As area teachers, students, and families deal with school closures and a unique way of learning for many, the Renaissance Education Department presents the RENspiration Classroom which will offer a variety of educational activities designed with creativity in mind. The series, coordinated by Renaissance Resident Teaching Artist Dauphne Maloney, is designed to provide a wide range of engaging and fun theatre games, along with writing prompts and exercises, and other activities that foster collaboration, learning and creativity.
Part of the Mechanics Bank Education Series
February 2021 Online Classes
Registration is free for all classes
Groovy Beats…and Singing with Pete! (Ages 3-5)
Does YOUR cool kitten love to move and groove?
Using NEW books from the Pete the Cat series of song books, students will sing along with cool renditions of favorite songs! In this four-week series, students will participate in a “read-along/sing-along” session of a different book from this songbook collection each week (instructor will read/narrate); during which they may participate in singing, call and response, creative movement, and even the sound effects for the story. From “The Wheels on the Bus,” to “The Itsy-Bitsy Spider,” children will make each story come to life! A coloring page activity will be available for use at the end of each class session.
Class session is limited to 8. (PARTICIPATION IN PREVIOUS SESSIONS IS NOT REQUIRED.)
This course will meet on Wednesdays, 2/24, 3/3, 3/10, and 3/17 from 10:00 am-10:30 am.
You will receive a passcode, via email, prior to the start of this class.
The Little Mermaids and Me! (Grades K-2)
Once upon a time…under the SEA!
The latest in our “Creating Characters” series, participants will explore a new readers’ theatre-style script, based upon the classic story of Hans Christian Anderson’s The Little Mermaid. Students will discover the origins of the story, while preparing to perform a new adaptation created especially for them. Using improvisation, theatre games, and role-playing, this creative drama series encourages creativity, communication, teamwork, and self-confidence. Students will learn from the story that the love of family can overcome all obstacles; and that no dream is too big or small. The class will culminate with a 4th session, readers’ theatre-style virtual performance. Class size is limited to 8; and requires a minimum of 4 participants. (PARTICIPATION IN PREVIOUS SESSIONS IS NOT REQUIRED.)
There will be four classes within this course: Wednesdays, 2/24, 3/3, 3/10 and 3/17 at 4:30 PM.
Access to class: You will receive a passcode, via email, prior to the start of this class.
Happily Ever After…and Then? (Grades 3-5)
Fabulously finding out…what happens next!
Putting a spin on the classics! What happens after the Handsome Prince and the Beautiful Princess get married? Well, they do live “happily ever after”…AFTER they take a nap! This “twist on the tale” series will allow students to explore classic fairy tales and stories from a different point of view. Taking on a variety of story elements such as character development, time period, setting, and conflict, students will explore the twists and turns that occur when you change a few key elements of these familiar (and now twisted) tales. Participants will use Readers’ Theatre as a jumping-off point to learn more about story structure, character traits, and creating conflict to gain a better understanding of the how the twisted fairy tale has evolved. Emphasis will be placed on attention to detail, story interpretation, speaking, and listening. Class size is limited to 12, and requires a minimum of 6 participants.
(PARTICIPATION IN PREVIOUS SESSIONS IS NOT REQUIRED.)
This course will meet on Tuesdays: 2/23, 3/2, 3/9 and 3/16 from 4:30 PM - 5:10 PM
You will receive a passcode, via email, prior to the start of this class.
Improv-R-Us – WINTER Games! (Grades 6-8)
Improv GAMES – CELEBRATING the Games!
Based upon the Ren’s popular Improv Underground program, the Improv-R-Us Winter Games provides students in grades 6-8 with an online platform upon which to explore the creativity and power of improvisation and theatre games. Since its inception, Improv-R-Us has offered the opportunity for students to learn basic improv skills by participating in a collection of solo and group activities. Using an ever-growing set of games (added to favorites from our previous sessions), this four-week offering provides activities which are designed to further promote self-confidence, improve communication skills, and have fun in a supportive environment. Students will be inspired by each other, develop stronger interpersonal and creative thinking skills—all while learning to appreciate the spontaneous nature of improvisation.
Class size is limited to 10, and requires a minimum of 6 participants. (Improv activity choices may be based upon number of registered participants. PARTICIPATION IN PREVIOUS SESSIONS IS NOT REQUIRED.)
This class meets for four sessions: 2/25, 3/4, 3/11 and 3/18; from 4:30-5:10 PM.
Access to class: registrants will receive a passcode, via email, prior to the first class session.
All the World’s a Script–The Power of Love! (Grades 9-12)
Celebrate mid-winter with a MUSICAL!
The popular, sold-out “All the World’s a Script” classroom series celebrates mid-winter with a new, but familiar story…in script form! Following our readings of Our Town, The Addams Family, West Side Story, Hairspray, and Elf, our newest session will feature the reading of a recently iconic musical theatre piece—the prequel to one of the most well-known stories of all time. During this experience, students will discover ways in which the art of musical theatre can teach about the love of family—whether you’re born into it, or it’s chosen you. Subject areas discussed may include musical theatre history and terminology; story/plot development; and theatrical concept. (***NOTE: This class would also be a good choice for those seeking audition material!)
