Hickory Dickory Dock

0
A Play Package
for
Patch Theatre Company’s
production of
Hickory Dickory Dock

CONTENTS
Contents - Page 1
Introduction - Page 2
Objectives
Time
Two Realities
A Personal Thought
Pilawuk
Seconds: Page 4
Embodying Seconds
Seconds Sequence
Henry’s Heart beat
Minutes: Page 5
One minute Song
Resting Heart-Rate
Active Heart-Rate
Counting Game
Balloon Olympics: Page 6
Sticky Balloons
Balloon Twirling
Balloon Bouncing
Balloon Tennis
Balloon Passing
Balloon Bouncing Circle Game
Game Creation #1
Game creation #2
How Long: Page 9
Cup Challenge
Cup Game
Paper Walking
Rocket Balloons
Balloon Rocket Race
Balloon Powered Helicopters
Balloon Powered Rocket Cars
Balloon Bust
County to Twenty
What and When: Page 13
Lists
Time and Lists
Variations
Book Time: Page 15
Appendixes: Page 17
Appendix 1 – Here and Now (song lyrics)
Appendix 2 – One Minute Song (song lyrics)
Appendix 3 – The Story of Henry’s Heart
Appendix 4 – Twenty Minute Song (song lyrics)
Credits/Contacts: Page 22
Full Play Package details with downloads
are available online:
http://www.patchtheatre.org.au/hdda.htm
1

INTRODUCTION
Objectives
Our Hickory Dickory Dock Play Package objectives are:
• For children to be engaged in meaningful interactions with other children
requiring thinking, sharing, negotiating, empathising, hypothesising and testing
in the context of creative and playful explorations around the theme of time.
• For our activities to be a springboard for broader, open-ended explorations
that, with support and encouragement from teachers, will allow children to
unravel some of the mysteries and magic of our temporal existence.
Time
We invite you to turn your class into a time capsule and your children into time
travelers dedicated to exploring the wonders of time in both creative and practical
ways.
At the heart of our project is a celebration of the adventure of learning and the
encouragement of both logical and magical thinking by children. The richness of
that adventure for children is a measure of how inspiring and supportive we as
educators can be.
For every dilemma Henry Horatio Richard O’Dockerty confronts in Hickory
Dickory Dock, there is a supportive adult – be it teacher, parent or grandparent
encouraging exploration, provoking responses, asking questions, seeking
meaning, beckoning adventure. Our challenge is to have children take a journey
akin to Henry's.
Two Realities
Children's lives have two realities. One is the temporal, pragmatic, moment by
moment reality, where they are driven by activity, squeezed by demands, guided
by schedules, dictated to by time-lines and shunted to and fro by the day-to-day
demands of their lives… a place where time matters. The other is their world of
dreams and imaginings. This is their place of play and ideas; of art and
creativity... the place of magic and fantasy... a place where time dissolves.
Many children learn and develop most effectively in environments where they
are encouraged to function like artists making art. In these artistic environments
they are engaged in meaningful and open-ended explorations of themes or ideas
within a framework, whose scaffolding is supported by teacher initiated
activities. This is an environment where both logical and creative thinking are
equally valued; where the temporal and imaginative realms of a child co-exist.
This is the place from which our play package for Hickory Dickory Dock has
evolved.
2

“Creativity represents the miraculous coming together of the uninhibited energy
of the child with its apparent opposite and enemy – the sense of order imposed on
the disciplined adult intelligence.” Norman Podhoretz
A Personal Thought
After working on this project and thinking about time removed, I’ve come to
realise how my own anxieties about deadlines and time-lines has caused me to
lose, on many occasions, the joy of what I am doing in the present.
We’ve written a little song to remind us to love and enjoy the “here and now."
(Download song MP3 or use CD track 1, song lyrics in appendix 1) The lyrics
are as follows:
Here and Now
Right here
Right here and now
Discover the wonder
These moments allow
Right here
Right here and now
Discover the wonder
These moments allow
Pilawuk
Pilawuk provides perspective on how children could deal with the
disappointment of not being the ‘chosen’ student for the activities in this play
package and at the performance of Hickory Dickory Dock in the following
passage:
“In my language, Ngangiwumerri, we teach children to think of others and make
others happy. We learn by 'doing' and by 'watching/observing'. Sometimes in life
we want to 'do' fun things all the time. To grow up into a good person we also
need to 'watch/observe' others having fun even if we are busting to 'do' the fun
things. In my language when you are not chosen to 'do' the fun thing/activity and
you have to 'watch/observe' we say 'nyinyi ta nginni' which means 'I'm happy for
you!' Say this ('nyinyi ta nginni' and the person's name) in your head and SMILE.
Keep smiling until all the sadness in your gut/tummy from not being picked has
gone or until the activity has finished. Learn how to say it in your own language
or other languages so that every time you are not chosen you can look forward to
saying 'I'm happy for you…(name) in different languages.”
Nyinyi ta nginni - Pronunciation:
• Nyin-yi ('nyin' sound the 'n' then say 'yin' as in 'yin yang', 'yi' as in the 'ye' in
'year')
• ta (the 'a' is an 'u' sound as in 'up')
• ngin-ni ('ng' as in 'sing', 'in' as in the English word 'in' & 'ni' as in knee')
3

