Performances Teachers’’ Notes
TheFastestBoyintheWorld
Patch Theatre Company
Presented by the Arts Centre’’s Performances Program 2010
Years K –– 4
TheFastestBoyintheWorldͲTeachers’’Notes
The Arts Centre’’s Performances Program is dedicated to fostering the arts by
giving schools the opportunity to see a diverse range of excellent theatre in fully
produced form.
These teacher notes have been designed to complement the Victorian Essential Learning
Standards.
Activity suggestions are arranged according to theme and/or broad focus area. This
arrangement is designed to serve educators as a useful guide toward drawing crosscurricular links across VELS domains and to complement whole school planning.
Themes will be addressed across learning strands via activities relating to domains of
relevance that draw upon applicable knowledge, skills and behaviours (VELS dimensions).
Activity suggestions can be adapted by teachers to suit student levels.
Notes for THE FASTEST BOY IN THE WORLD are divided into the following themes;
THEME #1: TIME ........................................................................................ 5
THEME #2: COMPETITION ..................................................................... 10
THEME #3: STORY .................................................................................. 11
THEME #4: THEATRE ARTS ................................................................... 13
Teacher notes prepared by Jack Migdalek, with material from Patch Theatre Company.
NOTE: Please remember to arrive 30 minutes before the starting time of the show.
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TheFastestBoyintheWorldͲTeachers’’Notes
ABOUT‘‘THEFASTESTBOYINTHEWORLD””
Cast
Ian Moorhead
Emily Smart
Felicity Freeman
Mario Spate
Creatives
Director/Auteur –– Dave Brown
Set & Lighting Designer –– Geoff Cobham
Video Artist –– Tamsin Sharp
Stills Photography –– Sarah Long
Timelapse images –– Simon Carroll
Crew
Production Manager –– Bob Weatherly
Lighting Operator –– Chris Petridis
Sound Operator –– Matt Vecchio
The story is told in concert narrative style by a four piece pop/rock band.
Henry (now 26 years old) and his fellow band members, tell us a story from Henry's
childhood about how he came to be The Fastest Boy in the World.
When Henry was 5 years old, his Grandpa Kim looked after him lots. Grandpa Kim had a
special magic clock (an old fob watch). When it was open it would tell the time like normal,
but when the lid was closed, anything could happen, anything you could imagine. Grandpa
Kim and Henry had lots of wonderful adventures together.
Just before Henry turned six year's old, Grandpa Kim died and Gran gave Henry Grandpa's
special magic clock for his 6th birthday. Thus began Henry's insatiable interest in time and
"being fast".
Henry's "fastest boy" aspirations are quelled by Jason Whipple, Henry's school-time
nemisis. In their efforts to help Henry deal with his self esteem and Jason's badgering,
Mum, Dad and Gran encourage Herny's fantasies but all Henry's plans are dashed when he
and Gran miss the train to school. Henry arrives late and misses show and tell after getting
all dressed-up in a super duper costume ready to tell everyone about the trophy that he
won for being the fastest boy in the world. He is devastated and Jason Whipple gleefully
teases him.
At his lowest ebb, Henry calls on the memory of his Grandpa to devise a scheme with his
Dad and Mum to "save face" with his school friends and Jason Whipple.
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TheFastestBoyintheWorldͲTeachers’’Notes
PATCH THEATRE COMPANY
In its 35 year history, Patch Theatre Company has produced 99 new works and performed
to over 1.4 million children and their families nationally and internationally. Patch Theatre
productions are known for their elegance, simplicity and theatrical invention.
In addition to Australia, Patch has performed in Korea, Japan, Singapore, USA, New
Zealand and Canada.
RESOURCES
More information on Patch Theatre Company and THE FASTEST BOY IN THE WORLD can
be found at:
http://www.patchtheatre.org.au
Books that deal with the impact/s of time:
x
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x
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‘‘The Giving Tree’’ - Shel Silverstein
‘‘Belonging’’ - Jeannie Baker
‘‘Tick-Tock’’ - James Dunbar
‘‘On the Day You Were Born’’ - Debra Frasier
‘‘Sophie’’ - Mem Fox, Illustrated by Aminah Brenda Lynn Robinson
‘‘Wilfred Gordon McDonald Partridge’’ - Mem Fox, Illustrated by Julie Vivas
‘‘Seven More Sleeps’’ - Margaret Wild, Donna Rawlins
‘‘Samsara Dog’’ - Helen Manos, illustrated by Julie Vivas.
