A STUDY GUIDE by lee burton & AndreA burton

http://www.metromagazine.com.au

ISBN-13-978-1-74295-109-6 http://www.theeducationshop.com.au

P R I M A R Y S C H O O L R E S O U R C E SDrama ideas by Andrea Burton

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Contents

IntroduCtIon p3

usIng the study guIde p4

CurrICulum lInks p4

usIng learnIng statIons p4

synopsIs of the story p5

Before attendIng the arena show p6

the produCtIon p7 This section can be taught before or after attending the show.

gettIng started p12

themes p13

VIkIngs p15

resourCes p17

dragons and mythICal Creatures p18

worksheets WORK SHEET 1 p19WORK SHEET 2 p21WORK SHEET 3 p22WORK SHEET 4 p24

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IntroduCtIon

DreamWorks How to Train Your Dragon Arena Spectacular is a live entertainment event inspired by the DreamWorks Animation film How to Train Your Dragon (directed by Chris Sanders & Dean DeBlois, screenplay by Will Davies and Dean DeBlois & Chris Sanders, 2010). DreamWorks Theatricals, in partnership with Global Creatures, have brought to life the epic adventure of Hiccup, a Viking teenager, who doesn’t want to become a dragon slayer.The arena spectacular will begin its world tour in Melbourne, Australia in March 2012. The production will then tour to Auckland before commencing its United States season in June 2012. Audiences will have the opportunity to experience a unique and state-of-the-art theatrical event that promises to break every rule of traditional arena entertainment.

The DreamWorks How to Train Your Dragon Arena Spectacular presents a rare opportunity to engage students in a live performance, based on a book and film that most students will already be familiar with. There are many elements of theatre in the arena spectacular that can be explored. The primary school resources in the study guide include opportunities to enjoy, analyse,

discuss and create written texts, drama, visual arts and multimedia of their own in response to the production.

For many children this will be the first live performance they have ever seen, so building on the experience will heighten their enjoyment, imaginations and creativity.

dreamworks theatrICals and gloBal CreaturesDreamWorks Theatricals, a division of DreamWorks Animation SKG, Inc., was established in 2007 to develop and produce live stage and arena show productions inspired by the Company’s franchise properties of How to Train Your Dragon, Kung Fu Panda, Madagascar and Shrek. Current productions, including DreamWorks How to Train Your Dragon Arena Spectacular and Kung Fu Panda Arena Spectacular are one-of-a-kind, global tours and immersive entertainment experiences for the whole family. DreamWorks Theatricals productions are guided by the creative leadership team that develops the studio’s award-winning feature films.

Global Creatures is an international entertainment group that develops new and exciting theatrical productions to take to audiences around the world. The animatronics arm, The Creature Technology Company, invents and deploys the latest in animatronic design. Their hugely successful production Walking with Dinosaurs – the Arena Spectacular, based on the award-winning BBC TV series, introduced an entertainment genre - a spectacle of unprecedented size and quality, which captivates young and old alike.

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usIng the study guIdeThe teaching ideas here draw on many areas of the curriculum and diverse themes. Many of them can be undertaken by allocating different activities to groups in the same class using learning centres. If you have not used learning centres before read this article on About.com <http://specialed.about.com/od/integration/a/inclusional.htm> or on WikEd <http://wik.ed.uiuc.edu/index.php/Learning_Centers_in_the_Middle_School_Classroom>.

The teaching ideas have been grouped under two main themes, Vikings and Dragons. Within these main themes there are opportunities to explore others such as Conquering Fears, Identity, Rites of Passage and Accepting Difference.

An introductory unit establishes the story and characters with a range of activities and ideas. Each teaching idea has a guide as to the ages it is most appropriate for but teachers can adapt them easily for most primary school levels.

The production section can be used at any stage of the classroom activities and has been designed to project as on a screen or interactive whiteboard.

Australian Teachers of Media (ATOM) has also produced a study guide to the film of How to Train Your Dragon. It has extensive activities on the book and the film that are also relevant to the arena show.

It is not necessary for students to have read the book or seen the film in order to be involved in these activities. Many of them focus on the main themes of all three versions of How to Train Your Dragon.

CurrICulum lInks• English/Literacy

• The Arts: Visual Arts, Media, Music and Dance

• Design and Technology

prImary leVel years 3–7 themesdragonsDragons in a range of texts and across history, including myths and legends, fiction, theatre, media and digital.

VIkIngsHistory, Vikings in literature.

usIng learnIng statIonsResouRcesThe online and print resources listed at the end of this study guide will provide many activities and printouts that you can use both with the whole class and the groups of students at the learning stations.

V isual aRT, Des ign, Technology• Poster paper, coloured paper squares, cardboard to cut

up and small cardboard boxes, paper cups and plates.

• Large wooden skewers.

• Colour magazines to cut up, newspapers or butcher’s paper for papier-mâché.

• Scissors and glue.

• Colouring pens.

• Balls of string.

• Building materials such as Lego, Meccano, or play dough.

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engl ish• Books about dragons for inspiration to design students’

own book cover or poster and poems about dragons.

