Professional Documents
Culture Documents
FORM 2
Drama
Rumpelstilt
skin
Table of Contents
Introduction
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers
Curriculum Development Division. Ministry of Education Malaysia
RUMPELSTILTSKIN . 2010
DRAMA
Introduction
Dear Teachers,
This guidebook aims to show how drama can be taught in English language classrooms. It
reminds us of the enormous potential drama has as a learning tool for our students. Drama
helps students to explore the human condition and stimulate a better understanding of
themselves and the world around them.
The guidebook contains some suggestions on activities for the teaching of English through
drama. It also contains some relevant and basic information on ‘Rumpelstiltskin’ as well as
handouts or task sheets for busy teachers.
Part 5 : Assessment
We hope that teachers find this arrangement friendly and useful. You are most welcome to
adopt and adapt them to get other ideas to suit your teaching environment and your
students. What matters is that you are able to bring joy and fun to the learning experience.
2
RUMPELSTILTSKIN
DRAMA
Drama
What is drama?
Drama is a general term for performances where actors usually work together to represent
stories by impersonating the actions and speech of imaginary characters (humans or non-
human entities). It is usually performed on stage for the entertainment of the audience.
Why Drama?
Drama is a social art where no one person can produce a drama by himself. The words of
the text are not the drama. The stage where it will eventually be produced is also not the
drama. A drama is a collective effort and product of many relationships: writers, director,
actors, a group of people who design and build the stage, props, costumes etc.
Through drama, children (or even adults) get an opportunity to seek knowledge, to create
presentations, to be someone or something, to explore situations and to work and learn
together with friends and strangers.
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3
To teachers, drama is an educational tool by which teachers can take their students beyond
the realms of entertainment and create a workable environment that can give rise to
meaningful learning experiences. You can also find some answers if you visit
http://www.childrama.com/why.html
Character
A character is one of the persons who appears in the drama, also known as dramatis
personae (literally, the persons of the drama). In another sense of the term, the treatment of
the character is the basic part of the playwright's work. Conventions of the period and the
author's personal vision will affect the treatment of character.
Most dramas contain major characters and minor characters. The explanation and
development of major characters is essential to the drama. The distinction between heroes
(or heroines) and villains, between good guys and bad guys, between virtue and vice is
useful in dealing with certain types of dramas, though in many modern dramas (and some
not so modern) it is difficult to make.
Plot
Plot is the literary element that describes the structure of a story. It shows the arrangement
of events and actions within a story.
middle
climax
beginning end
exposition resolution
4
The interest generated by the plot varies for different kinds of dramas. The plot is usually
structured with acts and scenes.
Theme
The plot has been called the body of a drama and the theme has been called its soul. Most
dramas have a conflict of some kind between individuals, between man and society, man
and some superior force or man and himself. The events that this conflict provokes make up
the plot. If a drama has a theme, we should be able to state it in general terms and in a
single sentence, even at the risk of oversimplification. Of course the theme, no matter how
fully stated, is not the equivalent of the drama. The drama is a complex experience, and one
must remain open to its manifold suggestions.
Dialogue
Dialogue provides the substance of a drama. Each word uttered by the character furthers
the business of the drama and contributes to its effect as a whole. Therefore, a sense of
DECORUM must be established by the characters. The exposition of the drama often falls
on the dialogue of the characters. Remember: exposition establishes the relationships,
tensions or conflicts from which later plot developments derive.
Design
i. Theater Space
Theater can also be discussed in terms of the type of space in which it is produced.
Stages and auditoriums have had distinctive forms in every era and in different cultures.
New theaters today tend to be flexible and eclectic in design, incorporating elements of
several styles; they are known as multiple-use or multiple-form theaters.
5
v. Costume Design
A costume is whatever is worn by the performer. Costume designers are concerned
primarily with clothing and accessories, but are also often responsible for wigs, masks,
and makeup.
Costumes convey information about the character and aid in setting the tone or mood of
the production. Since most acting involves impersonation, most costuming is actual or
re-created historical or contemporary dress. As with scenery, however, costumes may
also be suggestive or abstract.
vi. Mask
A special element of costume is the mask. Masks prevent the use of the face for
expression and communication and thus render the performer more puppet-like;
expression depends solely on voice and gesture. As the mask's expression is
unchanging, the character's fate or final expression is known from the beginning,
thereby removing one aspect of suspense.
The mask shifts focus from the actor to the character and can thus clarify aspects of
theme and plot and give a character a greater universality. Like costumes, the colors
and features of the mask, especially in the Orient, indicate symbolically significant
aspects of the character. In large theaters, masks can also aid in visibility.
Props are the objects handled by actors or used in dressing the stage-all objects placed
or carried on the set that are not costumes or scenery. Like sets, props can be
illusionistic-they may be created from papier-mâché or plastic for lightness, exaggerated
in size, irregularly shaped, or designed to appear level on a raked stage; they may also
be capable of being rolled, collapsed, or folded. The person in charge of props is called
the props master or mistress.
Although music is still the most common sound effect, wind, rain, thunder, and animal
noises have been essential since the earliest Greek tragedies. Any sound that cannot
be created by a performer may be considered a sound effect (for example, animal
sounds in the woods), but they can also assist in the creation of mood or rhythm.
