Theatreworks USA Production of Click, Clack, Moo Educator...

Theatreworks USA Production of

Click, Clack, MooEducator Resource Guide

Series Sponsor Community Partners With additional support from

Dear Educator –We are excited to welcome you to the 2016-17 Season, filled with engaging artistic and educational opportunities for you and your students. Join us as we celebrate the voices of community and culture that have the power to unite us all. As part of The Boldt Company Beyond the Stage Education Program, this resource guide will provide you with lesson ideas to prepare your students for the upcoming performance. Please feel free to adapt any of the activities in this guide to make them appropriate and meaningful to your students.

The Caldecott Honor Book by Doreen Cronin and Betsy Lewin comes to life in a hilariously moo-ving musical that focuses on negotiation and compromise. Your herd will laugh along with the typing cows, striking hens and demanding chickens as they wonder how Farmer Brown will handle his animals’ requests.

We look forward to recognizing each unique voice and providing a platform for expression through the arts. From lesson ideas and professional development workshops to backstage tours, allow us to partner with you to provide students with exciting educational opportunities!

For questions contact the education sales department (920) 730-3726 or [email protected].

Theatreworks USA Production of

Click, Clack , Moo

Tuesday, November 15, 20169:30 a.m.

Run Time: Approx. 60 minutesGrades: PreK-3

INSIDE THIS GUIDEWelcome 3 In the Spotlight 9

Standards 4 Discover the Arts 11

About 5 Resource Room 16

Lesson Plans 6

WELCOME TO THE FOX CITIES P.A.C.We are in need of an audience – are you up for the part?

THEATER ETIQUETTE •When entering the Fox Cities Performing Arts Center, remember to show respect for others by waiting your turn and speaking quietly.

•Remember that during the performance the live performers can see and hear you. Even the smallest sounds can be heard throughout the theater, so it is best to remain quiet so everyone can enjoy the performance.

•Applause is the best way to express how much you enjoyed the performance!

•Important things to remember: •Student backpacks, gum, drinks and food are not allowed in the theater.•Cell phones should be turned off and stowed. •Note that recording or taking photos in the theater is strictly prohibited; however, photos may be taken in the lobby. •It’s a long way down – please do not drop items off balconies.

This study guide was created for you by the Education Team as a part of The Boldt Company Beyond the Stage Education program. To download copies of this study guide or to find additional resources for this performance or view past study guides please visit: www.foxcitiespac.com/educators

Questions about your show reservation? Contact our education sales team at [email protected] call (920) 730-3726.

ENJOY THE SHOW!

INFORMATION FOR TEACHERS

Be prepared to arrive early – You should plan on arriving to the Center 30 minutes before the show. Allow for travel time, parking and trips to the restroom.

Know your needs – To best serve the needs of you and your students, please indicate in advance if you have individuals who require special services or seating needs upon making your reservation.

Seating – Seating is based on a number of factors including when the reservation is made, size of group, students’ ages and any special seating needs.

•The Thrivent Financial Hall has a stage larger than any Broadway theater in New York’s infamous theater district.

•The public women’s restrooms have 56 toilets.

•The Center is held up by an amazing 1,056,100 pounds of reinforcing steel in concrete.

DID YOU KNOW?

http://www.foxcitiespac.com/educators

mailto:[email protected]

Fox Cities Performing Arts Center Education | [email protected] | (920) 730-3726

WISCONSIN ACADEMIC STANDARDSTo assist you in your planning the Wisconsin Academic Standards that are most likely to connect with this performance are listed below.

ENGLISH LANGUAGE ARTS READING/LITERATURE: Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves and of others.

ORAL LANGUAGE: Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.

SOCIAL STUDIESGEOGRAPHY: Students in Wisconsin will learn about geography through the study of the relationships among people, places and environments.

POLITICAL SCIENCE AND CITIZENSHIP: Students in Wisconsin will learn about political science and acquire the knowledge of political systems necessary for developing individual civic responsibility by studying the history and contemporary uses of power, authority and governance.

BEHAVIORAL SCIENCES: Students in Wisconsin will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.

MUSIC ANALYSIS: Students in Wisconsin will analyze and describe music.

THE ARTS: Students in Wisconsin will relate music to the other arts and disciplines outside the arts.

HISTORY AND CULTURE: Students in Wisconsin will relate music to history and culture.

THEATER PLAY READING AND ANALYSIS: Students in Wisconsin will attend live theater and read plays, be able to analyze and evaluate the play and articulate (create meaning from) the play’s message for individuals and society.

RESEARCH AND ANALYSIS: Students in Wisconsin will research and analyze methods of presentation and audience response for theater, the interconnections of theater, community, other cultures and historical periods for use as general knowledge.


