Music by Alan Menken
Lyrics by Howard Ashman and Tim Rice
Book by Linda Woolverton
Disney's Beauty and the Beast Jr is presented through special arrangement with Music Theatre International (MTI). All authorized performance materials are also supplied by MTI. 421 West 54th Street, New York, NY 10019 Phone: 212-541-4684 Fax: 212-397-4684 www.MTIShows.com
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Dear Teachers
Be Our Guest! The Academy Award-winning film comes to life in this romantic and beloved take on the classic fairytale. (60
Minute Version for Young Performers).
Step into the enchanted world of Disney's Beauty And The Beast JR. Featuring songs from the Academy Award-winning animated feature, this stage version includes music by Alan Menken and the late Howard Ashman, along with new songs by Mr. Menken and
Tim Rice.
The classic story tells of Belle, a young woman in a provincial town, and the Beast, who is really a young prince trapped under the spell of an enchantress. If the Beast can learn to love and be loved, the curse will end and he will be transformed to his former self.
But time is running out. If the Beast does not learn his lesson soon, he and his household will be doomed for all eternity.
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Curriculum Connections
FAIRY TALES
 SYMBOLISM
INVENTIONS
CONFLICT RESOLUTION
SELF-RESPECT
ETIQUETTE
BULLYING
We thank you for sharing this special experience with your students and hope that this study Guide helps you connect the performance to your in-classroom curriculum in ways that you find valuable. In the following pages, you will find contextual information about the performance and related subjects, as well as a variety of discussion questions and activities. Some pages are appropriate to reproduce for your students; others are designed more specifically with you, their teacher, in mind. As such, we hope that you are able to “pick and choose” material and ideas from the study guide to meet your class unique needs.
See you at the theatre!
“No child is fully educated or adequately prepared to live in an increasingly technological world without understanding the meaning and beauty transmitted by the arts.”
-J.P. Getty Trust - Beyond Creating a Place for Art in America’s School, 1985
About KCP
KCP is a not-for-profit organization committed to bringing the Arts to schools and the community.
The mission of KCP is to:
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Entertain and inspire our audience by producing memorable musicals
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Create opportunities for the community to participate in high quality productions both on stage and behind the scenes
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Enhance development of youth in the arts by providing a variety of educational experiences in all aspects of theatre, supporting the Ontario Curriculum
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 Celebrate the talent, commitment and achievements of our volunteers
KCP brings professional and local artists together to share their art form and craft with the youth of the community, while postperformance Q&A sessions with the cast and production team offer the audience the opportunity to explore each show as a living, evolving piece of art.
KCP sets the highest standard for performance quality in our region.
GOING TO THE THEATRE. . . YOUR ROLE AS AN AUDIENCE MEMBER
Attending a live performance is a unique and exciting opportunity. Unlike the passive experience of watching a movie, audience members play an important role in every live performance. As they act, sing, dance, or play instruments, the performers on stage are very aware of the audience’s mood and level of engagement. Each performance calls for a different response from audience members. Lively bands, musicians, and dancers may desire the audience to focus silently on the stage and applaud only during natural breaks in the performance.
Audience members can often take cues from performers on how to respond to the performance appropriately. For example, performers will often pause or bow for applause at a specific time.
Through KCP Youth Production curriculum-connected performances for school audiences, students are encouraged to discover the rich, diverse world of performing arts.
THEATRE ETIQUETTE
Here is a checklist of general guidelines to follow when you visit Georgian Theatre:
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Leave all food, drinks, and chewing gum at school or on the bus
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Cameras, recording devices, and personal listening devices are not permitted in the theatre
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Turn off and put away all cell phones, pagers, and other electronic devices before the performance begins
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Do not text during the performance
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Respect the theatre, remember to keep your feet off of the seats and avoid bouncing up and down
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When the house lights dim, the performance is about to begin. Please stop talking at this time
 Talk before and after the performance only. Remember, the theatre is designed to amplify sound. Other audience members and the performers on stage can hear your voice!