6
Source : http://literalno4.tripod.com//elements.html
http://www.readwriterthink.org//lesson_images//lesson802//conflict.ppt
RUMPELSTILTSKIN
DRAMA
Rumpelstilts
kin
Grimm’s Fairy tales are a classical collection of folk tales and fairy tales such as “Sleeping
Beauty”, “Rumpelstiltskin", "Snow White", "Rapunzel", "Cinderella", "Hansel and Gretel", and
"The Frog Prince" which had been retold countless times orally over many years. It was the
Grimm Brothers who wrote them down and published them.
The German brothers, Jacob Ludwig Karl Grimm (4 January 1785 – 20 September 1863)
and Wilhelm Karl Grimm (24 February 1786 – 16 December 1859 ) lived in Hanau, Germany
and were among a family of nine children. Their father, who was educated in law and
worked for the Prince of Hessen, died when they were young. Their mother struggled to pay
for their education. Jacob studied law and later worked as a librarian in Gottingen. Wilhelm
7
worked as an assistant librarian in the same library. They collected three volumes of folk
tales and made some extra money. These stories include magic, communication between
animals and men, moral values and teachings of social rights and wrongs.
The brothers worked very closely even after Wilhelm married in 1825. Jacob remained
unmarried. Some of the Grimms' stories (including Snow White, Sleeping Beauty, Cinderella
and The Princess and the Frog) were adapted as animated feature films by Walt Disney
Animation Studios.
The melodrama, Rumpelstiltskin taken from Grimm’s Tales has been retold in the form of a
drama by Angela Lanyon. She was born in Leamington Spain in 1930 and has lived all over
the British Isles. She has three children and has worked in Children’s Theatre as Children’s
writer in Residence Swan Theatre, Worcester. Later, she worked as the Assistant Manager
and Administrator for Children’s Work at Westcliff-on-Sea, the House Manager for
Chichester Festival Theatre and the Theatre Manager at the Theatre Royal, Plymouth.
Angela has written numerous dramas for children’s theatre and some have been published
by New Playwrights Network. She has also written school plays and plays for adults
published by Heinemann in their Literacy series.
8
RUMPELSTILTSKIN
DRAMA
Synopsis
“Rumpelstiltskin” is a story about a miller and his wife who lie to the king that their
daughter (Lisa) could spin straw into gold. The king takes Lisa to his castle and locks her in
a high tower room which has a big heap of straw and one spinning wheel. As suggested by
the father, the king instructs her to spin the straw into gold by morning, or be executed. She
has given up all hope when a strange little man appears in the room and spins straw into
gold for her in return for her necklace. The king is impressed, but he wants more gold. The
little man returns at night and spins gold for her in return for her ring. The greedy king wants
more gold. So on the third night, when she has nothing to reward him, the little man spins
straw into gold with one condition - that Lisa’s first-born child will be given to him.
The king is so impressed that he marries Lisa. However, when their first child is born, the
little man returns to claim his reward.
Lisa is frightened and offers him all the gold he wants if she can keep the child. The little
man refuses but finally agrees to give up his claim to the child if Lisa can guess his name in
three days. Will Lisa manage to guess the little man’s name? What will happen if Lisa is
unable to guess the right name?
9
RUMPELSTILTSKIN
DRAMA
Plot
*Learners should be encouraged to read and discover the sequence in the plot by
themselves.
10
11
Here are the plot components of ‘Rumpelstiltskin’ for your reference.
Climax
The little man comes to the
palace to take his prize. Lisa
Rising Action begs and he relents with
The greedy king one condition Lisa has to
brings Lisa back to guess his name. If she fails,
his palace and forces she will not see her son
her to spin straw into again.
gold for three nights
in a row. Lisa is
helped by a little Falling Action
man. In return, she Lisa fails to guess the
has to give her name of the man for the
necklace and ring to first two nights. On the
the man. When she third day, her parents
has nothing else to spy upon him. On that
give, she promises to night, Lisa correctly
give her first-born guesses the man’s
child to the man. name.
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Exposition
Resolution
The miller and his
Lisa’s parents vow not to be
wife boast to the
boastful anymore.
king about their
talented daughter,
Lisa, who could
do anything which
includes
spinning straw
into gold.
RUMPELSTILTSKIN
DRAMA
Themes
These are some of the themes found in the drama:
Lisa replies without thinking deeply when Rumpelstiltskin asks her if she is willing to give
13 into gold. She promises to do so without
her first-born in exchange for spinning the straw
thinking rationally.
IMPORTANCE OF SPEAKING THE TRUTH
Another theme of this drama is the importance of speaking the truth. Lisa’s parents do not
speak the truth when they boast about her. They cross the limit by exaggerating, which is
also a form of telling lies. Her father says that Lisa is so clever that she can do anything.
He tells the king to ask Lisa to spin straw into gold. Lisa’s mother tells Lisa that she could
probably spin straw into gold if she tried. Due to their mistake, they risk losing Lisa.
