The Wizard of Oz SEN Resource Pack

Special Educational Needs Resource Pack Written by Rosie Emanuel For Mousetrap Theatre Projects Š January 2012

Contents INTRODUCTION

Page 3

ACCESS INFORMATION

Page 4

PRE-SHOW ACTIVITIES

Page 5

1. Preparing For The Theatre Visit  Activity: Visual Story  Activity: Code of Conduct  Activity: Imaginary Trip  Activity: Elements of Theatre

Page Page Page Page Page

2. Plot Synopsis

Page 12

3. Key Characters

Page 13

4. Location & Environment  Activity: Kansas  Activity: Stormy Weather

Page 14 Page 14 Page 14

5. Themes  Activity: Good and Evil  Activity: Over the Rainbow  Activity: No Place like Home

Page Page Page Page

POST-SHOW ACTIVITIES

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  

Activity: Production Images Activity: Drama Pictures Activity: Reflections

5 5 7 8 9

18 19 19 21

Page 22 Page 22 Page 26

6. Useful Resources

Page 28

7. About Mousetrap Theatre Projects

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Introduction Welcome to the SEN Teacher Resource Pack for The Wizard of Oz. The aim of this resource pack is to help you prepare your students for their visit to the theatre and enhance their enjoyment and understanding of the show. This pack is designed to be used in the SEN classroom with students who may have a range of needs, including sensory impairments. This pack therefore has a multisensory element, which will allow you to tailor activities more specifically to students’ needs.

Included in the pack is:

• Teacher resource booklet with worksheets and activities • A sensory prop • A visual story In this booklet you will find a range of worksheets and activities to use with your students. Some are designed as pre-show activities, whilst others are more suitable for post-show work after the event. However, this is only a guide so feel free to use the resources flexibly depending on your needs. The sensory prop can be used as a starting point for a range of activities and some suggestions for its use are made within this pack. Of course, the prop can also be used in activities of your own creation.

The visual story is a tool to be used with the students directly and can be left in the classroom to be browsed at leisure, or worked into a specific lesson. The idea of this resource is to offer more visual learners an insight into what they might expect from the experience of attending the theatre. It might be a useful tool to take with you on the trip to remind students of what will happen next.

A rating of EASY or INTERMEDIATE has been applied to the activites as a guide.

In addition, where appropriate there are guidelines on how to adapt an activity for those with additional communication or sensory needs.

We hope that this pack is a beneficial tool as you prepare your students for their visit to The Wizard of Oz.

Enjoy the show!

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Access Information

Wheelchair access is via the Box Office (ramp) at the front of the theatre in Argyll Street and then by wheelchair lift down to the stalls bar. An alternative entrance is off Ramillies Place at the back of the theatre. There are no steps to Variety Bar (stalls level) from the entrance off Ramillies Place.

There are two blue badge parking bays in Ramillies Place and two on Great Marlborough Street (8.30am6.30pm, four hours maximum). There is a WCC at Poland Street and Oxford Street, and an NCP at Kingly Street.

There are 15 steps up from the foyer to the women’s and men’s toilets, or 12 steps down from the main entrance to stalls toilets. There is an adapted toilet on the right, inside the entrance in Ramillies Place. There is also access from the stalls bar.

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PRE-SHOW ACTIVITIES Preparing for the Theatre Visit EASY

Activity: Visual Story 

Use the visual story provided to begin preparing students for their theatre visit.

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You could either read it as a whole class together, or copy the booklet so that each student has their own version.

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Once the students have had a chance to look through the visual story, copy the worksheet on page 6 and ask them to fill it in individually.

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The second box might contain ideas about what they may see on stage such as lighting effects, costumes and actors (see Glossary of Theatre Terms on page 10 for more information).

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Discuss with your students what they are expecting from the production. Prompt with questions such as: o o o o o o o

You could use your own Do you know anything about the story?

Can you name any characters from the story? emotion cards to What does the title of the show suggest? support this activity.

Do you think it will be funny/sad/exciting?

Do you know any of the music?

Have you seen the film?

What are you most looking forward to about the trip?

The production images at the end of the pack may help visual learners to begin thinking about what they are going to see.

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Theatre Trip Worksheet The Wizard of Oz takes place at a theatre in London’s West End called The Palladium. This is what the theatre looks like.

This is the theatre on the inside.

