Shh We Have a Plan.Study Guide DMPA.pub

14 Pages·2017·1.29 MB·English

SHH! WE HAVE A PLAN

Applause Series Curriculum Guide
March 23-29, 2018
SHH!

WE HAVE A PLAN
Dear Teachers,
GUIDE CONTENTS
Thank you for joining us for the
Applause Series presentation of
Shh! We Have a Plan, brought to About the Applause Series
us from the amazing Cahoots NI of Page 3
Northern Ireland.
The book by Chris Haughton, on Going to the Theater and
which the production is based, Theater Etiquette
features evocative illustrations and Page 4
very few words to tell the story of a
group of friends venturing into the Temple Theater Field Trip
woods and learning to treat nature Information for Teachers
with respect. Cahoots NI has taken Page 5
this canvas and matched it with
their own form of nonverbal About the Performance
storytelling, humor, and theatrical Page 6
illusions. The result is a beautiful
piece of theater that will fill About the Artists
audiences of all ages with a sense of wonder and childlike Page 7
curiosity.
Be a Listening Detective!
We hope that this study guide helps you connect the Page 8
performance to your classroom curriculum in ways that you
find valuable. In the following pages, you will find contextual Respect for Nature
information about the performance and related subjects, as Page 9
well as a wide variety of discussion questions and activities.
As such, we hope that you are able to “pick and choose” Pre-Show Exploration
material and ideas from the study guide to meet your class’s Pages 10-11
unique needs.
Post-show Discussion
See you at the theater, and Assessment
Pages 12-13
Des Moines Performing Arts Education Team
Resources and Sources
Page 14

Support for Des Moines Performing Arts education programs and the
Applause Series is provided by:

American Enterprise Group, Arts Midwest, Bradford and Sally Austin, Bravo
Greater Des Moines, Clive Community Foundation, EMC Insurance Companies,
DuPont Pioneer, Ernest and Florence Sargent Family Foundation, Gannett
Foundation/The Des Moines Register, Hy-Vee, Inc., Iowa Department of Cultural
Affairs, John Deere, Judith A. Lindquist Scholarship Fund, Richard and Deborah
McConnell, Meredith Corporation Foundation, Nationwide, Polk County, Prairie
Meadows, Principal, U.S. Bank, Union Pacific Foundation, Wells Fargo & Co.,
West Bancorporation Foundation, Windsor Charitable Foundation,
and more than 400 individual donors.

This study guide was compiled and written by Allison McGuire; edited by Karoline Myers.
Adapted in part from Teacher Guide materials for Shh! We Have a Plan by Cahoots NI.
Des Moines Performing Arts
Page 2 of 14
Shh! We Have a Plan Curriculum Guide
ABOUT THE APPLAUSE SERIES

TAKE THOUSANDS OF IOWA STUDENTS OUT OF ABOUT DES MOINES

THEIR CLASSROOMS, PLACE THEM IN A THEATER, P ERFORMING ARTS
SPRINKLE THE STAGE WITH WORLD-CLASS

PERFORMERS, AND WHAT DO YOU HAVE? A D es Moines Performing Arts is
RECIPE FOR LEARNING THAT REACHES NEW central Iowa’s premier
not-for-profit performing arts
LEVELS OF POSSIBILITY—FOR STUDENTS AND
organization.
TEACHERS.
More than 300,000 guests attend
WE CALL IT THE APPLAUSE SERIES. performances and events in our
four venues each year:
 Civic Center, 2744 seats
BRINGING ARTS TICKET TO  Stoner Theater, 200 seats
EDUCATION TO LIFE IMAGINATION Temple Theater, 299 seats
The Applause Series is a flagship The Applause Series annually Cowles Commons
education program of Des Moines delivers 60 age-appropriate (outdoor plaza)
Performing Arts. Since its launch performances for pre-school to
in 1996, more than a half million high school students. The impact Guests experience a wide variety
students and teachers have stretches far beyond the Des of art forms and cultural activities,
attended school-time Moines metro, reaching schools in with presentations ranging from
performances as part of the over 35 Iowa counties. The Broadway, comedy, professional
series. You are joining us for the theater becomes the classroom. dance, to family programming.
22nd season of school One-hour matinees energize
performances! students to imagine new ways of Des Moines Performing Arts
creative expression, cultural education programs serving more
MAKING A DIFFERENCE diversity and even career than 75,000 Iowans annually.
opportunities.
Each year, more than 55,000
Programs for schools, such as
students and teachers attend an
Applause Series performance. BEYOND THE STAGE the Applause Series and teacher
professional development, help
The actual cost per person is $8, For many Applause Series
enliven students’ learning. Public
but thanks to the caring performances, we offer the
education programs such as
contributions of donors, schools opportunity for schools to go
master classes, workshops, Q&A
pay just $1 per ticket. By deeper by exploring an art form or
sessions and summer camps
removing the financial barriers to theme that connects with what is
allow audience members and
participation, donors introduce a seen on stage. Invite a
aspiring artists to make
whole new generation to the professional teaching artist into
meaningful and personal
power of arts in action. That the classroom or visit another
connections to the art they
means stronger schools and cultural destination in Des Moines
experience on our stages.
communities now and in the to help students make more

