Second half of Jack

Toby: We do have one rule though, Do not go to the castle.

Jack: Why?

Toby: Well let’s just say it’s not exactly safe.

(Munchkins march off)

Jack: I wonder why you can’t go to the castle. Is it because its Dangerous, Scary or is there a really scary Giant who lives there protecting his Goose who lays golden eggs?...

Hmm I think lets go find out.

Narrator: Then the ground started to shake and the sound of huge footsteps was moving closer and closer to Jack. In fear Jack looked for a place to go as he heard a mighty and powerful voice.

Giant: Fe Fi Fo Fum, I smell the blood of an Englishman!

Narrator: Jack shaked with fear as he searched for a place to hide from the Giant

Giant: Fe Fi Fo Fum, I want to taste this Englishman in my tum!

(Jack looks up from behind his cover to gaze at the Giant)

Jack: The Giants going to eat me, I need to get out of here.

Giant: Fe Fi Fo Fum, I think the Englishman wants to run!

Narrator: Jack looked for a way to get out but there was nowhere to go, nowhere to run.

Jack: Theres nowhere to go I'm going to have to hide. I'm going to need your help. When the Giant asks where I am you need to tell him that you haven’t seen me. And that you don’t know where I am. Oh quick here he comes.

Giant: Fe Fi Fo Fum, have you seen the Englishman!

Children: NOOOOOOOO!

Giant: Fe Fi Fo Fum, I can’t see any Englishman!

Narrator: So the Giant went to search elsewhere.  

Jack: That was so close. Thanks for your help. Now I need to get out of here, what way should I go ?

Goose: whatchoo doing?  Watch wear your going!  who are you anyway little giant ?

Jack:   I’m Jack and I’m not a giant I’m a real boy

Goose:           Alright Pinocchio! What’s the difference?

Jack:   Well I’m smaller and not as mean, (pause) what are you, a duck?

Goose:           Excuse me, does it look like I am a duck? Duck are small and stupid (Jack starts backing away); I am not a duck, thank you very much. I’m a goose!

Jack:   What’s the difference?

Goose:           Excuse me. (add line) Where are you going?

Jack:   Home … I hope.

Goose:           Home? You mean somewhere not here? Somewhere else? Somewhere beyond these four walls?

Jack:   Erm Yes?

Goose:           (gasp) Tiny giant, take me with you, please!

Jack:   (yelling) I am not a giant!

(Goose covers Jacks mouth)

Goose: Lower your tiny voice! Or the giant will hear us. (Pause to look around the room) Please take me with you, I can’t take it no more, that big dude is mean, rude, ugly; unlike yourself might I add. Pleeease!

Jack:   Well … I’m afraid I-

Goose:           I can give you gold, lots of it.

(Jack turns to the audience)

Jack:   This could solve all my family’s problems. (Looking at the goose) Fine but stay close.

(Jack goes to exit stage left)

Goose:           Other way little giant.

(Jack turns around and exits stage right)

Goose:           My saviour.

(Goose exits stage right)

Giant: Fe fi fo fum THE ENGLISHMAN HAS TAKEN MY GOOSE!

Narrator: Bellowed the Giant. Jack and The Goose looked at each other with fear as they knew that if they were caught the giant would gobble them up whole for lunch. Their only chance to escape will be to run to the beanstalk and go home.  So that’s what they did.

(music)

Jack: Mum I'm home and..

Mum: Where have you been? I have been worried sick!

Jack: I climbed up the beanstalk mum..

Mum: WHAT ?!  What happened?

Jack: Well…(storytelling) I went up the beanstalk and found this land on top of the clouds which had a huge castle in the distance, then I met these people called Munchkins. They welcomed me to the Sky by singing and dancing. Then I snuck off to the castle which they told me not to go to, but I did anyway. I then, snuck under the door which was HUUUUUGE and everything was massive! It belonged to a giant who tried to eat me, so I ran all the way home.

MUM: Well you have been busy … but Jack giants don’t exist.

Jack: But I have proof… (indicating the goose)

Mum: What a duck ?

Goose: EXCUSE ME?

Mum: Oh a talking Duck?

GOOSE: OH MY GOD? Is everyone here so silly.

Jack: Mum this is a goose who can lay golden eggs. Look I have one here ?

Mum : Fantastic where did you get the goose from?

Jack: The Giants castle

Mum: So you stole the Giants goose?

Narrator: Then suddenly a huge voice bellowed from above.

Giant: Fe fi fo fum that Englishman will be my lunch.

Narrator: Jack his mum and the goose all looked at each other in terror confused about what to do. Then Jack realised he only had one choice.

Jack : We are going to have to cut down the stalk.

Goose and Mum: WHAT?!

Jack: it’s the only way. Kids I need your help repeat after me. Cut cut cut the stalk etc.

Narrator: The beanstalk then fell from the sky and crashed to the floor. Jack had saved everyone with the Giant stuck in the sky.

Jack: We did it thank you kids!