• Dragon acrostic – download Worksheet from recommended website <http://www.activityvillage.co.uk/pdfs/acrostic_dragon_lined_with_graphic.pdf>.

• Storyboard sheets – download from recommended website <http://xinsight.ca/tools/storyboard.html>.

• Comic sheets and instructions – download from recommended website <http://www.flummery.com/teaching/handouts/six_panel_comic_template.pdf>.

MeDia• Digital still and movie cameras.

• Poster paper, glue, scissors.

• A computer.

DRaMa, Dance anD Music•Costume materials for Vikings and Dragons:

lengths of coloured material, coloured shirts, vests, skirts and any other dress-ups you can obtain. Depending upon the age level you may wish to include materials to make swords and helmets.

• Musical instruments: any available.

• Lyrics for ‘Puff the Magic Dragon’ or other dragon song (See resources).

synopsIsHiccup, a Viking teenager, wants to prove he has got what it takes to become a dragon slayer. Stoick, the brave village leader and Hiccup’s father, refuses to let his gangling son join the fray. On the island of Berk, fighting dragons is a way of life and Hiccup is desperate to prove his worthiness to his father and to gain the acceptance of his peers, particularly Astrid.

Hiccup’s decision to disobey his father and venture out into battle proves life-changing. He downs a mysterious Night Fury dragon with his crossbow, but when Hiccup cannot provide evidence of his success, he finds himself subject to the ridicule of his peers and the wrath of his father.

When Hiccup ventures into the forest he not only finds the dragon, he finds himself unable to kill the beast. He releases the dragon, expecting the worse, but it does not hurt him. The Night Fury is injured and cannot fly away. Hiccup befriends the dragon. He affectionately names it Toothless, brings it food and mends its broken tail fin. Hiccup’s friendship with Toothless causes him to realise that the people of Berk have misjudged the dragons.

Having realized his fate is not to hunt and kill dragons, Hiccup is horrified to find that Gobber, Berk’s blacksmith and seasoned warrior, has convinced Stoick to give Hiccup the same opportunity as the other teenagers of Berk. Hiccup must spend his days with Gobber learning how to defeat dragons.

At first, Hiccup is the worst student in the class. Since Hiccup has always been accident-prone, this comes as no surprise to his classmates Astrid, Snotlout, Fishlegs, Ruffnut and her twin brother Tuffnut. When Hiccup is able to apply some things he has learned about dragons while hanging out with Toothless, he goes to the top of the class. Astrid is envious and also suspicious. She follows Hiccup into the woods and discovers his secret. Unable to explain his relationship with Toothless, Hiccup takes Astrid flying.

It is on their first flight together that they get caught up in a flock of dragons returning to their nest. Hiccup and Astrid have found what generations of Vikings have failed to find. But all is not what they expected. Dragons like Toothless are subject to the rule of a huge and terrifying dragon. Dragons only steal food from the Vikings to feed the Red Death and to keep from being eaten themselves.

When Stoick returns from a failed search for the dragons’ nest, he is surprised but thrilled to hear that his son has talent. Hiccup tries to explain but his father’s

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expectations get in the way of the truth. Suddenly Hiccup finds himself a contestant in the Dragon Olympiad and unable to satisfy everyone’s expectations. Mid competition, Hiccup discards his weapons in an attempt to show the Vikings that dragons only fight to defend themselves. Stoick intervenes and the dragon attacks. Hiccup is facing death until Toothless hears his cries. The dragon flies in to save Hiccup, only to be captured by the awestruck and angry Vikings.

Hiccup lets it slip that Toothless took him to the dragons’ nest and Stoick is resolved to defeat the dragons once and for all. He won’t listen to Hiccup’s warnings about the Red Death, choosing instead to disown his son and use a restrained Toothless as guide. When the Viking fleet sets sail, Hiccup rallies his classmates. They mount Gobber’s training dragons and fly off in pursuit of the fleet.

The Vikings are unprepared for the Red Death. Stoick, now well aware that he has made the wrong decision, is about to sacrifice himself to save the other Vikings when Hiccup arrives. Toothless is released by a now repentant Stoick and reunited with Hiccup. Together they take on the Red Death, luring it into flight and forcing it into an inescapable dive back to earth. The evil dragon is defeated but Hiccup is hurt.

Later and back in Berk, Hiccup wakes to find part of his left leg has been replaced by a prosthetic leg made by Gobber. His grief is turned to joy when he steps outside to find that life in Berk has changed for the better.

Before attendIng the arena showView the promo clip on the official DreamWorks website at <http://dreamworksdragonslive.com/connectwp/wp-content/uploads/video2.html>.

Discuss what the arena show may look like and – because the show is very true to the film version – view the film or view its trailer on YouTube at <http://www.youtube.com/watch?v=qHUhygdAZIw>.

Ask students to try to work out how the dragons work while they are watching the show.

Tell the students that after the show, back at school they should be prepared to discuss the different forms of performance in the show:

Acrobatics – what did the actors do?

What kinds of costumes did the actors wear?

