Mischief and MagM f ic - Creative Paths

Mischief and MagicM f

Contents

Guidance and Instructions

Puck and Other Tricksters -Creative Activity

How Naughty? - Discussion Activity

Teenage Kicks - Discussion Activity

Now and Then - Reminiscence Activity

Storytelling Activities and How to

Quotes

Some 'Mischief' Proverbs

Emma Wass and Karyn Stavert in partnership with Creative Paths (EM) CIC 2020Emma Wass and Karyn Stavert in partnership with Creative Paths (EM) CIC 2020

Emma Wass and Karyn Stavert in partnership with Creative Paths (EM) CIC 2020

https://www.youtube.com/watch?v=_JrOxcWDypw

https://www.youtube.com/watch?v=7dgOcvrxxac

https://www.youtube.com/watch?v=tMOaAp42QRw

Puck and Other Tricksters


A key character in A Midsummer Night's Dream, Puck is based on theancient figure of the same name found in English mythology.

He is a clever, mischievous fairy, sprite, or jester. In the play he is responsiblefor a lot of the drama and mischief. For instance, he uses a magic potion tosplit up a young couple in the woods, which leads to mayhem. Delighting inpranks and practical jokes, he replaces Bottom's head with that of an ass ordonkey. Having also used the magic potion on Titania, Queen of the Fairies,she wakes from a sleep and to great hilarity she immediately falls head overheels in love with the “donkey".

Performances from theatre and film - selected from three different decades.

https://www.youtube.com/watch?v=_JrOxcWDypw

https://www.youtube.com/watch?v=7dgOcvrxxac

https://www.youtube.com/watch?v=tMOaAp42QRw

Making Mischief - Create your very own PuckHere are some images of impish characters for inspiraton:

Are there any characteristics from these that you might like to usein your own creation?

We had a go at making some cheeky characters from milk and egg cartons.

Milk carton Puck - 2 versions1. with crown2. with hornsMaterials needed: milk carton, permanent marker pens, scissors (I used aknife to make the first incision - for AC only!), optional green material to fillhead. Embellish with your own ideas and resources available.


Remember to share the results with us by emailing [email protected]

http://creativepaths.org.uk/

Paper and tape Puck (A)Materials needed: newspaper or equivalent, masking tape, permanentmarker pen (I embellished with feathers, ribbon, card etc.) Scrunch upnewspaper into different shapes and sizes, wrap around and stick togetherwith masking tape. Take your time on this part. May need a bit of patience.Add additional features with permanent marker. Embellish as desired.

Egg box Puck (B)Materials needed: egg box, scissors, felt tips (embellish as desired)

Pipe cleaner Puck (C)Pipe cleaners - watch out for the sharp metal ends! (I embellished with apompom, wings out of acetate and a feather - one of this Puck's favouritepranks is to tickle people's noses with his feather when they are asleep.....)

You can also use the milk bottle as a base for papier mache.



(A) (B) (C)


Other tricksters - from literature and filmDiscussionCan you think of other mischievous tricksters from stories, different cultures, andfilm and television? Do you have any favourites? What is their appeal?

Here are a few examples if prompts are needed: Brer rabbit (has similarities toBug's Bunny); Puss in Boots; Pink Panther; Anansi; Peter Pan; Loki; Tom Sawyer;Matilda (Roald Dahl).

A fairy-tale to read to residentsSee if they can guess the name of the imp before the end...Discussion pointshighlighted in orange.

Once upon a time there was a poor miller who wanted to get rich so he told the King thathis daughter could turn straw into gold. The King liked the sound of getting rich himself(or even richer) so he locked the miller's daughter in his tower with lots of straw. Hewould release her if she produced gold.

The girl could not turn straw into gold and was scared that she may never be releasedfrom the tower. That night an imp appeared and offered to turn the straw into gold inexchange for her necklace. She agreed.

The next morning, the King was astonished to see all the gold and ordered the girl to beput in a BIGGER ROOM with MORE STRAW to turn into gold – and then he would releaseher.

The next night the imp appeared. This time he wanted the girl's ring and then he wouldturn the straw into gold. The girl again agreed.

WHAT DO RESIDENTS THINK HAPPENED NEXT?

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Next morning the King was again amazed and ordered the girl to be put in an EVENBIGGER ROOM with EVEN MORE STRAW. If she turned all that into gold, he would marryher. (Nice of him hey?!) That night the imp appeared. The girl had nothing left to give, so the imp askedfor her first-born child. She waS terrified that she would be locked away in the towerfor ever, and so she agreed. The next morning the King was delighted at the sight of all the gold. He thought the girlcould make him rich so married her. And soon she gave birth to a child.....