ABOUT THE COMPANY The mission of Theatreworks USA is to create, produce and provide access to professional theater for youth and family audiences nationwide, including disadvantaged youth and under-served communities. Since their founding in 1961, the company has presented more than 90 million children and their families with opportunities to enjoy theatrical productions. Each season, three million children, many of whom have no other access to the performing arts, attend their original productions in venues across the nation. All shows are based in literacy or history and are encouraged to stimulate reading and discussion with the overarching goal of encourage young people to tap into their own reservoirs of creativity and talent.

ABOUT THE SHOW “Cows that type? Hens on strike! Whoever heard of such a thing!” Farmer Brown cries. When his granddaughter Jenny comes for a visit, Farmer Brown declared the farm a “tech-free zone.” He confiscates her laptop in the cold barn along with the shivering cows who use her computer to type messages requesting blankets.

“No way,” replies Farmer Brown. “No blankets!”

Will Farmer Brown give into his animals’ demands? Will jenny get her computer back? Find out in this hilariously “moooooo-ving” musical about negotiation and compromise, based on the Caldecott Honor Book by Doreen Cronin and Betsy Lewin.


LESSON ONE: ON THE FARM OBJECTIVE: Students will be introduced to animals on the farm and begin to develop an understanding of the play’s setting.

MATERIALS Board Blank paper Chalk Buttermilk “Farmyard Beat” by Lindsey Craig

OPENING DISCUSSION How many of you have ever visited a farm? What were some things that you saw? If you haven’t visited a farm, what are some things you think you might see?

WARM UP • Explain to students that there are many different types of animals and we can see them in various

habitats. • Ask students for one animal that they can think of and explain that this word is going to be the

beginning of a “word snake.” • Start the word snake and continue by using the last letter of the proceeding word as the beginning

letter of the next word.

CAT – TIGER –RABBIT – TURTLE –ELEPHANT – etc., etc.

• Once you have a working list, have students group animals according to their habitat. • Draw big circles on the board and connect them to FARM, ZOO, WILD, HOME, etc. • Discuss with students what habitat each animal on the word snake belongs to.

DID YOU KNOW?Farming plays an important role in our home state of Wisconsin! In our state alone, cows produce over 2 billion pounds of milk each month. That’s 1,605 pounds or 187 gallons of milk per cow each month. On average each cow produces approximately 6 gallons of milk every day. Let’s put all this milk into perspective - it takes 12 pounds of milk to make one gallon of ice cream, 10 pounds of milk to make one pound of cheese and 21.8 pound of milk to make one pound of butter. With all this dairy, it is no wonder that Wisconsin has been a leader in dairying for than a century and was officially named “America’s Dairyland” in 1930.

Dairy farms help fuel our state economy at a rate of more than $39,000 per minute. This is made possible by more than 1.27 million cows that claim Wisconsin as home – that’s as many cows as there are Wisconsin school children!

Source: www.fdlac.com


ACTIVITY• Explain to students that buttermilk is the liquid that is Ieft behind after churning butter out of cream.

(Show students an example and discuss the similarities and differences between milk and buttermilk.) • Share that buttermilk can be consumed straight or it can be used in cooking. Today it is going to be

used to make art! • Instruct students to close their eyes and imagine they are standing on a farm. Ask students to raise

their hands and share what they see in their imaginations. • After students have shared, pass out blank pieces of paper and chalk. • Explain to students that they will be creating artwork by dipping their piece of chalk in buttermilk and

then using it to draw. • Provide students each with a bowl of buttermilk, chalk and let them create!

CLOSING DISCUSSIONDid you learn of a new animal today? Or learn about one that may be on the farm? Find one of your favorite animals and find one fun fact about it to share with your class tomorrow!


LESSON TWO: DEAR FARMER BROWNOBJECTIVE: Students will learn about the basic format of writing a letter and be introduced to the story of “Click, Clack, Moo.”

MATERIALSPaperWriting utensils

OPENING DISCUSSION Have you ever received a letter? Who was it from? What was it about? Have you ever sent someone a letter? How did you begin writing it? It is very fun to get mail and today we are going to learn about different types of letters one can receive and how to write letters.

WARM UP • Teach students the phrase “Click, Clack, Moo | Click, Clack, Moo | Clickety, Clack, Moo” and discuss

what these words could be representing. What goes click, clack? What goes “Moo?” • Have students guess what they think it could be and then share that it is typing cows! Who has ever

heard of such a thing! • Display a picture of a typewriter and explain to students how the machine works. Share that in the

play the cows have upgraded technology and use laptops to communicate! • Return to the “Click, Clack, Moo” phrase and have students add hand motions to the words.

