Ho! Ho! And a Bundle of Fun!
Activities for ArtReach's Treasure
John Silvers Missing Leg: Pirates are often
depicted with missing eyes, hands or legs. It is understood that
these injuries were the result of pirate warfare. Describe the story
of Long John Silvers life. Where was he born? How did he become
a pirate? Long John claims he lost his leg in a noble patriotic
battle for his country. Do you think this is true?
Map: Roll out a long length of paper and draw a
treasure map using your school as the island where it is buried.
Where will you bury your imaginary treasure? On the playground, in
the cafeteria, in the gym? Draw the path to it.
Me Hearties! Kids Love to Play Pirates!
ArtReach's Treasure Island -
Haoexpression, Sunnyvale, CA
a Ship: Look at the picture of the ship in this
Teachers Guide and discuss the parts of a ship. What does each part
do and why is it necessary? Pretend you are sailor and stand up and
pretend you are in the actual ship. What will you do to get the ship
out of the harbor and onto sea? How do you land a ship on an island?
Island: If you were left on a deserted island what 3
things would you like to have with you? A book, a computer, lots of
candy or toys? What things would you need to survive? How would you
get the things you needed?
Names: Pirates were often
given names that described their personality or something they liked
to do. What words do you think describe your personality? Do you like
to play baseball, eat pasta, talk on the phone, play games? Use these
characteristics and make up your own pirate name. Have each student
say their pirate name and the reasons for it.
on the Sea: Pirates often spent many weeks or months
on a boat out at sea. Think about the qualities of the sea and the
creatures in it. Think about the dangers such as storm, wind, rain,
heat. What kinds of animals are in the sea? Pretend you are one of
these animals and a ship is sailing over your head. What do you think
of that ship and what does it make your creature do? Have you ever
been snorkeling in the ocean? Describe what it is like under the sea.
a Hero: Jim Hawkins has a fantasy of sailing on the
ocean. What is your fantasy? Would you like to climb mountains, fly
to the moon, climb redwood trees? Think of the place in the world or
beyond and describe it by writing it all down on paper. What grows
there? What do you eat there? What kind of clothes do you wear for
your adventure? Do you have to fight any enemies there? Write a story
about your fantasy adventure starring yourself as the hero.
& Traveling on the Sea
Rockfish, Lynchburg, VA -
Newport Heights, Bellevue, WA
Names: Pirates were often given names that described
their personality or something they liked to do. What words do you
think describe your personality? Do you like to play baseball, eat
pasta, talk on the phone, play games? Use these characteristics and
make up your own pirate name. Have each student say their pirate name
and the reasons for it.
on the Sea: Pirates often
spent many weeks or months on a boat out at sea. Think about the
qualities of the sea and the creatures in it. Think about the dangers
such as storm, wind, rain, heat. What kinds of animals are in the
sea? Pretend you are one of these animals and a ship is sailing over
your head. What do you think of that ship and what does it make your
creature do? Have you ever been snorkeling in the ocean? Describe
what it is like under the sea.
the students pair up (any one without a partner gets to go with the
instructor!). In each pair, decide who will be the "leader"
and who will be the "reflection" first. The reflection must
duplicate all actions by the leader. No speaking is allowed. The
leader should not try to trick or confuse the reflection. At a
particular time (after a couple minutes or so) the instructor claps
or otherwise signals that the partners should reverse roles.
The mirror exercise
is used in ArtReach's The
Emperor's New Clothes.
Talk about how Lewis Carroll
had to use his imagination to make up all the strange things that
Alice encountered in Wonderland. Can you make up crazy
characters and animals like that? Think of animals you know
like a bird or a horse. Now give the animal special
characteristics. Is you animal selfish or wise? Handsome
or silly? Is he hungry or hot or happy or skinny? Where
does he live? What does he where and eat? What kind of
sounds does he make? Can he talk?
Name your animal. Can
you pretend to be your animal and introduce yourself to the rest of
the class? Can they guess what kind of animal you are without
telling them? If they can, they you have just become a great
actor! (This is a great exercise to later help in the role
Roll out some plain wrapping
paper and make a group drawing of Wonderland. Show the path
Alice took and draw the characters she met along the way: White
Rabbit, Pigeons, Caterpillar, Cheshire Cat, Mad Hatter, Gardeners,
Queen of Hearts, Flamingoes, etc. You can even make the drawing
real big and use it as a backdrop for the performance!