Class size is limited to 10, and requires a minimum of 6 participants. (Script choices may be based upon number of registered participants. PARTICIPATION IN PREVIOUS SESSIONS IS NOT REQUIRED.)
This class meets for two sessions: 2/22, 3/1, 3/8, and 3/15 from 4:00-5:00 PM.
Access to class: registrants will receive a passcode, via email, prior to the first class session.
Beginning Wednesday, March 25th, 2020, the Renaissance will provide online materials which can be used by educators, as well as parents and students. Ms. Maloney suggests that the theatre games can also be fun for families looking to break up or enhance a day of traditional, core subject matter.
Intro for Writing Prompts:
Writing prompts help to provide a topic around which you can begin to write. They often move a writer past a writer’s “block’ by either allowing that person’s mind to wander over the subject—or to stick more strictly to the subject.
By giving the writer a “jumping off point,” prompts motivate many people to immediately start writing, instead of struggling with the thoughts of where to begin their writing. Prompts can also give the writer valuable practice (developing a writer’s “muscle memory”); and can allow the writer to see things from a different perspective, or point of view.
Each of the writing prompts provided feature a visual image from which to begin; followed by a brief amount of information; and, finally, some prompting questions. Feel free to use any or all, of the enclosed information to get your pen onto the paper (or your fingers onto the keyboard)!
Intro for Theatre Games:
Theatre games serve a variety of purposes. Often used in improv, also known as improvisation, each game has at least one purpose—and many times, more than one. There are theatre games used for concentration and focus; as physical warm-ups; for the purpose of getting to know other participants; and to encourage creative thinking. So, even though they’re called “games,” and they’re fun, there is a purpose served by each game.
The games provided here are pretty traditional, have been around for awhile, and come from a variety of sources. Some of them have been adapted over the years, to the extent that many of them can’t be traced to their original source. They’re great when used for their specific focus, or desired outcome; but they’re also just plain fun—and a great way to break up a day.
Have fun, and share these with your family—especially since they’re often your learning partners!
BONUS: For Daily Practice!!!
Tongue Twister/Hand Washing Warm-Up
In theatre and improv, we often use tongue twisters as a “warm-up” style activity. They allow us to become more focused and relaxed; and assist with enunciation and warming up the voice. When done in a group, they also allow us to work as a team while having a lot of fun.
Because we won’t be performing a lot of our usual activities without practicing good physical/social distancing, and hand washing, we’re using our tongue twister warm-up as a hand-washing warm-up exercise!
Below is a list of tongue twisters which, when recited for the appropriate number of repetitions, will allow for 20 seconds or more of hand-washing. Before you know it, you’ll be a master at these…AND have cleaner, safer hands!
Good luck! (Oh, and this may work best if you have a partner, standing 6 feet away—of course, helping you count how many times you say the tongue twister. I mean, you can’t exactly count on your fingers as you’re washing them…or CAN you???)
Tongue Twisters:
- A big black bear ate a big black bug. (repeat 8-10 times)
- A fat-free fruit float. (repeat 10-12 times)
- Ape Cakes, Grape Cakes. (repeat 8-10 times)
- Caution: Wide Right Turns (repeat 10-12 times)
- Fat frogs flying past fast. (repeat 8-10 times)
Tongue Twister/Hand Washing Warm-Up…THE SEQUEL!!
As we noted previously, we often use tongue twisters as a “warm-up” style activity when we prepare for a theatre class, rehearsal, or a performance. This type of warm-up gives us the opportunity to set our minds more fully on the task ahead of us—whatever that task may be. Right now, a lot of the things we’re doing are activities in which we usually participate: the activities just happen to be in our homes. One of the activities we’ve always done is hand washing...and now, we focus on that activity even more (and probably, for even longer).
We’re still using tongue twisters to remind us that we should be washing our hands for at least those twenty seconds we’ve been told about. We’d like to add one suggestion, if you’re having trouble remembering exactly how MANY times you’ve repeated the tongue twister. After each repeated tongue twister, say the number for that repeat. (For example: ‘A big black bear ate a big black bug-ONE. A big black bear ate a big black bug-TWO.” And so on, until you’re done!)
Below is a NEW list of tongue twisters which, when recited for the appropriate number of repetitions, will STILL allow for 20 seconds or more of hand-washing. (We’re assuming that you’ve mastered the first five and need these new additions to add to your list. Speaking of lists, it’s helped some people to print these out and put them close to the sink.)
Best of luck with this new challenge! Let us know how it goes!
Tongue Twisters – Set #2:
- Silly sheep weep and sleep. (repeat 10-12 times)
- Three short sword sheaths. (repeat 10-12 times)
- He threw three balls. (repeat 8-10 times)
- I scream, you scream, we all scream for ice cream! (repeat 8-10 times)
- Pirates Private Property. (repeat 10-12 times)
Lesson 1: Creative Writing: Cinderella
The young girl in this piece of artwork is from a well-known fairy tale entitled Cinderella. It’s a familiar story in a lot of cultures all over the world. This image is representative of one of the mysteries in the fairytale. As Cinderella leaves the ball, she loses one of her magical glass slippers on the stairs of the palace. When the prince finds the slipper, he does not know enough about the girl with whom he danced at the ball. It becomes a mystery for him to solve.
