Study Guide for

Beauty and the Beast

Book Adapted By Mark A. Pence Music & Lyrics by Omar D. Brancato

Synopsis of Beauty and the Beast While reading, a girl named Bella is visited by a mysterious creature who puts a spell on her book. The book tells the story of a selfish Prince who is hexed by an evil Enchantress. He is transformed into a Beast. He has three chances to find true love or he and his kingdom will be doomed forever. Through the book, the Beast lures Bella to his castle, hoping to convince her to love him. During the course of the play, the Beast learns to love someone other than himself, but it is too late. As the Beast lies dying, Bella confesses her love for him. He and his kingdom are magically transformed back into their human form.

AWARDS FOR PLAYWRITING National Children’s Theatre Festival at Actor’s Playhouse in Coral Gables, FL 1999 - Beauty and the Beast

Cast of Characters Bella (Beauty): A shy innocent bookworm who grows into a strong woman.

Worm, An Enchanted Dog / the Prince's Page: Small, athletic, & comic.

The Prince’s wise fool. The character is turned into an enchanted dog for most

of the play.

Betty: Bella’s beautiful and selfish sister. A total valley girl who cares for

no one but herself

Marie Antoinette Funacello: An enchanted guest of French descent, she is

a down to earth lady of high caliber. Sweet with high energy.

Papa: Sweet, unaffected and a bit confused. Loves his daughters

Elvirus the Enchantress: Elvirus is a cunning deadly foe. She uses her

power of seduction to lure her victims in. A black widow spider.

Prince Elliot: Selfish, conceded, and so full of himself. He’s arrogant,

pompous and not a nice guy to be around.

The Beast: Prince Elliott becomes “what is in his heart”, a horrible beast.

Starting out as a rough, cruel animal this character must slowly dissolve into

a kitty cat. He has great difficulty at first but he is transformed by love.

Armory: An Enchanted suit of armor. He was the Prince’s major domo. He

is a bit of a stuffed shirt. He tries to keep his head when all others are losing

theirs. He is the straight man for Louie & Marie.

Louie Lou-i the 14th an enchanted French guest. A devil may care type. A

fun loving, flirty, cad. He was a high ranking dandy in his former life. He loves

to tease his wife, Marie. Full blown comic!

The Hag – very evil, very ugly!

Beauty and the Beast

About AlphaBet Soup Productions Winner of the 2008 Illinois Theatre Association Award of Excellence in

Children’s Theatre

Winner of two National Children's Theatre awards for their scripts Beauty and the Beast and Jungle Book.

Winner of the Lewis University’s St. Genesius Award for extraordinary achievement in Children’s Theatre.

Actors’ Playhouse thanks AlphaBet Soup Productions for allowing us to reproduce this Study Guide for our current Production of Beauty and

the Beast!

Pre Production Questions 1. How many of you have experienced a live theater performance? What did you see? 2. What are some of the differences between going to the theater and watching television or going to a movie? A. Theater features live on-stage actors. They have spent many weeks rehearsing for the performance. B. The audience is a very important part of the performance. Appreciation and enthusiasm for the performers is shown by close attention and participation and applause at the proper times. The success of the play often depends on the audience. C. The theater is a very special place. Its atmosphere is entirely different from your home where the television is always available. D. It is easy to identify with live actors. You can see how they use their bodies and voices to convey different emotions. E. Actors wear clothing and make-up to help create the impression of the characters they play. F. There is much more to most live performances than actors. Special sets, effects, lighting, music, costumes, and of course, the audience add to the total experience. 3. Introduce your students to the following theatrical terms: Box Office • Reserved Seats • Acts & Scenes • Producer • Program • Overture • Spotlights • Costumes • Props • Director • Stage • Curtain Call • Stagehand • Lobby • Usher • Musical Theater • Orchestra Pit • Proscenium arch • Playwright • Scenery • Makeup • Actor • Balcony • Play 4. Discuss the role of the audience and proper theater etiquette. A. Arrive on time so that you do not miss anything and so that you will not disturb the rest of the audience while trying to get comfortable in your seat. After the lights go out finding your seat is very difficult. B. It is easier for you (and the rest of the audience) to see and hear the performance if you stay in your seat and listen very carefully. C. In this theater you are not allowed to eat or chew gum. Not only does it ruin the theater, but it also distracts from your concentration. D. Try your best to remain in your seat once the performance has begun. In long performances, there will be an intermission. There is no intermission in a performance of AlphaBet Soup Productions since they are less than one hour in length. E. Although you may wish to say something to the actors while they are on stage, you need to hold your thoughts. You may disturb their concentration. F. Sing or participate if and only if you are invited to do so. Your participation is often very important. G. Listen to how the music sets the moods and affects your own feelings. H. Show the cast and crew your appreciation for their hard work with applause. Do this when you like a song or dance or joke at the end of the show.

