TEACHER’S RESOURCE PACK

CONTENTS

1. USING THIS RESOURCE PACK ........................................................................... 2

2. INTRODUCTION TO THE NUTCRACKER! ........................................................... 3 a. PlotSynopsisOfMatthewBourne’sNutcracker!.................................... 3 b. PlotSynopsisOfTchaikovsky’sNutcracker.............................................5 c. TheOriginalStoryByE.T.a.Hoffman...................................................... 6

d. adaptationandInterpretation..................................................................7

e. KeyThemes............................................................................................. 9

3. PRODUCTION ELEMENTS................................................................................... 11 a. Set........................................................................................................... 11

b. Costume.................................................................................................. 11

c. Music....................................................................................................... 12

d. Lighting.................................................................................................... 13

e. Sound...................................................................................................... 13

4. WORKSHEETS...................................................................................................... 14 a. Worksheeta–Characters....................................................................... 14

b. WorksheetB–Tableaux.......................................................................... 16

c. WorksheetC–Storytelling...................................................................... 18

5. CRITICAL THINKING............................................................................................. 20

6. ESSAY QUESTIONS AND ADDITIONAL RESOURCES........................................ 21

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1. USING THIS RESOURCE PACK

ThispackaimstogiveteachersandstudentsfurtherunderstandingofMatthewBourne’sNutcracker!

• Itcontainsinformationandmaterialsabouttheproductionthatcanbeusedasastimulus fordiscussionandpracticalactivities. • Thereareworksheetscontaininginformationandresourcesthatcanbeusedtohelpbuild yourownlessonplansandschemesofworkbasedonNutcracker!

ThispackcontainssubjectmaterialforDance,Drama,English,DesignandMusic.

C DISCUSSION

a PRACTICAL EXERCISES

$ WRITTEN WORK

Thesymbolsabovearetoguideyouthroughthispackeasilyandwillenableyoutousethisguideasaquickreferencewhenrequired.Theywillappearthroughthepackassymbolshighlightingfurtherworkthatcanbedone.Therearealsoanumberofrelatedactivities,practicalexercisesanddiscussionideasthatcanbeusedtodevelopideas,workshopsandasastartingpointonwhichtouseforyourowncourserequirements.

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2. INTRODUCTION TO MATTHEW BOURNE’S NUTCRACKER!

a) PLOT SYNOPSISDirector and Choreographer Matthew BourneDesigner Anthony WardLighting Designer Howard HarrisonSound Designer Paul GroothuisMusic by Pyotr Ilyich TchaikovskyOrchestral Arrangements Rowland LeeOriginal Scenario Matthew Bourne, Martin Duncan

Nutcracker!isadanceintwoacts,anditbeginsonChristmasEveatDrDross’sOrphanage,throughashimmeringice-skatingwonderlandtothespectacularcandyfolkofSweetieland.

Thestorycentresaround:Clara Nutcracker Matron whobecomes Queen CandyDr Dross whobecomes King SherbetSugar whobecomes Princess SherbetFritz whobecomes Prince Bon Bon

ACT ONEItbeginsonChristmasEveatDrDross’sOrphanage.DrDrossandMatronarepreparingforavisitfromtheGovernorsoftheOrphanage,decorationsareputup,theorphansareeachgivenapartyhatandthevisitors’handoutgifts.FritzandSugar,thechildrenofDr.DrossandMatrontrytostealthetoystheywantfromtheorphans.Claragetsamaletoysoldier,shedanceswithhimandplayswithNutcracker,aboysheisinlovewith.WhenthevisitorsleaveDrDrossandMatrontakedownallthedecorationsandlockawayallthetoys,includingClara’smuch-lovedtoysoldier.

TheorphansgotobedbutClaracannotsleep.Sugarentersandopensthelockedcupboard,standingthereisthetoysoldier,onlynowheisaliveandthesizeofareal-lifeman.Sugarscreamsandrunsout,theorphansarescaredofhimbuttheyrealisethatheistheretohelpthem.Theroomstartstocrackopen,andalargeChristmastreerisesupoutsidetheOrphanage.Matron,DrDross,FritzandSugarrunintoseewhatthecommotionis,theorphansturnonthem,tiethemupandrunaway.

Claraisleftalonewhenthesoldierappears,heremoveshismaskandtheydancetogetherwhilstbehindthemthewallsmeltawayandabeautifulsparklingfrozenlakeisrevealed.ClaraandtheNutcrackerskatehappilywiththeorphansinthiswinterwonderlanduntilPrincessSugarandPrinceBon-Bonarrive.PrinceBon-BonthrowsasnowballatNutcrackerandwhenhecomesaroundPrincessSugartakeshimaway.