What I will do at the theatre:

What I will see at the theatre:

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EASY

Activity: Code of Conduct •

Before you come to the show, you may wish to develop a Code of Conduct with your class. Use the diagram below as a template and ask students to think about what kind of behaviour is appropriate at the theatre and why. Try to make your Code of Conduct positive by using ‘we will...’ rather than ‘do not...’

•

Here o o o o

are some ideas to get you started: We will stay close together and remain with the group at all times We will be quiet during the performance We will turn off mobile phones during the performance We will listen and follow instructions carefully

Our Code of Conduct

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INTERMEDIATE

Activity: Imaginary Trip If your group are keen on drama then this activity is a good way of helping them to prepare for the trip. It is especially good for learners who prefer ‘doing’ rather than reading, writing or talking. 

Invite students to form a circle and to take turns to share one thing they might take with them on the trip, e.g. camera, water, raincoat, snacks. Invite them to place their items in an imaginary bag.

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Now act out taking whichever mode of transport you will use. More confident students can be in role as the bus or train driver, ticket collector etc. You can add sound effects and movement if appropriate, or use gym mats as props.

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Ask someone to be in role as a map-reader and pretend to make the journey to the theatre. You may wish to sing a song or add some group movement to make this more fun.

Try and get hold of a real A-Z or tube map as a prop if possible, or copy the map included in the visual story.

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Once you ‘arrive’ at the theatre, you can role-play finding your seats and getting ready for the show to start. You could make pretend tickets for each student.

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Use a visual or auditory cue to practice applause and silence.

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You could even review your ‘Code of Conduct’ by getting a student or staff member to go into role as someone in the audience who gets ‘cross’ when they are noisy.

If your students are sensitive to light or sound then incorporate this into the drama. You might want to warn the group about the darkness in the theatre, bright lights and sounds of music and applause.

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INTERMEDIATE

Activity: Elements of Theatre This activity allows students to think about what is needed to create a piece of theatre. It will help them to become familiar with what they are going to experience in advance of the performance, and will teach them about how theatre is made. 

Look together at the Glossary of Theatre Terms on page 10 and talk through each symbol in turn until students have an understanding of each element.

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Now copy the worksheet on page 11 and give one to each student.

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Work through each picture and see if they can remember what each image represents. (Be aware that some images are quite similar to others).

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Once they have established the correct meaning, ask them to write a title and description under each image. This can be in their own words based on what they have learnt and remembered from the discussion.

For a simpler version of this activity, copy the chart on page 11 for each student and call out the name of one element of the theatre. Ask pupils to circle which picture they think best represents the word you have described (with support). They can then write the word under the image.

Working with visual impairments If you are working with students who have visual impairments, you could create a multisensory version of this activity by finding a kinaesthetic or auditory way to represent each aspect. Here are some suggestions: Lighting: Pass round a torch and allow them to press the on/off switch.

Sound: Play some sound effects or pass around a musical instrument.

Costume/props: Pass around some costume pieces or props to feel.

Actors: Encourage them to have a go at acting/dancing or making frozen pictures of what an actor or dancer might do.

Stage: Create a platform that can be stepped onto. Invite students up on the stage one at a time and encourage the rest of the group to applaud.

Audience: Act out being an audience by setting up seats in front of a ‘stage’. Practice being quiet and then using applause.

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A Glossary of Theatre Terms SOUND During the show you will hear a lot of different sounds which are controlled from the back of the theatre.

ACTORS AND DANCERS The actors and dancers spend weeks rehearsing what they need to do on stage, ready for the performance.

COSTUMES AND PROPS Before the show begins, the actors get into costume and check that all their props are in the right place.

STAGE The stage has a set which helps create a setting for the story. The actors perform on the stage.

LIGHTS During the show the lighting operator will stand behind a desk and change the lights when needed.

DIRECTOR The director makes sure that everyone involved in the show knows what they are doing.

AUDIENCE

The audience watch the performance and show their support by clapping at the end of a song or scene.

STAGE MANAGER The Stage Manager is in charge of the stage and makes sure that the show runs smoothly every night.

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Elements of Theatre Worksheet

!

!

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Plot Synopsis

Use this as a template for a visual storyboard activity. Provide students with a table containing eight boxes. Then, as you read each section of the story, ask them to draw an image to represent each part of the story.

Dorothy Gale lives on a farm in a town called Kansas with her Auntie Em, Uncle Henry and little dog, Toto. A mean old lady called Mrs Gulch wants to hurt Toto, so Dorothy runs away in search of help. She thinks that nobody understands her and she is very upset.