Lisa also does not speak the truth when she promises to give Rumpelstiltskin her first-born
child. Lisa listens to her worried father who tells her to promise Rumpelstiltskin whatever
he wants. Her father tells Lisa that she could forget her promise later as she would be
miles away from Rumpelstiltskin. This is dishonesty. She does not tell the truth to the king
either. Due to her insincere promise in desperation, Lisa gets into another serious
problem. Rumpelstiltskin comes back after a year to take her baby son.
RUMPELSTILTSKIN
DRAMA
Values
Some of the values to be learnt from the drama are:
Be humble and
We must be humble. Lisa’s father realises his mistake at the end of the
do not boast
drama and says that he and her mother will never boast again. Everyone in
the family is affected due to her father’s boasting. Lisa is taken away and
left in a tower of the palace all alone. Boasting can have negative
consequences. For example, the king tells her that he would cut off her
head if she is unable to spin straw into gold.
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Keep to your
promises
We must honour our promises. Lisa makes a promise which she knows she
will not be able to keep as no mother can part with her child.
We must not be greedy like the king. The king becomes cruel because of
Do not be
greedy
his greed for gold. He shuts Lisa up in a tower alone for three days. Each
day he threatens to cut off her head if she is unable to spin the straw into
gold. He also shows greed as he tells his people to search for the last wisp
of straw in the countryside to be spun into gold.
Be rational
We must think, speak and behave rationally at all times. Lisa’s parents
speak irrationally when boasting about their daughter whom they are proud
of. Lisa becomes irrational when she is desperate to save herself. She
makes a promise knowing well that she will be unable to keep to it.
RUMPELSTILTSKIN
DRAMA
Setting
Time, People and culture:
i. The Feudal Society
15
• A social system that existed in Europe during the Medieval
era (from 5th to 15th century)
• Powerful Kings or Lords owned the lands
• In order to live on these lands, the people must serve and
fight for the Kings or Lord.
ii. Rumpelstiltskin
Places:
i. The cottage
Characters
16
The Casts:
The Narrator
Lisa
• A young girl
• Has excellent baking skills
• Sensible as she tries to stop her parents from boasting
about her to the King
• Anxious when the parents boast to the King that she can
spin straw into gold
• Dutiful as she obeys her parents and the King
• Desperate when she agrees to Rumpelstiltskin’s bargains
• Reluctant to give her baby to Rumpelstilskin as promised
• Lisa’s parents
• Proud of Lisa
• Boastful of Lisa’s abilities
• Hopeful for the King to take Lisa as the Queen
• Worried for Lisa after boasting that she can spin straw into
gold.
• Helpful as they secretly follow Rumpelstiltskin to find out his
name
The King
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• Cruel because he threatens to behead Lisa if she fails to
spin straw into gold
• Greedy when he orders Lisa to spin more straw into gold
• Trustworthy as he keeps his promise to marry Lisa
Rumpelstiltskin
RUMPELSTILTSKIN
DRAMA
Warm -ups
18
Drama is a performing art.
Executed properly, these games or exercises will help add energy, refocus a group that has
become scattered, or wake up one! Warm-ups also bring about originality to your students'
acting. Many of them can be done with no materials in any reasonably sized space.
They can be carried out before pre-production, during pre-production or before any acting is
done. They are designed to help the students to get ready to act physically and emotionally.
This may include scenes from the story that involve movements or gestures as well as their
vocal skills and emotions of the characters.
Sources : http://www.childdrama.com/warmups.html
http://wilderdom.com/games/Icebreakers.html
RUMPELSTILTSKIN WARM-UP/HANDOUT 1
Let’s Get
19
Physical
The king smelling and eating his favourite apple pie
RUMPELSTILTSKIN WARM-UP/ACTIVITY 2
Getting 20
Time : 40 minutes
Aims Materials
Steps
1 Divide the class into groups of 4. Instruct each group to practise on one type of
emotion (joy, sorrow, anger, love, fear). They have to imagine and practise the
facial expression and body language of that emotion.
2 Tell students to stand in a line or in a circle.
3 Point to a student and shout out an emotion e.g. anger. The student has to show
that emotion with a facial expression and body language. He or she has to hold it
for five seconds. If the student’s performance is unsatisfactory, he can be asked to
return to the line or circle. He can then be asked to act again in a more convincing
manner.
4 Give students situational cards with the characters’ emotions to each pair of
students. For example, Lisa – sorrow (page 67), Lisa’s father / mother - fear (page
65), Rumpelstiltskin - anger (page 87), Lisa and the baby - love (page 85) and Lisa
- joy (page 87).
6 Let students take turns to act in front of the class.
Notes
RUMPELSTILTSKIN WARM-UP/HANDOUT 2
21
Getting
Emotional!
The cards should be cut out and given to each pair. The same situational card may be
given to more than one pair.
Situation Card 1
Page : 67
Emotion : Sorrow
Character : Lisa
Lisa : Because my father told the King I could spin straw into
gold. Now the king will cut off my head.
Situation Card 2
Page : 65
Emotion : Fear
Character : Lisa’s mother
Situation Card 3
Page : 87
Emotion : Anger
Character : Rumpelstiltskin
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Situation Card 4
Page : 85
Emotion : Love
Character : Lisa
Narrator : The following day, in the nursery, Lisa holds the Baby.
Situation Card 5
Page : 87
Emotion : Joy
Character : Lisa
Lisa : And now my baby’s safe. Oh, Mother, Father, how can I ever
thank you?
