Gogue Center Performance Study Guide: "The Rainbow Fish"

PERFORMANCE STUDY GUIDE GRADES PreK—3

The Rainbow Fish

by Mermaid Theatre of Nova Scotia

The Jay and Susie Gogue Performing Arts Center at Auburn University engages audiences across the university, the state of Alabama and beyond with curated arts experiences that inspire, enlighten and unite.

Our annual K–12 School Performance Series provides opportunities for students to enjoy exclusive performances by some of the most talented and accomplished artists from around the world. Prior to each K–12 school performance, teachers receive a learning guide containing details about the performance, artist and company, supplemental information about the art form and its history, and grade-appropriate activities designed to spark conversation and exploration in the classroom.

To learn more about education and engagement initiatives at the Gogue Center, visit goguecenter.auburn.edu/education. produced by Jay and Susie Gogue Performing Arts Center at Auburn University 910 South College Street Auburn, Alabama 36849 k–12 school performance series contact Andrea Jarmon, D.M.A. Education Coordinator telephone: 334.844.7371 email: gpac_education@auburn.edu

© 2023 Auburn University

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The Rainbow Fish

by Mermaid Theatre of Nova Scotia PERFORMANCE STUDY GUIDE GRADES PreK—3

The Rainbow Fish

Table of contents Where will we go?

7

Why we go to the show

Going to the Gogue Center ¦ 7

Alabama Coastline ¦ 27

Who Will You See Here? ¦ 7

What Makes a Fish a Fish? ¦ 27

What Does the Audience Do? ¦ 7

Fish & Their Fins ¦ 28

Acoustics: The Science of Sound ¦ 9

A Tale of Tails ¦ 29

27

Shapes of the Sea ¦ 30

Who to know at the show

10

Author & Illustrator Marcus Pfister ¦ 10

Colorful Creatures ¦ 31 ACTIVITIES

The Mermaid Theatre of Nova Scotia ¦ 10

Create Your Own Fish

Director Jim Morrow ¦ 11

32

worksheet: If I Were a Fish

Composer Steven Naylor ¦ 11 Narrators Laura Benanti & Linda Wonneberger ¦ 11

Discover a New Fish

34

worksheet: A New Fish Has Been Discovered!

What to know before the show

12

Elements of the Production ¦ 12

What to do after the show

Elements of the Stories ¦ 13

ACTIVITIES

Rainbow Fish Characters ¦ 14

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worksheet: My Trip to the Gogue Center worksheet: Fishy Math

ACTIVITIES Discuss Elements of the Stories

18

Create a Rainbow Fish Together

20

Create a Handprint Octopus

22

Draw a Rainbow Fish

23

Create a Collage

24

group activity: The Name Game worksheet: Opposites Attract worksheet: A-Mazing! coloring pages

Online resources

46

The Jay and Susie Gogue Performing Arts Center at Auburn University

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Where will we go?

What Does the Audience Do? Alabama Course of Study  GMu3-5.15  GMu6-8.14

GOING TO THE GOGUE CENTER The Jay and Susie Gogue Performing Arts Center, otherwise known as the Gogue Center, is located on the campus of Auburn University in Auburn, Alabama.

The Gogue Center houses the 1,200-seat Woltosz Theatre. The theatre was built with exceptional acoustics so that it is possible to hear well from every seat.

National Standards  MU:Pr6.1.3-8b

The audience is an important part of the performance. Without the audience, who would watch the performers? Who would clap and sing along and appreciate what the artists bring to the stage? When you are a member of an audience at the theatre, there are a few things to know about what to do and what not to do.

WHO WILL YOU SEE HERE? Ushers These are the people who will greet your bus, lead your class into the building and help you find your seat. Be sure to say “hello!”

Sit in your seat and look around, but please keep your feet toward the ground.

Stage Crew These are the people who work backstage, so you won’t see them in the lobby, but you might see them before or after the performance, and sometimes, they even come on stage during the performance to move things.

Listen and watch, but do not talk.

Lighting & Sound Operators These are the people who control the lighting and the sound for the performance. You may see them in the middle of the auditorium at the big sound board or in the back of the auditorium in the booth.

Sometimes, the spotlight operators are in the back way above your head.

Performers These are the people on the stage who may be dancers, musicians, singers, actors or acrobats.

It is their job to communicate using their bodies, instruments and voices.

Audience Members This includes you, your classmates, and other students and teachers from around the state of Alabama and maybe even Georgia.

Have a camera or phone? Please turn it off.

The performers will take to the stage, and we know they will engage. You can laugh, you can sing, you can get up and dance, but just make sure that you give them all a chance!

VO! B RA

NK THA U! YO

When the song is done, or the show comes to an end, make sure that you give the performers a hand! Applause is the way that we can say thank you for all that they did today!

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Walter Stanley and Virginia Katharyne Evans Woltosz Theatre

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Acoustics: The Science of Sound Alabama Course of Study Standards  SC1.1 National Standards  NS.K-4.1  NS.5-8.2

Acoustics is the study of sound and how that sound reacts in spaces, particularly rooms and buildings. What is sound? Sound is vibration. That vibration travels through the air and into our ears where we hear it.

Vibration begins through movement—for example, strumming a guitar string. That vibration creates a sound wave. In a theatre or concert hall, acoustics are important so that everyone can hear the performers.

There are two ways that acoustics are controlled. The first, reverberation, is controlling how sound waves bounce off surfaces, like walls and floors. Hard surfaces cause more reverberation and make spaces louder. The second way, absorption, is the opposite of reverberation. Soft surfaces absorb sound waves and make rooms quieter.

Let’s see if we can figure out which of these materials cause reverberation and which cause absorption of sound: • • • • • •

Tile Carpet Marble Curtains Cushions Wood

The controlling of reverberation and absorption of sound waves is how acoustics are controlled in the Woltosz Theatre.

