Download The Adventures of Alvin Sputnik

The Adventures of Alvin Sputnik:
Deep Sea Explorer
By Tim Watts
Perth Theatre Company and Weeping Spoon Productions
Presented by the Arts Centre Melbourne’s Performances Program 2013
Years 7 – 10
ARTS CENTRE TO INSERT PICTURE
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The Arts Centre Melbourne’s Performances Program is dedicated to fostering the arts by giving
schools the opportunity to see a diverse range of excellent theatre in fully produced form.
These teacher notes have been designed to complement the Victorian Essential Learning Standards.
Activity suggestions are arranged according to theme and/or broad focus area. This arrangement is
designed to serve educators as a useful guide toward drawing cross-curricular links across VELS
domains and to complement whole school planning.
Themes will be addressed across learning strands via activities relating to domains of relevance that
draw upon applicable knowledge, skills and behaviours (VELS dimensions).
Activity suggestions can be adapted by teachers to suit student levels
Teacher notes by Jack Migdalek, with material from Perth Theatre Co and Weeping Spoon Productions.
NOTE: Please remember to arrive 30 minutes before the starting time of the show.
Contents
ABOUT Alvin Sputnik: Deep Sea Explorer ..................................... 3
ABOUT Weeping Spoon Productions ........................................ 3
THEATRE ETIQUETTE .................................................. 4
LEARNING ACTIVITIES
THEME #1:
CLIMATE CHANGE .......................................... 5
THEME #2:
FUTURES ................................................. 7
THEME #3:
STORYTELLING ............................................ 8
THEME #4:
QUEST .................................................. 10
THEME #5:
TECHNOLOGY IN THEATRE .................................. 11
THEME #6:
THEATRE ARTS ........................................... 14
RESOURCES ........................................................ 14
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ABOUT THE ADVENTURES OF ALVIN SPUTNIK: DEEP SEA EXPLORER
Synopsis
The world has changed a lot. Seas have risen, billions have died, and those who are left are forced to live
on farms on top of skyscrapers and mountains. Scientists have been trying to come up with a solution, but
their floating islands sank, their space probes didn’t find anything, and their giant sponges were a complete
failure. As a last attempt, scientists and humanity are going to the oceans in attempt to save the human
species and find a new place to live.
Alvin Sputnik, who has just lost his wife, accepts this perilous mission so that he may to follow her soul down
to the underworld so that they can be together again once more.
The Adventures of Alvin Sputnik: Deep Sea Explorer is a multi-media performance incorporating acting,
puppetry, animation, mime, projections, and music. The show was created by Tim Watts in collaboration
with Arielle Gray, and debuted in May 2009 in Perth. Since then, with the assistance of Perth Theatre
Company as producers, it has toured in the USA, UK, New Zealand, India, South Korea, and Australia. The
production has won awards in New York, Adelaide, and Auckland.
Creator/Performer/Animator:
Collaborator :
Set and Gadget Construction:
Technical Tour Manager:
Tim Watts
Arielle Gray
Anthony Watts
Chris Isaacs
The Adventures of Alvin Sputnik: Deep Sea Explorer was created from several showings of experiments
with puppets and animation. Tim Watts has always appreciated feedback from audiences, so if you or your
students have any thoughts to share, please send them to Tim at: [email protected].
ABOUT WEEPING SPOON PRODUCTIONS
Weeping Spoon Productions is an international multi-award winning, innovative, young independent theatre
company based in Perth. Co-founded by a group of professionally trained actors, including Tim Watts,
Weeping Spoon Productions has become one of the most prolific theatre companies in Perth. Weeping
Spoon generate their theatrical productions using a variety of creative medium including film and animation.
More information on Weeping Spoon Productions can be found at:
http://www.weepingspoon.com
More information on The Adventures of Alvin Sputnik: Deep Sea Explorer can be found at:
http://www.weepingspoon.com/AlvinSputnik/Welcome.html
Photographs of the production can be found at:
http://www.weepingspoon.com/AlvinSputnik/Photos_1.html
Video of the production can be found at:
http://www.weepingspoon.com/AlvinSputnik/Video.html
For some students, seeing The Adventures of Alvin Sputnik: Deep Sea Explorer may be a first experience of
live theatre. The following page can be used as a worksheet to promote discussion on what constitutes
appropriate audience behaviour at a live performance.
