Usher Usher- person who leads audience members to their seats Audience Audience- spectators at a performance Applause lause- to clap, to show you enjoyed the performance Auditorium Auditorium- The area in which seats for the audience are located. Curtains Curtains- The main curtain across the front of the stage hides the stage area until the performance begins, or until scene changes are completed. Curtains along the sides and back of the stage hide backstage areas from the audience. Dressing rooms- The rooms where performers change their clothes, those with starring roles have their own dressing rooms; those with minor roles have to share, with men and women in separate rooms House Lights- The lights in the auditorium, where the audience sits, when these lights dim, the performance is about to begin
Intermission Intermission- A break in the middle of the performance, school performances of the Nutcracker have a very short intermission - about 2 minutes, most intermissions last 10 to 15 minutes Make-up up- Used by performers to help create their character's appearance, stage make-up is much heavier than regular make-up, make-up can help create wrinkles to make a young performer appear older. Scenery Scenery- Used to help audience imagine the setting of a story. The Nutcracker uses a kind of hanging scenery called a "drop." This is a large piece of canvas, as wide as the stage, with a scene painted on. In Act I, the drop shows a Christmas tree; Act II shows a snowy scene for the "Land of Sweets" Stage Stage-The area of the theater, usually in front, where the performance takes place Wings Wings- The areas to each side of the stage, out of sight of the audience. These areas are where performers wait to take the stage
Connection to New York State Standards NY ELA Standard 2-Language 2 for Literacy Response and Expression NY ELA Standard 3-Language 3 for Critical Analysis and Evaluation NY ELA Standard 4-Language 4 for Social Interaction NY Arts; Dance Standard 1 Creating, Performing, and Participating in the Arts NY Arts; Dance Standard 2-2 Knowing and Using Arts Materials and Resources NY Arts; Dance Standard 3-3 Responding to and Analyzing Works of Art NY Arts; Dance Standard 4- Understanding the Cultural Dimensions and Contributions of the Arts NY Arts; Music Standard 1-1 Knowing and Using Arts Materials and Resources: Students will be knowledgeable about and make use of materials and resources available for participation ation in the arts in various roles. Students demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out of school. NY Health, Physical Education, and Family and Consumer Sciences-Standard Standard 1: Personal Health and Fitness
Learning Goals: Activities may have more than one learning goal. These activities can be adapted for younger or older learners. Students will: learn that stories can be told in many ways; verbally, musically, and through physical movement be able to identify the composer Peter Llyich Tchaikovsky. be able to understand that ballet is a way of telling a story through music and dance movement understand who and what is involved in putting on a ballet identify story elements in the story; character, setting, problem, solution be able to use a graphic organizer learn some basic ballet terms learn some basic theater terms learn how to be a good audience member and develop an appreciation for ballet be able to compare 2 or more versions of the Nutcracker with regard to story elements learn vocabulary for old-fashioned terms they may not be familiar with become familiar with book versions of the Nutcracker Story. be able to draw or write a reaction to the story using a prompt such as "My favorite part of the Nutcracker story is..." be able to develop a story map identifying the main characters, setting, and events. learn what to expect at a ballet performance 2 sessions)
StoryLessons for Teachers: These lessons are designed to be used prior to seeing the ballet performance of The Nutcracker. There are some lessons that you can use after seeing the performance. Please feel free to copy any graphic organizers or activities for your student s use. Essential Questions: E is a problem in the story, The Nutcracker? Essential Questions What is The Nutcracker? Lesson #1: An Introduction to,the Nutcracker Activating Strategy: Before reading the story, stu s tudent dents will make predictions about, The Nutcracker, to complete an anticipation guide. After listening to the story, students will be able to correct their anticipation guide using the knowledge they learned from hearing the story. Anticipation Guide Before After 1 The Nutcracker is a fairytale. 2 Clara is afraid of the Nutcracker 3 The Mouse Queen likes Clara. 4 Clara s brother breaks the Nutcracker. 5 Godfather Drosselmeier is full of magic. 6 The Nutcracker is really a prince. Teachers can create their own questions for the anticipation guide to meet the needs of their students. After completing the Anticipation Guide with students, teacher will read the story of The Nutcracker the students. After reading the story to the students revisit the
