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
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