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THEATRE ETIQUETTE
Live theatre differs greatly from other medium such as film or television. For audiences, the experience of
seeing a live performance differs to that of watching a pre-recorded one. For performers as well, working to
a live audience is vastly different to performing in a studio to a camera.
What constitutes appropriate audience behaviour at a live theatre event?
Certain behaviour is expected of audiences at live theatre events. Please ensure that you observe the
following;
 Arrive on time. Missing the start of a performance will diminish your enjoyment and/or understanding of
the piece. It will also disrupt the show for others.
 Turn off any mobile phone, Walkman or other electronic device. These are disruptive to the performance
and distracting to audience members and performers.
 If necessary, visit the bathroom prior to the commencement of the performance. Going to the bathroom
during the performance disrupts the show for yourself as well as others.
 A member of the front of house staff will usher you to your seats. Follow their directions.
 When the lights dim, it is a signal to quiet down.
 During the performance observe the following;
No photography
No talking
No eating food
Remain seated
 Applauding or cheering is the most appropriate way to acclaim the performance and the performers.
Ordinarily this occurs at the conclusion of the performance.
All of the above are to ensure that you and other audience members get the most out of the production and
your visit to the theatre.
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LEARNING ACTIVITIES
THEME #1:
CLIMATE CHANGE
The Adventures of Alvin Sputnik: Deep Sea Explorer is set in the future at a time when rising sea levels
have become deadly to the human race. The following issues, concerning the impacts of climate change,
can be undertaken through drawing on students’ own knowledge bases or through research via libraries, the
Internet, and interviews with others.
• GLOBAL WARMING – OPPOSING VIEWS
Domains:
Dimensions:
Interpersonal Development; Personal learning; Geography; English; ICT
Working in teams; Managing personal learning; Geographical knowledge and
understanding; Speaking and listening; Writing; ICT for communicating
Together with students watch the movie trailer on Al Gore’s An Inconvenient Truth (Paramount
Productions 2006), which can be found on YouTube at: http://www.youtube.com/watch?v=wnjx6KETmi4
Have students share opinions on the trailer, and its claims about global warming. Have students debate the
relevance of the claims in regard today’s state of affairs. In doing so encourage students to research and
cite temperature, rainfall, and sea level changes since 2006 (which is when the movie was released).
Next, together with students, watch the following YouTube clip, An Inconvenient Truth; Al Gore Exposed by
Lord Monckton, which sets out to refute the arguments made in An Inconvenient Truth:
http://www.youtube.com/watch?v=8gfdiq0jbVk
After viewing both clips, have students review both sets of arguments, and then put forward their own points
of view. This can be done individually or in groups, and can be presented in writing, speech, debate, or datashow format.
Point out that Lord Monckton’s clip addresses Al Gore’s statements. Elicit how students feel Al Gore would
respond to Lord Monckton.
• RESEARCH PROJECT
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Humanities – Geography; The
Humanities – History; Science; English; ICT
Building social relationships; Managing personal learning; Geographic knowledge
and understanding; Historic knowledge and understanding; Science understanding;
Speaking and listening; Writing; ICT for communicating
Have students choose topics relevant to The Adventures of Alvin Sputnik: Deep Sea Explorer to research,
e.g. global warming and the impact of temperature swings on the environment, rising sea levels, rainfall
patterns, extreme weather conditions, floating cities, environmental protection innovations, environmental
protection associations/groups, etc.
Have students access libraries, the net, government bodies, institutions to find out more about their chosen
area and present findings to one another via written, spoken or data-show presentation.
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• WITNESSING ENVIRONMENTAL CHANGE
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal learning; English; The Arts; ICT
Working in teams; Managing personal learning; Speaking and listening; Writing;
Creating and making; ICT for communicating
The Adventures of Alvin Sputnik: Deep Sea Explorer concerns changes that occur to planet earth.
Working individually, in small groups, or as a whole class, have students design and create a 3dimensional detailed model of a chosen or allocated locale such as the immediate area surrounding
your school.
Have students make predictions concerning the impacts that climate change and climate warming could
have on their allocated or chosen locale. For example, what changes do students predict for the area over
the next 50, 100, 200 years? Have students make and/or justify their predictions by searching for and
drawing on data and statistics on climate change from news sources, libraries and the Internet.
Drawing on their evidence, have students design and/or construct further models of their original geographic
location that illustrate the impacts that climate change may have on that locale in 50, 100, 200 years.