Dance – what kinds were there?

Describe the music.

How many different dragons did you see?

How did the dragon operators make the dragons move and seem alive?

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the produCtIonT H I S C A n B E D I S C U S S E D B E f O R E O R A f T E R T H E S T U D E n T S H Av E S E E n T H E S H O wThe dragons have been created by Sonny Tilders and his team at The Creature Technology Company, whose previous work brought to life the stunning, life-like dinosaurs in Walking With Dinosaurs – The Arena Spectacular. Included in the cast of 24 dragons are all the favourites from the film: Deadly Nadder, Gronkle, Monstrous Nightmare, Night Fury (Toothless) and Red Death, which is the largest animatronic creature ever made by The Creature Technology Company.

View with the class these clips on YouTube featuring the dragons:

• http://www.youtube.com/watch?v=XN7NNKSrcpE

• http://www.youtube.com/watch?v=GlQ26JVHRl0

• http://www.youtube.com/watch?v=djaoiekWjww

The arena show will be like an epic live show from past. Western theatre started in large arenas so this returns to that sense of wonder and spectacle.

Theatre has been at the centre of every society in the world and maybe we have lost a bit of that with computer and interactive experiences. We don’t go to church so much anymore and there are not many experiences apart from the sporting arena where we gather in large numbers and I think we are hungry for that, to come together in large groups to explore the joy and sadness of theatre. We are trying to return to that large scale experience of a shared story with drama and humour, and spectacle with fire and flame and 1000 people all having the same emotional engagement. We want people to remember this experience as something wonderful that entertained and moved them.

The story has to be told very visually with not too much dialogue. Nowadays we have good sound- microphones. We can do remarkable things. A boy can fly, we can project on screens. We can do truly remarkable things with special effects, lighting etc. but when it comes down to it, it’s the power of the story. – Nigel Jamieson, the director

Discuss

• What are the differences between live theatre and film or television?

• Which of your senses do you use when you are watching live theatre compared to watching media?

• What did you enjoy most about watching DreamWorks How to Train Your Dragon Arena Spectacular?

• What other live theatre have students in the class attended?

• What were the most spectacular elements of the arena show?

• How did it differ from the film?

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how the dragons were BuIltThese pages can be projected and viewed or

viewed on an interactive whiteboard.

stage one Designing anD consTRucTing The DRagonsSonny Tilders, the Creature Designer for The Creature Technology Company (CTC), has always been interested in evolution and anatomy and so the opportunity to build the dragons from inside out was an exciting challenge.

The design team at CTC began with a general concept and then constructed the skeletal structure from steel tubes. The team then decided where to add joints to allow movement and flexibility. It was not possible to add as many joints as you may find in an actual animal as this would be far too time consuming and may undermine the strength of the dragon.

Pic 1. One of the dragons in the early stage of development.

Using Lego or Meccano you could build your own dragon skeleton like this one.

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stage twoaDDing MusclesThe next stage of construction was the layering of various materials that act as muscles. Just like in human anatomy these muscle materials attach to the steel bones. This means that the steel structure, with the help of hydraulics, can be moved smoothly just like a real animal.

Pic 2 Adding muscles to the dragon skeleton

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stage threeThe dragon’s skeleton and muscles are covered with a skin made out of fabric.

Pic 3 The Gronkle with skin added. This dragon has large, heavy bulldog-looking jaws that it uses to ram its prey. This dragon is 7.5m long and 3m high with a wingspan of 5m.

Pic 4 This photograph of a dragon head shows the mechanical skeletal structure. The structure is now fully enclosed in a fibre cast forming a structure similar to a real skull.

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Pic 5 Each dragon is then handcrafted to create its unique and appearance and personality.

In the background of the photograph below you can see the Deadly Nadder. The dragon is 4m high and 12m long. Look at the strong bird-like beak, long thin legs, massive wingspan of 9m and brightly coloured reptilian skin. He is feared for his quick and explosive temper.

Discuss special effecTs in The aRena show• Creating smoke and fire on stage using dry ice.

• Physical effects: flying, etc.

• Depending upon the age group students undertake science activities to create smoke and/or fire.

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the CastWe travelled around the world twice looking for our cast. We saw over 1000 people. What we wanted particularly in relation to Hiccup, Astrid and the other teenagers was a real emphasis on youth. The actors had to have amazing physical skills and we tried to place that in contemporary culture. There are some of the world’s best hip-hoppers and other street performers but also we needed superb acrobats who could do a double backflip through the air. We found people that can use an amazing physical skill to portray their character; the sort of skills you would see in a Charlie Chaplin or Buster Keaton film. We’ve been interested to try and find the inner energy in the characters rather than just portray them as in the movie.

The actors come from every background imaginable – from Cambodia, Asia, African Americans – so it’s truly multicultural. – Nigel Jamieson, the director

the dragons These pages can be screened or printed and distributed to the students. See The Dragons in the worksheets section of this study guide.

They can be used at any time for discussion.