Mother : You don’t need to thank us. If it wasn’t for us, you wouldn’t have
been in this mess.
RUMPELSTILTSKIN WARM-UP/ACTIVITY 3
23
Vocal
Adrenaline
Time : 40 minutes
Aims Materials
Steps
Notes
24
RUMPELSTILTSKIN WARM-UP/HANDOUT 3
Vocal
Adrenaline
Focus on pronunciation and enunciation
Rubber baby
buggy bumpers.
25
RUMPELSTILTSKIN WARM-UP/ACTIVITY 4
Guessing
Games
Time : 40 minutes
Aims Materials
Steps
1 Choose a student (Student A) and tape a picture of a character from a fairy tale
(Handout 4) on his or her back.
2 Student A asks other students a maximum of six questions to help to find out his or
her identity. The question can only be answered with a ‘Yes’ or ‘No’. When the
student has figured out the identity, start over with another student.
3 If the student fails to guess the identity of the fairy tale character, he or she has to
mime the character based on the actual fairy tale (e.g. Snow White – eats apple
and then faints, or Pinocchio – becomes shocked when the nose grows longer)
Notes
1. Do I sing?
2. Am I strong?
3. Am I a male?
4. Am I poor?
26
5. Am I a royalty?
6. Am I ............................. ( the name of the personality)?
RUMPELSTILTSKIN WARM-UP/HANDOUT 4
Guessing
Game
Pictures of characters from fairy tales.
27
Cinderella Pinocchio
RUMPELSTILTSKIN
DRAMA
Pre-
production
Pre-production is the process of preparing
Before acting, the students need to be familiar with the drama. At the pre-production stage,
the different elements like setting, plot, characters, values and themes could be explored.
Here, the students could also practise and learn some language items (vocabulary,
grammar, idioms, etc.) sourced from the text.
In this guidebook, we have put together samples of activities that require students to read
the text “Rumpelstiltskin”. At the same time, the activities can get the students to explore
elements of drama (setting, plot, characters, values and themes) as well as the English
Language experientially by reflecting upon human experiences, sharing their perceptions,
trying out roles, and playing "pretend."
There are opportunities in some of these activities that you, as teachers can link to topics
and themes in other more traditional academic subjects. This way, we can indirectly
enhance students’ understanding of other subjects and enrich their school experience.
28
Sources : http://en.wikipedia.org/wiki/Preproduction
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 5
A Heap of
Words
Time : 40 minutes
Aims Materials
Steps
1 Show students a pile of books on the teacher’s desk and ask them what it is.
2 Tell them that it is a pile of books and reinforce the phrase by writing ‘a pile of
books’ on the board.
3 Ask students what phrase (from page 66) the author uses to describe the amount of
straw Lisa produces.
4 Tell students to identify the phrase in the text (i.e. a heap of straw).
5 Distribute Worksheet 5a (Task A) and instruct students to complete the phrases.
6 Tell them to locate their answers from the text.
7 Ask students to check their answers.
8 Explain what collective nouns are to the students ( see notes below).
9 Distribute Worksheet 5b (Task B) and instruct students to do the matching exercise.
10 The students may use the Internet to check for answers.
29
Notes
Source: http//www.learnenglish.de/grammar/nouncollective.htm
http//myenglishgrammar.com
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY 5a
A Heap of
Words
Task A: Complete the sentences below with the correct collective nouns. You
may find the answers from the drama text.
30
3. I’ve had people searching the countryside for every
last .......................... of straw.
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 5b
A heap of
words
Task B: Match the following collective nouns with the correct words. You may use the
internet to check for answers. The first one has been done for you.
A flock of … flats
A block of … fish
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A bunch of ... bees
A herd of … stamps
An army of … cattle
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY
6
Same yet
Different
Time : 40 minutes
Aims Materials
Steps
32
1 Write the word ‘mouse’ on the board and elicit the meanings of the word from the
students.
2 Explain that some words have more than one meaning. (See notes)
3 Give students an example from the script (eg. brilliant – pg 60) to explain what a
homonym is. Explain that the meaning depends on the context or situation.
4 Distribute Worksheet 6. Ask students to work in pairs to complete the task.
5 Discuss the answers with the class.
Notes
Source: http//www.macmillandictionary.com
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 6
Same yet
Different
A word or an expression can have more than one meaning and at times, it can
cause confusion. This is because it can have two or more meanings.
Task:
1. Locate the following words in the drama script. Copy the sentences with the
words in the boxes (see example).
2. With the help of a dictionary or the Internet, find the meanings of these words.
Write down the two meanings in the corresponding boxes.
3. Decide which meaning is applied for each context. Tick the correct meaning.
List of Homonyms:
1. Brilliant (Page 60)
2. Spin (Page 63)
33
3. Rage (Page 85)
4. Stern (Page 65)
5. Straw (Page 64)
6. Creep (Page 83)
7. Fault (Page 79)
Example:
Meaning 1
BRILLIANT
Splendid, causing
admiration
You’re really
brilliant.