(This could also be done in data-show format through computer-generated imagery).
Assemble and display 3 dimensional models of the same locale, and conduct guided presentations which
outline concerns for the area. Tours may incorporate dramatic and data-show presentations and/or
informative brochures to enhance what is being told and shown concerning the ways in which climate
change will impact on the geography, industry, population, and culture of the area. In their presentations,
encourage students to offer potential solutions for protecting the environment.
Alternatively: Have students imagine that they are birds or a satellite flying above a chosen or allocated
area, e.g. your school suburb. Describe in prose, poetry, fine art, or computer generated imagery, what they
see below. Then re-describe what they see below at chosen or allocated time intervals, e.g. 150 years ago,
50 years ago, 50 years in the future, 200 years in the future, etc.
Display, compare, and discuss predictions and concerns for planet earth.
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THEME #2:
FUTURES
The focus of the following activity is on ways in which older and current generations envisage their futures.
• FUTURE TECHNOLOGIES
VELS Information:
Domains:
Dimensions:
Interpersonal development; English; Humanities; Civics and Citizenship; The
Arts; ICT
Working in teams; Speaking and listening; Historical knowledge and
understanding; Civic knowledge and understanding; Creating and making; ICT
for communicating
Have students research television programs and movies that were set in the future (such as those
listed below) and report on the technologies that they predicted. Identify the extent to which the futures, as
predicted in those programs, have come about.
Example television programs and films:




The Jetsons - a Hanna and Barbera 1960s animated series about a family who live in the year
2062
Lost in Space - a CBS television series set in outer space in the late 1990s
2001 A Space Odyssey (1968) - a Warner Brothers movie directed by Stanley Kubrick
Other titles: ‘Fantastic Voyage’, ‘Start Trek’ ‘Star Wars’, etc.
Have students seek out and interview older people who recall movies or television programs that were
based in the future, and find out about interviewees’ memories of those programs; the extent to which they
believed that the technology predicted in those shows would eventuate; and the extent to which they
believed such technology would be a part of their own futures.
Have students refer to futures as depicted in contemporary movies set in the future, such as The Hunger
Games (Lionsgate 2012) and Avatar (20th Centrury Fox 2009) and address the following:




What technologies and innovations do you expect to experience in your own lifetime?
In what ways do you envisage these technologies will enhance and/or devalue the quality of your
life?
What technologies and innovations do you expect future generations will experience?
In what ways do you believe future technologies will impact on the globe, eg. environmentally,
politically, socially?
Students can be asked to report their thoughts on these issues through spoken or writen word, performance
art, and/or data-show presentation.
NOTE: preceding activities on CLIMATE CHANGE are also relevant to this theme.
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THEME #3:
STORYTELLING
The focus of the following activities is on storyline and the presentation of narrative.
• BRINGING STORIES TO LIFE
VELS Information:
Domains:
Dimensions:
Interpersonal Development; English; The Arts
Working in teams; Speaking and listening; Creating and making;
Exploring and responding
In The Adventures of Alvin Sputnik: Deep Sea Explorer the story is brought to life through puppetry and
acting.
Divide the class into several groups. While one group of students tell a story (made up or well known),
have a second group embody the story, e.g. as it is being told. This will work best if the action of stories
is narrated one sentence at a time. Encourage students to embody everything that the storytellers mention,
e.g. not just characters, but also objects, buildings, weather conditions, etc. Other groups can serve as an
audience (whilst also supplying relevant sound effects as required).
Rotate so that each group has a go at each task.
• CONVEYING MESSAGES ON ENVIRONMENTAL CONSERVATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Humanities –
Geography; Health and Physical Education; English; The Arts; ICT
Working in teams; Managing personal learning; Geographic knowledge
and understanding; Health knowledge and promotion; Speaking and
listening; Writing; Creating and making; ICT for communicating
Have students identify messages that The Adventures of Alvin Sputnik: Deep Sea Explorer communicates
to audiences who see it. Can students think of other stories that also communicate messages about
preserving our natural environment? Citing the animated film Finding Nemo (Buena Vista 2003), point out
that even a cartoon for young children can raise awareness of environmental issues.
Working individually or in small groups, have students conceive storylines that would serve to make
specific target audiences (such as primary students in your school) conscious of particular
environmental issues, e.g. water conservation, UV exposure and being sun smart (the Ozone layer),
alternative energy sources, recycling, whaling, logging, etc.