SECONDS
This section explores the notion of seconds. It consists of 3 suggested activities:
Embodying Seconds, Seconds Sequence, Henry’s Heartbeat.
1. Embodying Seconds
a) Tell the children that a second is the time it takes to jump in the air, or to wave
or to turnaround or to wink.
b) Ask the children to think of other things that take about one second - there are
lots. Make a list, e.g. a skip, a clap, a kiss, a yawn, a slap, a smile, a breath, a
step, a scratch, a knock, a click, a bounce, a flick, fold arms, a puff, a sigh, a yelp,
a hand shake, a nod, a tongue poke, a nudge, a grab, a pop, a drip, a bark.
c) Going around the circle, ask each child to choose one action that takes about a
second to do.
d) Then go around the circle with each child doing their action in turn.
e) Ask the children how many seconds it should take to get around the circle. If
each of their actions takes one second, how many seconds will 15 actions take?
2. Seconds Sequence
a) Ask each child to choose 3 one-second actions and get them to put the 3
actions together in a 3 second sequence. The teacher could demonstrate. Children
could draw their choices out of a hat, e.g. a smile, a skip, and a turn.
b) When children have had time to practice their sequence get them to loop the
sequence - repeat it over and over.
c) Tell the children that you will play a song called the One Minute Song
(download MP3 or use CD track number 1, lyrics in appendix 2) that will last
exactly sixty seconds. Ask them to do their sequence as a dance for the length of
the song.
3. Henry’s Heartbeat
a) Read the story of Henry's Heart to the children (download story as a PDF or
PowerPoint, text in appendix 3).
b) The story can be shown on computer or printed out and read.
c) Explain to the children that often when people say, wait a second they don’t
really mean wait one second like Henry thought they did - they really mean wait
4

until I’m ready, I won’t be long.
d) Ask the children if they have any stories about being asked to wait a minute or
wait a second or a moment?
e) Read the story again.
MINUTES
This section explores the notion of minutes. It consists of 4 suggested activities:
One Minute Song, Resting Heart Rate, Active Heart Rate, and Counting Game.
1. One Minute Song (download song MP3 or use CD track 1)
a) Ask the children to lie down on the floor.
b) Tell them you are going to play a song that lasts exactly one minute.
c) Ask them to listen to the words - there are exactly sixty words in the song (see
appendix 2).
d) Encourage the children to learn the song and sing along with it – as it is used
in the activities to follow.
2. Resting Heart-Rate
a) The children are still lying on the floor from the first activity.
b) Play the One Minute Song again, asking the children to count their heartbeats
during the song.
c) Record the number of heartbeats per minute for each child under the heading
“Resting Heart Rate”.
d) Go on to the next activity.
3. Active Heart-Rate
a) Tell the children they’re going to play air-guitar during a special one minute
punk rock song called Beat the Clock! (download song MP3 or use CD track 2,
lyrics in appendix).
b) Encourage the children to jump up and down and use lots of energy.
c) Repeat the Beat the Clock! song. Provide the children with tennis rackets to
use as guitars or hairbrushes to use as microphones – call for bigger actions,
more vigorous dancing, and lots of jumping up and down.
d) Get the children to count their heartbeat while playing the One Minute Song.
e) Record the results on the white board next to their resting pulse rate recorded
earlier in beats per minute.
f) Ask the children to suggest why their heartbeat got faster. Accept their ideas.
4. Counting Game
a) Form a circle. The person beginning the Clapping-Counting Game points to
any other person in the circle and says “one” and walks to where “one” is
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standing in the circle.
b) The person who has been pointed at, then in turn, points at another person as
they say “two” and walks to where that person is standing in the circle... and so
on.
c) The One Minute Song is then played and the children see how many counts
they can make in one minute. They establish a record number of counts per
minute.
d) The record is there to be beaten!
BALLOON OLYMPICS
This section suggests activities that use balloons to highlight the theme of time.
The 8 activities include: Sticky Balloons, Balloon Twirling, Balloon Tennis,
Balloon Passing, Balloon Bouncing Circle Game, Game creation #1, Game
Creation #2.
1. Sticky Balloons
a) Have fifteen small, round balloons blown up and placed on the floor.
b) A child stands in the middle of the circle.
c) The teacher rubs the balloon on their hair and sticks it to the child using
electrostatic charge.
d) See how many balloons can be stuck to the child in one minute.
e) Make small teams of up to 4 children and play the One Minute Song to time
the game.
f) Create a record and see if other teams can beat it. Try it on different days - the
results achieved can differ markedly according to the humidity of the weather.
Dry days are best!
2. Balloon Twirling
a) Prepare blown-up balloons on strings about 40 cm long.
b) Demonstrate how to twirl the balloon around your head.
c) Get the children to twirl their balloons 10 times while counting aloud.
c) Ask the children to count how may times they can twirl the balloon around
their head in one minute, while you play the One Minute Song.
d) Variation - how slowly can you twirl the balloon?
6