Meaning 2:
Meaning 1
SPIN
Meaning 2:
Meaning 1
RAGE
34
Meaning 2:
Meaning 1
STERN
Meaning 2:
Meaning 1
STRAW
Meaning 2:
Meaning 1
CREEP
35
Meaning 2:
Meaning 1
FAULT
Meaning 2:
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY
7
Character
Traits
Time : 80 minutes
Aims Materials
36
Steps
1 Divide the students into 5 groups. Each group chooses or is assigned a different
character.
2 Distribute worksheet 7a to each group.
3 Ask students to draw a portrait of the character and write a short physical
description.
4 Distribute worksheet 7b to each group.
5 Tell students to note down the different attitudes and behaviour of the character.
6 Allow students to practise describing the character to each other.
7 Instruct students choose a group member to present a description of their
character’s physical attributes, attitudes and behaviour to the class.
8 Allow students from other groups to ask questions to understand the description
better.
9 At the end of the presentations, the teacher may ask students whether they like or
dislike the characters and the reasons.
Notes
The teacher may have this lesson as a competition between the groups
to see which group does the best presentation.
Use the notes given on characters to help in assessing students’ work.
Advanced students can do this presentation on drawing paper or Power
Point.
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET
7a
Character
Traits
Draw the character that you or your teacher has chosen in the picture frame
below. Write the name of the character. Then, write down notes on how the
character looks like in the note pad.
Group :
37
Character
_________________________________
Physical description
_________________________________
_________________________________
_________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 7b
Character
Traits
Task:
Discuss with your group the attitudes and behaviour of the character you or your
teacher has chosen. Write down these characteristics in the note pad below.
Example:
38
Character
Lisa
Attitude Behaviour
Character
Traits
Character
________________________________
39
Attitude Behaviour
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY
8
What did
you learn?
Time : 80 minutes
Aims Materials
40
1 To read and understand the lessons learned 1 Drama script
from the story 2 Worksheet 8
Steps
Notes
This lesson can only be carried out if the students have read and
understood the story.
Use the notes given on Values and Plot to help in assessing students’
work.
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 8
What did
you learn?
Task:
The following statements are some of the lessons you can learn from the drama.
Discuss with your group members which action in the story could explain each
lesson. Write down the lesson(s) learned in the last column. The first one has been
done for you.
41
Help others sincerely without
Honour your promises
expecting returns
We must not make promises we
We must not be manipulative or
cannot keep.
calculating.
Do not be greedy Be rational
We must not take advantage of We must think, speak and
others due to greed. behave rationally at all times.
Be kind and fair
Be humble
We must not be cruel to people
We must not be boastful.
who are weak and helpless.
42
last wisp of straw in the countryside to
be spun into gold.
4 Lisa’s father and They say that Lisa could spin straw
mother into gold
RUMPELSTILTSKIN PRE-PRODUCTION/ACTIVITY
9
Jumble
Trouble
Time : 40 minutes
43
Aims Materials
Steps
Notes
RUMPELSTILTSKIN PRE-PRODUCTION/WORKSHEET 9
Jumble
Trouble 44
Your group’s task is to cut and paste the strips on events given according to the four
settings. Use an A4 paper for each setting below.
45
Lisa’s parents spy upon the man in the
Lisa’s parents learn about the man’s
woods and see him dancing around
name.
the fire and singing in rhyme.
RUMPELSTILTSKIN
DRAMA
Production
46
"The future of our nation depends on
our ability to create-and to be creative.
The drama is staged at the production level after students have understood the story and its
elements. This can be done in various ways like using student actors or even puppets as the
cast members. The drama can be staged in a classroom or the school hall. It can be held as
a class activity or an inter-class drama competition.
The activities we have in this section will encourage our students to cooperate and find the
best way for each member of a group to contribute. The activities also demand students to
listen to and accept the viewpoints and contributions of others.
We really hope teachers will eventually get their students to dramatise “Rumpelstiltskin”
either in parts (which can be carried out in or out of a classroom) or as a major stage
production in the main school hall.
Source : Performing together: The Arts and Education, jointly published by The American
Association of School Administrators, The Alliance for Education and The John F.
Kennedy Center for the Performing Arts in 1985.
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 10
47
3-2-1
Melodramacti
Time : 80 minutes
Aims Materials
Steps
Notes
Rumpelstiltskin is a melodramatic drama and thus the emotions and actions would
be best exaggerated.
Source: http://www.thefreedictionary.com/melodrama
48
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 10
3-2-1
Melodramacti
Role play strips.
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34. The little man nods.
35. The little man puts his head on one side and looks at Lisa.
36. The little man shakes his head.
37. The little man laughs and stamps his feet on the ground and whirls out of
the room.
38. The little man dances into the room.
39. The little man laughs but his laugh is cruel.
40. The little man is dancing around a small fire.
41. The little man is grinning.
42. The little man gives a cry of rage and stamps his feet.
43. The little man stamps so hard on the floor that his foot goes right through
it.
44. The little man is so angry that he vanishes in a puff of smoke.
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 11
Sing The
Riddle
Time : 80 minutes
Aims Materials
50
Steps
Notes
In the drama, Rumpelstilskin sings out the riddle while dancing around a fire in the
woods.