Have students pitch, pursue and produce their ideas in the forms of storybooks, plays, video recordings,
data-show presentations, etc. and present these to target audiences.
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• TABLEAUX
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts; ICT
Working in teams; Creating and making; ICT for communicating
Events such as the history of Alvin and his wife’s lives together, as well as the rising of the sea level, are
revealed to audiences of The Adventures of Alvin Sputnik: Deep Sea Explorer within a few seconds, e.g. via
snapshot cartoon illustrations.
Organise students into groups of 2 - 6. Each group is to create several interrelated tableaux (frozen
cartoon or slideshow illustrations) that depict a given or chosen history, e.g. generations of an immigrant
family in Australia, the process of gaining knowledge as we grow older, the history of your school, the
colonisation of Australia, environmental change in Australia, etc. Each tableau must involve the entire group.
Using a tambour, beat a slow regular rhythm and ask students to be in each of their tableau positions by
count 8 of every 8 beats, e.g. using counts 1,2,3,4,5,6,7 to move into the next tableau.
Give groups some time to consider and work on how they might move between tableaux (on counts
1,2,3,4,5,6,7) in order to reflect given themes. Using music may also be an option.
Perform these for one another.
This activity could also be pursued and produced through means of hand drawn or computer generated
illustration.
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THEME #4:
QUEST
In The Adventures of Alvin Sputnik: Deep Sea Explorer, Alvin sets out on a quest to save the earth. The
focus of the following activities is on the process of undertaking a mission or quest.
• QUEST JOURNAL OR BLOG
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; Humanities History; Humanities – Geography; The Arts; ICT
Working in teams; Managing personal learning; Speaking and listening;
Writing; Historical knowledge and understanding; Geographical
knowledge; Creating and making; ICT for communicating
Allocate or have students choose a historical figure(s) who undertook a quest or mission, e.g. Marco
Polo, Captain Cook, Jason and the Argonauts, Nelson Mandela, Mabo, Apollo 11 crew, etc.
Have students consider the kinds of things that their historical figure/s may have encountered on their
mission or quest, and how they would have felt at the time. Writing in the voice of their chosen or allocated
character, have students create a series of journal/diary entries (or blogs) that chart and express their
character’s experiences and feelings as they pursue their quest. In addition to written text blogs may
include illustrations and maps that chart locations and journeys.
• HEROES
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; Civics and
Citizenship; Humanities – History; The Arts; ICT
Working in teams; Managing personal learning; Speaking and listening;
Writing; Civic knowledge and understanding; Historical knowledge and
understanding; Creating and making; ICT for communicating
Alvin is the hero of The Adventures of Alvin Sputnik: Deep Sea Explorer. Working individually or in small
groups, have students address the following:




Define the notion of ‘hero’.
What qualities are commonly expected in a hero?
How are heroes traditionally depicted in books and movies? Are these accurate representations?
Nominate individuals who you consider to be modern day heroes. Justify your choice/s.
Working individually or in small groups have students research a chosen or allocated ‘hero’ and present
findings to the rest of the class. This may be done via written or spoken word, performance art, and/or datashow presentation.
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THEME #5:
TECHNOLOGY IN THEATRE
Technology plays a central part in The Adventures of Alvin Sputnik: Deep Sea Explorer. The following
activities focus on the artistic use of technology.
• PROJECTED IMAGES
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts; ICT
Working in teams; Exploring and responding; Creating and making; ICT for
communication
The Adventures of Alvin Sputnik: Deep Sea Explorer incorporates the projection of both live and prerecorded still and moving images. Where students have seen the production comment on the effectiveness
of these projections, and also how students think they were created.
Using the production as inspiration, have students divide into small groups and devise and create special
effects sequences to be achieved through the use of constructed miniature models, e.g. sea levels
rising, the growth of a floating city, a spaceship going into orbit and performing a mission, a superhero
scaling a building, etc.
Have students photograph or film their special effects sequence. Sequences can be enhanced through the
use of sound effects and dramatised back-story.
Have students share their special effects with one another and identify how successfully tasks were
achieved. This can be used as a take-off point to inspire the making of short films.
• ANIMATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; The Arts; ICT
Working in teams; Managing personal learning; Creating and making; ICT for
communication
The animation in The Adventures of Alvin Sputnik: Deep Sea Explorer incorporates hand-drawn animation
sequences that are used to suggest characters, situations and locations in the story. These images are not
computer generated. Where students have seen the production comment on the graphics and why Tim
Watts, the show’s creator, might have chosen not to incorporate computer generated images as featured in
much contemporary animation.
Working individually or in small groups, have students decide on a story to tell, and create a series of hand
drawn illustrations/slides to represent or enhance the story.
Have students work slides into a theatrical presentation wherein slides are projected onto a screen (or
show via computer screen) as the story is being told or enacted.
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• LIGHT AND SHADOW
VELS Information:
Domains:
Dimensions:
Interpersonal Development; English; History; Science; The Arts ICT
Working in teams; Speaking and listening; Historical knowledge and understanding;
Science knowledge and understanding; Exploring and responding; Creating and
making; ICT for communication
The Adventures of Alvin Sputnik: Deep Sea Explorer incorporates the use of shadow to represent details of
the story.
The origin of this type of theatre technology can be traced to magic lantern shows of the 18th and 19th
centuries. These shows featured early prototypes of the slide projector, and involved a light source
projecting through a slide with an image painted on it, resulting in an enlarged picture of the image being
thrown onto a screen. These entertainments often involved narration and live music, and were a forerunner
to cinema.
Have students search libraries and the net in order to research into magic lantern shows.
Using light sources such as theatre lights, torches, or OHPs, have students work in small groups and
experiment with theatrical effects that can be achieved with projection of light and shadow playing
onto, across, and/or through various still and moving elements, e.g. hands, fingers, fabric, card, plastic,
stencils, etc.
Hang a large sheet from ceiling to floor, and position an overhead projector (OHP) or stage light behind it as
a light source. Taking turns, invite students to stand between the sheet and the OHP and coach/direct one
another to form shapes that project as particular animals, monsters, and even objects. Try this with small
groups, and explore the possibilities that arise through different ways of linking bodies and the positioning of
bodies in relation to the light source and the hanging sheet. The incorporation of pieces of card or other
objects will further extend the scope of shapes that students are able to make.
Encourage students to explore and analyse theatrical effects that occur if the direction, proximity,
intensity and/or colour(s) of a light source(s) is altered. These findings can be used as a springboard to
further learning on light and shadow.
Devise and create performances incorporating shadow techniques. Students may use voice and/or music to
enhance their scenes.
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• THEATRICAL SPECTACLE
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; Humanities – History; The
Arts; ICT
Working in teams; Managing personal learning; Speaking and listening; Writing;
Historical knowledge and understanding; Exploring and responding; ICT for
communication
Where students have seen The Adventures of Alvin Sputnik: Deep Sea Explorer have them identify the
technologies used in the performance.
Discuss ways in which technology has impacted on and influenced the possibilities of theatrical productions.
In doing so, cite the role of technology in theatrical productions that students may have seen, e.g. lighting,
hydraulics, and flying stunts in Wicked; lighting, projected imagery, and audio effects in King Kong; vertical
walls and other act-specific sets in the productions of Cirque du Soleil. Have students consider how the
spectacle of these productions could be achieved without modern technology.
Working individually or in small groups, have students access libraries, the internet, theatres, and theatre
workers in order to research the histories of particular technologies that are used in theatre, e.g.
pulleys, dry ice, hydraulics, electricity, sound recording, film, animation, audio effects.
Another great place for theatre research is Art Centre Melbourne’s Performing Arts Collection. Arts
Centre Melbourne houses Australia’s largest and most important collection of performing arts history and
traditions. Over 50,000 objects, programmes and photographs from Circus, Dance, Opera, Music and
Theatre can be browsed online http://collections.artscentremelbourne.com.au/paminter/imu.php?request=browse&irn=1903
Have students present findings to one another via written, spoken or data-show presentation. Share
thoughts on the degree to which students admire the use of technology-generated spectacle in theatre,
and/or whether students prefer theatre in which the focus is on the acting, singing, dancing skills of the live
performer.
• PROMOTIONAL VIDEO
VELS Information:
Domains:
Dimensions:
Interpersonal development; English; The Arts; ICT
Working in teams; Speaking and listening; Creating and making; ICT for
communicating
Together with students watch the following promotional video for The Adventures of Alvin Sputnik: Deep
Sea Explorer
http://www.youtube.com/watch?feature=player_embedded&v=GK2QQxmE9jw
Where students have seen the performance, have students assess how successfully the grab represents
the production.
