Download Study Guide - Tilles Center for the Performing Arts

Study Guide
Presented by
Based on the book by Rick Riordan
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*This study guide has been provided in part by Theatre Works USA
Contents
ATTENDING A PERFORMANCE AT TILLES CENTER ..................................... 3-4
YOUR ROLE AS AN AUDIENCE MEMBER ........................................................5
EMERGENCY CANCELLATIONS ......................................................................6
INTRODUCTION.............................................................................................7
BEFORE THE SHOW ACTIVITIES ............................................................... 8-11
AFTER THE SHOW ACTIVITIES......................................................................12
CREATING YOUR OWN CAMP HALF BLOOD ................................................13
ADDITIONAL RESOURCES ............................................................................14
ABOUT TILLES CENTER ................................................................................15
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*This study guide has been provided in part by Theatre Works USA
ATTENDING A PERFORMANCE
The concert hall at Tilles Center seats 2,200 people. Hillwood Recital Hall seats 500 people. When you
attend a performance at Tilles Center for the Performing Arts, there are a few things you should
remember.
ARRIVAL AND DEPARTURE
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Plan to arrive approximately 30 minutes prior to the show.
Performances cannot be held for late buses.
LIU Post Public Safety will direct buses to parking areas.
Remain seated on the bus until instructed to unload.
ENTERING THE THEATER
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Please stagger chaperones throughout the group to help keep students in line and moving
quickly to the seating area.
Groups are directed into the theater in the order that they arrive.
Tilles Center cannot reserve seats for school performances.
BEING SEATED
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Upon entering the theater, ushers will direct students and teachers row by row. It’s possible
that classes may be split up into two or more rows. With adequate adult supervision, a group
split into two or more rows should have enough chaperones to ensure safety. We recommend
that a teacher/chaperone sit at the end of each row.
Please allow ushers to seat your group in its entirety before making adjustments. This allows
us to continue seating groups that arrive after you. Once the entire group is seated you may
rearrange students in new seats and use the restrooms.
ENJOY THE SHOW
So that everyone can enjoy the performance:
 There is no food or drink permitted in the theater or lobby areas.
 Photography and audio/video recording are not permitted during the performance.
 Please turn off (or leave behind) all electronic devices, including cell phones, portable games,
cameras, and recording equipment. Keep them off for the entire performance. The devices may
interfere with the theater’s sound system as well as being disruptive to both the audience and
the actors. And please – no texting or checking messages during the show!
 In the theater, talking, eating, and moving around disturbs the performers and other members
of the audience.
 If something in the show is meant to be funny, go ahead and laugh!
 Please do not leave and re-enter the theater during the performance.
 There is no intermission so make sure you visit the restroom prior to the start of the show.
 Performances generally run 50 minutes to one hour.
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*This study guide has been provided in part by Theatre Works USA
DISMISSAL
After the performers are finished taking their bows, please remain in your seats. A Tilles Center
representative will come onstage to provide directions for dismissal.
Please Note:
CHILDREN UNDER THE AGE OF 4 ARE NOT PERMITTED IN THE THEATER UNDER ANY CIRCUM-STANCES.
PLEASE MAKE CHAPERONES AWARE OF THIS POLICY.
TILLES CENTER RESERVES THE RIGHT TO REMOVE STUDENTS (UNDER SUPERVISION OF THEIR TEACHER
OR CHAPERONE) FROM THE VENUE SHOULD THEY BE OF INAPPROPRIATE AGE OR A DISRUPTION TO THE
PERFORMANCE.
FOOD AND DRINK ARE NOT PERMITTED IN THE LOBBY AREAS OR THE THEATER. UNFORTUNATELY, WE
CAN NOT PROVIDE SEATING IN THE BUILDING FOR STUDENTS TO EAT BAGGED LUNCHES.
Thank you and enjoy the show!
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*This study guide has been provided in part by Theatre Works USA
YOUR ROLE AS AN AUDIENCE MEMBER
TO THE TEACHER:
An essential component needed to create a live performance is the audience. Please talk to your
students about what it means to be an audience member and how a “live” performance is different
from TV and movies. Please share the following information with your students prior to your visit to
Tilles Center. Some performances may involve audience participation so students should behave
appropriately, given the nature of the performance and the requests of the artists on the stage. By
discussing appropriate audience behavior, as a class ahead of time, the students will be better prepared
to express their enthusiasm in acceptable ways during the performance.
BEING AN AUDIENCE MEMBER:
Audience members play an important role— until an audience shows up, the performers are only
rehearsing! When there is a “great house” (an outstanding audience) it makes the show even better,
because the artists feel a live connection with everyone who is watching them.