WHAT DO RESIDENTS THINK HAPPENED NEXT?

The imp appeared to themiller's daughter, now Queen, demanding the child. She offeredhim all the money she had. But the imp didn't want that. He only wanted the child. Shebegged and begged. The imp wanted to appear “reasonable” and offered heranother option – she could keep the child if she could guess his name in threedays. For the first two days she listed lots of names – Peter, John, Geoffrey, Thomas, David etc.The imp kept saying “No!”. The Queen, desperate to keep her child, arranged for a messenger to follow the imp hometo his cottage in the woods. Along the way the imp sang a song, and in that song, he gavehis name away! On the third day, the Queen listed names to the imp – Martin, Frederick, Stephen, Henryand then finally “Rumpelstiltskin” which, of course, was his name.The imp got so angry he stamped his foot so hard he made a hole in the floor,fell through it, never to be seen again!

WHAT IS THE MORAL (OR MORALS) OF THIS STORY?


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Additional activity

Have a go at retelling the story (or parts) of the story. Change as much of theplot and characters as you like. Feel free to add some extra characters if youfancy. How would you like the story to end? Characters: The Miller, the Daughter, the King, RumpelstiltskinImportant features of the story: there is a lot of straw, and there's the skill ofturning straw into gold.

If prompts/ ideas are needed here are some possible thoughts:

What do you think of the miller and the King – on the greedy side, right? Whatwould you like happen to them in the story?

As for the Miller's daughter – perhaps she doesn't marry the greedy king,perhaps she doesn't marry at all, or maybe she marries another character? Ifso, who could this be?

Or maybe the daughter is the greedy one, and the imp is kind and helpful?

Maybe you could mix in a few characters / storylines/magic from other fairytales you know? We look forward to hearing your versions :-)


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This is a reminiscence and discussional activity exploring participants personalexperience of behaving mischievously predominantly in childhood, however adultconfessions of a legal nature are welcome too!

Introduction to the activity.

1 Ask your residents if they can define what it is to be mischievous, is it the same asbeing naughty. If not, what is the difference? Is it is worse to be mischievous or is itworse to be naughty?2. Can an adult be naughty, or is the term only suitable for children? If so what termwould be the adult equivalent? 3. Would you say a child was naughty or would you say their behaviour wasnaughty? And why?4. What influences our behaviour? Is it family, friends, 'born that way', wealth orpoverty, anything else?

Picture cards showing naughty behaviour.

Discuss each image and behaviour with your residents and consider the followingquestions for discussion.Did you ever do this (staff confessions too please)?Did you get caught?What was the consequence?Can you tell us a story about something you did that got you into trouble at school,with your parents or with the police?

The Naughtometer!

Look at the graphics and decide where on the scale are you? Are you angel or devil?List some of your virtues and vices. Write them or draw them on the page, near towhere you think they should be. So for vices near to the devil and virtues near tothe angel.

When is it ok to .......if ever?

Look at the examples of possible misdemeanours and discuss whether it is ok toever act in the way described, if so what would the circumstances be. Some of yourparticipants may disagree with each other, make sure that you allow every one tovoice their opinions.

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Sneaking Out

Acting Lazy

Kissing and Chase

Taking Risks

Knock a door and runBeing Cheeky


Mark on the line w

here you are on the scale .Are you m

ore naughty than nice? You must give your reasons!

Perhaps you could write or draw

some vices and virtues that you have on the picture


Take something that is not yours

Put the blame on som

eone else

Hide things so you don't have to share

Cover up for someone

Take a sick day when you are w

ell

Talk about someone behind their back

When is it ok to......if ever?

Have you ever done any of these things?


Teenage Kicks

Teddy BoysModsHippiesPunks

If you can, have a look at the following clip to set the scene firsthttps://www.youtube.com/watch?v=jkLMTdMWNbMWe were all young once and we often look back on our teenage years with envyand embarrassment. Look at the photomontage with your residents and discussthe following.

1.Did you belong to a teenage group such as the rockers (teddy boys), mods,hippies, punks or something else?2.What did you enjoy the most about your teenage years?3.Where did you hang out?4.Can you identify in the photomontage the picture for the following trends andthen guess the decade they were most popular?

5. Did you ever get into a fight with a rival gang when you were a teenager?6. At what age did you have your first cigarette, alcoholic drink, date?7. What age did you leave education and start work?8. What age did you leave home?9. Are today's generation of teenagers more badly behaved than your generation?