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 12
Shadowstilt
skin
Time : 40 minutes
Aims Materials
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1 To make shadow puppets for a drama 1 Black sugar paper and
drawing paper
production 2 Used box
3 Puncher, scissors,
cellotape
4 Skewers
Steps
Notes
Sources: http://www.google.com.my/images
http://www.youtube.com/watch?v=iPRjIIQsSAk
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 12
Shadowstilt
skin
Samples of shadow puppets.
52
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 13
The Mask
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Time : 40 minutes
Aims Materials
Steps
Notes
Sources: http://www.youtube.com/watch?v=CmK0OcHbbRs
http://www.google.com.my/images
The mask should not hinder the students from being melodramatic. The students
can still exaggerate their emotions and actions through their movements
RUMPELSTILTSKIN PRODUCTION/HANDOUT 13
54
The Mask
Samples of paper masks
RUMPELSTILTSKIN PRODUCTION/ACTIVITY 14
55
Behind the
Scene
Time : minutes
Aims Materials
Steps
1 Explain to the students the various roles needed in a drama production (see
handout 14) and appoint a producer.
2 The producer will identify the casts and the crew for the production.
3 Every student has a role to play and they should work collectively in producing the
drama.
Notes
Possible roles: director, prompter, stage manager, set designer, prop designer,
lighting engineer, costume designer, make-up artist, stage crew and sound
engineer.
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RUMPELSTILTSKIN PRODUCTION/HANDOUTT 14
Behind the
Scene
Portfolio:
2. Stage manager – manages set design, prop design, lighting and sound
4. Prop designer – designs the props used by the actors and actresses
7. Stage crew – changes the set on the stage and handle the props for the casts
10. Prompter – remind the casts’ lines when they forget their words during rehearsals and
actual production
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RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15
Tone
Tuning
Time : 40 minutes
Aims Materials
Steps
1 Show the students a movie clip in which the characters use various tones.
2 Ask students to relate the tones used to emotions felt by the characters.
3 Give situation cards to the students.
4 Ask students to dramatise the parts in pairs.
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Notes
You may show the trailer of Shrek 3 (Meet Rumpelstilskin Featurette) in which a
character by the name of Rumpelstiltskin and other characters appear.
Source : http://www.youtube.com/watch?v=C4
RUMPELSTILTSKIN PRODUCTION/WORKSHEET 15
Tone
Tuning
Situation card A
Situation card B
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Rumpelstiltskin : What about that pretty necklace you’re wearing?
Lisa : This?
Rumpelstiltskin : It’ll do. It’ll do. Now go to sleep and in the morning there’ll be heaps of
gold instead of heaps of straw.
Situation card C
Rumpelstiltskin : Dry your tears, Lisa. I will help you, but this will be the last time.
Lisa : But I can’t pay you. I’ve nothing left.
Rumpelstiltskin : Now that’s a pity. I don’t work for nothing.
Lisa : Perhaps I could pay you after I get home.
Rumpelstiltskin : Perhaps, perhaps.
Lisa : Please help me this one last time. The king said he’ll make me the
Queen if I turn this straw into gold but if I don’t, he’ll cut off my head.
Rumpelstiltskin : Perhaps we could make a bargain. Are you any good at keeping
promises? Then, let’s shake hands on it.
Lisa : But what do you want?
Rumpelstiltskin : When you’re the Queen, you must give me your first-born child. Is it a
bargain?
Lisa : Yes, I promise.
RUMPELSTILTSKIN PRODUCTION/ACTIVITY16
Staging
theDrama
Time : 1 to 3 weeks
Aims Materials
RUMPELSTILTSKIN PRODUCTION/HANDOUT
16a
Staging
theDrama
Drama assignment:
The drama is divided into three major parts and the settings (see table below). Each
group is assigned one of the parts to be produced and staged.
LENGTH
PART SETTING: PAGES: (Illustrated pages
not included)
61
1
The Tower Room 1 Page 66 – 68 (2 pages)
Staging
theDrama Suggested Score Sheet
62
2.The set design
3.Physical Expression
(Movements, gestures &
expressions)
3.Physical Expression
(Movements, gestures &
expressions)
RUMPELSTILTSKIN PRODUCTION/HANDOUT
16c
Staging
theDrama Suggested Score Sheet
63
Marks: Weak Poor Satisfactory Good Excellent
Criteria: 0-2 4-5 5-6 7-8 8 - 10 TOTAL
1.Stage set
Suitability and adequacy
of the set & props to the
story
2.Costume & makeup
3.Creativity
use of material and
design
1. Best Director
2. Best Actor
3. Best Actress
TOTAL SCORE:
Staging
theDrama
Suggested Score Sheet for Judging the Drama
Best Director
Score Winner
64
Group 1
Group 2
Group 3
Best Actor
Score Winner
Group 1
Group 2
Group 3
Best Actress
Score Winner
Group 1
Group 2
Group 3
Best Stage Production
Score Winner
Group 1
Group 2
Group 3
Best Drama
Score Winner
Group 1
Group 2
Group 3
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 17
That’s not my
name
Time : 80 minutes
Aims Materials
Steps
65
1 Get students to discuss in groups of four on what would have happened if Lisa had
not found out the little man’s name.
2 Ask students to write a short essay entitled “That’s not my name” on drawing
papers with markers. They have to describe what happens to all the main
characters if Lisa had not found out the name. They may include new characters.
