The Nutcracker Educational Materials 2021 - Syracuse City Ballet
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Syracuse City Ballet The Nutcracker Educational Materials 2021
Table of Contents
Table of Contents Page 2
History of the Nutcracker Ballet Page 3
Ballet Story Synopsis Page 4-5
Additional Reading List Page 26
Lesson Plans Grade Page
Lesson Plan: Story Comprehension K-2 Page 6
Lesson Plan: Story Comprehension 3+ Page 7
Lesson Plan: Theatre Etiquette K-8 Page 8
Lesson Plan: Choreography K-1 Page 9
Lesson Plan: Choreography 2+ Page 10
Lesson Plan: Character Letter K-3 Page 11
Lesson Plan: Theatre Critic 4+ Page 12
Handouts Grade Page
Activity Sheet: Story Timeline K-2 Page 13
Activity Sheet: Choreography 2+ Page 14
Activity Sheet: Theatre Etiquette All Page 15
Activity Sheet: Theatre Critic 4+ Page 16
Activity Sheet: Character Letter K-3 Page 17
Activity Sheet Character Letter 2 K-3 Page 18-19
Activity Sheet: Word Search K-1 Page 20
Activity Sheet: Word Search 2-3 Page 21
Activity Sheet: Word Search 4+ Page 22
Activity Sheet: Coloring Pages All Page 23-25
This project is made possible with funds from the City of
Syracuse Arts & Culture Recovery Fund Program, a regrant
program of the City of Syracuse and administered by CNY Arts.The Nutcracker Ballet was originally based on a story
written in 1816 by German writer E.T.A. Hoffmann titled
“The Nutcracker and the Mouse King.” The famous
History composer, Pyotr Ilyich Tchaikovsky, was commissioned
to write the music in 1891 by the Imperial Theatre of St.
Petersburg, but he was initially unhappy with the setting
of a children’s Christmas party and did was uninspired by
the project. The legendary choreographer Marius Petipa
(who collaborated with Tchaikovsky on The Sleeping
Beauty Ballet) presented Tchaikovsky with a simplified version of the Nutcracker story, as
told by Alexandre Dumas.
Legend has it that Dumas had read the Hoffman tale many years before and told his simplified
version of the story to his young relatives at a family party. His young relatives had tied him to
a chair until he shared a story with them! When creating the ballet, Pepita gave exact
specifications of what he wanted, including the rhythm, tempo, and number of measures for
each dance to Tchaikovsky. Petipa later became ill, and the choreographic work was assumed
by his assistant, Lev Ivanov. (Lev Ivanov is also credited with the white acts of Swan Lake.)
The Nutcracker debuted on December 17, 1892, in the Mariinsky Theatre in St. Petersburg,
Russia. The original cast included ballet students, just as the Syracuse City Ballet production
does today. Although popular, The Nutcracker was not performed outside of Russia until 1934,
when it was brought to the Sadler Wells Theatre in England. The Ballet Russes de Monte
Carlo debuted a shortened version of The Nutcracker in the United States in 1940. It was this
production of The Nutcracker that George Balanchine and Alexandra Danilova remembered
and “danced out” for the members of the San Francisco Ballet. Because of this, the United
States got its first full-length version in 1944, even though the director had never seen it! This
version gave birth to the American tradition that lives on through ballet companies every holi-
day season, especially here in Syracuse! Balanchine created a new staging in 1954, which has
become “The Nutcracker” most American audiences know.
A new tradition has now started in re-imagining the story of the Nutcracker for modern
audiences. The Syracuse City Ballet has been hard at work redesigning their characters, props,
and sets to reflect a modern and inclusive version of the story Dumas told so many years ago.It is the holiday season at the Evergreen home, a grand
house with the most beautiful tree imaginable. The Ever-
Story greens are hosting their annual holiday party, welcoming
the arrival of their family and friends. The young chil-
dren, Clara and Frederick, are dancing and playing as
they welcome their friends too. The children can hardly
contain their excitement!
Clara is especially looking forward to the arrival of her beloved Uncle, Alexander, from
a country far away. You see, Uncle Alexander is an ingenious inventor and magician who cre-
ates the most wonderful and magnificent toys for the children. He always attends the annual
party and brings such special presents!