Post Production Questions 1. MUSIC Was music used in the performance? Was it live or recorded? How could you tell? When was the music used? Why? Did it help develop the plot? What types of music was used, or was different types used? Can you describe how different kinds of music would make you have different kinds of feelings? When a play is a musical, an actor must have additional skills. Can you name some? A musical costs much more to produce. Can you name some additional expenses? (i.e. orchestra members and director, a practice piano, a score, a choreographer, etc.) 2. SETS Describe the sets used in the play you just saw. What props or details were used to suggest specific times or settings? How could lighting be changed to create a mood, season, time of day, etc.? What materials might have been used in building the sets? How were the sets and props moved on and off the stage? Describe a simple scene (a day in school, a trip to the mall, a ride in the car or on the bus), ask students to describe a basic set for the scene. 3. COSTUMES What would you need to know to create costumes for a play (Historical research, sewing, theatrical effects, etc.)? Why is the right costume important to the character in the play? 4. DANCE Describe the kind of dancing, if any, in the play. How is it different from the kinds of dancing that the class might know? What purposes could dance have in a play? 5. Make a list of all the personnel needed for a play. (director, actors, musicians, author, designers-set, costumes, lights & sound, stagehands, choreographer, producer, etc.)

ART ACTIVITIES for Beauty and the Beast

Draw a picture of a favorite scene or character.

Draw a picture of what the audience might look like from on-stage.

Re-create a scene from the play using clay forms in a box.

Design a program cover for the play using the title, date, and an illustration inspired by the play.

Draw an advertisement or program cover for the play

When I look into the Magic Book I read... ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

In My Castle I would be the Royal... _____________________ _____________________ _____________________ _____________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________

Story Cards Cut out the following story cards. Students can use these to: Sequence the story. Identify elements of the story. Retell the story. Act the Story out!

BEAUTY

WORM

BETTY

PRINCE

PAPA

Marie Antoinette Funacello

Louie Lou-i the 14th

ARMORY

BEAST

ELVIRUS THE ENCHANTRESS

Magic Book

ROSE

Describe the Characters

CASTLE

LOVE

HAG

THE CURSE

Which words describe the characters? Write your answers after their names.

BEAST_____________________________________________________________

______________________________________________________________________

BEAUTY (BELLA)______________________________

____________________________________________

ELVIRUS_____________________________________

____________________________________________

PRINCE______________________________________

____________________________________________ WORDS TO CHOOSE FROM

happy friendly clever caring angry beautiful rude handsome evil helpful smart moody honest ugly kind wicked nasty scary cross shy mean pretty horrible sly polite grumpy calm furious unkind fierce bold conceited

Then come up with TWO of your own descriptive words for each character!!

Questions to Ponder • Describe the relationship between Beauty and her sister.

• Compare and contrast Beauty to her sister.

• What caused Beauty and her father to return to the Beast’s castle?

Thinking of Themes Objective: Using the fairy tale Beauty and the Beast, students become familiar with recognizing themes in a story. Materials: • Copy of Beauty and the Beast, (included in this study guide) and other fairy

tales Vocabulary: • Theme Lesson Orientation Activity: Discuss the meaning of theme? A theme is an underlying message meaningfully created and connected to the story's plot, characters, and setting. Ask students to take five minutes to think about the theme of the story in Beauty and the Beast. Think about what message the author was trying to send to the reader. Students can then share their opinions about the theme(s) of Beauty and the Beast. Themes will vary from students to student. Point out that sometimes a book is read for the first time and the reader forms an idea of the initial theme. Later, the same book is read again and a different theme emerges depending on the maturity of the reader. Next, divide students in groups of three or four and ask them to choose another Fairy Tale to read. Group members should discuss what theme or themes emerge from each tale. Ask students to choose a particular theme and draw a picture of the scene in which the theme is best articulated to the reader. Next, students should write a summary explaining the theme, how it is exemplified in the story, and what is drawn on the picture. Ask students to share their summaries and illustrations with the class.

THEMES IN BEAUTY AND THE BEAST

NARCISSISM PRIDE RESPECT FAMILY COURAGE MATURITY SELFLESSNESS

SHAPE POEM THE ROSE IS IMPORTANT IN THE STORY. A SHAPE POEM IS A POEM WRITTEN IN THE SHAPE OF AN OBJECT. USE THE ROSE BELOW TO CREATE A POEM ABOUT THE STORY BEAUTY AND THE BEAST.

Fairy Tales

Genre: fairy tale – The story takes a place long time ago. – Difficult problems are solved at the end. – Some characters are imaginary. – Some characters are royal characters – Stories usually conclude, or end, with happy endings

where good wins over evil.