Using the story of Cinderella, or another well-known fairy tale or folk tale, create a “what if…” situation to add to the piece. An example might be, “what if Cinderella had never arrived at the ball?” What happened after she got into the carriage to travel to the palace? Do you think her fairy godmother would have seen her disappear? If Cinderella didn’t arrive at the ball, what happened when she wasn’t at home to greet her stepmother and stepsisters? How does the mystery get solved, and who solves it?
Lesson 2: Creative Writing: The Lion
The lion in this drawing is wearing a deerstalker style hat, and using a pipe which is familiar to many people who enjoy classic mysteries about a fictional detective named Sherlock Holmes. Sehrlock Homes had an assistant named Dr. Watson. Together, Holmes and Watson were the main characters in 60 mysteries written by Sir Conan Doyle, making them one of the most famous detective duos in literary history.
A more recent fictional detective is a little boy named Nate. He is the main character in a series of mystery stories written by Marjorie Weinman Sharmat. In this series of more than two dozen stories, Nate solves crimes along with his faithful dog, Sludge.
Imagine that you, or someone you know, has a mystery to solve. Put the expression “two heads are better than one” to good use to create a character to represent the detective and their assistant or sidekick. Would the detectives’ sidekick be a human assistant; or a well-loved, four-legged best friend? What are the characteristics of assistant which would make them the perfect sidekick? Are they a good assistant? Or are they somewhat clumsy—getting into their own form of mischief along the way to solving the mystery?
Lesson 3: Creative Writing: Outer Space
Scientists, astronauts and space researchers have long studied the mysteries of outer space. They’ve studied “black holes,” holes on the surfaces of planets, and the craters on the surface of the moon.
Almost 50 years ago, NASA researchers had reason to believe that there are tunnels that lie beneath the moon’s surface. After all, there are lava tubes in Hawaii which were created by volcanoes. The belief was that the moon may also have had ancient volcanoes which created tunnels.
Can you imagine what a lava cave or tunnel beneath the moon’s surface may look like? It would be interesting to see what a lunar tunnel might hold—the answers to questions about the early history of the moon, possibly even spaces large enough for scientists to build lodging for continued research of the moon’s origins.
Would you have been adventurous enough to be among the first to travel in an early space capsule (remember that they were only big enough for one person)? Do you think you would be afraid to walk on the moon’s surface, or would it be exciting? Would you be brave enough, if you found a lunar tunnel, to explore its mysteries?
Write about a mystery you’d love to solve, or one you think you’ve already solved. What IS the mystery? Describe, in detail, the steps you would take toward finding the answer(s) you seek. What would you see and do during this journey? Would you rather travel alone, or with friends or family? What is the reason for your choice?
Lesson 4: Creative Writing: The Tree
The tree in this photograph has been enhanced by an artist to look as though it has a human-looking face. If you’re familiar with L. Frank Baum’s story, The Wizard of Oz, you’ll remember the trees in the forest that Dorothy and the Scarecrow encountered along their way. The trees spoke to Dorothy and the Scarecrow in a harsh way; and even threw apples at the travelers. No doubt, Dorothy and her friend thought it mysterious that trees could talk. While this image was created by an artist, we often hear stories and see images of things found in nature which look to us as though they have human characteristics. Images like this often inspire artists to create, scientists to explore, and authors to write.
The poet Shel Silverstein wrote a poem called “The Giving Tree.” It is one of the poems for which he is best known, and is the title of a book of poetry as well. Silverstein wrote and illustrated the poem in 1964. most well-known works. It was written and illustrated by him in the year 1964. The poem talks about everything a tree gives to the humans in its life; and about the things that make us happiest, no matter how small they may seem.
Using the tree image above, or the image of anything else found in nature (clouds, stars in the night sky, lightning, etc.), write a poem that would allow a reader to see such an image in their mind. Try to use your best descriptive writing to encourage the reader's imagination; and to allow them to see the image you saw when you created your poem. Think about and create a mysterious trait or characteristic of the tree: does it talk; does one of its branches point the way to allocation you’re trying to reach; at the base of its roots is there a mysterious hole that leads you to a magical land?
Lesson 5: Creative Writing: The Board Game
The image above is one of different types of animals in a jungle setting. Author Chris Van Allsburg wrote and illustrated a children’s book called Jumanji. The book employs the use of a jungle, animals and magical elements which are used as the game is played in real life.
The story tells of a brother and sister who find an adventure-style board game called Jumanji. The game comes with a warning; “Do not begin unless you intend to finish.” As they play the game, they discover that anything that occurs on the game board also occurs in real life. As they roll on a lion, a lion appears in front of them; a terrible storm is rolled on, and a storm occurs; a stampede of elephants runs through their home when a stampede is rolled. The mystery for the siblings is how to finish the game. Finally, they roll on a volcano and, yelling the word, “Jumanji,” they finish the game, and all is returned to normal. Interestingly, the book was turned into a movie using characters (and adding a few), and the board game from the book. More recently, the idea has been adapted into new films, which take the board game and make it into a video game with which the characters interact.
