playhousesquare.org/eduresources Teacher Resource Guide: Snowflake by Gale LaJoye Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors. The lessons and activities in this guide are driven by the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010) which help ensure that all students are college and career ready in literacy no later than the end of high school. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. 21st century skills of creativity, critical thinking and collaboration are embedded in the process of bringing the page to the stage. Seeing live theater encourages students to read, develop critical and creative thinking and to be curious about the world around them. This Teacher Resource Guide includes background information, questions and activities that can stand alone or work as building blocks toward the creation of a complete unit of classroom work. Before the Show About the Performance About the Artist Coming to the Theater Pre-Show Activities Build Background Everyday Body Language and Facial Expressions Observe and Analyze Body Language Research Post-Show Activities Research Story Time Critical Response The following is a partial list of Common Core State Standards for English Language Arts & Literacy, History/ Social Studies, Science and Technical Subjects that align with the performance, lessons, and activities found in the Teacher Resource Guide: College and Career Readiness (CCR) Anchor Standards for Writing Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge College and Career Readiness (CCR) Anchor Standards for Speaking and Listening Comprehension and Collaboration Presentation of Knowledge and Ideas College and Career Readiness (CCR) Anchor Standards for Language Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use College and Career Readiness (CCR) Anchor Standards for Reading Key Ideas and Details Craft and Structure Integration and Knowledge of Ideas
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playhousesquare.org/eduresources
Teacher Resource Guide: Snowflake by Gale LaJoye
Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.
The lessons and activities in this guide are driven by the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010) which help ensure that all students are college and career ready in literacy no later than the end of high school. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.
21st century skills of creativity, critical thinking and collaboration are embedded in the process of bringing the page to the stage. Seeing live theater encourages students to read, develop critical and creative thinking and to be curious about the world around them.
This Teacher Resource Guide includes background information, questions and activities that can stand alone or work as building blocks toward the creation of a complete unit of classroom work.
Before the ShowAbout the PerformanceAbout the ArtistComing to the Theater
Pre-Show Activities Build Background Everyday Body Language and Facial Expressions
Observe and Analyze Body Language Research
Post-Show Activities Research Story Time Critical Response
The following is a partial list of Common Core State Standards for English Language Arts & Literacy, History/Social Studies, Science and Technical Subjects that align with the performance, lessons, and activities found in the Teacher Resource Guide:
College and Career Readiness (CCR) Anchor Standards for WritingText Types and PurposesProduction and Distribution of WritingResearch to Build and Present Knowledge
College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and CollaborationPresentation of Knowledge and Ideas
College and Career Readiness (CCR) Anchor Standards for LanguageConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and Use
College and Career Readiness (CCR) Anchor Standards for ReadingKey Ideas and DetailsCraft and StructureIntegration and Knowledge of Ideas
ABOUT THE PERFORMANCE Each year, 3.5 million Americans experience homelessness. There are 770,000 homeless children in public school systems. Gayle LaJoye based this story of humanity, heart and humor on a homeless man from his hometown. In the alley he calls home, “Snowflake,” a loveable and purely imaginative man, makes other people’s discarded objects his very own treasures. Snowflake transforms an old car into a comfy bed, uses a rusted saw as a musical instrument and choreographs his own ballet, wearing skis instead of toe shoes. Seen through Snowflake’s eyes, a forgotten alley full of old trash becomes a world of wonderful new treasures. Snowflake is a one-man show, using a clever set, dozens of props, original music and a character who never utters a word. It is a celebration of humanity, honesty, good humor and the need we have for each other.
ABOUT THE ARTIST, GALE LAJOYELaJoye is a master clown who trained and performed with Ringling Brothers Barnum and Bailey Combined Show. He is a comic descendant of Charlie Chaplin and Buster Keaton and has mastered all of the tricks of the classic clown-fool. Snowflake has been entertaining young audiences since its first performance in 1990. Since then, it has traveled all over the world from Australia to Hong Kong, throughout America and finally, it returns to Cleveland.
For additional information on Snowflake and Gale LaJoye:http://www.lajoye.com/
COMING TO THE THEATER! PlayhouseSquare is an exciting venue to see live theater! As the country’s largest performing arts center outside of New York, the not-for-profit performing arts center utilizes the arts to engage individuals and attract more than one million guests per year to 1,000+ annual events. PlayhouseSquare thus acts as a catalyst for economic growth and vitality within the region.
As audience members, you and your students play a vital role in the success of the performances. You are part of a community that creates the theater experience. For many students, this may be their first time viewing a live theater production. We encourage teachers to discuss some of the differences between watching a television show, attending a sporting event or viewing a movie at the cinema. Here are a few examples to start the discussion:
Students are led into the theater and seated by an usher.
Theaters are built to magnify sound. Even the slightest whisper can be heard throughout the theater. Remember that not only can those around you hear you, the performers can too.