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Who to know at the show AUTHOR & ILLUSTRATOR MARCUS PFISTER

THE MERMAID THEATRE OF NOVA SCOTIA

Marcus Pfister was born July 30, 1960, in Bern, Switzerland. After attending the Bern School of Art, he became a graphic designer, first at a publicity agency, and then as a freelance artist. He published his first picture book, The Sleepy Owl, in 1986. He dedicated himself exclusively to children’s books, with 49 books currently to his credit.

Published in 1992, The Rainbow Fish spawned a series of books recounting the adventures of this colorful character. Since then, the Rainbow Fish books have been translated from the original German into more than 50 languages and have sold 30 million copies worldwide.

The Mermaid Theatre of Nova Scotia ranks among North America’s most respected theatres for the young and plays an important ambassadorial role for Nova Scotia and Canada. The company regularly performs across North America and the globe and has represented Canada in the United States, Mexico, Japan, Australia, England, Northern Ireland, Ireland, Scotland, Wales, Holland, Hong Kong, Macau, Singapore, Vietnam, South Korea and Taiwan, Bahrain, and the People’s Republic of China.

Mermaid Theatre has earned Export Excellence awards from both the governments of Canada and of Nova Scotia. Based in the town of Windsor, Nova Scotia, Mermaid Theatre has performed for more than six million spectators on four continents. The company was founded in 1972.

Pfister talks about his development as a children’s book author and illustrator. “I started to write stories before I had kids, but when I had my own kids, the stories and their content started changing,” he says.

“Before, I always cared about the characters and illustrations and then about the story, but when I had my kids, the story became more important. The kids came home and told me stories about their day and their little problems, and these are the kind of stories you read in the Rainbow Fish books.”

Marcus Pfister

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learn more Click here to learn more about the Mermaid Theatre of Nova Scotia.

DIRECTOR JIM MORROW

COMPOSER STEVEN NAYLOR

Morrow is managing artistic director of Mermaid Theatre of Nova Scotia. He was first introduced to puppetry in 1978 when he joined Mermaid Theatre as a young performer. His work with Mermaid Theatre has taken him across North America, the United Kingdom and Asia. He has directed, designed and carved puppets for stage, film, television, parks and industry and has created 24 shows for Mermaid Theatre, including Guess How Much I Love You & I Love My Little Storybook; Goodnight Moon & The Runaway Bunny; and the award-winning productions of Swimmy, Frederick and Inch by Inch and The Very Hungry Caterpillar & Other Eric Carle Favourites.

Naylor has created the music for more than a dozen Mermaid shows, including The Very Hungry Caterpillar & Other Eric Carle Favourites; Stella, Queen of the Snow; Swimmy, Frederick, and Inch by Inch; and Goodnight Moon & The Runaway Bunny and many others. His many other professional activities include original film and television scores, contemporary music composition and performance, university teaching and curriculum development, and a long-term international involvement with electroacoustic concert music.

Naylor is Mermaid Theatre's artistic advisor for music and sound design.

Morrow’s contributions to the community, both as an artist and mentor, have earned him the Nova Scotia government’s highest award for artistic achievement, the Portia White Award; a Doctor of Humanities from his alma mater, Acadia University; the Order of Nova Scotia; and the Mickey Minor Award, presented annually by the U.S.-based International Performing Arts for Youth to distinguished artists who have made exemplary contributions to the lives of children around the world. Morrow was born in Grand Falls, Newfoundland and lives in Lower Avonport, Nova Scotia.

NARRATORS LAURA BENANTI & LINDA WONNEBERGER In addition to substantive professional accolades, Benanti is the mother of a young child and a passionate advocate for the promotion of literacy and music education. Born in New York City, she is the daughter of Linda Wonneberger, a vocal coach and former actress (with whom she collaborates frequently). Wonneberger is of Serbian, German, Irish and Native American heritage. An accomplished actor and singer, she has enjoyed countless roles on stage, in television and film, and as a musical recording artist. Wonneberger is the winner of a myriad of awards, including the Tony, Drama Desk and Outer Critics Circle, and costars with Amy Schumer in Steve Martin’s current Broadway show, Meteor Shower. Wonneberger and Benanti have recently appeared together in a well-regarded mother-daughter cabaret, which they perform periodically.

take a look Click here for a preview of The Rainbow Fish.

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What to know before the show ELEMENTS OF THE PRODUCTION Stories

Puppetry

What is a story? Very simply, a story is a narrative, a telling of events, either true or imagined, that is meant to entertain, inform and gain the interest of the listener or reader. A story must contain several different elements. First of all, it needs characters.

Characters are the people or talking animals or mythical creatures in the story. Next, stories also need a setting, the time and place that the story happens. Stories also must have a plot. The plot is the sequence of events or the action that drives the story. The plot has a beginning, middle and end. Stories also need a conflict. The conflict is the problem or struggle that one or more of the characters must overcome. Lastly, stories need a point of view. Stories can be told from the point of view of one of the characters in the story, or, most commonly, by a voice outside the story, a narrator.

The show employs a variety of puppetry styles— including rod, full-body and hand puppets—to tell the three stories. Amazingly, all of the puppets and scenic elements are manipulated by just three puppeteers. The puppeteers are dressed completely in black, including a black covering over their faces that makes them look like puppet ninjas!

There are actually three different stories presented in this production of The Rainbow Fish. The first of the three tales introduces the most beautiful fish in the sea, whose scales shimmer in all the colors of the rainbow. He is admired—and resented—by the entire underwater world, until a clever octopus advises him to give each fish one of his scales. In the second story, Rainbow Fish finds the courage to explore the great unknown deep sea, discovering a new world with wonderful sights and friendly creatures of all shapes, sizes and colors who are eager to make his acquaintance. In the final story, the underwater wonderland is the setting for an introduction to the concept of opposites. As a fitting finale, the story ends with the most satisfying opposite of all—give and take—as Rainbow Fish shares one of his shining scales with a friend.