ThesnowstartstofallandClaraisalone.

ACT TWOClaraisaswelefther,aloneandnotsurewhattodoorwhichwaytogo.Herfriends,thetwinsfromtheOrphanagearenowCupidsandtheyarrivetohelpherfindherway.TheytakehertotheentranceofSweetielandwheresheseestheNutcrackerandPrincessSugarwalkintothetastylandofsweetsaccompaniedbyQueenCandyandKingSherbet.Claratriestofollowthembutshedoesn’thaveaticket,theHumbugbouncerrefusesherentry.ClarawatchestheDanceoftheLiquoriceallsorts,theDanceoftheKnickerbockerGlory,theDanceoftheMarshmallowsandfinallytheDanceoftheGobstoppers.astheGobstoppersstartfightingwitheachotherthebouncerisdistractedandClarausesthisopportunitytosneakinside.

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InsideSweetielandPrincessSugarisgettingreadywiththe5marshmallowgirls.ShejoinstheNutcrackerandtheKingandQueenrevealagiantweddingcakeadornedbythecharactersClarametearlier.Theyeat,lickanddevourthecake.ThecrowdsdisperseandPrincessSugarandtheNutcrackerdancetogether.ThecharactersofSweetielanddanceandthesnowstartsfalling,suddenlyClaraisdancingwiththeNutcracker.asthesnowfallsfastereveryonedisappearsuntilClaraisleftaloneholdinghertoysoldier.Shethrowshimasideinfrustrationandcurlsuponthefloor.WhensheawakessheisbackintheOrphanage,theboyNutcrackerembracesherandtogethertheyescapeoutoftheOrphanagewindow.

ThecharactersofSweetieland

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b) TCHAIKOvSKY’S NutcrackerOriginal Story by E.T.A. Hoffman Music by Pyotr Ilyich Tchaikovsky

ACT ONEThecurtainopenstorevealtheStahlbaum’shousewhereaChristmasEvepartyisunderway.Clara,herlittlebrotherFritz,andtheirmotherandfatherarecelebratingwithfriendsandfamilywhenClara’sGodfather,HerrDrosselmeier,arrives.Heproducesabagofgiftsforallofthechildren,theseincludethreelife-sizeddollswhoeachdancefortheassembledguests.afterthedancesClaraisyettoreceiveapresentandHerrDrosselmeierdoesn’tseemtohaveanyleft.ClaraburstsintotearsbutsuddenlyHerrDrosselmeierconjuresupatoyNutcrackerintheshapeofasoldier.ClaraisoverjoyedbutFritzisjealousandbreakstheNutcracker,butluckilyDrosselmeiermendsthetoy.

ThepartyendsandeveryonegoestobedbutClaracannotsleep,sheventurestotheChristmastreewheretheNutcrackerliesandfallsasleepwithhiminherarms.TheclockstrikesmidnightandClarahearsthesoundofmice,shetriestorunawaybutthemicewillnotlethergo,theChristmastreestartstogrowinsizefillingtheroom.TheNutcrackercomestolifeandheandhisbandofsoldiersrisetodefendClaraastheMouseKingleadshismiceintobattle.ClarahelpsbythrowingherslipperattheMouseKing,theNutcrackerusesthisopportunitytostabhimandtheMouseKingdies,hismicecarrytheirdeadleaderaway.TheNutcrackeristhentransformedintoaprince.

ClaraandthePrincetraveltoaworldwheredancingsnowflakesgreetthemandfairiesandqueensdancewelcomingClaraandthePrinceintotheirworld.

ACT TWOClaraandthePrincearriveattheLandoftheSugarPlumFairywheresheandthepeopleoftheLandofSweetsdanceforClaraandthePrinceinthedancesoftheDewDropFairy,theSpanishDancers(chocolate),theChineseDancers(Tea),thearabianDancers(Coffee),theRussianDancers(Candy-canes),MotherGingerandherPolinchinelles(TaffyClowns),theReedFlutes(Marzipanshepherds),theSugarPlumFairy,andtheWaltzoftheFlowers.

afterthefestivities,ClarawakesupundertheChristmastreewiththeNutcrackertoyinherarmsthecurtaincloses.