Teaching iDeas1. Using measuring tapes groups choose a dragon and chalk its outline in the playground or draw a scale model on poster paper, colour it in and display – Maths, Design, Technology, Visual Arts.

2. Students design and make a scale model of dragon wings from wooden skewers or wire with paper as skin. For example, Night Fury has a wingspan of 10 metres, so they could create a model of 0.5 metre, a scale of 1:20. Their wings could then be displayed hanging from string or wires to move in the wind.

3. Students could make a wrestling dragon out of large cushions or other materials and perform a movement piece with it.

gettIng started1. The whole class contributes to a storyline for the

DreamWorks How to Train Your Dragon Arena Spectacular and the teacher writes it on the whiteboard.

2. Ask children who have seen the film version to describe any differences between its story and the book or theatrical version.

3. Discuss the Viking characters and how the actors brought them to life.

4. Print out worksheet One – Characters in How to Train Your Dragon and discuss.

5. Divide class into groups and have each group freeze frame key moments from the story that the other groups then have to guess.

6. Follow with any of these activities or offer a choice between them:

• In 100 words or less, summarise the story from the point of view of one of the characters (including dragons).

• Write a brief description of how you made friends with an animal or tamed it (a pet, a wounded animal etc.).

• Write a short story about what happened next to Hiccup and Toothless.

• Write a review of DreamWorks How to Train Your Dragon Arena Spectacular for a newspaper, a website or blog.

• Write a letter or email to your favourite character.

• Write an acrostic Dragon or Viking poem. Read Write Think have an acrostic poem creative tool online at <http://www.readwritethink.org/files/resources/interactives/acrostic/>.

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themesDepending upon the year level and interests of your students these themes can be taught in any sequence and as a whole class or in groups at the learning stations. Print out worksheet 2 – Learning Stations and select those activities you wish to offer your students.

T H E M E : ‘Dragons’ and other mythic creatures in a range of texts and across history, including myths and legends, fiction, theatrical, media and digital.

Key concepTsMythic creatures take shape through imagination.

Many mythic creatures reflect attempts to describe the natural world.

Mythic creatures teach us about cultures around the world.

Cultures keep mythic creatures alive through art and literature.

DRagonsView clips from Dragons: A Fantasy Made Real, the documentary by Animal Planet.

Animal Planet expanded its brand of fascinating and family-friendly programming with the network’s first venture into the exploration of mythical animals – dragons.

Working with production crews from around the world, and collaborating with top scientists, artists and animators, the creators bring these mythical animals to life.

Read and choose from the resource list for dragons and print out or discuss the features of dragons.

Two of the smaller dragons from the Arena show.

D I S C U S S

In tales that feature dragons, dragons usually have scales and can breathe fire. In some stories dragons might have more than one head. Different cultures have their own versions of dragons.

• What kinds of dragons appear in stories from western cultures?

» Wings for flight

» Often destructive or evil

» Some of them sleep on big piles of gold with one eye open so they can catch anyone who tries to steal their treasure. The dragon in The Hobbit is this kind of dragon. People who took the dragon’s gold would actually turn into dragons themselves.

• What kinds of dragons appear in stories from eastern cultures?

» Dragons with no wings; the ability to fly in more magical ways,

» They symbolise good fortune, wisdom, long life and prosperity.

» In China people used to believe that dragons sent the rain each spring so people’s crops would grow and they would have food to eat.

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• What magical powers do dragons from different cultures have? The bodies of dragons have special powers.

» A powder made from the eyes of a dragon that could make bad dreams stop.

» If you plant the teeth of a dragon, they will grow overnight into an army of men.

• Describe the main dragons in DreamWorks How To Train Your Dragon Arena Spectacular.

• What colours and shapes are they?

• What personalities do they have?

• Brainstorm words from the story about dragons onto a whiteboard or large poster. Children then choose words to make a poem.

• In pairs, choreograph a slow motion mock battle between one of the teenagers and one of the dragons.

• In pairs sculpt each other as new species of dragons for a museum/art gallery collection. Orally describe the features of their creation for visitors to the gallery/museum.

• Group sculpture - In small groups students use student bodies, cloth and rostra blocks to build either one of the dragons from the story OR a new species of dragon. One of the students orally describes the characteristics of the dragon on display. Students could also add movement, then add sound effects. This can be extended by taking photographs to add to written description for class display.

• In small groups devise new ways to train a

dragon and demonstrate these at a class Dragon Training Conference where groups demonstrate new ways to train dragons in specific behaviours useful to the community.

• Choose one of the dragons from the show and create a whole class dragon movement dance with students forming in line behind each other to make a giant dragon. The students could choose some music which they bring from home or play a suitable rhythmic piece.

• Discuss students’ favourite dragon stories.

• Listen to some songs about dragons.

• What is a dragon slayer? How do you become one?

Magical cReaTuRes• What is a magical creature?

• How are magical creatures different from everyday beings?

• What special powers do magical creatures have?

• What kinds of magical creatures are found in different cultures and in stories from around the world?

Read about or access on the internet some dragon and other mythic creature’s myths and legends: fiction, plays and poems.