anticipation guide to see if their answers were correct. The anticipation guide can be done as a whole group or as individuals depending on the age of your students. Acceleration Strategy: Introduce the Graphic Organizer for Lesson #2 Focus on Story Element Language; Title, Characters, setting, problem, solution Discuss some of the following with your students to help them to prepare their "story map" listing the main characters, setting, and events of the story: Where does the story take place? When does it take place? Who is the main character of the story? What is she like/how would you describe her? Who are some of the other characters? Students' focus should be directed to Godfather Drosselmeier, Nutcracker Prince, Sugar Plum Fairy) What is each character like? How would you describe him/her? What do they do in the story? What is Clara's special present? What strange things happen at midnight? What happens to Clara s Nutcracker? How does Clara save the Nutcracker? Where does the Prince take Clara? How do the inhabitants of the Land of Sweets celebrate their Prince's return? How does the story end? Teaching Strategies: Use guided teaching to complete and revisit anticipation guide. Summarizing Strategy: Ticket Out the Door; have students tell you one thing that they learned from the story before transitioning to your next activity. See Appendix for printable graphic organizer
Lesson #2: Story Elements of TheNutcracker Essential Questions: Who are the main characters in the story? What is the setting of the story? What are a problem and a solution in the story? Activating Strategy: Use Story Elements Graphic Organizer Acceleration Strategy: Think, Pair, Share; partner students. Tell them that they are going to talk about ballet. Have them think for a minute about what they know about ballet. After about a minute, have them turn to their partner to discuss what they thought about. Have them decide who will go first. Then, use a timer and have them take turns telling each other what they think ballet is for no more than two minutes. Teaching Strategy: Use guided practice to fill out the Story Elements Chart. Fill out the chart as a whole class. When you are done have the children fill out their own chart. If your students can not write have them draw pictures on their chart. Summarizing Strategy: 3-2-1, for older students have them fill out a 3-2-1 paper. For younger students do this as a whole group. Have students tell you; 3 characters in the story, 2 places that the story took place, 1 problem that the characters encountered in the story
Story Elements Chart Title of the Story: Main Characters: Setting: Where: When: Problem: Solution: See Appendix for printable graphic organizer.
Lesson #3: What is the Ballet? Essential Questions: Students will be able to understand that ballet is a way of telling a story through music and dance movements. Students will learn some basic ballet terms. learn that stories can be told in many ways; verbally, musically, and through physical movement Activating Strategy: KWL or Visualization If using the KWL strategy with younger children complete the graphic organizer as a whole group. If working with older children and you want them to complete this on their own see Appendix for printable graphic organizer. If using the Visualization strategy, play a piece of music from The Nutcracker, by Peter Llyich Tchaikovskys s. Have them close their eyes and listen to the selection you have chosen. Track 9 of ActI has Cinderella dreaming of the ball. As the children are listening ask them if the can see Cinderella dancing in there mind? Can they feel her happiness about her dream? Or, do they feel her sadness about not being invited. Ask if any of your students have taken ballet lessons. Have any of them ever seen a ballerina dance?
After listening to the story tell them a little bit about the composer who created the music. Tell them that he created the music for the story of The Nutcracker. Explain to the children that the music helps tell the story through a type of dance called ballet which comes from an Italian word Ballare meaning to dance. Ballet is movement to music that creates feelings such as joy, sadness, anger, or love. Teaching Strategy: Active Participation, Guided Participation Summarizing Strategy: Ticket Out the Door or 3-2-1 BALLERINA - Female ballet dancer DANSEUR (dan- Sir) - Male ballet dancer Ballet Dancers define their athleticism and artistry by achieving perfect form in the position of their arms and feet. Dancers learn steps and movements of ballet as though they were learning to speak a language. The steps join together like sentences, and several sentences make a dance.