Dorothy meets a mysterious man called Professor Marvel who tells her all about his travels and adventures. Dorothy dreams about being far away, “somewhere over the rainbow”. Suddenly a big storm hits the town and Dorothy tries to run home with Toto as fast as she can.

Dorothy’s house is caught up in the tornado and her house is blown away with Dorothy inside. When she awakes she is no longer in Kansas.

Dorothy and Toto are welcomed to the magical land of Oz by little people called Munchkins and a beautiful, kind witch called Glinda.

They are all happy because Dorothy’s house has killed the Wicked Witch of the East.

Suddenly the Wicked Witch of the West arrives and is furious with Dorothy for killing her sister. The Wicked Witch tries to take her dead sister’s powerful ruby slippers, but they appear on Dorothy’s feet and won’t come off. The Wicked Witch is even angrier now and threatens to kill Dorothy and Toto if she doesn’t get the slippers.

Dorothy wants to find her way home, so the Munchkins and Glinda tell her to follow the yellow brick road to the Emerald City, where she will find the wonderful Wizard of Oz. He will be able to help her find her way home. Dorothy sets off with Toto and the ruby slippers to protect her.

On her journey to the Emerald City, Dorothy meets some friends in need: a scarecrow with no brain, a tinman with no heart, and a lion with no courage. She tells them she is going to meet the Wizard of Oz and they agree to come with her to get help too.

When they finally reach the Emerald City, the Wizard is not kind to them. He sends them away and Dorothy is caught by the Wicked Witch of the West (who is still after her ruby slippers). Just in time, Dorothy’s friends save her and they manage to kill the Wicked Witch and take her broomstick back to the Wizard.

They all travel back to see the Wizard and ask for his help one final time. The Wizard reveals his true identity and they all get what they came for. Dorothy discovers the secret to getting home and she finally wakes up in her own bed.

Her family think she was dreaming, but Dorothy knows the truth…

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Key Characters

Use these images to think about each character in turn. Get pupils to consider what each character might be thinking or feeling at the moment the picture was taken. You may want to use your witch’s hat when you get to that part!

Dorothy

Toto the Dog

The Wicked Witch of the West

The Good Witch of the North

Scarecrow

Tinman

Lion

The Wizard of Oz

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Location & Environment EASY

Activity: Kansas •

Firstly, look at the photographs of Kansas in the 1930s and images from the original film on page 15. Use the photos to explore with your students what it might have been like for Dorothy to live there. Ask the group to use adjectives to describe the photos. This might lead on to a discussion about why Dorothy dreams of being ‘somewhere over the rainbow’.

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Now copy the worksheet on page 16 and see if your students can find Kansas on the map. Depending on your students’ ICT and literacy skills, you might want to do some fact-finding about Kansas to write in the boxes below the map. Here are some questions to get you started: o o o o

How many people live in Kansas?

What kind of people lived in Kansas hundreds of years ago?

What are the people called who live in Kansas?

Can you name a river that runs through Kansas?

Activity: Stormy Weather

INTERMEDIATE

The worksheet on page 17 can be used as a starting point to explore extreme weather conditions and the impact of tornados.

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Firstly, see if your students can recall what happens when the big storm arrives in Kansas. You could get them to draw a picture of the moment when Dorothy’s house is blown away.

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Secondly, copy the worksheet on page 17 and use the image to stimulate some thoughts and ideas about the power and impact of a tornado. Once students have thought of some words in response to the picture you might want to do some creative writing, such as writing a poem called ‘The Twister’.

For kinaesthetic learners you might like to explore this activity with a movement exercise. Firstly, ask students to move around the room as though they are a ‘leaf falling from a tree’. Then get them to imagine that the wind is getting stronger and they are being blown about with great force! A good piece of music to support this activity is Richard Wagner’s Ride of the Valkyries.

A practical method for exploring the movement of a tornado is to make whirlwinds in water, or watch water go down the plughole! You could then get students to try making this movement pattern with their bodies in a group.

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Kansas Worksheet Dorothy lives in an American State called Kansas. Can you find Kansas on the map? Put a circle around it. Use the boxes below the map to add some interesting facts about Kansas.

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Stormy Weather Worksheet In the Wizard of Oz, a huge tornado (sometimes called a ‘twister’) hits Kansas and Dorothy’s house is blown away to a far off land. Use the box below to write some words to describe what you see in the picture below, or how it makes you feel.