Students can research a particular culture’s mythical beasts and present their project to the class.

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Students complete worksheet 3 – My mythic creature.

V iK ingsRead and choose from the resource list for vikings.

The name Viking is thought to derive from vikingr, a word for ‘pirate’ in the early Scandinavian languages. The Vikings were prolific seafaring warriors from Denmark, Norway and Sweden from the late 8th to the mid 11th century. Later they settled in Great Britain, Ireland, France and Russia. From the time of the first known raids on Lindisfarne off the coast of Northumbria in 793 until the Battle of Stanford Bridge in York in Britain in 1066 the Vikings were the most powerful and influential people of northern Europe. The Vikings were also a great influence from Asia to America for about 200 years. The Vikings converted to Christianity, became assimilated into different civilisations and so ended the Viking Warrior culture.

Years 5 – 7 Preview these films yourself first to ensure that they are suitable for viewing by your students

‘Barbarians – The Vikings’, an episode from a 2006 television series, on YouTube (43 minutes) <http://www.youtube.com/watch?v=TL3t_F_MjIo> or ‘The Vikings – Part 1’ (15 minutes) <http://www.youtube.com/watch?v=wwAomarPlx0>.

• Working in small groups students research some historical and geographical facts about Vikings. Each group could choose a topic to research; for example Viking villages, the history of the Vikings, their clothing, weapons and tools and culture and customs. Students then create a presentation to the class using one or more art forms.

• Write Your Name in Runes <http://www.pbs.org/wgbh/nova/ancient/write-your-name-in-runes.html>.

• In small groups, then as a whole class, hot seat students as some of the characters (including some of the dragons) from DreamWorks How To Train Your Dragon Arena Spectacular with students working in groups to generate some really interesting questions. Students in hot seat respond in role to questions asked.

• Read some poems about Vikings and listen to songs about Vikings.

oVeRcoMing feaR anD R iTes of passageHiccup has to overcome his fears and develop positive relationships with his father, peers and villagers.

This theme could be discussed with the entire class and then students respond to the key concepts alone or in friendship pairs, as discussing fears can be challenging for children.

Discuss• What was Hiccup frightened of?

• How did he overcome his fears?

• What fears did you have when you were younger?

• How did you overcome them?

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ReaD Th is To The class

nigel Jamieson, the director of the arena show, says:

I think at the heart of the story is that it’s the thing we are most frightened of could be our greatest strength as an individual or society. In this story it actually saves the people. In a society where fear of others is very real this is a great story for Australia. In our history we have been periodically frightened of different communities. ‘They are from overseas. Are they going to change us?’ and then they made us much richer. Then the next group arrive and each time we adapt.

• What do you think Nigel Jamieson meant by DreamWorks How to Train Your Dragon Arena Spectacular being a great story for Australia?

• In pairs or small groups discuss what you believe Australians may fear?

• What news stories do you view, read or hear that suggest that Australians are fearful of ‘others’?

• In what ways is this similar to the fear of dragons?

People around the world celebrate distinct developmental milestones.

• What is meant by rites of passage and what did this mean for Hiccup?

• What rite of passage was Hiccup initially keen to be part of along with his teenage Viking peers?

• Turn the Walk of Shame for Hiccup into a ‘Walk of Pride’. In pairs, identify some qualities that Hiccup possesses even before he trains Toothless and as he (a student or teacher in role) walks down an aisle of two columns of students, the students tell him the characteristics that he should feel proud about, building self esteem.

• Discuss Australian Aborigines rites of passage. Indigenous Australia website has a description appropriate for primary aged children <http://www.indigenousaustralia.info/culture/initiation-ceremonies.html>.

extensIon aCtIVItIes – CreatIng and presentIng Alone or in pairs or groups students create their own representation of DreamWorks How to Train Your Dragon Arena Spectacular as written, visual, dramatic, media or digital text. This could range from a poster, song, poem, puppet play or short dramatic play or storyboard for the text in Year 4, to a comic strip, short video, reviews in digital form and a mock-up of a website in later years (see Worksheet Two for ideas).

Print out worksheet 4 – vikings and dragons comic strip if you wish to offer this activity to your students from ages 10 and up.

soMe oTheR iDeas• Hold a viking Day at school – students wear

the Viking designed clothing, play games from those times, hold a food tasting to represent the time, display student-designed weaponry.

• Class Performance – form small groups and each group improvises a key moment from the arena show focusing on relationships between human characters and between humans and dragons. Link each group’s polished improvisation with dragon jokes, songs, oral descriptions of dragons/ humans.

• Individually create a short mime depicting an accident-prone teenager. Use physical theatre and comic elements to make it as humorous as possible. View other comic performances to stimulate ideas, eg. Mr Bean.

• In small groups, spontaneously improvise being members of the gang of Viking teenagers as they take a ship to try and find the Dragon’s nest. They sail the ship and encounter a number of adventures along the way, such as a storm at sea, a sea dragon who threatens to steal away their pet dragons, and finding a dragon egg.

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resourCesonlineThe websites below have helpful resources for you and your students in researching and completing projects based on DreamWorks How To Train Your Dragon Arena Spectacular.