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What's going on in this picture? The battle of Brighton beach

https://www.youtube.com/watch?v=jkLMTdMWNbM


https://www.youtube.com/watch?v=pN7EIpqrPw8

Now and Then'School discipline'

NOW Nowadays teachers use child psychology techniques to makesure that children behave in class. Such as rewarding goodbehaviour rather than punishing bad behaviour. For exampleusing charts or stickers to show praise. It is no longer legal fora teacher to hit a child or acceptable for them to say unkindthings to get a child to do what they want. Schools aim tonurture mutual respect and awareness of how our actionscan effect others. Though they still give out detentions!

Do you think it is easy or difficult for teachers to preventmischief in today's schools.

Do you think scholl is more challenging for children now thanit was in your day?

THENThe ban on corporal punishment in schools cameinto effect in 1986, many children suffered thecane, slipper, paddle or even worse the strap atschool if they were naughty. Other ways thatchildren were made to fall line were detentions,the line outside the headmasters office orhumiliating punishments like the dunce cap.

This was a paper hat with letter D on it or theword 'DUNCE' . A child was made to wear it, andsit on a chair in the corner of the room facing thewall.

Discussion: Be mindful this can be a sensitive topic for some as many older people would of suffered this type of treatmentat school. Some may be happy to share their experiences, others may find it upsetting. Ask first if they mind talking about it.


Storytelling activity

Inspired by the image resources provided print out sufficient copies of the image sothat all participants have their own copy.There are two roles in this activity – the participant and the facilitator. The activities coordinator, we suggest, take the role of facilitator. Everyone needsaccess to a copy of the same image. This activity is about responding to an image.There are no right or wrong answers. It's about stimulating the imagination, andresponding in the moment.

The facilitator uses prompts/open ended questions, such as:

What do you see in this picture?

Where is it set?

Where in the world is it?

What time of year is it?

What makes you think so?

Can you describe the characters you see in the picture?

What names would you give them?

How are they related?

How are they feeling/feeling about each other?

What are they doing?

If you were in this picture what sounds would you hear/what smells/what tastes?

What happened just before this picture was taken?

What will happen next?

What title would you like to give this picture?

The facilitator writes down all the responses from the participant including gestures,laughter, exclamations. If you're in a group, try to write down the names or initials ofwho contributed what. When the session is coming to a close, the facilitator reads thestory back to participant, naming as far as possible who contributed what. It's anactivity that should be stimulating and fun, even joyful. It may make narrative sense,but it certainly doesn't have to. Also if you are in a group, it really doesn't mater if theparticipants don't agree. The important thing is to write down and value everyone'scontribution.


Quotes

For residents who might enjoy reading a bit of Shakespeare hereare a couple of verses said by Puck. Can you figure out what trickshe's describing? Interpretations below in italics.

Quote 1

“I am that merry wanderer of the night. I jest to Oberon and makehim smile When I a fat and bean-fed horse beguile, Neighing inlikeness of a filly foal. (II.i.)”

Interpretation

In Act II, Puck says these words, clearly proud of his infamous mischief.He describes the role he plays for Oberon, which is like that of a jester,albeit a magical one. In this example Puck amuses Oberon by trickinga horse into thinking he’s a young mare.


Quote 2

“I’ll follow you. I’ll lead you about a round,Through a bog, through bush, through brake, through brier.Sometime a horse I’ll be, sometime a hound,A hog, a headless bear, sometime a fire, And neigh, and bark, and grunt, and roar, and burn, like horse,hound, hog, bear, fire, at every turn. (III.i.)”

Interpretation:

Puck says these words in Act III, after he’s transformed Bottom’s headinto that of a donkey and the rest of the craftsmen have run away.Puck indicates he’ll lead the craftsmen in circles (i.e., “about a round,”meaning in a circular dance) through the forest, and that he’llcontinue to frighten them by appearing in various animal andinanimate forms. Puck’s sing-song wordplay here expresses his delightin creating mischief.


Discussion:What do you think these proverbs mean? Do you agreewith them?

Mischief has swift wings.English proverb

Mischief comes not from a friend.Turkish proverb

He who keeps a secret prevents much mischief.Mexican proverb

Mischief all comes from much opening of the mouth.Chinese proverb

He that mischief hatches, mischief catches.English proverb

Examples of proverbs from around the world - about mischief

Enjoy your week of 'Mischief' !

Proverb - A short, well-known pithy saying, stating a general truth or piece of advice

Mr. Mischief by Roger Hargreaves (Author)


Mischief and MagM f ic - Creative Paths

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Transcript of Mischief and MagM f ic - Creative Paths