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Black Light Part of the visual magic of this production comes from the use of black light, which allows only certain elements onstage to be seen by the audience. The puppets and scenery are painted with fluorescent paint, which glows in the dark under ultraviolet light (also called black light). Under black light, anything black becomes invisible. During the show, the puppeteers will be on stage as they work with the puppets. They wear black clothing and black masks and perform in front of a black wall. This makes them almost invisible to the audience and allows them to execute all kinds of visual illusions with the puppets: they can make them seem to float, swim, disappear, shrink, grow and more.

Narration & Music Along with the visual storytelling, the production employs a pre-recorded narration (by Laura Benanti and Linda Wonneberger) of the stories, as well as a pre-recorded musical score created especially for this production by Steven Naylor.

Clownfish Amphiprion ocellaris

ELEMENTS OF THE STORIES Animals of the Ocean The story of Rainbow Fish and his friends takes place in the ocean. Rainbow Fish and his friends are the characters of the story. In the ocean, there are many different types of living organisms. These organisms can be divided into three main groups: 1.

Plankton

2. Nekton 3. Benthos

Plankton are small organisms that float or drift in the water. They often serve as food for larger animals.

There are plant plankton called phytoplankton and animal plankton called zooplankton. Some sea jellies are considered plankton.

Nekton are animals that live in the water and can move on their own by swimming. Fish account for most of the nekton found in the ocean. In addition to fish, nekton include crustaceans like shrimp and crabs; mollusks like octopus and squid; some invertebrates like some jellies; and mammals like dolphins, seals and whales.

Benthos are aquatic life that live on the bottom of the ocean and cannot swim independently. Sea anemones, sponges, corals, sea stars (starfish), sea urchins, worms, bivalves like oysters and clams, and many others are all examples of benthos. Most benthos are invertebrates.

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RAINBOW FISH CHARACTERS Rainbow Fish is a make-believe type of fish that has beautiful, multi-colored, sparkly scales. Rainbow Fish would be considered a nekton.

Now, let’s take a look at some of the other characters (and their real-life counterparts!) you will meet during The Rainbow Fish performance.

One fish, two fish, many kinds of blue fish Though it is never specified what type of fish the little blue fish is, we do know that it is classified as a nekton. There are many species of blue fish in the ocean. Here are a few different types of blue fish: Blue parrotfish A tropical fish usually found in the western Atlantic Ocean and the Caribbean Sea, typically between 12 to 30 inches long, but can grow up to 3 feet.

Yellowtail damselfish A non-aggressive fish found in the western Pacific Ocean with a blue body and yellow tail that lives in coral reefs and protected lagoons.

Starfish, despite their name, are not fish. They are marine invertebrates. This means they live in the water and do not have a backbone. Starfish, also known as sea stars, are found in the warmest tropical waters and the coldest artic waters at any depth from shallow to deep. Most sea stars have five arms, but there are some that have more. There are around 2,000 different species of sea stars!

Since they cannot swim independently, sea stars are classified as benthos.

Powder blue tang A flat, oval-shaped tropical fish of great beauty, known for its blue body, black face and yellow fins. (Fun fact—the powder blue tang chooses one partner for life!)

Bluehead wrasse Found in the Atlantic Ocean, especially near the Gulf of Mexico and the Caribbean Sea. Sapphire devil, or blue devil A small, three-inch-long fish with a bright blue body and yellow tail fin that can change its color to brown when hiding from predators, found in lagoons and reefs of the Indo-West Pacific.

Cherub pygmy angelfish A three-inch-long tropical fish found in the western Atlantic Ocean with an ovalshaped blue body and yellow face.

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The octopus (above) is a marine animal known for having eight arms. It is a type of mollusk, which is another invertebrate. The octopus has exceptional sight, can maneuver its soft body through all kinds of small spaces, and is among the most intelligent of all invertebrates. It also can use its arms to swim, making the octopus a type of nekton.

Sea slugs (below right) resemble the slugs found on land. Sea slugs are mollusks, a type of marine invertebrate. They come in many shapes and sizes.

Sea slugs can also sting their prey and are said to have a foul taste. They have small, razor-sharp teeth called radula that they use to cut into their prey. Sea slugs are found on the ocean floor and are benthos.

The dumbo octopus (below left) gets its name from having fins that resemble the elephant ears of Disney’s Dumbo. It is known to live in the cold waters of the ocean floor and is the deepest living octopus known today. The dumbo octopus is also a type a nekton.

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Purple-striped Jellyfish Chrysaora colorata

Jellyfish (left), like starfish, are also not actual fish but another type of marine invertebrate.

Scientists believe jellyfish have been around for 500 to 700 million years! That makes them the oldest multi-organ animal group in the world. Jellyfish have gelatinous bodies with trailing tentacles that possess stinging cells to help them subdue their prey and protect them against predators. Jellyfish live in the deep parts of the ocean and can also be found in more shallow water. Some jellyfish are bioluminescent and emit a green light.

Jellyfish can be plankton and nekton.

Siphonophore can come in many different shapes and sizes. Predominately inhabiting deeper ocean waters, most siphonophores are bioluminescent and very fragile. While siphonophores look to be one single organism, they are actually colonial organisms made up of many small units called zooids. The most commonly recognized siphonophore is the Portuguese man-o-war (above). Siphonophores are classified as plankton.

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Firefly squid (top) are bioluminescent organisms— this means that their bodies emit light. Though they are brownish red in color, they emanate a blue light.

Firefly squid on average are three inches in length and live in the deeper water of the ocean for most of their lives. Also called sparkling enope squid, these mollusks are most commonly found in the waters around Japan. Because they are swimmers, they are also nekton.

Lanternfish (center) are bioluminescent fish that mainly inhabit the deeper parts of the ocean. They are typically around six inches long with large, round eyes. Lanternfish have a distinctive arrangement of their light-emanating cells that create specific patterns. Scientists believe that this aids in communication, but it can also help in protecting the lanternfish from predators.

