How to Catch a Star: Grownup Guide

Grownup Guide

Thank you for joining us at How to Catch a Star, an innovative new multimedia performance commissioned by the Kennedy Center and inspired by the illustrated children’s books by Oliver Jeffers. This one-hour performance—a tale of friendship and ingenuity full of movement, projections, puppetry, and adventure— can be a great spark for children’s thinking and imagination. Here are a range of ideas and activities for you to explore together to enhance your children’s experience before and after the show. As always, please pick and choose activities based on your time constraints and children’s age appropriateness.

Presenting Sponsor of Performances for Young Audiences.

BEFORE THE SHOW In a rush? Then…

Got a few more minutes? Then…

Discuss the Cuesheet Pre-Show Guide. This printed piece briefly introduces the show and prompts children to think about wishes and stories—two key aspects of the performance. It also includes a star they can remove. Encourage them to use it in their own storytelling (as a puppet, shadow puppet, or any other way they’d like) and also to bring it to the performance.

Read or re-read some of Oliver Jeffers’s books, especially How to Catch a Star, The Way Back Home, Lost and Found, Up and Down, and Here We Are. Point out that the show takes ideas as well as the characters of the Boy, Penguin, and Martian (yes, a buddy from Mars!) from these books. Encourage children to describe those characters from the books and encourage them to reenact their favorite parts.

Ask what the kids are most excited about in seeing this show, and why. Encourage them to imagine what they might see and experience.

Play a quick game of “Martian Says” (like “Simon Says,” but, to emphasize collaboration and shared experience over competition, no one should be “out”) to help warm up young theatergoers’ imaginations.

“Martian says pretend you are… eating your favorite snack. flying a small airplane. trying to row a boat.”

Have children watch for the performers doing similar things during the show.

Explore visiting the Kennedy Center—what the theater will be like and ways to be a good audience member. Take a quick virtual tour of the Family Theater at: http://www.kennedy-center.org/Pages/VirtualTour/ Familytheater Enjoy the related interactive and sensory activities including some fun things to do with the star from the Cuesheet—in the Family Theater upper lobby before and after the performance.

Have your young scientists brainstorm about the Earth and moon and discuss what they know about space and stars. Tell them the show includes stories about, and even adventures in, space. To explore more about space before or after the show, please see the activity (“Oh Hello There, Little Planet”) later in this Guide and the links in the “A Few More Resources” section.

AFTER THE SHOW As you leave the theater, please take a How to Catch a Star post-show card (also available online at https://bit. ly/2p1yLYF). The card offers some questions to capture your young theatergoers’ impressions of the show while it is foremost in their minds.

Then in the days afterward, you might explore the activities on the following pages as time allows.

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ABOUT THE STORY Retelling the Story

The Story Problem

Remind children of what the Boy and his Dad both say— that stories are best when shared—and help children recall how Dad enjoyed telling bedtime stories. Then, as the show ends, the Boy looks forward to telling his incredible story to his very surprised Dad. Have children pretend they are the Boy. How would they tell the story to Dad? How would they describe Penguin and Martian to him? What might Dad say? Next ask: Who do you enjoy sharing stories with? Do you agree stories are best when shared? Why or why not?

In stories, a character often has a problem and must solve it. Ask: What was the Boy’s problem in the show? (He wanted to catch a star and nothing was working.) What did he do to try to solve it? (Fly an airplane to space.) What happened when he hit new problems, like being stuck on the moon? Discuss how the Boy and Martian made a plan to solve the problem of how to get home from the moon and catch a star along the way.

Now it’s their turn. Give them a problem, such as they and Martian are flying on a magic carpet—and it won’t stop! What three steps will they take together to solve the problem? Work with children or have them work in groups to create and act out a story with a plan for solving the problem.

Such Characters!

Stories often have interesting characters, whether people, animals, or creatures. Part of the fun of creating a story is imagining the characters, like a Penguin that lives in a boy’s bedroom or a Martian. Ask: What other unusual people or creatures could you imagine and make part of a story?

How about mermaids? Talking trees? Someone from another world? What would you name them? How would they look and talk? Have the children describe or draw their characters.

