the mixed-up fairy tale - tilles...

Study Guide

The Mixed-Up Fairy Tale

ATTENDING A PERFORMANCE The concert hall at Tilles Center seats 2,242 people. Hillwood Recital Hall seats 490 people. When you attend a performance at Tilles Center, there are a few things you should remember:

ARRIVAL

• Plan to arrive approximately 30 minutes prior to the show. • Performances cannot be held for late buses. • LIU Post Public Safety will direct buses to parking areas. • Remain seated on the bus until instructed to unload. • Please stagger chaperones throughout the group to help keep students in line

and moving quickly to the seating area. • Groups are directed into the theater in the order that they arrive.

BEING SEATED (IMPORTANT!)

• Upon entering the theater, ushers will direct students and teachers to sit row by row. Students will be seated in the order which they enter the building. Groups from your school may be seated separately from one another throughout the theatre. We ask that at least one chaperone is assigned to every 15 students for grades Pre-K- 5, and one chaperone to every 30 students for grades 5-12. We recommend that a teacher or chaperone sit at the end of each row of students in the theatre. With adequate adult supervision, students which may be seated in different sections of the theatre will have enough chaperones to ensure safety. We ask for your full cooperation with this procedure in order to start the show on time!

• Please allow ushers to seat your group in its entirety before making adjustments within the row. This allows us to continue seating groups that arrive after you. Once the entire group is seated you may rearrange students in new seats and use the restrooms.

• Schools are not allowed to change their seats. • All students must be supervised by a teacher at all times including when

going to the restroom - high school students are no exception.

DURING THE SHOW • There is no food or drink permitted in the theater or lobby areas. • Photography and audio/video recording are not permitted during the

performance. • Please turn off (or leave behind) all electronic devices, including cell phones,

portable games, cameras, and recording equipment. Keep them off for the entire performance. The devices may interfere with the theater’s sound system as well as being disruptive to both the audience and the actors. And please – no texting or checking messages during the show!

• Please do not disturb the performers and other members of the audience by talking.

• If something in the show is meant to be funny, laughter is encouraged! • Please do not leave and re-enter the theater during the performance. • There is no intermission; visit the restroom prior to the start of the

show. Performances generally run 50 - 60 minutes. EMERGENCY CANCELLATIONS If schools throughout the area are closed due to inclement weather, Tilles Center performances will be cancelled. If, on the day prior to a performance, it appears that inclement weather may cause a performance to be cancelled, all schools will be called by our staff to alert them to this possibility. School representatives should periodically check the Tilles Center website (tillescenter.org) when winter weather advisories and warnings are in effect. Updates will be posted regularly on the home page. On the morning of the performance a message will be posted on the website no later than 6:30 AM indicating if the performance has been cancelled.

If a performance is cancelled, Tilles Center will attempt to reschedule performances on a date mutually agreeable to the artists and the majority of ticket buyers.

YOUR ROLE AS AN AUDIENCE MEMBER TO THE TEACHER: An essential component needed to create a live performance is the audience. Please talk with your students about what it means to be an audience member and how a “live” performance is different from TV and movies. Please share the following information with your students prior to your visit to Tilles Center. Some performances may involve audience participation so students should behave appropriately, given the nature of the performance and the requests of the artists on the stage. By discussing appropriate audience behavior, as a class ahead of time, the students will be better prepared to express their enthusiasm in acceptable ways during the performance.

BEING AN AUDIENCE MEMBER: Audience members play an important role— until an audience shows up, the performers are only rehearsing! When there is a “great house” (an outstanding audience) it makes the show even better, because the artists feel a live connection with everyone who is watching them. When the “house lights” (the lights in the part of the theater where the audience is sitting) go down, everyone feels a thrill of anticipation. Focus all your attention on the stage and watch and listen carefully to the performance. The most important quality of a good audience member is the ability to respond appropriately to what’s happening on stage… sometimes it’s important to be quiet, but other times, it’s acceptable to laugh, clap, or make noise! If the audience watches in a concentrated, quiet way, this supports the performers and they can do their best work. They can feel that you are with them!