Using the video grab as inspiration, have students devise, rehearse, and record their own pitch to promote
a school play or other event that they want to attract people to attend. In doing so, encourage students to
design their pitches to appeal to specific audiences, e.g. children, teens, adults, and/or elderly persons.
Arts Centre Melbourne’s Digital Learning Hub offers workshops in creating promotional videos and bill
posters for arts events. Details on these workshops can be found here http://www.artscentremelbourne.com.au/discover/education/digital-learning-hub.aspx
13
THEME #6:
THEATRE ARTS
The focus of the following activities is on theatre craft, creation, production, review and appreciation
• REVIEW
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal Learning; English; The Arts; Communication;
Thinking
Working in teams; Managing personal learning; Speaking and listening; Writing;
Listening, viewing and responding; Reflection, evaluation
Have students discuss the following by way of reviewing The Adventures of Alvin Sputnik: Deep Sea
Explorer
o
o
o
o
o
o
o
o
o
Which part of The Adventures of Alvin Sputnik: Deep Sea Explorer did you like best? Why?
Comment on the hand puppetry skills of Tim Watts.
Comment on the integration of live puppetry and technology in the production.
How did the music in The Adventures of Alvin Sputnik: Deep Sea Explorer add to the atmosphere of
the show?
How long do you think it would have taken Tim Watts and his collaborative team to prepare and
practice the show? Take into account brainstorming, workshopping, writing, designing, construction,
technical preparation, rehearsing, refining, etc.
Comment on the use of multi-media technology in The Adventures of Alvin Sputnik: Deep Sea
Explorer? Describe if and how the show could have worked without the use of multi-media. How else
could the tale have been staged?
Were there any parts of the show that you did not like? Why?
Compare The Adventures of Alvin Sputnik: Deep Sea Explorer with other live performances and/or
puppetry that you have seen.
Give The Adventures of Alvin Sputnik: Deep Sea Explorer a mark out of 10. Explain why you gave
the performance the mark that you did.
• ONE-MAN-SHOW THEATRE OPERATION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Exploring and responding; Creating and making
Point out to students that The Adventures of Alvin Sputnik: Deep Sea Explorer is technically a one man
show: The entire show is operated by one puppeteer operating puppets, sound effects, live music,
projections, and lighting effects with his hands, head, and feet. Tim Watts explains how from 1.58 in the
following ABC TV interview:
http://www.youtube.com/watch?feature=player_embedded&v=JfOsHi2_fjY
Using the production as inspiration, have small groups of students design and rehearse a short piece of
theatre that is to be fully performed and controlled by a single actor/puppeteer/technician (group
member). Stipulate that the performance must include lighting changes, sound effects, puppetry, as well as
super slick scene and costume changes. Where possible supply groups with simple materials or a small
budget, bearing in mind that Tim’s show cost next to nothing and was constructed in his father’s garage.
Present these one-man spectaculars to one another or to wider audiences. Enjoy the challenge.
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• PUPPETRY
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal learning; The Arts
Working in teams; Managing personal learning; Exploring and
responding; Creating and making
The Adventures of Alvin Sputnik: Deep Sea Explorer incorporates a variety of puppetry styles. The
representation and characterisation of Alvin is achieved with only a foam ball and a white glove. Where
students have seen the production, identify how successfully Alvin’s character was achieved. Identify how
the puppeteer manipulated the puppet so as to appear to swim underwater, walk, dance, appear
melancholy, hopeful, panicky, playful, cold.
Using The Adventures of Alvin Sputnik: Deep Sea Explorer as inspiration, have students explore ways by
which to manipulate a foam ball and a glove to depict a character. Explore ways by which to appear to
be full of energy, depressed, angry, drunk, heroic, etc. This will look most effective if students wear long
black sleeves and work on or in front of a black surface.
In extension: Have students, research various puppetry styles such as glove, shadow, rod, and string. Point
out to students that puppets can be manipulated by an individual puppeteer or by small groups of
puppeteers.
Working individually or in small groups, design and construct puppets using materials that are readily
available. Encourage students to explore how they might manipulate their puppet character/s to appear to
sleep, wake up, stretch, play, get tired, go to sleep. Students may choose to use voice or sounds to do so.
Encourage students to create short scenes that involve two or more puppet characters interacting with
one another.
