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| Teacher Info |
The Bremen Town Musicians: Teachers Kit
Teacher Kits can be POSTED or EMAILED to your school.
CONTACT US to make a booking.
Teacher Kits can be POSTED or EMAILED to your school.
CONTACT US to make a booking.
Curriculum areas addressed in the performance:
Interpersonal Development:
Working in teams: supportive and cooperative attitudes and behaviours
Building social relationships: knowledge of behaviour that constitutes bullying / effective
responses to bullying
Health and Physical Education:
Movement and physical activity: performance of simple rhythmical movement sequences
that contains some coordinated motor skills and movement patterns
Health knowledge and promotion: examples of appropriate activities to improve fitness
and / or maintain regular participation in moderate to vigorous physical activity
Music:
Accompany a learned song with body percussion, combine sounds made by a range of
noise making toys to create rhythm, explore different tempos to create a dramatic
atmosphere
Arts:
Creating and making
Trials of ways of performing or visual arts skills or techniques observed in other people’s
arts works could be used to communicate their own experiences and feelings
Use of skills and techniques to effectively apply selected media, materials, equipment
and/or technologies
Understanding of where and how specific techniques, media, materials, equipment and/or
technologies, and/or other features of artists’ works have been used in their own arts
works
Exploring and responding
Contribution to discussions about content and purposes of selected arts works
English:
Reading
Comprehension of ideas in informative and imaginative texts
Inferences about characters’ motivations and intentions in imaginative texts
Development of extended personal responses to a range of texts in oral and dramatic
presentations, print and multi-modal forms
Writing
Composition of texts for different purposes; for example, to narrate, inform, describe,
present a point of view or explain
Composition of persuasive texts about contemporary issues, including justification of
personal points of view with supporting arguments
Speaking and Listening
Attentive listening to others in individual and group contexts
Attentive listening to spoken texts, and accurate retelling of key information
Questioning that clarifies and builds on ideas presented by others
Responsive listening to a range of spoken texts dealing with complex subject matter
Critical responses to a range of spoken texts dealing with complex subject matter
Design, Creativity and Technology: (Puppetry Workshop)
Investigating and Designing
Imaginative ideas, shown through labelled sketches and oral description (with significant
teacher prompting) in response to a simple design brief
Identification of common materials/ingredients, such as paper, cardboard, fabric, wood
and flour, that are used in familiar products
Teacher-guided identification of the main steps required to make a product or simple
system they have designed
Producing
Producing with significant teacher direction and assistance, use of a few basic tools,
equipment and simple techniques to make a product; for example, preparing and
combining familiar materials, ingredients or components
Analysing and evaluating
Simple, teacher-directed testing of their product or simple system;
for example, placing weight on a package to test its strength
Understanding of how their product/system meets a particular requirement of the design
brief, for example, through oral description
Interpersonal Development:
Working in teams: supportive and cooperative attitudes and behaviours
Building social relationships: knowledge of behaviour that constitutes bullying / effective
responses to bullying
Health and Physical Education:
Movement and physical activity: performance of simple rhythmical movement sequences
that contains some coordinated motor skills and movement patterns
Health knowledge and promotion: examples of appropriate activities to improve fitness
and / or maintain regular participation in moderate to vigorous physical activity
Music:
Accompany a learned song with body percussion, combine sounds made by a range of
noise making toys to create rhythm, explore different tempos to create a dramatic
atmosphere
Arts:
Creating and making
Trials of ways of performing or visual arts skills or techniques observed in other people’s
arts works could be used to communicate their own experiences and feelings
Use of skills and techniques to effectively apply selected media, materials, equipment
and/or technologies
Understanding of where and how specific techniques, media, materials, equipment and/or
technologies, and/or other features of artists’ works have been used in their own arts
works
Exploring and responding
Contribution to discussions about content and purposes of selected arts works
English:
Reading
Comprehension of ideas in informative and imaginative texts
Inferences about characters’ motivations and intentions in imaginative texts
Development of extended personal responses to a range of texts in oral and dramatic
presentations, print and multi-modal forms
Writing
Composition of texts for different purposes; for example, to narrate, inform, describe,
present a point of view or explain
Composition of persuasive texts about contemporary issues, including justification of
personal points of view with supporting arguments
Speaking and Listening
Attentive listening to others in individual and group contexts
Attentive listening to spoken texts, and accurate retelling of key information
Questioning that clarifies and builds on ideas presented by others
Responsive listening to a range of spoken texts dealing with complex subject matter
Critical responses to a range of spoken texts dealing with complex subject matter
Design, Creativity and Technology: (Puppetry Workshop)
Investigating and Designing
Imaginative ideas, shown through labelled sketches and oral description (with significant
teacher prompting) in response to a simple design brief
Identification of common materials/ingredients, such as paper, cardboard, fabric, wood
and flour, that are used in familiar products
Teacher-guided identification of the main steps required to make a product or simple
system they have designed
Producing
Producing with significant teacher direction and assistance, use of a few basic tools,
equipment and simple techniques to make a product; for example, preparing and
combining familiar materials, ingredients or components
Analysing and evaluating
Simple, teacher-directed testing of their product or simple system;
for example, placing weight on a package to test its strength
Understanding of how their product/system meets a particular requirement of the design
brief, for example, through oral description
1) Copy of the original Grimm Brothers Fairytale
The Bremen Town Musicians
2) Fact Sheet
about the Fairytale, Bremen, and the Grimm Brothers
3) Fractured Fairytale Generators
ideas for writing your own fairytales & Fairytale Generator worksheet.
4) Reading Comprehension / Class Discussion Questions
5) Art & Craft Activity Suggestion Sheet
Instrument Making ideas
6) Donkey Colouring-In Sheet
7) Performance Feedback Sheet
The Bremen Town Musicians
2) Fact Sheet
about the Fairytale, Bremen, and the Grimm Brothers
3) Fractured Fairytale Generators
ideas for writing your own fairytales & Fairytale Generator worksheet.
4) Reading Comprehension / Class Discussion Questions
5) Art & Craft Activity Suggestion Sheet
Instrument Making ideas
6) Donkey Colouring-In Sheet
7) Performance Feedback Sheet
Purple Capsicum Puppets
Puppet Shows and Workshops for Children of all ages
(c) 2008-2010 Purple Capsicum Puppets, All Rights Reserved ABN: 11 270 164 579
Puppet Shows and Workshops for Children of all ages
(c) 2008-2010 Purple Capsicum Puppets, All Rights Reserved ABN: 11 270 164 579
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