3. Balloon Bouncing
a) Groups of 6 children are challenged to keep 6 balloons in the air for one
minute using the One Minute Song.
b) Variations - using only one hand - using no hands - using your feet.
c) More variations - 8 balloons or 10 balloons or 12 balloons with 6 people.
4. Balloon Tennis
a) In teams of two, children are asked to tap the balloon from person to person
counting their taps.
b) They are asked to see how many times they can tap the balloon without the
balloon touching the ground.
c) Count how many times you can tap the balloon in a minute. Tell the children
it's not a race.
d) Variation - no hands e.g. use your elbow, feet, heads etc.
5. Balloon Passing
a) Pairs are given two pieces of A5 paper each and a 15 cm balloon.
b) The paper is placed on the ground and the children place their feet on the
paper opposite each other.
c) The balloon is thrown by one and caught by the other and then returned.
d) Neither pair is allowed to move their feet.
e) Once the skill has been achieved - pairs count how many throw-catch passes
they can make successfully in a minute without moving their feet.
f) Variation - tap tennis.
7

6. Balloon Bouncing Circle Game
a) Form a circle. An inflated balloon is tapped around the circle from one person
to the next until it completes one circuit. Everyone in the circle must tap the
balloon in turn.
b) Repeat the exercise, this time the whole group counting each time the balloon
is tapped ... 1, 2, 3, and so on.
c) When the group can do this adequately, present the group with the following
challenge: What is the smallest number of taps the circle can achieve in one
minute? (The balloon will need to be kept in the air for a maximum amount of
time between taps for them to be successful at this task.)
7. Game Creation #1
a) Ask children in pairs to make up a game using balloons and/or straws.
b) After working out what the game will be, the children are asked to teach the
game to another pair of children.
c) They should be able to explain:
• What things are needed for the game to be played
• What the aim of the game is
• What the rules of the game are
8

8. Game Creation #2
a) Ask the children to make up a one minute game, using balloons, straws and the
One Minute Song.
HOW LONG
This section suggests activities that explore the notion of ‘how long’. The 9
activities include: Cup Challenge, Cup Game, Paper Walking, Rocket Balloons,
Balloon Rocket Race, Balloon Powered Helicopters, Balloon Powered Rocket
Cars, Balloon Bust, Counting to Twenty.
1. Cup Challenge
a) Ask your children to solve the following problem: How can you move a plastic
cup from one place to another using only a balloon?
b) Use a stopwatch to see how long they take to solve the problem.
c) Provide small groups with a balloon and a plastic cup and start the stopwatch.
d) When the problem is solved tell them how long it took.
(The solution is: place the deflated balloon inside the cup and blow some air into
it, so the inflated balloon fills up the cup…move the cup to where you want to
place it and release the cup by deflating the balloon. Note: children may come up
with other creative possibilities)
2. Cup Game
a) The challenge is to see how long it takes, as a relay team, to carry the cup with
the balloon from one side to another and back again until every member has had
a turn.
b) Record the time it takes the relay team to complete the task.
c) Try to beat the time using the same team.
9

