Special Educational Needs Resource Pack Written by Rosie Emanuel For Mousetrap Theatre Projects © April 2012
PRE-SHOW ACTIVITIES Preparing For The Theatre Visit Activity: Visual Story Activity: Code of Conduct Activity: Imaginary Trip Activity: Elements of Theatre A Glossary of Theatre Terms
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Setting & Environment Activity: All About Fairytales Activity: The Swamp
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The Kingdom Future Dreams A Place Called Home Find Your Courage Being Me
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Happily Ever After Production Images Drama Pictures Reflections
About Mousetrap Theatre Projects
Please note that the contents of this Resource Pack may be copied for internal purposes only but may not be altered in any way without the express permission of both the author, Rosie Emmanuel, and Mousetrap Theatre Projects. 2
Introduction Welcome to the SEN Teacher & Family Resource Pack for Shrek The Musical. The aim of this pack is to help you prepare your young people for their visit to the theatre and enhance their enjoyment and understanding of the show. This pack is designed for use with children and young people who may have a range of needs, including sensory impairments. This pack therefore aims to encourage a multi-sensory approach, which is accessible to all learning styles and needs. In this booklet you will find a range of worksheets and activities to use with your young people. Some are designed as pre-show activities, whilst others are more suitable for post-show work after the event. However, this is only a guide so feel free to use the resources flexibly, depending on your needs. A rating of EASY or INTERMEDIATE has been applied to the activites as a guide. In addition, where appropriate, there are guidelines on how to adapt an activity for those with additional communication or sensory needs. The Visual Story, which can be downloaded from www.mousetrap.org.uk under ‘Community’ or www.shrekthemusical.co.uk/education, is a tool to be used with the young people directly and can be browsed at home, left in the classroom or worked into a specific lesson. The idea of this resource is to offer more visual learners an insight into what they might expect from the experience of attending the theatre. It might be a useful tool to take on the trip to remind students of what will happen next, especially for those who need support with new experiences.
We hope that this pack is a beneficial tool as you prepare your young people for their visit to Shrek The Muscial.
Enjoy the show!
Contact the Theatre Manager on arrival. The entrance to the theatre is through a signposted door on Russell Street, which leads into the left Stalls. The door has a bell on the outside. There are spaces for wheelchair users and companions can sit in the same row. Transfer seating to aisle seats (wheelchairs can be stored). Transfer stair lift also available.
Parking is available on single yellow lines on Russell Street. There is also an NCP car park in Drury Lane. The nearest taxi rank is in Covent Garden Piazza at the end of Russell Street. For further information on parking near the theatre, please visit: www.mousetrap.org.uk under ‘Community’.
The adapted toilets are to the left inside the Russell Street entrance, beside the stalls.
PRE-SHOW ACTIVITIES Preparing for the Theatre Visit EASY
Activity: Visual Story
Use the Visual Story provided to begin preparing your young people for their theatre visit. (www.mousetrap.org.uk > Community > Shrek The Musical and www.shrekthemusical.co.uk/education)
You could either read it in a group, or copy the booklet so that each child has their own version.
Once the young people have had a chance to look through the Visual Story, copy the worksheet on page 6 and ask them to fill it in individually.
The second box might contain ideas about what they may see on stage such as lighting effects, costumes and actors (see Glossary of Theatre Terms on page 10 for more information).
Discuss what they are expecting from the production. Prompt with questions such as: You could use your own emotion cards to o Do you know anything about the story? support this activity. o Can you name any characters from the story? o What does the title of the show suggest? o Do you think it will be funny/sad/exciting? o Do you know any of the music? o Have you seen the film? o What are you most looking forward to about the trip?
The production images at the end of the pack may help visual learners to begin thinking about what they are going to see. 5
Theatre Trip Worksheet Shrek the Musical takes place at a theatre in London called Theatre Royal, Drury Lane. This is what the theatre looks like.
This is what the theatre looks like inside.