When the “house lights” (the lights in the part of the theater where the audience is sitting) go down,
everyone feels a thrill of anticipation. Focus all your attention on the stage and watch and listen
carefully to the performance. The most important quality of a good audience member is the ability to
respond appropriately to what’s happening on stage… sometimes it’s important to be quiet, but other
times, it’s acceptable to laugh, clap, or make noise! If the audience watches in a concentrated, quiet
way, this supports the performers and they can do their best work. They can feel that you are with
them!
The theater is a very “live” space. This means that sound carries very well, usually all over the
auditorium. Theaters are designed in this way so that the voices of singers and actors can be heard. It
also means that any sounds in the audience - whispering, rustling papers, or speaking - can be heard by
other audience members and by the performers. This can destroy everyone’s concentration and spoil a
performance. Do not make any unnecessary noise that would distract the people sitting around you. Be
respectful!
Applause is the best way for an audience in a theater to share its enthusiasm and to appreciate the
performers, so feel free to applaud at the end of the performance. At the end of the performance, it is
customary to continue clapping until the curtain drops or the lights on stage go dark. During the curtain
call, the performers bow to show their appreciation to the audience. If you really enjoyed the
performance, you might even thank the artists with a standing ovation!
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*This study guide has been provided in part by Theatre Works USA
EMERGENCY CANCELLATIONS
If schools throughout the area are closed due to inclement weather Tilles Center performances will be
cancelled. If, on the day prior to a performance, it appears that inclement weather may cause a
performance to be cancelled, all schools will be called by our staff to alert them to this possibility. School
representatives should periodically check the Tilles Center website (tillescenter.org) when winter
weather advisories and warnings are in effect. Updates will be posted regularly on the home page. On
the morning of the performance a message will be posted on the website no later than 6:30 AM
indicating if the performance has been cancelled.
If a performance is cancelled, Tilles Center will attempt to reschedule performances on a date mutually
agreeable to the artists and the majority of ticket buyers.
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*This study guide has been provided in part by Theatre Works USA
INTRODUCTION
The following Study Guide will help you, the teacher, to create with your students, a theatre
experience with the musical, THE LIGHTNING THIEF, as meaningful as possible. For many, it will
be their first time viewing a theatrical production. We have learned that when teachers discuss
the play with their students before and after the production, the experience is more significant
and long lasting. Our study guide provides pre and post-production discussion topics, as well as
related activities.
In the book The Lightning Thief, the main character, Percy Jackson, discovers he’s not
completely human. He’s part God, or a Demigod. Throughout the book, author Rick Riordan
references Greek Mythology. Included in this study guide is a list of Gods and mythical
creatures that are mentioned in Theatreworks USA’s new musical based on the book.
Author: Rick Riordan
Born: June 5, 1964
Place of Birth: San Antonio, TX
Rick was influenced early on by J.R.R. Tolkien when he read ‘The Lord of the Rings’, noting he
probably read it ten times. He also admits to liking Greek and Norse mythology since he was in
middle school. He taught mythology almost every year that he was a teacher, admitting “It was
always my favorite thing, and the students liked it, too!”
Composer/Lyricist Robert Rokicki
Robert Rokicki is a composer/lyricist and performer from Colorado who now lives in New York.
He is a member of the Dramatists Guild, Actor’s Equity and alumni of the Tony award winning
BMI Musical Theatre Workshop. His musical, Love, NY (co-written with Mike Ruby) won the
2009 American Harmony Award and was presented at New World Stages.
Book Writer, Joe Tracz
Joe Tracz is a Book Writer and playwright from Northville, MI who resides in Brooklyn, New
York. He wrote the play, Up North and works with Blue Sky Studios writing an action fantasy
film called Leafmen.
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*This study guide has been provided in part by Theatre Works USA
BEFORE THE SHOW
Twelve year old Percy Jackson is about to be kicked out of boarding school...again. And that’s the
least of his troubles. Lately, mythological monsters and the gods of Mount Olympus seem to be
walking straight out of the pages of Percy’s Greek mythology textbook and into his life. And worse,
he’s angered a few of them. Zeus’s master lightning bolt has been stolen and Percy is the prime
suspect.
Now Percy has ten days to find and return Zeus’s stolen property and bring peace to a warring
Mount Olympus. But to succeed on his quest, Percy will have to do more than catch the true thief:
he must come to terms with the father who abandoned him; solve the riddle of the Oracle, which
warns him of betrayal by a friend; and unravel a treachery more powerful than the gods
themselves.
Important Questions:
1. What can one individual do to benefit an entire civilization?
2. What is “Western Civilization” and have its central percepts changed since its origins in
Classical Greece?