3 Select some groups to present their essays or have a gallery walk to highlight
creativity.
Notes
Who and
why?
Time : 80 minutes
Aims Materials
66
Steps
1 Get the students to work in groups of four on the situation given in Worksheet 18.
2 Tell them to formulate a minimum of ten relevant questions.
3 Instruct students to role play in pairs. One student acts as the reporter and another
student answers the questions as the king’s press secretary.
4 Select a few pairs to present in front of the class.
Notes
Students have to be made aware that we use various stress and
intonation when asking and answering questions.
1. _________________________________________________________________________
_________________________________________________________________________
2. _________________________________________________________________________
_________________________________________________________________________
3. _________________________________________________________________________
_________________________________________________________________________
4. _________________________________________________________________________
_________________________________________________________________________
RUMPELSTILTSKIN BEYOND THE TEXT/WORKSHEET 18
5. _________________________________________________________________________
Who and
_________________________________________________________________________
6. _________________________________________________________________________
_________________________________________________________________________
why?
7. _________________________________________________________________________
Imagine_________________________________________________________________________
you are a newspaper reporter. You have heard that a man almost succeeded in
kidnapping the king’s son. Prepare a minimum of ten questions to ask the king’s press
secretary
8. on what happened. Write your questions below.
_________________________________________________________________________
_________________________________________________________________________
9. _________________________________________________________________________
_________________________________________________________________________
10. _________________________________________________________________________
_________________________________________________________________________
11. _________________________________________________________________________
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_________________________________________________________________________
RUMPELSTILTSKIN BEYOND THE TEXT/ACTIVITY 19
Hunt for
strange man
Time : 80 minutes
68
Aims Materials
Steps
Notes
Worksheet 19 can be used for low English proficiency students.
Hunt for
strange
Complete the newspaper report by filling in the blanks with suitable words.
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Hunt for strange little man
chchai@thestar.com
FAIRY LAND: Police are looking _____1_____a little man who is suspected
______2______being involved in the attempt ______3______kidnap the king’s infant
son.
The palace press secretary, Mr. Jason ____10_______that the suspect Rumpelstiltskin
had ______11_______Queen Lisa in the past. Queen Lisa ____12______taken by the
king and left ______13______a tower room with straw _____14______a spinning wheel
as her ______15_______had told him that she _____16_____spin straw into gold.
Rumpelstiltskin ____17______is said to have special powers helped _____18_____spin
the straw into gold. ____19______return, Queen Lisa had given ____20_____her
necklace and her ring. ____21______the third day, Queen Lisa had _____22______to
give her first-born in exchange _____23_______his help.
Making
sense with
70
A. With close reference to the text, fill in the blanks with verbs in the Present
Tense forms. Then rearrange the sentences in the correct sequence of the text
by writing the numbers in the box given.
1. A year later, the King and Lisa (a) ________a baby son. One day when Lisa and her
parents are playing with the baby in the nursery, Rumpelstiltskin (b) __________. He
reminds them of the promise and wants to take the baby boy away.
2. The king takes Lisa to his palace and (c) ________her in a room high in a tower with
a spinning wheel and a big heap of straw. That night a strange little man with a long
pointed nose (d) _________ through the window. He laughs when Lisa tells him why
she is crying.
3. With help from her parents, Lisa (e) ___________able to give his correct name as
Rumpelstiltskin on the last day.
4. Rumpeltiltskin then spins all the straw in the tower into gold. The King is happy and
marries Lisa as promised. Her parents (f) __________with her in the palace.
5. He offers to help if she gives him the necklace she is wearing. Lisa (g) ________it to
him and goes to sleep.
6. Lisa offers him as much gold as he wants but Rumpelstiltskin (h) _________ gold.
However, he makes a deal with Lisa.
7. He even (i) ____________the king to ask Lisa to spin straw into gold. The king
(j) ____________that he will find out the truth as he needs gold for his kingdom.
8. When Rumpelstiltskin realises that he has lost the bargain, he stamps so hard on the
floor that his foot goes right through it. He is so angry that he (k) _____________in a
puff of smoke. Lisa thanks her parents.
9. In the morning, Lisa finds a heap of shining gold instead of the straw. The King
comes in and (l) __________that Lisa did it.
10. Lisa stays with her father and mother in a village cottage in a small country. Her
parents think that Lisa is brilliant and are always (m) ___________about her.
11. He tells her that if she could (n) ____________his name within three days, he will not
take the baby. He gives her three guesses each day. Lisa (o) __________to get the
name on the first two days.
12. She him (p) ____________to do it as she is desperate and also because she
remembers her father’s advice.
13. Lisa is too frightened to speak. She (q) _________to go home but the King refuses to
let her go. He wants her to spin straw into gold for another two nights.
14. However, her parents tell her that the problems she faced were caused by their
boasting. They tell her that that they (r) ___________ learnt a lesson and that they
will never boast again.
15. He also says that he will cut off Lisa’s head if she is unable to turn straw into gold.
Lisa (s) ___________to cry and her mother gets worried.
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16. On the second night, Lisa (t) ___________ her ring to Rumpelstiltskin but on the third
night she (u) ___________ nothing to give him. Rumpelstiltskin says he will only help
Lisa if he gets something in exchange.