Anglerfish (bottom) are named for the bioluminescent “lure” attached to a fin that dangles above their head like a fishing line and attracts prey.

Like the lanternfish, they inhabit deeper ocean waters and vary in color from dark brown to gray.

The source of their luminescence comes from bacteria that they collect in the sea. Though some anglerfish live in the benthic level of the sea, they are considered nekton.

take a look Click here to view a video featuring more bioluminescent sea animals.

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DISCUSS ELEMENTS OF THE STORIES Alabama Course of Study Standards  ELA.RS.R1.K-3  ELA.LF.K.22  ELA.LF.K.27  ELA.LF.K.33  ELA.LF.1.1  ELA.LF.1.2  ELA.LF.1.3  ELA.LF.1.22  ELA.LF.2.1  ELA.LF.2.22  ELA.LF.3.1  ELA.LF.3.4  ELA.LF.3.5  ELA.LF.3.18 National Standards  NL–ENG.K–12.1  NL–ENG.K–12.4

After reading The Rainbow Fish and Rainbow Fish Discovers the Deep Sea, discuss with students the elements of each story. Review the characters, setting, conflict, plot and resolution of both books.

THE RAINBOW FISH

RAINBOW FISH DISCOVERS THE DEEP SEA discussion questions •

How did Rainbow Fish and Octopus feel about going down into the deep, dark ocean?

•

When Rainbow Fish went down into the deep sea to find the scale he dropped, what did he see and whom did he meet? Was the deep sea at all like Octopus said it would be?

discussion questions •

How was Rainbow Fish different from the other fish?

•

What did Rainbow Fish do when the blue fish asked him to give him one of his scales? Do you think he did the right thing? How did it make the other fish feel?

•

Rainbow Fish saw a lot of animals in the deep sea that were different from any of the animals he knew.

How did he feel when he saw these new creatures?

Scared? Surprised? Curious?

•

Was it selfish for the other fish to ask Rainbow Fish to share all of his shiny scales?

•

How did the deep sea animals treat Rainbow Fish?

•

Octopus told Rainbow Fish that having friends is more important than being beautiful. Do you agree?

Why?

•

Did you ever do something you were afraid to do?

What was it? How did you feel after you did it?

Were you less scared?

•

Did you ever have something that someone else wanted? What was it? Did you share it? Why or why not? If you were forced to share it, how did it make you feel? Happy? Sad? Angry?

•

Who are some of your friends? What do you like to do together?

•

What does it mean to be a good friend?

•

Everybody is different and special in some way.

What would you say is most special about you?

EXTENSION Alabama Course of Study Standards  ELA.LF.2.21  ELA.LF.2.40  ELA.LF.3.17  ELA.LF.3.33  ELA.LF.3.36  ELA.LF.3.40  ELA.LF.3.41 Have older students write about a time they had to be courageous when they were afraid.

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The Rainbow Fish

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CREATE A RAINBOW FISH TOGETHER Alabama Course of Study Standards  CE.CE.1  CE.CE.6  CE.CE.7  CE.CE.15 National Standards  VA:Cr2.1.K  VA:Cr2.1.Ka–3a  A:Cr2.2.Ka–3a  VA:Cr3.1.Ka–3a

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

1.

•

Create a visual representation of the diversity within their class Gain an understanding that different people working together can create something beautiful

MATERIALS For this activity, you will need the following items: • • • •

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The Rainbow Fish and Rainbow Fish Discovers the Deep Sea books Paper fish scale for each student (template below) Craft materials for decorating the scales, such as markers, crayons, glitter, foil paper, sequins, construction paper, felt and glue A large sheet of butcher paper with the outline of a fish

Read The Rainbow Fish and Rainbow Fish Discovers the Deep Sea to your students.

2. As a class, discuss the following concepts: differences, uniqueness, sharing, kindness, generosity, respect for others, and courage.

3. Provide each student with a pre-cut paper fish scale using the provided template.

4. Have each student decorate their scale with information

about themselves using pictures and/or words. (Students can bring in pictures of themselves, family and friends, special places, etc., to use as additional decoration.)

5. Paste students' scales within the large fish outline. Display the decorated fish throughout the year to reinforce with students the idea that they are a community with many wonderful differences.

The Rainbow Fish

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CREATE A HANDPRINT OCTOPUS Alabama Course of Study Standards  AE17.VA.K.1 National Standards  VA:Cr2.1.Ka  VA:Cr2.2.Ka  VA:Cr3.1.Ka

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

1.

Demonstrate their color-matching skills in a creative way

MATERIALS For this activity, you will need the following items: • • • • • • •

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Card stock paper (a large sheet of light blue for the background; varied colors for the coral reef; smaller sheets of white for the octopuses) Bubble wrap Paint in various colors Glue Scissors Googly eyes Multicolored donut-shaped cereal, e.g., Froot Loops

To make the background, start by painting the bubble wrap in a darker shade of blue. While it is still wet, take the painted bubble wrap and press it onto a light blue piece of card stock. To make the coral, cut out shapes in different colors. Glue them to the bottom of the background once it is dry.

2. To make the octopuses, give each student a sheet of

white card stock. Have them pick a paint color and make a handprint on the paper. Let the paint dry before cutting around the edges of the handprint to create an octopus shape. Have students glue googly eyes onto the palm part of the handprint.

3. Have each student pick out about a dozen Froot Loops, matching the color of the cereal to the color of their octopus. Have them glue the cereal onto the tentacles.

Glue the octopuses onto the background.

