A note from our Education Director

Dear Educator,

Welcome to the Center for Puppetry Arts and our production of The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Perdo Animal) by TEATRO SEA of New York City. Founded in 1978, the Center is a cherished cultural and educational resource in Atlanta. We value your patronage and are delighted that you have chosen us as a teaching resource. Your students are in for a big treat!

This study guide was designed to enhance student learning before and after your visit to the Center for Puppetry Arts. The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Perdo Animal) is a fun-loving puppet play, where hysterical events revolve around two incredibly charming but not too bright characters from Puerto Rico and the Dominican Republic. This imaginative bilingual show is the perfect accompaniment to a thematic unit on folklore, Latin American geography and culture, or children’s literature.

All three areas of programming at the Center for Puppetry Arts (performance, puppet-making workshops and Museum) meet Georgia Performance Standards (GPS), Georgia Quality Core Curriculum Standards (GA QCCs) and Georgia Bright From the Start Pre-K Program Standards. To access the GA Performance/QCC standards that have been correlated to each programming area according to grade level, click the links below:

To access a complete list of GA Performance/QCC Standards for all grades and subjects, please visit www.glc.k12.ga.us.

Thank you for choosing the Center for Puppetry Arts for your study trip. We hope that your students’ experience here will live on in their memories for many years to come.

Sincerely,

Alan LouisDirector of Museum and Education Programs

The Encounter of Juan Bobo & Pedro Animal, P-K & K The Encounter of Juan Bobo & Pedro Animal, Grade 1

The Encounter of Juan Bobo & Pedro Animal, Grade 2

The Encounter of Juan Bobo & Pedro Animal, Grade 3

The Encounter of Juan Bobo & Pedro Animal, Grade 4

The Encounter of Juan Bobo & Pedro Animal, Grade 5

The Encounter of Juan Bobo & Pedro Animal, Grade 6

Center for Puppetry Arts Study Guide

Season sponsored by:

Education programs supported in part by:

Show sponsored by:

Create-A-Puppet Workshop sponsored by:

2007-08 Family Series sponsored by:

Puppets: The Power of WonderExhibit sponsored by:

Georgia Power Foundation, Inc. • Herman Miller Foundation The Imlay Foundation, Inc. • Kraft Foods

Pittulloch Foundation • The Rich Foundation, Inc. • Travelers Foundation

April 1-6, 2008Performances Tuesday - Sunday

This performance is funded in part by a grant from the Southern Arts Federation in partnership with the National Endowment for the Arts and the Georgia Council for the Arts. Support also comes from the New Generations Program, funded by the Doris Duke Charitable Foundation/The Andrew W. Mellon Foundation and administered by Theatre Communications Group, the national organization for the American theatre.

• Ada, Alma Flor, et al. Tales Our Abuelitas Told: A Hispanic Folktale Collection. Antheneum, 2006.

• Bernier-Grand, Carmen T. Juan Bobo: Folktales from Puerto Rico (I Can Read Book 3). HarperTrophy, 1995.

• Brusca, Maria Cristina. Pedro Fools the Gringo. Henry Holt, 1995.

• Candelaria, Cordelia, et al. Encyclopedia of Latino Popular Culture in the United States. Greenwood Press, 2004.

• Carlson, Lori M. and Cynthia L. Ventura. Where Angels Glide at Dawn: New Stories from Latin America. HarperCollins Canada, 1990.

• Des Pres, Turenne. Children of Yayoute: Folk Tales of Haiti. Universe Publishing, 1994.

• Gonzales, Lucia M. The Bossy Gallito/El Gallo de Bodas: A Cuban Folktale (Dual Language Edition). Scholastic, 1999.

• Hill, Donald R. Caribbean Folklore; A Handbook. Greenwood Press, 2007.

• Jaffe, Nina. The Golden Flower: A Taino Myth from Puerto Rico. Piñata Books, 2005.

• Johnson, Gyneth. How the Donkeys Came to Haiti and Other Folk Tales. Devin-Adair Publishers, 1973.

• McDonald, Amy. Please, Malese! A Trickster Tale from Haiti. Farrar, Straus and Giroux, 2002.

• Montes, Marisa. Juan Bobo Goes to Work. Rayo/HarperCollins, 2006.

• Muckley, Robert L. Stories from Puerto Rico. McGraw-Hill, 1999.

• Rouse, Irving. The Tainos: Rise and Decline of the People Who Greeted Columbus. Yale University Press, 1993.

• Ryan, Pam Muñoz. Nacho Y Lolita. Scholastic en Español, 2005.

