Fancy Nancy The Musical - School Show Study Guide
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Fancy Nancy
The Musical
School Show Study Guide
Wells Fargo Center for the Arts
Tuesday, April 28, 2015
Wells Fargo Center for the Arts Education Through the Arts 50 Mark West Springs Road Santa Rosa, CA
wellsfargocenterarts.org Phone 707.800.7520 Fax 707.546.7020
Curriculum Guide
Thank you for attending our show! This curriculum guide for Vital Theatre
Company’s production of Fancy Nancy the Musical is designed to extend our work
into your classroom community. Our curriculum guide is designed for grades K-3.
Produced by Vital Theatre Company
2162 Broadway, 4th Floor
New York, NY 10024
www.vitaltheatre.org
Book & Lyrics by: Susan DiLallo
Music by: Danny Abosh
Based on Fancy Nancy books written by: Jane O’Connor
Illustrated by: Robin Preiss Glasser
*For additional Fancy Nancy activity sheets visit: harpercollinschildrens.com/kids/gamesandcontests
Description
Fancy Nancy the Musical is based on the book Fancy Nancy and the Mermaid Ballet,
written by Jane O’Connor and illustrated by Robin Preiss Glasser. Fancy Nancy and
her friends, Bree, Rhonda, Wanda, and Lionel, are going to be performing in their
very first show, "Deep Sea Dances." Nancy is positive, that's fancy for 100 percent
sure, that she and Bree will be picked to be mermaids. When another girl wins the
coveted role of the mermaid, Nancy is stuck playing a dreary, dull tree. Can Nancy
bring fancy flair to her role, even though it isn't the one she wanted?
Review and Recall
1. What was your favorite part? Why?
2. What was your favorite song?
3. What will you remember the most a week from now?
4. Why was Nancy upset?
Learning
1. Did you learn any fancy vocabulary or words?
2. How was the play different from the book? How was it the same?
3. If you could turn any book into a musical, what would it be and why?
Reflection
1. If you were Nancy, what would you do to shine on stage?
2. Is it okay for Nancy to feel upset?
3. What did Nancy learn about friendship?
4. How does Nancy fancy up her room? What would you do?
Learning Benchmark: Developing Theater Literacy: Responding to Theater
Performance: Students articulate responses to theatre performance.Fancy Vocabulary When we begin to discuss the musical or the book, we must first learn some fancy vocabulary to go along with our discussions. Try to use the vocabulary when you speak. Here are some words that can help. Accessories: An item of clothing that is worn with an outfit Boa: A long fluffy scarf of feathers Canine: A dog Dapper: Someone who is neat, elegant and well mannered Excursion: A short trip Fiasco: A big disaster Gorgeous: Beautiful Glamorous: Dressed up very fancy Host/Hostess: Someone who is in charge of a special event Improvise: To make up Joyous: Happy Knack: An easy and smart way of doing something or handling a problem Ooh la la!: “Wow!” Parasol: A fancy kind of umbrella Répondez si’l vous plait: A fancy French that is for respond please or RSVP Tiara: A crown of jewels Vocabulary: All the words you know Wardrobe: Clothing Learning Benchmark: Making Connections Through Theater: Students connect learning from other arts and disciplines, such as math, science, language arts, social studies, technology, music, visual arts and dance, to extend their understanding of theatre.
Let’s Learn French!
As you know, Nancy is fancy all the way from what she wears, to the way that she
speaks, and there is nothing fancier than French words. Let’s take a quick French
class!
Polite Phrases Colors
Hello (good day) = bonjour (bone-je-or) Red = rouge (roo-je)
Good evening = bonsoir (bone-swa-r) Orange = orange (oh-ran-je)
Please = s'il vous plait (see-voo-play) Yellow = jeune (je-awn)
Thank you = merci (mare-see) Green = vert (var)
Excuse me = excuse moi (x-kyoos-eh- Blue = bleu (bl-oo)
mwa) Purple = violet (vee-o-lay)
Goodbye = au revoir (O rev-wa-r) Pink = rose (row-s)
I'm sorry = je suis désolé(e) (je swee White = blanc (bl-an)
des-o-lay) Black = noir (noo-ar)
Really good = très bien
Body Parts Numbers
Arms = bras (bra-s) 0 = zéro (zay-ro)
Legs = jambes (je-ahm-s) 1 = un (uh)
Feet = pieds (pee-A-ds) 2 = deux (duhr)
Head = la tête (la teh-t) 3 = trois (twa)
Mouth = la bouche (la boo-sh) 4 = quatre (katr)
Ears = les orielles (lez or-ay) 5 = cinq (sank)
Nose = le nez (le nay) 6 = six (sees)
Shoulders = les épaules (lez eh-pauls) 7 = sept (set)
Knees = les genoux (le je-noo) 8 = huit (weet)
9 = neuf (nurf)
10 = dix (dees)
Now that we know some French basics, let’s learn un chanson (a song) in French!