17. On the second day, her parents (v) _____________the strange old man into the
woods and find out his name as he sings and dances.
18. One day, the king stops by their cottage after he (w) ____________apple pie. Lisa’s
parents boast that Lisa can bake the best pies in the world, (x) ______________the
most beautiful cloth and spin the finest thread. Her father tells the king that Lisa is so
clever that she can do anything.
19. He then wants Lisa to give her first-born to him when she (y) __________the Queen.
20. Both her parents tell the king that they are (z) _____________ but the King who is
stern refuses to listen.
10 8 14
B. Continue to work in pairs. Rewrite the sequenced story in Past Tense forms in
your exercise book.
RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21
Story Map
72
SETTING :
CHARACTERS :
1. ____________________________ 4.________________________
2. _____________________________ 5. ________________________
1.
3. _____________________________
2.
PLOT :
3.
4.
a) b) c)
d) e)
Adapted from: The Big Book of Reading Responses Activities by Michael Gravois (Scholastic)
RUMPELSTILTSKIN ASSESSMENT/ACTIVITY 21
Characteris
ation 73
Check your understanding of the characters in the drama by stating whether the
following statements are true (T) or false (F).
Lisa’s mother and father ignores her when she could not guess
Rumpelstiltskin’s name.
10. Lisa’s father and mother want the best for her.
RUMPELSTILTSKIN
DRAMA
Answer key
74
Worksheet 5 : A heap of words
Task A:
In the morning Lisa wakes to find a heap of shining gold instead of the heap of straw.
There is a big pile of gold in the middle of the floor.
I’ve had people searching the countryside for every last wisp of straw.
He is so angry that he vanishes in a puff of smoke.
Physical
Character Attitude Behaviour
description
Lisa a pretty, young girl a sensible and likes to bake,
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with long hair and thoughtful girl who is feels anxious and
beautiful eyes dutiful to her parents desperate when dealing
and the King with Rumpelstiltskin
King A tall man with Cruel, greedy and loves apple pies
short bushy hair, irrational but kept
high nose and thin his promise to marry
eyebrows Lisa
Rumpelstiltskin Long, thin, Cunning and noisy man,
crooked nose with manipulative can spin straw into gold,
a wide grin plays tricks and solves
riddles.
Lisa’s parents are very proud of her and think she is a clever girl who can do wonderful
things.
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Lisa’s parents boasts about her to the King. They even tell the king that she can spin straw
to gold.
The Tower
The King takes Lisa to a tower where she is locked for 3 nights to spin a roomful of straw
into gold.
Lisa is helped by a little man on her first and second night there. However, she has to
reward the man with her necklace and ring. On her third night, when she could not reward
the man, she promises her first-born child to the man.
The King is delighted with the straw of gold that he marries Lisa.
The Nursery
A year later, the little man appears to claim Lisa’s son. However, he agrees to give Lisa
three days to guess his name.
Lisa manages to identify the little man’s name as Rumpelstiltskin. He is so angry that he
vanishes in a cloud of smoke.
The Woods
Lisa’s parents spy upon the man in the woods and see him dancing around the fire and
singing in rhyme.
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Worksheet 19 : Hunt for strange man
Task B
10 8 7 15 20 2 5 9 13 16 19 12 4 1 6 11 17 3 8 14
1. Title : Rumpelstiltskin
2 Playwright : Angela Lanyon
3 Characters:
i. Lisa
78
ii. Mother
iii. Father
iv. The King
v. Rumplestiltskin
4 Setting :
i) The cottage
ii) The tower
iii) The nursery
iv) The woods
5 Plot :
a) Lisa’s parents are always boasting about her ability and they intend to tell the king
about her talent when he visits their village on that day.
b) When the king stops by at their house, they boast that their daughter can spin straw
into gold.
c) The greedy king takes Lisa back to his palace, and locks her in a tower with
straw and a spinning wheel. At night she is visited by a man who spins straw into
gold in return for a reward. On the third night, she promises her first-born child to
the man.
d) A year later, the little man comes back to claim his prize but agrees to let Lisa
keep her child if she can guess his name. Lisa could not guess his name for the
first two nights.
e) On the third night, with her parents’ help, Lisa correctly guesses the man’s
name. The man vanishes in anger and Lisa gets to keep her son.
Worksheet 21 : Characterisation
1. TRUE
2. FALSE
3. FALSE
4. FALSE
5. TRUE
6. FALSE
7. FALSE
8. TRUE
9. FALSE
10. TRUE
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RUMPELSTILTSKIN DRAMA
Panel of
Writers
Coordinators
Diana Fatimah Bt Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
Masreen Wirda Bt Mohammad Ali Kementerian Pelajaran Malaysia
Tengku Ireneza Marina Tunku Mazlan Aras 4-8, Blok E9
Eileen Jessie Ah Guan Kompleks Kerajaan Parcel E
Ng Yew Kee Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Panel of Writers
Khairul Anuar Yang Ahmad SMK King Edward VII, Jalan Muzium Hulu
(Panel Head) 34000 Taiping, Perak.
Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Jalan Sabar 25/83
40400 Shah Alam, Selangor.
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