Thereareanumberofdifferentendingsforexample,inBalanchine’sversionsheisnevershownwakingup.InsteadafterthedancesintheKingdomofSweetshaveconcludedsheridesoffwiththePrinceonaflyingsleigh.ThisgivestheimpressionthatClara’sdreamisactuallyarealityasinHoffman’soriginalstory.

InBaryshnikov’sversiontherolesoftheSugarPlumFairyandherCavalierareomittedandthedancesaregiventoClaraandthePrince.

Inthe1985RoyalBalletversion,Drosselmeier’snephewwhohasbeentransformedintoanutcrackerreappearsinhumanform,thisalsosuggestsarealityratherthanadream.

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c) THE ORIGINAL STORY Hoffman’soriginalstorywrittenin1816portrayedableakviewofhumanityandrelationships,andheneverintendedforhisstoryaboutchildhoodtobeforchildren.HisplotcentresaroundMarie,aGermangirlwholivesinalovelesshouse.ClaraisthenameofherfavouritedollandhasnowbeenadoptedasthemainprotagonistinthepopularversionofTheNutcracker.Marie’sgodfather,HerrDrosselmeiergivesheranutcrackerdollforChristmasbutatnight,theviciousseven-headedMouseKingandhismousesoldiersappearandtryanddestroyherdolls.TheNutcrackercomestolifeandbattlesinMarie’sdefencebuttheMouseKingbeatshim.Mariefaintsandthebattleisunresolved.

Marieisfoundbyherfamilylyinginapoolofblood,herfamilyscoldherandsendhertoherroom.HerrDrosselmeiervisitsherandtellsherthestorybehindtheNutcrackerandtheMouseKing;thebeautifulprincessPirlipatiscursedtobeforeveruglybytheMouseKing’smother.Theonlywaytostopthecurseisforabraveandhandsomemantofindthehardestnutintheworld,crackitwithhisteethanddeliverittotheprincessforhertoeat.Thekingpromiseshisdaughter’shandinmarriagetothemanwhobreaksthespell.

Drosselmeier’snephewsucceedsincrackingthenutanddeliversthekerneltotheprincess.assoonassheeatsitshebecomesverybeautifulhowever,thenephewinheritsthecurseandbecomesawooden-facednutcracker.TheprincessisdisgustedandheisbanishedbutintheconfusionofeverythingDrosselmeierstepsontheMouseKing’smotherandkillsher.ItisnowthattheMouseKingswearsvengeanceonDrosselmeierandhisnephew.

anotherbattletakesplacebetweentheMouseKingandtheNutcrackeronlythistimetheNutcrackerisvictoriousandhetakesMaretoalandwhereheisaprince.afteramagicaljourneytheyreturntoMarie’shomeandMariemeetsandmarriesDrossmeier’snephew.

ThisstorywasrevisedconsiderablybyalexanderDumaspèreanditwasthisversionthatMariusPetipacommissionedTchaikovskytowriteaballet.

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d) ADAPTATION AND INTERPRETATIONMatthewBourne’sNutcracker!wasfirstcreatedforOperaNorthin1992andwhilstretainingkeyelementsandmainthemesofTchaikovsky’sballetthebleakbeginningofactOneisanodtotheoriginalstorybyHoffman.MatthewBournecreatedthisnewscenariowithMartinDuncantore-workthetraditionalChristmasstory.

Bourne explains; ‘This version of the Nutcracker story is a touching coming of age story told through the dreams, and nightmares, of a particular young girl, Clara. The classical Nutcracker has become a Christmas tradition, particularly for Mothers and their young daughters; it’s often the first ballet that many people see. It can though, be a difficult story to follow and a bore for the men of the family. I’ve tried to tell a story for all the family. Adults, kids, girls and boys should all find something to thrill them and touch them in Clara’s adventure.’

SETTINGMatthewBourne’sNutcracker!takesplaceinanawfulDickensianOrphanageatChristmastime.ItisChristmasEveandtheorphansarepreparingfortheannualvisitoftheInstitute’sGovernors.Oncethevisitorsleavethedecorationsaretorndownandthingsreturntoableakexistence.

Bourne says; ‘I have always felt that the Christmas Party that opens most productions of Nutcracker represented a fantasy in itself for most audiences. Therefore, when we are transported into Clara’s fantasy world we have really just gone from one idyllic fantasy to another. Martin Duncan and I had an instinct that we would feel the transformation that much more if the Christmas Party that begins the piece was less opulent and more bittersweet. We came up with the notion of a Dickensian Orphanage where Clara is one of the orphans.’