“Tête, épaules, genoux et pieds” (to the tune of “Head, Shoulders, Knees and Toes”)
Tête, épaules, genoux et pieds, genoux (Head, shoulders, knees and feet,
et pieds, knees and feet,
Tête, épaules, genoux et pieds, genoux Head, shoulders, knees and feet, knees
et pieds, and feet,
J'ai un nez et deux yeux, deux oreilles I have one nose and two eyes, two
et une bouche, ears and one mouth,
Tête, épaules, genoux et pieds, genoux Head, shoulders, knees and feet, knees
et pieds. and feet)
Learning Benchmark: Making Connections Through Theater: Connect learning from other
arts and disciplines, such as math, science, language arts, social studies, technology, music,
visual arts and dance, to extend students’ understanding of theatre.Fancy Room Decoration Nancy loves making things Fancy. She’s even decorated her room at home. How would you make your bedroom, or any room in your house, extra fancy? Draw a picture to share with the class. Make a Fancy Box Decorating a plain box gives you the opportunity to show some creative flair while making a handy storage container for yourself or a friend. Make a few matching boxes to hold photos or files on your bookshelf, or go wild with material or found objects to make an outrageous gift box for a friend's birthday or special event. An easy project that needs only a few tools, decorating a box is a great rainy day activity. The box can used to store your fancy jewelry or even your French flash cards! Materials: An empty box Ribbon Colored paper Glitter Glue Scissors Tape Anything fancy you can find! 1. Find a small cardboard box with a lid. You can also go to a craft store and buy a nice wooden box. Pick what colors you want on your box, red and white work well for Valentines Day, black and orange for Halloween, red and green for Christmas, etc. It's your box. Be as creative or weird as you like. 3. Cut out your paper, and arrange it how you want it. It doesn't have to be a solid color. You can cut lots of shapes to overlap. Just make sure that you don't leave any cardboard showing. 2. Glue it all down. Wet glue works best, and if you like, you can wet it down with water, and brush it on like paint. Don't forget to let it all dry before you move on! 3. Add writing to your box. Stencils can make great pictures, or even add a sweet message. Decoupage your box if you want it to last. You may want to do this anyway if you use a wood box. It adds a smooth shine to your work. You can buy decoupage at the same place you bought your wood box. Watery glue brushed over the finished product works just as well as the decoupage. Now you have a beautiful jewelry box! Learning Benchmark: Making Connections Through Theater: Connect learning from other arts and disciplines, such as math, science, language arts, social studies, technology, music, visual arts and dance, to extend students’ understanding of theatre.
Let’s Play Dress up Task: Improvising is key to playing dress up. Get a group of three to four students in a group and allow them to explore different places. Materials: Any clothing, costume, or fun accessories that the students can put on. Instructions: Pick out a fun place and situation and a character the children would like to be. Use whatever material available to create a costume fit for the student and work from that. Take on the character and begin to have fun. Dress up ideas: Princess, Castle, Dragons, Tea Party, Space… The possibilities are endless. Learning Benchmark: Making Connections Through Theater: Connect learning from other arts and disciplines, such as math, science, language arts, social studies, technology, music, visual arts and dance, to extend students’ understanding of theatre. A Fantastique Day in Paris Task: An improvisation game that will allow children to show off their acting skills while trying to portray living in Paris. Directions: After learning about French culture, students can act out a day in Paris! Make groups of two or three. The students will create a two to three minute scene that will depict a day in Paris. They should all pick an aspect of French life, from cooking to hanging out in the café. The goal is to make it as easy as possible for the audience to be aware of the location and how it affects the characters. Learning Benchmarks: Acting: Students participate in group activities, including creative play, storytelling, pantomime and improvisation. Playwriting/Play Making: Students imagine, analyze and understand play-making processes by listening, retelling and creating stories and dramas.
More Fun Theatre Games
The Wind Blows
This is a good game for mixing up cliques. Put chairs in a circle. Turn one chair to
face out. Choose someone to stand in the middle. They (or you) can call:
“The wind blows for…
everyone wearing a watch
everyone who can swim
everyone who had breakfast today
everyone who likes ice cream
etc…”
If the statement applies to a student, they must get up and change places. The caller
finds a seat. The last student left standing becomes the new caller. No one can
change places with the person sitting next to them.
Fruit Bowl
As above, but everyone is a fruit, for example, apple, pear, banana. When you call
that fruit, the person standing tries to find a seat. Call “Fruit Bowl!” for all to change.
Catch a Story
Have a ball or a beanbag. Begin telling a story. Throw it to the person who must
continue the story. Allow everyone to contribute. For those who are a little shy,
give them the option of contributing a word, and the next person can work off of
that. Allow the story to slowly come to an ending. The key is to get ideas flowing
from one person to the other.
A variation on “Catch a Story” is “Fortunately, Unfortunately.” Each person must add
a sentence, changing the sentence of the main character. For Example:
Unfortunately the plane’s engines failed.
Fortunately the pilot had a parachute.
Unfortunately the parachute would not open.
Fortunately there was a haystack underneath.
And so on…
Storm
Students build up a storm by joining in teacher-led sound effects one by one. It
builds to a crescendo and dies down to silence.
“It was still and quiet.