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Use the restroom before the performance or wait until the end. If you must leave the theatre during the show, make sure the first set of doors closes before you open the second — this will keep unwanted light from spilling into the theatre and ask an adult to accompany you.
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Appropriate responses such as laughing and applauding are appreciated. Pay attention to the artists on stage — they will let you know what is appropriate
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Open your eyes, ears, mind, and heart to the entire experience. Enjoy yourself!
Thank you for choosing KCP and attending our Youth Show.
Below are tips for organizing a safe and successful field trip to the Georgian Theatre.
QUESTIONS?
Please contact the Andrée Day at 705-241-2787 or andree@kempenfeltplayers.com.
Thank you!
ORGANIZING YOUR FIELD TRIP
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Please include all students, teachers, and chaperones in your ticket request.
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After you submit your ticket request, you will receive a confirmation e-mail within five business days. Your invoice will be attached to the confirmation e-mail.
 Payment policies and options are located at the top of the invoice. Payment (or a purchase order) for your reservation is due two weeks prior to the date of the performance.
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 Tickets are not printed for school performances. Your invoice will serve as the reservation confirmation for your group order.
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Schedule buses to arrive at the theatre at least 30 minutes prior to the start of the performance. This will allow time to park, walk to the theatre and be seated in the theatre.
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Performances are approximately 60 minutes unless otherwise noted on the website and printed materials.
DIRECTIONS AND PARKING
ARRIVAL at Georgian Theatre (Georgian College)
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Any teacher/chaperone driving to the theatre need to be prepared to pay$5 (coins or tokens) in order to exit the College parking lot
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When arriving at Georgian Theatre, please have an adult lead your group for identification and check-in purposes. You may enter the building though the front lobby of the College; a KCP usher may be stationed outside the building to direct you.
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KCP members will usher groups into the building as quickly as possible. Once inside, you will be directed to the check-in area.
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Ushers will escort groups to their seats; various seating factors including group size, grade levels, arrival time, and special needs seating requests may be used to assign a group’s specific location in the theatre.
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We request that an adult lead the group into the theatre and other adults position themselves throughout the group; we request this arrangement for supervision purposes, especially in the event that a group must be seated in multiple rows.
 Please allow ushers to seat your entire group before rearranging seat locations and taking groups to the restroom.
IN THE THEATRE
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In case of a medical emergency, please notify the nearest usher.
We ask that adults handle any disruptive behaviour in their groups. If the behaviour persists, an usher may request your group to exit the theatre.
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Following the performance and after the Q&A period, groups will remain seated until they are called to exit the theatre and proceed to their bus (es).
What is Musical Theatre?
Musical theatre is defined as the presentation of a story using the elements of music, singing, dancing, on a stage in front of a live audience. This art of telling stories either through or with songs dates back to time immemorial. The ancient Greeks included music and dance in many of their stage comedies and tragedies as early as the 5th Century B.C. Staged in open-air amphitheatres, these plays featured humour, political and social satire, jugglers, and anything else that might entertain the masses. While these plays had no direct effect on the development of musical theatre as we know it, they prove that musicals have been around for at least 2500 years.
Elements of Production
A musical is much more than the 90 minute show the audience sees. The production process often takes many months to complete.
Creative Team
No musical would be possible without the imagination or inspiration of its authors. Many times, the idea for a show grows from an existing book, play, article, or movie. Other times, authors write musicals from an original idea or concept. Once an idea is developed, composers and lyricists begin to write the songs. The music needs to not only fit the overall tone and pace of the
Musical, but also contain lyrics that help the audience understand the story and its characters.
The choreographer designs dance sequences for the performers. The dances are intricate movements that allow the performers to express the meaning of each song. The director works with all of them to help guide the overall artistic vision of the show.
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THE PEOPLE BEHIND THE PRODUCTION
There are many jobs in the theatre. From the people who develop the show to the performers you see on stage, it takes a lot of effort and teamwork to bring a story to the stage. Help your students think about the many jobs in the theatre by reviewing the following information about all the people who worked to create Disney’s Beauty and the Beast Jr.
