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discussions, exercises, games before and after the play
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Lessons Does Wizard of Oz Teach Us?
Discussions Wizard of Oz
Discussion / Questions
1. Why does Dorothy want to be
in some other place than Kansas?
2. Do you ever feel like
3. Dorothy is taken to Oz by a
"twister", what is another name for a twister?
4. Oz is a very beautiful and
colorful world, but Dorothy still finds problems there. Do you think
there is any place where there are no problems?
5. Do you think the Scarecrow
really needed a brain? The Tinman a heart? The Lion his courage?
6. The Wizard, at the end of
the play, turns out not to be a Wizard. Though he didn't have the
magic powers of a wizard, do you think he helped Dorothy, the
Scarecrow, the Tinman, and the Lion?
7. It is interesting that
Dorothy had the power to return home to Kansas anytime she wanted to
but she wasn't aware of it. Do you think we often have the power to
do what we want but we may not know it?
8. How many books have been
written about the Land of Oz? (hundreds) Have you heard of any others
besides The (Wonderful) Wizard of Oz?
Roar With Fun!
A Roaring Good Time
at Lakefront Youth Theatre Experience, New Orleans
You saw the Wicked Witch' s
castle, what do you think Glinda's castle looks like?
Draw a picture of your
favorite part of the show; of your favorite character.
Draw a picture of yourself
with characters in the play. Where would you be? What would you be doing?
of Oz Quotes
Discuss what meaning these
sayings have for us in our everyday lives. Can you give an example
that illustrates the meaning?
"Never question the
truth of what you fail to understand, for the world is full of wonders."
-- L. Frank Baum
friend, a heart is not judged by how much you love, but by how much
you are loved by others..." Wizard
"...if I ever go
looking for my hearts desire again, I won't look any further than my
own backyard... Because if it isn't there, I never really lost it to
Talk about Courage!
Cowardly Lion in Wizard Of Oz
is Perfect for Discussion!
/ Questions: Have a
class discussion about the Lion's search for courage. The following
questions could be addressed:
do you think the Lion felt that he needed courage?
are known as the King of the Jungle. The Lion felt that he did not
have enough courage to live up to the expectations of others)
About the Cowardly Lion in Wizard of Oz
School, Cambridge, NZ - British
School, Ho Chi Minh City, Vietnam
important is it to live up to the expectations of others, such as
parents, friends, and acquaintances? Do you feel that there are times
when you do not have enough courage? What do you do in these situations?
would you like to do? What is the best thing for you to do?
the Wizard able to give the Lion courage at the end of the story?
he discovered that courage must come from within. As various
challenging situations arose on the journey, the Lion unconsciously
responded courageously because of his desire to help others)
students to reflect upon a time they exhibited courage when they
thought that they lacked it. Have students think about ways they can
students write a commercial or jingle that tells/shows the audience:
How to Cultivate the Courage that Lies Within Us. Some ideas that can
be incorporated are: Believe in yourself. Don't be afraid to say no.
Telling the truth is always the best policy. Don't feel that you must
follow the crowd in order to survive. It is more important to think
Luther King in the Classroom
for We are the Dream
with Classroom Activities
/ Role Playing
common activity is used in classrooms everywhere but it's one
worth repeating from time to time! The activity helps students
understand the concept of "discrimination."
this activity, divide the class into two or more groups. Some
teachers divide students by eye or hair color; some invite students
to select and wear badges of different colors (purple, green, and
other colors that are not related to skin color); and others isolate
students whose first names begin with the letter B (or whichever
letter is the most common first letter of students' names in the class).
a class period or for an entire school day, one group of students
(for example, the kids who have blond hair, those wearing orange
badges, names start with B, etc.) are favored above all others. Those
students receive special treats or special privileges, and they are
complimented often. Students who aren't in the "favored"
group, on the other hand, are ignored, left out of discussions, and
otherwise discriminated against.
the end of the period, students discuss their feelings.
How did it feel to be treated unfairly, to be discriminated against?
Invite students to talk about times they felt they were judged or
How does this experiment relate to the life of Martin Luther King?
Your Kids Live the Dream!
Performs MLK's Dream Speech!
