James and the Giant Peach
VOCABULARY LIST:
Climax or Turning Point: The high point of the story (the part of the play
when the conflict is at its highest).
Conflict: The internal struggle between opposing forces, ideas, or interests
that creates dramatic tension.
Empathy: Capacity for relating to the feelings or ideas of others.
Exposition: The part of the platy that introduces the theme, main characters, and current circumstances.
Falling Action: The series of events following the climax.
Non-Verbal Acting Techniques: Techniques of acting that don’t use words
or sounds, but instead use gestures, pantomime, facial expressions and
movement.
Resolution: How the problem or conflict is resolved or concluded.
Rising Action: A series of events following the initial incident and leading
up to the dramatic climax.
Recommended for Grades 3 and up
Estimated Running Time: 70 minutes
Based on the book by Roald Dahl
Theme: The meaning or lesson in the play.
Verbal Acting Techniques: Techniques of acting that include using one’s
voice or sounds as a way of communicating to the audience or other
characters.
Kentucky Center Dates:
March 20 - April 14, 2017
Performances at 10 am and Noon
ABOUT THE PLAY
When James is sent by his conniving aunts to chop down their old fruit tree, he discovers a magic potion which results
in a tremendous peach- and launches a journey of enormous proportions. Suddenly James finds himself in the center of
a gigantic peach among human-sized insects with equally oversized personalities. After the peach falls from the tree
and rolls into the ocean; the group faces hunger, sharks and plenty of disagreements. Thanks to James’ quick wit and
creative thinking, the residents learn to live and work together as a family. The dangerous voyage is a success, but the
adventure takes a whole new twist once they land on the Empire State Building.
Common Core Standards
3rd
TH:Cr2.1.3. TH:Cr3.1.3. TH:Pr5.1.3
TH:Cn11.2.3. TH:Pr6.1.3. L.3.3.a
4th
TH:Cr1.1.4 L.4.1.g
5th
TH:Re7.1.5 TH:Cr.1.1.5.
BEFORE YOU SEE THE PLAY...
Activity #1 Costume Design
Readers use their imaginations in order to visualize the
characters in their head. Likewise, designers must use
the information provided by the script to bring the
characters and setting to life. As a class, take the opportunity to read Roald Dahl’s book (or read specific
passages containing descriptions of the characters.)
Have the students draw pictures of two of the characters that might be in the play. Keep in mind that real
actors will be costumed as insects, so how would they,
as costume designers, clothe the actors.
Activity #2 Discussion Questions
Ask students to make predictions about the play they’re
going to see based upon their knowledge of the original
book. Which characters do they think will appear
onstage? Being that it is a musical, what will the music
sound like? How will they recreate some of the fantasy
aspects of the story, especially things like the giant
peach.
Activity #3 Roald Dahl
Have students work in small groups. Each group should
choose a different Roald Dahl book to read and present.
(If time is short, you may wish to have students read
and share the first chapter or two of their selected
book.) The groups will then develop a brief presentation which should introduce the main characters in the
story. They can also read a passage aloud to show the
author’s style. Creating a poster for their book will also
entice their classmates to read their selection.
AFTER YOU SEE THE PLAY...
Activity #1 Writing Response
James and his friends make quite an entrance in New York
City when they are carried in by seagulls and land on the
top of a building. What would happen if they landed somewhere else? On the beach? On a playground? On a house?
Have the students explore these ideas in a poem, short story,
or play.
Another short form writing assignment would be to have
students design a travel brochure with the purpose of selling
a cruise across the ocean in a giant peach. How could they
use elements from the book and performance to entice
travelers to take James’ journey from England to New York
City?
Activity #2 Performance Task
Become sound designers and musicians by creating a
classroom soundscape. Using all students in the class, you
will create an environment through sound. Name a location
(city, farm in the morning, beach, or a house in a thunderstorm) and begin to brainstorm with your class. What kinds
of sound might they hear? What sounds would tell the
audience where they are?
Each student silently chooses a sound to make. Remind
students that sound designers almost never use their own
voices to make sound, so while the voice is a possibility,
creativity should be encouraged. As the conductor, lead your
students in a soundscape performance, adding sounds
gradually, and then playing with volume, solo performances
and a rippling of sound.