• Salas, Macarena. La Ratita Presumida/The Conceited Little Rat (Bilingual Tales). Scholastic en Español, 2006.

• San Souci, Robert D. Cendrillon: A Caribbean Cinderella. Simon & Schuster Children’s Publishing, 1998.

• Sherlock, Phillip M. West Indian Folk-tales (Oxford Myths and Legends). Oxford University Press, 1988.

• Wilson, Samuel L. The Indigenous People of the Caribbean. University Press of Florida, 1999. • Wolkstein, Diane. The Magic Orange Tree and Other Haitian Folktales. Schocken, 1997.

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Bibliography

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http://www.sea-ny.org/SEA_ArtsInEducation.htmlVisit the Web site of Teatro SEA, NY.

http://worldatlas.com/webimage/countrys/carib.htmCheck out World Atlas.com, a great resource for full-color maps of the Caribbean.

http://www.domrep.org/Visit the Embassy of the Dominican Republic in the United States.

http://welcome.topuertorico.org/index.shtmlExplore the history and culture of Puerto Rico at this comprehensive Web site.

Internet Sources

Juan Bobo (Simple John) is portrayed by a silly “noodle head.” He is Puerto Rico’s most popular folk character and favorite fool who has been the mainstay of jokes and laughter for generations. Juan Bobo is a bobo – a young, naïve, airhead boy who does nothing right. He is an ignorant and awkward person who does not learn from experience. There is a bobo in every village around the world. The tales about bobos originated in India, and were later brought to Asia, Europe, Africa and the Americas. Juan Bobo stands for the honest, simple and uncorrupted life of the country folk (el jíbaro) against the excess of those living in the city.

Pedro Animal (Peter Animal) is Juan Bobo’s counterpart from República Dominicana. He is a “noodle head” too and embodies the honest, simple and uncorrupted country folk from Quisqueya. Pedro Animal’s original name in the Dominican literature is Pedro Animala. Pedro is frequently portrayed as a dark Black person with broad nose, thick lips and curly hair.

About Juan Bobo & Pedro Animal

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SynopsisIn The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Pedro Animal), audiences find themselves in the middle of this fun loving puppet play, where hysterical events revolve around these incredibly charming but not too bright characters from Puerto Rico and the Dominican Republic.

When the show begins, we meet two street performers that have stories to tell; stories that have been told for generations. However, Juan and Pedro, who do everything backward, find themselves in sticky situations from one moment to the next. The street performers turn to the audience for help in getting their stories straight. Audiences laugh their way through this circus-style play, as well as assist these two characters in finding self-esteem and confidence.

Live music, choreography, puppets, slapstick, and Puerto Rican and Dominican folklore/ culture all help make this play the perfect venue through which to pass these stories on to new generations.

The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Perdo Animal) is a funny bilingual show performed by two actor/puppeteers and a percussionist. The puppets themselves are beautiful, full-bodied rod puppets that were custom-built by the company for this production. The puppets are performed on the stage floor in full view of the audience. In other words, no attempt is made to hide the actor/puppeteers while they perform. The puppets have short handles, or control rods, attached to their heads. The actor/puppeteers use these control rods to move the puppets’ heads. The actor/puppeteers manipulate all of the puppet characters in the show and provide the voices for the characters as well.

Style of Puppetry

The Society of the Educational Arts, Inc. (SEA), a bilingual arts-in-education organization & Latino theatre company for young audiences, is dedicated to the empowerment and educational advancement of children and young adults. SEA creates educational theater and arts programs specifically designed to examine, challenge and create possible solutions for current educational and social issues affecting our communities.

About the Company

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P-K & K: Cooking Activity: Harina de Maiz (Corn Meal Pudding)

Georgia Bright from the Start Pre-K Content Standards covered: Social Studies Development: SS 2 b. Georgia Performance Standards covered: Kindergarten, Social Studies: SSKG1. Georgia QCC Standards covered: Kindergarten, Spanish Kindergarten, 5, 7,19,20.

Objective: Students will participate in a Dominican cooking activity, taste a Dominican “dolcito” (a sweet) and non-native speakers will be able to use new words in Spanish.

Materials: A large sauce pan or cooking pot, serving dishes or small paper cups, a stove or hot plate, corn meal, sugar, salt, cinnamon sticks, ground cloves, ground nutmeg, evaporated milk, water, a print out of the recipe and ingredients list from http://www.dominicancooking.com/desserts-beverages/1462-harina-maiz-corn-meal-pudding-print.html.