Every ballet dancer begins by learning the five basic positions. Teachers try these positions with your students: First Position Second Position Third Position Fourth Position Fifth Position
There are seven movements in ballet. All the movements used in ballet are based on seven natural movements. These are: bending, stretching, rising, sliding, turning, darting, and jumping. Try each one yourself: Plie means to bend Arabesque is a bending movement A pirouette is a turning step that turns on one foot. A pas-de-chat is a cat s step that involves darting and jumping. This is en pointe which means to be on the point of the toes.
Ballet Talk Sometimes the dancers talk in a special sign language called mime. Only ballets that are over a hundred years old use mime. There are more than two hundred different gestures all together. Teachers try these movements with your students: Plead Death Fear King or Queen Man Love Marry Swear www.nytb.org
hat is the Ballet? Lesson #4: Lesson #1: Experiencing the Theater Essential Questions: Students will learn some basic theater terms. Students will learn how to be a good audience member and develop an appreciation for ballet. Activating Strategy: Anticipation Guide- Before showing your students the rebus story, fill out an anticipation guide for Being a Good Audience Member. Adapt the questions as you need to for the level of your students. Being a Good Audience Member Before After 1 You should whistle during a performance to show you liked it. 2 The usher is the person who shows you to your seat. 3 The lights will stay on during the performance. 4 At the end of the performance the dancers will come out and take a bow. 5 When the lights are dimmed it is time for the performance to begin. 6 It is not important to pay attention to the dancers, the music or the stage. 7 You can dress up for the ballet to make it a special occasion. 8 You will be given a program about the performance.
Acceleration Strategy: Teaching Strategy: Rebus Reading Summarizing Strategy: 3, 2, 1 or Ticket Out the Door Some students may never have attended a ballet performance before. Some points to emphasize: The signal for the start of the ballet will be the dimming of the lights, it will seem very dark, but reassure children that this is what is supposed to happen. The curtain will not go up yet, but music will start to play; this is called the Overture. The Overture is a sampling of the music that will be heard all during the performance. Once the Overture ends, dancers will emerge from the wings (offstage areas on either side of the stage). These dancers, and every dancer who follows, will help tell the story by pantomime. There are no spoken lines in ballet; dance, gesture, and facial expression are used to tell the story. Also, the changing sound of the music will also help set the mood for a scene and help tell the story. There will be no words spoken during the entire performance. There will be a brief pause between Acts I and II of about 2 minutes. It is not a true intermission, which is usually 10 to 15 minutes long. This pause is not long enough for students to leave their seats. Be sure that students understand that the ballet will resume after Act I. Students often mistake the musical crescendo at the end of Act I for the finale.
Ballet Costumes: Please take some time to discuss costuming conventions in ballet; children are often surprised at the sight of men in tights. Costuming conventions in ballet are very old - they date from the way in which people "dressed up" in the Renaissance. Ballet originated at the royal courts of Italy and France during the 1500s and1600s. At that time, women wore long, heavy skirts. As time went on, the skirts of women dancers became shorter and lighter to allow them more freedom of movement. In the Renaissance, however, men were already wearing short pants called "doublets;" some styles of doublets reached below the knees, others ended at midthigh. They wore hose to cover the lower part of the leg not covered by their doublets. As time went on and the ballet dancing of men became more athletic, with leaps and turns, men needed less restrictive clothing too. Hence, they began to wear stretchy, form-fitting leotards and tights that allowed the maximum range of movement. Leotards and tights are often used in male dancers' costumes today because other kinds of costumes are restrictive and don't allow freedom of movement. But at one time in history, men wore similar garments that exposed their legs.
Attending a Performance How to be a Good Audience It s time to plan to attend the ballet performance. Read about what to expect. Imagine reading with the pictures instead of words. This will help you to remember what to do at the performance. Think about the pictures and match the words in the key to these pictures to complete the story. Key: Key: bow dancers lights program school time clap dress-up music quiet stage usher You may want to to make your ballet attendance a special occasion. An will seat your group and give you a. Before the ballet begins you may talk quietly and read the to learn about the story and the. When the are dimmed, it is for the performance to begin. You must be quiet and concentrate on the, the and the. You may want to when the first appear on stage or when the finish a dance. You may when the do difficult steps, such as several turns in a row. At the end of the ballet, all of the will come and take a. Then you may let them know how much you appreciate their dancing and again.