TheNutcracker

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HOFFMAN’S STORY TCHAIKOVSKY BOURNE

Setting alovelesshouseonChristmasEve

anopulentpartyonChristmasEve

aDickensianOrphanageonChristmasEve

The Main Protagonist

Marie,whohasafavouritedollcalledClara

Clara,thedaughterofrichparents

Clara,anorphan

Nutcracker

HerrDrossmeier’snephewwhohasbeencursedbytheMouseKing’sMother

atoywhocomestolifeinClara’sdream

anorphanwhoisadoredbyClara,hebecomestheNutcrackertoywhotakesClaratoamagicalworld.Theyescapefromtheorphanagetogetherattheend.

Dream World

ThebattleoftheMouseKingandthemicesoldiersandtheNutcracker

DancingsnowflakesandtheLandoftheSugarPlumFairy

TheFrozenLakeandSweetieland

The Princess

PrincessPirlipat SugarPlumFairy PrincessSugar

The Villain TheMouseKing TheMouseKing Dr.DrossandMatron

Mother Ginger

MotherGinger HumbugBouncer

Spanish Spanish Liquoriceallsorts

Arabian arabian KnickerbockerGlory

Chinese Chinese Marshmallow

Russian Russian Gobstoppers

The EndingMariemeetsDrossmeier’snephewandtheyfallinlove

ClarawakesupundertheChristmastreewiththetoyNutcrackerinherarms

ClarafindsherselfbackintheorphanageallalonewhenNutcrackerappearsandtheyescapeoutofthewindowtogether.

$ComparingTchaikovsky’sNutcrackerandMatthewBourne’sNutcracker!writedownotherkeysimilaritiesanddifferencesyoucanthinkof.

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e) KEY THEMESFIRST LOvEInallversionsofTheNutcrackerClarafallsinlove.InMatthewBourne’sNutcracker!ClarahasacrushontheboyNutcracker.Someoftheorphansmakefunofher.WhensheisgivenhertoytheNutcrackersoldiersheisdistraughtwhenheislockedawayandtriestogethimout.WhenthecupboarddoorsflyopenherNutcrackerisnowafull-sizepuppet.HehelpstheorphansescapeandwhenClaraisleftaloneherevealshimselftobeahumanyoungman.TheytraveltogethertotheFrozenLakebutitisherethatPrincessSugarwantshimforherself.ClarafollowsthemtoSweetielandandisaccompaniedbyhertwofriendsthetwinswhoarenowcupidsandaftermanyfailedattemptsClaraandherNutcrackerarefinallyreunitedbackintheOrphanagewheretheyescapetogether.

GROWING UPClaraisforcedtofendforherselfaftershehasbeendesertedbyNutcracker,sheisbefriendedbythetwocupidswhoguideherbutitisonlyshewhocanmakethingsactuallyhappen.

ADvENTUREClaraleavesthesafetyoftheOrphanageandvisitstwodifferentworlds,theFrozenLakeandSweetieland.Shemeetscharactersshecouldonlydreamof.

$MakealistofallthepeopleClarameetsonheradventures.Whatdoesshelearnorobservefromeachone,ifanything?YoushouldincludethepeopleintheOrphanageasthiswillalsoinformchoicesshemakesfurtheroninherjourney.

ClaraandTheNutcracker

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aForfurtherexercisesandpracticaltasksonthesubjectofCHaRaCTERSgotoWorksheeta

DREAMS ThemagicalworldsintheNutcrackerhavesometimesbeenportrayedasdreamsandsometimesweareledtobelieveitmaywellhavebeenareality.ThisiscertainlythecaseforHoffman’soriginalstory.InMatthewBourne’sNutcracker!ClaradreamsaboutaworldamillionmilesawayfromherhomeattheOrphanage.

aForfurtherexercisesandpracticaltasksonthesubjectofDREaMSgotoWorksheetC

a $ CInsmallgroupslookatthemainthemesin MatthewBourne’sNutcracker! FIRST LOvE GROWING UP ADvENTURES DREAMSThinkaboutwhatimagesthesewordsconjureup.Usethesewordstocommunicatethesethemestoanaudienceusingyourexistingskillsanddancetraining.

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3. PRODUCTION ELEMENTS

A) SETThedesigner,anthonyWardworkedwithMatthewBournetocreatetwocontrastingworlds.ThefirstworldisChristmasEveinanOrphanageandthesecondworldisoneofdreamsandfantasy.

CWhatisthemainthingWardusestodifferentiatebetweenthetwoworlds?

