BILL BLAGG’S THE SCIENCE OF MAGIC
26 Oct – 28 Oct, 2016
10 AM & 12 PM
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Dear Teachers,
Welcome to another exciting season for the Peace Outreach Program Youth Performance Series!
Every show presented for our 2016 - 2017 season is curriculum-based and designed to be both
educational and entertaining. In order to get the most rewarding experience from the performance, it is
important to prepare students for the show and reflect on what they learned following the performance.
The resources and activities presented in this guide are designed to help you make the most of your
visit to the Peace Center. As always, our goal is to help you create the most arts-enriching and
educational experience for your students!
If you have any questions regarding your performance or the many educational opportunities available
through the Peace Outreach Program, please feel free to contact us at [email protected].
We appreciate your dedication to bringing the very best of opportunities to your students through the
arts!
We look forward to seeing you and your students at the Peace Center!
POP Youth Performance Series sponsored by:
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ABOUT BILL BLAGG’S THE SCIENCE OF MAGIC
For centuries magicians have used scientific principles to make people levitate in mid-air and vanish in
the blink of an eye. Illusionist Bill Blagg’s one-of-a-kind educational experience, The Science of Magic,
takes students on a rare, never-before-seen journey “behind the scenes” of the magic world. Students
will discover firsthand how magicians use science to create the impossible!
Bill’s comedy-filled, action-packed presentation is highly interactive and makes science fun and
exciting! Students will use the Scientific Method to levitate one of their teachers in mid-air and even
learn how the science of reflection can make their homework magically disappear! In addition, Bill even
performs some of his mind-blowing, grand-scale illusions with a scientific twist! Bill will even present an
incredible display of the water cycle by making it snow from his bare hands! Students will watch in
amazement as science creates magic right before their very eyes!
The Science of Magic is designed to excite, educate, intrigue, and promote students to think “outside
the box” and spawn their curiosity about how science and the Scientific Method are used by magicians
to create the impossible!
ABOUT BILL BLAGG
To say that Bill Blagg has had a magical life would be no exaggeration. From the moment he received
his first magic kit in 1986, his world was never the same. After years of endless practice and
persistence, Bill professionally launched his magic performing career in 1996, at the ripe age of sixteen.
In just two short years of professional performance, Bill developed a stage presence that made him a
stand out in the magic community, due in part to his off-the-cuff personality and his high-energy
performance style.
He chose to put his skills to the test in 1998 by entering the adult stage competition at the Abbott Magic
Get Together in Colon, Michigan, which is also hailed as the magic capital of the world. Magic had been
Bill’s life for over twelve years; he had performed hundreds of shows, and it all hinged on a single, five
minute routine: his dancing handkerchief. He had just turned eighteen, barely old enough to enter the
competition, and he was about to make magic history by becoming the youngest contestant ever to win
the prestigious event.
Following his win, Bill never looked back. While intensely studying to earn a degree in performing arts
and communications at Carthage College in Kenosha, Wisconsin, Bill was busy planning and staging
his next big venture: his own ninety-minute, grand-scale magic and illusion show he called “Beyond
Imagination.” After graduating with honors, Bill took his illusion production on the road to select cities
throughout the Midwest. He virtually sold out all of the shows, with his unique brand of grand-scale
magic and illusion. Entertainment Weekly summed up Bill’s appeal by saying, "Bill Blagg has a charm
and style all his own - he’s definitely the best kept secret in magic!"
Bill prides himself with being able to consistently create and stage new illusions to thrill his audiences
year after year. Through his countless stage appearances, Bill consistently draws standing ovations
from audiences who have experienced his unique talents and performing arts ability.
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BEFORE THE PERFORMANCE
Prepare your students for the performance prior to getting on the school bus with the following artsbased activities! Activities are in order from least to greatest amount of time required.
ACTIVITY 1 | “UNPOPPABLE” BALLOON
The occurrences that we consider “magic” are often defined as such because they defy the “natural
order” of how we perceive the world to work. Through this activity, students distinguish that magic often
uses elements of science to create a performance.