Charteret School, Bloomfield, NJ
aloud one of many Martin Luther King, Jr. biographies to motivate
interest in creating a timeline of his life. Your school and local
libraries are sure to have several to choose from.
a handful of the most important events from the book to start your
timeline. Let students fill in other events as they use other books
(and online resources) to learn more.
at the lower grades might focus on books that emphasize a
"getting along" theme -- books such as The Land of Many
Colors by the Klamath County YMCA (Scholastic, 1993), Together by
George Ella Lyon (Orchard Paperbacks), and The Berenstain Bears and
the New Neighbor (about the bears' fears when a panda family moves in
a U.S. map highlight places of importance in the life of Martin
Luther King. Place a pushpin at each location and extend a strand of
yarn from the pin to a card at the edge of the map. On the card
explain the importance of that place.
/ Role Playing
a list of events that are included on your Martin Luther King
timeline (e.g., Rosa Parks' bus ride, integrating Little Rock's
schools, a lunch counter protest, the "I have a dream speech).
students work in groups to write short plays in which each group
acts out one of the events.
Luther King's "I have a dream" speech is one of the most
famous and often quoted speeches of all time.
Read the speech aloud.
Invite students to listen to the speech. ( Hear
the speech )
Write on a chart some of the "dreams" Martin Luther King
expressed in it.
Ask students to think about the things they dream for themselves,
their families, their country, and the world, and to express those
dreams in their own "I have a dream essays.
simple class or school project can demonstrate the beauty of diversity!
Luther King's dream was to see people of all countries, races, and
religions living together in harmony. Gather seeds of different kinds
and invite each student to plant a variety of seeds in an egg carton.
The seeds of different shapes, sizes, and colors will sprout side by side.
the plants are large enough, transplant them into a large pot in the
classroom or in a small garden outside. Each class in the school
might do the project on its own, culminating in the creation of a
beautiful and colorful (and diverse!) school-wide garden.
Etiquette - ArtReach
Here are a few
ideas for discussing etiquette with your students and young audiences:
1. Sometimes we
forget when we come into a theatre that we are one of the most
important parts of the production. Without an audience there would be
no performance. Your contribution of laughter, quiet attention and
applause is part of the play.
2. When you
watch movies or television, you are watching images on a screen, and
what you say or do cannot affect them. In the theatre the actors are
real and present in person, creating an experience with you at that
very moment. They see and hear you and are sensitive to your
response. They know how you feel about the play by how you watch and listen.
3. An invisible
bond is formed between actors and a good audience, and it enables the
actors to do their best for you. A good audience helps make a good performance.
bond is formed between actors and audience.
Horses -- Huron High School, Sioux Falls SD -- Cast and Audience
1. You share
the performance with everyone in the audience. Your talking, movement
or any other distracting activity, once the show has begun, not only
disturbs the actors onstage but the audience around you as well.
comments and ideas about the play are important, but save them for
after the play to discuss them. Or even better, write a letter to the performers.
entering the performance area, get a drink of water or visit the
restroom if you need to.
4. Once you are
seated, you should remain seated. When the play begins, because the
actors are directed to move all about the room, it's important for
everybody's safety that the walkways and stage areas remain clear of students.
History of Santa's Elves (Elf)
A Snow White Christmas!
According to tradition, Saint
Nicholas (St. Nick, Santa Claus) has many helpers in all the
different countries around the world. While each helper goes back and
forth to St. Nick's Workshop, many live in the countries they
In some countries where
English is the main language, these helpers are called Santa's Elves.
Each Elf , traditionally a green and red clad helper, wraps the gifts
and makes the toys in Santa's Workshop, which is located in the
Arctic North Pole.
A Snow White Christmas - Bremerton
Community Junior Theatre, WA
In days gone by, children
loved St. Nick, but were afraid of his helpers. For it was told that
is was the helpers who kept track of who had been naughty and who had
been nice. Naughty children would get coal in their stockings and may
even be carried away in the helper's bags until they learned to be good.
What can you do to help keep
an Elf from playing pranks on you on Stocking Day or Christmas Eve?
Rumor has it that if you leave a bowl of porridge out for an Elf, it
will help keep them from playing any pranks on you.