This is what I might do and see at the theatre…
Activity: Code of Conduct
Before you come to the show, you may wish to develop a Code of Conduct. Use the diagram below as a template and ask the young people to think about what kind of behaviour is appropriate at the theatre and why. Try to make your Code of Conduct positive by using ‘we will...’ rather than ‘do not...’
Here o o o o
are some ideas to get you started: We will stay close together and remain with the group at all times We will be quiet during the performance We will turn off mobile phones during the performance We will listen and follow instructions carefully
Our Code of Conduct
Activity: Imaginary Trip If your group is keen on drama then this activity is a good way of helping them to prepare for the trip. It is especially good for learners who prefer ‘doing’ rather than reading, writing or talking.
Invite the group to form a circle and to take turns to share one thing they might take with them on the trip, e.g. camera, water, raincoat, snacks. Invite them to place their items in an imaginary bag.
Now act out taking whichever mode of transport you will use. More confident students can be in role as the bus or train driver, ticket collector etc. You can add sound effects and movement if appropriate, or use gym mats as props.
Ask someone to be in role as a map-reader and pretend to make the journey to the theatre. You may wish to sing a song or add some group movement to make this more fun. Try and get hold of a real A-Z or tube map as a prop if possible, or copy the map included in the visual story.
Once you ‘arrive’ at the theatre, you can role-play finding your seats and getting ready for the show to start. You could make pretend tickets for each child.
Use a visual or auditory cue to practice applause and silence.
You could even review your ‘Code of Conduct’ by getting a participant to go into role as someone in the audience who gets ‘cross’ when they are noisy.
If your students are sensitive to light or sound then incorporate this into the drama. You might want to warn the group about the darkness in the theatre, bright lights and sounds of music and applause.
If you are coming to the show as a family then try this activity at home, using as many people as you can find!
Activity: Elements of Theatre This activity allows the young people to think about what is needed to create a piece of theatre. It will help them to become familiar with what they are going to experience in advance of the performance, and will teach them about how theatre is made.
Look together at the Glossary of Theatre Terms on page 10 and talk through each symbol in turn until they have an understanding of each element.
Now copy the worksheet on page 11 and give one to each child.
Work through each picture and see if they can remember what each image represents. (Be aware that some images are quite similar to others).
Once they have established the correct meaning, ask them to write a title and description under each image. This can be in their own words based on what they have learnt and remembered from the discussion.
For a simpler version of this activity, copy the chart on page 11 and call out the name of one element of the theatre. Ask the young people to circle which picture they think best represents the word you have described (with support). They can then write the word under the image.
Working with Visual Impairments If you are working with visual impairments, you could create a multi-sensory version of this activity by finding a kinaesthetic or auditory way to represent each aspect. Here are some suggestions: Lighting: Pass round a torch and allow them to press the on/off switch. Sound: Play some sound effects or pass around a musical instrument. Costume/props: Pass around some costume pieces or props to feel. Actors: Encourage them to have a go at acting/dancing or making frozen pictures of what an actor or dancer might do. Stage: Create a platform that can be stepped onto. Invite students up on the stage one at a time and encourage the rest of the group to applaud. Audience: Act out being an audience by setting up seats in front of a ‘stage’. Practice being quiet and then using applause. 9
A Glossary of Theatre Terms SOUND During the show you will hear a lot of different sounds which are controlled from the back of the theatre.
ACTORS AND DANCERS The actors and dancers spend weeks rehearsing what they need to do on stage, ready for the performance.
COSTUMES AND PROPS Before the show begins, the actors get into costume and check that all their props are in the right place.
STAGE The stage has a set which helps create a setting for the story. The actors perform on the stage.
LIGHTS During the show the lighting operator will stand behind a desk and change the lights when needed.
DIRECTOR The director makes sure that everyone involved in the show knows what they are doing.
The audience members watch the performance and show their support by clapping at the end of a song or scene.
STAGE MANAGER The Stage Manager is in charge of the stage and makes sure that the show runs smoothly every night. 10
Elements of Theatre Worksheet
Use this as a template for a visual storyboard activity. Provide a table containing eight boxes as below. Then, as you read each section of the story, ask the young people to draw an image to represent each part of the story.