DRAW A RAINBOW FISH Alabama Course of Study Standards  AE17.VA.K.1a  AE17.VA.3  AE17.VA.K.6a  AE17.VA.1.2  AE17.VA.1.2a  AE17.VA.1.3  AE17.VA.1.6 National Standards  VA:Cr2.1.K–1a  VA:Cr2.2.K–1a  VA:Cr3.1.K–1a

OBJECTIVE By completing this activity, students will: • •

Demonstrate their ability to recognize basic shapes Identify shapes in correlation to other objects

MATERIALS For this activity, you will need the following items: • • •

Crayons Watercolor paints White paper

PROCEDURE To complete this activity, follow these steps:

1.

Discuss with students the general shapes found on a fish's body. For this exercise, focus on using ovals, circles and triangles as examples. discussion questions •

What shape is a fish's body? (Oval)

•

What shape is a fish's tail? (Triangle)

•

What shape do a fish's fins resemble? (Triangle)

•

What shape are a fish's eyes? (Circle)

2. As you review the discussion questions above,

demonstrate how to draw these shapes on the board.

Be sure to combine/connect the shapes so that they resemble the outline of a fish. Using a black crayon on white paper, have students draw along with you.

3. Once the fish outline is complete, show students how to use a scalloped line to create scales for the fish.

4. Show students how to color each scale a different color like Rainbow Fish.

5. Have students color the background of their drawing using watercolor paints.

6. Students can paint over their fish and its scales with watercolors. They will see that the crayon creates a resistance to the watercolor paints.

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CREATE A COLLAGE Alabama Course of Study Standards  AE17.VA.2.2a  AE17.VA.2.3  AE17.VA.2.6  AE17.VA.3.1  AE17.VA.3.3 National Standards  VA:Cr2.1.2–3a  VA:Cr2.2.2–3a  VA:Cr3.1.2–3a

OBJECTIVE By completing this activity, students will: • •

Demonstrate their ability to recognize basic shapes Identify shapes in correlation to other objects

MATERIALS For this activity, you will need the following items: • • • •

Neon construction paper Black construction paper Scissors Glue

PROCEDURE To complete this activity, follow these steps:

1.

Explain that students are going to create an undersea collage in the style of The Rainbow Fish production using neon colors.

2. Using the "Draw a Rainbow Fish" activity on page 23 as a

reference, review with students the general shapes found on a fish's body. Discuss other objects (and corresponding shapes) typically found in an undersea habitat. discussion questions •

What shapes would you use to create a fish's body?

•

What shapes would you use to create seaweed and other undersea plants?

•

What shape would you use to create the ocean floor?

•

What other sea creatures, plants or objects would you include in your collage?

3. Demonstrate for students how to carefully use scissors to cut the various shapes needed for their collages.

4. Demonstrate for students how to glue these shapes together to create their collages.

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What is a collage?

A collage is a technique of cutting and gluing different types of materials to create a work of art.

The Rainbow Fish

Share your students' colorful creations with us.

We'd love to see the masterpieces your talented students create. Send us a photo of their drawings and collages. Be sure to include each student's name, age, grade and school with your submission. You can send all images to the Gogue Center via email at gpac_education@auburn.edu.

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Gulf of Mexico Orange Beach, Alabama

Gone Gulfin'?

The Gulf of Mexico is a large body of salt water connected to the Atlantic Ocean. It stretches from Florida in the east to Texas in the west, and from the states of Alabama, Mississippi and Louisiana in the north down to Mexico in the south. If you have been to the beach in Alabama, you have been to the Gulf of Mexico.

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Why we go to the show ALABAMA COASTLINE The Rainbow Fish stories take place in the ocean.

Oceans are large bodies of salty water that separate the world’s continents. There are five oceans: the Arctic, the Atlantic, the Indian, the Pacific (the largest ocean), and the Southern. Smaller bodies of water can be connected to an ocean. These include bays, seas, straits and gulfs. While each of these smaller bodies of water has distinct traits of their own, like climate, weather and geography, they are generally considered to be a part of the ocean to which they connect.

All fish live in the water. That water can be an ocean, sea, lake, pond, river, creek or even aquarium.

Fish live in salt water, fresh water or brackish water (meaning a mixture of salt and fresh water). But one place fish do not live are in swimming pools. Why?

The state of Alabama has a coastline, or seashore, along the Gulf of Mexico, which is part of the Atlantic Ocean. The Gulf of Mexico is divided into seven main areas and has both shallow and very deep waters. The Gulf of Mexico is home to many marine plants and animals, including the characters you will meet in The Rainbow Fish.

All fish have gills. What are gills? Gills are what fish use to breathe. They can filter oxygen out of the water through their gills as they swim. If humans had gills, they could breathe underwater too.

Since the Gulf of Mexico is home to so many fish, let’s spend some time learning more about them.

WHAT MAKES A FISH A FISH? There are many kinds of fish. Fish come in different shapes, sizes and colors. As different as fish can be from one species to another, they all have some important characteristics in common. Here are a few things that make a fish a fish: •

They all live in the water.

•

They are all vertebrates, which means they have backbones.

•

They all have gills for breathing.

•

They all have mouths.

•

They all have fins.

All fish have backbones. This makes them vertebrates. Animals that live in water but do not have backbones are called invertebrates and are not fish. There are many invertebrates in the ocean, but none of them are fish.

All fish have mouths. They use their mouths to eat, just like humans. The size and location of the fish’s mouth reveals information about where the fish finds food and therefore, where it may live. It also tells us what kind of food it may eat. Larger-mouthed fish tend to eat larger food and fish with smaller mouths typically eat smaller food like plankton. Their mouths can also be in different locations on their bodies.

Some fish have mouths that point upward or are higher on their heads—this tells us that they usually eat things on the water’s surface by attacking from below. Some fish have mouths at the front of their heads like we do, and those fish tend to eat what is directly in front of them. Other fish have mouths that angle downward, these are bottom feeders who tend to eat off the ocean floor. Still other fish have elongated mouths that help them reach into tight spaces to retrieve their food.