Christmas Cinderella: Read the story before performance
Holiday Twist on Classic Fairy Tale
Christmas Cinderella begins the Chorus sets the scene:
Long ago in a faraway land it was a cold and silent night. All
members of the cast and audience set the mood by singing "Silent
Night". Cinderella enters her lonely room after a long day
of hard work. She looks out her window and gazes at the
beautiful castle on the hill and sings of her dreams for a better
life. Cinderella climbs into bed, shivers beneath her blanket
as Chorus sings her to sleep.
is not alone. She has six mouse friends who scamper in the
room. Sam, the ring-leader tells them he has heard there will
be a Christmas ball at the castle on the hill! The mice
bemoan Cinderella's plight - all work, no play and nothing to wear to
the ball. They decorate a spindly Christmas tree to cheer
her but have only meager offerings: a block of moldy cheese, a
thimble and a safety pin. They hope a song will help - the mice and
audience sing "O, Christmas Tree".
mice and audience sing "O, Christmas Tree"
Christmas Cinderella - International Academy, Bulacan, Philippines
Snaggle-Bones roars onstage demanding her special Christmas tea!
Stepsisters Bella-Bomb and Lulu-Lolly have their own outrageous
demands. They sing "Bring the tea and the cups, Cinderella"
and poor Cinderella must rush to serve them. At the castle on
the hill King Grumble-knees has a problem. He fumes that his
fool son the Prince will not get married and the King is restless for
an heir. He demands that his assistants, Snitwick and
Sez-So, gather every unmarried maiden for his Christmas ball that
and the Stepsisters are singing a comic version of "The Twelve
Days of Christmas" when the King's Assistants arrive with
invitations to the ball! When Mister Snitwick includes
Cinderella in the invitation her stepsisters laugh and Cinderella
tells him that she cannot go because has nothing to wear.
Scrubbing the floor, Cinderella weeps and again sings of her hopes
appears in all her splendor. With the help of the audience and
the mice Fairy Godmother works her magic and soon Cinderella is
dressed in a beautiful gown. The audience helps as Fairy
Godmother turns a pumpkin into a Christmas sleigh with none other
than the Mice as Flying Reindeer! When Fairy Godmother
wonders who will drive the sleigh, who should appear but Santa
himself! It is not yet Christmas Eve so he has the night
off and would be honored to drive Cinderella to the Christmas
ball! Off they go, dashing through the snow, as Fairy Godmother
reminds them to believe in the magic and be home at the stroke of midnight.
Godmother turns a pumpkin into a Christmas sleigh.
Christmas Cinderella - International Academy, Bulacan, Philippines
abounds and the Chorus decorates the stage for the Christmas Ball as
everyone sings "Deck the Halls". Miss
Hooty-Toot leads a comic band of Fancy Ladies who compete for the
Prince's attention. Irritated by his father's plan the Prince
announces that he will only marry when he falls in love! At
that moment his eyes fall on Cinderella.
Snaggle-Bones and the Stepsisters arrive Cinderella runs from the
hall with the Prince following close behind. He asks her to
dance and for a brief moment it seems Cinderella's dream has finally
come true. But all too soon the clock strikes twelve. Off
she flies, leaving her shoe. The dumbfounded Prince orders that
the King's Assistants find the owner, for that lady will be his wife.
Assistants, Fairy Godmother and even Santa sing a round of "A
Shoe a Slipper or a Boot" hoping for a Christmas Day
wedding. When the King's Assistants show up at the
Snaggle-Bones house each lady tries the shoe but none of them can
squeeze into it. At last, Cinderella is asked to try and her
foot glides into the lovely slipper. The Prince appears and
sings, "Suddenly I have found my true love." and asks her
to marry him. As the everyone sings "Joy to the
World" Cinderella and the Prince are wed.
is invited to the wedding party, even the Chorus!
Christmas Cinderella - International Academy, Bulacan, Philippines
invited to the wedding party, even the Chorus! There is cheese
for the Mice and cookies are served to everyone including the
audience! Prince Charming dances with each girl who played
Cinderella while everyone cheers, "hip, hip,
hooray"! Santa makes a return appearance, asking
Fairy Godmother to dance. All cast members waltz the stage and
even the audience joins in. At last, Fairy Godmother waves her
magic wand and the Christmas fairy tale is at an end. Santa
calls out: "Merry Christmas, everyone! Ho, ho, ho!"
my child, is love in action."