• Ask students for suggestions: What would a good hand signal be for “Click, Clack” based on looking at a typewriter or computer?

• What would we do when we say “mooo?” • Once you have finalized your hand motions to accompany the phrase, practice as a group. Share with

students that you will be reading “Click, Clack Moo: Cows That Type” by Doreen Cronin and they are going to help. Determine a hand signal to cue students on their participatory phrase.

• Read together as a class.

DID YOU KNOW?In the story of “Click, Clack, Moo” the cows decide to go on strike. They inform Farmer Brown of this by posting a note to the barn door. A strike occurs when a group of employees (in this case, cows) organize a slowdown or stopping of work until an acceptance of their demands are met by their employer (in this story, Farmer Brown). In the book there are a few words that relate to strikes:

“Duck was a neutral party, so he brought the ultimatum to the cows.”

Neutral: not helping or supporting either side in a disagreement.

Ultimatum: A final demand or statement, the rejection of which will result in retaliation or breakdown in relationship between two parties.

9

Doreen Cronin was a practicing attorney in Manhattan when her first book ”Click, Clack, Moo: Cows That Type” became a publishing success. But her book was not published overnight, in fact, she had written this barnyard tale even before attending law school but only received rejection letters from publishers. Five years after submitting the original manuscript she got a call from a publisher who wanted to turn her story into a book and the rest is history!

The busy life of a writer left no room for courtroom litigation and arbitration so Doreen made the leap to being a full-time children’s book author. She then teamed up once again with illustrator Betsy Lewin to write another hilarious barnyard tale, ”Giggle, Giggle, Quack”, that continues the escapades of these lovable animals on a farm.

Doreen was born in Queens and grew up in Long Island. She graduated from Pennsylvania State University and St. John’s University School of Law. She currently resides in New York with her husband and dog “Ruffie.” Source: www.doreencronin.com

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ACTIVITY • Upon completion of reading, look back at the letters in the book. Read through them again and

discuss the format. • Salutation or Greeting: “Dear Cows,” • Body: “There will be no electric blankets. You are cows and hens. I demand milk and eggs.” • Closing: “Sincerely, Farmer Brown”

• Have students think of different greetings they may have seen or received. Discuss content and how to write the body of a letter. Next, discuss how to close their letter respectfully.

• Ask students to find a partner and tell them about a pet they have or a pet that they know. Allow each student to share a little bit about their furry friend.

• Once each student has shared with a partner, pass out writing utensils and paper to each. Explain that they will be writing a letter from the perspective of their pet or one they know.

• Instruct each student to think of one thing that their pet would want. Maybe it’s a soft bed, an ice cream cone or a long walk. Once they have determined what it is, have them write a letter requesting.

CLOSING DISCUSSION Now that you know a little bit more about letter writing, how many of you will write more letters? How many of you would like to receive more letters?


LESSON THREE: WHAT DID YOU SAY? OBJECTIVE: Students will explore how animals communicate and how they interact with each other.

MATERIALSColored tongue depressors Writing board Large books

OPENING DISCUSSION Discuss how animals show what they are thinking in a variety of ways. Sometimes it is easy to overlook their communication or recognize how in tune they are to our nonverbal cues. Often as humans we use words to express what were are thinking through computers or text messages and don’t always use nonverbal cues. Today we are going to explore how beneficial it is to have both verbal and nonverbal communication abilities.

WARM UP • Have students find a partner and set up their desks so they are sitting across from each other. • Instruct students to place a large book in between, standing straight up, so the book blocks the area

directly in front of them. • Pass out 10 different colored tongue depressor sticks to each student (make sure each team has the

same colors). • Have students determine who will be Partner A and Partner B. Partner A will have two minutes to

assemble a piece of art with their depressor sticks. Once they have reached time, Partner B will have five minutes to re-create the piece of art. However, students are only allowed describe their artwork with words, no hand gestures.

• Partner B must try to replicate Partner A’s design as much as possible (including the use of the same colors).

• Once you have reached time, have students remove their book to see how closely their work mirrors each other.

• Discuss how using your hands or your body would have assisted.

ACTIVITY • Write the following messages on the board:

• May I borrow a pencil please?• You are a good friend. • Great idea! • I don’t understand what you just said.• What is for lunch? • Could you say that again?

• Divide students into teams of four and once students have found their groups, explain that animals are unable to use words to communicate. Share that a beluga whale is known to use 11 different sounds to communicate. On the other hand monkeys communicate through visual gestures and movements, sounds and smells.

• Instruct each group to select two sentences from the board and as a team come up with an alternative way to communicate the sentence through either sounds or gestures.

