The Fairy Dancers And The Fairy Dancers Dancing Days
The Fairy Dancers and The FairyDancers Dancing DaysBy Natalie Jane PryorIllustrations by Cheryl OrsiniBook Summary:For every little girl who loves to dance come theselavishly illustrated storybooks from award-winningAustralian author Natalie Jane Prior and muchloved illustrator Cheryl Orsini.Every Saturday, with a hop, a skip and a magicaltwirl, Mia, Emma and Grace turn into . fairydancers!Enter their enchanted world of fun, friendship,fairy wings and dancing.Curriculum Areas and Key Learning OutcomesThe Fairy Dancers and The Fairy Dancers:Dancing Days suit the following AustralianCurriculum content descriptors:Foundation (Kindergarten/Prep)Year 1Year CELT1586Design and TechnologiesThe Arts – DanceACELA1469ACELT1591ACELT1833F-2 ACTDEP007; ACTDEP009F-2 ACADAM001; ACADAM002Resources created by: Christina WheelerISBN 780733335648 RRP 19.99ISBN 9780733335648 RRP 19.99General CapabilitiesPersonal and Social CapabilityThemesCooperation, Friendship, Creativity, Kindness,Resilience, Ballet Dancing, Ballerinas, FairiesRecommended Ages: 3 These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 1
IntroductionThe Fairy Dancers and The Fairy Dancers: Dancing Days both share a collection of threeshort narratives about Mia, Emma and Grace and their beloved ballet teacher, MissAshleigh. Beautifully illustrated, each story contains a classic narrative structure,allowing for the exploration of plot and characterisation with younger readers. Thestorylines also lend themselves to a range of visual art, drama and dance-relatedactivities, perfect for improvisation, play-based responses and story-telling within theearly childhood setting. It is worth noting that of the six stories, three are set within thedance school context, whilst the other three involve the characters in others settings – abirthday party, a sleepover and a visit to town to see the Christmas windows. Inaddition, one of the stories includes male dancers, making the collection applicable to awide audience.Exploring the Context The girls’ ballet classes form the context for many of the stories in The FairyDancers and The Fairy Dancers: Dancing Days. To help contextualise this settingand to assist in building field knowledge, view one or more of the followingYouTube clips:o https://www.youtube.com/watch?v tskJQtiOx s Ballet Class for pre-schoolerso https://www.youtube.com/watch?v eoWOPGpWhss Teddy Bears’ Picnic Danceo https://www.youtube.com/watch?v IZ4aLNNVlSA Ballet Class for 5-6 year oldso https://www.youtube.com/watch?v wb046w0YGPk Sugar Plum Fairy Danceo https://www.youtube.com/watch?v OKKK9NT35tM All boys’ ballet class Using the following link to explore the vocabulary of ballet, build a Word Wall,complete with simple definitions, of the world of the Fairy Dancers.o ary-for-children-flashcards/o Using Worksheet 1, learn about the five positions that form the basis of balletsteps.Responding and ExploringExploring plot, character and setting Choose one of the Fairy Dancers – Mia, Emma or Grace – on whom tocreate a character profile, using both The Fairy Dancers and The FairyDancers: Dancing Days. Include their physical appearance, as well as theirdifferent character traits. Miss Ashleigh is described as ‘the kindest ballet teacher in the world’.Using evidence from each of the stories, use the graphic organiser onWorksheet 2 to record ways in which she shows her kindness. In addition,These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 2
discuss how the other characters in the stories show kindness to oneanother.Why is it important to show kindness to others?Write a reflection about a teacher or coach who has shown kindness toyou. How has this helped you?Make your own dance shop similar to ‘Eva’s Dance Shop’ in The MagicSlippers. Create items for sale from repurposed materials. Take turnsbeing the shopkeeper/customer. As an extension of this idea, price theobjects and use pretend money in your role play.Emma decides to paint her ballet slippers blue, however, in the morning,she regrets her actions. Discuss whether you think Emma knew this wasthe wrong thing to do when she did it. How do the illustrations help us tosee that Emma is sorry? Share a time when you did something that youlater wished you hadn’t done. Why is it important to think about theconsequences of your actions beforehand?In The Secret Birthday, the girls and their mothers give Miss Ashleigh asurprise picnic for her birthday. In small groups, plan a picnic/party ofyour own, either for Miss Ashleigh or for someone at school. Create theinvitations and menu, and plan the games that you would like to play atthis party. Decide on a present for that person. If possible, hold this party.In The Fairy Concert, Grace breaks her arm. How does Mia use hercreativity and problem-solving skills to help Grace perform in theconcert? What does this say about the friendship between the girls?Make your own costumes, wands and headbands suitable for the ‘magicflowers’ and ‘fairy butterflies’ to use in The Fairy Concert. Alternatively,design the costumes using Worksheet 3.In The Fairy Sleepover, Emma is worried that