3. Paper Walking
a) Pairs are given a balloon and three pieces of A5 paper. Two lines are marked
on the ground - a starting line and a finishing line.
b) One member of the team places the paper pieces on the ground to make
stepping stones for the other team member, who carries the balloon from start to
finish.
c) One team member carries the balloon and the other the paper on the way over
and then they swap on the return journey.
d) Their journey is timed and the time recorded.
e) The paper walk is done by the same team each day for a week and
improvement or otherwise noted (teamwork should improve the outcome).
f) Variations - balance balloon on one hand, keep the balloon in the air by
tapping it.
4. Rocket Balloons (These are best played outside in a park OR on an oval)
a) Buy a couple of packets of Rabbit Rocket Balloon from Peter Van the Party
Man ($4 for 12).
b) Pump up a rocket balloon (buy a $5 balloon pump).
c) Use a stop watch to see how long the balloon stays in the air.
d) Ask the children to fire off their rocket balloon and then try to catch it when it
comes down.
5. Balloon Rocket Race
a) In a circle play the Clapping-Counting Game – e.g. a child claps their hands
towards another child in the circle and calls "one".
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) The child receiving the clap, then claps towards another child in the circle as
they call "two"
c) The game continues...
d) Once all the children understand the Clapping-Counting Game, a child in the
circle is given a rocket balloon.
e) The children begin the Clapping-Counting Game as the child releases the
rocket balloon.
(f.) The challenge is to see how many claps the circle can achieve before the
rocket balloon falls to the ground.
6. Balloon Powered Helicopters (out door activity)
a) Demonstrate the balloon helicopter (a balloon with a small propeller attached
to it – available at Peter Vans the Party Man for $1) to pairs of children and get
them to play with them until they can make them fly.
b) Children use a stopwatch to see how long the balloon helicopter can stay in the
air.
c) Children establish a record and then try to beat it.
d) Ask children to find out what will stay up longer – a rocket balloon or a
balloon helicopter?
e) Children play the Clapping-Counting Game to see what number the team can
get up to whilst the balloon helicopter is in the air.
7. Balloon Powered Rocket Cars
a) Buy and assemble a pair of balloon powered rocket cars for children to play
with.
b) Have them race the cars against each other over a 6-metre distance.
c) Time individual cars over the 6-metre distance with a stop watch.
d) Then race the cars against each other.
(Buy the car at Windmill Toys or National Geographic Shop - it is called the
Balloon Powered Cosmic Jet Jet Racer a 4M KidzLabs Fun Science Product)
8. Balloon Bust
a) Place some balloons in the centre of a circle.
b) Tell the children you will time them to see how long it takes to bust a balloon
11

y sitting on it.
c) Who is the fastest balloon buster?
9. Counting To Twenty
a) The basis of this game is "can you count to 20 faster than it takes to...?"
b) Children learn the Counting to Twenty song together (download song MP3 or
use CD track 5, lyrics in appendix ?).
c) Once the song is learnt, undertake the following challenges:
• Can you count to twenty with the song faster than it takes for a 3 foot
balloon to deflate?
• Can one group count to twenty with the song faster than another group of
five can stick 20 small balloons to the wall using electrostatic attraction?
• Can one group count to twenty with the song faster than another group
can sing the nursery rhyme - Hickory Dickory Dock?
d) Ask the children to make up their own "counting to twenty" game.
12

WHAT AND WHEN
This section suggests activities that explore the notion of ‘what and when’. These
3 activities are: Lists, Time and Lists, Variations.
1. Lists
a) Ask the children to help you make a list of all the things they have to do in the
morning before they leave for school e.g. get up, go to the toilet etc. Compare
two children's morning routines to demonstrate differences.
b) Then tell the children, Henry's story:
“When Henry went to stay at his gran’s overnight, she told him they would have
to catch the train to school at 8:10am the next morning. So Henry and his gran
made a list of things he had to do so they could get to the train on time.”
c) Show the picture list to the children (shown below or download PowerPoint).
Recite the list together.
!Wake up
!Go to the toilet !Get dressed
!Eat breakfast
!Brush your teeth !Pack your school bag
!Drive to the station !Get your ticket for the train !Catch the train to school
d) Clap your hands and chant the list together: wake up, go to the toilet, get
dressed, eat your breakfast, clean your teeth, pack your school bag, drive to the
station, get your ticket for the train, and catch the train to school.
e) Talk about Henry's list.
2. Time and Lists
a) Tell the story of what Henry and his gran did next:
“When Henry and Gran had made their list, Gran put times next to each of the
things they had to do, so they could get to the train station at 8:05am to buy
13