Going to a Theater Performance: Appropriate Audience Behavior An Activity for older students In preparation for the ballet performance, teachers will have students describe places where they were members of an audience. Answers could include attending a ballet, movie, a theater, a sports arena, at home watching television, a concert hall, etc. List the answers on the chalkboard. Teachers will discuss the appropriate audience behavior for each of the settings listed above. For example, how would audience behavior at a ballet be different from a football game? How would the audience behave at a rock concert as compared with a classical concert? Etc Audiences have different traditions in the ways they enjoy different kinds of events. We eat, talk, or cheer loudly at some events but not at others. Fill out the following table showing the different kinds of audience traditions. Is the listed behavior always acceptable, sometimes acceptable, or never acceptable at each kind of event? Students: Place OK in the chart if the behavior is always okay, A if acceptable and NA if not acceptable at all at each type of performance. APPEN Sporting Movie Piano Ballet Theater Recital Concert Play Eat Event Talk Cheer Stand Up Walk about Give ovation Applaud Clap with music
Students will be selected to act as performers in at least three of the settings listed above. For example, they may pretend to be playing a sport like golf or tennis; playing instruments in an orchestra or a rock band or they could pretend they are attending a ballet performance. Before and after each performance, teachers will review with the class where they are pretending to be and help the class evaluate the appropriate audience behavior for each location. Point out that some behaviors that are fine in one setting are considered inappropriate in another. Ask performers if they felt that the audience's behavior was appropriate for their performance and why. Allow the students to perform while the rest of the class pretends to be in the audience. Most people who go to the theater for the first time have a lot of questions. Here are the answers to some questions students usually ask: Q: What do people wear to the ballet? A: You can wear whatever you want to the ballet. Some people like to dress up and make their visit to the theater a special occasion. Q: How will I know where to sit? A: Your school will be designated a specific area to sit. Upon arrival, your teacher will check in at the welcome table and an usher will direct you to your seat. Q: May I talk in the theater? A: You may talk quietly before the ballet begins. During the ballet you must be quiet so everyone can hear the music. You ll want to pay close attention so you don t miss anything. Talking during the ballet may distract those sitting around you. Q: How do I know when the ballet is going to start? A: When you first come to the theater, the lights will be on so that you can see everything. When the ballet is about to start, the lights will dim, just like at the movies. This is an exciting moment.time to get ready to concentrate on the performance. Q: When should I clap? A: You should clap whenever you see something you like. A ballet audience usually claps when the conductor comes out, when the ballerina first appears on stage, when the starring male dancer appears on stage, and when a dancer or group of dancers finishes a dance. You can also clap when a dancer does steps that are difficult, such as several turns in a row. At the end of the ballet, all of the dancers will come out and take a bow. Then you can really let them know how much you appreciate their dancing! 2007 Carolina Ballet, www.carolinaballet,com/cartwheels.html