Some useful puppetry resources:


http://www.sagecraft.com/puppetry
The Puppetry Handbook by Anita Sinclair
• DANCING HANDS
VELS Information:
Domains:
Dimensions:
Interpersonal Development; Personal learning; The Arts
Working in teams; Managing personal learning; Exploring and
responding; Creating and making
A memorable part of The Adventures of Alvin Sputnik: Deep Sea Explorer is when the character of Alvin
performs a disco dance. An excerpt can be viewed from 1.33 (to 2.07) on the following ABC news clip:
http://www.youtube.com/watch?feature=player_embedded&v=JfOsHi2_fjY
Using the video footage as inspiration, turn on some disco music, and have students, (with scrunched up
balls of paper as heads) explore ways by which to manipulate their hands to appear to disco dance.
Bear in mind that this will look most effective if students wear long black sleeves and work on or in front of a
black surface. Where possible supply mirror-ball lighting!
Next have students explore other styles of hand-puppet dancing, e.g. to the accompaniment of ballet
and rap music. This work could lead to hand puppet dance recitals or dance video clips.
15
• SOUND AND MUSIC
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Exploring and responding; Creating and making
In The Adventures of Alvin Sputnik: Deep Sea Explorer sound-effects and music were used to evoke mood
and atmosphere. Where students have seen the performance, discuss the impact that sound elements of
the production achieved.
Using voice, implements and/or musical instruments, have students create sounds to represent locations
or feelings such as the deep sea, outer-space, a desert, forest, busy city, loneliness, confusion, fear, joy,
fatigue. These can be recorded. Play or perform these for one another. See if others can identify the types
of places or feelings being represented. Discuss the use of tempo, volume, rhythm, pause, speed and pitch
to evoke different atmospheres.
Create and record soundscapes where one type of sound changes into another, e.g. tranquillity
turning into chaos, the degradation and/or regeneration of a natural ecosystem, arid desert turning into a
lush forest, a country town turning into a big city, a furious storm that turns into a gentle breeze, loneliness
turning into joy, fear turning into strength, etc. Alternatively create lyrics and music to represent the same
transitions.
Have small groups prepare or improvise short skits or dances to match recorded sound-effect
sequences.
• THEATRICAL PRODUCTION
VELS Information:
Domains:
Dimensions:
Interpersonal Development; The Arts
Working in teams; Creating and making; Exploring and responding
Working in small groups or as a full class, decide on a theme around which to create a theatrical production
e.g. environmental protection, love, intercultural understanding, human rights, etc.
Have students collaborate to create a piece of theatre on their chosen theme.
This activity could easily snowball and develop into a polished, hard-hitting school or class production.
Production tasks can be divided between students and may include script writing, design (set, prop,
costume, puppet, poster), music, direction, choreography, sound, lighting, and stage management.
Visit the Arts Centre Melbourne’s Page to Stage web pages for practical and informative inspiration on
creating a play: http://pagetostage.artscentremelbourne.com.au/thinking
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RESOURCES
More information on Weeping Spoon Productions can be found at:
http://www.weepingspoon.com
More information on THE ADVENTURES OF ALVIN SPUTNIK: DEEP SEA EXPLORER can be found at:
http://www.weepingspoon.com/AlvinSputnik/Welcome.html
Photographs of the production can be found at:
http://www.weepingspoon.com/AlvinSputnik/Photos_1.html
Video footage of the performance and an ABC interview with Tim Watts can be found at:
http://www.weepingspoon.com/AlvinSputnik/Video.html
Some useful puppetry resources:
http://www.sagecraft.com/puppetry
The Puppetry Handbook by Anita Sinclair
The Adventures of Alvin Sputnik: Deep Sea Explorer was created from several showings of experiments
with puppets and animation with an emphasis on feedback from the audience. If you or your students have
any thoughts to share on the show, Tim would love to hear them. He can be contacted at
[email protected]
Visit the Arts Centre Melbourne’s ‘Page to Stage’ web pages for practical and informative inspiration on
theatre creation, including interviews with theatre arts designers and practitioners:
Page to Stage is Arts Centre Melbourne’s ultimate
performance-making toolkit for schools and young
theatre-makers. It’s a virtual theatre world in which
you can learn the craft, generate inspiration for
improvisation and scripts, design your own
costumes, sets and lighting designs, as well as
promote your own performances through posters,
press releases and playbills.
http://pagetostage.artscentremelbourne.com.au/
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