Procedure:

1. For non-native speaking students, review the Spanish words dolcito (a sweet), harina (flour), maiz (corn), harina de maiz (corn meal or flour made from corn), leche (milk), cinamomo (cinnamon), clavos (cloves), agua (water), azúcar (sugar), sal (salt), muy (very) and deliciosa (delicious) with your class. Write them on chart paper along with each step of the recipe and post it in the front of the classroom as a reference during the activity. Have the students repeat each Spanish word aloud. Make sure they understand the meaning of each word. Use the Spanish words throughout the cooking activity. Let students participate in various measuring or mixing tasks during the activity as appropriate.

2. Make sure all students wash their hands before beginning this and all cooking activities.

3. Mix all ingredients together in a large sauce pan or cooking pot and boil at medium heat.

4. Stir constantly to avoid sticking. When it becomes thick turn off the heat.

5. Pour into serving dishes or paper cups and chill in a refrigerator for 2 hours.

6. Clean up cooking area while your harina de maiz cools and thickens.

7. Muy deliciosa! Enjoy!

Assessment: Ask students to recall Spanish words and their definitions throughout the school year.

Learning Activities

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1st & 2nd Grade: Publish Your Own “Libro Animal” (Animal Book)

Georgia Performance Standards covered: Grade 1, English/Language Arts, Writing, ELA1W1 a,c,d,e,f,g,h,i,j,l,m; Grade 2, English/Language Arts, Writing, ELA2W1a,b,c, h,i,j,k,l,m,p,q,r. Objective: Students will write and illustrate their own animal story in book form using the Spanish name of a familiar animal as the main character. Materials: Chart paper, markers, paper, pencils (or computers with word processing software and printers), crayons, construction paper. Procedure:

1. On a piece of chart paper, write the names of the following animals in English and Spanish: horse – caballo pig – cerdo dog – perro cat – gato fish – pescado bear – oso mouse – ratón bird – pájaro elephant – elefante tiger – tigre lion – león squirrel – ardilla

2. Pronounce each animal’s name in English and Spanish aloud with your class. Then ask them to repeat the names after you. Tell students that they will be writing a story about an animal using its Spanish name. If students wish to use animals that are not given, have them look up the name in Spanish and add those names to the list. Tell students that they should use the Spanish name of the animal they choose in the title of their story (example – Jose the Little Tigre or Maria the Lonely Elefante).

3. Have students pre-write to generate ideas, create a first draft, revise their first draft, edit their work and finally publish it in book form accompanied by illustrations. Remind them that their stories must have a beginning, middle and end. 4. Ask students to share their stories with the class. Assessment: Check students’ work for spelling, punctuation and grammar. Do their stories have a clear beginning, middle and end? Save books for language arts portfolios.

Learning Activities

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3rd & 4th Grade: Comparing Two Versions of the Same Story

Georgia Performance Standards covered: Grade 3, English/Language Arts, Reading, Comprehension ELA3R3a,g,h,q; Grade 4, English/Language Arts, Reading, Comprehension, ELA4R1g,h (for literary texts).

Objective: Students will attend a performance of The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Pedro Animal) at the Center for Puppetry Arts and then complete a Venn diagram to compare the stage version to the picture book Juan Bobo Goes to Work by Marisa Montes. Materials: Copy of Juan Bobo Goes to Work by Marisa Montes, pencils, a class set of blank Venn diagram handouts from this study guide, chart paper, markers or a chalk board and chalk.

Procedure:

1. Attend a performance of The Encounter of Juan Bobo and Pedro Animal (El Encuentro de Juan Bobo y Pedro Animal) by Teatro SEA at the Center for Puppetry Arts.

2. Read the book Juan Bobo Goes to Work by Marisa Montes to your students.

3. On chart paper or the chalkboard, draw a Venn diagram. Distribute Venn diagram handouts to students so they can complete their own Venn diagram at their seats. Label one circle “Book” and the other circle “Puppet Show.” You may want to use three different markers (or pieces of chalk) when filling in your chart.

4. Ask students to recall details that are unique to each version and list them in the corresponding circles. Then ask students to think of details that were the same in both versions. List these elements in the space where the circles overlap.

5. Display Venn diagram in classroom surrounded by student drawings depicting scenes from each of the two stories.

Assessment: Monitor student participation/responses for comprehension and for their ability to compare and contrast. Check individual diagrams for completeness.

Learning Activities

Puppets from The Encounter of Juan

Bobo and Pedro Animal

Name_______________________________________ Date________________

Venn Diagram

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5th and 6th Grade: Complete a Taino Word Search Puzzle

Georgia Performance Standards covered: Grade 5, English/Language Arts, Reading, ELA5R3a,b, c,d,e,f; Grade 6, English/Language Arts, Reading, ELA6R2a,b,c,d.