V iK ingsBBc who were the Vikings? Primary Teacher Resources site <http://www.bbc.co.uk/schools/primaryhistory/vikings/who_were_the_vikings/teachers_resources.shtml> A comprehensive teaching and learning resource that can be explored by individuals or groups of students and it includes teaching ideas and activity sheets. For students there is a quest, quiz, videos and other activities that support literacy skills, history knowledge and creative skills. The quest would be enjoyed by the whole class.

The Vikings <http://worldhistory.mrdonn.org/vikings.html> A very useful collection of PowerPoints to show students aged 8 up. Craft ideas, etc.

Kids connect The Vikings <http://www.kidskonnect. com/subject-index/16-history/284-vikings.htm> A safe internet portal to information and activities for children Years 3–6.

secrets of Viking ships On the Nova website <http://www.pbs.org/wgbh/nova/ancient/viking-ships.html> A page of information and pictures about the drekar or dragon-headed longships that the Vikings used. Print out or give students access to this page if they are interested in writing a story about Vikings and their ships or if they wish to make a model of a ship.

ehow Viking school projects <http://www.ehow. com/info_7937757_school-projects-vikings.html> has instructions for making a Viking ship, shields, a tent, costumes, etc.

Vikings games online <http://www.wartgames.com/themes/ancient/vikings.html>

DRagonsDragons: Real or Imagined? Discovering Dragons in Ancient Cultures <http://imet.csus.edu/imet1/speed/dragonquest/> A web quest that sets students the task of making a timeline, evaluating differences between dragons, debating with their classmates, and concluding with a presentation of their new knowledge about dragons and ancient civilizations. This activity could be done in pairs or groups. Ages 10 up.

There’s no Smoke without Dragons <http://theresnosmokewithoutdragons.wordpress.com> This blog teacher resource uses poetry to inspire creative learning. It has a host of dragon poems and imaginative class activities.

Visit Quizzes Mythical Dragons <http://www.funtrivia.

com/quizzes/humanities/beasts_of_myth/mythical_dragons.html> Information and stories about dragons which are presented in series of quizzes. Ages 10 up.

Dragon themed activities at Activity village <www.Activityvillage.co.uk> Ages 6–10.

Myth Beasts <http://www.mythbeasts.com/> A website that describes mythical beasts from different cultures. This is a good resource to explore as a whole class of for students to research a particular culture’s mythical beasts.

Mythic Creatures at the American Museum of Natural History <http://www.amnh.org/ology/?channel=mythiccreatures>

songs‘puff the Magic Dragon’

• YouTube animation with lyrics <http://www.youtube.com/watch?v=PyAdps2w-ZA>

• Lyrics and Peter, Paul and Mary video <http://www.lyricsfreak.com/p/peter+paul+mary/puff+the+magic+dragon_10205000.html>

‘heart of a Dragon’ by Dragonforce

<http://www.mp3ye.eu/432572_dragonforce -heart-of-a-dragon-mp3-download.html Lyrics http://www.sing365.com/music/lyric.nsf/Heart-Of-The-Dragon-lyrics-Dragonforce/92A7ECD32922D4DA48256D72000A8D05>

‘The Dragon’s lair’ by crystal eyes

Lyrics <http://www.metrolyrics.com/the -dragons-lair-lyrics-crystal-eyes.html>

online comic strip creator from Read, write Think

<http://www.readwritethink.org/files/resources/interactives/comic/index.html> Simple and very creative tool for ages 8 up.

BooKs anD poeMs aBouT DRagonsThe novel how to Train your Dragon (2003) by Cressida Cowell is the first book in the How to Train Your Dragon series. Students can learn more about the book and series at <http://www.cressidacowell.co.uk> and <http://www.howtotrainyourdragonbooks.com>. Students will enjoy listening to the extracts from the novel read by David Tennant and teachers may choose to download the PDF extract from the novel to read in class prior to attending the DreamWorks How to Train Your Dragon Arena Spectacular.

The neverending story by Michael Ende, Dutton, UK, 1997. The book that the classic children’s movie is based on. Dragons and flying dog dragons. Ages 8–12.

Dragon’s Bait by Vivian Velde, Oxford University Press, 2008. Fantasy novel with dragons and magic. Ages 10–14.

ice Dragons a poem by Eric Finney <http://www.indogo.org/fantasy/article.php?73> Ages 6–10.

how to Raise and Keep a Dragon by

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Joe Nigg, Barrons Juveniles, 2006. Guide to keeping a dragon at your house. All ages.

Dragon series by Laurence Yep, Harper and Row, UK, 1992. The Dragon series is a tetralogy of fantasy novels by Chinese-American author Laurence Yep. Ages 12 up.

Dragon on a pedestal by Piers Anthony, Ballantine Books Inc., 1992, USA. A bad dragon is on the loose destroying the country. Ages 8–12.