Using a favorite game (board game, video game, online game), write a story, poem, or play in which the characters find themselves in a unique situation, with mysterious consequences as they play. Does your character end up as one of the playing pieces, and can’t return to the “real world” without attaining a certain level of play? Do your friends find themselves at a loss without you there to guide them through to the end of the game? Is the game missing essential playing pieces, which causes you to improvise in order to get to the final play?
Lesson 1: Improv Game: Yard Sale
**For this and any other multi-person game, please practice safe social distancing and proper health guidelines.
Yard Sale
(3-4 players, or more)
1) Players get a few suggestions of items which might be found at a yard or garage sale.
2) One player (Player A) leaves the playing area as the other players group together, at a distance of 6 feet apart (as a “line” of items, from left to right, lined up for the yard/garage sale).
3) Player A enters and begins looking other players as if they were items for sale. Player A chooses one “item” (Player B) and asks them to move down stage (forward; closer to the audience). Player A identifies what Player B is to become by saying something like, “My, what a lovely teapot;” or “I wish there wasn’t a crack in this mirror.”
4) Player B comes to life and gives a short few sentences about their experience (as that item) in the world. This monologue can be very short (30 seconds to a minute) and can be directed to the shopper (Player A) or given to the audience.
5) Player A asks the first “item” to move back into the line, and chooses another item, and the pattern repeats.
6) The scene ends when Player A decides what items he would like to buy, and asks them to walk with him/her off stage.
Lesson 2: Improv Game: Pros and Cons
**For this and any other multi-person game, please practice safe social distancing and proper health guidelines.
Pros and Con
(as many players as desired)
1) Using as many players as desired, form a single-file line line (with each person being at least 6 feet away from the person in front of them) from the front of the playing space to the back of the playing space. (Players are lined up, one behind another, all facing the audience.)
2) Give the first player in the line a subject, object, or person’s name with which to work. It is the first player’s job to talk positively (or “pro”) about their given subject, object, or person for a designated amount of time. (20-30 seconds is a good length of time. Someone can serve as the time-keeper, or you may use a timer, set to the desired amount of time.)
3) At the end of the designated amount of time, the time-keeper will say, “switch,” at which point the first person in line stops talking, and turns to the player behind them to give that person another subject, object, or person’s name. The first player either returns to their seat in the “audience area,” or goes to the (back) end of the line.
4) Once players have switched spots, the second player in line will now be at the front of the line. It is their task to talk about their given subject, object, or person in a negative (or “con”) fashion for the designated amount of time.
5) This continues, with players alternating “pro” and “con” as the line moves from player to player, until all of had a turn.
(Hints: It is usually best to advise the players not to suggest subjects which may be controversial in nature, as this may make others uncomfortable, thus defeating the idea of team building or playing. Additionally, it is often wise to avoid suggesting names of celebrities or character names from pop culture, as not everyone will know that person of whom they’re asked to speak.)
Lesson 3: Improv Game: Greetings, Your Majesty
**For this and any other multi-person game, please practice safe social distancing and proper health guidelines.
Greetings, Your Majesty
(3-4 players, or more)
Playing: Have players sit in a line.
1. Place a chair facing away from the players.
2. One player is chosen to sit in the chair. He/She must then shut their eyes.
3. Players are then chosen to sneak up behind, at least 6 feet away, the student in the chair, and in a funny or different voice, they say, “Greetings, Your Majesty.”
4. This player then returns to their seat.
5. The player in the chair must guess which player made the statement.
6. If the player in the chair gets it right they stay in the chair and this will continue until they get three right in a row.
7. If they get in wrong, however, the player who tricked them becomes the one in the chair.
NOTE: If playing with only a few players, you may choose a variety of “lines” to say, in order to change things up a bit.
Lesson 4: Improv Game: Whispers
**For this and any other multi-person game, please practice safe social distancing and proper health guidelines.
Whispers
(4 players, or more)
Playing: Get your group into a circle, either seated or standing with each person being at least 6 feet away from the other person. Have all players cover their ears, except the first two players.
1. Start by whispering a short sentence into the ear of the person next to you , using a “stage whisper” (a louder whisper using more air when spoken). Then, cover your ears.
2. Let the sentence travel around the circle in this same manner and see if it comes back to you the same as it started. (Note: this will be an exercise in concentration, because all players must remember to cover their ears if they’re either the person speaking the sentence, or listening to the sentence.
3. The goal is to get the original sentence to the last person intact, but it can provide some great fun when it goes horribly wrong.
Lesson 5: Improv Game: Build the Robot
**For this and any other multi-person game, please practice safe social distancing and proper health guidelines.
Build the Robot/Build the Machine
(3-4 players, or more)
Playing: One person from the group must stand in the middle of the room and create a repetitive gesture, while maintaining a distance of six feet.