Theater er Etiquette Performers on the stage are aware of their audience and want to be able to communicate their art to you, and feel your appreciation in return. By the time you arrive at a theatre for a performance, many people (choreographers, composers, dancers, technicians, costume and lighting designers, etc.) have worked very hard to bring you their best work. In order to show respect for their efforts and hard work, every audience member must give the performance their full attention and avoid any behavior that may interferes with the performance. We have rules that help us accomplish this goal, and you should do your best to understand and follow them. These rules are called Theater Etiquette. 1. Always arrive at the theatre with plenty of time to find your seats and settle down into them. Late arrivals mean disruption for everyone else, including the performers. 2. No shoving or running in the lobby. 3. No cameras, cell phones, or video recorders. Flashes are dangerous for dancers and unapproved photos and videos violate copyright laws. 4. No hooting, whistling or yelling during the performance. The performance has begun when anyone on stage starts talking or dancing, or when the orchestra starts playing. You are welcome to show your appreciation for the performance with applause at the end of the ballet or sometimes at the end of a section or solo. You are also welcome to laugh if someone on stage is being intentionally funny. 5. No talking or whispering during the performance. You will have plenty of time to discuss your impressions at intermission or after the show. 6. No gum, candy or food in the theatre 7. Use the bathroom before the show begins or at intermission, not during the performance. 8. Enjoy! 2007 Carolina Ballet, www.carolinaballet.com/cartwheels.html
Important People Behind the Scene Choreographer: This person is the main source for the ideas for a new ballet. He or she creates all the dance steps or movements that carry out the story of the ballet. The choreographer works closely with composers or music for the ballet. A choreographer teaches a work to the Dancers one step at a time. It is not unusual to rehearse an entire afternoon and only complete one minute of a new work. Principal Dancers: Stars of the ballet. Corps de Ballet: A group of dancers who perform together and dance in unison. Set Designer: The stage is decorated for the performance by the set designer. Sets can be plain and simple or they can be as complex as the inside of a house or castle. A crew of carpenters, painters and stagehands puts the set together. When we see Cinderella, the set will be slightly complex. His will help our imagination to get a better picture of the ballet. Lighting Designer: The best lighting designers paint with lights. Lighting is very important to a ballet. Bright lights may mean daytime or happiness. A darkened stage can mean nighttime or sadness. Costume Designer: This person creates costumes to help tell the story. The costume designer creates detailed sketches for each costume and selects the colors and fabrics. Company Pianist: Sometimes, Dancers like to rehearse to live music so there may be a pianist who plays the piano during class and rehearsals. Stage Manager: This person makes sure the ballet performance runs smoothly. The stage manager oversees cues or special messages that are related to the dancers, music, lighting, and scenery Conductor: This person directs the orchestra, communicating to the performers with motions of a baton or his or her hands. 2007 Carolina Ballet, www.carolinaballet.com/cartwheel.html
Name We won't see the important people working behind the scenes to create the ballet performance. The idea for the story comes from the choreographer who develops the gestures and movements and teaches them to the dancers. To tell the story without words, the dancers are helped to show feelings or emotion by costumes, lighting, and scenery. All of the following make the performance come alive! SWANLAKE STUDENT Stage Manager ACTIVITY Lighting Designer Set Designer Principal Dancers Corp de Ballet Costume Designer Choreographer Company Pianist The people behind the scenes are all on stage getting ready for the performance. Conductor See if you can match the number beside 6 5 7 9 4 1 8 2 3 The people behind the scenes are all on stage getting ready for the performance. See if you can match the number beside each person to his or her correct title on the list below. 2007 Carolina Ballet, www.carolinaballet.com/cartwheels.html
Name Who Am I? I make up all the dances in the ballet. Who am I? I write all the music for the ballet. Who am I? I am a female dancer in the ballet. Who am I? I am in charge of all that happens backstage. Who am I? I am the head of the ballet and make all the creative decisions. Who am I? I am a fan of the ballet. Who am I? I create the clothing worn by the performers. Who am I?
