Symbolism, Fairy Tales, & Transformation

LESSON OBJECTIVE: : To deepen the understanding of dance theatre through analyzing symbolism, fairy tales, and myths, and studying how Invertigo Dance Theatre re-tells myths through movement. Students will create their own narrative inversions by re-imagining symbols and rewriting a classic fairy tale. LESSON 2: SYMBOLISM, FAIRY TALES, & TRANSFORMATION LESSON AT A GLANCE

DURATION: 120 minutes

MATERIALS: An apple or two, Space for movement exercises, Internet to view Formulae & Fairy Tales Videos, Handout 5: Apple Talk, Handout 6: Symbolism in Snow White, Handout 7: Transforming Fairy Tales Scene Writing Worksheet

STANDARDS: National Core Arts Standards, Theatre, Grades 9-12: CREATING—Anchor Standard 3: Refine and complete artistic work. National Core Arts Standards, Theatre, Grades 9-12: PERFORMING—Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. National Core Arts Standards, Dance, Grades 9-12: CREATING—Anchor Standard 1: Generate and conceptualize artistic ideas and work. National Core Arts Standards, Dance, Grades 9-12: RESPONDING—Anchor Standard 7: Perceive and analyze artistic work. CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CCSS.ELA-LITERACY.SL.9-10.1.A: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CONCEPTS/VOCABULARY: Archetype - a typical character, an action, or a situation that seems to represent universal patterns of human nature. An archetype, also known as “universal symbol,” may be a character, a theme, a symbol, or even a setting. Collaboration - the action of working with someone to create or produce something. Curate - to select themed art pieces and design through a specific order or arrangement how the art is presented in relation to the theme or concept of a show; typically in a museum or performance piece. Exquisite Corpse - a game created from the Surrealist movement to sequence words or images Fairy Tales - a fictional story about magical events, symbols and beings; fairy tales are in the folklore genre and often take the form of a short story featuring symbolic, imaginative creatures and characters; in most cultures there is not clear line separating myth from folk or fairy tales and are part of the literary traditions of preliterate, pre-digital societies across the globe. Invert - to put upside down or in the opposite position, order, or arrangement. Symbolism - when something represents a bigger idea or “truth” than what the actual definition or physical object is; the art or practice of using symbols is to invest objects or iconic images with symbolic meaning through often invisible, immaterial, intangible, states or truths.

Tableaux - a theatre technique where actors create a frozen stage picture through gesture, physicality, space, costume, props to express and explore a theme or prompt, often with a cultural, social or political context. (see Note to Teacher in Lesson 1 Lesson at a Glance for a fuller definition). Myth - a traditional story, especially one concerning the early history of a people or explaining some natural or social phenomenon, often rooted in folklore or the supernatural or metaphysical; often expresses the history, cultural beliefs, or practices of a group of people or culture; also defined as a widely held but false belief or idea. Metaphor - a figure of speech in which a word or phrase is applied to an object or action is given meaning by being directly compared or related to another unrelated thing; the use of metaphor in drama is a complex device used by playwrights to draw a comparison between two seemingly dissimilar things; dramatic metaphor should not be confused with symbol, although the two are similar. Symbol often, but not always, involves an object that is substituted for something else. Stereotype - an oversimplified image of a particular group of people that is developed through false societal expectations and often spins meaning around cultures and communities in derogatory ways. Surrealism - an art movement in the early 20th century that focused on an artist’s subconscious or imagination. LESSON AT A GLANCE, CONT’D

Guiding Questions What symbols do you most remember from your childhood? What symbols do you think are most prevalent in our society today? How does the power of symbolism create the foundation for storytelling? For Fairy Tales? What is a story in your life that you could tell through a symbol? What symbols are most important in your family? In your culture/s? Your neighborhood? In what ways does Snow White portray women in unappealing ways? How would you like to transform the storyline to include more cultures and the LGBTQ community?

LESSON PLAN

Overview In looking at symbolism, fairy tales, and transformation, we will incorporate these elements into a sequence of lessons where the students will re-imagine symbols, build their own movement story tableaux, and rewrite a classic fairy tale. Students will examine the use of symbolism in everyday life and literature and come to understand that a symbol is a representation of a bigger idea or “truth.” Students will be given tools to see and utilize symbolism as a transformative element in creating their own stories and expressing their worlds.

Warm-Up: Symbolism through the Exquisite Corpse This is a group writing and imagination exercise to create a playful exploration of how symbols can work and transform in our storytelling. Tell students they will be using a creative game from the Surrealists called the Exquisite Corpse, and each student will add a new symbol to the story.

Note: the game can be played as a writing or drawing game; to do the writing version of the game the students won’t fold the paper in thirds like the drawing game, they’ll fold the paper over just enough so it covers their first line and leaves the second line visible as a prompt for the next person. What’s visible might be a few words, a phrase or a whole sentence.