1. Another person jumps up and does a different repetitive gesture, which should somehow connect to the gesture of the first player.
2. Continue this until all players have added to the “robot/machine.”
3. Players must maintain their original gesture with the goal of creating an interesting and diverse looking robot or machine.
A variation on this game is to have players add a sound to their repetitive gesture, which they repeat every time they repeat the gesture.
Creative Writing Prompts - Spring 2020
Introduction: Who doesn’t love a great, adventurous fairy tale?
Fairy tales are a big part of our lives as we grow up, and move through life. Virtually every culture in the world has their own collection of well-loved fairy tales (and folk tales). Even as we listen to another culture’s story of a child who wants to be royalty, or another who wants to travel an adventurous path toward their destiny, we recognize common elements found in most fairy or folk tales: that desire for a life that’s different than their own…an adventure to distract them from their day-to-day routine…the drive to serve others as only they can. And, we LOVE using our imaginations to traveling make that journey with them.
During the last few years, the Disney organization has produced their own re-imaginings of fairy tales. While some may be more familiar to us than others, they capture our hearts as the story unfolds. And, for that time we’re listening to the words of the characters as they speak, and watching them as they overcome obstacles and joys along their way, we are transported to another place and time.
Like other artists, theatre artists strive to tell a story in the best, most creative way possible. Many of our area theatre groups have produced live, on stage versions of fairy tales as created by Disney. Among those stories the MY (Mansfield Youth) Theatre has performed are titles like: Frozen, Jr., The Little Mermaid, Jr., Beauty and the Beast, Jr., The Lion King, Jr., and Aladdin, Jr.—to name a few. All of these shows have been great fun for our family audiences, as well as the young people who perform them. And, they’re all based on stories told by generation after generation of people, in their own way, across the globe! Now it’s your turn…your chance to learn a little more about some familiar fairy tales; to create and write a little; AND we’ve even included some links to a few Disney resources. Have fun!
(NOTE to PARENTS: Along with these prompts, we’ve included some links to additional resources developed by the Disney organization. Please feel free to check out the links before allowing your child to access them, in case you’d prefer to follow the links with them—and maybe sing along with them, too!)
As always, have fun! Imagine! Make an old story new again! But, first and foremost, make it YOUR OWN! There should be limits to what you can imagine!
Lesson 1: The Snow Queen
The Snow Queen
The young lady in this piece of artwork is one artist’s interpretation of a well-loved fairy tale called The Snow Queen. Written in the middle of the 1800s by Danish author, Hans Christian Anderson, it’s a story that focuses on the struggle between good and evil. The story is one of Anderson’s most read, or told, and one of his longest fairy tales. The original version is written as seven “stories,” almost like a chapter book is written today.
While Hans Christian Anderson was the author of many works, including plays, novels, and poetry, he is best remembered for his fairy tales. Other such stories of Anderson’s include: The Little Mermaid, The Princess and the Pea, The Emperor’s New Clothes, and The Ugly Duckling. His fairy tales have been translated into more than 100 languages; and have been the inspiration for operas, television shows, dance pieces, video games, and films. One recent film which was inspired by The Snow Queen is Disney’s Frozen. In the early days of working on Frozen, its authors, producers, and composers followed Anderson’s story very closely. As the films story progressed, some elements and characters were adjusted into the film we know today.
The Snow Queen uses magical elements, including a mirror, snowflakes, and splinters of ice. We don’t think of such things as being “magical” in our world, but the author is the one who can choose to make almost anything “magical,” or use something common in a magical way. Using The Snow Queen, or one of Anderson’s other fairy tales, create you own re-imagined story using common items as “magical” elements in your writing. (Note: if you use The Snow Queen as your chosen fairy tale, try not to make it a recreation of Frozen. This should be YOUR adaptation!)
When writing a poem, play, opera or story based upon someone else’s original work, it’s best to read the original work first—to gather information and ideas for your own work. If you’d like, you can even make notes to use as you write your piece. And, some of your notes might lead you to research even further—looking up the location for your version of the story; reading about the time period during which the original story took place; or learning more about what types of clothing people wore “back in the day.”
Lesson 2: The Little Mermaid
The Little Mermaid
Danish author Hans Christian Anderson was born in 1805, and wrote a LOT—poems, books about travel, novels, and fairy tales. The image above is of a stamp, created in Hong Kong, China to commemorate Anderson’ 200th birthday. This stamp was part of a collection of four, with each stamp representing a different fairy tale that was authored by Anderson. The image here is a representation of the title character from The Little Mermaid. The work of the visual artist Lu Xue is used for the stamps. She is a Chinese paper cutter, who has been cutting paper into beautiful works of art since she was 6 years old.
The Little Mermaid, like many of Anderson’s fairy tales, has inspired works of visual art, films, plays, and musicals. The original story has a little different ending than that of the Disney film, but the essential elements are the same. The Little Mermaid tells of a young mermaid, who longs to have some of the things, and attributes, that the human people who walk on land possess. She gives up her life under the sea, and the use of her voice, in order to know what the human world is like—and to pursue the love of the young prince who she has rescued. Hans Christian Anderson’s original fairy tale was published with one type of illustration which was popular during that time—a series of drawings placed throughout the story to give his readers a visual image with which to connect.