Dreaming Bigger Discuss the Boy’s dream in the performance. Ask: How did you know it was a dream? What was different? Did you notice that the Boy, Martian, and Penguin could talk with each other? Discuss how our minds imagine some of the most fantastic stories—in which there are no limits— when we are asleep and dreaming. Point out that you can use your imagination so it’s like you are dreaming when you are awake. Have children imagine what could happen at this moment if anything were possible, like in a dream, and tell you or a friend about it.

Stories from Stories As mentioned above, the show takes ideas from several books by Oliver Jeffers. If you’ve had a chance to read the books together, help children compare and contrast the books with the live performance. Point out that taking ideas from books and putting them together in a new story to be told on stage is called adaptation. This can be a really fun way to create a new story—and it’s something children can do themselves. Ask them about characters and ideas (such as traveling to another country or finding a special toy) from some of their favorite books. Which ones could they create a new story about? Have children describe or act out this new story, letting them change or retry it as many times as they like.

A Big Idea—Friendship and Being Better Together Help children recall the three friends in the story—the Boy, Penguin, and Martian. Ask: How were they different?

The same? How could they be friends even though they were so different? How can you be friends with someone different from you?

Then, discuss each character’s “problem” or wish. What happened when they tried to solve their problems by themselves? What happened when they worked together?

To help children see the difference working together can make, have them try activities better done by two or more people. For example, find or create two or more musical instruments (like tambourines, maracas, an empty bottle to blow on, or a container filled with dried beans). Have children compare the music they make when they play alone with when they play with one or more partners.

Discuss: What happens when we work together?

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TELLING STORIES ON STAGE AND IN LIFE The Tools of Storytelling

Moving Around Point out that how people moved on stage told important things about the story, such as that an actor was a Penguin (waddling and flapping), or that the Boy and Martian were falling from space (their leaning and flailing), or that the Boy was underwater (the slow swimming motions). Invite children to show who or where they are through movements. First, to warm up, walk normally around the room with the children. Then have them try moving like— a penguin (remember penguins can’t fly). they’ve just fallen into the ocean with their clothes on. they’ve dropped their flashlight and are trying to find it in the dark. they’re walking on the rocky moon, which has less gravity than Earth, so they weigh less and can skip and jump higher.

Next invite children to suggest some ideas for movements and try them together.

At the theater, people have a lot fun telling stories in exciting ways. Help children think about the ways the story was told on stage, such as what the characters said and wore and how they moved; the objects on stage (like the Boy’s bed) and how they were changed and used to help show where the story was taking place and what was happening; and the videos, images, lights, and puppets that helped create different places and feelings. Remind children they have many of these tools themselves to tell their own stories and create new worlds without ever even leaving their bedrooms. Here are some activities for exploring these tools a little further: From Your Bedroom to the World—and Beyond Help children remember how the show begins in the Boy’s bedroom. Ask: How does the bedroom become different places in the story—the dock, outer space, the moon, the ocean, and the South Pole? What things does the Boy find in his room to help him create each new place? How does he move and use his bed and other objects? What items near you could you use to help you tell a story about a different place? Have children choose one item from their rooms, like a chair, and think of three different things it could be.

Speaking Through Mime Help children recall how the Boy and Martian struggled to communicate when they first met because they didn’t speak the same language. Ask: How did they learn to understand each other?

Children might describe the motions the two characters used; tell them this is mime, or movements that tell ideas without words. Now try it together with children in pairs or in small groups. Give one child an idea to convey (such as hungry, lost, or can’t find a favorite toy) without words and have the other group members try to guess.

Grownups, you have a role, too. Choose three nearby items and ask children to make up a story using those items. Ask children to try to make each item be something other than it is; for example, making a blanket become the ocean or a paper clip become a cricket. Give them time and space to imagine a story in this new world they create.

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Storytelling Through Mime If children feel comfortable with the simple mimes, invite them to try telling a short story without using words. You might give them a scenario, such as they are getting out of bed before sunrise to fly a plane but don’t want their parents to find out, and then help them think of things they should mime in their story.

Asking them some questions can help them imagine what to show.

What to Wear Part of creating a show on stage is giving the characters costumes—clothes to wear that help you know who or what the characters are. Discuss: If you were the costume designer—the person picking the costumes for How to Catch a Star—what would you give the Boy to wear? What would you give Penguin?

Martian? Dad? Remember, it’s okay if it’s different from what you saw on stage. What clothes, hats, glasses, scarves, or other items do you have around your house that you could use for costumes? Don’t forget things like sheets, towels, pans, and more, which can all make great costume pieces.