The theater is a very “live” space. This means that sound carries very well, usually all over the auditorium. Theaters are designed in this way so that the voices of singers and actors can be heard. It also means that any sounds in the audience - whispering, rustling papers, or speaking - can be heard by other audience members and by the performers. This can destroy everyone’s concentration and spoil a performance. Do not make any unnecessary noise that would distract the people sitting around you. Be respectful!

Applause is the best way for an audience in a theater to share its enthusiasm and to appreciate the performers, so feel free to applaud at the end of the performance. At the end of the performance, it is customary to continue clapping until the curtain drops or the lights on stage go dark. During the curtain call, the performers bow to show their appreciation to the audience. If you really enjoyed the performance, you might even thank the artists with a standing ovation!

www.PageTurnerAdventures.com

This Study Guide is filled with crafts, stories, games and activities that relate to the themes, music and comedy presented in the live show. Have fun!


If you have this study guide in your hands (or on your screen), chances are that you recently saw a performance of The Mixed-Up Fairy Tale presented by Page Turner Adventures. In case you had a memory spell cast on you and you forgot what happened, here’s a brief recap- The Short Story A 100-year sleeping spell has been placed on Beauty! To break the spell, the audience must convince Red Riding Hood to give up her cape, discover the secret under Grandma’s bed, climb a beanstalk, and retrieve a golden spoon from a real giant! A Cinderella Story!

Page Turner Adventures began when creators Riley Roam and Kenny Mikey wondered what would happen if they combined Interactive Storytelling with Circus Skills. Since then, they’ve been sparking imagination, curiosity and laughter through performances that involve the entire audience in comical quests of craziness.

The Story Continues Visit our website and blog for more videos, downloadable activities, and craft ideas to inspire reading, writing, imagination, and creativity.


What makes a fairy tale…a fairy tale? Not fairies! Discuss with your students the common elements usually found in fairy tales. After the show, discuss whether or not these elements were included in the story. Common Elements of Fairy Tales: • Often set in the past • Typically incorporate clearly defined good characters and evil characters • Involves magic elements, which may be magical people, animals, or objects • May include objects, people, or events in threes • The plot focuses on a problem or conflict that needs to be solved • Often have happy endings based on the resolution of the conflict or problem

Read the Classics The Mixed-Up Fairy Tale combines elements from many classic stories. Your students will enjoy the show more if they’re familiar with the original tales. Stories referenced in the show include: Jack and the Beanstalk Little Red Riding Hood Cinderella Sleeping Beauty The Princess and the Pea The Three Bears The Three Little Pigs

Fairy Tale Collections: Fairy Tales from the Brothers Grimm by Philip Pullman Once Upon a Time: A Collection of Classic Fairy Tales by Kevin Tong


Fractured Fairy Tales A fractured fairy tale uses fairy tales that you know and changes the characters, setting, points of view, or plot. Examples: The True Story of the Three Little Pigs by Jon Scieszka The Wolf Who Cried Boy by Bob Hartman Snoring Beauty by Bruce Hale Write Your Own Fractured or Mixed-Up Fairy Tale: There are lots of ways you can change a fairy tale… -Change the main character -Have the story take place somewhere else -Have the story take place in another time -Tell the story from a different character’s point of view -Make the problem of the story different -Change an important item of the story -Combine elements from several stories into one new story

Compare and Contrast Compare and Contrast Fractured Fairy Tales with the Classics. Create a Venn diagram. How are they the same? How are they different?


MANY Cinderellas! Versions of the Cinderella tale appear in many different cultures. Have students choose one of the stories listed below and Compare and Contrast it with the Cinderella story they are familiar with.

Cinderella Stories from other Cultures Fair, Brown and Trembling: An Irish Cinderella Story by Jude Daly Domatila: A Cinderella Tale from the Mexican Tradition by Jewell Reinhart Coburn The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition by Nina Jaffe Sootface: An Ojibwa Cinderella Story by Robert D. San Souci Cendrillon: A Cajun Cinderella by Sheila Herbert Collins The Turkey Girl: A Zuni Cinderella by Penny Pollock

Fairy Tale Mad Libs Directions:

1. Fill in the word bank below with audience suggestions (choose the funniest). 2. Fill in the answers on the story sheets. 3. Read the story out loud with the funny answers. 4. Don’t tell the kids what the story is beforehand.