Lesson #5: Lights, Camera, Action! Essential Question: Students will be able to identify composer Pyotr, Ilich Tchaikovsks musical composition of Cinderella. Students will begin to develop an appreciate for the ballet Activating Strategy: Think, Pair, Share: Have the children discuss together what they have learned about being a good audience member, The Nutcracker. View a video of The Nutcracker Ballet. Teaching Strategy: Guided practice Summarizing Strategy: Journal Entry: Have the students draw something from the video they found exciting, scary, or beautiful and write about it. Possible questions to ask: What did you see at the Nutcracker? What did you hear at the Nutcracker? How did the ballet make you feel? Did the costumes tell you who the characters were? How? What did each character's dance tell you about them? How did the sound of the music help you understand what was happening on stage? What was your favorite part/character of the ballet? Was there any part of the ballet that you did not like? Why? The Nutcracker / Baryshnikov, Kirkland, Charmoli 1977. George Balanchine's,The Nutcracker (1993)
Nutcracker Word Search S C E T A H O F F M A N A Y S K O W C C L R N I W Q O R P O T J I H S T V U F L S M A V N C U H R B J M T N U Z N B G B H S D I I D J C B T I A I F L A L R S C L A R A S G L A U J I Q W T E R P A H C K J N R S K N D M S F P C E J Y G T L O O A F A S T G K H S U S W C M V I H S T L M E V I W A L T Z S S L E E Q U R R O N E Z E T K S S V E C K S Y D B E V Y I Y U N E W H I Q T K O V S A R D R O S S E L M E I E R E E F D O W T B N E E U Q E S U O M Drosselmeier E.T.A Hoffman Christmas Eve Spanish Clara Tchaikovsky Mice Chinese Fritz Waltz Snow Arabian Nutcracker Mouse Queen Sweets Russia
Appendix 1 Anticipation Guide Before After 1 2 3 4 5 6 7 8
Appendix 2 Story Elements Title: Setting Where: When: Problem: Solution:
Appendix 3 Audiences have different traditions in the ways they enjoy different kinds of events. We eat, talk, or cheer loudly at some events but not at others. Fill out the following table showing the different kinds of audience traditions. Is the listed behavior always acceptable, sometimes acceptable, or never acceptable at each kind of event? Students: Place OK in the chart if the behavior is always okay, A if acceptable and NA if not acceptable at all at each type of performance. APPEN Sporting Movie Piano Ballet Recital Concert Play Opera Event Recital Eat Talk Cheer Stand Up Walk About Give Ovation Applaud Clap with Music
Appendix 4 Name Nutcracker Magic 1. Can you name the amazing thing that happens in the Tannenbaum s living room at midnight? 2. 2. How does Clara save the Nutcracker? 3. 3. Who gives Clara the Nutcracker? 4. Where does the Nutcracker Prince take Clara first? Appendix 5
Name Date The Nutcracker Climate Does the Snow Scene in the Nutcracker remind you of winter in Rome, New York? How do you dress in this weather? What do you enjoy doing in this weather? Draw a picture of how you dress in this kind of weather. Then write a few sentences telling about what you would be doing. Appendix 6
Name Date The Nutcracker Celebration Clara, Fritz, their family and friends start Act I by celebrating Christmas Eve. Do you and your family celebrate Christmas Eve? How was the celebration in the ballet similar or different to what you and your family do to celebrate the holidays? Draw a picture of a celebration you saw in The Nutcracker. Draw a picture of your family celebrating. Clara and Fritz s Celebration My Celebration Follow Up Activities for After the Performance
Have Students retell the story of The Nutcracker. Do a Compare and Contrast activity using The Nutcracker story they read and the ballet. Have students write a critic about the performance. Write a thank you note to the performers for their hard work and your enjoyment of the performance. Read other versions of The Nutcracker. Links for teachers: http://www.nycballet.com/families/companion/stories.html on/stories.html Appropriate for older children. http://www.starfall.com/n/artmusic/tchaikovsky/load.htm?f- Appropriate for younger children. Bibliography: Children s Books: Hautzig, Deborah. The Nutcracker Ballet: Step into Reading A Step 3 Book. New York: Random House, 1992. Hayden, Melissa. The Nutcracker Ballet. Kansas City: Andrews and McMeel, 1992 Newman Barbara. The Illustrated Book of Ballet Stories. Bolton: Fenn Publishing Company, Ltd., 1997 Tennant, Veronica. The Nutcracker. Toronto: McClelland and Stewart, 1985 Music: Tchaikovsky, Pyor, Ilich. The Nutcracker, op. 71aTchaikovsky : The Nutcracker Highlights: by Pyotr Il'yich Tchaikovsky, Peter Wohlert, and Berlin Symphony Orchestra (Audio CD - 1989
John Hayes O Neill Applause Award On Behalf of Clara and the Prince We congratulate For the Participation in the Performance of Drama,, Music,, and Dance For The Nutcracker May your imagination be awakened, and your mind be opened Ideas that prepare you for a bright and successful future in appreciating the art of ballet.