Lesson Objectives:

• To watch and analyse The Little Match Girl
• To be able to compare the production with the original story

Suitable for pupils working at:

Key stage one and two levels

Preparatory tasks prior to delivery:

• Check you have access to the supporting PowerPoint
• Check you have access to the production film
• Optional: purchase of original story, The Little Match Girl by Hans Christian Andersen, available from most major publication retailers
• Print the optional newspaper review template for students
• Optional: pick a newspaper show review to read and analyse as a class
• Option to display slide five of the PowerPoint on an interactive board or print as a worksheet

Task One:

As a class read the show synopsis from the supporting PowerPoint slide two.

Describe the production elements and key moments of the story as a class and note these down to complete the table on slide two of the PowerPoint. Within task two is a list of key moments for you to watch out for as a class. You could use these moments to pause and discuss the production elements and storyline. A production element is – set, costume, lighting, makeup, props and sound.

For example:

Task Two:

Watch the production of The Little Match Girl by Ballo Arthur Pita.

Pause at the following moments listed below. Get students to consider how production elements like costume, set, sound, lighting and makeup help to make the storyline and characters clear to the audience. They can then use this later to review the show. You may wish to make a note of the elements deliberated on in a different colour on your PowerPoint table for students to refer to later when reviewing the show:

1. 01:34 – The first dance of the show
2. 06:40 – The little match girl paces the emptying streets, desperately trying to sell her matches
3. 08:20 – Encounters kindness
4. 13:57 – Encounters cruelty part one
5. 31:55 – The greedy Donnarumma family devouring their Christmas feast
6. 37:30 – Encounters cruelty part two
7. 43:30 – A singing grandmother called Nonna Luna
8. 49:00 – Use of an instrument called the theremin
9. 52:10 – A dancer in an astronaut costume
10. 01:00:20 – Zeffirina sells her lighters

Task Three:

Display slide four of the PowerPoint and explain the role of a journalist and a newspaper review.

As a class get students to verbally reflect on the show and use scaffolded questions to aid this. Below are some examples of questions you may consider:

1. Can you give an example of where kindness was demonstrated?
2. What was your favourite costume in the show?
3. How did this help the audience understand who that character was?
4. Can you describe part of the set?
5. A prop is an object used on stage by a performer. How many props can you list from The Little Match Girl?
6. What were these props used for?
7. Can you give an example of cruelty towards the little match girl?
8. Can you describe the music in the show?
9. What did you like about the dancing in the show?
10. Can you name one thing from the show that you believe could improve?

Task Four:

Get students to review the show of The Little Match Girl. You may wish to use the template worksheet provided. To scaffold for lower ability students, use the questions from task three to support. Students could have these questions written on small paper handouts and could then answer each question in a full sentence. Students could then re-order these handouts on a table to help them structure their review before using connectives to write this out as a piece of text in its entirety.

Task Five (Optional – suitable for students working at key stage two level):

As a class or in small groups read the original story of The Little Match Girl by Hans Christian Andersen. You may wish to do this over several days as a starter or plenary task.

Now use the Venn diagram provided on slide five of the PowerPoint to compare the similarities and differences of the original Hans Christian Andersen story and Ballo Arthur Pita production. One of the main aspects to consider and discuss with students is the alternative ending. Why do you feel Arthur Pita chose to produce the ending in this way?