she will be scared of thedark when away from home. Despite this, she still attends the sleepoverand overcomes her worries. How does Miss Ashleigh help her with this?How does Emma show resilience even though she feels scared? Why isthis important? Have you ever felt worried or unsure about something?What strategies did you use to overcome it? What can you learn fromEmma to help you in the future?Miss Ashleigh gives the girls dancing ribbons. Make your own dancingribbons. In small groups, create a dance routine using the ribbons.Write a reflection about the relationship that Miss Ashleigh shares withthe girls. What role does she play in their lives?Using recycled materials, make robot and/or rabbit costumes similar tothose in Robots and Fairies. In small groups, choreograph a robot orrabbit dance to perform to your class.These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 3
What lessons did the girls and boys learn about each other andthemselves in Robots and Fairies? What do you think was the author’spurpose in writing this story?In relation to Robots and Fairies, write a reflection about howcooperation trumps competition.How do the girls’ nerves about the competition affect their behaviour?What advice would you give them to help with their nerves in the future?In small groups, recreate a story of your choice from the two volumes ofThe Fairy Dancers. Create costumes and props, and perform your story toa small audience.In The Fairy Christmas, the girls visit a department store in town, lookingat shop windows and visiting Santa. Using your senses to brainstormwhat you would see, hear and feel on this trip, write a description of sucha visit.Why does Grace hold back her tears when she realises she’s lost her doll?What does this tell us about Grace?Retell one of the stories from one of the characters’ points of view.Using Worksheet 4, make your own Christmas cards to send to friendsand family.Use Reader’s Theatre to encourage effective oral reading and storytellingtechniques: For more information on Reader’s Theatre, visit the followingwebsite isrt.htm .ExaminingExamining Text Structure and Organisation Trace the narrative structure of each of the short stories on a simplestory graph, highlighting the introduction, complication, climax andresolution for each. Discuss the message in each story. Discuss how the following themes are explored in The Fairy Dancers andThe Fairy Dancers: Dancing Days: Cooperation, Friendship, Creativity,Kindness and Resilience.Examining Grammar Using the three stories The Magic Slippers, The Fairy Concert and Robotsand Fairies, examine the use of verbs, nouns and adjectives specific todancing and performing as set out on Worksheet 5. Complete the word search on Worksheet 6.Additional links:Cheryl Orsini blog has some interesting entries about her illustration techniqueshttps://www.cherylorsini.com/These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 4
BINGO CARD GameThese notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 5
D H D T E R C E S JD SE U F E LY P U P JLA IG K ID E S R W R B S P X IR D E V E E O A B V IIL L U ZW E IIC A SD R N IP G D O N E E C LY T P L S N JT D N K E U V F IX Q G A T JK Z RIN R A A AR ST F R H CG C R E E P IK K SW E E YN G E W N D S RD E X U W A N D B G T P A U HD S L E E P O V E R T T X D CG IS M O R N I N G P G U Y UT S A F K A E R B Y U H A B VA V A D W A T E R M E LZO N MS P A R K L E R S U T R P ERMELONWHISPEREDThese notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 6
Activity 3- CrosswordThese notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 7
Activity 4 Colour InThese notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 8
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 9
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 10
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 11
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 12
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 13
These notes may be reproduced free of charge for use and study within schools but they may not bereproduced (either in whole or in part) and offered for commercial sale.Page 14
Curriculum Areas and Key Learning Outcomes The Fairy Dancers and The Fairy Dancers: Dancing Days suit the following Australian . Emma decides to paint her ballet slippers blue, however, in the morning, she regrets her actions. Discuss whether you think Emma knew this was
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“Fairy Tales in Italy.” The Oxford Companion to Fairy Tales. The Western Fairy Tale Tradition from Medieval to Modern. Ed. Jack Zipes. New York: Oxford University Press, 2000. 252-265. “Feminism and Fairy Tales.” The Oxford Companion to Fairy Tales. The Western Fairy Tale Tradition from Medieval to Modern. Ed. Jack Zipes. New York .
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The Evolution of Folk- and Fairy Tales in Europe and North America .34 Jack Zipes The Fairy-Tale Canon . 54 Donald Haase II. teaChIng and learnIng wIth FaIry tales Fairy Tales in the Classroom . 69 Lewis C. Seifert Chapter 1. Fairy Tales and Tale Types
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