As you probably know, mermaids are mythological creatures which are half human and half fish; and the idea of the existence of mermaids was very popular during the time Anderson lived in Denmark. There is even a bronze statue of The Little Mermaid near the water in Copenhagen, Denmark. The statue was commissioned by a man who saw a ballet adaptation of the story, and fell in love with the beautiful tale—so, he asked a sculptor to create the statue.
Using Hans Christian Anderson’s story of The Little Mermaid, or another fairy tale you know well, create an outline of the way in which you would tell the story. Would you make it more modern? Would you change the ending? After creating your outline, decide how you would illustrate the fairy tale you’ve adapted. How many illustrations, or visual pieces of art, would you want or need to capture your readers’ imaginations? Finally, using your outline and decisions about visual images, write your fairy tale--including some illustrations which help your readers to enter into the world you’ve created within your story!
Lesson 3: Beauty and the Beast
Beauty and the Beast
Did you know that the original story of Beauty and the Beast is a French novel from the 1700s? The novel, originally written for adults, was authored by a woman named Gabrielle-Suzanne Barbot de Villeneuve. Shortly after she wrote La Belle at La Bete, others wrote their own versions of the story so that children could enjoy the fairy tale, too. And, since they were writing their own adaptations, they also drew upon their knowledge of additional elements from similar stories of the past. That information leads a lot of literary researchers to believe that the story we know today as Beauty and the Beast has roots that are almost 500 years old!
Like many of the stories we’ve talked about in our other writing prompts, this fairy tale is considered to be timeless (or a “Tale as Old as Time") because it has many universal themes. Love, kindness, family are just a few of those themes to which we can all relate. Most of us today know this story because of the animated film version from 1991; the stage version from 1994; or the live action film from 2017. These adaptations were all created by the Walt Disney organization; and brought this beautiful story of love and acceptance to audiences all over the world.
One of the most charming, and relatable, elements of the Disney adaptations of Beauty and the Beast is the inclusion of the Beast’s servants that are gradually becoming inanimate objects. Lumiere, Cogsworth, and Mrs. Potts are just a few of the Disney characters with which we can connect as we travel through the Beast’s castle with Belle. They also allow us to enjoy some pleasant moments, through the use of comedy and music, as the tale progresses.
Using any version of Beauty and the Beast as your starting point, choose one inanimate object that may have been in the Beast’s castle. Your choice can be an object from one of the adaptations with which you’re familiar (candlestick, tea pot)—or it can be anything of your choosing (one of the books in the library, a statue in one of the gardens). Once you’ve made your choice, write an adaptation of this iconic fairy tale from the point of view of that chosen object. Think about what it would be like to be inside that huge castle. Would it be dark, or filled with light? Does the Beast talk to the objects in the castle? If so, what does he say? Can you imagine what the books would say to each other as they sit on a bookshelf next to each other? Explore what you’d think about as your character, and what you’d say to the Beast (or to Belle) if you could talk to them. What would they say in response to your character?
Let your imagination wander, and make this story (and character) truly your own!
Lesson 4: The Lion King
The Lion King
The Lion King is an animated film, an on-stage musical, and now a live-action film. All three incarnations tell the story of Simba, a young lion who admires his father, Mufasa. Mufasa is the King of the Pride Lands and Simba, as his son, will become the king once Mufasa’s time to rule the pride lands is done. When Mufasa’s rule comes to an unexpected end, his brother Scar tells Simba that it’s his fault. Simba leaves the kingdom and Scar becomes the next king of the pride. Later in the film, Simba’s childhood friend, Nala, finds him and reminds him of his ability to serve the inhabitants of the land he loves. Simba returns to the pride lands, confronts his uncle, and regains his right to the throne.
In the telling of the story, The Lion King uses animals as all of the characters. The creators gave the animals spoken dialogue, and music, to convey their thoughts, feelings, and interactions with each other. Much like a fable, the animals in the tale have very human characteristics. Unlike some animated stories, The Lion King is not based upon a fairy tale—and is not taken directly from any one story. Instead, it is an original story that was inspired by several other stories. Some people have suggested that parts of the film remind them of William Shakespeare’s Hamlet, as well as stories from the Bible; and the African legend of Sundiata Keita, a West African King.
Anyone who has watched any version of the story will remember the stunning visual imagery which is almost used as another character in the film and stage productions. Who can forget seeing baby Simba being held up for the rest of the pride land animals to see? Or the image of Mufas and Simba looking up at the nighttime sky, full of stars? The photograph above is of a beautiful starlit sky, in an area where street lights and nighttime traffic are far enough away that you can see almost every star.
Artists and writers of every generation have been inspired by the magnificence of nature. Families of animals, trees swaying gently in a breeze, or a flash of lightening in the distance have all inspired music, dance, and theatre artists to create. Using some aspect of nature as your inspiration, create a visual image of your own. Take your time, put on some inspiring music, and allow your mind to wander. If you don’t feel comfortable drawing or painting, look through magazine or other printed material and create a collage with your images. Use software on your computer to put together a piece of artwork that makes you happy.
