Motus O Dance Theatre

PETROUCHKA

In this magical world, created by Igor Stravinsky, there lives the Wizard and his three marionettes – the handsome but cruel Strongman, the beautiful Ballerina and the unlikely hero Petrouchka. Petrouchka is in love with the Ballerina but his clumsy attempts to impress her takes him on an outrageous adventure that unfolds with no end of calamity. Join Petrouchka as he outwits the Strongman, tames a bear, dances with a feather, juggles bowling balls, goes fishing and avoids the anger of the Wizard and then in a spectacular finale saves the Ballerina’s life. Petrouchka may be small and awkward but his enthusiasm for life enchants us all.

Performed to the original score by Igor Stravinsky, Petrouchka is the story of a little clown with a big heart.

Motus O Dance Theatre

Teacher Study Guide for “Petrouchka”

Guide on Petrouchka Characters and Bullying

PRE-SHOW DISCUSSION AND ACTIVITIES:

Discuss the story of “Petrouchka”

“Petrouchka”

In this magical world, created by Igor Stravinsky, there lives a Wizard and his three marionettes – the handsome but cruel Strongman, the beautiful Ballerina and the unlikely hero Petrouchka. Petrouchka is in love with the Ballerina but his clumsy attempts to impress her takes him on an outrageous adventure that unfolds with no end of calamity. Join Petrouchka as he outwits the bullying Strongman, tames a bear, dances with a feather, juggles bowling balls, goes fishing and avoids the anger of the Wizard and then in a spectacular finale saves the Ballerina’s life. Petrouchka may be small and awkward but his enthusiasm for life enchants us all. Performed to the original score by Igor Stravinsky, Petrouchka is the story of a little clown with a big heart.

Discuss the composer who wrote “Petrouchka”

IGOR STRAVINSKY- (1882-1971): Who is he?

Russian composer who wrote the music for the Diaghilev ballets; “The Firebird” 1910, “Petrouchka” 1911, and “The Rite of Spring”, 1913. These compositions were controversial at the time because of their complex harmonies and rhythms.

Igor Stravinsky’s musical score of “Petrouchka” can be obtained on CD from libraries or music stores.

MOVEMENT ACTIVITY FOR WIZARDS AND MARIONETTES

Individual Work:

WIZARD

Discussion:

First explain what a wizard is.

Secondly, have the students provide examples of wizards they know (i.e. Gandolf from “Lord of the Rings”, Dumbledorf from Harry Potter, Mickey Mouse from Disney who played the Magician Apprentice, etc.)

Thirdly, discuss the characteristics of a wizard including such characteristics as:

Intelligent

Confident

Powerful

Creative

Activity:

Explore through movement the characteristics of a wizard.

How would the wizard characteristics affect the way you would walk around a room? How would your facial expressions change?

Using music of Petrouchka (if available) or other music appropriate for this character have the students move around the room exploring the movement and body language of a wizard. Students may use pencils or rulers as their magic wands.

MARIONETTE

Discussion:

First explain what a marionette is.

Characters with arms and legs attached to strings

Made out of wood

Secondly, give examples of marionettes – Pinocchio, Delilah the Unicorn, Pierrot and Harlequin, etc.

Thirdly, discuss the characteristics of a marionette including such characteristics as:

Non-intelligent

Blank expressions

Non-human

Robotic

Activity:

Explore through movement the characteristics of a marionette.

How would the marionette characteristics affect the way you would walk around a room?

Using the music of Petrouchka or appropriate marionette music have the students pretend that their legs and arms are attached to strings and are being moved by someone else. Since they are non-human and have no personality how does that affect their facial expressions? Notice the limitation of movement without bones only joints.

Partner Work:

1) Have the students get a partner and take turns being the marionette and the wizard.

This time they need to work as a team. The marionette can only move when the

wizard does, etc. Have the partners switch roles so that they each get a chance to do

each role with the music.

Now to continue the scenario; the wizard gets frustrated with the limitations of movement for a simple marionette. He decides to magically bring his marionette to life. Have the student’s brainstorm on how the wizard will do this. The marionette becomes human. How does the movement change? How do the facial expressions change?

EXPLORING MOVEMENT WITH CHARACTERIZATION AND MUSIC USING THE SPECIFIC CHARACTERS FROM “PETROUCHKA”

Individual Work:

Discussion:

Discuss the characteristics of the marionettes from the show “Petrouchka”.

PETROUCHKA- Shy, easily embarrassed, sweet, compassionate, sad, awkward, physically weak, insecure

THE STRONGMAN- Self-centered, over confident, aggressive, easily angered, physically strong and agile, arrogant, handsome

THE BALLERINA- Delicate, coy, vain, self-centered, pretty, graceful, agile

WIZARD- Confident, very powerful, creative, brilliant, controlling

Activity:

Have the students pick one character and begin to explore movement depicting this character. Make sure that they use many different levels (high, middle, low) as they explore the different gestures and dynamics of movement for their character. If there is time they can do all four characters.

Partner/Group Work:

CHARACTER INTERACTION

Discussion:

In the story of Petrouchka all the marionettes come to life by the power of the wizard. At a certain point both the Strongman and Petrouchka fall in love with the ballerina. The Strongman begins to bully Petrouchka to intimidate him so that he will get what he wants. The Ballerina, although vain and mainly concerned of herself, tries to protect Petrouchka from the Strongman.

Have the students discuss some scenarios in their own lives where they felt bullied. What are some of the ways you could avoid this? What are the attributes of a bully and a victim?

BULLY CHARACTERISTICS:

Facial expressions: Angry, bossy, frowning, hard, mean, cold, “make my day” scowls.