The Dragon’s Birthday party by Ian McMillan. Ages 6–10 <http://heatheranne.freeservers.com/childrens/DragonsBirthdayParty.htm>

Dragon by Jean Kenward <http://heatheranne.freeservers.com/childrens/Dragon.htm> Ages 6–10.

harry potter novels and films. There are a range of mythic creatures (including dragons) in these novels and films, including Fawkes the Phoenix, Buckbeak the Hippogriff, Unicorn, Giants, The Basilisk, Werewolves, Mermaids, Centaurs, Gryphons, and Trolls. For a description of these and how they are included in the Harry Potter series and films visit the Harry Potter Wiki <http://harrypotter.wikia.com/wiki/Category:Creatures>

The Dragon stone <http://www.polenth.com/mod/esskid.html> A booklist of children’s books about Dragons.

the dragons In the arena show24 dragons - 10 different species

5 large dragonsThe n ighT fuRy – TooThlessThe rarest and most intelligent of the dragon species, the Night Fury is distinguished by its dark colour and piercing eyes, as well as its smaller size, heavy chest and short neck. Possessing the largest wing-to-body ratio of all dragons, it can fly higher, faster and longer than any dragon. Height at shoulder 2.5m by 8.5m long and wingspan of 10m.

The gRonKleThe Gronkle is distinguished by its robust body and relatively tiny wings that can flap with velocity, endowing it with the ability to fly backwards or sideways. While attacking, the Gronkle smashes and crushes enemies with its extendable tail, or by using its head as a battering ram. Height at shoulder 3m by 7.5m long and wingspan of 5m.

The DeaDly naDDeRDon’t be fooled, because the beautifully coloured Deadly Nadder is also extremely dangerous. It is flighty, aggressive, and has a quick and explosive temper, which is made all the worse by its preening vanity. Height at shoulder 4m by 12m long and wingspan of 9m.

The MonsTRous n ighTMaReThe flagship of the dragon species, the Monstrous Nightmare is the most visually terrifying and iconic of known dragon species. Its greatest weapon is a kerosene gel fire. Height at shoulder 3.5m by 15.5m long and wingspan of 14m.

ReD DeaTh Massive and deadly, Red Death lives inside a volcano on where it demands food from the other dragons. Head and neck total length 12m+. Head 5m wide and 6m long, tail is 20m long.

Each dragon weighs 1.6 tons (standard family car) and takes 3 people to operate: 1 Driver and 2 Voodoo Puppeteers – one operates head and tail gross motion, one in charge of minor movements: mouth, blinking and roars

Each dragon contains 132 metres of hydraulic hose, 90 square metres of fabric, 12.2 cubic metres of foam, 200 litres of paint. 7 kilowatts of power from 16 truck batteries and 1 kilometre of cabling in each body. 24 microprocessors control movement along with 15 hydraulic rams and 6 hydraulic motors each.

7 flyIng dragons3 x additional Night Furies (Toothless) - at various scales 2 x Gronkle - 3m long with 2m wingspan

1 x Monstrous Nightmare - 4m long and 6m wingspan 1 x Skrill - 4m long and 6m wingspan

suIts and puppets2 Skrills - 2.5m tall and 4.3m long

4 Wrestling Dragon Suits - 2m long

2 Stinger suit puppets - 2m at hips tall and 4.5m long

1 Kite Dragon - 2m wingspan

Multiple Nesting Dragons (Zipplebacks)

1 Egg Biter

Multiple Shadow puppets

2 Wrestling puppets

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worksheet oneCharaCters In How to train Your Dragon

naMe

1. In one sentence continue the description of each character.

2. write the meaning of the highlighted words.

hiccup Hiccup is a young Viking whose father Stoick is the brawny Viking Chief. Unfortunately for Hiccup he is not very strong and he’s accident-prone but he is also smart. He decides to become a Viking warrior his own way by inventing things. Unfortunately, while the other Viking teenagers are keen to fight dragons, along with the adults, Hiccup’s wry sense of humour only serves to make him even more of an outsider. When Hiccup befriends his vicious enemy, an injured wild dragon, he begins an exhilarating and complicated double life.

TooThlessToothless is a Night Fury dragon. The Vikings of Berk know little about Night Furies but that does not stop them from being terrified of the creatures. Toothless, named for his retractable teeth, becomes Hiccup’s friend and ally.

sToicKStoick is the supersized chieftain of the Viking Tribe. A hero and commanding in battle, Stoick is ambitious for Hiccup but does not believe he will ever become a true Viking warrior. He doesn’t understand his clever misfit son. Hoping to bring out the man in his boy, Stoick sends Hiccup to Dragon Training.

goBBeRGruff and crass, but with a heart in the right place, Gobber is Stoick’s sidekick. A muscle-bound giant of a man, Gobber is a warrior and has the scars to prove it. Gobber is appointed to drill the new recruits, namely Berk’s teenagers, to become expert dragon slayers. When he is not fighting dragons or training teenagers how to fight dragons, Gobber is Berk’s blacksmith.

asTRiDStriking, energetic and tough, Astrid embodies the Viking way and is the heartthrob of the class. Her competitive, determined and fearless nature makes her hard to beat and hard to impress, but Hiccup can’t help but be smitten. When Hiccup begins to show the strain of leading his secret double life Astrid is the first to become suspicious.