‘‘What Time Is It Mr Crocodile?’’ - Judy Sierra, Illustrated by Doug Cushman
‘‘Baloney’’ - Jon Scieszka, Lane Smith
‘‘A Second is a Hiccup’’ - Hazel Hutchins, Kady MacDonald Denton
‘‘You'll Soon Grow into Them Titch’’ - Pat Hutchins
‘‘Waiting for Mummy’’ - Tae-Jun Lee, Dong-Sung Kim
‘‘Meanwhile’’ - Jules Feiffer
‘‘All By Myself’’ - Aliki
PRE-SHOW: For some students, seeing THE FASTEST BOY IN THE WORLD may be a first
experience of live theatre. The following page can be used as a worksheet to promote
discussion on what constitutes appropriate audience behaviour at a live performance.
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TheFastestBoyintheWorldͲTeachers’’Notes
THEATREETIQUETTE
What’’s different about watching a show on TV and watching a show at the theatre?
When you go to the theatre you should follow the rules below.
Can you think of reasons why?
Visit the bathroom before the show begins
•• because the soap smells really nice
••
••
••
Remain in your seat during the performance
•• because someone might take it
••
••
••
Don’’t talk during the performance
•• so that you don’’t lose your voice
••
••
••
Clap at the end
•• so your hands don’’t get cold
••
••
••
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TheFastestBoyintheWorldͲTeachers’’Notes
LEARNINGACTIVITIES
THEME#1:
TIME
The focus of the following activities is on measurements of time.
•• FRIENDS
Domains:
Dimensions:
Interpersonal Development; Personal Learning; Mathematics; Health and Physical
Education
Building social relationships; Managing personal learning; Measurement, change
and data; Movement and physical activity
EMBODYING SECONDS
Ask children to think of things that take about one second to do (eg. jump, wave, wink,
clap, kiss, smile, step, scratch, click, puff, sigh, yelp, nod).
Going around a circle, ask each child to do one action that takes about one second to do.
Then go around the circle with each child doing a one second action in turn. If there are 15
students, ask students to calculate how many seconds it should take to get around the
circle? See if this can be achieved.
SECONDS SEQUENCE
Ask each child to choose 3 X one-second actions and get them to put the three actions
together in a 3 second sequence. Children could draw their choices out of a hat. eg a
smile, a skip, a turn.
When children have had time to practice their sequence, get them to loop the sequence,
eg. repeat it over and over.
See how many times students can repeat their sequence over 60 seconds. A grab of the
One Minute Song (link below) can be used as accompaniment for this activity.
The ““One Minute Song”” audio file can be found at:
http://www.theartscentre.com.au/discover/education/event.aspx?id=1917
RESTING AND ACTIVE HEART-RATE
Have the children lie still on the floor after a passive activity and have them count their
heart-beats for the duration of 1 minute. The ‘‘One Minute Song’’ (above) could be used to
keep time. Record the numbers of heart-beats per minute for each child under the heading
Resting Heart Rate.
Have students perform a high energy activity such as running on the spot, jumping up and
down, running back and forth from point A to point B. Then once again, have students lie
still on the floor and have them count their heart-beats for the duration of 1 minute.
Record the numbers of heart-beats per minute for each child under the heading Active
Heart Rate.
Ask students why they think their heart-beats got faster. Teachers can use this activity to
lead into projects on health and the human body.
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TheFastestBoyintheWorldͲTeachers’’Notes
STICKY BALLOONS
Have 15 small round balloons blown up and placed on the floor.
A child stands in the middle of the circle
The teacher rubs the balloon on her hair and sticks it to the child using electrostatic
charge.
The game is to see how many balloons can be stuck to the child by the end of one minute
using small teams of up to 4 children. Create a record and see if other teams can beat it.
Try this activity on different days - the results achieved can differ markedly according to
the humidity of the weather. Dry days are best!
BALLOON BOUNCING
Challenge students to see how long they are able to tap a balloon in order to keep it up in
the air. Try this using only one hand, and then using no hands (eg. using feet, head,
elbows, knees).
Try the same activity using more than 1 balloon, using more than one person.
Use a stopwatch and record times achieved on a chart.
BALLOON TENNIS
Working in pairs, have students tap a balloon from person to person, counting their taps.
See how many times the balloon can be tapped without the balloon touching the ground.
Have pairs count how many times they are able to tap the balloon in a minute. Try the
same activity using no hands, eg. elbow, feet, heads.
BALLOON PASSING
Pairs are given two pieces of A5 paper each and a balloon. The paper is placed on the
ground and children place their feet on the paper opposite each other. The balloon is
thrown back and forth from one student to the other. Neither partner is allowed to move
their feet. Have pairs count how many throw-catch passes they can make successfully in a
minute without moving their feet.