In a kingdom called Duloc, a little ogre called Shrek is sent away by his parents to live all alone. He finds a stinky swamp to live in and soon becomes a big ogre. Everyone is scared of him and he has no friends. Shrek learns to like being alone and gets angry if anyone disturbs him.
One day, Shrek finds a big group of upset Fairytale Creatures on his land. He tells them to go away, but they will not leave. They tell him they have been sent away by the evil (and very small) Lord Farquaad for being ‘freaks’. Shrek has no choice but to visit Lord Farquaad and ask for his land back.
On his way to visit Lord Farquaad, Shrek meets a frightened talking Donkey, who tries to make friends with him. At the palace, Lord Farquaad realises he must marry a Princess if he wants to be King. He tells Shrek that he can have his land back if he rescues the Princess from a far-away tower, guarded by a dragon.
Shrek agrees to rescue the Princess and sets off on his journey with Donkey. They meet the dragon who falls in love with Donkey and forgets to guard the tower. Shrek rescues the Princess. Princess Fiona has been waiting for many years to be rescued by a Prince. When she sees that Shrek is an orgre, she is very upset.
Shrek, Fiona and Donkey begin making their journey back to Duloc so that Fiona can marry Lord Farquaad. At night, Fiona hides in a cave so that Shrek and Donkey don’t notice her secret: she has been cursed. Every night she turns into an ogre, just like Shrek. In the morning she becomes a Princess again, so her secret is safe.
The next night, Donkey realises that Shrek and Fiona are falling in love. Fiona hides in her cave once again and turns into an ogre, but Donkey finds her and the secret is revealed. Donkey tries to convince Fiona to talk to Shrek about her feelings. Shrek overhears Fiona talking about being ugly and thinks she is describing him, rather than herself.
It is the day of the wedding and Fiona and Shrek are not talking to each other. Lord Farquaad comes to greet Fiona and they decide to get married the same day, despite her feelings for Shrek. Donkey tries to get Shrek to understand the mistake he has made and convinces Shrek to tell Fiona how he really feels. Shrek finally listens and runs to the cathedral as fast as he can.
Just in time, Shrek tells Fiona the truth. As the sun sets, Fiona turns into an ogre in front of everyone. Lord Farquaad is disgusted. The Fairytale Creatures come in and reveal that Lord Farquaad is actually the son of a dwarf and therefore just like them. He is furious. Just in time, the dragon comes in and saves the day. Fiona and Shrek share truelove’s first kiss and live happily ever after. 12
Use these images to think about each character in turn. Get your young people to consider what each character might be thinking or feeling at the moment the picture was taken.
Setting & Environment EASY
Activity: All About Fairytales The story of Shrek is a modern-day fairytale. The worksheets below will help your young people to think about fairytales: what they are, characters and setting.
First, copy the worksheet on page 15 and talk to your young people about what fairytales are. You might want to use the Internet or some storybooks to help you. Now ask them to complete the worksheet, with support if necessary.
Once they have had a chance to think about fairytale characters and settings, copy the second worksheet on page 16 and invite them to make up their own fairytale character, giving it a name and a home.
Extension Activity: Story Writing
If your young people are confident with writing, you could get them to write a character description or even make up a story containing their character.
Activity: The Swamp
Shrek lives in a swamp outside the Kingdom of Duloc. He lives all alone and nobody goes to visit him. This activity will help your young people to think about what it’s like to live in a swamp and will get them thinking about how Shrek feels.
Talk to your young people about why Shrek lives in a swamp and what it might be like to live there. Ask, “Why might he want to live there all alone?”
Copy the worksheet on page 17 and think together about what you can see in the picture.
Now, encouraging your young people to think about all their senses, write some adjectives in the bubbles to describe what the swamp might be like.
