MTC Education Teachers’ Notes 2014

25 Sept – 11 Oct 2014 Southbank Theatre, The LawlerNotes prepared by Meg Upton

Marlinby Damien Millar

MTC presents an Arena Theatre Company production of

ABOUT THESE EDUCATION NOTES

CURRICULUM LINKS These education resources have been created for teachers of students aged eight to twelve (Years 3-6). In them you will find a range of activities and exercises that encourage a broad exploration of the performance of Marlin. Teachers may like to use them to engage learners in an integrated unit or to focus on specific learning areas. The suggested learning areas and/or AusVELS domains are: The Arts, Drama Puppetry, performing, and responding to the production English/Literacy Creating texts, exploring text structure and organisation, developing ideas Science Investigating the natural environment, natural phenomena and experimentation Communication Listening, viewing, responding and oral literacy Thinking processes Critical and creative thinking, problem solving Civics and Citizenship Considering community engagement Sustainability Sustainable futures and actions for a more sustainable future

BEFORE SEEING THE PRODUCTION

DISCUSSION POINT: BEING AN AUDIENCE Seeing live theatre is a very different experience from seeing a film or watching a program on television. In theatre the performers are live and theatre happens in real time. You are the audience, you are ‘live’, your reactions and responses can be heard by the performers. So, take a moment to think about the important role you play during the theatre performance. How can you best support the performers so that seeing Marlin is the best experience ever?

BACKGROUND INFORMATION: SYNOPSIS OF MARLIN When a fisherman and his granddaughter attempt to return a marlin to the sea, their journey becomes a life and death adventure that neither of them had anticipated. Drifting far out to sea and into the night, the pair wrestle with forces beyond their control in their effort to save this enormous fish. Set in the game fishing regions off Northern Queensland, Marlin is inspired by classic traditions of seafaring literature.

BACKGROUND INFORMATION: THE TEAM BEHIND MARLIN Billy Grogan Ashlea Pyke Thomas Grogan Christopher Bunworth Puppeteer Jacob Williams Playwright Damien Millar Director Christian Leavesley Assistant Director Jolyon James Designer Marg Horwell Lighting Designer Rachel Burke Sound Designer Jethro Woodward Composer Wang-Zheng Ting

BACKGROUND INFORMATION: DID YOU KNOW? A Marlin is… A marlin is a fish! It has an elongated body, a spear-like snout or bill and a long, rigid dorsal fin that extends forward to form a crest. Marlin are fast, marlin are large, they live far out at sea, they prefer warm ocean currents, they are strong, and they are fighters. Where did the Marlin get its name? Marlin are thought to be named after ‘marlinspikes’, which is a nautical or seafaring term. ‘Marlinspikes’ or ‘marlingspikes’ are a thin polished metal cone or spike 15 to 30 centimetres in length. They are used by seafarers in a number of ways; as a lifter or lever, to dig into and untie tightened knots, to create tension in boat lines or ropes when the hands aren’t strong enough. Fishing There are an estimated 38 million (yes, million) commercial fishermen worldwide! Techniques for catching fish include hand gathering, spearing, netting, angling and trapping. Recreational fishing or sport fishing is fishing for pleasure or competition. Big game fishing is done from boats in open water to catch larger fish such as tuna, sharks and…marlin. The Old Man and the Sea The Old Man and the Sea is a short novel written by Ernest Hemingway in 1952 which was part the inspiration behind this production. It tells the tale of a man named Santiago, an old Cuban fisherman. After eighty-four days without catching a fish Santiago heads out to the open sea to try and break his run of bad luck. On the eighty-fifth day, the old fisherman hooks a strong and resolute marlin. What follows is a great struggle between man, sea creature and the elements of nature. Magic realism Used in novels, films and theatre, magic realism is a style in which magical elements are a natural part of an otherwise realistic world. What books or films do you know that have aspects of Magic Realism? What about Harry Potter?

ACTIVITY – INAUGURAL EXPERTS’ CONFERENCE (Thinking, Literacy, Communication, ICT) Turn your learning area or classroom into the Inaugural Experts’ Conference. Set up the relevant equipment and plan an agenda or running sheet. The students become ‘Experts’ and present what they discovered to the conference ‘delegates’ in an interesting and engaging way. 1. Which of the above ideas, facts, bits of information did you find the most interesting? Which one made you the most curious? Choose one and conduct some research. Your research could include sources such as the internet, books and films. 2. Select 5-8 pieces of information that you discovered. 3. Using ICT create 5-8 Powerpoint slides, a Keynote, a Prezi or other presentation method.