BALLOON BOUNCING CIRCLE GAME
Form a circle. An inflated balloon is tapped around the circle from one person to the next
until it completes one circuit. The rule is that everyone in the circle must tap the balloon in
turn. Present the group with the following challenges:
- What is the shortest amount of time it takes for everyone in the circle to tap-pass the
balloon in turn?
- What is the longest amount of time it takes for everyone in the circle to tap-pass the
balloon in turn? (In this challenge the balloon needs to be kept up in the air for a maximum
amount of time between taps).
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TheFastestBoyintheWorldͲTeachers’’Notes
PAPER WALKING
Pairs are given a balloon and three pieces of A5 paper. Two lines are marked on the
ground - a starting line and a finishing line. One member of the team places the paper
pieces on the ground to make stepping stones for the other team member, who carries
the balloon from start to finish. One team member goes one way and they swap on the
return journey. Their journey is timed and the time recorded.
Try doing this activity each day for a week and note changes in time taken. Teamwork and
practice should improve the outcome.
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TheFastestBoyintheWorldͲTeachers’’Notes
•• SCHEDULE
Domains:
Dimensions:
Personal learning; English
Managing personal learning; Writing
In THE FASTEST BOY IN THE WORLD, Henry and his Gran make a schedule in order to
make sure that Henry gets to school on time.
Have students make schedules of their plans for a specified day. Events can be written or
illustrated:
TIME
ACTIVITY
am:
pm:
Following the specified day, have students report on whether their day went according to
schedule. In THE FASTEST BOY IN THE WORLD a hole in Henry’’s sock causes a delay.
Have students discuss whether anything interfered with their own schedules, and how they
dealt (or could have dealt) with any unexpected events.
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TheFastestBoyintheWorldͲTeachers’’Notes
•• STICKING TO SCHEDULE - BOARD GAME
Domains:
Dimensions:
Interpersonal Development; Personal learning; English; The Arts
Working in teams; Managing personal learning; Writing; Creating and making
In THE FASTEST BOY IN THE WORLD Henry and his Gran make a schedule in order to
make sure that Henry catches the 8.10 train. Together with students brainstorm and list
some of the things that people do in the morning before heading off to school, eg. go to
the toilet, get washed, get dressed, put on shoes, eat breakfast, drink, clean teeth, brush
hair, make/take lunch, pack schoolbag, say goodbye.
In small groups, create a board game that maps and tracks Henry’’s morning. The start of
the game could be when Henry wakes up, and the end could be when he catches his train.
Each step of the path that students create should include incidents that occur which lead
to players losing turns, getting free turns, having to go back several spaces, forward, etc.
For example Henry might have packed his schoolbag the night before so he might save
time and get a free turn; Henry might have trouble putting on his shoes and have to go
back 2 spaces, etc. (Alternatively the game can be created for another person - real or
fictitious).
Groups can name and create an appropriate logo, packaging and advertising for their
games.
Have groups learn and play one another’’s games.
•• VIDEO PRESENTATION ON TIME AND SPEED
Domains:
Dimensions:
Interpersonal Development; The Arts; ICT
Working in teams; Creating and making; ICT for communicating
In THE FASTEST BOY IN THE WORLD Henry and his family make a video presentation
using pictures and signs and music that make Henry seem to be very fast. Have students
view the following music video grab* of ‘‘He’’s the Fastest Boy in the Whole World’’.
Together with students identify tricks in the video that make Henry seem to be very fast,
eg. collage, moving cut-outs and toys, fast motion, etc. Using the grab as inspiration, work
as a full class to create a dramatised video or computer generated presentation all about
time and speed, eg depicting a super-fast or super slow lesson, school day, teacher, lunch
time.
* Video grabs will be available on the following page within the coming week:
http://www.theartscentre.com.au/discover/education/event.aspx?id=1917
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TheFastestBoyintheWorldͲTeachers’’Notes
THEME#2:
COMPETITION
The focus of the following activities is on winning, losing, and recognition for achievement.
•• MONOLOGUE
Domains:
Dimensions:
Personal Learning; Interpersonal Development; English; Civics and Citizenship; The
Arts
Managing personal learning; Working in teams; Writing; Speaking and listening;
Civic knowledge and understanding; Creating and making
Have students conceive and perform a monologue spoken as someone who has just won a
challenge such as an important race.