All fish have fins. They come in a variety of shapes and sizes, and they are located on different parts of a fish's body. One thing to remember about fins is that each type of fin serves an important purpose.

For more information on fins, see the "Fish & Their Fins" lesson on page 28.

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FISH & THEIR FINS

Fish Fin Locations

Fish can have many different types of fins. Fins help fish stabilize themselves in the water. Fins also help them swim and maneuver to find food or escape from predators. Each fin has a specific function.

Fish fins and their purposes:

Dorsal

Pelvic Fish have two pelvic fins, one on each side of their underbelly. Pelvic fins help with stability, but also allow fish to move backwards or even to stop, like brakes. Some fish even use their fins to walk!

Pectoral Fish have two pectoral fins, one on each side.

They somewhat resemble arms. Pectoral fins aid in balance, swimming and turning, but also help in stopping and moving backwards.

Dorsal Though some fish have more than one dorsal fin, they are not paired. A dorsal fin is mostly used for steering and balance, but can be used for other purposes, such as protection.

Tail Also called the caudal fin, the tail fin is the power source for movement, like a motor. It is used to propel or move the fish through the water. Tail fins are shaped differently to match the movement needs of different fish.

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Pectoral Tail

Pelvic

A TALE OF TAILS While each fish fin serves a very specific purpose, perhaps no fin is as important or as specialized as the tail. Without a tail, a fish would not be able to swim or move itself forward. This is important, of course, because, as we have learned, fish breathe by moving water across their gills as they swim.

(No tail would mean no swimming or breathing.)

The size and shape of a fish's tail fin can also tell us a lot about how it moves, whether fast or slow, for long distances, or with quick bursts of energy.

Tail fin shapes and their functions: Rounded Rounded tails curve outward and allow for short bursts of speed and excellent maneuverability.

Truncated Truncated tails end with a mostly vertical edge and are effective for acceleration and maneuverability.

Forked Fish with forked tails are continuous swimmers.

Forked tails are handy for acceleration and maneuverability. The deeper the fork in the tail fin, the more active the fish tends to be.

Emarginate This type of tail curves inward and is more effective for acceleration and maneuvering than the rounded or truncated tail.

Lunate Fish with a lunate tail tend to be among the fastest fish. They use their tails to maintain speed for a long time. Lunate tail fins are crescentshaped, like a moon.

Tail Fins & Their Functions fish

Betta tail shape

Rounded function

Short bursts of speed, great movement fish

Salmon tail shape

Truncated function

Decent speed and movement

fish

Lantern fish tail shape

Forked function

Good speed and movement

fish

Grouper tail shape

Emarginate function

Better speed and movement

fish

Tuna tail shape

Lunate function

Great speed, decent movement

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Blue-cheeked butterflyfish Chaetodon semilarvatus

SHAPES OF THE SEA Fish come in many shapes and sizes. Their body shapes, mouth locations, tail shapes and color all offer important information about where they live and how they function. Fish have four main body types, each with a different style of movement.

Fish body shapes: Fusiform Fusiform fish are spindle-shaped and have a longer body that is tapered at each end. These fish are fast swimmers and are often found in open water.

Compressiform These fish are laterally flattened. They look round from the side and skinny from the front. Fish with a compressiform body type, like the blue-cheeked butterflyfish (left), move quickly for short distances and can make quick turns. They often live where there are lots of places to hide, like reefs, and move in schools in shallow water.

Depressiform Depressiform fish are flat from the top or bottom, sort of like a pancake. These fish flap their fins up and down like birds flap their wings. They normally live on the sea floor.

Filiform These fish are threadlike, long and narrow. Filiform fish slither through the water like a snake. They tend to live on the sea floor.

The moray eel has a filiform body shape.

It wiggles and waves its long tail to move itself through the water.

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COLORFUL CREATURES

Red lionfish Pterois volitans

Fish come in many different colors and patterns.

Their colors can help reveal where they live, but also how they protect themselves. Among fish, there are six common types of coloration patterns, each with a specific purpose.

Fish coloration: Camouflage A fish with camouflage coloration, like the red lionfish (right), can blend in with its surroundings. It often features the same colors and textures as the spaces around it.

Disruptive This type of coloration includes spots, stripes or patches of color that make it difficult to see the fish’s outline.

Countershading Countershading allows a fish to hide in open water from predators above because it blends in with the color of the ocean. Countershaded fish tend to have a darker back and a lighter belly.

Warning A fish uses warning coloration to tell other fish, especially those that might be predators, that they are armed with some sort of defense. This might include sharp spines, venom or a foul taste.

Advertising Fish may use this type of coloration to signal that they have something other fish might want. Like warning coloration, advertising can also be used to signal a fish's defense mechanisms.

Mimicry This type of coloration is used to confuse predators into thinking the fish is something else.

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CREATE YOUR OWN FISH Alabama Course of Study Standards  ELA.LF.K.33  ELA.LF.1.33  ELA.LF.1.35  ELA.LF.2.41  ELA.LF.2.44  ELA.LF.3.38 National Standards  ENG.K–12.12

OBJECTIVE

differentiated writing assignments

By completing this activity, students will synthesize information from the "Alabama Coastline" and "What Makes a Fish a Fish?" lessons to:

For younger, less experienced writers, provide a scaffold to get them started. For example:

• •

Draw a picture of the fish they would be Write a paragraph describing the characteristics of that fish

MATERIALS For this activity, you will need the following items: • • •

"Alabama Coastline" lesson on page 27 "What Makes a Fish a Fish?" lesson on page 27 “If I Were a Fish” worksheet

PROCEDURE To complete this activity, follow these steps:

1.

Review the information in the "Alabama Coastline" and "What Makes a Fish a Fish?" lessons on page 27.

2. Discuss the characteristics of fish, those that they all share, and those that differ.

3. Let students brainstorm about what kind of fish they would be, if they were a fish. Are they fast like a tuna? Are they small and good at hiding? Are they bright and colorful?