ACTIVITY - THE SEA Much of the story of Marlin takes place at sea, on the open ocean. What are your experiences with the sea? When did you first see it? What did you do there? Have you ever been in a small boat on the open ocean? Do you like the sea? Do you fear it? Use the following prompt statements to explore what you think and feel about the sea. You can use one word, a phrase, a sentence or get together in groups and have a brainstorm. The first time I saw the sea I… The sea makes me feel… The power of the sea is…

There is danger in the sea… Without the sea life would be… The mystery of the sea is…

AFTER SEEING THE PRODUCTION

DISCUSSION POINTS – RESPONSE TO THE PRODUCTION What did you see, hear, think, and feel when you saw marlin? (Thinking processes, Personal learning, Literacy, Communication)

Billy argues with her teacher, Sister Michael and then runs away from school. Why?

Billy’s real name is Wilhelmina so why does she call herself Billy?

Can a budgie explode?

When the toilet rumbles and ‘burps’, what comes out? Is it real or a dream?

Do dreams come true? Do dreams mix things up? Do you dream about what you really want?

Billy: Sometimes stuff comes back.

Grandad: Yeah and sometimes it doesn’t.

What things don’t come back to Billy or Grandad in the story?

What do you think of Kevin for the name of a marlin? What other names would you give to it?

Grandad says - Like trying to write your name on water – what do you think he means by this comment?

What did you feel when the shark ate Kevin?

In the story, do you think Kevin the marlin was alive from the start?

Imagine being in a storm at sea. What would that be like?

Are Billy and her grandad close? Are they friends?

What happened to Billy’s dad?

Where is Billy’s mum?

How did you feel about Billy?

How did you feel about Kevin the marlin?

Why do think Billy and Grandad Tom tried to save Kevin?

What do you think the performance of Marlin is saying about fishing?

What do you think the performance is saying about humans and the sea?

DISCUSSION POINTS: STORYTELLING AND PUPPETRY (The Arts, Drama, Thinking processes, Communication) Marlin uses theatre and puppetry to tell the story of Billy and her Grandad and the adventure they embark on. The story could have been told in a book, a film, a song, or other medium. Why did the playwright, Damien Millar, choose to write the story as a play? What do you think about theatre as a story telling process and as an art form? What are the meanings of the following theatrical terms: actors or performers scenes characters dialogue

set design costume theatre lighting stage sound auditorium props or properties puppets

When you were in the theatre what did you notice first? What did you notice most?

What do you remember about the colours of the set design, the lights and the costumes?

What about the use of foam? How did this create a sense of the sea?

How did the performance show Billy swimming under the sea?

How was Grandad Tom’s ‘Big Ship’ created for the performance?

There are many different scenes in the play but they all take place in one theatre space. How did the lighting, set, music and the acting help us believe we are in different places?

There are several puppets used in the performance. Which characters were puppets?

Did you notice how the puppets were operated?

What costumes did the performers wear?

What music and sounds did you hear?

DISCUSSION POINT - GRANDPARENTS (Personal and Social Capability, Thinking Processes) In Marlin, Billy’s Grandad Tom looks after her. Her father has gone missing at sea and her mother is not really around. Think about the older people in your life: What do you call your grandparents or older relatives in your family? Grandfather, Grandpa, Grandpapa, Granddad, Pop, Poppy, Pa, Gramps, Nonno, Opa? Grandma, Grandmamma, Gran, Granny, Nan, Nanna, Nanny, Grammy, Nonna, Oma? Maybe you have other names for them. Think about the older people you have in your life. They could be grandparents, other older relatives, elderly neighbours or older family friends. Choose one.

What’s their relationship to you?

How old are they?

What do you call them? What do they call you?

What’s something funny or odd they often say? Maybe it is something old fashioned.

Do you they ever give you advice? What is it?

Share an occasion or event that you have shared with them.

Discuss the relationship between Billy and her Grandad in the performance of Marlin.

How would you describe it?

Are they close? Do you think they love each other? How did the performance show these things?

INTERVIEW WITH THE DIRECTOR OF MARLIN – CHRISTIAN LEAVESLEY Marlin is a story about…

A large fish called Kevin but also about Billy and Tom Grogan. Billy is Tom’s grand-daughter and Tom

is Billy’s grandfather. In the show we see the difference between being a grandparent and a parent.

Billy and Tom, the two central characters want to keep the relationship they had as grandfather-

granddaughter, but things have changed. Billy’s Dad is missing at sea and Billy’s mum isn’t around.

In many ways Marlin is a play about how we take responsibility for our own actions, and how we

allocate responsibility to other people in our lives. To explore these ideas our two main characters

go on a boat trip that turns into a life or death struggle involving a large fish

If I was to describe my role in the production of Marlin, I would say…

My role in the production of Marlin is the director. It is my responsibility to have a vision, or an

overall plan for the show; what it will look like and how the story will be told. I then share this with

the designers and the performers. Together we create the production. In the rehearsal room I also

get to move the actors and puppeteers around and often have to tell them what has to happen next.