For example—What will they wear? What should they take with them? Will they need a flashlight? How do they feel? Do they have time for breakfast? How will they sneak out of the house? Encourage them to use the answers (and think of their own questions) to shape their stories. Have them “tell” their stories to a partner, who should try to figure out what is happening—and who can even join in.

Have children try assembling a costume for one of the characters they imagined in the “Such Characters!” activity earlier in this Guide.

The Secret Greeting Ask children whether they remember (and can repeat) the special expression or code the Boy, Martian, and Penguin used to greet one another—“Tsk Tsk Woo Woo.” Point out that the friends created their own special language that only they knew. Then have children come up with their own secret code—it could be things like a saying, clapping pattern, sound effect, or whistle—and decide who they will use it with and what it means (such as “Hello, it’s me”).

The People Behind How to Catch a Star Now that they’ve had lots of chances to use their imaginations, children might enjoy thinking about the people who created this performance and who love telling stories in new ways. First, author and illustrator Oliver Jeffers imagined the characters and many of the events, putting them into his books. It might not surprise children to know that imaginative grownups also love playing just like they do—Mr. Jeffers has said he loves a good game of “Rock-Paper-Scissors.”

Playing with Shadows Discuss how the performance used shadow puppets, such as when the Boy’s Dad was telling his story about Earth, and then help children create their own with their hands or flat shapes (like their star from the Cuesheet) and a flashlight. Turn out the lights, hold up the shape near a wall, and shine the flashlight on it.

Show ways to move the shadow and make it smaller (moving the light farther from the object) or larger (moving the light closer). Together explore what story you might show and tell with your shadows. Discuss: What other shadow puppets would you like to make and tell stories with?

To create the stories for his books, Mr. Jeffers uses words but especially drawings. In this short video, Jeffers discusses and demonstrates how he draws: https://www.youtube.com/watch?v=PuUIL6nDKN8&f eature=plcp&context=C3595d71UDOEgsToPDskLZUpb9uHnqL4svrbMcvgm Share it with children and then encourage them to draw their own characters, thinking (like Jeffers) about what the character is doing and feeling and how to show that.

The person who took Jeffers’s ideas from the page and turned them into a multimedia performance on stage is writer/director/production designer Jared Mezzocchi. Mr. Mezzocchi realized as a young man that images, videos, lighting, and shadows could play a big role in telling stories.

For How to Catch a Star, he used his imagination to bring the story to life using all these tools.

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A LITTLE SCIENCE “Oh Hello There, Little Planet”

Under the Sea

At the beginning of the show, the Boy’s Dad tells a story about Earth and space, and of course, space becomes part of the actual story when the Boy goes to the moon. Ask children what they recall learning about Earth, planets, the moon, and space from the show. Then help them understand some basic ideas, such as:

Ask children to brainstorm the sea animals they remember seeing in the show, such as whale, dolphin, octopus, sea star or starfish, and fish. They might also name the seagull, which lives near the sea. Point out that these are just some of the creatures that live in or around the ocean. For more, children can explore this animated feature covering some of the creatures of the ocean: https://www.youtube.com/ watch?v=JEGnct6y5SE&feature=youtu.be.)

The moon circles around Earth (called on orbit).

We see the moon because it reflects light from the sun (so it looks lit up).

We see different shapes of the moon because the amount of it we can see lit by the sun changes as the moon makes its orbit.

The moon is the only body or planet in outer space humans have walked on (so far!).

Our solar system includes our sun and eight planets— Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune (some resources include Pluto, even though in 2006, scientists determined it was a dwarf planet rather than a regular planet).

Our solar system is just one part of a huge galaxy called the Milky Way, and the Milky Way has more than 200 billion stars.

Ask: How did the performance show all the life underwater? How did the ocean look and sound? How could you create sounds that you would hear around the ocean? Let the children try a few different ways to make sounds (like bird calls, splashes, and so forth).

“What on Earth have you been up to?”—Dad

You can also direct children to photos or other resources (some are listed at the end of this Guide) for more exploration. Next, remind them how the Boy’s Dad pretended to talk to Earth, and have them try it. Ask them to “interview” the Earth, moon, and stars (they can create puppets or draw pictures to “interview”). What would they ask? What would the Earth, moon, and stars say back to them? Have children try using different voices for each.