Fairy Tale Madlib Word Bank COLOR (not red)________________________LOCATION_____________________________

Distant RELATIVE (not grandma)______________DISEASE___________________________

FOOD _________________FOOD 2 ___________________BEVERAGE_________________

SOMETHING SCARY__________________SMALL FURRY ANIMAL (cute)_______________

TYPE OF CLOTHING______________________BODY PART__________________________

1 OF THE 5 SENSES_______________________ANOTHER BODY PART________________

ANOTHER SENSE______________________3rd BODY PART_________________________

1 MORE SENSE_____________FAMOUS POWERFUL PERSON_______________________

SOMETHING THAT PERSON ALWAYS SAYS______________________________________

____________________________________________________________________________


Fairy Tale “Mad Libs” Story

Little __________ Riding Hood was walking through __________________ one her way (color) (location) to visit her sick ___________________who was home in bed with ______________. (relative) (disease) Little_______________ Riding Hood had a basket filled with ____________________ (same color) (food) and _____________________ and _____________________ that she had made herself. (different food) (beverage) Her mother told her not to leave the path or talk to _______________________. (something scary) But Little __________________ Riding Hood didn’t listen to her mother. She met the (same color) Big, Bad, __________________________ and told him exactly where she was going. (small furry animal) The Big, Bad ________________________ raced ahead to ______________________’s (same small furry animal) (same relative) house and tossed ________________ in the closet. Then he got into a ________________ (same relative) (type of clothing) and slipped into bed. When Little _____________Riding Hood arrived she said, “________________ what big (same color) (same relative) _______________________ you have. The better to ___________________ you with my dear. (body part) (1 of the 5 senses) _________________________ what big ______________________ you have. The better to (same relative) (another body part)


__________________________ you with my dear and ______________________ what big (another sense) (same relative) ___________________________ you have the better to _______________________ my dear. (3rd body part) (a different sense) And then _________________________ jumped out of bed and chased Little _____________ (relative) (same color) Riding Hood all around the cottage until __________________________ showed up and said (famous powerful person) ___________________________________________________________________________. (something that person might say) The big, bad ___________________ screamed and ran away. (same furry animal) And everybody lived Happily Ever After.


PUZZLING STORIES

1. Choose several simple stories. 2. Use the story puzzle template on the following page. Write the plot,

characters, and setting for each of the stories on the puzzle pieces. 3. Cut them out, mix them up, and hand them out to the class. 4. The students walk around the classroom trying to piece together

the characters, setting, and plot until each story puzzle is complete and correct. Tip: Copy each story puzzle onto different colored paper. Variation: Mixed Up Stories Instruct students to match up with characters, setting and plot from any story and see what happens. For example, The big bad wolf + goes into a cottage eats the porridge, breaks the chairs and falls asleep in the bed until she is woken by bears + in a beautiful castle.


Mixed-Up Headlines Game Object: A reporter at the Fairytale News has mixed up all the headlines. You’ll have to help him figure out which headline goes with what fairy tale. Extended Activity: Write your own fairy tale headlines and/or write a newspaper story based on one of the headlines below. Suggested Book: The Fairytale News by Colin and Jacqui Hawkins Sample Headlines: Mysterious Girl Attends Palace Ball (Cinderella) Police Look Into Poisoned Apple, Queen Questioned (Snow White) Stick and Straw Homes Destroyed in Suspected Tornado (Three Little Pigs) Giant Reports Stolen Heirloom (Jack and the Beanstalk) Police Question Fairy in Spindle Fiasco (Sleeping Beauty) Seven Miners Rescue a Local Homeless Girl (Snow White)