future. meaning of a piece of theater.

Des Moines Performing Arts
Page 3 of 14
Shh! We Have a Plan Curriculum Guide
GOING TO THE THEATER

ATTENDING A LIVE PERFORMANCE IS A UNIQUE THEATER ETIQUETTE

AND EXCITING OPPORTUNITY! UNLIKE THE CHECKLIST

PASSIVE EXPERIENCE OF WATCHING A MOVIE,

AUDIENCE MEMBERS PLAY AN IMPORTANT ROLE (cid:0) Do not bring food, drinks or

chewing gum into the theater.
IN EVERY LIVE PERFORMANCE.
(cid:0) The use of cameras and
REMEMBER…. recording devices are not
WHAT ROLE WILL YOU PLAY?
THE THEATER IS permitted.
DESIGNED TO
(cid:0) Turn off and put away cell
MAGNIFY SOUND. phones and other electronics
YOUR ROLE AS AN
EVEN WHISPERS before the performance begins.
AUDIENCE MEMBER CAN BE HEARD!
(cid:0) Do not text during the

performance.
Artists on stage are very aware of the mood
and level of engagement of the audience. As such, each (cid:0) Respect the theater. Keep your
performance calls for a different response from audience feet off of the seats and avoid
members. bouncing up and down.

(cid:0) When the house lights dim, the
As you experience the performance, consider the following questions:
performance is about to begin.

Please stop talking at this time.
 What kind of live performance is this (a musical, dance, or concert)?
(cid:0) Talk only before and after the
 What is the mood of the performance? Is the subject matter serious
performance.
or lighthearted?
(cid:0) Use the restroom before the
 What is the mood of the artists? Are they happy and smiling or
performance or wait until the
somber and reserved?
end.
 Are the artists encouraging the audience to clap to the music, move to
(cid:0) Remember that this is a special
the beat, or participate in some other way?
experience. The artists are
 Are there natural breaks in the performance where creating something just for you.
applause seems appropriate? Appropriate responses such as
laughing and applauding are
appreciated. Pay attention to
the artists — they will let you
DID YOU KNOW?
know what is appropriate.
ALTHOUGH NOT REQUIRED, SOME
PEOPLE ENJOY DRESSING UP WHEN (cid:0) Open your eyes, ears, mind,
and heart to the entire
THEY ATTEND THE THEATER.
experience. Enjoy yourself!
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
TEMPLE THEATER FIELD TRIP INFORMATION
WE WANT YOUR FIELD DIRECTIONS/PARKING ARRIVAL/SEATING
TRIP TO BE SAFE AND
SUCCESSFUL! The Temple Theater is A Des Moines Performing Arts
located on the second floor of staff member will greet you at

the Temple for Performing Arts, the door and ask for your school
PLEASE READ BELOW 1011 Locust Street, Des name.
FOR IMPORTANT TIPS Moines.
AND DETAILS TO You will then be directed
Directions from I-235: Take Exit upstairs to the Temple Theater
ENSURE A GREAT DAY.
8A (Downtown exit). Go south (second floor).
on 5th Ave. Turn west on Grand
GET ORGANIZED Ave. Turn south on 13th Street. Ushers will escort groups to
Turn east on Locust Street. their seats.