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Language to pre-teach

Themes

The following themes may be useful to think about with students before attending the show. These words can be programmed into communication aids so that those with communication devices can interact more easily with discussions.

FAMILY

FRIENDSHIP

GOOD

EVIL

COURAGE

CONFIDENCE

DREAMS

HOME

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EASY

Activity: Good and Evil Use this drama activity to explore the idea of good and evil and allow your students a go at some role-play. A witch’s hat is provided in the pack to help with this.

• • • •

Make a circle and place a chair in the centre. Invite pupils up one at a time to try on the witch’s hat.

Before they place the hat on their head, ask them to decide if they will be a ‘Good Witch’ or an ‘Evil Witch’. Whichever they choose, they must show this characteristic using their body and facial expression.

Ask the group: “what kind of Witch is this?” You might want to invite more confident actors to have a go at speaking some lines in character.

Now invite everyone to become evil and make a big “Witch stew” in an imaginary cauldron. As each person tries on the hat, they can add something disgusting to the stew. Don’t forget to give it a stir and a taste!

INTERMEDIATE

Activity: Over the Rainbow This activity will help students engage with the idea of an imaginary world like Oz. It also explores the theme of ‘dreams’.

• • • •

Copy the worksheet on page 20. Give one to each pupil and start by reading through the lyrics together. You could even sing it if you know the tune!

Talk to your students about Dorothy’s dream to be far away from her troubles in a land where ‘skies are blue’ and ‘dreams come true’.

Now invite them to create their own special imaginary world ‘over the rainbow’. They might like to do this through drawing or writing in the box at the bottom of the page.

You could prompt by asking questions about their favourite things such as: Are there any animals there? What colours can you see? What kind of food is there to eat? Are there many people? Are there buildings? What happens there?

Remind them that in an imaginary world, ANYTHING is possible!

DRAMA EXTENSION ACTIVITY Go on an imaginary journey over the rainbow by laying some coloured cloths or ribbons on the floor.

When you step over the ribbon you are in a new world – this could be one of the imaginary lands created by the students. Explore this place by leading the group around and asking them what they can see, hear, smell and touch.

If students need some help with thinking of an imaginary place then show them the pictures of Oz and the Emerald City at the end of the pack.

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Over the Rainbow Worksheet Dorothy dreams of being ‘Somewhere over the Rainbow’ in a far-off land to escape her troubles. Can you imagine a place like this?

Somewhere over the rainbow Way up high, There's a land that I heard of Once in a lullaby.

Somewhere over the rainbow Skies are blue, And the dreams that you dare to dream Really do come true.

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Activity: No Place like Home

EASY

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Use the template below and ask students to think about what makes a home a special place to be.

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They might want to write a list of the five most important things in their home or draw some pictures to represent them.

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POST-SHOW ACTIVITIES EASY

Activity: Production Images Copy the images overleaf and use the boxes underneath for students to collect words and ideas in response to the pictures. You might ask the group to consider: o How the characters are feeling at this point in the story o What they might be saying or thinking •

The images could also be copied and used as a visual aid when writing reflections on the show or writing a review (see page 26).

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You may want to use your witch’s hat for this. You could also use other bits of costume if you have them.

Activity: Drama Pictures

INTERMEDIATE

This drama activity will allow students to develop their understanding of the show after the event and can lead onto a range of drama activities exploring some of the themes mentioned on page 18, such as courage, friends and family.

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Once the group has looked at each of the images below, get the students to make an audience in front of a ‘stage’ space.

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Taking one picture at a time, invite students up to recreate the photograph with their bodies in front of the group. (Another way to do this is to get them to choose their favourite moment from the show).

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Once in position, ask the group to think about what each character might be saying or thinking. You could then ask the students to speak the words in character when you tap them on the shoulder (or get someone else to speak the line for them).

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You can then explore the characters’ thoughts and feelings further by allowing people to change the line, or letting the actors come to life and play out the scene in front of the audience.

If you are working with any non-verbal students or those with low confidence, then ask the students to make the pictures while support staff become their ‘voices’ by standing behind them and saying the lines.

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INTERMEDIATE

Activity: Reflections After the show it can be a really useful exercise for students to reflect on their experience and share their thoughts and ideas with each other.

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Use the template on page 27 and ask students to record their thoughts about the show. You might want to prompt with a question for each square, for example: o Can you describe your favourite moment? o Who was your favourite character and why? o How did the show make you feel? o Was there anything that you didn’t like about the show?

