MESAARTS
ARTSCENTER
CENTERPRESENTS
PRESENTS
MESA
PETER RABBIT™ TALES
Ikeda Theater | April 6-7 | 9:30AM & 11:45AM | Grades: Pre-K - 2
2016/2017 EDUCATOR RESOURCE GUIDE
1
TABLE OF CONTENTS
Welcome to the Educator …..……………......3
Teacher and Chaperone Information……......3
Curriculum Connections…………..……..…....4
Classroom Activities & Questions ….…….......6
Bus Loading Procedures ……...….…….…….13
Contact Information…………………………..14
ABOUT PETER RABBIT™ TALES…..
In celebration of Beatrix Potter’s 150th birthday anniversary, Enchantment Theatre Company, in collaboration with the Estate of Beatrix Potter and Penguin Books UK, brings her captivating stories to
life. Using fantastic masks, whimsical puppets, gorgeous scenery and original music, the magical, marvelous world of Beatrix Potter comes alive on stage.
FROM ENCHANTMENT THEATRE COMPANY…..
This production by Enchantment Theatre Company is based on three of Beatrix Potter’s “rabbit tales”:
The Tale of Peter Rabbit, The Tale of Benjamin Bunny and The Tale of Mr. Tod. Beatrix Potter wrote
and illustrated over 24 tales and some of her most popular stories featured rabbits. When Enchantment Theatre decided to make a play based on some of Beatrix Potter’s stories, we wanted to use the
tales about Peter Rabbit and his family; not only are they are delightful adventures, filled with humor,
bravery and loyalty, but these stories are remarkably true to both animal and human nature. We recognize ourselves in Peter, Benjamin and Flopsy and are also keenly aware of the dangers they face as
rabbits, both from Mr. McGregor, the farmer and Mr. Tod, the fox. Ms. Potter’s stories are told with
humor and wit, combined with a deep appreciation for her character’s strengths and foibles.
2
WELCOME!
Dear Educator,
Thank you for selecting a Performing Live for Students! field trip with the Mesa Arts Center. We have a
dynamic season planned and we look forward to connecting you to our many artists and performances.
With Performing Live, students are able to experience live theatre and make educational connections
well beyond the classroom.
We also recognize and appreciate the energy and time spent on your part in coordinating field trips. In
this guide we have provided information to help make this the best experience possible.
In addition, the Mesa Arts Center has many open and inviting spaces that make good places to hold a
brown bag lunch. Prior arrangements for lunch accommodations need to be made by either calling
(480) 644-6540 or emailing [email protected].
Please contact our offices should you have any additional questions (contact info on last pg.).
Enjoy the show!
TEACHER AND CHAPERONE INFORMATION
Chaperones

Assign each chaperone a designated group of students and provide him/her with a written list of the
students in that group.

Ask chaperones to stay with their assigned group throughout the field trip. Adult chaperones are
responsible for the students’ conduct and behavior throughout their visit to the Center.

Please review theater etiquette rules and responsibilities with all chaperones.

Have the phone numbers of every chaperone in your group to quickly access each other in case of
emergency.
Theater Etiquette

No Food or Drink inside the theatre (besides bottled water).

Students must be accompanied by chaperones at all times.

Cameras and recording devices may not be used during the performance.

Please silence cell phones and resist the urge to text message.

Listening and following the House Managers and Ushers will help the seating and dismissal process.