The party truly comes to life when Uncle Alexander finally arrives! With him is a huge
box with life size dolls of Harlequin, Columbine, and Pierrot. With a little bit of magic, he
makes them dance! This is not the only surprise, for he has brought a set of toy tin soldiers for
Frederick and a beautiful wooden nutcracker for Clara, since this will be the last toy she re-
ceives as a child. Next year she will be a young lady. Frederick wants the nutcracker to be the
captain of his army of fine tin soldiers. He grabs the toy from his sister and breaks it by mis-
take. Clara is heartbroken. Uncle Alexander repairs the nutcracker with his magic and returns
it to Clara’s careful hands.
As the evening grows late, the guests depart and the Evergreen family retires for the
evening. Clara, worried about her beloved nutcracker doll, sneaks back to the tree to check on
him, falling asleep with him in her arms. The clock strikes midnight and strange things begin
to happen. Uncle Alexander appears and the tree grows high above him. Suddenly, an army of
mice swarm the foot of the tree, led by the Rat King and the Rat Witch. The Nutcracker awak-
ens to defend the house, leading the tin soldiers into battle! The Rat King and the Nutcracker
fight one-on-one to see who will be victorious?The Nutcracker and his army of tin soldiers can go on no
longer and are captured by the mice and their king. Clara
Story makes a final daring charge, throwing her slipper to dis-
tract the Rat King and guaranteeing success for the Nut-
cracker Army. During the struggle, the Nutcracker is
wounded and lies on the floor, broken once again. Uncle
Alexander uses his magic to help the Nutcracker, reveal-
ing that he is actually the Prince Praline turned into a toy by an evil spell of the Rat Witch! He
sees Clara, his brave champion, and takes her on a journey to his kingdom.
As they enter the enchanted forest that leads to the Kingdom of Sweets, they are greeted
and guided by the dancing snowflakes. Clara and the Prince arrive at the Palace, where they
are greeted by the SugarPlum Fairy and the Candy King with their whole court of Ice Cream
Chamberlains. The Prince tells everyone about the daring battle against the Rat Army and how
his brave friend Clara helped to break the spell so that he could finally return to his kingdom.
The members of the court are so happy that they perform wonderful dances to welcome Clara
to their kingdom.
The Countess Chocomint Truffle, the fair Princesses Gumdrop, the shy Princess Cara-
mel, the elegant Ladies Macaron, jolly Madame Bonbon and her Marshmallow Entourage, the
energetic Duke Candy Cane, and the beautiful Baroness Meringue and her court of Meringue
Flowers all show Clara their special skills to welcome her to the Kingdom.
Finally, the SugarPlum Fairy and the Candy King dance together to welcome home the
Prince and his brave companion. Once again, Uncle Alexander appears to Clara to warn her
that morning is drawing near. She must return home!
In a blink, Clara is back in her home, beneath the tree. She sees her Nutcracker doll and
runs to grab it, wondering if everything she had seen was real or just a wonderful dream?Lesson Plan: Nutcracker Story Comprehension
Grade Recommendation: K-2 Lesson Length: 45 minutes
Objective:
Learn the story of the Nutcracker. Show comprehension.
Materials Needed:
Handout: Story Timeline (page 13)
Handout: Word Search K-1 or 2-3 (page 20-21)
Ballet Story (page 4-5)
Nutcracker Suite music https://www.youtube.com/watch?v=w1nzCDUNf-0
Procedure:
3 minutes Tell students that you will be seeing The Nutcracker Ballet soon. Let them know that
this is not like a tv show where the people talk, because everything is acted out with
dance. It is important that they learn the story so they know what is happening on stage.
10 minutes Read the Story as a class. It is recommended that you play the music from the
Nutcracker Suite behind the story, so the students can begin to get acquainted with the
music.
10 minutes Discuss the following Close Reading Questions:
Who was the main character in the story?
What was the setting of the story (where did it take place)?
What was the main character trying to do?
What was the main problem in the story? What was the solution?
What was your favorite part and why?
What was the main character trait of Clara?