For background & a how-to on the Exquisite Corpse: https://tampabay.aiga.org/diy-how-to-exquisite-corpse/ https://www.youtube.com/watch?v=py_xXvJoYcQ https://poets.org/text/play-exquisite-corpse

To start, have each student think of a symbol in their life, culture or family that is meaningful or important to them -- it could be an object, a place, a thing, or an iconic image. Ask them to think of how they might tell a story, even an unexpected one, with this symbol.

Next, tell the students that they will be writing a collective story of symbols. Everyone will write just a sentence or two. Invite the students to enter this exercise as a creative, collaboration where they are in a call and response with each other.

Take a piece of paper and give it to the person who wants to start the story. They will write two lines -- some kind of storyline or even poetry using their symbol. Then have them fold the paper so that only the second line of their writing is showing.

Then, the next person takes the paper, reads the second line of the previous student, and uses that as a prompt. The student writes a couple of lines, adding their storyline with their symbol in response to the previous student’s symbol and story. And so on.

As the paper is passed through the circle of students, encourage them to let their imaginations go -- to expand their idea of their own symbol. Invite them to see how their symbol story might be transformed in the writing process because of how the previous student told the story of their symbol. In this way, the piece shows how stories, images, and our own ideas can be transformed through the power of collaboration. The exquisite corpse is like an ensemble-mind made visible!

To end, have a student read the exquisite corpse. Or you can have the whole class read it with each student reading a couple of lines -- but not their own!

Mini Lesson: Storytelling Through Movement: Symbols & Gestures

Part 1: As Apple as Apple Pie Place an apple in a central, visible place in the classroom. Ask all of the students to open their Formulae & Fairy Tale Field Notes and create a word cloud or journal entry on what associations they have with the apple from their lives, stories, myths, tv, daily speech, etc. Remember apples from childhood moments, and how apples are eaten, talked about, or symbolized in their families or cultures. Ask them to explore their thoughts on what the apple symbolizes and to add their own ideas on what else it could mean or be.

Part 2: The Apple Remixed Now, tell the students they will each get to tell a simple, symbolic story with the apple. Ask them to think of how the apple could be used or shown as something NOT apple. Invite them to use their imaginations and think outside of the box and to let the apple be something new and unexpected. It can be silly or serious or inventive. For example, it could be a hair comb, a mirror, a phone.

Part 3: The Apple: Strike a Pose Choose a place in the classroom where students can, one by one, present a still life portrait of themselves striking a gestural pose with the apple as their chosen symbol. Ask the students to go to the “stage area” and hold the apple in an exaggerated symbolic pose so that the apple reads as an object with a function other than apple. Each student freezes and holds their not-apple pose for at least twenty seconds so everyone can take in the new symbolism of the apple. The students strike a pose one after the other until the whole class has struck an apple pose.

Part 4: Apple to Apple Now, the students will create a tableaux -- a collective story of the apple retold. Their job is to find how their twist on the apple symbol can connect to another person’s apple symbol -- and then create a larger story of the not-apple. Tell them the goal is to create a group sculpture and to experiment with the practice of being a dance theatre ensemble working in a call and response to each other’s movements and gestures.

To start, have on student go into an open space and strike their apple pose and freeze. This is where the ensemble work comes in: it’s up to the students to witness the story being told and listen to their instincts about when to add their image to the tableaux. At some points, a couple of students might move to the tableaux at the same time -- that’s ok, dance theatre allows multiple stories and movements to take place at the same time.

Once the image is complete, choose a student to step out and be the sculptor. Ask them to review the image from all sides, consider how connections could be made stronger, clearer, or more of a twist in meaning or story. The sculptor make edits to curate the tableaux -- adjusting people’s arms or head, moving some people into totally new connections -- and then the sculptor adds themselves back into the image. You can have two students step out and be a co-sculpting pair -- inviting them to discuss what they’re thinking as a collaborative duo. This amplifies the artistic process as everyone in the tableaux can hear what their sculptors are thinking and how they’re refining or twisting the apple to apple story.

Part 5: Apple Talk If there is time, have a class discussion about the tableaux of re-imagined apples and how the students’ different symbols work together. Have them discuss the tableaux as a piece of art -- like a dance theatre sculpture. Also ask them to analyze the cultural relevance of their apple to apple story. How many different kinds of objects were conjured and what sectors of life and culture they are from (technology, beauty, sports, cooking, nature, art, childhood, etc)?

How does the re-symbolized apple tableaux tell a larger story about humanity?

Note: We recommend you take a photo of each student when they freeze. This will add a dramatic effect, a kind of still life, and it will create an archive for you and them to look at later. Make sure to also take a picture of the whole class in the tableaux at the end.