Fairy Tale Themes

One character is jealous of another’s beauty or goodness

Characters are put to a test

Characters get help from a magical creature

Honesty or cleverness is rewarded

Foolishness or evil is punished

Characters are transformed into something better

Characters marry royalty

Characters live happily ever after

Writing your own fairy tale--Story Map

Directions:

1. Describe the story elements you will include when you to write your own fairy tale. 2. Think about the fairy tale themes, and list the ones you plan to

include in your story.

Important Characters:

Setting (include time/when and place/where):

Story Problem:

Major Events (How did your characters try to solve the problem?):

Solution (How was the problem solved?):

Identify at least three fairy tale themes to be used in your story:

Beauty and the Beast There are many versions of this story that was first written in France in 1740.

Here is another version.

Once upon a time as a merchant set off for market, he asked each of his three daughters what she would like as a present on his return. The first daughter wanted a brocade dress, the second a pearl necklace, but the third, whose name was Beauty, the youngest, prettiest and sweetest of them all, said to her father: "All I'd like is a rose you've picked specially for me!" When the merchant had finished his business, he set off for home. However, a sudden storm blew up, and his horse could hardly make headway in the howling gale. Cold and weary, the merchant had lost all hope of reaching an inn when he suddenly noticed a bright light shining in the middle of a wood. As he drew near, he saw that it was a castle, bathed in light. "I hope I'll find shelter there for the night," he said to himself. When he reached the door, he saw it was open, but though he shouted, nobody came to greet him. Plucking up courage, he went inside, still calling out to attract attention. On a table in the main hall, a splendid dinner lay already served. The merchant lingered, still shouting for the owner of the castle. But no one came, and so the starving merchant sat down to a hearty meal. Overcome by curiosity, he ventured upstairs, where the corridor led into magnificent rooms and halls. A fire crackled in the first room and a soft bed looked very inviting. It was now late, and the merchant could not resist. He lay down on the bed and fell fast asleep. When he woke next morning, an unknown hand had placed a mug of steaming coffee and some fruit by his bedside. The merchant had breakfast and after tidying himself up, went downstairs to thank his generous host. But, as on the evening before, there was nobody in sight. Shaking his head in wonder at the strangeness of it all, he went towards the garden where he had left his horse, tethered to a tree. Suddenly, a large rose bush caught his eye.

Remembering his promise to Beauty, he bent down to pick a rose. Instantly, out of the rose garden, sprang a horrible beast, wearing splendid clothes. Two bloodshot eyes, gleaming angrily, glared at him and a deep, terrifying voice growled: "Ungrateful man! I gave you shelter, you ate at my table and slept in my own bed, but now all the thanks I get is the theft of my favorite flowers! I shall put you to death for this slight!" Trembling with fear, the merchant fell on his knees before the Beast. "Forgive me! Forgive me! Don't kill me! I'll do anything you say! The rose wasn't for me, it was for my daughter Beauty. I promised to bring her back a rose from my journey!" The Beast dropped the paw it had clamped on the unhappy merchant. "I shall spare your life, but on one condition, that you bring me your daughter!" The terror-stricken merchant, faced with certain death if he did not obey, promised that he would do so. When he reached home in tears, his three daughters ran to greet him. After he had told them of his dreadful adventure, Beauty put his mind at rest immediately. "Dear father, I'd do anything for you! Don't worry, you'll be able to keep your promise and save your life! Take me to the castle. I'll stay there in your place!" The merchant hugged his daughter. "I never did doubt your love for me. For the moment I can only thank you for saving my life." So Beauty was led to the castle. The Beast, however, had quite an unexpected greeting for the girl. Instead of menacing doom as it had done with her father, it was surprisingly pleasant. In the beginning, Beauty was frightened of the Beast, and shuddered at the sight of it. Then she found that, in spite of the monster's awful head, her horror of it was gradually fading as time went by. She had one of the finest rooms in the Castle, and sat for hours, embroidering in front of the fire. And the Beast would sit, for hours on end, only a short distance away, silently gazing at her. Then it started to say a few kind words, till in the end, Beauty was amazed to discover that she was actually enjoying its conversation. The days passed, and Beauty and the Beast became good friends. Then one day, the Beast asked the girl to be his wife.