THE PRODUCER coordinates and is responsible for all aspects of production, both technical and artistic • Organizes, prioritizes and manages finances, personnel, and scheduling. The producer keeps up to date on all developments from inception to final wrap-up of the project. Ensures everyone has a clear job description and is able to do their job effectively. Fosters team spirit
THE DIRECTOR tells the actors where to go on stage and how to interpret their characters. The director makes sure everyone is doing a good job telling the story.
THE MUSIC DIRECTOR is responsible to the director for all musical aspects of the production. The musical director may serve as the conductor, rehearse the musicians, teach the cast the music or act as the rehearsal pianist.
THE ACTORS are all of the people who you see on the stage. They work together as a team to rehearse the play, memorize their lines, and learn their songs.
THE SET DESIGNER creates the world where the actors tell the story. The set designer imagines all of the pieces you see on stage and figures out how the stage changes from scene to scene.
COSTUME DESIGNER imagines the clothes and costumes that the actors wear to help them become the characters.
STAGE MANAGER is responsible for making sure everything relating to a particular production happens when and how it is supposed to happen.
MAKE UP ARTIST is responsible to ensure the cast has proper make up for stage and applies special effects make up if needed.
SOUND DESIGNER is responsible for ensuring overall quality of the music and vocals.
BACKSTAGE CREW: You may not see them, but there are lots of people backstage who build and operate the scenery, costumes, props, lights, and sound during the performance.
THE AUDIENCE: That’s right! There can be no performance without you, the audience. The role of the audience is unique because you experience the show with the performers and backstage crew. You are a collaborator in the performance and it is important to learn your role so you can join all the people who work to create the production.
ACTIVITIES:
1. Read the story Beauty and the Beast together in class. a. Identify the main topic and discuss key details in the text. b. With prompting identify characters, settings and major events.
2. Have a brief discussion about the differences between reading a story and seeing it as a musical. The stage version of the story will be different, but all the themes and major events will stay the same. a. Has anyone seen a play or musical before? b. Discuss expectations and theatre etiquette.
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3. Relating To the Character
Belle… the most beautiful girl in the town, falls in love with the Beast
Gaston… a handsome but egotistical hunter who is in love with Belle
The Beast… is actually a young prince who lives in a castle, falls in love with Belle
Maurice… Belle’s father, gets thrown into the dungeon by the Beast
Lefou… Gaston’s sidekick who finds Maurice’s scarf in the woods
Mrs. Potts…a teapot that is actually a servant who lives in the castle
Lumiere… a candelabra that is actually a servant who lives in the castle
Cogsworth… a mantle clock that is actually a servant who lives in the castle
Musical numbers
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Prologue/ The Enchantress
♥ Belle/ Belle, Gaston, Lefou, Silly Girls
♥ Maurice
♥ Belle (Reprise) /Belle
♥ Home/Belle/Mrs Potts
♥ Gaston/Lefou, Gaston, Silly Girls, Tavern Patrons
♥ Gaston (Reprise)
♥ Be Our Guest/Lumiere, Mrs Potts, Cogsworth, Madame De La Grande Bouche, Chip, Babette, Enchanted Objects
♥ Something There/Belle, Beast, Lumiere, Mrs Potts, Chip, Enchanted Objects
♥ Human Again/Lumiere, Madame De La Grande Bouche, Cogsworth, Mrs Potts, Babette, Chip, Enchanted Objects
♥ Beauty and the Beast/Mrs Potts
♥ The Mob Song/Gaston, Lefou, Monsieur D’Arque, townspeople
♥ The Battle/The Company
♥ Transformation/Beast, Belle
Beauty and the Beast (Reprise)/ The Company
Synopsis
Once upon a time in a faraway land, an Enchantress turns a cruel, unfeeling Prince into a hideous Beast. To break the spell, the Beast must learn to love another and earn her love in return before the last petal falls from an enchanted rose.