Feel free to laugh, clap and enjoy the show but also to be respectful of those around you.
3
CURRICULUM CONNECTIONS
Peter Rabbit™ Tales
Arizona Academic Standards in the Arts
These standards can be achieved through discussion
questions or activities included in the study guide.
Theatre
TH.CR.1.K-2b — Interact or collaborate about costumes, props, or scenery in guided theatrical experiences.
TH.CR.1.1-2c — Identify or determine how characters move or speak to create or retell a story in guided
theatrical experiences.
TH.PR.4.K-2b — Use body and voice to communicate character traits and emotions in a guided theatrical experience.
TH.RE.7.K — With prompting and support, express an emotional response to characters in a guided
theatrical experience.
TH.RE.7.1-2 — Recall or identify when artistic choices are made in a guided theatrical experience.
TH.RE.8.K-2b-c — With prompting and support, name and describe settings, characters, or emotions
in a guided theatrical experience.
TH.RE.9.K-2c — Describe or compare and contrast the experiences of characters in a guided theatrical experience.
TH.CN.11.K-2a — Identify or explore similarities and differences in stories in a guided theatrical experience.
Music
MU.RE.8.K-2 — With appropriate guidance, identify expressive attributes that reflect creators’/
performers’ expressive intent.
4
CURRICULUM CONNECTIONS CONTINUED
Peter Rabbit™ Tales
Arizona’s College and Career Ready Standards
These standards can be achieved by participating in the study guide
Reading
Grades K-2.RL.2 — Summarize the key supporting details and ideas.
Grades K-2.RL.3 — Analyze how and why individuals, events, and ideas develop and interact over the
course of a text. In Grades K-3 students explore narrative elements and how characters develop.
Grades K-2.RL.9 — In Grades K-3 students compare and contrast characters, events or versions of related stories.
Writing
Grades K-2.W.3 — Write narratives to develop real or imagined experiences or events using effective
technique, well‐chosen details, and well‐structured event sequences.
Speaking and Listening
Grades K-2.SL.1 — Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Grades K-2.SL.2 — Ask and answer questions about key details
in a text read aloud or information presented orally or through
other media.
Grades K-2.SL.4 — Describe people/events or tell/recount a story including relevant details in a clear manner.
5
PRE-PERFORMANCE CLASSROOM ACTIVITIES
Included in this resource guide are a variety of activities created to correspond with the
Arizona College and Career Readiness Standards to enhance the students’ growth,
reading skills, and overall comprehension.
Questions to Ponder….
Question 1 — Peter Rabbit™ Tales is an adaptation of 3 Peter Rabbit Tales. Adaptation means to
change something to make it better for a certain situation. Why might the books need
to be adapted to be made into a play? (Grades K-2.SL.1; TH.RE.7.1-2)
Question 2 — You will see masks, mime (acting without speaking), and puppets in this performance.
How do you think the performers will use these techniques to help you understand the
story? (Grades K-2.SL.1; TH.CR.1.K-2b-c)
Activities to Explore….
To prepare children for the masks and mime present in the performance have them try portraying an event
from a Peter Rabbit story (or any story familiar to the class) either while wearing a mask or using mime. Students can make their own masks or there is a rabbit mask on page 8. There are also additional ideas for
mime on pages 9 and 10.
Standards Implemented: Grades K-2.RL.2; TH.CR.1.K-2b-c; TH.PR.4.K-2b
Approximate time: 10-45 minutes depending on activity chosen
Peter Rabbit has a flashback in the play. This means he thinks back to an important memory and replays it,
in this case for the audience. Ask students to think of an important memory they can flashback to. Students
can write a sentence or paragraph (depending on ability) about their flashback and add an illustration.
Standards Implemented: Grades K-2.W.3
Approximate time: 15-20 minutes
Materials Needed: Paper, pencils
Music helps set the mood in a play. For example the music when Peter Rabbit is frightened of Mr. McGregor
in the garden is very different from when he is picking vegetables in his own garden. Get the class up and
away from their seats. Play a piece of music and ask everyone to move or dance how the music makes them
feel. Does it make you want to sneak? Look for something? Skip? Does it make you feel angry? Sleepy?
Scared? After a minute or so, play a different piece of music with a very different mood. Switch at least one
more time.
Standards Implemented: Grades K-2.SL.2; MU.RE.8.K-2
Approximate time: 10-15 minutes
Materials Needed: At least 3 music tracks of varying mood (try YouTube for movie song clips)
6
POST-PERFORMANCE CLASSROOM ACTIVITIES
Questions to Discuss
Question 1 — How did you feel about not being able to see the actors’ faces completely? Did you
think it made the actors seem more or less like animals?
(Grades K-2.SL.1; TH.RE.7.K-2)
Question 2 — Benjamin and Flopsy are mad at Old Mr. Bouncer but forgive him by the end of the
play. Tell about a time you forgave someone. How did you feel afterwards?
(Grades K-2.SL.4)
Question 3 — If you read any of the Peter Rabbit stories before seeing the play, how was the play
different than the stories you read in class? How was it the same?
(Grades K-2.SL.1, K-2.RL.9; TH.CN.11.K-2a)
Activities for the Classroom
After seeing the performance have students practice retelling the play or scenes from the play.
Younger students can act out or use the finger puppets on pages 11 and 12. Older students can
write a retelling in small groups and present to the class or create a comic strip retelling of a scene in
the play.
Standards Implemented: Grades K-2.RL.2; TH.RE.8.K-2b-c
Approximate time: 20-30 minutes
Materials Needed: Pencils, paper, finger puppets (optional)
There are many Peter Rabbit stories but your students can create new ones. Partner students up and
give each student a piece of paper. Ask students to write the first sentence of a new Peter Rabbit
story and then put their pencil down. The partners should trade papers, read what their partner
wrote, and write the next sentence in the story. Have students keep trading papers until both stories
are complete. For younger students you could have students create a story whole group with each
child contributing a sentence and the teacher recording for the class.
Standards Implemented: Grades K-2.W.3
Approximate time: 20-30 minutes
Materials Needed: Pencils, paper
Many of the characters in the play were helpful, but others were not. Even when characters are very
different we can usually find ways they are the same. Either whole group or in partners, choose two
characters from the play and describe them using either a Venn Diagram or a Double Bubble Thinking Map to organize the information. Remember costumes, how the actors moved, and music from
the play can be used in comparing and contrasting the characters.
Standards Implemented: Grades K-2.RL.3, Grades K-1.RL.9; TH.RE.9.K-2c
Approximate Time: 20-30 minutes
Materials Needed: Pencils, paper
7
PETER RABBIT MASK
8
MIME ACTIVITY IDEAS
9
MIME ACTIVITY IDEAS CONTINUED
Mime activities taken from the Enchantment Theatre
Company publication: Peter Rabbit™ Tales: A Study
Guide for Classroom Teachers
10
FINGER PUPPETS
Peter Rabbit
Benjamin Bunny
Flopsy
Mr. Bouncer
3 baby bunnies
11
FINGER PUPPETS
Mr. Tod
Mrs. Tiggy-Winkle
Tommy Brock
Squirrel Nutkin
12
MESA ARTS CENTER MAP
PLEASE NOTE – We ask that buses arrive approximately 30 minutes before the
performance begins to allow ample time to unload and seat students.
13
SHARE YOUR EXPERIENCE!
We’d love to hear your students’ response to our shows.
We especially appreciate pictures and letters!
THANK YOU!
Mandy Tripoli
Renee Salazar
Director of Engagement
Engagement Coordinator
P 480-644-6609 | F 480-644-6503
P 480-644-6540 | F 480-644-6503
[email protected]
[email protected]
14