4. Write a model paragraph as a class. sample paragraph If I were a fish, I would be a tuna. Tuna are very fast and swim in the open water. I am fast and enjoy large spaces.

This is why I would be a tuna.

5. Copy and distribute the "If I Were a Fish" worksheet and have students begin by drawing their chosen fish.

6. After students have drawn their fish, have them write a paragraph about why they chose this particular fish.

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If I were a fish, I would be a __________________. _______________ are _______________. I am _______________, so I would be a _____________ .

For intermediate writers: Using the sample paragraph as a prompt, have students explain what type of fish they would be using the information and fish characteristics covered in the "Alabama Coastline" and "What Makes a Fish a Fish?" lessons. (For example, tuna are long and fast and live in the open water.)

For advanced writers: Using the sample paragraph as a prompt, have students explain what type of fish they would be using the information and fish characteristics covered in the "Alabama Coastline" and "What Makes a Fish a Fish?" lessons. (For example, tuna are long and fast and live in the open water.) Have students explain why the fish they chose might have the characteristics discussed.

Remind older, more advanced students of what makes a well-organized paragraph: a topic sentence, supporting details and a conclusion.

Name

Date

If I Were a Fish ...

In the space below, draw the type of fish you would be.

Now that you've shown us what your fish looks like, it's time to tell us more about it.

Why did you choose this fish? What makes it special? How is this fish like you? How is it different?

DISCOVER A NEW FISH Alabama Course of Study Standards  SC15.1.5  SC15.2.7  SC15.3.10  SC15.3.11 National Standards  NS.K–4.3

OBJECTIVE

PROCEDURE

By completing this activity, students will demonstrate an understanding of:

To complete this activity, follow these steps:

• •

The biodiversity of fish in the ocean Fish adaptation with regard to their habitat

MATERIALS For this activity, you will need the following items: • • • • •

The Rainbow Fish and Rainbow Fish Discovers the Deep Sea books “A New Fish Has Been Discovered!” worksheet "Elements of the Stories" lesson on page 13 "Alabama Coastline" lesson on page 27 "What Makes a Fish a Fish?" lesson on page 27

1.

Read The Rainbow Fish and Rainbow Fish Discovers the Deep Sea to your students.

2. As a class, discuss the different characters in each book.

3. Review the information covered in the "Elements of the

Stories," "Alabama Coastline" and "What Makes a Fish a Fish?" lessons.

4. As a class, discuss the many different types of fish that

live in the ocean. Be sure to talk about the variety of fish groups found in the ocean, different fish habitats, and the diversity of body traits and characteristics.

5. Copy and distribute the “A New Fish Has Been

Discovered!” worksheet. Once they have completed the worksheet, have students share their responses.

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Name

Date

A New Fish Has Been Discovered!

In the space below, draw a picture of your newly discovered fish in its natural habitat.

When drawing, think about your fish's fins, body shape and color.

Species name (Create a unique name that tells us something about your fish.)

Swimming habits (How does your fish swim based on its fins and body shape?)

Eating habits (Based on its mouth shape, what does your fish eat?)

Defense adaptations (How does your fish defend itself against predators?)

Habitat (Where does your fish live in the water?)

What to do after the show Included in this section are some post-performance activities you can share with your students.

1.

After seeing The Rainbow Fish, guide students in a discussion about the experience. suggested discussion questions

•

Did you like the performance? Why or why not?

•

What were some things you noticed during the performance?

•

What were some things that surprised you about the performance?

•

How was seeing the stories in the performance different from reading them in the books?

•

In what ways were the stories the same?

2. Copy and distribute the "My Trip to the Gogue Center" worksheet. Once they have completed the worksheet, have students share their responses.

3. Copy and distribute the "Fishy Math" worksheet.

4. Copy and distribute the "Opposites Attract" worksheet.

IDENTIFYING OPPOSITES Alabama Course of Study Standards  ELA21.K.19a  ELA21.1.12c  ELA21.2.16a  ELA21.3.14

5. Copy and distribute the "A-Mazing!" activity sheet and coloring sheets.

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Date

Name

My Trip to the Gogue Center Answer these questions about the performance and your visit to the Gogue Center.

List three things you remember hearing or seeing during the performance of The Rainbow Fish.

1.

2.

3.

Name something you learned during the performance.

Name something from the performance you would like to know more about.

If you could ask a member of the cast a question, what would you ask?

In the space below, draw something special you remember hearing or seeing during the performance.

FISHY MATH Alabama Course of Study Standards  MA19.K.8  MA19.1.6  MA19.2.2  MA19.3.11

OBJECTIVE

PROCEDURE

By completing this activity, students will:

To complete this activity, follow these steps:

•

1.

Demonstrate their ability to add and subtract up to 10

MATERIALS For this activity, you will need the following items: • • •

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“Fishy Math” worksheet Pencil Physical objects to use as visual aids for younger students

Copy and distribute the "Fishy Math" worksheet. Students may work individually or in groups.

Name

Date

Fishy Math Uh-oh! Something is wrong with Rainbow Fish's math.

Read the stories below and help him correct his math by finding the correct sum or difference.

1.

One fish swam along the reef and was joined by two friends.

One fish plus two fish equals five fish swimming along the reef. (1 + 2 = ?)

How many fish were swimming along the reef?

2. Four fish were playing tag in the tide pool, but two swam away.

Now there are three fish left to play. (4 – 2 = ?)

How many fish were left in the tide pool?

3. Six fish were riding a wave and were joined by three friends.

Now there are ten fish surfing. (6 + 3 = ?)

How many fish were there riding waves?

4. One fish got lost in the dark. Three of her friends came and found her.

Now there are eight friends in the dark. (1 + 3 = ?)

How many fish were together in the dark?

5. Six fish were looking for pearls along the shore, but three lagged behind and got lost.

Now there are only two fish looking for pearls. (6 – 3 = ?)