TheproductionopensinadilapidatedOrphanage,itisalargegreyroomwithanimposingclockthatwatcheseverymovethattheorphansmake.Itisunwelcomingwithcrackingplasteroneverywall.Themisshapenfurnitureloomsovertheorphansastheydanceandcleanthenooksandcrannies.WhentheNutcrackercomestolifetheroomstartstocrack,thewallsbegintosplitopen,andtheChristmastreefromtheearliercelebrationgrowstoanenormousheight.Theorphansthenescapethroughthecrackstoanotherworld.ThenextworldweenterisamagicalfrozenlakewheretheSnowflakesscenefromthetraditionalNutcrackerbecomesanice-skatingextravaganza.FromhereactTwoopensinSweetieland,wherethebackdropisnowaglitter-lippedmouth,providingtheentrancetoSweetielanditself.ThehighlightofactTwoistheweddingcakeuponwhichallthecharactersdanceandeat,slurpandlickthecakewhilstdancinguponandaroundeachofthethree-tiers.Itisanentirelyfantasticalsetandonethatconjuresupimagesofcandy-canesandChristmassugardelights.

B) COSTUMEFromthegreysmocksandshortsoftheorphanagetotheall-whiteice-skatingattire,thecostumesenhanceeverymomentofthestory.

TheFrozenLake

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CWhateffectdotheall-whitecostumeshaveontheice-skatingscene?Howdoesitinformtheaction?PrincessSugarisdressedinpink.Whatdoesthistellusabouthercharacterandaboutherstatusinthegroup?

InSweetielandthecostumesareextremelyimportantasthisinformstheaudienceofwhatsweetieeachdancerrepresents.

$Foreachsweetiewritedownthekeyelementsofthecostumethatinformthataudience.i.e.Humbugbouncer:

• Theshapeofthecostumeisintheshapeofahumbugsweet• Thematerialisblackandwhitestripedlikeahumbug

Itmaybeausefulexercisetowritedownhowthecostumeeffectsthewayinwhichthedancersmoveaswell.Forexample,Clarafeelsmuchhappierinherblueandwhitespotteddressthanshedoesinherclothesfromtheorphanageandthiscouldalsobeperceivedtoeffecthermovementandheremotions.

C) MUSICThemusiciswrittenbyTchaikovskyandbelongstotheRomanticperiod.ThemostrecognisablepiecesofmusicfromTchaikovsky’sballetistheDanceoftheSugarPlumFairy,theTrepak(Russiandance)andTheWaltzoftheFlowers.Theballetcontainssomeveryadvancedharmoniesandawealthofmelodicinventionthathadnotbeenseeninballetmusicbefore.Influencesoflate18thcenturymusiccanbeheardintheOverture,theEntréedesparentsandTempodiGrossvaterallinactOne.TchaikovskyusedthecelestaintheDanceoftheSugarPlumFairy.Thesoundofthecelestaissimilartothatoftheglockenspielbutwhichamuchsoftertimbre.Thisinformedtheinstrumentsname,celestemeaning‘heavenly’inFrench.HealsousestoyinstrumentsduringtheChristmasPartyscene.Tchaikovsky’sscoreisextremelyengagingandthemusictellsamazingstorieswithwonderfulmelodies.

aListentothemusicoftheChristmasPartysceneandseeifyoucanidentifytheuseoftoyinstrumentsinthispiece.Whateffectdotheseinstrumentshaveonthepieceofstorytellingandonthemusic?

$aCalloftheproductionelementscombinetotellafantasticalandwonderfulstory,ofwhichmusicplaysanextremelylargepart.ForeachsceneinMatthewBourne’sNutcracker!writedownfivewordstodescribethemusic.Trytolistentothemusicinisolationfromtheaction.Onceyouhavecompletedthistaskforeachscenelookatwhatjourneythemusichastakenthelisteneron.Howdoesthisreflectwhathappensonstage?Commentonthisanddiscusshowtheotherproductionelements;dance,costume,setandlightingworktogethertoinformthestory.

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D) LIGHTINGLightingandcolourplayasignificantroleinexpressingthedifferentworlds,indicatingachangeofworldsimilartotheuseofblackandwhiteandcolourinTheWizardofOz.

C $Choosetwocompletelydifferentpointsoftheproduction.Describewhatishappeningineachofyourchosenscenariosandcommentwhytheyaredifferentandhowlighting,sound,setandcostumescontributetowardsthis.