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A FEW MORE RESOURCES

Resources on Creative Play Creative and imaginative play, which we’ve encouraged through many activities in this Guide, can be tremendously important in a young child’s development. For more information about creative play and suggested activities, you might find the following resources helpful:

Here are some additional resources that you might find helpful in learning more about the artists and creating opportunities for further learning related to the performance.

Selected Books by Oliver Jeffers

“Five Essentials to Meaningful Play” (perspectives and tips for creating rich play opportunities for young children, from The National Association for the Education of Young Children (NAEYC)) https://www.naeyc.org/our-work/families/five-essentialsmeaningful-play

How to Catch a Star The Way Back Home Lost and Found Up and Down Here We Are: Notes for Living on Planet Earth

Websites

“How to Support Children’s Approaches to Learning? Play with Them!” (general overview of what kinds of play help children learn best, from NAEYC) https://www.naeyc.org/our-work/families/supportlearning-with-play

Oliver Jeffers’ World (including activity sheets, FAQs, and links to videos): www.oliverjeffersworld.com Jared Mezzocchi (background about his career and production design work for on-stage storytelling): www.jaredmezzocchi.com

“Preschooler Creative Learning and Development: Ideas and Activities” (general tips for fostering play as well as suggested materials and activities related to visual art, drama, movement, and music from a parenting website in Australia) http://raisingchildren.net.au/articles/encouraging_ creativity_preschoolers.html

NASA Space Place (for young children to explore the Earth, moon, solar system, etc.): https://spaceplace.nasa.gov Mars for Kids (games, coloring sheets, and more): https://mars.jpl.nasa.gov/participate/funzone/

“Five Easy Drama Games for the Early Elementary Classroom” (fun drama-related activities that require few or no materials, from ARTSEDGE/Kennedy Center Digital Learning) https://artsedge.kennedy-center.org/educators/how-to/ tipsheets/five-easy-drama-games

Kids Astronomy (kid-friendly graphics, games, and more for exploring the solar system and universe): https://kidsastronomy.com National Geographic Ocean’s Portal (info, games, and videos for exploring underwater animals): https://kids.nationalgeographic.com/explore/oceanportal/

“11 Activities to Encourage Creativity” (family-friendly activities to stimulate play and imagination, from Parents.com) (https://www.parents.com/fun/activities/indoor/activitiesto-encourage-creativity/)

Articles “Sea Star” (a quick overview of sea stars/starfish) https://kids.nationalgeographic.com/animals/seastar/#sea-star-red.jpg

“15 Wonderfully Messy and Creative Play Activities to Do with Your Kids” (ideas for creating messy, fun things for children to make and play with, such as edible glowing spider webs, elephant toothpaste, polka dot slime, and more) https://metro.co.uk/2015/04/24/15-wonderfullymessy-and-creative-play-activities-to-do-with-yourkids-5164886/

Videos “All About Penguins for Kids” (a short video exploring basic facts about penguins): https://www.youtube.com/watch?v=O8qilxaBR20

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How to Catch a Star Part of the Kennedy Center’s Human Journey www.kennedy-center.org/humanjourney The Human Journey is a collaboration between The Kennedy Center, National Geographic Society, and the National Gallery of Art, which invites audiences to investigate the powerful experiences of migration, exploration, identity, and resilience through the lenses of the performing arts, science, and visual art.

David M. Rubenstein Chairman Deborah F. Rutter President Mario R. Rossero Senior Vice President Education

Additional support for How to Catch a Star is provided by A. James & Alice B. Clark Foundation; the Kimsey Endowment; The Morris and Gwendolyn Cafritz Foundation; Paul M. Angell Family Foundation; Anne and Chris Reyes; and the U.S. Department of Education.

Funding for Access and Accommodation Programs at the Kennedy Center is provided by the U.S. Department of Education.

Major support for educational programs at the Kennedy Center is provided by David M. Rubenstein through the Rubenstein Arts Access Program.

Kennedy Center education and related artistic programming is made possible through the generosity of the National Committee for the Performing Arts.

The contents of this Cuesheet have been developed under a grant from the U.S. Department of Education and do not necessarily represent the policy of the U.S. Department of Education. You should not assume endorsement by the Federal Government. © 2018 The John F. Kennedy Center for the Performing Arts

“I’m going to tell you a story. They are only best when shared, after all.”—Boy

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