A Wonderland All Around Us
Help students understand the importance of imagination, creativity
and the creative arts - for everyone, children and adults alike.
Just like Alice's adventure, imagination is a Wonderland all around us.
Have the class reflect on the familiar story of Alice In
Wonderland. Use the synopsis in this guide (or another source),
view the video, or simply discuss the story as you and they know it.
· Ask students to write a
summary of the story (50-100 words).
· Allow students to read
their summaries to the class.
· 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 in the play!).
· Display all the
drawings (great as a guide for costume and set design!).
· Ask students to name (or
draw) the "real life" characters (Lewis Carroll,
Alice, what about all five Alices!).
· Ask students to name
(or draw) the "imaginary" characters from Wonderland (White
Rabbit, Cheshire Cat, Caterpillar, Mad Hatter, Dormouse, March Hare,
Queen of Hearts, etc.)
/ Questions: Have a
class discussion about what it would be like to suddenly fall down a
deep hole (or walk through a door, or crawl under a bed&ldots;)
and end up in a strange place - a make-believe place - like Wonderland.
Do you think there's actually
a strange, magical place like Wonderland?
(There was for Alice!
Wonderland is an imaginary place created by the man who wrote the
story, Lewis Carroll. Even Alice and all the characters in the
story are imaginary [though Alice was based on a real-life
Alice]. But isn't imagination a wonderful thing? Without
it we wouldn't have wonderful stories like Alice In Wonderland, The
Wizard of Oz, Peter Pan, Cinderella.)
Can you think of your own
magical place? What would you call it?
Who would live in your magic land?
(You? Me? White Rabbits?
Squawking Flamingos? Space aliens? Dinosaurs? Green
elephants? Hump back camels and chimpanzees? Unicorns?)
Can you grow nineteen feet
tall? Or shrink to three inches?
(No, but maybe you can
imagine what it would be like to be the tallest person in the
world? Sometimes the only way we can "do" something
is to imagine doing it.)
Continue the discussion.
What would it be like if we
couldn't imagine fun or silly or impossible things?
If we couldn't play? If
we had to be serious and real all the time?
Even adults like to imagine
fun things, don't they? (Ask the teacher)
So even though we can't really
do everything we want to, sometimes we can be like Alice by using our
imaginations to create a Wonderland where anything is possible - by
writing stories, painting pictures, telling tales, playing games&ldots;
Or performing a play.
for The Legend
of Sleepy Hollow
Words found in
Washington Irving's Classic Story
Having a great or plentiful amount of something.
put into motion or action; activate.
short account of an event or incident, especially those of an
interesting or amusing nature.
The dominant mood or emotional tone of any given place.
To be necessary or proper for, as for moral or ethical considerations.
Irving's Classic Novel for Kids
Legend of Sleepy Hollow - Shawnee Playhouse, Shawnee on
A rough or irregular protuberance on any object, as on a tree.
hold or treat as dear.
winning of favor, affection, and/or love.
mistress of a household.
in length, width, and thickness.
A strong inner feeling about the future and what is to come. 16
Playful behavior or action; a prank.
adorn or show off something ornamental.
thin and bony.
To fill with life and energy.
Lean; gaunt; think. Oddly long and slender.
soothe or quiet.
A border or edge. o Maxim: A principle or rule of conduct.
Courage and fortitude: A man of mettle.
mumbled noise; a low, continuous sound; i.e., the wind.
persist in anything, despite how difficult it may be.
for Students, Classroom Activities
Legend of Sleepy Hollow - Shawnee Playhouse, Shawnee on
to religious devotion.
protuberant part at the front and top of a saddle.
The practice of setting psalms to music.
of or feeling extreme joy or delight.
Shining brilliantly; gleaming.
ghost; some object of terror or dread.
sudden disturbance or commotion.
loyal, dependable worker or participant in a job or other undertaking.
A job, business, profession, or a calling.
Full of woe; wretched; unhappy.