E) SOUNDSoundhelpstocreatetheatmosphereoftheproduction.Inparticularadditionalsoundeffectsareusedwhentheorphansreceivetheirtoys.WhenFritzplayswithhistoygunadditionalsoundeffectsareusedtocreateabiggersoundandmoredramaticeffect.

CThinkofothermomentsthroughouttheproductionwheresoundisusedtoenhanceorcreateatmosphere.

Claraandthenutcrackerboys aLiquoriceallsortandamarshmallowgirl

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WORKSHEET A: CHARACTERSThecharactersinMatthewBourne’sNutcracker!areallmuchlargerthanlifeinbothworldsandeverycharacterisunique,eventheorphansintheirgreysmocksandshorts.

Bourne says; ‘one of the pleasures of creating these characters was to link them with their orphanage counterparts. In Clara’s imagination her friends become the fluffy Marshmallow girls, the yobby Gobstopper boys, the vain Liquorice Allsort trio and the lewd and sticky Knickerbocker Glory. Her best friends, the twins, become her heavenly helpers, The Cupids. Dr and Mrs Dross transform into the gluttonous rulers of Sweetieland, King Sherbet and Queen Candy, and their bratish children, Sugar and Fritz, grow up into the glamorous Princess Sugar and saucy Prince Bon Bon. Everything is edible in Sweetieland and its inhabitants are judged not by how they look but by how they taste.’

EXCERISE 1

$Thisexerciselinksintoawrittentaskin3b)StartbywritingdownallofthecharacterswemeetinNutcracker!Nexttoeachcharacterwritedownadescriptionoftheirmovement.

• Howdotheywalkandcommunicatewithothercharacters• Dotheyjump,andifsohow?Isitfast,highenergy,brusqueorgraceful,fluid,travelling inunison?• Lookattheiraction,dynamicandspatialcontentandhowthiscontributestothe audience’sunderstandingofthecharacters.

HowdoesMatthewBourneillustratethedifferentcharactersthroughhischoreography?

TheNutcracker TheGobstoppers

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THE NUTCRACKERTheNutcrackerfull-sizepuppetisaninterestingandchallengingcharactertoportraybecauseofhisstrongphysicality.Hismovementsarestilted,hisgazefixedandhisjointsarestiff.

THE GOBSTOPPERSThistrioofboyscomeonstagewearingdocmartensandcrashhelmets.Theiroutfitsenhancetheiractionsandmovements.

EXERCISE 2

aChoose5charactersfromthelistyouhavemadeabove.

• Inagroupof5youshouldeachchooseoneofthecharacters.• Decideonashortsequenceinyourgroup.Thissequenceshouldinclude o Travellingsteps o Oneormoreturns(youshoulddecidehowmanyasagroup) o achangeinlevel o Oneormorejump(youshoulddecidehowmanyasagroup)• Decidehowmanycountseachmovementwilltake.• Individuallyworkoneachofthesemovementsthinkingaboutthewordswritteninthe previousexercise.• Inunisonyoushouldperformeachmovementasagroup• Rehearseandexperimentinbothcanonandunison.Varyhowthesequenceis performedsothatsomemembersofthegroupjumpwhilsttherestofthegroupare changinglevels.• Thinkabouthowthecharactersmightinteractwitheachotherandhowtheirphysical attributesaffectthespeedandtypeofmovement.• Performingroupsandevaluateeachother’swork.Thinkaboutthefollowing: o Howclearlywaseachcharacterportrayed? o Didthephysicalityofthecharactercomeacrossclearlythroughthestyle ofmovement? o Cantheaudienceguesswhichcharacterswereportrayedinthesequence? Iftherewereanycharactersthatwerenotclear,discusswhyandwhatcanbe donetoensureclarity.

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WORKSHEET B: TABLEAUXInactTwoPrincessSugarisgettingreadyhelpedbytheMarshmallowGirls.Thissequenceismadeupofaseriesoftableaux.PrincessSugarisatthecentreofthistableauxandtheMarshmallowgirlsaresetaroundher.

EXERCISE 1

aWorkingroupsof5or6.

• Startbyrecreatingyourownversionofagroupofgirlsorboysgettingreadytogoout.• Youshouldplace1personatthecentreandtheothersshouldworkaroundthisperson.• Thinkaboutdifferentactionsyoumaydowhilstyouaregettingready. o Brushingteeth o Brushingandstylinghair o Paintingnails o Gettingdressed o Puttingonshoes o Doingmake-up• Thinkaboutfacialexpressionsandposture• Lookatspacinginthegroupandhowthisinformsrelationships.Explorehow relationshipscanbecreatedandplayedwithbyworkingwithspacingofcharacters.• Onceyouhaveaseriesofsnapshotsconnectthetableauxtogether.Eachsnapshotcan beconnectedbyasinglemovement,oraswiththeMarshmallowgirls,aseriesof quickermovementstothesamenumberofcountsas1singlemovement.• Holdeachsnapshotforaseriesofcountsandthendecidehowmanycountsyouwish thetransitiontolastfor.