MAIN LESSON: Fairy Tales Transformed In this series, the students will watch scenes from Formulae & Fairy Tales and look at Snow White with the goal of understanding -- and also challenging -- the myths that fairy tales create. In Part 1, there are two five minute videos of FFT; watching and discussing Invertigo’s transformation of myths, symbols and stereotypes will create a foundation for Part 2, where students will transform Alan Turing’s favorite fairy tale by writing their own scene, with a twist.

PART 1: Invertigo’s Spin on Fairy Tales & Myths

Read Handout 5: Apple Talk as a class.

Watch the scene “Circuitry in the Park” from Formulae & Fairy Tales https://vimeo.com/315739236 (5 minutes) Password: steve

Lead a class discussion on myths twisted & turned using the following prompts. Alan Turing predicted the following, “One day, ladies will take their computers for walks in the park and tell each other, ‘My little computer said such a funny thing this morning.’”

Ladies: What myth about women or ladies is depicted in this scene? How does the movement, costume and characterization invert and challenge traditional notions of the feminine?

The High Heel: How does the invisible high heel work as a symbol in the movement in this scene? What myth or stereotype does the high heel create about women? Dancers of different genders enact the high-heeled lady walk -- how does the dance company play with gender assumptions by rotating and inverting roles?

The computer: What image does “computer” connotate for you? How does the apple play with our ideas and myths about the computer? How does Invertigo spin a fairy tale about Alan Turing’s prediction that women will take their computers for a walk in the park? In what ways was Alan Turning correct? In what ways was he incorrect? Explain.

Watch the scene “Giggling Trio and Princess/Queen/Witch” from Formulae & Fairy Tales: https://vimeo.com/315743800 (5 minutes) Password: steve

Have a class discussion on feminine archetypes, stereotypes & more. If you want to vary the discussion format, do these questions in Think, Pair, Share. And then return to a full class discussion at the end if there is time.

What do you make of the terms Princess, Queen and Witch? What are your associations with these figures? How is each figure depicted in the video?

What myths do you think society tells about these three feminine archetypes? What power are they seen as having? What negative stereotypes are spun about the Princess, Queen and Witch?

How does Invertigo play with and transform these symbolic figures? Do you see a critique of society’s stereotypes and sexism in this scene? If so, how? And how is movement, costume, symbols and characterization used to achieve this?

Was this intended to be a comedy or drama? Explain what is funny about the video clip. Explain what is tragic or sad about it. Turing was known for his high-pitched laugh. How does laughter help a person through a tough time?

PART 2: Transform a Fairy Tale: Scene Writing Alan Turing was obsessed with the fairy tale of Snow White. With his life, he twisted the tale of Snow White in his own way. We invite you to take this tale -- a white, American tale from almost a century ago -- and invert it, twist it, make it yours. How can you alter the symbolism, challenge the myths, reclaim the story, diversify the characters, push the borders on who Snow White can be? Draw from your own stories, heritage, culture, identities -- or come up with your own imaginative world beyond what anyone else might expect Snow White to be. We’re quite sure Alan Turing would be pleased with your pretzel twist of this classic old tale.

Part 1: Unpack Snow White Symbolism and Brainstorm. See Handout 6: Symbolism in Snow White.

For quick reference, a brief synopsis of the story of Snow White: The Grimm fairy tale gets a Technicolor treatment in Disney’s first animated feature. Jealous of Snow White’s beauty, the wicked queen orders the murder of her innocent stepdaughter, but later discovers that Snow White is still alive and hiding in a cottage with seven friendly little miners. Disguising herself as a hag, the queen brings a poisoned apple to Snow White, who falls into a death-like sleep that can be broken only by a kiss from the prince.

Students will utilize the symbolism they have learned and will take this into a writing exercise where they will write their own scenes.

Task: Students will write an original scene inspired by the symbolism in Snow White.

Pass out Handout 7: Transforming Fairy Tales Scene Writing Worksheet and ask students to write their own original scenes by following the directions.

Assessment Criteria: • Students will utilize the symbolism provided in their writing. • Students will write a scene which transforms a fairy tale.

Purpose: Students will be able to identify the themes in Formulae and Fairy Tales and better understand symbolism.

Student Reflection: Formulae & Fairy Tales Field Notes, Journal Entry Students will write in their FFT journal to reflect on their experiences in the exercises and lessons of today. Invite them to share their observations, feelings, and ideas. They can also respond to the following:

Questions to consider:

How does symbolic imagery have the power to limit or expand how we see others or ourselves? How can we change our relationship to objects? How can we transform symbols? How does Invertigo create unusual narratives to tell the life story of Alan Turing? What are the different meanings the apple might hold for Alan Turing? How is a human being a symbolic figure that can be seen in many different ways depending on how the story is told? What symbol most speaks to who you are? What stories and myths do you create about yourself? How could you re-tell that story? How would you like to transform myths about yourself? How does their re-symbolized apple to apple tableaux tell a larger story about humanity? What symbols in our world do you think are the most urgent for us to transform?