Ten years later, in a small village far below the Beast's castle, a beautiful and intelligent young woman, Belle, yearns for something more than her provincial life ("Belle"). On his way to show his invention at a fair, Belle's father, Maurice, gets lost and seeks shelter in a castle. Enchanted Servants - Cogsworth, Lumiere, Babette, Mrs. Potts and Chip - try to make Maurice comfortable, but the Beast imprisons the intruder. To the dismay of the Silly Girls who fawn over Gaston, the village brute proposed to Belle, who turns him down ("Belle - Reprise").
When Belle sees Gaston's sidekick Lefou wearing her father's scarf, Belle runs off to search for him. Belle finds her missing father at the castle and offers herself in exchange for his freedom. The Beast agrees, sends Maurice back to the village, and escorts Belle to her bedroom, where she considers what she has done ("Home"). Seeing their guest forlorn, Mrs. Potts and Madame de la Grande
Bouche comfort Belle ("Home - Tag").
In the village tavern, Lefou and the Villagers try to lift Gaston's spirits ("Gaston"). When "crazy old" Maurice barges in claiming that he has seen a Beast, Gaston and Lefou form a plan to win Belle ("Gaston - Reprise"). At the castle, the Servants coach the Beast on how to act like a gentleman. When Belle refuses to accept the Beast's invitation to dinner, he loses his temper and tells her to starve.
However, Lumiére and the Servants offer Belle an extravagant feast anyway ("Be Our Guest"). While Cogsworth gives Belle a tour of
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the castle, she wanders off into the forbidden West Wing. The Beast discovers her there and explodes, which causes the frightened
Belle to flee the castle. In the forest, Belle is attacked by wolves. The Beast saves her but is injured in the process.
Having a change of heart, Belle helps the Beast back to the castle and dresses his wounds. The Servants recognize something different between Belle and the Beast ("Something There") and express their hope that the spell may soon be broken ("Human
Again"). Now dressed in a stunning gown, Belle dances with the Beast ("Beauty and the Beast").
Despite this new friendship, Belle longs to see her father. Using the Beast's magic mirror, Belle sees that Maurice is in trouble, so the
Beast lets her go. Belle finds Maurice in the forest and takes him home to the village, where Gaston has arranged for Monsieur
D'Arque to take him to the lunatic asylum. Belle proves that her father is not crazy by showing the Beast in the Magic Mirror.
Jealous of Belle's affection for someone else, Gaston whips the Villagers into frenzy to storm the castle and kill the Beast ("The Mob
Song"). While the Servants defend the castle from the Villagers' attack, Gaston confronts and stabs the Beast in the West Wing, then runs away in shame when the Beast refuses to kill him. Belle arrives and holds the dying Beast in her arms ("Home - Reprise"), while her weeping breaks the spell. The Beast transforms back into the Prince, the Servants become human again, and they all live happily ever after ("Finale").
Dig a little deeper…
The following questions are intended for students to learn about the plot and characters of a story. These may be used to prompt class discussions or given as a written assignment.
What is going on?
The plot is the action or events that make up the story. In order for a story to make sense, the events within must be in logical order.
1. Describe the plot of Beauty and the Beast in one or two sentences.
2. Identify five important moments in the show and explain why you chose them. Draw a picture illustrating each event in a timeline.
3. What information did you need to know in order to understand the action in Beauty and the Beast? How did the show communicate this information?
4. Read the lyrics of Something There in Section VI. What is the main message in this song?
5. Below are some of the main events in the show. Place them in chronological order. a. Belle and the Beast fall in love. b. The young prince is turned into a beast by the old beggar woman. c. Belle becomes the Beast’s prisoner in exchange for her father’s freedom. d. Gaston gathers the townsfolk and goes to attack the Beast. e. The Beast transforms into the handsome prince.