Now, use your visual creation to inspire a story. Like your image, take your time. Look at your painting or drawing, and think about what types of beings inhabit that space. Are they animals, like those characters in The Lion King? Or are they tiny creatures, like sprites or fairies, that live beneath the tall grass? Do they have royal families that rule their land? What are the challenges of living as they do? And, what are their greatest joys? Allow the visual to inspire you!
Lesson 5: Aladdin
The Snow Queen
The young lady in this piece of artwork is one artist’s interpretation of a well-loved fairy tale called The Snow Queen. Written in the middle of the 1800s by Danish author, Hans Christian Anderson, it’s a story that focuses on the struggle between good and evil. The story is one of Anderson’s most read, or told, and one of his longest fairy tales. The original version is written as seven “stories,” almost like a chapter book is written today.
While Hans Christian Anderson was the author of many works, including plays, novels, and poetry, he is best remembered for his fairy tales. Other such stories of Anderson’s include: The Little Mermaid, The Princess and the Pea, The Emperor’s New Clothes, and The Ugly Duckling. His fairy tales have been translated into more than 100 languages; and have been the inspiration for operas, television shows, dance pieces, video games, and films. One recent film which was inspired by The Snow Queen is Disney’s Frozen. In the early days of working on Frozen, its authors, producers, and composers followed Anderson’s story very closely. As the films story progressed, some elements and characters were adjusted into the film we know today.
The Snow Queen uses magical elements, including a mirror, snowflakes, and splinters of ice. We don’t think of such things as being “magical” in our world, but the author is the one who can choose to make almost anything “magical,” or use something common in a magical way. Using The Snow Queen, or one of Anderson’s other fairy tales, create you own re-imagined story using common items as “magical” elements in your writing. (Note: if you use The Snow Queen as your chosen fairy tale, try not to make it a recreation of Frozen. This should be YOUR adaptation!)
When writing a poem, play, opera or story based upon someone else’s original work, it’s best to read the original work first—to gather information and ideas for your own work. If you’d like, you can even make notes to use as you write your piece. And, some of your notes might lead you to research even further—looking up the location for your version of the story; reading about the time period during which the original story took place; or learning more about what types of clothing people wore “back in the day.”
Creative Writing Prompts - Fall 2020
Lesson 1: Flight
Have you ever wanted to do something that you couldn’t do without help? Like flying? Man has dreamed of flying since the beginning of time. For centuries, people tried to invent, or create, ways in which they could fly like a bird, or a pterodactyl. Why do you think those people wanted to fly?
Many people believe that the desire to fly came from our natural curiosity as human beings. It’s understandable that we would want to know more about the world around us—and not only the world immediately around us, but those places beyond the familiar…our own home, our backyard, our city. As people looked up into the sky, they could see flying creatures moving effortlessly and quickly from one place to another.
Throughout history, creative and resourceful people tried to develop the right combination of factors that would allow us to fly like the birds. There is evidence to suggest that, as early as 400 BC, people tried to fly. Things like giant wings made of collected feathers; kites; paper “darts” (now known as paper airplanes); and hot air balloons are just a few of the many ways in which man has tried to take to the skies.
The image above is of one of the first airplanes. If you look closely, you should be able to see that there’s a person lying across a part of the plane.
Have you ever flown in an airplane? Would you fly on this airplane?
Imagine what it would be like to be the person lying on the airplane in the photograph. Now imagine being the person on the ground. What might you feel, or see? Would you be afraid or excited? Write about what you think you'd feel from each person's point of view.
Lesson 2: Magic
We all love good stories, and all of their amazing characters! There are the kind, loving heroes; the not-so-kind “bullies,” who challenge our heroes…and, of course, all of their friends and family members. And, every so often in one of our favorite tales, we find a character that has “magical powers.” Sometimes, their powers are used for good (and sometimes, not so good).
Very often, especially in stories that take place in earlier times than ours, the magician is called a wizard or sorcerer. This type of character is someone who practices the magic that comes from a supernatural source. Wizards appear in a lot of fantasy-type tales, and also have a history in ancient legends and mythology.
The word wizard comes from the word “wise.” Because people believe we gain wisdom as we get older and have more life experience, many times a wizard is described as an older, kindly man who uses his magic for good. Occassionally, a story will use this type of character as the person who guides the hero of the tale toward finding their own path, and making good choices regarding their life. Sometimes, however, works of fiction use a sorcerer as an evil character—using their magic to test or challenge the hero.
The man in this photograph is dressed in a magical way. Why do you think he's dressed this way--is he in a play? On a parade float? Is he using his imagination to pretend he's a wizard? Often, a wizard is described as having a long, white beard and flowing white hair. He wears very full and grand robes, and sometimes a tall hat.