Mother: Jack, you were so brave! I am so proud of you, I’m sorry I ever doubted you

Jack: That’s okay mum, I’m just happy we’re safe now, and we’ll never have to starve again!

Mother: now we have so much gold from the castle and the goose, we can have a party!

Jack: YESS

(I’m a believer).

Welcome to the sky lyrics

Welcome to the sky, such a perfect place,

Stay right where you are, we will tie your lace,

Have no fear, its time for fun, come and play with everyone,

This is a perfect place.

Just keep off of the grass, shine your shoes, wipe your…. Face.

The sky is…. The sky is……. The sky is a perfect place.

Transitions between stories

Intro between little Red too Goldilocks

(Meg closes the book and looks up at Toby, Tom and Freya)

Meg: Now wasn’t that a good story boys and girls? Didn’t we all have loads of fun listening to this story?

Tom: it was the best story I have ever heard in my whole life!

Toby: that story was so amazing, little Red Riding Hood is my favourite story and you told it so well!

Freya: (not full of much energy) it was nice.

Meg: Nice? Did you not enjoy this fairy tale? You said it was your favourite when I started to read it to you.

Freya: yeah I know but then I remembered that I liked another fairy tale EVEN MORE then Little Red Riding Hood!

(Overlapping)

Toby: NO WAY, nothings better than Little Red Riding Hood.

Tom: No story that I know could be better than Little Red Riding Hood, It’s the best story EVER!

Freya: Yeah there is, my mum told me the story a couple of nights ago and it’s SO much better!

(Overlapping and improvise a childish fight)

Tom: Stop lying nothing is better!

Toby: Little Red is Funny, Amazing, Fun, Great…

Freya: My mummy said that my story is the best she had ever heard!

Meg: (To Toby) Shhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh!

Toby: (To Freya) Shhhhhhhhhhhhhhhhhhhhhhhhhhhh!

Freya: (To Tom) Shhhhhhhhhhhhhhhhhh!

Tom: (To Audience) Shhhhhhhhhhhh!

Meg: Would you like to share your story with all of us then

Freya: Oh can I, Thank you sooooo much!.... (She goes to speak then realises) I don’t remember it.

Meg: Have a look through the big book of Fairy tales and see if you can find it

Freya: Found it!

(Overlapping)

Toby: Oh my god! That is a great story.

Tom: Oh please read us the story.

Meg: Go ahead.

Freya: Thank you so very much.  Once upon a time

Intro between Goldilocks too Jack and the Beanstalk

Freya: Seeeeeee, wasn’t that the best story you have ever heard.

Meg: Yes that was lovely and I think it’s a good story to end on we can do more stories tomorrow…

(At the same time)

Toby: (huff of air)

Tom: (huff of air

Meg: Are you two alright?

Toby: Yeah I guess

Tom: It’s just that, you got to tell a story… She got to tell a story…

Freya: Do you guys want to tell a story to me.

Toby: Oh yes please

Tom: Can we, Can we

Meg: I’m not sure, maybe...

Tom: Please it’s in the Big Book of Fairy Tales, I saw it earlier.

Meg: Well…

(Overlapping and improvised

Toby: Oh please let us

Freya: Can they, can they

Tom: We won’t take long

Meg: (To Toby) Shhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh!

Toby: (To Freya) Shhhhhhhhhhhhhhhhhhhhhhhhhhhh!

Freya: (To Tom) Shhhhhhhhhhhhhhhhhh!

Tom: (To Audience) Shhhhhhhhhhhh!

Meg: You both can’t tell the story.

Toby: Yes we can, its Jack and the Beanstalk so I will narrate the story with my (Narration voice for Jack and Beanstalk) Narrators voice.

Tom: And I can be Jack

Freya: That sound like loads of fun, please let them tell their story

Meg: Very well you can tell your story

Toby: Thank you, this is going to be loads of fun

Tom: It’s okay Miss you’re in the story as well, you can be the Cow I trade away.

Meg: What!

(Overlapping, Toby’s voice is more powerful then Megs)

Toby: Once apon a time in a place far away

Meg: (Getting over shadowed by Toby’s voice) No wait I don’t want to be cow

Jack and the Beanstalk first scene.

Once upon a time there was a boy named Jack who lived with his Mother. They didn’t have much; in fact all they owned was a milky white cow. Although one day Jacks mum had some bad news.

Mum: Our Cow hasn’t given us any milk for over a month now. Jack and I are starving, without milk we have no money for food.

(Jack enters from Stage Left)

Jack: I don’t want to give up my cow, I love her.  She’s my friend, and you can’t sell a friend!

(Jack then starts to sing You’ve got a Friend in Me)

Mum: Don’t be silly Jack, a cow can’t your friend we don’t have any choice.

Jack: but…

Mum: No buts…

Jack: (sighs)… I guess so

Narration: Jack was forced to grab his cow by the lead and take him to the market so that he could trade her for some money. But to get to the market he had to take the long and winding road, and on this hot day it seemed to go on forever and ever.