Objective: Students will read a paragraph about the indigenous people of Puerto Rico and complete a word search puzzle featuring vocabulary words from the reading.

Materials: Copies of word search puzzle handouts, pens, pencils or highlighters.

Procedure:

1. Have students read the paragraph about the Taino people at the bottom of the word search puzzle paying special attention to the words in bold face. Discuss the meaning of any unfamiliar words.

2. After they have read the paragraph, ask them to locate the bolded words in the puzzle. Students should circle or highlight each word as they find it. Words are hidden vertically, horizontally, diagonally and backward.

Assessment: Check student handouts for completion, comprehension and retention of information. Remediate content from paragraph if necessary.

Learning Activities

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1404 Spring Street, NW at 18th • Atlanta, Georgia USA 30309-2820Ticket Sales: 404.873.3391 • Administrative: 404.873.3089 • www.puppet.org • info@puppet.org

Headquarters of UNIMA-USA • Member of Atlanta Coalition of Performing Arts and Theatre Communications GroupText by Roberto J. Cancel, Richard Marino, Manuel A. Morán & Alan Louis • Copyright © Center for Puppetry Arts Education Dept., March 2008.

© 2007 AT&T Intellectual Property. All rights reserved. AT&T, AT&T logo and all other marks contained herein are trademarks of AT&T Intellectual Property and/or AT&T affiliated companies.

The Center for Puppetry Arts is a non-profit, 501(c)(3) organization and is supported in part by the National Endowment for the Arts; the Georgia Council for the Arts through the appropriations from the Georgia General Assembly (GCA is a Partner Agency of the National Endowment for the Arts); and contributions from individuals, corporations and foundations. Major funding for the Center is provided by the Fulton County Board of Commissioners under the guidance of the Fulton County Arts Council. Major support is provided by the City of Atlanta Office of Cultural Affairs. The Center for Puppetry Arts is a participant in the New Generations Program, funded by the Doris Duke Charitable Foundation/The Andrew W. Mellon Foundation and administered by Theatre Communications Group, the national organization for the American Theatre. The Center is a constituent of TCG and member of the Atlanta Coalition of Performing Arts. The Center also serves as headquarters of UNIMA-USA.

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Name_______________________________________ Date________________

The Taino PeopleDirections: Read the article below. Then search the puzzle for the vocabulary words in bold. Circle or highlight each word that you find. Words are hidden vertically, horizontally, diagonally, forward and backward.

Y Y W E A F S V S E E L R D E B K I M N G T T X V H P E O L K H I L T J S T V E U R A J Y W N M J B I I W B N E W L B T Q J G G N N G G G T T M I J S R G X O C X O E N U B X T Y E F L L T G L L U G A B R Y Q F O O I Q L Z O V D L J J O V I C O N A J C E W A L D B U R L N K R T N H A M I Y H C C M F M R E E X R H M I G R A T E D E R D X C Y C I T N E H T U A T Y O K X E R N A M U H N I V N Q M G F U A Y D F A N T O Q G G I N D I G E N O U S M Y D

The Tainos were the indigenous people living on the island now known as Puerto Rico at the time of Columbus. The Tainos were fishermen, who eventually became farmers or hunters and established villages in different points of the island they called Boriquen. The historical reality of Puerto Rico is that it became part of the modern world as we know it today after Admiral Cristobal Colon (Christopher Columbus) encountered the island on November 19, 1493. Taino stories, which would be the only authentic and pure expression of pre-Columbian (before Columbus) natives of Puerto Rico, are non-existent. It is believed that the Tainos were Arawaks who migrated northward from South America and had been living in Boriquen for nearly 1,000 years when the Spaniards arrived. Archaeologists are still trying to piece together what the Taino lifestyle must have been like before their rapid and almost total extinction in the early sixteenth century due to illnesses and inhuman treatment given to them by the first colonists, the Spaniards.

Study Guide Feedback Form

The following questions are intended for the teachers and group leaders who make use of the Center for Puppetry Arts’ study guides.

1. In what grade are your students?

2. Which show did you see? When?

3. Was this your first time at the Center?

4. Was this the first time you used a Study Guide?

5. Did you download/use the guide before or after your field trip?

6. Did you find the bibliography useful? If so, how?

7. Did you find the list of online resources useful? If so, how?

8. Did you reproduce the activity sheet for your grade?

9. Additional information and/or comments:

Please fax back to the Center for Puppetry Arts at 404.873.9907. Your feedback will help us to better meet your needs. Thank you for your help!