Appropriate responses such as laughing or applauding are appreciated. Pay attention to the artists on stage; they will let you know what is appropriate.
There is no food, drink or gum permitted in the theater. Photography and videotaping of performances is not permitted.
When the houselights dim, the performance is about to begin. Please turn your attention toward the stage.
After the performance, you will be dismissed by bus number. Check around your seat to make sure you have all of your personal belongings.
PRE-SHOW ACTIVITIES College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and Collaboration 1
Definition of the word “mime”The standard definition of mime is the art of silent communication, although it is both silent and noisy these days. It can be presented in the form of a skit, sketch or act that utilizes mime. Used as a verb, to mime means to act out a story, an idea or a feeling. When used to describe an imaginary object, it can be an adjective. In our English language today, we use the words mime and pantomime synonymously. When teaching your students about mime, you may use a child-friendly definition: “Using your body to say something” or “Non-verbal communication.” Guide students to understand that everyday gestures as well as the body language of our feelings are a good starting point for understanding the art form of mime.
Build BackgroundAssessing Prior Knowledge:
Students understand a performance more deeply when they draw from their personal experience. Facilitate a classroom discussion about mime. If students are not familiar with the topic, provide them with a brief introduction. Use the questions below to begin a conversation.
1. Have you ever played charades? What are the rules?2. How can you say “hello” without making a sound?3. If someone refuses to talk, how do you know how he
Everyday Body Language and Facial ExpressionsTalk about everyday gestures we use to communicate without words. Ask students to show some gestures they know, for example: Come here; Stop; I don’t know. Have them brainstorm other gestures and occupations where workers use gestures (e.g., directing traffic). Discuss how we express different emotions using our faces and body language. Try the following game with your students:
1. Before you begin, write several “feeling” words on index cards (happy, sad, excited, angry, sleepy, etc.).
2. Have a student volunteer select a card without sharing the “feeling” word with the class.
3. As the volunteer mimes the emotion, students will guess the feeling. The student that gives the correct answer gets to pick the next card and the game continues.
ResearchStudents will be better prepared to view Snowflake after exploring the history of mime. Have students use a Venn Diagram to compare and contrast well-known mime artists. Here are a few resources and suggested artists:
Mime-General information Blue Man Group Buster Keaton Charlie Chaplain Mummenschanz Gregg Goldston Joseph Grimaldi
Observe and Analyze Body Language1. Have students select an animal and pantomime the way it walks, moves and gestures. Have one student present while the others guess what it is.
2. Have students recall an everyday activity (brushing teeth, eating, playing baseball) and mime what they are doing without using props.
3. Have students think of a specific object they know how to use (pencil, baseball bat, glass of water) and demonstrate the object without using a prop.
4. Have pairs of students create a short mime sketch and perform it for the class. Have the other students describe what they saw.
Claude Kipnis Ecole Jacques Lecoq Marcel Marceau Tony Montanaro Robert Shields Jewel Walker John Weaver
College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and Collaboration 2
College and Career Readiness (CCR) Anchor Standards for LanguageKnowledge of Language 3
College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningPresentation of Knowledge and Ideas 4
POST-SHOW ACTIVITIES College and Career Readiness (CCR) Anchor Standards for WritingText Types and Purposes 2,3Production and Distribution of Writing 4,5,6Research to Build and Present Knowledge 7,8,9
College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningPresentation of Knowledge and Ideas 4
College and Career Readiness (CCR) Anchor Standards for ReadingKey Ideas and Details 1,2Craft and Structure 4,6Integration of Knowledge and Ideas 7,8
College and Career Readiness (CCR) Anchor Standards for Speaking and ListeningComprehension and Collaboration 1
ResearchOne of the central issues presented in Snowflake is homelessness. Students can research and present what they learn about this topic through debate, informative/explanatory writing, narratives, presentations and projects. Their work should include information from multiple print and digital resources, assess the credibility and accuracy of each source and integrate technology, including the Internet.
To get you started here are a few web sites:
National Coalition for the HomelessCare for the HomelessPets of the HomelessNational Alliance to End HomelessnessThe Homeless Children’s Playtime Project
Story TimeRead a book to your class about clowning and/or mime. Afterwards, have students discuss the story, building on others’ ideas and expressing their own clearly and persuasively.
Mime by Kay Kamblin
Creative Clowning by Bruce Fife, Tony Blanco, Steve Kissell, Ed Harris
Be a Clown or Clown for Circus & Stage by Mark Stolzenberg
Mime Time: A Book of Routines and Performance Tips by Jack Feder
Critical ResponseStudents develop their comprehension when they reflect upon what they noticed, wondered about and felt. Engage your students in a discussion by posing the following questions:
1. What did Snowflake communicate?2. How did the music and sound effects help tell the
story?3. What feelings did Snowflake show (joy, sorrow, fear,
amazement, surprise, etc.)?4. How are you like Snowflake? How is Snowflake like
you?5. After seeing Snowflake, what questions do you have