Something I discovered while working on the production was…

That foam has a ‘life’ a little like snow. There are many different types of snow- wet snow, dry snow,

fluffy snow, hard snow, etc. Liquid foam is a lot like that. As a major part of the set design I was

attracted to foam because seemed to almost have a life of its own that the actors could work with. I

like it when the stage feels ‘alive’ because I feel that the everyday world is always changing and

shifting around us, even if that is happening so slowly that we sometimes don’t recognise it. When

we began to rehearse Marlin I discovered that foam really seems to be ‘alive’, it is unpredictable, but

it is also quite fragile. Of course, this is perfect for the story, but it is also a little bit scary at times

too.

When I think about the sea I feel…

Connected to my father, who spent his early adulthood working on the sea. The time he spent at sea

and the experiences he had has really shaped the type of man and father he has become.

Grandparents or older relatives can be important because…

They don’t carry the same responsibilities as direct guardians and parents do. They sometimes feel

freer to break the ‘rules’ because they are not so concerned about having to be the best role model.

There are many reasons for grandparents and older relatives feeling this, such as knowing that their

time with younger ones is limited and their greatest desire is to make this time as happy as they can.

Younger and older people will enjoy seeing Marlin because…

We created this production as a work you can share with somebody of a different generation. We

wanted to create a performance that would appeal to young audiences through a sense of

adventure, and appeal to older audiences by exploring how different generations think about their

roles in life. But for me, I hope that the older audiences get lost in the adventure, and the younger

audiences become curious about how older generations see the world around them.

I love this show because…

The show began with me thinking about some quite personal things to explore. But, as designers,

puppeteers and actors joined me, they brought their own ideas to the show. The project doesn’t feel

like just my project any more, and it is far richer for it. I love the show because of the ways the

artists have made personal commitments and the one that I particularly love involves the bill of the

marlin puppet. The puppet maker stripped down his father’s old fishing rod and used it as the basis

for the marlin’s bill. I love that!

RESPONSE TO MARLIN – ENGLISH TASKS (Language and literacy)

1. Persuasive Writing Persuasive writing is writing that asks you to try and persuade your audience to accept your point of view

PROMPT - It is cruel to catch fish for sport or pleasure. What do you think? Do you agree or disagree? Perhaps you can think of ideas for both sides of the statement. Write to convince a reader of your opinions.

Start with an introduction. An introduction lets the reader know what you are going to write about

Write your opinions about catching fish for sport or pleasure

Give reasons for your opinions

Finish with a conclusion. A conclusion is a short paragraph that sums up your writing as a final way of convincing your reader.

2. Writing a Haiku Poem A Haiku is a form of Japanese poetry written on three lines using 17 on or syllables. The first line has five syllables, the second has seven syllables, and the final line has five syllables. You can think of it like this

1 2 3 4 5 1 2 3 4 5 6 7

1 2 3 4 5 Haiku is a very creative way to write a response to something personal or as a response. Some examples are:

An ocean voyage. The great blue marlin

As waves break over the bow Leaps high from the ocean’s depth, the sea welcomes me. A flash on the wave

Using some ideas from or some responses you had to the performance of Marlin, write a Haiku poem. Prompts: Billy, Grandad Tom, The albatross, boats, riding a bike, school, teachers, family.

3. Rhyming Text In one scene in Marlin, Billy’s water turtle Ron unexpectedly dies and she and Grandad Tom bury Ron in the garden. They then say some words over Ron’s grave in a rhyme:

Grandad: In memory of old grandma Murtle, we ask the land to bless this turtle

Take him far beyond the reef, in memory of when I had real teeth Billy: In memory of old Sister Nell, make his shell not ever smell

What lines could come next? Using rhyme, write two more lines about Ron the Turtle’s untimely death.

4. What does that word mean?

The performance of Marlin is set in far North Queensland in a fishing town called Ophelia. The language spoken is English but the characters use lots of slang and fishing terminology. What do the following words mean? Wimple Vestigial fin Push bike Cranky Spew Noggin Reflexes Kaput Clobber Sucko Swim bladder

RESPONSE TO MARLIN - DRAMA TASK (The Arts, Drama) Picture Postcard In this activity you can use drama and performance to respond to the performance of Marlin. A ‘Picture Postcard’ is a frozen picture, like a photo, that you make with your bodies to represent a scene.

1. BRAINSTORM:

As a group or class brainstorm a list of key moments or scenes from the story of Marlin eg. The scene where Billy is on her bike, the scene where she runs away from school etc.