How many fish were left looking for pearls?

6. Four fish were playing hide-and-seek in the seaweed. Four more fish joined them.

That made six friends playing hide and seek. (4 + 4 = ?)

How many fish were left in the seaweed?

7.

Six fish were hiding in a shipwreck. Four fish got scared and swam away.

That left four fish hiding in the shipwreck. (6 – 4 = ?)

How many fish were left inside the shipwreck?

8. Ten fish were resting in a cave, but four left to find some sunshine.

That left eight fish to rest is the cave. (10 – 4 = ?)

How many were left resting in the cave?

The Name Game

hello

My name is

Have students sit in a circle. Copy and distribute pre-cut Rainbow Fish name tags (right) with each student's name pre-written or printed on them. Going around the circle, have each student pronounce their name aloud to help everyone make an association between the student and their name.

Once all name tags are distributed, ask students to partner with a friend whose name begins with the same letter as their own. Then ask them to find a friend whose name ends with the same letter, a friend whose name shares a letter with theirs, or a friend whose name has the same number of letters as their own.

hello

My name is

Next, have students pair up with a classmate with whom they have yet to partner. Give the students a few minutes to learn/share something about themselves they did not know before. suggested questions to ask

•

What's your middle name?

•

What's your birthday?

•

What's your favorite color?

•

Favorite food?

•

Favorite animal?

hello

My name is

Gather the students back into a circle and ask them to name some of the new friends they made. Have each student present at least one new bit of information they learned about a classmate.

hello

My name is You can use any type of pre-formatted name tag for this assignment. Many online templates are available for download, and you can print directly on to corresponding label sheets or sticker paper. For an easy-to-use Avery template (25395), CLICK HERE.

Name

Date

Opposites Attract Draw a line to connect each illustration and description to its opposite.

Together

Big

Long Closed

Few Open

Alone Little

Short

Fast

Many

Slow

Name

Date

A-Mazing!

Complete the maze below to find your way to Rainbow Fish.

START HERE

Name

Date

Name

Date

Name

Date

Online resources If you would like to continue to learn and explore, here are some resources that might be helpful.

The Mermaid Theatre of Nova Scotia

Dauphin Island Sea Lab

X www.mermaidtheatre.ca

X www.disl.edu

NorthSouth Books, Inc.

Oceanography Schoolwires.net; Henry County Schools (Georgia)

X www.northsouth.com "Bioluminescence in the deep sea: How and why do animals create their own light?"

Monterey Bay Aquarium Research Institute X www.youtube.com/watch?v=aPUF40j47-o

X www.schoolwires.henry.k12.ga.us/cms/lib08/ GA01000549/Centricity/Domain/7143/chap_ga_19.pdf Form and Function New York Department of Environmental Conservation X www.dec.ny.gov/docs/administration_pdf/ifnyfnflp.pdf

Fish Architecture: Body Shape The Ocean Is Our Home X www.theoceanisourhome.tumblr.com/post/149466030301/ fish-architecture-body-shape Reef Relief www.reefrelief.org X www.reefrelief.org/wp-content/uploads/ 2020/03/Worksheet-2-Fish-Shape-Species-2.pdf Fish Structure and Form www.skillscommons.org X www.skillscommons.org/bitstream/handle/taaccct/13226/ FT274%20Fisheries%20Biology%20Mod_03%20Form%20 and%20Movement.pdf?sequence=5&isAllowed=y Kids' Corner: Fish & Life Cycles U.S. Department of Agriculture / Forest Service X www.fs.usda.gov/detail/r6/learning/ kids/?cid=fsbdev2_027478

The Rainbow Fish maze and coloring activity pages included were provided by and reproduced with permission from NorthSouth Books, Inc. To access additional Rainbow Fish activities, CLICK HERE.

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Educator Guide to What Makes a Fish a Fish Humbolt County Office of Education (California) X www.hcoe.org/wp-content/uploads/1B-What-Makes-AFish-Grade-1-3-ISBN-9781939189028-2013.pdf The Name Game name tag template (Avery 25395) X www.goguecenter.auburn.edu/wp-content/ uploads/2023/09/GogueCenter_RainbowFish_ TheNameGame_Avery.pdf

The Jay and Susie Gogue Performing Arts Center at Auburn University serves students and educators across the state of Alabama and beyond with its annual K–12 School Performance Series.

These high-quality and transformative arts experiences are further enriched with performance study guides that provide meaningful cross-curricular connections.

Developed by our Department of Education and Engagement, in collaboration with the Gogue Center Curriculum Council, each performance study guide contains information about the featured performing artist(s) or company, the art form, and relevant, grade-appropriate lessons and activities designed to help incorporate academic and arts standards into the classroom.

Our sincerest thanks to the members of the 2023–24 Gogue Center Curriculum Council.

2023–24 Gogue Center Curriculum Council Laurin Beard Elementary Art Lee-Scott Academy Lee County Private Schools Stacey Blakemore Secondary ELA & Art Oak Mountain High School Shelby County Schools Abbie Gaston Elementary (3–5) Creekside Elementary School Auburn City Schools Dr. Rebecca Hendrix Elementary Enrichment Specialist Retired Opelika City Schools Kewana Long Kindergarten Vaughn Road Elementary School Montgomery County Schools Anna Mungenast Math Lee-Scott Academy Lee County Private Schools Alison Starr Science Lee-Scott Academy Lee County Private Schools Mary Elise Thornton Secondary ELA Booker T. Washington High School Montgomery County Schools Dr. Marcia Webb Elementary Enrichment Specialist/Adjunct Professor Retired/Auburn University Auburn City Schools

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K–12 School Performance Sponsors

Cliff & Amy Darby 2023–24 Season Sponsors

Walt & Ginger Woltosz

GOGUECENTER.AUBURN.EDU GOGUECENTER.AUBURN.EDU/EDUCATION