Click, Clack, Moo is a musical. “What is that?” you may ask. Musical theater is a form of theatrical performance that combines songs, spoken dialogue, acting and dance. The storyline is told through words, music and movement. The first time the typing cows got attention was through a book for kids, but it was later adapted into a musical.

Once a creative team secures the rights to adapt a book to stage, they must work through some challenges. Since a picture book does not have much content, the creative team often sits down with authors to discuss content so the audience is not disappointed. Once the story has been developed, characters must be created to help tell the story. It is essential to create compelling characters that serve as storytellers. From there music is added, thought is put into using music to share inner thoughts and feelings of a character while keeping the story moving forward.

The chart below shows how Broadway puts on a show. This is a similar format to musicals such as Click, Clack, Moo.



DID YOU KNOW?A dog may be man’s best friend, but if people ever figure out what dogs are really thinking, will the friendship sour? That’s a risk that a few inventors in Europe are willing to take. They’ve received funding to develop “No more Woof,” an electronic device that promises to analyze dogs’ brains and translate a few of their thoughts into basic English. It is still in the beginning phases, but the scientific effort is aimed at breaking the language barrier between animals and humans.

Source: www.livescience.com

• Gather the class and have each group share its sounds or actions. Have the observing groups guess what message is being communicated.

• Discuss as a class the difficulties that using only nonverbal communication brings.

CLOSING DISCUSSION What did you learn about expressing what you want to others? As you go out, think about different ways you see animals communicate. Throughout the week, try to see all the ways you see animals around communicating.


LESSON FOUR: COWS, DUCKS & COMPROMISE OBJECTIVE: Students will compare and contrast the characters in the books to determine what they want.

MATERIALS “Click, Clack, Moo” by Doreen Cronin Paper Drawing and writing utensils Barnyard Dice template (p. 14)

OPENING DISCUSSION Who are the characters in the story of “Click, Clack, Moo”?

WARM UP• Begin class by reading through “Click, Clack, Moo” by Doreen Cronin again. Have students see how

much of the story timeline they remember before beginning to read. • Following the story, write the following on the board: cow, hen, duck, famer, pig and sheep • As class brainstorm the various sounds these animals (and human!) make and write them on the

board. • Next, think of a movement that could represent each and write on the board. • Explain to students that you will be playing a game that incorporates all the sounds and movements

of these animals. • Before class print the template (p. 14) on cardstock and cut template out.

• Bend all the tabs and lines to make construction easier and pass out to students. • Instruct each student to glue together to make a barnyard dice.• Begin the game by deciding on whether you will imitate movement, sound or both. • Have one student throw the dice and as a class imitate the animal it falls on.

ACTIVITY• Explain to students that they will be comparing and contrasting characters from the story. • Pass out a piece of paper and help them draw lines dividing the paper into three sections. • Label each section: Cows, Same and Duck.• As a class discuss how the characters are different. Some examples could include: Cows go on

strike, want blankets, live in a barn and Duck wants a diving board, plays the neutral party, plays a trick to get the typewriter.

• Then discuss how they are the same. They both type notes, they both want something from Farmer Brown and they are both on the farm.

• Next, have your students fold their paper so it meets in the middle. Have them write the title of the story on the front. Instruct them to draw their favorite scene from the book on the front.

• Encourage them to include a barn, cow and duck in their picture.

CLOSING DISCUSSION What did we learn about the various characters in the book? Did they all want the same things? How did they work together to get what each wanted?

Don’t let this experience end with the drop of the curtain. Keep the conversation going with your students and reflect on the performance that you just attended. Here are a few

questions to get the conversation started!

• What did you learn about making requests from this performance?

•What was your favorite song in the performance?

•Which moment do you remember most from the performance? What was happening?

•What did you learn about the importance of community from this performance?

•Describe the music you heard. How did the music add to the mood or atmosphere of the performance?

•Describe how the performers used their bodies. How did their movement reflect the animals they were portraying?

•If you were going to tell a friend about the performance, how would you describe it in one sentence?



BOOKS “Click, Clack, Moo” Doreen Cronin “Giggle, Giggle, Quack” Doreen Cronin “Dooby, Dooby, Moo” Doreen Cronin“Duck for President” by Doreen Cronin

WEBSITES

Arts Edge – free digital resource for teaching and learning in, through and about the arts. www.artedge.kennedy-center.org

Doreen Cronin www.doreencronin.com

This educator resource guide is created as part of The Boldt Company Beyond the Stage Education Program.

THANK YOU TO OUR SERIES SPONSORS FOR MAKING THIS PERFORMANCE POSSIBLE!

Our sponsors love to hear from you! Mail or drop off cards, letters or pictures to the Center and we will share with them.

Fox Cities Performing Arts Center Education Department 400 W. College Avenue

Appleton, WI 54911

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