What was the main character trait of Frederick?
What was the main character trait of The Nutcracker?
What was the main character trait of Uncle Alexander?
Why did the author write this story?
10 minutes Hand out the Story Timeline Handout and ask the students to put the story in the correct
order.
10 minutes Hand out the Word Search K-1 or 2-3 Handout (depending on grade level) and ask the
students to find the words from the story.
Assessment Discussion of close reading questions, Timeline Handout, Word Search Handout.Lesson Plan: Nutcracker Story Comprehension
Grade Recommendation: 3+ Lesson Length: 50
Objective:
Learn the story of the Nutcracker. Show comprehension.
Materials Needed:
Handout: The History of the Nutcracker (page 3)
Ballet Story (page 4-5)
Handout: Word Search 2-3 or 4+ (page 21-22)
Nutcracker Suite music https://www.youtube.com/watch?v=w1nzCDUNf-0
Procedure:
3 minutes Tell students that you will be seeing The Nutcracker Ballet soon. Let them know that
this is not like a tv show where the people talk, because instead everything is acted out
with dance. It is important that they learn the story so they know what is happening on
stage.
10 minutes Read the Story as a class. It is recommended that you play the music from the Nutcrack-
er Suite behind the story, so the students can begin to get acquainted with the music.
10 minutes Discuss the following Close Reading Questions:
Who was the main character in the story? Marie vs Nutcracker.
What was the setting of the story?
What was the main character trying to do? Again, Marie vs Nutcracker
What was the main problem in the story? What was the solution?
What was your favorite part and why?
What was the main character trait of Clara?
What was the main character trait of Frederick?
What was the main character trait of The Nutcracker?
What was the main character trait of Uncle Alexander?
Why did the author write this story?
5 minutes Hand out the History of the Nutcracker Ballet Handout and ask the students to read it.
10 minutes Hand out the Crossword Puzzle Handout and ask the students to complete the puzzle
using their knowledge of The Nutcracker.Lesson Plan: Theatre Etiquette
Grade Recommendation: K-5 Lesson Length: 25 minutes
Objective:
Learn what behavior is appropriate for attending the theatre. Practice those behaviors.
Materials Needed:
Handout: Theatre Etiquette (page 15)
Procedure:
10 minutes Discuss the meaning of etiquette. What is etiquette? It is a way of behaving when visiting a
special place. Talk about some examples of places with a special way of behaving.
Library = Quiet/Whisper
Sports Game = Loudly Cheering
School = No calling out/ Always raise hands
Bathroom = Wash your hands
5 minutes Discuss that ballet is a story told without words. It is important to be quiet and pay careful
attention to the performers. Unlike actors on television, the performers on the stage know
that the students are there and want to do their best to tell them a story. In order to show re-
spect, every audience member must give the performance their full attention and avoid any
behavior that interferes with anyone else.
10 minutes Go over the rules and have the students write them in their own words:
1. Be On Time. Always arrive at the theatre with plenty of time to find your seats and settle
down into them. Once you are in the building, only use your inside voice. If needed, go to
the bathroom before the show starts.
2. No Running. There will be a lot of students from many different schools at the theater and it
is important to walk calmly and stay with your group.
3. Be Quiet. No talking or whispering during the performance. You can discuss your thoughts
with your friends during intermission or after the show. No hooting, whistling, or yelling dur-
ing the performance. The performance has begun when anyone on stage starts talking or
dancing, or when the orchestra starts playing. The best way to show your appreciation is with
applause. It is OK to laugh if someone on stage is being funny.
4. Intermission. Halfway through the show, there will be a break for the dancers, called an in-
termission. This is a good time to go to the bathroom, get a drink, or talk quietly to your
friends. Make sure you raise your hand and let your teacher know that you need to go to the
bathroom.
5. No Food. No gum, candy, or food in the theatre.
A note for parents and teachers: Practicing these behaviors before attending the show can be very helpful
to students. Students are welcome to wear whatever they wear to school that day.Lesson Plan: Choreography
Grade Recommendation: K-1 Lesson Length: 45 minutes
Objective:
Learn about showing emotion and telling a story without words.