Who were the characters in each scene or moment? What action was happening?

2. PICTURE POSTCARD

Arrange yourselves in groups of 4 to 6

Select 3 to 4 scenes or moments

Create a picture postcard for each scene or moment

Each person in your group should be in each picture

You can be people or objects such as a boat, a bird, a wave, a fish, a bike etc.

Plan and rehearse each of your picture postcard images

Show your picture postcards to your class

Reflect on how each group represented some of the key moments from the performance

What were the differences? What were the similarities?

RESPONSE TO MARLIN - SCIENCE DISCUSSION AND RESEARCH PROMPT

The secret of sea foam In the performance of Marlin, sea foam is a large component of the set. Think now about the science of foam and in particular the science of SEA FOAM

What is sea foam made from?

Why does it form?

Is sea foam a good thing or a bad thing?

How is FOAM used in the performance of Marlin?

How do you think the foam was made? A recipe for sea foam:

Agitated seawater

A high concentration of organic matter

Surface tension Find out more: http://oceanservice.noaa.gov/facts/seafoam.html Make fake foam: http://www.hometrainingtools.com/a/super-soap-bubble-solution

RESPONSE TO MARLIN - GEOGRAPHY DISCUSSION AND RESEARCH PROMPT Secrets of an ocean reef In Marlin, the journey to return Kevin to the deep and save him takes Grandad Tom and Billy to an ocean reef. There have been several recent news reports about The Great Barrier Reef and its safety and survival as a large natural phenomenon. But what is a reef? The following resources will enable you to explore reefs: http://splash.abc.net.au/media/-/m/85932/creatures-of-the-coral-reef http://splash.abc.net.au/topic/-/t/496128/seas-and-oceans http://splash.abc.net.au/media/-/m/85536/the-great-barrier-reef-debate http://splash.abc.net.au/media/-/m/85888/ways-to-catch-and-eat-fish

RESPONSE TO MARLIN - MATHS DISCUSSION AND TASK What’s a fathom? A fathom is an old fashioned measurement often used by sailors and seafarers. How long is a fathom? The distance between the tip of the middle finger on your right hand and the tip of the middle finger on your left hand is the distance of a fathom – although in the past sailors took that measurement from a grown man. The measurement from fingertip to fingertip was commonly agreed to be six feet. Sailors would then tie knots on a rope at fathom intervals and drop the rope over the side of the boat with a weight to measure sea depth when they entered shallow waters.

Stand and stretch your arms out to each side. Make sure they are very straight.

With a partner measure your own individual ‘fathom’ with a tape measure or ruler

Make a note of the measurement.

Using this individual fathom measurement, measure the length of your classroom.

Compare the different sizes of different students’ individual fathoms

What else can you measure using your ‘fathom’ measurement?

ABOUT ARENA THEATRE COMPANY

Arena creates live performances for audiences aged 5 to 25 years. Established in 1966, Arena is one

of Australia’s longest-running producers of theatre for young people. Arena believes that theatre

creates a space that is surprising, alive, and inspiring. It is a space to which everyone is entitled, on

equal terms.

Some of Arena’s recent successes include the award-winning Moth by Declan Greene, the large scale

installation work, The House of Dreaming, the AWGIE award-winning Starchaser by Lally Katz and

the cabaret work for children, Cautionary Tales for Children, developed at the Kennedy Center in

Washington.

www.arenatheatre.com.au

ABOUT MELBOURNE THEATRE COMPANY Founded in 1953, MTC is the oldest professional theatre company in Australia. It is one of the major performing arts companies in Australia, and one of the largest theatre companies in the English-speaking world. Our Vision To enrich lives with understanding and empathy through the storytelling power of the finest theatre imaginable. Our Artistic Purpose To produce classic and contemporary Australian and international theatre with style, passion and excellence in order to entertain, challenge and enrich audiences. MTC’s award-winning Education program reaches thousands of young people across Victoria every year, bringing world-class productions into the realm of Education, and touring to some of the most remote schools in Victoria. www.mtc.com.au

REHEARSAL AND PROMOTIONAL IMAGES: Photos by Jolyon James

Christopher Bunworth in Rehearsal

Promotional image: Jacob Williams and his Marlin puppet

Promotional image: Christopher Bunworth as Thomas Grogan

Promotional image: Ashlea Pyke as Billy Grogan

Director Christian Leavesley, Jacob Williams, Ashlea Pyke and Christopher Bunworth in rehearsal

Jacob Williams, Ashlea Pyke, Christopher Bunworth and Director Christian Leavesley in rehearsal

Marlin Teachers’ Notes

© Melbourne Theatre Company Education 2014