PrincessSugarandtheMarshmallowgirls

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EXERCISE 2

$WorkingroupsandworkthroughtheshowfromthemomentthatthecurtainrisesontheOrphanagetothemomentthatthecurtaingoesdownonClaraandNutcrackerescapingthroughthewindowoftheOrphanage.Youshouldmakejointdecisionsaboutwhatmomentsarethemostimportanttoportrayinordertoensurethatthestoryistoldclearly.ThekeychaptersinMatthewBourne’sNutcracker!1.Preparationsforavisit2.Presentsandpartypieces3.TimeForBed4.TheRevolt5.TheFrozenLake6.TheRoadtoSweetieland7.Byinvitationonly8.TheWeddingParty

EXERCISE 3

aOnceyouhavemadethislistlookthrougheachmomentandcheckthatyouhavecoveredallelementsoftheproduction.Onceyouareallinagreementyoushouldfollowthesameprocessasexercise1.

• Thinkaboutfacialexpressionsandposture• Lookatspacinginthegroupandhowthisinformsrelationships.Explorehowrelationships canbecreatedandplayedwithbyworkingwithspacingofcharacters.• Onceyouhaveaseriesofsnapshotsconnectthetableauxtogether.Eachsnapshotcan beconnectedbyasinglemovement,oraswiththeMarshmallowgirls,aseriesofquicker movementstothesamenumberofcountsas1singlemovement.• Holdeachsnapshotforaseriesofcountsandthendecidehowmanycountsyouwishthe transitiontolastfor.• Settheseseriesoftableauxtomusic.TrytofindonepieceofmusicfromNutcrackerthatis suitableforeverysnapshotandtransition.• Onceyouhavechosenthepieceofmusicplayaroundwithcanonandunison,speedof movement.Youmaywanttousethecharactersandsequencesexploredin WORKSHEETa:Characterstoinformyourwork.• Performthistotherestofthegroupandevaluateifthestorywasclearandconcise.• Performthistoanaudiencewhoarenotfamiliarwiththematerialandevaluatetheresponse andeffectivenessofthestorytelling.

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WORKSHEET C: STORYTELLING

EXERCISE 1

CDREaMSIngroupsdiscussdreamsthatyouhavehad,eitherrecentlyorparticularlyvividonesyourememberfromyourpast.Whilstyouarediscussingyourdreamsthinkabouthowdreamscanbedifferentfromreallife,forexample,youmightbeabletoflyinyourdream,orwalkinmid-air.Perhapsyoucanmaketimegobackwards.Makeanoteofallyourdiscussionsforuseinthenextexercise.

aasindividualsstartwalkingroundtheroomslowlyandstartthinkingaboutwhereyouare.Uselocationsfromyourdreamstohelpcreateyourenvironment.

• Thinkaboutthefollowingthings: o Temperature o Smells o atmosphere o Isitlightordark? o Timeofday• Howdoyoufeelinthisenvironment? o Scared o Joyful o Worried o Excited

CInsmallgroups(between3–5)discussthelocationsyouhaveallbeenin.Describetotherestofthegroupwhereyouhavejustbeenandmakesureyoutalkaboutelementsmentionedabove.afteryouhaveallsharedwhereyouhavebeenagreeonadreamworldyouwillportrayusingideasandthemesthatyoudiscussedasagroupinthefirstpartofthisexercise.

ClarainSweetieland

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aImprovisemovingaroundyourdreamworld,makesurethatyouremainveryawareoftherestofyourgroup.

• Fromthissimplemovementstartplayingwiththespaceandyourdreamworld• Workonsimpleimprovisedmovements,thinkaboutyourbodylanguageandyourstatus withinthegroup.• Whatkindofcharacterareyou?Howdoyouinteractwiththeothersinyourworld• Duringyourimprovisationexplorethefollowingmovements: o Running o Jumping o Leaping o Rolling o Holdhandswithsomeoneelseinthegroup o Travelacrossthespaceinapair o Makecontactwithsomeoneinthegroupwithoutusingyourhands• Decidewhattechniquesworkbestinyourworldandusethesetocreatea rehearsedsequence.• Performthissequencetotherestofthegroupandseeifthedreamworldwas clearlyportrayed.