Optional Terminology
-Exposition: presentation of information that the audience needs to understand the story’s action
-Rising Action: central part of the story during which various problems and complications arise that cause the characters to take action
-Climax: the highest point or turning point in the action
-Falling Action: contains the action or dialogue necessary to lead the story to a resolution
-Resolution: the end of the story in which the problems are solved
Be Our Guest!
1. Which character was your favourite? Least favourite? Explain.
2. If you could be any one of the characters in the show, which would you choose? Why?
3. Why did the old woman turn the prince into a Beast? What was she trying to teach him?
4. Which character do you consider to be the villain? The hero or heroine? Explain.
5. Why do the townsfolk think Belle is odd? If you were one of them, would you be Belle’s friend? Why or why not?
6. Why does Belle choose to be the Beast’s prisoner?
7. How do you think the Beast felt when he scared Belle away?
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8. The Beast wanted Belle to stay with him in the castle, so why did he let her leave to go see her father?
Get Creative!
The following activities are intended to enhance students’ understanding of the show and provide lessons they can apply to their own lives.
I want much more than this provincial life!
Objective: to connect the events of the show with personal experiences, stimulate imagination, encourage creative expression
Action: In the show, Belle dreamed of a more exciting life than the provincial town she lived in. If you could live anywhere and do anything in the world, where would you live and what would you do? Use your imagination. Draw a picture of the scenario and present it to the class.
Can I be Lumiére?
Objective: to review the characters in the show, stimulate imagination, encourage creative expression
Action: Choose your favourite Enchanted Object. Interact with your classmates by acting and talking like the object. Do not directly tell each other who you are imitating. Guess which object each person is.
*Principal Enchanted Objects:
Mrs. Potts (teapot) Lumiére (candelabra)
Cogsworth (mantle clock) Babette (feather duster)
Madame de La grand Bouche (wardrobe) Chip (teacup)
Home Sweet Home
Objective: to connect the events of the show with personal experiences, stimulate imagination, encourage self-expression
Action: As a class, discuss how Belle felt when she was the Beast’s prisoner. Make a list of the specific things she missed about her home. Also, think about what you love most about your home and make a list of the specific things you would miss if you suddenly had to leave.
Act it Out!
Objective: to understand the show, stimulate imagination, encourage creative expression and teamwork, build self confidence
Action: Using the part of the script below, act out your own production of Beauty and the Beast. Add or take out lines according to your interpretation of the story. If desired, include costumes, props, and music.
Roles: 8 boys, 5 girls, ensemble members
Life Lessons
Objective: to learn the ideas and lessons presented in the show
Beauty is only Skin Deep
In Beauty and the Beast, Belle discovers that the Beast is no beast at all. Rather, he is a kind and caring soul and she eventually falls in love with him! Form groups of 3-4 people.
Act out a scene showing people befriending and accepting someone whose looks or behaviours are different from the rest of the group.
Into the Unknown
In The Mob Song, the townsfolk sing, “We don’t like what we don’t understand; in fact, it scares us”. As a class, name things that you dislike or are afraid of because you have never experienced or seen them (examples: strange food, wild animals, and foreign countries). Also, try a new food or make a new friend today.
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You’re Unique!
The townsfolk think that Belle is odd and different. Choose your favourite character from the show and think about how he or she is different from everyone else. Draw a picture showing his or her unique qualities. Also, present your own special quality, ability, or hobby to the class through a drawing, collage, or demonstration.
Act It Out! Script
8 boys – Young prince 5 girls – Old beggar woman
The Beast Enchantress
Gaston Belle
Lefou Mrs. Potts
Maurice
Lumiere Narrator
Cogsworth
Monsieur D’Arque Ensemble members – townsfolk
Young prince and old beggar woman in center of performance area with lights off
--Castle--
Narrator: Once upon a time, in a faraway land, a young prince lived in a shining castle. Although he had everything his heart desired; the prince was spoiled, selfish, and unkind.