CURRICULUM CONNECTIONS | Science, Theatre, STEAM
TIME | 20 minutes
YOU WILL NEED
- Barbecue skewers
- Balloons
- Vegetable oil or body lotion
1. Prior to the beginning of instruction, prepare your materials. Blow up two balloons. Coat one skewer
in vegetable oil or lotion to make it easier to insert into the balloon. You may wish to practice several
times before presenting to your class.
2. To begin the activity, discuss the materials of a balloon (rubber or similar) and what happens when
an inflated balloon is poked with a sharp object. You may wish to demonstrate by poking the thinner
walls of the sides of the balloon with a skewer to pop.
3. Inform the class that you have the ability to put a sharp object through a balloon without popping it.
Be sure to add showmanship to the presentation of this activity as a stage magician performs his or
her magic tricks.
4. Holding the remaining balloon in one hand, use your other hand to push the skewer into the thick
rubber “button” at the top of the balloon. Twist the skewer as you push it slowly toward the thick
rubber neck opposite the top of the balloon. Firmly push the skewer through the neck. The skewer
should be securely through the balloon without popping it!
5. Have your students brainstorm how you were able to achieve this action. Share ideas as a class
before presenting the scientific explanation (below).
6. To conclude the activity, have students work in partners to name the “unpoppable balloon” magic
trick and design other elements that will enhance the performance of the experiment.
EXPLANATION Rubber balloons are made of long, springy chains of molecules (form when atoms, tiny
particles of matter, bond or link together). In a balloon, the skewer pushes the rubber’s long molecules
aside while flexing to accommodate for the skewer, creating a tight seal. It is important for magicians
to understand their materials and how scientific elements can work to their advantage in creating a
magic trick!
ACTIVITY 2 | SCIENTIFIC METHOD TABLEAUX
Bill Blagg’s The Science of Magic presents the entertainment of magic from a whole new perspective through the innovative processes of science. Introduce the similarities of science and magic to your
students before seeing Bill Blagg live!
CURRICULUM CONNECTIONS | Science, Dance, STEAM
TIME | 30 minutes
YOU WILL NEED
- Space in classroom for movement
- White board or equivalent (SMART board)
- Student paper and writing implements
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1. Divide your class into groups of 4 or 5 (depending on class size and number of scientific method
steps included) and inform the groups that they are each to create a tableau (frozen picture)
representing one step in the scientific method. You may include all of the following steps or simplify
for younger grades:
1. Question
2. Hypothesis
3. Experiment
4. Observation
5. Analysis
6. Conclusion
2. Assign each group a step of the scientific method (teacher assignment, drawing from a hat, etc.).
Provide time for brainstorming and rehearsal of group tableaux. Facilitate discussion with groups of
how best to convey their step through a physical image created with their bodies. In each tableau,
encourage that groups utilize no props, execute different levels of their bodies (low to the ground –
high), and that students use good facial expressions.
3. Have each group perform their tableau for the class. Randomize the order of performance and have
remaining groups guess which step is being portrayed. Once all groups have presented, work as a
class to sequence the scientific method.
4. To conclude, engage students in a conversation about how they would conduct an experiment using
the scientific method. Similarly, what steps of the scientific method might you need to create a magic
trick? Based on their brainstorming, how are science and magic related?
EXTENSION For older students, have groups add movement into their tableaux. Have your students
think about what actions someone might be doing during their stage of the scientific method. How can
they translate that movement into their frozen picture?
ACTIVITY 3 | CLASS MAGIC SHOW
Give your students the opportunity to engage first-hand with imaginative science experiments while
providing the opportunity to perform for the class! For the class magic show, students will predict the
outcomes of science activities using the steps of the scientific method.
CURRICULUM CONNECTIONS | Science, Theatre, STEAM
TIME | 60+ minutes
YOU WILL NEED
- Printed procedures and scientific explanations for experiments
- Materials for each experiment:
DISAPPEARING COIN
 Clear glass filled with water
 Small coin, such as a penny
THE UNBROKEN PENCIL
 Clear glass filled with water
 Pencil
SUPER STRENGTH STRAW
 Potatoes (3 or 4)
 Drinking straws that do not bend
MYSTERIOUSLY DRY TOWEL
 Cup
 Paper towels
 Tub filled with water (prior to activity)
1. Have all materials available prior to beginning of instruction. Divide the class into four groups and
assign each group a “magic experiment” (pg. 7).