Students will need to decide what kind of race it was that they were trying to win, as well
as who their character might be talking to (eg. best friend/s, journalist/s, those who lost
the race). Encourage students to articulate how they felt before, during and after the
event.
Then have students adjust the monologue to be spoken by the same character but as
having lost the same race. Again encourage students to articulate how they felt before,
during and after the event.
Watch both versions and compare the impact of each.
Discuss with students good things and bad things about competition, good things and bad
things about winning and losing, and what those who win/lose should bear in mind about
the feelings of other people in the same competition.
•• TROPHY
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts
Working in teams; Managing personal learning; Creating and making
In THE FASTEST BOY IN THE WORLD Henry gets a trophy for beating a printer at
counting the numbers 1 –– 20.
Secretly allocate each student the name of another student from the class for whom they
are to tailor-make a personal trophy, eg. for feats of speed, dexterity, artistic, academic or
sporting achievement, admirable personal traits.
Trophies can be made from craft materials and should be designed especially to match the
achievements and/or personality of the recipient. Trophies may incorporate drawing,
painting, collage, cut out shapes, origami, but no writing.
Display trophies to the whole class, and see if students can work out who each trophy has
been especially made for. Present the trophies.
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TheFastestBoyintheWorldͲTeachers’’Notes
THEME#3:
STORY
The focus of the following activities is on narrative and storytelling.
•• FANTASTICAL SHOW AND TELL
Domains:
Dimensions:
Personal Learning; English
Managing personal learning; Speaking and listening
In THE FASTEST BOY IN THE WORLD Henry tells his class a fantastical story for show and
tell (about his grandpa’’s magic clock taking them up to the moon in a rocket ship, crashing
into the Sea of Tranquillity and being saved by a seahorse).
Have students prepare their own amazing, unbelievable, fantastical stories for show and
tell. These may incorporate fantastical props such as an invisible pet, magic glasses,
souvenirs.
In performing this task discuss with students the skills involved in the telling of a story.
Together identify and list qualities that maintain or heighten a listener’’s interest, eg. eyecontact, facial expression, gesture, pause, variation in rhythm, stress, pitch, pace, volume,
etc.
Identify and list qualities that might lose a listener’’s interest, eg. shuffling around,
mumbling, fidgeting, speaking in a monotone, speaking too slowly/quickly/softly, etc.
Have students draw on this discussion in preparing their show and tell offerings.
•• BACKGROUND PROJECTIONS
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts
Working in teams; Managing personal learning; Creating and making
Projections were used in THE FASTEST BOY IN THE WORLD to suggest characters,
situations and locations in the story.
Working individually or in small groups, have students decide on a story to tell, and create
slides or pictures to enhance the story as it is being told or enacted.
These illustrations could be displayed on project paper, computer screen or via OHP and
used to enhance the telling of a students’’ stories.
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TheFastestBoyintheWorldͲTeachers’’Notes
•• IMAGINE IF
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts
Working in teams; Managing personal learning; Speaking and listening; Writing;
Creating and making
Where students have seen THE FASTEST BOY IN THE WORLD, hypothesise what might
have happened had certain things in the story been different, eg.
x
x
x
x
x
if Grandpa was still alive
if Henry had arrived at school on time
if Gran was best friends with Jason Whipple’’s grandparents
If Henry had become famous for being faster than his Mum’’s printer)
etc.
Have students follow one or more ““What would have happened if...”” questions and retell
the story accordingly. Stories can be retold in written, spoken, illustrated or dramatised
form.
•• WAIT A SECOND
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts
Working in teams; Managing personal learning; Speaking and listening; Writing;
Creating and making
Discuss with students what is meant when people say ‘‘wait a second’’ ‘‘wait a moment’’ or
‘‘wait a minute’’. When that is said, what is really meant?
Make up stories about being asked to wait a minute, second, or moment. These can be
written, spoken or dramatized.
Stories can also be made up about other phrases that do not literally mean what they say,
eg. ‘‘jump in the lake’’, ‘‘I could eat a horse, ‘‘you are a monster’’ ‘‘you are an angel’’, ‘‘I can see
a lot of your Grandpa in you’’, ‘‘I’’m freezing’’.
•• POINTS OF VIEW
Domains:
Dimensions:
Personal Learning; English; The Arts
Managing personal learning; Writing; Speaking and listening; Creating and making
The story of THE FASTEST BOY IN THE WORLD is told from the point of view of Henry
himself. Imagine how someone else would have told the same story, eg. Jason Whipple,
Henry’’s mother, father, grandmother, teacher, classmates.