What are Elves called in other countries?
In the Netherlands, this
helper is called Black Peter.
In Iceland they are called
In Germany, they are Knecht Ruprecht.
In many parts of France, the
helpers are called, Père Fouettard.
In Luxembourg, they are known
In Nordic Countries such as
Finland, Iceland, Denmark, Norway and Sweden, an Elf will usually
only wear red, not the red and green known in English speaking countries.
In Iceland, from December 12
to December 24 the 13 the Yule Lads visit homes (a different Yule Lad
visits every day). It's during that time that the Yule Lads leave
presents and also play tricks on the children.
students fold 1,000 paper cranes for Japan
Reporter and Sound Publishing, Inc.
seventh-grade students at Islander Middle School collected and folded
more than 1,000 origami paper cranes to benefit Japan earthquake and
tsunami relief last weekend.
Three seventh-grade students
at Islander Middle School collected and folded more than 1,000
origami paper cranes to benefit Japan earthquake and tsunami relief
last weekend. Elisabeth Williams was finishing performances of
"Singin' In the Rain" at Studio East in Kirkland when she
saw two boxes filled with paper cranes. She had been making
cranes after IMS Leadership classes, as teacher Becky Mullvain
and WEB Leaders responded to a Japan relief project of Seattle's
Bezos Family Foundation. The foundation's Students
Rebuild/Japan partnered with DoSomething.org to encourage students to
support Japanese peers.
Graders Fold Paper Cranes
Islander Middle School,
Paper cranes will launch a
$200,000 donation from the foundation at $2 per crane with a goal of
100,000 cranes made by students worldwide. Sabrina Kwan, a
leadership student and Gillian Dewhurst, helped Williams fold many
cranes and brought the total of their efforts to over 1,000
pieces. Studio East presented "A
Thousand Cranes" in February and the cast folded cranes for
set decoration. The theater training program was eager to join in the
The donation will go to
Architecture for Humanity's reconstruction projects in Japan, and the
cranes will be woven into an art installation. Prepaid shipping
labels for boxes of 50 or more cranes are available by e-mailing
[email protected] For more information, go to http://studentsrebuild.org/japan/.
A World That Never Grows Old
Talking Points for
ArtReach's Peter Pan
Help students understand the importance of imagination, creativity
and the creative arts - for everyone, children and adults alike. Like
Peter Pan, it's a world that never grows old.
the class reflect on the familiar story of Peter Pan.
Ask students to write a summary of the story (50-100 words).
1. Allow students to read
their summaries to the class.
2. Ask students to draw their
favorite character or scene (and tell why they picked that character
- can combine with summary story, above - helpful in assigning roles
you think there's actually a magical place like Neverland?
Pan -- Bremerton Junior Theatre, WA
3. Display all the drawings
(great as a guide for costume and set design!).
4. Ask students to name (or
draw) the "real life" characters (Wendy, her brothers, John
and Michael, her Mother and Father, their dog, Nana). Ask
students to name (or draw) the "imaginary" characters from
Neverland (Peter, Tinker Bell, Stars, Lost Boys, Tiger Lily, Indians,
Captain Hook, Smee, pirates, crocodile, etc.).
grow up and to live in an imaginary - make-believe - place like Neverland: What
would happen if you never grew up, never got older? (You'd be
in this same class forever! No more birthdays! Nor birthday presents!
Your friends would get older, graduate, go away, you'd still be a
kid! Etc., etc. This can be fun.) Why do you think Peter Pan
never wanted to grow up? (On the day he was born his parents
told him all the things he would have to do when he grew up - so he
ran away from home! Now, that's pretty imaginative!)
6. Do you think there's
actually a magical place like Neverland? (There was for Peter Pan!
Neverland is an imaginary place created by the man who wrote the
story, J. M. Barrie. Even Peter Pan and all the people in the story
are imaginary. But isn't imagination a wonderful thing? Without it we
wouldn't have wonderful stories like Peter Pan, the Wizard of Oz, Cinderella.)
7. Can you think of your own
magical place? What would you call it? (Magicland? Fantasyland?
Funnyland? Weirdland? Darelland, Meaganworld?)
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