Double-check that all students, A police officer stationed at the Your school may be seated in
teachers, and chaperones were corner of 10th and Locust multiple rows. Adults should
included in your ticket order. Streets will direct your bus position themselves throughout
Request an adjustment if your where to park. (Buses generally the group.
numbers have increased. We park on the south side of Locust
want to make sure we have Street in front of the Nationwide
Help us seat efficiently and start
enough seats for you! building.)
the show on time, by allowing

ushers to seat your entire group
Tickets are not issued. Bring a Personal vehicles are before rearranging students or
copy of your invoice, which will responsible for securing their taking groups to the restroom.
serve as your group’s “ticket”. own parking on a nearby street
or in a downtown parking ramp.
IN THE THEATER
Schedule arrival for 30 minutes

prior to the start of the
performance. This allows time In case of a medical
to park, cross streets, find your emergency, notify the nearest
seats, and go to the restroom. usher.

Let drivers know that Applause Adults are asked to handle any
performances are approximately disruptive behavior in their
60 minutes, unless otherwise group. If the behavior persists,
noted. an usher may request your
group to exit the theater.
Remind chaperones that
children under the age of three
are not permitted in the theater
for Applause Series events.
QUESTIONS?
[email protected]
Exterior of the Temple for Performing Arts.
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
ABOUT THE PERFORMANCE
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Three woolly-hatted adventurers A PLAY WITHOUT Puppetry: the art of operating
make their way through a dark puppets.
WORDS
misty forest. They seek out
stunning wildlife, but have a Shh! We Have a Plan is a play Illusion: the
tendency to want to take what without words. The artists use a use of special
they see home. Then, on a tall soundscape, lighting and effects to
tree that sits in the middle of a costumes combined with create
mound, they spy a beautiful bird. expressive acting to communicate “impossible”
To what lengths won’t they go to the story. events on
capture their new object of stage, such
desire? Here are some of the things you as pulling a Photo: wsj.com
can watch for: big ladder out of a little backpack.
Based on the delightful Chris
Haughton book of the same title, Mime: the silent Music and Sound Effects.
this show follows the journey of art of using body An imaginative musical score with
some madcap characters each of movements and added sound effects from nature
whom has a plan - they all want facial expressions help set the tone and mood.
to capture a beautiful bird to create an illusion
perched high in a tree! Sounds of reality. When Choreography: planning and
simple, but the quest becomes these movements arranging the movements of
an obsession and the obsession and facial Photo: edrants.com performers. How do the
becomes the absurd! Where will expressions are used to tell a movements show the story?
story without words, we call it
it all end? Join us as we follow
pantomime.
the characters’ exploits, meet an