This could be done as a piece of writing or in the form of a monologue (followed by Q & A
in which interviewees should remain ‘‘in character’’).
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TheFastestBoyintheWorldͲTeachers’’Notes
THEME#4:
THEATREARTS
The focus of the following activities is on theatre craft, creation, production, review and
appreciation.
•• REVIEW
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts; Thinking
Working in teams; Managing personal learning; Speaking and listening; Writing;
Listening, viewing and responding; Reflection and evaluation
Have students discuss the following by way of reviewing THE FASTEST BOY IN THE
WORLD:
x
Why do you think Patch Theatre made THE FASTEST BOY IN THE WORLD? What
do you think they wanted audience members to think about?
x
Which part of THE FASTEST BOY IN THE WORLD did you like best? Why?
x
What did you think about the projections and video in THE FASTEST BOY IN THE
WORLD? Why do you think they were put in the production?
x
What did you think about the live rock music in THE FASTEST BOY IN THE
WORLD? What would the performance have been like with no music? What would
the performance have been like with different music (such as classical music)?
x
Comment on the skills of the performers in THE FASTEST BOY IN THE WORLD.
How long do you think it would have taken them to prepare and practice the show?
x
Were there any parts of the show that you did not like? Why?
x
Compare THE FASTEST BOY IN THE WORLD with other live performances you may
have experienced.
x
Give THE FASTEST BOY IN THE WORLD a mark out of 10. Explain why you gave
the performance the mark that you did.
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TheFastestBoyintheWorldͲTeachers’’Notes
•• ONE MINUTE SONG
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Creating and making
Together with students listen to the ‘‘One Minute Song’’ as featured in THE FASTEST BOY
IN THE WORLD.
The ““One Minute Song”” audio file can be found at:
http://www.theartscentre.com.au/discover/education/event.aspx?id=1917
The lyrics are below:
Sixty seconds in a minute
It takes sixty beats to fill it
Sixty hiccups, sixty hops
Sixty ticks or sixty tocks
Sixty skips or sixty claps
Sixty drips from leaky taps
Sixty spins or sixty turns
Sixty blows in a balloon
Or sixty words sung in this song
Tell us that this minute’’s done
Sixty seconds been... and .... gone
Working in small groups or as a full class have students compose their own ‘‘One Minute
Song’’ designed to take exactly 60 seconds to perform. These songs can be recorded and
used to time some of the activities in theme #1 on TIME.
•• SOUND EFFECTS AND MUSIC
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Creating and making; Exploring and responding
Sound effects and music are used in THE FASTEST BOY IN THE WORLD to add to the
mood and atmosphere of the production.
Form small groups. Using voice, implements and/or musical instruments, have groups
create sound effects or music to represent elements such as speed, anger, happiness,
youth, old age, victory, defeat, etc. These can be recorded.
Play or perform these for one another. See if students can identify what other groups’’
sound effects represent. Discuss how groups used tempo, volume, rhythm, pause, speed
and pitch to evoke different feelings or atmospheres.
Record a soundscape sequence, eg. misery turning to happiness, danger turning to safety,
confusion turning to understanding, youth turning to old age, defeat turning to victory,
high speed winding down to slow speed.
Have small groups prepare or improvise short skits or dances to match pre-recorded
sound-effect sequences. Perform these.
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TheFastestBoyintheWorldͲTeachers’’Notes
•• MIME
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts;
Working in teams; Managing personal learning; Creating and making; Exploring and
responding
In THE FASTEST BOY IN THE WORLD Henry is excited to get a birthday present from his
parents. He opens it, but there is nothing inside. His parents explain to him that it is an air
guitar and show him how to play. Together with students watch the following video grab*
which shows Henry learning how to play air guitar.
Have students identify what Henry and his father do that make it seem as though they are
playing guitar. Use the grab as inspiration to mime other activities. Explore how to make it
look like one is handling something that is enormous, tiny, heavy, light, fragile, hot, cold,
etc.
Allocate or have individual students choose an activity, eg. playing with a dog/cat,
wrestling a crocodile, washing dishes, changing a baby’’s nappy, trying to open a jar, eating
spaghetti, scuba-diving, setting a table, playing tennis, feeding an elephant, etc. Have
students mime their activity. View these and see if classmates can guess which action is
being portrayed. Identify skills involved in miming something convincingly
Extension activity: have students depict well-known or original stories though mime only,
eg. no talking.
*
Video grabs will be available on the following page within the coming week:
http://www.theartscentre.com.au/discover/education/event.aspx?id=1917
All Photo Credits: Tamsin Sharp
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