To create a multi-sensory version of this activity, you could get some real mud to smell and touch. If there is a risk of them putting it in their mouths then you could use wet cornflour and brown food colouring instead. 14
Fairytale Facts Worksheet Find out about fairytales and then fill in the spaces below with your ideas!
A fairytale is…
Some fairytale stories I know are…
You might find these characters in a fairytale…
Fairytale characters might live in a…
Fairytale Character Worksheet Use this space to draw your own fairytale character. Give them a name and a place to live by filling in the spaces in the speech bubble. Hello! My name is… And I live in a…
Swamp Worksheet Shrek lives in a swamp like the one in this picture. Can you describe what it might be like to live there?
Picture by Andree Wallin (http://andreewallin.deviantart.com/)
Themes Language to pre-teach The following themes may be useful to think about before attending the show. Look at each theme in turn and ask your young people to consider how and when each theme is relevant in the story of Shrek. Below are some activities to help you start exploring the themes of the show.
These words can be programmed into communication aids so that those with communication devices can interact more easily with discussions.
Activity: The Kingdom This role-play drama game is easily adaptable to the needs of any group and allows your young people to explore the theme of power and status. Start by looking at the character of Lord Farquaad and thinking about why he wants to be so powerful. You will need: o A crown or cape o A chair to be a ‘throne’
Explain to the group that they are now going to meet a very important Lord.
Ask someone to come forward and take their place as Lord (tell them that everyone will have a turn at this). Help them to put on the crown or cape, before taking a seat on the ‘throne’.
Now announce to the others that they must come forward and bow to their Lord (you could do this as a group, or one by one).
As they bow down, encourage the child playing the Lord to show his importance using body language. You could even ask if he has anything to say to the people in the Kingdom.
Extension Activity: Good or Bad Lord
Once you have a Lord in place, tell the others that they must bring the Lord some kind of gift. This could be an imaginary object such as jewels/food/treasure, or a song/dance, for example.
Either individually or in small groups, the ‘guests’ come up to offer their gift to the Lord. The child playing the Lord can decide if he or she is ‘good’ or ‘bad’. If they choose to be ‘bad’ then they can send all of the guests to a ‘dungeon’ after offering the gift. If they are ‘good’ then they can invite the guests to a feast in the Kingdom.
It is a good idea to allow everyone a turn at being Lord (and say this from the outset), so that each child has the chance to experience how it feels to be in a position of power. After the game, ask the group to think about how it felt to have power over others.
If you are trying this activity at home then how about allowing your young person to be a Lord for a whole mealtime!
Finish by discussing what kind of Lord they think Farquaad might be, and why. 19
Activity: Future Dreams While Princess Fiona is locked in the tower, she dreams about her future and what might lie ahead. This activity encourages the young people to think about their own dreams for the future.
Use the worksheet on page 21 to explore the idea of future dreams.
Invite someone to read out loud the lyrics written at the top of the sheet, from Shrek The Musical. Ask the group who might sing these words and why.
Get them to think about the dreams of the different characters in the story (using the plot synopsis to help you).
Now focus on the dreams of Princess Fiona and ask your young people to write a poem or some words in the box provided on the worksheet, describing their own future dreams and wishes. Invite them to share their work with others.
Activity: A Place Called Home
Shrek dreams about having his swamp back, after it is invaded by fairytale creatures. Home is very important to Shrek. Use the following game to help your young people think about what’s important in their own homes.
After looking at the image of the swamp and discussing what Shrek’s home is like, ask your young people to think about their own homes.
Ask two people to make the shape of a house/arch with their bodies.
Now invite people to come up one-by-one and make a frozen image of something in their home that is important to them. This could be their parents, siblings or pet, or objects such as a favourite book or film.
Ask the rest of the group to guess what they think the image represents.
Future Dreams Worksheet While Princess Fiona is locked away in a tower, she dreams about her future. What might your future hold? Write your ideas below.
It's a big, bright, beautiful world, With happiness all around. It's peaches and cream, if a dream comes true…
Activity: Find Your Courage
In order to get his home back, Shrek must be brave and go on a long journey to save Princess Fiona. This activity will help your young people to think about the meaning of courage.