Thanks to: Middle Tennessee
South University, MTSU Theatre and Dance, Murfreesboro
Games for the Classroom
Games for Elementary / Primary School Students
Bowl (Anyone Who) Game
in a circle, each child sits on a chair.
is in the middle and explains the rules of the game.
think of four things (e.g. anyone who had breakfast, anyone who
likes rap music, anyone who has a watch on, anyone who watches a
particular TV program).
the person (student or teacher) in the middle calls out something
you have on, have done, have seen etc., you must leave your chair and
move to another one, BUT YOU MUST NOT SIT ON A CHAIR ON EITHER SIDE
OF THE CHAIR YOU ARE PRESENTLY SITTING ON.
person left without a chair (the teacher is participating) becomes
the person in the middle, calling out the next criteria for moving.
The person in the middle must speak quickly and clearly.
Students crawl, moonwalk, walk backwards (start with hands on
chairs), run, twist, skip, jump to chairs.
teacher takes on the role of the almighty powerful Magician who
holds in his/her hands the most potent power of the universe (the
Magician's hands and arms begin to shake with the awesome power and
he/she begins to hum, slowly making it louder and louder).
Magician's Power Game is Great for Aladdin!
Cast, Solano Youth Theatre, Vacaville, CA
the students who have been seated in a circle begin to hum also.
Magician explains hat he/she is going to send the power to other
magicians, but warns that those magicians seated either side of the
one holding the POWER will be shrivelled if they don't protect
themselves by raising the hand and placing it on the cheek nearest to
the person holding the POWER.
POWER is passed by throwing it with great force to another whilst
calling out their name
accompany the passing of the power, such as room ro shhooom.
time someone is shrivelled, he/she leaves the circle.
winners are the last two magicians.
are in pairs.
line up like a race, one partner behind the other, facing the finish
line which the teacher has marked out.
person behind closes his/her eyes and holds onto the hands of the
person in front.
teacher says "Go!" and the students race off. Once they
reach the line they swap places and race back. The most difficult
thing is to keep your eyes closed.
Activities & Ideas for A Christmas Wizard of Oz
Taking a Step
Closer to A
Christmas Wizard of Oz
tornadoes, blizzards etc. You may want to make your own - When the
cyclone hits, Dorothy and her house travel in the storm. You can make
your own version of a cyclone with two soda bottles, some water, a
little glitter and some duct tape. Fill one of the bottles with water
and a small amount of glitter. Tape the two bottles securely together
at the openings. Flip the full bottle to the top position and swirl
them so that the water forms a whirlpool or cyclone as it flows into
the other bottle. You may also want to get out the encyclopedia (or
library books) to learn about cyclones and weather in general. Learn
about rust. What causes rust? What can be done to prevent it?
That Santa's Reindeer in the Sky?
Stuffed Lion and Toy Friends,
The Rhodes School, Houston TX
Get out an
encyclopedia about Kansas (or library books). Learn about the
climate, the weather and the people of Kansas. You may also wish to
make a map of Kansas. Talk with your child about the words North,
South, West and East. Label four walls of a room with these words.
This would be a great time to teach your child how to use a compass.
As you drive around town, talk about the directions that you are traveling.
Learn about the
heart and the brain. Talk about the importance of each organ. Can we
live without either of them?
Have your child
write a story with themselves as the main character. In the story,
have them go to a strange land through a strange mode of travel and
describe all of the unusual people and the weird things they do while
there. Write a biographical sketch of at least three of
the characters in the book, "Wizard of Oz." Compare
and contrast two or more characters in the book. You may take this a
little further and do the compare/contrast exercise with the same
character, comparing the character as they appear in the book and as
they appear in the movie. Compare/contrast the book and the
Warner Brothers movie staring Judy Garland. My preference would be to
watch the movie AFTER reading the book, but this is up to you.
Figure out how
long after the story was written that the movie was released. How
many numbers you can find while reading the book?
Have your child
create a play based on the book. Create costumes for characters
in the story, by drawing or sewing. Recite portions of the book,
using correct pronunciation, diction, voice inflection, etc.
Create scenery for your play.