2. In their groups, have students predict what will happen with their assigned experiment. Have each
group follow the directions for executing their assigned magic experiment and observe and record
the results.
3. Provide the explanations on a print-out for the group to read and discuss the scientific basis behind
the magic experiment. (If time permits, allow students to research the explanation on their own with
available technology). Ensure comprehension through observation of groups and facilitation of
discussion with each group.
4. After each group executes their experiment, allow time for students to plan the presentation of their
magic trick! Discuss with students the importance of showmanship when performing and encourage
them to implement hand gestures or magic words in their presentations.
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ACTIVITY 3 EXPERIMENT PROCEDURES
DISAPPEARING COIN
1. Place the small coin (preferably a penny) on the table.
2. Take the jar filled with water and place it on top of the penny. Where did the penny go?
EXPLANATION Light travels in straight lines, but when it travels from a more dense substance like water
to a less dense substance like air, the light bends. Traveling from water to air causes the light to bend
in the opposite way from normal, causing the light to reflect rather than refract. When the image of the
coin comes through the side surface of the jar at too great of an angle, reflection occurs rather than
refraction, causing it to look as though the coin has “disappeared!”
MYSTERIOUSLY DRY TOWEL
1. Crumple the paper towel and stuff it in the bottom of the glass. Turn the glass over to make sure
the paper towel will not fall out.
2. Slowly lower the upside-down glass into the tub of water. Keep the glass as straight up and down
as possible until the glass is immersed in the water.
3. Take the glass out of the water.
4. Turn the glass over and take out the paper towel. The paper towel will be dry!
EXPLANATION Air takes up space, including the inside of the glass. When you turn the glass over and
slowly place it down in the water, air remains in the glass. As such, the water cannot enter the glass.
The air creates pressure that is greater than the pressure of the water trying to get in. If you turn the
glass to the side, the air will be able to escape, releasing that pressure and allowing water to enter and
soak the paper towel.
SUPER STRENGTH STRAW
1. Hold the potato between your thumb and fingers. Make sure your hand isn't behind the potato.
2. Hold the straw about two thirds of the way up, so there's lots of straw to go into the potato. It's
easiest if you hold the straw in the hand that you write with. Place your thumb over the end of the
straw.
3. Hold the straw firmly and quickly stab the straw into the narrow end of the potato. You should be
able to get the straw out of the other end! You need to be quick and confident
EXPLANATION The secret is inside the straw – it's air! Placing your thumb over the end of the straw
traps the air inside. When you trap the air inside the straw, the air molecules compress and give the
straw strength, which in turn keeps the sides from bending as you jam the straw through the potato.
The trapped, compressed air makes the straw strong enough to cut through the skin, pass through the
potato, and exit out the other side. Without your thumb covering the hole, the air is simply pushed out
of the straw and the straw crumples and breaks as it hits the hard potato surface.
THE UNBROKEN PENCIL
1. Fill the glass two-thirds full of water.
2. Hold the pencil upright in the water so the tip is halfway between the surface of the water and the
bottom of the glass.
3. Move the pencil back and forth in the water, keeping it upright. It will appear as though the pencil is
broken when in the water.
EXPLANATION The pencil appears broken because of the concept of refraction. Refraction is the
change in direction of light as it moves from one transparent substance to another. Light travels in
straight lines, but when it travels from one transparent substance such as air through another
transparent surface, such as water, the light rays bend. Since water is more dense than air, the light
refracts, and the pencil appears broken.
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AFTER THE PERFORMANCE
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AFTER THE PERFORMANCE
After the performance at the Peace Center, students feel a new level of excitement and are open to
greater response to the content of the show. Take advantage of this enthusiasm and receptiveness to
learning by reflecting on the performance back in the classroom!
ACTIVITY 1 | REFLECT ON THE SCIENCE OF MAGIC
Incorporate the following questions and others in an in-depth conversation about the performance with
your students. Use this opportunity for reflection to gauge their comprehension of show content and
their overall response to the performance!