Jack: I am soooo hot. I desperately need some water. (people start appearing from each side) Have you got any water? (Jack starts frantically asking for water)

Bean man then enters from Stage right 

Task sheet

ASSIGNMENT TASK SHEET

Your assignment asks you to work as a theatre company to create, develop, rehearse and present a performance to 6-7 year old children in 3 different Primary schools.

The Main focus of this assignment is to create a performance that is suitable for children of that age, but also one that is constantly engaging and exciting. You CAN NOT pass all of the grading criteria for this assignment on practical work alone, but will need to submit written work which should all be recorded on your blog. There are five main tasks to this assignment, each covering different grading criteria. The evidence required is given for each task – bear in mind that a distinction level response will demand detail, imagination and creativity and you will need to demonstrate this, not only in your written work but also in rehearsals and in the performance itself.

TASK ONE :  KEEP A DIARY!

TASK:  For this assignment, I am asking all actors to keep a diary of the creation and development process.  After each lesson, make notes about how the session went (you don’t need to describe exactly what we did, but how you felt about it).  Set yourselves targets to work on in the next session – eg:

“Today we worked on the opening scene of our performance. During this scene we give an introduction to all of our characters through audience interaction. We needed to make sure we created an exciting opening making sure the audience were engaged and entertained at the same time. We needed to use our tone of voice and characterisation to give the sense of amazement and stimulate the children’s imagination. I found this quite difficult to use my tone of voice to engage the audience as I struggle with changing my voice to suit a particular type of audience.

However I feel like my characterisation becoming one of the little pigs is coming along nicely as I'm really enjoying playing such a fun character and getting the physicality of a pig. I am also enjoying how well as a cast we are bouncing off of each other and working really well as a theatre company. I think now though we need to make sure all our scenes are just as engaging as the opening and maybe by using other techniques like dance or movement etc. My own personal goal is to keep working on my tone of voice, I might try and look at some children’s entertainers to see how they use theirs.”

EVIDENCE: 

A collection of diary entries (one from each rehearsal) with personal targets set mentioning how your storytelling skills are constantly developing and the activities that are helping you do it. 

Videos of rehearsals

Unit 11

P2 develop and shape material for children’s theatre responding to ideas offered [CT, TW, EP]

M2 actively shape and develop material for children’s theatre, offering creative, realistic and appropriate ideas

D2 shape with commitment the material for children’s theatre, showing an appreciation of what can be effective and appropriate for performance

Unit 28

P2   create a story showing evidence of an attempt at style and structure [CT, SM]

M2  create a story showing control over style and structure and a degree of imagination

D2  create a story showing complete control over style and structure with flair and imagination

TASK TWO: RESEARCH

TASK: Research for Children’s theatre is looking at companies like ‘Polka Theatre’ and seeing what they do and finding information about one other company. It is also looking children’s material e.g. looking at books, Cbeebies, Nick Jr etc. Then look at how it is worded and how the content is engaging and exciting to children. You also need to research into the educational subject matter i.e. bullying, road safety etc. and look at how that is incorporated into the material.

 EVIDENCE:

·         Collection of notes of 2 Children’s theatre companies what they do, how they’re run, the type of things they perform etc.

·         Find at least 2 examples of material for children from each medium. (TV, Books and Theatre)

·         Analyse each of them focusing on two things. The way they are told looking at their use of song, dance repetition etc.

·         A questionnaire and answers designed to look at the suitability of material and what the performance must include in order to fit with the purpose of the piece (to entertain).

Unit 11

P1  describe the suitability of material for a children’s audience [IE]

M1  explain the potential and suitability of material for a children’s audience

D1  analyse appropriate material for children’s theatre, with creative ideas for developing its potential

 

Unit 28

P1 show evidence of research into source material used for a story [IE]

M1  show evidence of detailed research into source material used for a story

D1  show evidence of comprehensive research into source material used for a story

TASK THREE: PERFORMANCE

TASK: You should perform to the best of your abilities, showing confidence in your abilities as an storytelling, communicating with your audience, keeping them engaged and entertains at all times. You should demonstrate good control of your storytelling techniques consistently and confidently, showing awareness of your target audience and how your piece is suited to that particular group.

EVIDENCE: Your performance will be recorded and your tutor will write an observation record of the performances.

Unit 11

P3  perform a role in a piece of theatre for children using performance or production skills competently. [TW]

M3  perform a role in a piece of theatre for children using performance or production skills confidently.

D3  perform a role in a piece of theatre for children using performance or production skills with confidence, interpretation and flair.

Unit 28

P4  demonstrate a degree of control over storytelling techniques	M4   demonstrate control over storytelling techniques, with occasional lapses in consistency	D4  demonstrate full control over storytelling techniques, with complete consistency and confidence
P5  communicate a story, showing limited awareness of how the style is suited to the target audience.	M5   communicate a story, showing awareness of how the style is suited to the target audience.	D5   communicate a story showing complete awareness of how the style is suited to the target audience.

Here is the music for the Dance we did at the start. Talk about how it developed your skills to act through movement and if you did well or you struggled! (be honest)