Beginning-Middle-End Game Preparation: 1. Choose a story. 2. Break it into simple plot points. 3. Include several false plot points. 4. Make two copies. 4. Cut the plot points into strips. Directions: 1. Read the story out loud to the students. 2. Break the class into two teams. 3. Give both teams the same story strips with plot points, including the false points (1 per student). 4. The students must put the story in the correct order. 5. The team that discards the false plot points and puts their story in the correct order first wins. Example: The Three Bears

She sits on each of the chairs until one finally breaks

A girl finds a house in the woods

She tastes each bowl of porridge and finishes the last bowl

The girl goes upstairs and finds three beds

The girl meets a wolf in the woods

She sees three chairs

The girl sees three bowls of porridge

The owners of the house come home and find the girl asleep

She tries all three beds and falls asleep in the smallest one


ADVENTURES WITH PAGE! Each student must remember the previous sequence of items and keep the game going. 1. The students start with the phrase, “I’m going on an adventure with Page Turner and I’m going to bring__________. 2. The first student names one item that he/she might bring on an adventure (For example, “my bathing suit”). 3. The next student repeats the previous statement and adds one more item (for example: I’m going on a adventure with Page and I packed a bathing suit and a pair of shoes). 4. The turn passes from one student to the next with each person repeating every thing that was said previously and adding one additional item. Challenge the students to see how many items they can name before a mistake is made. SILENT SEQUENCE

Students must arrange themselves in order without uttering a sound. You Will Need • Pad of sticky notes

• Pens 1. Choose a category and challenge students to arrange

themselves according to a predetermined sequence. For example, according to height. The trick is to do it without a sound.

2. This game can be adapted to fit almost any curriculum theme.

For example, if the class is studying state capitals, count out enough sticky notes for each student. On each note, write the

name of a state capital. Each student wears a “capital” tag on his or her shirt. The students must silently sequence

themselves in alphabetical order of the capital or the state that capital resides in.

Category Ideas • Birthdays (arrange in order from January1 to December 31)

• 7 digit phone numbers (write as a 7 digit number and arrange in numerical sequence) • U.S. Presidents (arrange in order of the presidencies) • Fractions (arrange in order of size)


Princess and Wizard Hats Materials Manila File Folders Scissors Scotch Tape Paint Stapler Ribbon,feathers, other decoration. Directions (see images below)

1. Open the file folder so it lays flat. 2. Draw a half circle from one corner to the other corner. 3. Cut this out. 4. Fold the hat into a cone shape by brining straight

edges together. Tape it closed. (You can fit it on the child’s head before taping)

5. Decorate with paint, markers, ribbon, etc. For a Princess hat: Staple ribbon pieces at the point. For a Wizard Hat: Decorate with stars (either paint or stick-on foam) For a Peter Pan or Robin Hood Hat: Paint Green and attach a feather.


Gingerbread house

Tilles Center for the Performing Arts, at LIU Post in Brookville, is Long Island’s premier concert hall.

Tilles Center for the Performing Arts at LIU Post in Brookville, is Long Island’s premier concert hall. For 39 years, Tilles Center has been host to more than 70 performances each season by world- renowned artists in music, theater and dance. Tilles Center was the first to bring the New York Philharmonic to Long Island and Bruce Springsteen’s legendary “Santa Claus is Comin’ to Town” was recorded onsite.

Tilles Center’s Concert Hall seats 2,242 and features orchestral performances, fully-staged operas, ballets and modern dance, along with Broadway shows, and all forms of music, dance and theater from around the world. Thanks to the generous support of Eric and Sandra Krasnoff, the Krasnoff Theater, formerly Hillwood Recital Hall, has been refurbished and expanded to include new cushioned seats, a regraded floor for better views and an improved overall layout.

Tilles Center’s Education Programs are made possible, in part, with funds from the New York State Council on the Arts with the support of Governor Andrew M. Cuomo and the New York State Legislature.

Arts Education programs are made possible, in part, by the

Gilbert and Rose Tilles Endowment for Arts Education.

School Partnership Program

2019-20 School Partner Districts

The Portledge School (Independent)

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