3. What is the nature of a family and what are the duties/responsibilities of a parent and a
child?
4. What is the definition of a hero?
5. Is one’s destiny preordained, or can one overcome environment and heritage?
6. What qualities make you a true friend?
7. Does classical mythology still have a role in to serve in modern society?
Suggested Teaching Objectives:
1. To trace the changes in Percy’s attitude toward his mother, father, and stepfather.
2. To study the development of Percy and Annabeth’s friendship.
3. To compare and contrast the Greek myths with the way those myths are referenced,
modernized, and reinterpreted in the novel.
4. To contrast Luke’s attitude toward his quest with Percy’s.
5. To examine Grover’s maturation through the course of the quest.
6. To examine both positive and negative elements of “Western Civilization” as depicted in
the novel and personified by the Greek gods.
7. To compare Annabeth’s evolving attitude toward her family with Percy’s attitude.
8. To analyze the elements of the hero’s quest within the novel.
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*This study guide has been provided in part by Theatre Works USA
Greek Gods & Mythical Creatures
APOLLO: The youthful God of the sun and music.
ARES: The fierce God of war.
ATHENA: The Goddess of wisdom and arts.
CENTAUR: Mythical creature with head and torso of a man and body of a horse.
CHIRON: Eldest and wisest of the centaurs.
CYCLOPS: One-eyed giant.
FURIES: Avenging spirits controlled by Hades.
HADES: God of the underworld and brother to Poseidon and Zeus.
HARPIES: Female monsters in the form of birds with human faces.
HERCULES: Son of Zeus and Mortal hero.
HERMES God of the trade.
KRONOS Titian God of time and the ages. Sired the Gods and Goddesses of Mt. Olympus.
MEDUSA: Gorgon sister who bragged about her beauty and was turned into a monster by
Athena.
MINOTAUR: Monster with body of a man and head and tail of a bull.
ODYSSEUS: Leader in the Trojan War.
PAN: God of the wild shepherds and flocks.
POSEIDON: God of the sea, brother of Zeus and Hades and Father of Percy Jackson.
PROMETHEUS: Titan God of Forethought. Entrusted with task of molding mankind out of clay.
SATYRS: Poets and companions to Pan.
TITANS: The Elder Gods who ruled the earth before the Olympians overthrew them.
ZEUS: King of the Gods, ruler of mankind.
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*This study guide has been provided in part by Theatre Works USA
Activity: Using the Power of the Gods
Percy Jackson is shocked when he finds out that he’s a Demigod and the son of Poseidon, the
God of the sea. The Greek’s believed the God’s had the power to change the fate of mortals,
which is what makes Greek mythology so intriguing. The tales are also great examples of stories
with messages. For example, perhaps Medusa would still be beautiful had she not bragged
about her looks in a public place, challenging her appearance against that of Athena. To prove
that beauty is only skin deep, Athena turned Medusa into a hideous monster who couldn’t view
her reflection without turning herself to stone. No wonder her snake hair was so out of control.
It was never wise to anger a God, with all those powers they had, why risk it?
What powers would you choose?
1. Read a few of the Greek myths found on Rick Riordan’s website.
2. Think about what powers you would want if you were a God or a Goddess. What would
you look like as a God/Goddess and what would your powers be?
3. Name your God/Goddess.
4. Draw a picture of yourself in action. For example, so many pictures of Zeus include him
with his lightning bolt, or Poseidon is often seen rising out of the sea.
5. For older students, write a short story as the God/Goddess you create for yourself using
the Greek myths as a guide.
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*This study guide has been provided in part by Theatre Works USA
Activity: Studying Ancient Greece
There is a line in the musical where they sing, “We were geeking out on ancient Greek at the
New York Metropolitan Museum of Art. We stopped by all the statues and learned about the
Gods.” No need to ‘geek out’ if you can’t get to New York to see the exhibit. The New York
Metropolitan Museum of Art has a fascinating website which allows students to browse some
of the exhibits. Check out www.metmuseum.org to learn more.
More activities:
1. The Greek language is over 2500 years old and has influenced many other languages
including English. Can you list ten words with Greek origin?
2. Besides the alphabet and mythology, what other things are the Greeks known for? See
how many you can list. Here’s a clue for your first one: The symbol for this has five rings
adjoining each other.
3. Check out a map of ancient Greece by looking online. How does it compare to Greece
today?
4. Make a Greek mythology timeline
5. Hold a mock version of the Olympics using your imaginary powers you selected from an
earlier activity in the study guide. What kinds of activities are in your Olympics?