Taken by surprise, Beauty did not know what to say. Marry such an ugly monster? She would rather die! But she did not want to hurt the feelings of one who, after all, had been kind to her. And she remembered too that she owed it her own life as well as her father's. "I really can't say yes," she began shakily. "I'd so much like to..." The Beast interrupted her with an abrupt gesture. "I quite understand! And I'm not offended by your refusal!" Life went on as usual, and nothing further was said. One day, the Beast presented Beauty with a magnificent magic mirror. When Beauty peeped into it, she could see her family, far away. "You won't feel so lonely now," were the words that accompanied the gift. Beauty stared for hours at her distant family. Then she began to feel worried. One day, the Beast found her weeping beside the magic mirror. "What's wrong?" he asked, kindly as always. "My father is gravely ill and close to dying! Oh, how I wish I could see him again, before it's too late!" But the Beast only shook its head. "No! You will never leave this castle!" And off it stalked in a rage. However, a little later, it returned and spoke solemnly to the girl. "If you swear that you will return here in seven days time, I'll let you go and visit your father!" Beauty threw herself at the Beast's feet in delight. "I swear! I swear I will! How kind you are! You've made a loving daughter so happy!" In reality, the merchant had fallen ill from a broken heart at knowing his daughter was being kept prisoner. When he embraced her again, he was soon on the road to recovery. Beauty stayed beside him for hours on end, describing her life at the Castle, and explaining that the Beast was really good and kind. The days flashed past, and at last the merchant was able to leave his bed. He was completely well again. Beauty was happy at last. However, she had failed to notice that seven days had gone by. Then one night she woke from a terrible nightmare. She had dreamt that the Beast was dying and calling for her, twisting in agony.

Compare this story to the one you saw on stage!

"Come back! Come back to me!" it was pleading. The solemn promise she had made drove her to leave home immediately. "Hurry! Hurry, good horse!" she said, whipping her steed onwards towards the castle, afraid that she might arrive too late. She rushed up the stairs, calling, but there was no reply. Her heart in her mouth, Beauty ran into the garden and there crouched the Beast, its eyes shut, as though dead. Beauty threw herself at it and hugged it tightly. "Don't die! Don't die! I'll marry you . . ." At these words, a miracle took place. The Beast's ugly snout turned magically into the face of a handsome young man. "How I've been longing for this moment!" he said. "I was suffering in silence, and couldn't tell my frightful secret. An evil witch turned me into a monster and only the love of a maiden willing to accept me as I was, could transform me back into my real self. My dearest! I'll be so happy if you'll marry me." The wedding took place shortly after and, from that day on, the young Prince would have nothing but roses in his gardens. And that's why, to this day, the castle is known as the Castle of the Rose.

Mathematics- Classifying and Graphing Materials: • Ask each student to bring in 2-3 stuffed animals • Masking tape (optional) • Chart paper (optional) Vocabulary: • Characteristic / attributes • Sort • Classify • Order

Lesson Set Up: • If you do not have a floor with large tiles, make a grid on the floor using tape. If you do

have a floor with large tiles, you may want to use tape to mark off the X and Y-axis. Learning Activity: As a class…

1. Ask students to tell what is special about their stuffed animals. 2. Ask students to explain how their stuffed animal is different than other stuffed

animals in the room. 3. Ask students to explain how their stuffed animal is the same as other stuffed

animals in the room. 4. Introduce the word "attribute." 5. Ask one student to stand up and describe one attribute of their stuffed animal. 6. While that student remains standing, ask other students if their stuffed animals

have the same attribute. 7. If they do have the same attribute, have them stand, too. 8. Have students sit down. 9. Repeat steps 5-7 using a different student and a different attribute. 10. Instead of having the students sit down this time, ask them to stand together

in a group. This group will have Attribute Number 1. 11. Ask everyone in the remaining group if they have a stuffed animal that has an

attribute that is different than the attribute of the group that is standing. This will be Attribute Number 2.

12. Ask anyone whose stuffed animal has Attribute Number 2 to stand as well and form a different group.

13. Repeat the steps 11-12 for new attributes until all students are standing as part of a group based on their stuffed animals' attributes.

14. Explain to the students that it is nice to "see" how much of something we have, especially if they are in groups. Tell them that one way to see how much of something we have is to make a graph.

15. Show the students the grid that you made on the floor. (If you have a floor with large tiles, each tile would be a box on the grid.)

16. Identify a column in the grid for Attribute Number 1.

17. Have each student that has an animal with Attribute 1 place their stuffed

animal in a box on the grid in the column for Attribute Number 1. (Make sure stuffed animals are placed in grid boxes that are adjacent to each other, with no empty grid boxes between stuffed animals.)

18. Repeat steps 16-17 for each attribute. 19. Repeat steps 9-18 if time allows and if you feel it is necessary.

Evaluation and Follow-Up Assessment Tools and Methods: Divide students into small groups and give them the task of identifying similarities and differences between each other's stuffed animals. Students may just classify and sort their stuffed animals into groups or they may try to make a graph as accomplished with the whole class. Teacher should discuss, with each group, the reasons the animals were sorted into the groups that they were sorted into.

Anthropomorphism

Attribution of human motivation, characteristics, or behavior to inanimate objects, animals, or natural phenomena. What characters in the story are given human characteristics, but are not human?