elusive and magical little birdie
Puppet: a
and discover that perhaps
movable model
freedom and kindness are more “Was absolutely
of a person or
important than getting what you spellbound by
animal that is
want at any cost! the fantastic
used in
production by
entertainment
Run time: 45 minutes Cahoots NI.”
and is typically
moved either by —Author/illustrator
strings
Photo: Carrie Daveport Chris Haughon,
Photography controlled from
above or by a hand inside it. All of via Twitter
the birds in Shh! We Have A Plan
are puppets.
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
ABOUT THE ARTISTS
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Learn more about the theater THE COMPANY, THE DIRECTOR
company behind Shh! We Have CAHOOTS NI Paul McEneaney,
a Plan and the book it was artistic director of
Shh! We Have A Plan is brought
inspired by! Cahoots NI and
to us by Cahoots NI, a
the director of
professional children's touring
Shh! We Have
AUTHOR & theatre company based in Belfast,
Plan, creates
Northern Ireland. The Company
ILLUSTRATOR, CHRIS
magical theatrical experiences.
combines the visual potential of
HAUGHTON His love of illusions started at a
theatre with music, magic and
Shh! We Have A Plan is based on illusion to create entertaining and young age: “According to my
a children’s book of the same inspiring theatre for children. The parents, at around the age of six I
name by Chris Haughton, an Irish company tours extensively pestered them so much for a
illustrator based in London. throughout Ireland, as well as magic set that they gave in and
internationally, expanding the bought me one. I practiced and
He has published four books and imagination and artistic creativity practiced and did shows for my
one app. His books have been of children around the world. parents and sister. I then started
translated into more than 24 giving shows to family and
languages and won awards in 10 friends... By the age of ten I was
countries such as Dutch doing small shows in the local
Picturebook of the Year, the leisure centre. I’m still practicing
Children’s Book Ireland Bisto — a magician never stops!”
Award and the Association of
Illustrators award. His app, HAT
MONKEY, came out in September
2014.
Meet Chris Haughton and see how he
goes about creating collages for the
illustrations for his books and other
projects. Video by Tate Kids.
Cahoots NI is a professional theater company from Belfast, Ireland. Map: CNN.com.
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
BE A LISTENING DECTECTIVE!
Shh! We Have A Plan is a play Sound is a constant part of our daily lives: it is very, very rare for the
without words (Shh!), so we need world to be absolutely silent. Take a moment to listen to the world around
to look for other clues, like you, and try to list all of the sounds you can hear.
lighting, movement, and sound,
to understand the story and know These sounds make up the soundscape of your life at this moment.
how the characters are feeling.
I hear:
Let’s explore what sound can
help us learn in a play! __________________________________________________________
__________________________________________________________
SOUND CAN HELP YOU
FIGURE OUT… __________________________________________________________
WHERE we are __________________________________________________________
Shh! We Have A Plan takes place
in a mysterious forest, so we hear __________________________________________________________
lots of bird calls and wings
flapping, but also magical music. Now, look closely at the pictures below. Imagine what sounds you
There are big rocks the friends might hear in these locations:
must step on to get to the birds’
home, and each time they step on At the beach on a sunny day:
those rocks we hear a big
thumping sound. _____________________________

WHEN the story is happening
_____________________________
The friends in Shh! We Have A
Plan go exploring at night, so we
_____________________________
hear crickets and other insect
noises in the quiet forest.
_____________________________

The MOOD of the characters in
Image courtesy of islands.com

the story
The music in Shh! We Have a
Plan matches the friends’ moods. In a haunted house at night:
For example, we hear the same
music every time they have a _____________________________
plan. The “Plan” music has a
strong beat and makes you feel _____________________________
happy. When the beautiful bird is
nearby, the music becomes more _____________________________
hushed, slow, and mysterious to
make you feel wonder. Image courtesy of abc7chicago.com _____________________________
Indoor recess on a rainy day:
_____________________________
_____________________________
_____________________________
Listen to this 30-second animation of the
_____________________________
book Shh! We Have a Plan. What can you
tell about where, when, and the mood of
Image courtesy of cityschools.com
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
RESPECT FOR NATURE
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Watch a snowflake float down DISPOSE OF TRASH RESPECT WILDLIFE
and land on the sidewalk. Within PROPERLY  Be quiet so you don’t startle
a few seconds, it has vanished,  Bring only what you will eat to the animals.
possibly leaving a faint spot of reduce garbage.  Look from a distance.
moisture. One snowflake is
 Collect all scraps and pack in  Move slowly when around
insignificant.
plastic bags. animals.
 Recover anything you drop or  Avoid disturbing their nests,
Go to bed and look outside the
spill while eating. food, and water sources and
next morning and see your
resting areas.
sidewalk 5 inches deep in snow
WHY?  Be aware of their birthing
that you now have to shovel.
Trails and campsites will be used seasons and give them more
What happened? A whole lot of
more because they look nicer. space.
tiny, insignificant snowflakes
Animals will also look for natural  Manage food and garbage so
piled up and made a big impact,
food away from campsites. they don’t eat our food instead
that's what!
of theirs, which is healthier for
LEAVE WHAT YOU FIND them.
The same sort of thing happens
in the outdoors. One person  Leave flowers, sticks, bark,  Control pets at all times.
dropping litter, stepping on fragile rocks, arrowheads and other
vegetation, or in some way not artifacts, and animals where WHY?
caring for the area will most likely they are. Remember that we are visitors to
be of little significance. But, when  Take a picture or sketch the someone else's
home when we
the millions and millions of things you find instead. This
go into the
visitors to the outdoors each year means leaving them in the
wild — the
all contribute a bit of garbage or position you found them.
residents
misguided actions, the results Please refrain from arranging
are the
become a serious impact! stones, scratching on rocks,
animals.
or drawing in sand or dirt to
Not only
Explore some things to think “leave your mark.”
about before your next nature that, they
did not
hike or camping trip! WHY?
invite us to
By leaving items untouched,
visit!
future visitors can discover them