Materials Needed:
Open space for movement
Scarves (optional)
Music from the Nutcracker Suite https://www.youtube.com/watch?v=M8J8urC_8Jw
Procedure:
10 minutes Discuss what a choreographer is. Explain ow they show emotions or tell a story through
movement. Remind students that there is no talking in ballet, so everything needs to be
shown through body language and facial expressions.
10 minutes Act out different examples of feelings for the students: happy, sad, mad, excited, etc.
Have them guess what emotion you are acting out. Now, at their seats, have them try
showing emotions: happy, sad, tired, mad.
10 minutes Hand out scarves to each of the students or example from the front of the class and ask them
to watch as the air moves and catches the scarf as it falls. “How does the object move and
flow? Try to recreate that movement with your body. “
10 minutes Start the music for the Nutcracker Suite and have the children move in ways that the music
tells them to. Remind them that there is no talking in ballet and it is OK that people might be
doing different things at the same time. Not everyone expresses their emotions the same
way! For example:
0:00 Beginning of the music is very jovial and happy.
3:30 Is the introduction of the soldiers, so encourage marching and serious faces
6:10 Is the Sugar Plum Fairy, so tip toes and use your wand to create magic!
7:49 Is the exciting candy cane dance, so jumping and spinning is great. Big smiles!
9:00 Is the sticky caramel, so slow movements, maybe even on the ground. After this
section is done, is a great place to end because the students should be calmed down!
5 minutes Talk as a class about what you need to concentrate on to understand someone without talk-
ing. Discuss the importance of paying attention to the bodies and faces of the dancers as they
watch the performance.Lesson Plan: Choreography
Grade Recommendation: 2-8 Lesson Length: 1 hour
Objective:
Learn what a choreographer is and what they do. Become a choreographer.
Materials Needed:
Handout: Choreography (page 14)
Open space for movement
Scarves
Waltz of the Snowflakes music, Tchaikovsky
https://www.youtube.com/watch?v=GS_gumNLHhM
Procedure:
5 minutes Discuss what a choreographer is and how they show emotions through movement.
5 minutes Brainstorm, singly or in a group, words to describe snow
10 minutes Get into groups of 3-4 students. Hand out scarves (or pieces of paper) to each group and ask
them to watch as the air moves and catches the scarf as it falls. How does the object move
and flow? Try to recreate that movement with your body. Each student should choose their
favorite movements to represent snow and write them down. It is helpful to name the move-
ments so the group can follow the dance together.
5 minutes Listen to the Waltz of the Snowflakes. https://www.youtube.com/watch?v=GS_gumNLHhM
The entire piece is just over 6 minutes, but if you would like an excerpt, use 3:00 - 3:57.
Point out that there are quiet parts where the snow is lightly falling, and exciting parts where
the snow is swirling around.
10 minutes Keep the music playing for inspiration. Ask the groups to use the snow movements they cre-
ated to tell a story of snow. Encourage them to write down the order of their movements so
the group can remember the choreography.
10 minutes Have each group perform their choreography for the class.
5 minutes Discussion:
What movements were used in all the groups?
What movements were unique?
Was being a choreographer a hard job?
Was being a choreographer fun?
After the class has performed their choreography for each other, you might like to watch the New York City
Ballet’s version of the Waltz of the Snowflakes. It is just over 6 minutes long.
https://www.youtube.com/watch?v=-GnwXPtxmy4Lesson Plan: Character Letter
Grade Recommendation: K-3 Lesson Length: 30 minutes
Objective:
Discussion as a class to better understand the ballet experience. Write letter in response.
Materials Needed:
Discussion Questions (found below)
Handout: Character Letter (page 17-19)
** There are two levels of Character Letters provided. The first (page 17) is shorter and only one
page. The second (page 18-19) is two pages and requires more from the students. Please choose
whichever you feel is more appropriate for your students.
Procedure:
10 minutes Discuss the following questions in a small groups or as a class:
What was your favorite part of the ballet? Why?
Who was your favorite character or dancer? Why?
Was there a part of the ballet that surprised you? Why?
How was the experience of seeing a ballet onstage different from watching television?