Start by thinking together with your group about when we might need courage. Perhaps it is when we have to do something alone or when we have to take an important test.
Once they have come up with ideas about when they need courage, split them into small groups, with assistants to support each group.
Ask each group to choose one idea about when courage is needed and make a frozen picture of this moment using their bodies as a whole group.
Someone in the group should represent being courageous in the picture.
Now show the frozen pictures to the rest of the group and get them to think about: o Who is showing courage in the picture o What might be happening in the picture
Finish the activity by asking the groups to make another frozen picture of when Shrek has to show courage in the story and share these with everyone.
Activity: Being Me
It takes Shrek and Princess Fiona a long time to learn to accept each other for what they are. But when they do, it is a happy ending! Use the worksheet on page 23 to think about the themes of acceptance, difference and inclusion.
Copy the worksheet over the page and give one to each child. Ask them to start by drawing their face, thinking about what makes them unique.
Now support them to write facts about themselves in the arrows, considering what makes them special and different from others.
Once everyone has completed the worksheet, get them to swap with a friend and present their ‘partner’ to the group, using the worksheet as reference. 22
Being Me Worksheet This worksheet asks you to think about what is special about being YOU. Think about how you are different from others and what makes you unique. Start by drawing your face and then write some facts about yourself inside the arrows.
POST-SHOW ACTIVITIES Activity: Happily Ever After
At the end of the story, Princess Fiona chooses to marry Shrek instead of Lord Farquaad. This activity encourages the young people to think about why Shrek and Fiona are so happy together.
Fill in the bubbles below with your ideas about why Shrek and Fiona fall in love and get married. You might consider:
o What qualities does Shrek have that Lord Farqaad does not? o What do Shrek and Fiona have in common? o What do they like most about each other?
Activity: Production Images
Copy the images overleaf and use the boxes underneath to collect words and ideas in response to the pictures. You might ask the young people to consider: o How the characters are feeling at this point in the story o What they might be saying or thinking
The images could also be copied and used as a visual aid when writing reflections on the show or writing a review (see page 26).
Activity: Drama Pictures
This drama activity will allow your young people to develop their understanding of the show after the event and can lead onto a range of drama activities exploring some of the themes.
Once the young people have looked at each of the images below, get them to make an audience in front of a ‘stage’ space.
Taking one picture at a time, invite someone up to recreate the photograph with their bodies in front of the group. (Another way to do this is to get them to choose their favourite moment from the show).
Once in position, ask the others to think about what each character might be saying or thinking. You could then ask the ‘actors’ to speak the words in character when you tap them on the shoulder (or get someone else to speak the line for them).
You can then explore the characters’ thoughts and feelings further by allowing people to change the line, or letting the actors come to life and play out the scene in front of the audience.
If you are working with any non-verbal students or those with low confidence, then ask them to make the pictures while support staff or a parent become their ‘voices’ by standing behind them and saying the lines.
After the show it can be a really useful exercise to reflect on their experience and share their thoughts and ideas with each other.
Use the template on page 30 and ask the young people to record their thoughts about the show. You might want to prompt with a question for each square, for example: o Can you describe your favourite moment? o Who was your favourite character and why? o How did the show make you feel? o Was there anything that you didn’t like about the show?
In addition to completing the template below, they could also make a poster of their reflections to be placed on a notice board.
Extension Activity: Be a Theatre Critic
If your young people have strong literacy skills then encourage them to take their reflections one step further by writing a review. Invite them to think critically as well as saying what they enjoyed.
Here are some questions which might help: o o o o o o o
What did you feel when you first entered the theatre? How did you feel when the orchestra started to play? Which parts made you feel happy, sad or excited? What did you think of the actors and dancers? Did you like the lighting and set? What could have been done better? Would you recommend others to see Shrek The Musical?