In the fall, many people dress up to trick-or-treat, or to attend a Halloween party. Write about the best costume you can imagine! It could be that of a wizard, or another fantasy-type character. What color would your costume be? Would it have a hat? Do you have to wear special makeup while in your created costume? Write your piece using the best and most descriptive words you can, to give your reader a true image of your vision.
Lesson 3: Harvest
Did you know that the word “harvest” is both a noun and a verb? When a farmer harvests what they’ve planted, it means that they are gathering (or picking) their crops. To celebrate the harvest means that you’re are recognizing the time of year that the harvest takes place.
Harvesting crops is long and hard work. The work means long days for farmers, but they feel as though their time is well-spent during the harvest because it means their family (and neighbors) will have food for the winter. Celebrating the harvest began as the way people came together to thank nature for providing good and plentiful crops.
The first English settlers in the New World (America) brought with them the tradition of honoring a successful harvest. These “pilgrims” held their first Thanksgiving in the 1600s, and invited their Native American neighbors to recognize a good crop. Giving thanks with a harvest festival occurs over the world, and some not only celebrate the land, but also the harvest of the sea—and all of these festivals have their own traditions.
The orange moon in this photograph is called a "harvest moon," because this type of moon typically appears during the time of the harvest of crops--in the autumn. Images like this often inspire artists to create, scientists to explore, and authors to write.
The poet Carl Sandburg wrote a poem entitled, "Under the Harvest Moon." His poem not only refers to the harvest moon, but also to "summer roses." Sandburg uses his gift as a poet to talk about two different times of the year, as well as two different times of life.
Using the image above as inspiration (or another image of your own), write a poem which would help a reader to see such an image in their mind. Try to use your best descriptive writing to encourage the reader's imagination; and to allow them to visualize the image you saw when you created your poem.
Lesson 4: Leaves
Do you live in a part of the country where some of the leaves on trees change color? Later in the fall, do those same leaves fall off of their trees? If you’ve traveled to different parts of the world during the fall months, you know that not all leaves change color. And, not all leaves fall off of trees.
In North America, fall means that certain trees have leaves that reveal beautiful shades of red, orange and yellow. BUT, some of those changes occur because the color (yellow) is actually underneath the green leaves of summer. Other changes in color (red) are newly produced by a leaf as fall weather changes.
It’s easy to believe that the air getting colder in the fall contributes to the change of color in leaves. And, while the temperature outside does contribute to some of these changes (as does type of soil, amount of rain, and other factors), light is the main contributor to the brilliant color display we see in autumn. Less daylight also means that parts of certain leaves change so that they get less water from the soil; which results in leaves falling from the trees.
The fall brings many changes in addition to the falling of leaves—we might need to wear another layer of clothing; outside, it gets darker a little earlier; we may eat different types of food; and fall activities begin. A necessary, and often favorite fall activity, is raking leaves—or sneaking in a late afternoon nap. (You’ve probably heard someone in your life say that the fall produces “good sleeping weather.”)
The child in this photograph looks tired, and happy. What are the clues that let you know they are tired? What do you think happened before this that made them feel so tired? Why do you think they’re happy? (Could it be that they raked the leaves in which they’re now lying?)
It's clear that this young person doesn't mind napping in this position. Write about your favorite place to relax—or nap. Is it in your house? Your back yard? On vacation? Even if it’s somewhere you’ve never been, let your imagination take you there!
Lesson 5: Traditions
A lot of families have favorite activities, or traditions, they participate in during the fall months. As the weather gets cooler in some parts of the world, some of us look forward to wearing our coziest sweaters and thicker socks—and maybe even staying inside a little more often. A cup of hot chocolate or warm apple cider replaces the sweet tea or lemonade we were drinking just a little bit ago.
Many of our fall traditions are very old ones, while some have come into our lives a bit more recently. Today, we may gather around a bonfire after a high school football game. We enjoy the company of family and friends and maybe toast a few marshmallows while we get nice and warm. The tradition of the bonfire has different meanings in different countries, as well as different times of year during which it’s popular. In England, South Africa, and some parts of Canada, bonfires take place more frequently in the fall while, in Ireland, it’s more traditional to host a bonfire in June or July.
Carving pumpkins and roasting the seeds, along with bobbing for apples are often used as traditional party games in October, but they each have a long history that started centuries ago. Sometimes, we can easily find the origins of our well-loved traditions, while other times, it’s a little more difficult to know when a tradition began…and where. Things like eating candy corn, making s’mores over a fire, and making our way through a corn maze remind us of the good times we’ve shared during the autumn season.
The image above may remind you of some of your own traditions—maybe a cool fall evening, with a grand and roaring fire, and an almost-nighttime sky. Scientists have said that all of our senses (sight, sound, taste, touch, and smell) contribute to our memories throughout our lifetime.
When you look at the image, what comes to mind? A good memory of a family tradition? Which of your five senses is strongest in stirring this memory? The smell of burning wood? The taste of a slightly charred and gooey marshmallow? How about the sound of laughter from your family and friends?
Maybe this is something you’d like to do in the future—or perhaps someplace you’d like to be? Write about the most interesting tradition you have, or would like to start. Include as many details as possible to put your reading audience into the middle of your tradition!