and feel the excitement you felt.
Who knows, just yesterday So, understanding and respecting
their needs is critically important.
someone may have been tempted

to pick that flower but left it there
just for you!
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide
PRE-SHOW EXPLORATION ACTIVITIES, pg. 1 of 2
1) NATURE, YA DIG? 8. Ask the previous group if they agree, and if they
have anything to add.

9. Repeat all the way to the first group. The
Goal: Reinforce the concept that artifacts and
understanding of the animal should grow as more
natural items should remain in nature for enjoyment
items are available.
and study.

Follow-up Questions:
Explanation: In Shh! We Have A Plan, the friends
1. How can we enjoy nature in the field without
love the beautiful animals they see so much they
diminishing its value?
want to take them home. After trying to study a
2. How does removing flowers, antlers, stones, and
decreasing number of natural items to learn about an
other natural items affect the value of an area or what
imaginary animal, students will understand that
you can learn?
removing natural artifacts, plants, and animals

lessens the beauty and historic value of an area.
2) WHAT’S IN THE BAG

Recommended for: Grades 1-3
Goal: Students will practice critical thinking,
Materials: problem solving, planning, listening, and
 A collection of small items that can indicate the compromising.
appearance, habitat, and behaviors of a
make-believe animal (Feathers, twigs, pipe Explanation: Each of the characters in Shh! We
cleaners shaped like antlers, plastic eggs, leaves, Have a Plan carries a bag or backpack on their
a bag of gold coins if the animal is a dragon, etc.) journey. Read the book that inspired the play and
 Paper and pencil for each participant. then imagine what the characters might need to bring.

Activity: Recommended for: Grades PreK-1
1. Prior to beginning the activity, lay out the nature
items on the ground in an isolated area, such as a Materials:
separate room or the back corner of your classroom.  Shh! We Have A Plan by Chris Haughton
2. When you are ready to begin the activity, ask  Items you might pack for a hike: a net, snacks,
students to think of things they might find on a nature some glass jars, warm drinks, etc.
walk. If students bring up arrowheads or fossils,  Small bag or backpack
explain that these are artifacts, left by earlier people
and animals that tell about their ways of life. The Activity:
more artifacts we have to study, the more we can 1. Read Shh! We Have A Plan out loud with your
learn. students.
3. Explain that recent erosion has unearthed clues 2. Ask students “What do you think is in their bags?”
about an unknown species of animal. People from Lay out a small bag and several different objects that
around the world are racing to reach the find first, may be needed on such an adventure.
collect the natural items, and write articles about what 3. Go through the objects and facilitate a discussion
the animals were like so they can be famous. about which objects are the most important to take
4. Partner up the students and randomly assign an with you, asking students to explain why.
order. Explain that each team will observe the area 4. Everyone must agree on the item before it gets
and retrieve one item they feel is significant to packed in the bag!
learning about the animal. Once they retrieve their
item, they must keep it a secret from the other teams. Follow-Up Questions:
5. Allow the first team to view the scene for no more 1. Was it difficult to decide what should go in the bag?
than 30 seconds and to write down all the items they Why or why not?
see. Instruct them to put one item in a pocket or bag, 2. Did everyone agree about what should go in the
return to their seats, and to begin writing a report on bag? If not, how did those disagreements get
the animal. resolved?
6. Have each team visit the area in turn. (The last few 3. Why should you pack for a trip ahead of time?
won't have much to write about.) 4. Was there anything on the table that didn’t fit in the
7. Starting with the last visiting team, ask them what bag? What other problems came up? How did you
they can tell us about this lost species and have them solve them?
show what item they took.
Adapted from “Pilfered History” lesson plan by Leave No Trace Dude. Adapted from Teacher Guide by Cahoots NI.
Des Moines Performing Arts
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Shh! We Have a Plan Curriculum Guide