Mousetrap Theatre Projects is always interested to hear from staff and pupils about how the trip went. If you fancy sending through copies of your experiences, please email: [email protected]
My thoughts on Shrek The Musical
For more information about the event: www.mousetrap.org.uk > ‘Community’ > Shrek The Musical
For more information about Theatre Royal Drury Lane: www.reallyuseful.com/theatres/theatre-royal-drury-lane
For more information about the show including clips, resources and education: www.shrekthemusical.co.uk
For more information regarding access: www.officiallondontheatre.co.uk/access
For parking and interactive bus information: www.parkingforbluebadges.com
National organisation for signed performances in theatre: www.spit.org.uk
Audio-description service provider: www.vocaleyes.co.uk
Captioning service provider: www.stagetext.org
Please note that the contents of this pack may be copied for internal purposes only but may not be altered in any way without the express permission of both the author and of Mousetrap Theatre Projects.
About ROSIE EMANUEL Rosie is a Dramatherapist and Drama Practitioner with a wide range of experience delivering projects and therapy in SEN settings around London. Her book, written with Sheree Vickers, The Stories Within: Developing Inclusive Drama and Story-making, was published in 2011 by Hinton House. www.hintonpublishers.com. She also has her own website www.thedramatherapists.co.uk.
About MOUSETRAP THEATRE PROJECTS Mousetrap Theatre Projects is a theatre education charity committed to providing opportunities for disadvantaged young people and young people with special needs to attend outstanding theatre across London. The charity takes close to 12,000 young people to the theatre each year, with all tickets from £5-£10. Each of our programmes comes under one of our core areas: Access, Audience Development and Education. Each project is developed in close consultation with teachers, artists, educators and young people who tell us what they need. We respond imaginatively and creatively to meet their requirements. Access To provide young people, specifically those with limited resources, support or a disability, the opportunity to attend London theatre, often as a first-time experience: 1. TheatreOpeners– bringing 4,000 students a year from disadvantaged London state secondary schools to see outstanding theatre productions 2. ICAP Theatre Journeys for Special Schools - opening the door to West End theatre for secondary special schools, with best seats at top productions and in-school workshops. 3. Family First Nights – the only programme of its kind in the UK making London’s outstanding theatre accessible to low-income families 4. Envision - a magical day at a West End theatre for visually impaired young people 5. StageSeen – a new programme based in the Envision model, for deaf and hard of hearing young people. 6. StageXchange - gives youth groups the opportunity to see a top West End show accompanied by three tailormade workshops in the youth group setting Audience Development To encourage a legacy of theatregoing among young audiences by reducing barriers and enhancing their knowledge and understanding of theatre: 7. C145 – see a show for £5, enables young people, aged 15-18 in state secondary education to attend the theatre without their parents or teachers. Each event includes a pre or post-show talk with members of the cast or creative team 8. WestEnd4£10 - an extension to the C145 scheme, targeting students at drama schools, colleges and universities across London and the South-East 9. Teachers Preview Club - makes theatre more affordable for teachers, allowing them to preview a show prior to taking a school group Education To enable young people to engage actively with their theatre experience and to use theatre as an educational resource to stimulate creative work and to develop theatre-related skills: 10. Play the Critic - develops A-Level students’ critical thinking and writing skills by teaching them how to review a production 11. PowerPlay - uses a theatre production as the catalyst for a series of in-depth workshops for students in Children Support Centres, formerly Pupil Referral Units 12. StageBusiness - provides teachers and BTec Performing Arts students with an insider’s view of the ‘business’ of theatre including producing and marketing 13. WriteThinking - takes playwrights into schools to help students write short plays based on citizenship themes 14. DesignTaster - enables teachers and students to learn about set, costume, lighting and sound design from professional theatre designers 15. TheatreWorks – for mainstream and special schools, offers a bespoke theatre project that brings theatre practitioners into the classroom to collaborate with students and teachers 16. StageSong - teaches students to compose a song or mini-musical by understanding the role of songs in musical theatre. 17. NextStage – using the StageXchange model and teaming up with youth employment agencies, drama techniques are used to develop skills useful when seeking employment or further education. New programme to be piloted in autumn 2011.