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TuffnuT anD RuffnuTTuffnut and Ruffnut are fraternal twins. No situation is too risky for their kind of outrageous fun. Lithe and able to move at lightning speed, the twins move and think as one.

f ishlegsFishlegs is big in size and certainly more intelligent than he looks. Clumsy and accident-prone, rather like Hiccup, he is unsuited to the rigours of dragon fighting. His inexhaustible arsenal of facts about dragons both impresses and annoys the other Viking teenagers.

snoTlouTHe’s mean, strong, short on ideas and he smells horrible. In other words, Snotlout is the perfect Viking. A thick-skinned extrovert, Snotlout likes Astrid and is always intent on impressing her.

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worksheet twoHow to train Your Dragon learnIng statIon aCtIVItIes

Choose one activity from the ones below that have a tick in the box. Some of these can be done in pairs or groups at the learning stations.

engl ish leaRning sTaT ion

• write a front page story headline for the Viking Times newspaper about Hiccup and Toothless. Draw a picture to go with the headline.

• Design a comic strip for a scene from the show using a comic strip template or online comic creator.

• Make a wordle or word cloud using a computer with key words from the story.

• Make a story mobile: use coloured paper squares or paper plates, a chopstick and string. Write a brief sentence about each stage of the story on the coloured paper and thread the string through a hole in the top (you can make the hole with a skewer) and attach the strings to the chopstick and hang your mobile up.

V isual aRT, Des ign, Technology• Make a How to Train Your Dragon board game or poster.

• Make a paper dragon or dragon kite based on one of the dragons.

• Design and make a small model of your own dragon. This could range from clay or papier-mâché to using model kits such as Meccano and Lego.

• More advanced activities could involve making a robot dragon that moves and then creating a soundtrack of sounds to accompany that particular dragon.

• Make a viking longboat. <http://www.youtube.com/watch?v=Zaf_g7vjwjY>

DRaMa, Dance anD Music leaRning sTaT ion• Shadow puppet play: in a group create a short re-enactment of the story

using shadow puppets, music and sound effects.

• Create a soundscape of dragon sounds using musical instruments and objects such as rustling paper and water. Record the soundscape using a DVD camera or sound recorder.

• Find some music that a group could create a dragon dance to.

• Create soundscapes using body percussion, verbal dynamics, simple percussion instruments, synthesiser to create the sounds of daily life in Viking Village, sounds of battle, sounds of dragon attack.

MeDia leaRning sTaT ion• Interview with a Viking: role-play interviewing one of the characters from How to

Train Your Dragon. This could be recorded as a radio interview or filmed.

• Make a commercial or short news item about Vikings or dragons.

• In groups create a one-minute radio or television commercial that promotes some aspect of Viking life or exploration products or services for your dragon.

For example:

» a commercial for the latest and fastest Viking longship or toughest shield

» dragon mobile wash or dragon tinned or dry food.

• Make a film or audio mockumentary about a dragon sighting at your school – think David Attenborough!

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worksheet threemy mythIC Creature

naMe

What is a Mythic Creature?

Mythic creatures are fantastic beings that enchant, terrify and amuse us.

Design youR own MyThic cReaTuRe1. What will it look like? Use as many descriptive words as possible, e.g. ‘Large, shiny wings’, ‘round, green eyes’, ‘long, scaly legs’.

2. What can it do? Use complete sentences and make them as interesting as possible. Use symbols and analogies, e.g. it can fly as high as the clouds.

3. Where does it live? Describe its habitat.

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•

M Y M Y T H I C C R E AT U R E

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worksheet 4VIkIngs and dragons ComIC strIp

naMe

Using the comic strip frames draw a short comic strip based on DreamWorks How to Train Your Dragon Arena Spectacular. You can use stick figures or design characters.

You can copy or cut out the Vikings and dragon characters or draw your own.

speech Balloons

oTheR Balloons

coMic sounD effecTs Crash

acTionSpeed is represented by lines, moving away from the character

normal speech

thoughts horror or anger

Z z z z ...Z z z

HeeHEEHEEHEE

HEE

AAARH! @#$!@?!

Fast movement- draw curves around the part of the body that is moving quickly, e.g. dragon wings

Dizzy or sick characters have a spiral around their head

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ComIC strIpT iTle

STEP 1 Pencil your comic using the template provided. Be sure to draw your word balloons first.

STEP 2 Ink, then carefully erase your pencils. Be sure your lettering is legible.

This study guide was produced by ATOM. (© ATOM 2011) ISBN-13-978-1-74295-109-6 editor@atom.org.au

For more information on SCreen eDuCaTIon magazine, or to download other study guides for assessment,

visit <http://www.metromagazine.com.au>.Join ATOM’s email broadcast list for invitations to

free screenings, conferences, seminars, etc. Sign up now at <http://www.atom.asn.au/lists/>.

For hundreds of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies,

visit <http://www.theeducationshop.com.au>.