How was understanding what was happening without any talking?
What do you think a ballet dancer needs to do to prepare for a performance?
What other styles of dance do you like? How are these styles different and similar to ballet?
20 minutes Hand out the character letter sheet to the students and ask them to draw their favorite
character in The Nutcracker. After they have drawn their picture, let them follow the
writing prompts to create a letter to their favorite character. Please have the students sign
the letters and consider sending your student’s letters to Syracuse City Ballet. We would
love to read them!
Ciarrai Eaton
Outreach Manager
Syracuse City Ballet
932 Spencer Street
Syracuse, NY 13204Lesson Plan: Theatre Critic
Grade Recommendation: 4+ Lesson Length: 30 minutes
Objective:
Discussion as a class to better understand the ballet experience. Write a response as a critic.
Materials Needed:
Discussion Questions (found below)
Handout: Theatre Critic (page 16)
Procedure:
10 minutes Discuss the following questions in small groups or as a class:
What was your favorite part of the ballet? Why?
Who was your favorite character or dancer? Why?
Was there a part of the ballet that surprised you? Why?
How was the experience of seeing a ballet onstage different from watching television?
How was understanding what was happening without any talking?
What do you think a ballet dancer needs to do to prepare for a performance?
What other styles of dance do you like? How are these styles different and similar to ballet?
20 minutes Hand out the Theatre Critic Sheet. Explain that a theatre critic is responsible for telling
people what they thought about the performance, the good and the bad. They should talk
the entire experience: the theater, the seats, the dancers, the music. Things they liked and
things they didn’t like. The end of the review should be a sentence of whether or not they
would recommend other people attend the show.
Please consider sending your student’s critiques to Syracuse City Ballet. We would love to read what they
enjoyed and how we can make the entire experience even better next year!
Ciarrai Eaton
Outreach Manager
Syracuse City Ballet
932 Spencer Street
Syracuse, NY 13204Name ______________________________________________
Story Oh no! The Rat King has put the story of The Nutcracker out of
order! Please cut out the story boxes below and paste the story
Timeline back into the right order.
Uncle Alexander arrives with The sugar flowers dance.
presents.
The soldiers fight Rat King. The Nutcracker is turned into a
Prince!
The snowflakes show the way. The SugarPlum Fairy dances
with the Candied King.Name _______________________________________
Creating A choreographer is the person who creates the dances that you see on
stage, called choreography. They take their ideas and put them
Choreography together in patterns to the music, creating a total piece of art from start to
finish. There have been many different choreographers of The Nutcracker
over the years. You could even choreograph your own ballet! One of the
best and most-loved parts of The Nutcracker is the snow scene.
A choreographer has to think about what it would be like to make dancers
look and dance like snow.
Let’s try this: Can you think of 12 words to describe snow?
Think about using all of your senses when you are brainstorming ideas.
1. 7.
2. 8.
3. 9.
4. 10.
5. 11.
6. 12.
My Snow Movements:
1.
2.
3.
4.
Now, listen to the music of the Waltz of the Snowflakes.
Our Choreography:Name ______________________________________________
Theatre
Etiquette What is Etiquette? __________________________________________
____________________________________________________________
____________________________________________________________
My rules for good theatre etiquette:Writing a Critical Review
Writing the Introduction
The introduction should include the following:
Theatre • The title, the name of the writer and composer, and any historical
information you find interesting.
Critic • The name of the director, the place and date of the production you
attended, and the name of the production company.
• A general impression of the success or failure of the production,
based on what you saw and on your initial impression. Since you will
not be expected to discuss all aspects of the production, focus on three major topics that the perfor-
mance has or has not addressed.
Writing the Statement and Summary
• Include a brief thematic summary (but not a plot summary) of the performance, and support that
summary with concrete evidence from the text. You can include this summary in the introduction; or,
if you wish to expand the summary, include it in a separate paragraph following the introduction.
Writing the Body of the Paper: The Review
Remember that in the body of the paper you should address the elements that you mentioned in the
introduction. Keep your points in the same order as they were mentioned in the summary.
For each element that you discuss:
• Describe: In as brief and precise a manner as possible, describe in detail the physical aspects of
what you saw performed.