Turn on lights
Young prince, old beggar woman, Enchantress, and the Beast acting out the story as narrator tells it
Narrator: But then, one winter's night, an old beggar woman came to the castle and offered him a single rose in return for shelter from the bitter cold. Repulsed by her haggard appearance, the prince sneered at the gift, and turned the old woman away. But she warned him not to be deceived by appearances, for beauty is found within. And when he dismissed her again, the old woman's ugliness melted away to reveal a beautiful Enchantress. The prince tried to apologize, but it was too late, for she had seen that there was no love in his heart. And as punishment, she transformed him into a hideous beast, and placed a powerful spell on the castle, and all who lived there. The Rose she had offered was truly an enchanted rose, which would bloom for many years. If he could learn to love another, and earn her love in return by the time the last petal fell, then the spell would be broken. If not, he would be doomed to remain a beast for all time. As the years passed, he fell into despair, and lost all hope, for who could ever learn to love...a Beast?
--Town--
Belle: (has a book in hand, walking around, talking to audience) It's a quiet village, every day like the one before. It’s a little town, full of people waking up to say…
Townsfolk: Bonjour! Bonjour! Bonjour!
Belle: There goes the baker with his tray, like always. The same old bread and rolls to sell, every morning just the same, since the morning that we came to this poor provincial town.
Townsfolk: (pointing at Belle) Look there she goes! That girl is strange, no question. Dazed and distracted, can't you tell?
Belle: (looking up toward the sky) There must be more than this provincial life!
Townsfolk: Look there she goes! That girl is so peculiar! I wonder if she's feeling well.
With a dreamy, far-off look and her nose stuck in a book, what a puzzle to the rest of us is Belle.
Enter Gaston and Lefou
LeFou: (holding a dead animal) I got it Gaston! Wow! You didn't miss a shot, Gaston! You're the greatest hunter in the whole world!
Gaston: I know.
LeFou: No beast alive stands a chance against you. --- And no girl, for that matter
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Gaston: It's true, LeFou. And I've got my sights set on that one. (points to Belle)
LeFou: The inventor's daughter?
Gaston: She's the one - the lucky girl I'm going to marry. She’s the most beautiful girl in town. Right from the moment when I met her, saw her, I said she's gorgeous and I fell. Here in town there's only she who is beautiful as me. So I'm making plans to woo and marry Belle!
Turn off lights
Turn on lights
--Woods—
Maurice: (talking to himself) First prize is nearly mine! It's quite my best invention -- so simple, yet complex; so massive, yet so small. This triumph of design will be my old-age pension… that is, provided I can find the fair at all. Hmmm, I must have missed a sign.
Maurice starts to run and reaches the castle
--Castle—
Maurice: (knocks on castle door) Hello? Anyone there? I need help… I got lost in the woods…hello? (Opens door and walks in)
Enter Lumiere, Cogsworth, and Mrs. Potts
Lumiere & Cogsworth: Bonjour Monsieur!
Mrs. Potts: May we help you?
Maurice: ((scared) Oh my… you can talk! What is this place?
Lumiere: No need to be frightened…please, come in come in.
(The Beast roars in the background)
Cogsworth: Oh no, he heard us! Hurry, hide!
Enter the Beast
Beast: (sees Maurice, angry) who are you? What are you doing in my castle?
Maurice: I’m sorry, I didn’t mean any harm. I got lost in the woods; I just needed some help…please…
Beast: (interrupting) Quiet! I don’t allow anyone in my castle! (Picks up Maurice by the back of his shirt and starts
walking) You’re going to stay in the dungeon!
--Town—
Gaston: (proposing to Belle) we shall be a perfect pair! You are face to face with destiny! All roads lead to...The best things in life are...All's well that ends with me! So Belle, what would it be? Is it "yes", or is it "oh, yes"?
Belle: No sir! Not me! I guarantee it. I want much more than this provincial life!
Enters Lefou
Belle: (notices Lefou’s scarf and points at it) Hey, where did you get that?
Lefou: Uhh…I found it in the woods.
Belle: This is my father’s scarf! Oh no, something must’ve happened to him…I’ve got to find him! (runs off)
Turn off lights
Turn on
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