Body expressions: Signals of power or threat, shaking and/or pushing, pounding fists, rude finger displays, hands on hips, arms crossed on chest, legs spread apart, chest out, chin forward, shoulders hunched, swaggering walk.

Behaviour: Isolation, signals of displeasure, violent actions, threats, throwing weight around.

VICTIM CHARACTERISTICS:

Facial expressions: Fearful, timid, shy, fragile, weak, sad, sorrowful.

Body expressions: Arms limp by side, shoulders drooped, shaking, head bowed, legs trembling, knees knocking, feet turned inward, looking down at the ground, crouched.

Behaviour: Quiet, shy, overly careful actions, never pulling attention to him or herself.

Activity:

VICTIM/ BULLY GAMES:

Objective: To raise awareness of the dangers of bullying others, ways to recognize a bully and a victim, strategies to deal with conflict, to be able to empathize with a victim or bully in a safe environment.

1/ VICTIMS AND BULLIES GAME:

- Two people (victims) in the middle of the circle protect each other from the bullies.

- Class (bullies) surround them. One bully from the circle lunges to touch one or both of

the two victims when their backs are turned. Each bully counts successful touches.

- If the victim catches the bully touching them, the bully is not successful.

- Teacher may use a drum as students walk around circle to create the atmosphere.

Now try the same game adding the characters of “Petrouchka”. Divide the students into groups of six to eight. Two characters are in the middle. One of them is Petrouchka the other is the Ballerina. All the ones left on the outside of the circle play the character of the Strongman. You can do the game with the music playing of Petrouchka.

Discussion:

How did the bullies feel attacking the victims?

How did the victims feel being attacked?

2/ INTIMIDATION GAME:

This game should take place in an empty or fairly empty room.

Activities:

Half the class is in the middle of the circle and half forms the circle. People on the outside of the circle walk boldly up to someone in the circle. When confronted, the person in the centre of the circle MUST back up (cannot ignore) until he/she comes to a wall. Then he/she must go left or right. Once in a corner, the victim has been successfully intimidated and cannot play anymore.

Now try the same game becoming the characters from “Petrouchka”. The characters in the middle of the circle all become Petrouchka; the characters on the outside of the circle play the part of the Strongman. As the music starts let the game begin. If using music you can begin to let the students stylize their movements so that they are not just walking but dancing their role. The Petrouchka character can try to find ways to distract the Strongman during the intimidation.

After the ‘victims and bully game’ and the ‘intimidation game’ have the students write a journal on how they felt and what they experienced being a victim and a bully. Have them write their thoughts on why bullies bully.

Discussion: WHY DO BULLIES BULLY?

They do not know any positive ways to relate to people.

They are angry about something, but take it out on someone else.

They lack self-confidence so they make others feel badly by bullying them in order to feel better themselves.

POST-SHOW DISCUSSION AND ACTIVITIES:

Discussion:

Who was your favourite character and why?

How did the movement communicate the nature of the characters?

Did you feel compassion for any of the characters?

Did the music of Stravinsky enhance the characters in the story?

How did the props and costumes help tell the story?

Activities:

TABLEAU

Divide the students into groups of three. One person plays Petrouchka, one student plays the Ballerina and the third person plays the Strongman. Note: Girls can play Petrouchka or the Strongman and boys can play the Ballerina.

Have them come up with a frozen shape depicting a conflict or the relationship of the three characters and then demonstrate their tableau to the rest of the class.

BUILD YOUR OWN SCENARIO

Have the students divide up into groups of three. One person plays Petrouchka one the Ballerina and the third person is the Strongman.

Have the Petrouchka character choreograph an entrance.

The Ballerina then enters and begins to interact with Petrouchka. She gives him an imaginary feather and leaves.

The Strongman enters and tries to get the feather from Petrouchka. A chase begins and the students decide how their conflict will conclude. It can be done to music or silence. It should also be performed without words.

Discussion:

Have students discuss why they chose what they did to conclude their conflict in the ‘build your own scenario’. Was their conclusion an appropriate choice? Is so, why? If not, why?

As a general question, was it easier developing characters before or after they had seen the production “Petrouchka”? Why?

Created By: Cindy Croker

Educational Consultant: Margaret Boersma (B.Ed.)

MOTUS O dance theatre

260 Second Street, Stouffville Ontario Canada L4A 1B9

MOTUS O dance theatre

"PETROUCHKA"

TECHNICAL REQUIREMENTS FOR THEATRES

CREW: 1 Lighting Board Operator, 1 Audio Operator

STAGE: A clean level stage with suitable surface for dance.

Minimum dimensions: 15' deep x 24' wide and a ceiling of 15'.

Rear white cyclorama (if available).

AUDIO: If performed with CD only:

1 CD Player

House Speakers and Mixer (as appropriate)

2 Monitors (1 downstage right; 1 downstage left)

Clearcom system

LIGHTING: Can be done with general stage lighting only.

If available:

One (R51) front of house wash

One onstage (R51) front wash

One blue (R68) back wash

One shin wash (R01 - stage right, R51 -stage left)

Four colour cyc (R122, R120, R123, R74)

Two footlights

Three or four colour ground row, same colour as cyc

Mirror ball and mirror lights

DRESSING

ROOMS: Two small or one large for 4 people with mirrors, chairs, tables, lights

TECHNICAL

SET-UP: Two hours minimum (with house crew) prior to show if lights and soft

goods are all pre-hung.

STRIKE: One hour with house crew.

MOTUS O dance theatre

"PETROUCHKA"

TECHNICAL REQUIREMENTS FOR SCHOOLS

Clean, smooth surface (no special dance floor needed – can be done on gym floors)

Minimum floor space for performing – 20’ wide x 10’ deep

Ceiling Height – minimum 10’ high

Require a 110 volt outlet

PAGE

PAGE 9