• Interpret, Analyze, Evaluate: This part of the paper requires the most thought and organization
and consequently receives the most attention from your reader. After you have finished describing
important elements of the production, proceed to evaluate them. Was is successful? What would
you have done differently? How would it change the performance?
In the evaluation, you are given the opportunity to attack as well as commend the performance; if the
production fails to answer questions that you feel need answers, then say so.
Writing the Summary and Conclusion
Your conclusion should not just repeat your introduction. Rather, you should try to show why your
response to the play is valid and significant, based on what you have described in the body of the paper.
Do not add any significant new material, but don't be afraid to leave your reader with something to think
about. Let the reader know if you enjoyed the performance and if you would recommend that they attend
themselves.Use the box to draw a picture of your favorite character in The Nutcracker.
Then write a letter to that character and we will make sure they get it!
Character
Letter
Dear ___________________,
You were my favorite character in The Nutcracker because ________________________
________________________________________________________________________
_______________________________________________________________________.
I really liked when you _____________________________________________________
________________________________________________________________________
_______________________________________________________________________.
From,
Name ___________________________________
School ___________________________________Use the box to draw a picture of your favorite character in The Nutcracker.
Then write a letter to that character and we will make sure they get it!
Character
Letter
Dear _____________________________,
You were my favorite character in The Nutcracker because ___________________
___________________________________________________________________
__________________________________________________________________.
I really liked when you ________________________________________________
___________________________________________________________________
__________________________________________________________________.It was also great when you _____________________________________________
__________________________________________________________________
__________________________________________________________________.
Before I went to The Nutcracker I thought ballet was ________________________
___________________________________________________________________
__________________________________________________________________.
Now I think ________________________________________________________
___________________________________________________________________
__________________________________________________________________.
If anyone asks me what I think of The Nutcracker and ballet, I will say _________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________.
From,
Name _________________________________
School _________________________________Name _____________________________________ DANCE MARCH FAIRY PARTY KING SNOW MAGIC TOY
Name _____________________________________ BALLET KING SNOWFLAKES BONBON MAGIC TOY CARAMEL MARCH WALTZ DANCE NUTCRACKER FAIRY PARTY FLOWERS PRINCE
Name _____________________________________ BALLET FLOWERS PARTY WALTZ BONBON GUMDROP PRINCE WITCH CARAMEL KING PAS DE DEUX CHOREOGRAPHY MAGIC SNOWFLAKES DANCE MARZIPAN SPELL FAIRY NUTCRACKER TOY
Name __________________________________
Name __________________________________
Name __________________________________
There are a lot of new ideas that come along with intro-
ducing ballet to a student. We would like to assist with
this by providing additional sources for free reading time,
Additional comparative reading, or for classroom reading and dis-
cussion.
Reading If you have any questions during the process leading up
to your class’ visit to the ballet, or would like more re-
sources, please reach out to the Syracuse City Ballet at
any time and we will be happy to assist you.
Title Author Grade Level Reading Level
Mia and the Big Sister Ballet Robin Farley PreK - 1 K
My First Ballet Class Alyssa Satin Capucilli PreK -1 H
Dogs Don’t Do Ballet Anna Kemp PreK - 2 L
Ballet Kitty Ballet Class Bernette Ford PreK - 2 M
Little Ballet Star Adele Geras PreK - 2 K
Time for Ballet Adele Geras PreK - 2 K
Rosie’s Ballet Slippers Susan Hampshire PreK - 2 M
Ballerina Flying Alexa Brandenburg PreK - 1
Nutcracker Noel Kate McMullan K-2 O
Dancing in the Wings Debbie Allen K-2 L
Lili at Ballet Rachel Isadora K-2 L
Lili on Stage Rachel Isadora PreK - 2 L
Marie, Dancing Carolyn Meyer 6-8 X
The Nutcracker Ballet Carol Thompson 2-3 N/A
The Nutcracker Susan Jeffers PreK - 3 O
The Nutcracker and the King of Mice E.T.A. Hoffman K-5 N/A
The Nutcracker Janet Schulman PreK - 3 KYou can also read