CURRICULUM CONNECTIONS | Science, Scientific Method, Visual Art
TIME | 20 minutes
YOU WILL NEED
- Plain paper and crayons, markers, colored pencils, similar drawing implements, as available.
1. Reflect on and assess Bill Blagg’s The Science of Magic as a class. Use the following questions
and similar to engage your students in meaningful discussion of what they saw in the performance.
 How do magicians apply the scientific method to create magic tricks?
 Does a magic trick always work? How do magicians modify a trick if something doesn’t work?
 Can anyone learn how to do a magic trick? How are magicians trained?
2. After class dialogue, have students each draw a picture depicting a magic trick they saw in the show
that he or she would like to learn more about. As time and resources permit, allow students the
opportunity to research the topics about which they are curious!
ACTIVITY 2 | SCIENTIFIC METHOD: MYSTERIOUS FLOATING TEACHER
We read comic strips because they are a form of entertainment, but some comic strips can be used to
tell a story or depict an event. Complete this activity in which your students create a comic strip that
illustrates how Bill Blagg was able to make the teacher float in mid-air during the performance!
CURRICULUM CONNECTIONS | Science, Scientific Method, Visual Art, Language Arts
TIME | 60 minutes
YOU WILL NEED
- Plain paper
- Drawing materials, including colored pencils, crayons, markers, etc., as available
1. Recall Bill Blagg’s performance and discuss the steps of the Scientific Method as a class. Reflect
on Bill Blagg’s use of the Scientific Method to construct his magic tricks.
2. Recall Bill Blagg’s trick of the floating teacher. Have your students describe the trick and reflect on
what happened.
3. Inform your students that they are to use the steps of the Scientific Method to create a comic strip
that explains how Bill Blagg made the teacher levitate. The comic must consist of 8 frames and
include illustrations in each frame depicting the Scientific Method. Have students feature short
captions underneath (in complete sentences) that provide details about what is occurring within
each frame. Include the following terms in the frame captions:
1. Question
2. Hypothesis
3. Experiment
4. Observation
5. Analysis
6. Conclusion
4. Instruct students that their comics need to be neat, colorful, and tell the story!
5. As time permits, have students share their comics with partners before discussing the inferences
made by individual students as to how Bill Blagg achieved his magic trick. Have students turn in
their comic strips for assessment.
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ACTIVITY 3 | DANCE EXPERIMENT
Have your students continue to explore the scientific method by completing this dance-inspired
experiment!
CURRICULUM CONNECTIONS | Science, Dance
TIME | 60+ minutes
YOU WILL NEED
- Space in classroom for movement
- White board or equivalent (SMART board)
1. Have your students think through the steps of the scientific method. Can they name all of the steps
of the scientific method? Write these steps on the board.
2. Divide your students groups of four. Each group must come up with a pose that has four, three, two,
and one body part(s) touching the floor. All members of the group must determine these poses.
Ensure that groups devise poses for all assigned numbers of body parts. Before the groups strike
their poses, ask them which pose will have the most stable stance? Why do they think that? This
will be their hypothesis.
3. Have the groups strike their poses with one group member posing with each described number of
body parts. Instruct your students to hold their positions for one minute.
4. Have students release their poses. Conferring with their groups, discuss: which pose was the most
stable? Was the group hypothesis correct?
5. Next, have students hypothesize about how many leaps it will take to get across the room (or rug
or a determined space outside, up to teacher discretion). What about tip-toeing?
6. Once students have made their hypotheses, have two or three students test it out on behalf of the
class. Do you think the height of the person who is completing the action affects the number of leaps
or tip-toe steps it takes to get across the room? Allow all groups time to experiment within these
parameters, testing their hypotheses.
7. Once students have tested their hypotheses, discuss results as a class.
8. To conclude the activity, ask your groups to create a dance that incorporates their four poses as
well as one or more of the transitions utilized to travel across the room/space (leaps, small steps,
etc.). Provide time for students to develop their dances and rehearse.
9. To conclude, have groups perform their dances for the class with music (selected at your discretion).
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Interested in more enriching educational programming for your students? Be sure to explore the
many initiatives of the Peace Outreach Program, from master classes to workshops and more, at
peacecenter.org!
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