EXERCISE 2

aallofthecharactersinNutcrackerstartasonecharacterandbecomesanotherwiththeexceptionofClara.TheorphansbecomecharactersinSweetieland,MatronandDr.DrossbecomeQueenCandyandKingSherbet,Clara’sfriendsbecometheCupids.

Usingthenotionofchangeandtransformationcontinueyoursequenceinyourdreamworld,inyourgroupdecidethatsomethingisgoingtohappentoyourworldandhowthecharactersaregoingtotransformintosomeoneorsomethingelse.Itisuptoyouhowmuchchanges,andwhatyourdreamworldbecomes.Youmaywishtokeeptheworldthesamebuttochangethepeopleinsidetheworld.

• Thinkabouthowyoumightconveythismomenttotheaudience• WhatclearmomentsofstorytellingcanyourememberofthatareusedinNutcracker!to communicatewiththeaudiencesothattheyknowwhatishappening.• Tryandmakethemomentofchangeasdramaticandclearaspossible.Youmightwant toconsidertechniquessuchas: o achangeinlevels,eitherincanonorunison o achangeinthespeedofmovement o Tableaux o Only1personmovingatanyonetime• Practiseandthenperformthissequencetotherestofthegroup

CEvaluatetheperformanceanddiscusstheeffectivenessofthestorytelling.

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5. CRITICAL THINKING

REvIEWING LIvE PERFORMANCEGeneral Overview:

• Summarisetheplotonasideofa4.• Describethestyleoftheproduction• Diditremindyouofanyotherproductionsyouhaveseenorknow?• Whatwasyourpersonalresponsetotheproduction?• Whattheatricaldevicesandconventionswereused?

Direction and Choreography:• Whatdoyouthinkthedirector/choreographerwastryingtoconveythroughtheproduction?• Doyouthinkthatthechoreography,setdesignandstagingsupportedandconveyedthis?• Wasthereaninterestingandvarieduseofstagespace?

Dancing:• Howwouldyoudescribethedancingstyle?• Whatdifferentstylesofdancedidyourecognise?• Weretheyallsuccessfullyusedwithintheproduction?• Whatcanyousayaboutthedancingincomparisonwiththedancinginotherproductions youhaveseen?• Whogavethemostnotableperformance?Trytobespecificaboutwhyinyouranswer.

Design:• Describetheset,costume,lightingandsound.• Whatkindofstatementdideachofthesemake?• Howdidthedesigncontributetotheproduction’smeaning?• Giveexamplesofhowthelightingenhancedthenarrative.

TheCupids

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6. ESSAY QUESTIONS

1.ThereisastrongBusbyBurkeleyinfluencethatisparticularlyapparentduringtheweddingcakedance.

BournedemonstratesinfluencesofBusbyBerkeleyinhischoreographyandsomeelementsfromBerkeley’sfilmscanberecognisedinNutcracker!

Watch one of Berkeley’s films and comment on the similarities and differences between the stage and film. Can you find any other examples of filmic influences in Nutcracker!

2.BournecitesthemaininfluenceofthefrozenlakesequenceasSonjaHenie,the1930’sice-skatinglegendratherthanTorvillandDean.

Look at the Frozen Lake scene and comment on the different techniques Bourne uses to convey the ice-skating sequence.

Explore other examples on stage where situations are suggested through varying techniques and staging rather than being re-created exactly.

3.Hoffman’soriginalstoryisverydarkandwasnotoriginallywrittenforchildren.However,therewasanappealforchildrensoitwassimplifiedandgivenahappyending.Manywell-knowfairytalesbeganlifeasdarktalesmeanttoscarechildrenratherthanentertainthem.Researchsomeexamplesofoldfairytales.Compareandcontrasttheoriginalstorieswiththestoriesthatarebestknowntoday.

BusbyBerleley MatthewBourne

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ACKNOWLEDGEMENTS AND ADDITIONAL RESOURCES • MatthewBourne’sNutcracker!DVD(BBC,2003)• BusbyBerkeleyphotographfeaturesonwww.mindjack/film• SonjaHenieimagefeaturesonwww.theskatinggallery.com• www.wikipedia.org• www.matthewbournesnutcracker.com• Productionphotographer:Catherineashmore

Liquoriceallsorts

ResourcePackwrittenbyImogenKinchin

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