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*This study guide has been provided in part by Theatre Works USA
AFTER THE SHOW
Reflection/Discussion:
In discussing a performance, it is often more constructive to ask “What did you see/notice in
the production?” or “What do you remember most?” rather than “Did you like it?” The first
two questions lead to observation or analysis of the performance, encouraging recall of details,
while the third question encourages more judgmental responses. Although audience members
respond positively and/or negatively to a work of art, critique should come in later in the
discussion process. Discussion of which aspects of a performance remain in one’s memory
often reveals the artistic choices at the heart of a work. Have students describe a memorable
moment from the play in various ways —verbally, in writing, by drawing, or through movement.
Activities
1. Have students read the book before seeing the musical and then discuss the differences.
Was the musical how you imagined it from the book? Then compare it to the play. How
are the three mediums different? Discuss what versions they liked best and why.
2. Make a family tree for Percy Jackson using the references in the book to Greek
mythology.
3. Have students each draw a name of one of the Greek gods/goddesses out of a hat. Then
have them research the name they picked and give a short presentation on their
god/goddess.
4. Percy Jackson often feels like an outsider, or like he’s not “normal” until he finds out the
reason why and discovers he’s a demigod. Have students write about a time when they
felt different. Did it make them feel special? Did they feel alone? How did they deal with
their feelings?
5. Percy has special powers along with the gods on his side but often when students see
trouble at school like bullying they don’t know who to turn to. Have students write
down one or two incidents when this happened to them at school or with friends. Then,
have the students put their answers in a hat so it’s anonymous. Draw from the hat and
talk about each scenario. If students are comfortable, role-play solutions.
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*This study guide has been provided in part by Theatre Works USA
Create Your Own Camp Half Blood
Percy goes to Camp Half Blood and learns more about the Greek gods and goddesses then he
ever thought possible. After creating your god or goddess, think about what events would take
place if you and your friends were attending Camp Half Blood. Think about what powers you
created for your god or goddess and what activities would be useful for teaching people to use
those powers?
1. Design a poster for your own Camp Half Blood
2. Make a schedule of events for one day at the camp
3. If you could have one of the gods or goddesses in Greek Mythology visit your camp, who
would it be?
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*This study guide has been provided in part by Theatre Works USA
Additional Resources
http://www.theatreworksusa.org/show_detail.cfm?show=1580&selectedTab=1
http://rickriordan.com/book/the-lightning-thief/
www.greekmythology.com
www.theoi.com/
Video Link:
https://youtu.be/L3eYwwTKhnwTw
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*This study guide has been provided in part by Theatre Works USA
Tilles Center for the Performing Arts,
at LIU Post, in Brookville, New York, is Long Island’s premier
concert hall. The Center presents over two hundred events
each season in music, dance and theater, featuring world renowned
artists. Tilles Center is also the theatrical home for many of Long
Island’s leading arts organizations, including the Long Island
Philharmonic.
Among the artists and organizations that have been presented by Tilles
Center are the New York Philharmonic, Itzhak Perlman, Alvin Ailey
American Dance Theater, Wynton Marsalis, Patti LuPone, The Boston
Pops, Herbie Hancock, Soweto Gospel Choir, Emanuel Ax, Idina Menzel,
The Shanghai String Quartet, and Chris Botti.
Tilles Center has a 2,242 seat main hall and a 490 seat, more intimate Hillwood Recital Hall. The smaller
theater features chamber music, cabaret, solos recitals, and theater productions for children and adults.
Tilles Center’s Education Programs are made possible, in
part, with funds from the New York State Council on the
Arts with the support of Governor Andrew M. Cuomo
and the New York State Legislature.
School Partnership Program
An intensive part of Tilles Center’s Arts Education program is the School Partnership program,
modeled on the highly acclaimed aesthetic education program that has evolved over a 35 year
period at Lincoln Center. The Partnership is a comprehensive approach to teaching and learning
about the arts, applicable to all grade levels and academic disciplines. The Partnership inspires
students and teachers to approach the arts with an open mind and to gain insights into the
creative process. Attendance at professional performances at Tilles Center is combined with
experiential in-school workshops. Led by teaching artists and teachers, students explore their
own artistic capabilities while strengthening essential skills – abstract thinking, teamwork,
critical judgment, problem solving. Guided to a deeper level of understanding, students learn
what to look for, and listen to, in a performance or work of art.
The School Partnership works with students
Pre-K - high school and provides professional
development for teachers.
For information about the School Partnership
Program, and other performances, visit our
website: www.tillescenter.org or
call (516) 299-2752.
2016-17 Partner Districts
Carle Place
Freeport
Landing
Roosevelt
Syosset
East Meadow
Great Neck
Portledge
Roslyn
Glen Cove
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*This study guide has been provided in part by Theatre Works USA