Peace Activity for A
(From First Stage Theatre Study
Guide for A Thousand Cranes:
1. Discuss with students what rights should be
"universal" and apply to people in all nations?
a. Begin by asking students about the basic
rights of children. "Kids everywhere deserve..." might be a
good way to start.
b. To prompt discussion, you may want to visit
the online bulletin board at the PBS "Not For Ourselves
Alone" Web site, where children submitted ideas for a Kid's Bill
of Rights. How important are these ideas? Do they apply to kids every
Discussion - Children's Cry for World Peace
Professional Production, A
Thousand Cranes, by Gemini Collective, Angle Park, SA, Australia
(Adelaide Fringe Festival
Award 2018) Sadako's Story
2. See what international organizations like
the United Nations and UNICEF have to say about this subject. (You
may want to provide a brief introduction to the two organizations to
help students contextualize this information.)
a. Visit the UN's Human Rights in Action
interactive exhibit. There, students may access a multimedia display
built around the UN's Declaration of Human Rights. (Note: in addition
to "plain language" versions of each article in the
Declaration, this exhibit offers activity ideas built around each
article, so this may be expanded into a longer curricular unit if you
b. UNICEF's Convention on the Rights of the
Child site offers useful information that you may paraphrase for
younger children. http://www.unicef.org/crc/
3. Call to the class's attention those
statements related to safety, security, and world peace.
a. How important do these ideas seem in the UN
and UNICEF declarations? How often were they mentioned in class discussion?
b. What do students think--is life in a
peaceful neighborhood a "right" that we should try to
ensure for every person?
4. Ask students to imagine what a world at
peace might be like. To help them imagine this, have them visit the
United Nations "Pictures of Peace" exhibit. There, students
will see drawings by other kids from around the world and a
collaborative poem created by children from 38 countries in 1997. http://www.un.org/cyberschoolbus/gallery/peace/index.asp
5. Use online photography galleries (or have
students create their own artwork) as part of an original multimedia
composition about world peace.
a. Each student (or groups of students) should
write a poem or short essay about the world at peace and choose art
work that complements their writings.
b. An online photography gallery you might
visit is the United Nations Staff Photography Gallery
6. Finally, discuss why people commit acts of
violence. What might make individuals, groups, or nations commit such
violent acts? To have a World At Peace, how can we prevent
conflict--at home, at school, in our communities, and around the
world? Brainstorm ideas to share with families and local officials.
7. As an extension, you may want to explore the
United Nations "Preventing Conflict" curriculum, which
includes international progress reports, case studies, activities,
and recommended resources. http://www.un.org/cyberschoolbus/briefing/conflicts/index.htm
for Classroom Activities - Tie-in to A
Fun for Teachers and Students
Many schools learn
to craft origami for productions of A
Thousand Cranes. Introduce your kids to its sister craft
for even more fun.
a variation of origami that includes cutting of the
paper, rather than solely folding the paper as is the case with
origami, but typically does not use glue. Kirigami comes from
the Japanese words "kiru" (to cut) and "kami"
(paper). It is similar to origami because some folding is involved,
but different because the primary method of creating a design is the
skillful cutting of the paper. In the United States, the term
kirigami was introduced to paper crafters by Florence Temko in 1962.
The practice was described in detail in her book Kirigami, the
Creative Art of Papercutting.
Kirigami Tips: Symmetry
is a very important part of kirigami. When the paper is folded
before it is cut, the resulting design is the same on both sides.
Simple kirigami projects may consist of four-fold symmetry created by
folding the paper in half horizontally, then folding it in half
vertically. At the other end of the spectrum, 12-fold symmetry can be
created by folding the paper in half, then folding it into thirds,
and then folding it in half again.
Kirigami is a
great craft project for students.
Kirigami projects by Herberger
Young Scholars Academy ASU, AZ, A
Thousand Cranes production
kirigami patterns have solid lines to indicate where to
cut and shaded areas to show what portion of the paper will be
removed when you are done. Dashed lines normally indicate mountain
folds or valley folds.
Kirigami can technically
be done with any type of paper, although the thinner paper is a must
for projects that involve lots of folding. For pop-up cards, several
crafters recommend using watercolor paper because the subtle texture
adds interest to the design.
people, a craft knife is easier to use than scissors
when working on a kirigami project. Use a knife with a sharp blade
and invest in a self-healing mat to avoid damaging your work surface.
Children: Learning how to use scissors correctly helps
develop a child's fine motor skills. Completing simple kirigami
projects is a good way for kids to practice cutting. Scissor Craft
has several printable kirigami projects for young children. Making
paper doll chains or paper snowflakes is also a form of kirigami.
Check out PaperSnowflakes.com for a selection of unique snowflake
Projects: One very popular example of kirigami is the
pop-up greeting card. By artfully folding and cutting the paper
before gluing it to a colored background, you can make an image such
as a teddy bear or a bouquet of flowers appear to pop-up from the
page when the card is opened.