A gentle breeze was heard. (Teacher rubs hands together. Children to her
right gradually join in.)
The breeze grew louder. (Rub more vigorously.)
A patter of rain was heard. (Tap hands on palms.)
It began to thunder. (Stamp feet.)”
This is reversed, dropping one noise at a time until all is quiet.Zoom Eek A car (“zoom”) is passed around the circle. Anyone can stop it and reverse it by shouting “EEK!” It must then change direction. No one can say “EEK” more than once. If students are feeling very strong, two cars can be sent in opposite directions, but that takes a lot of concentration. Change the Action The students must copy the teacher’s previous action every time the teacher shouts “Change!”, so: Teacher claps hands. Pupils sit still. Teacher shouts “Change!” and begins to pat her knees. Pupils begin to clap their hands. Teacher shouts “Change!” again and begins to click her fingers. Pupils now pat their knees. This is a great concentration builder. Quick Change Artist Have everyone sit in a circle and choose one person to be the quick change artist. Have the artist go out of sight and change something on him/her self that is visible (for example put shorts on backwards, change hair, tie/untie shoes...). When the artist is done, have him/her walk into the middle of the circle and turn around slowly to give everyone a chance to see what has been changed. Then go around the circle having each person guess what has been changed. The first person to guess correctly is the next artist. Guess the Leader Have all players sit in a circle and then chose a person to be “it”. The “it” is to leave so that “it” cannot see or hear. Choose one person to be the chief, and he will act out short movements. Examples are clapping hands three times, stomping feet four times, etc. All other players must do what the chief does. Have “it” return to the group to figure out who is the chief, you can give the person up to three guesses if there’s a large group Cross the Circle To start have the children chose a character they would like to be for this exercise. It can be anything. Give the children each a number, and when you call out the number, have the child walk across the room like that character. Everyone is numbered around the circle as 1, 2, 3, etc. When you call their number, everyone must cross the circle in a role, such as a ballerina, a panther, a moonwalker, someone who’s stuck in the mud, a fashion model, or whatever you can think of. They must act like the character they chose and then react to the mud, for instance, as their character. Learning Benchmarks: Acting: Students participate in group activities, including creative play, storytelling, pantomime and improvisation. Playwriting/Play Making: Students imagine, analyze and understand play making processes by listening, retelling and creating stories and dramas.
Manières Fabuleux: Fabulous Manners Fancy Nancy is all about being fancy, and what comes with being fancy? Learning good manners! Use the manners below to apply in your daily life. Ask them if they know any others, or if they have heard of these before. Encourage them to try to use as many as possible. Here are the great ten manners that Nancy will surely agree with. Manner #1 When asking for something, say "Please." Manner #2 When receiving something, say "Thank you." Manner #3 Do not interrupt others when they are speaking with each other unless there is an emergency. People will notice you and respond when they are finished talking. Manner #4 If you do need to get somebody's attention right away, the phrase "excuse me" is a polite way for you to enter the conversation. Manner #5 When you have any doubt about doing something, ask permission first. Manner #6 Do not comment on other people's physical characteristics unless, of course, it's to compliment them, which can be welcome. Manner #7 When people ask you how you are, tell them and then ask them how they are. Manner #8 When you have spent time at your friend's house, remember to thank his or her parents for having you over and for the good time you had. Manner #9 Knock on closed doors -- and wait to see if there's a response -- before entering. Try to put the manners into effect and become as Fancy as Nancy! Learning Benchmark: Making Connections Through Theater: Connect learning from other arts and disciplines, such as math, science, language arts, social studies, technology, music, visual arts and dance, to extend students’ understanding of theatre. Vital Theatre Company Curriculum guides align with the National Learning Standards for the Arts for the United States as well as the New York City Department of Education Blueprints for Theatre. Please look at the bottom of each activity to the information in purple to reference relevant learning benchmarks.
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VITAL THEATRE COMPANY
2162 BROADWAY, 4TH FLOOR
NEW YORK, NY 10024
212-579-0528
www.vitaltheatre.org
SPECIAL THANKS
Materials for the Arts, NYC Department of Sanitation, NYC Department of Education,
Michael Schloegl and all Vital interns and volunteers
Vital is a proud member of Theatre Communications Group (TCG) whose mission is
to strengthen, nurture and promote the not-for-profit professional American
theatre.
We are also a proud member of the Alliance of Resident Theatres/New York
(ART/NY). ART/NY is the service organization for the largest, most artistically
influential theatre community: Off Broadway.
This program is supported in part by public funds from the New York City
Department of Cultural Affairs in partnership with the New York City Council.
This program is made possible with public funds from the New York State Council
on the Arts celebrating 50 years of building strong, creative communities in
New York State's 62 counties.
OUR CORPORATE, GOVERNMENT AND FOUNDATION DONORS
New York State Council on the Arts
New York City Department of Cultural Affairs
New York City Council Member Gale Brewer
The Mary Duke Biddle Foundation
Chase Community Giving - J.P. Morgan Chase
The Jean and Albert Nerken Foundation
The Friars Foundation
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