In addition to completing the template below, students could also make a poster of their reflections to be placed on a notice board.

Extension Activity: Be a Theatre Critic •

If your students have strong literacy skills then encourage them to take their reflections one step further by writing a review. Invite them to think critically, as well as saying what they enjoyed.

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Here are some questions which might help: o o o o o o o

What did you feel when you first entered the theatre?

How did you feel when the orchestra started to play?

Which parts made you feel happy, sad or excited?

What did you think of the actors and dancers?

Did you like the lighting and set?

What could have been done better?

Would you recommend others to see The Wizard of Oz?

Mousetrap Theatre Projects is always interested to hear from staff and pupils about how the trip went. If you fancy sending through copies of your experiences, the address is on the website.

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My thoughts on The Wizard of Oz

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Useful Resources

For more information about the London Palladium: www.reallyuseful.com/theatres/london-palladium For more information about the show including video and audio clips: www.wizardofozthemusical.com N.B. You can also buy the original London cast recording on this website for ÂŁ12 For more information regarding access: www.officiallondontheatre.co.uk/access For parking and interactive bus information: www.parkingforbluebadges.com National organisation for signed performances in theatre: www.spit.org.uk Audio-description service provider: www.vocaleyes.co.uk Captioning service provider: www.stagetext.org

ABOUT ROSIE EMANUEL Rosie is a Dramatherapist and Drama Practitioner with a wide range of experience delivering projects and therapy in SEN settings around London. Her book, written with Sheree Vickers, The Stories Within: Developing Inclusive Drama and Story-making, was published in 2011 by Hinton House. www.hintonpublishers.com. She also has her own website www.thedramatherapists.co.uk.

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ABOUT MOUSETRAP THEATRE PROJECTS Each of our programmes comes under one of our core areas: Access, Audience Development and Education. Each project is developed in close consultation with teachers, artists, educators and young people who tell us what they need. We respond imaginatively and creatively to meet their requirements.

“Events like this give my students a vision of life beyond their 'normal' environments and are instrumental in raising their aspirations”.

Teacher, Bow School, East London Access To provide young people, specifically those with limited resources, support or a disability, the opportunity to attend London theatre, often as a first-time experience: 1. TheatreOpeners– bringing 4,000 students a year from disadvantaged London state secondary schools to see outstanding theatre productions 2. ICAP Theatre Journeys for Special Schools - opening the door to West End theatre for secondary special schools, with best seats at top productions and in-school workshops.

3. Family First Nights – the only programme of its kind in the UK making London’s outstanding theatre accessible to low-income families 4. Envision - a magical day at a West End theatre for visually impaired young people 5. StageSeen – a new programme based in the Envision model, for deaf and hard of hearing young people.

6. StageXchange - gives youth groups the opportunity to see a top West End show accompanied by three tailormade workshops in the youth group setting Audience Development To encourage a legacy of theatregoing among young audiences by reducing barriers and enhancing their knowledge and understanding of theatre: 7. C145 – see a show for £5, enables young people, aged 15-18 in state secondary education to attend the theatre without their parents or teachers. Each event includes a pre or post-show talk with members of the cast or creative team 8. WestEnd4£10 - an extension to the C145 scheme, targeting students at drama schools, colleges and universities across London and the South-East 9. Teachers Preview Club - makes theatre more affordable for teachers, allowing them to preview a show prior to taking a school group Education To enable young people to engage actively with their theatre experience and to use theatre as an educational resource to stimulate creative work and to develop theatre-related skills: 10. Play the Critic - develops A-Level students’ critical thinking and writing skills by teaching them how to review a production 11. PowerPlay - uses a theatre production as the catalyst for a series of in-depth workshops for students in Children Support Centres, formerly Pupil Referral Units 12. StageBusiness - provides teachers and BTec Performing Arts students with an insider’s view of the ‘business’ of theatre including producing and marketing 13. WriteThinking - takes playwrights into schools to help students write short plays based on citizenship themes 14. DesignTaster - enables teachers and students to learn about set, costume, lighting and sound design from professional theatre designers 15. TheatreWorks – for mainstream and special schools, offers a bespoke theatre project that brings theatre practitioners into the classroom to collaborate with students and teachers 16. StageSong - teaches students to compose a song or mini-musical by understanding the role of songs in musical theatre.

17. NextStage – using the StageXchange model and teaming up with youth employment agencies, drama techniques are used to develop skills useful when seeking employment or further education. New programme to be piloted in autumn 2011.

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