tickets for the train.” Discuss the list and the times with your children (a table of
the times and pictures are provided below)
Action
Time
Wake up
7 o’clock
Go to the toilet 7:10
Get dressed 7:20
Eat your breakfast 7:30
Clean your teath 7:40
Pack your school bag 7:50
Drive to the station
8 o’clock
Buy tickets for the train 8:05
Catch the train to school 8:10
!Wake up
!Go to the toilet !Get dressed
!Eat your breakfast !Brush your teeth !Pack your school bag
!Drive to the station !Buy tickets for the train !Catch the train to school
3. Variations
a) We invite teachers to design their own lessons around our little scenario. Older
children could look at train schedules.
14

BOOK TIME
There's a host of illustrated children's books that provide wonderful insights into
the impact of time.
The Giving Tree by Shel Silverstein Published by HarperCollins IBSN 0-06-
025665-6 A powerful parable about time and giving. Great for looking at the
span of a life time and the changes that brings.
Belonging by Jeannie Baker Published by Walker Books ISBN 0-7445-9227-5
A wordless picture book that presents the changes time brings to the view
through a window.
Tick-Tock by James Dunbar Published by Franklin Watts ISBN 0-7496-5688-3
A practical look at time and its measurement.
On the Day You Were Born by Debra Frasier Published by Harcourt, Inc. IBSN
0-15-257995-8 A beautiful picture book evoking the sense of the universal
wonder and significance of a new birth.
Sophie by Mem Fox Illustrated by Aminah Brenda Lynn Robinson Published by
Voyager Books ISBN O-15-201598-1 As Sophie grows bigger her Grandfather
gets smaller and when he passes away a new baby is born in the family
Wilfred Gordon McDonald Partridge by Mem Fox Illustrated by Julie Vivas
Published by Omnibus Books ISBN 0 949641 16 2 A child helps an old lady
rekindle her memories.
Seven More Sleeps by Margaret Wild and Donna Rawlins Published by
Working Title Press ISBN 1-876288-60-4 A delightful book about waiting for a
birthday.
Samsara Dog by Helen Manos, illustrated by Julie Vivas. ISBN 1-876288 62 0
A beautiful and moving story about a dog and his many lives –based on the
Buddist concepts of Samsara and Nirvana. Ideal for inspiring thoughts about the
big picture of time and our place in it.
What Time Is It - Mr Crocodile? by Judy Sierra Illustrated by Doug Cushman.
Published by Koala Books
ISBN 0-86-461-687-2 A fun look at the daily schedule of a crocodile and some
pesky monkeys.
Baloney by Jon Scieszka and Lane Smith - published by Puffin. ISBN 0-670-
89248-3 Henry P Baloney has an amazing excuse for being late to school.
Hilarious and imaginative.
A Second is a Hiccup by Hazel Hutchins and Kady MacDonald Denton -
published by Scholastic - ISBN 0-439-94903-3 - A rhyming book on time and
how long a second, minute, hour, day, week, month and year and beyond, is.
15

You'll Soon Grow into Them Titch by Pat Hutchins - published by
Greenwillow Books - ISBN 0-688-11507-1 A warmly, humorous story about
Tich, growing-up and hand-me-down clothes.
Waiting for Mummy byTae-Jun Lee and Dong-Sung Kim ISBN 0-9585571-4-4
Beautifully illustrated poignant story about a boy waiting at a bus stop for his
mum.
Meanwhile by Jules Feiffer Published by HarperCollins, ISBN 97-70129 An
hilarious action-packed adventure showing how Raymonds resourceful
imagination allows him to deal with the demands of time.
All By Myself by Aliki ISBN0-06-028929-5 We share the routine of a child's
day and the things the child can do without assistance beginning in bed the
morning and ending in bed at night.
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Appendix 1
Here and Now (Song lyrics)
Right here
Right here and now
Discover the wonder
These moments allow
Right here
Right here and now
Discover the wonder
These moments allow
Appendix 2
One Minute Song
Sixty seconds in a minute
It takes sixty beats to fill it
Sixty hiccups, sixty hops
Sixty ticks or sixty tocks
Sixty skips or sixty claps
Sixty drips from leaky taps
Sixty spins or sixty turns
Sixty blows in a balloon
Or sixty words sung in this song
Tell us that this minute’s done
Sixty seconds been... and .... gone.
Appendix 3
The Story of Henry’s Heart
Page 1
APPENDIXES
Henry Horatio Richard O’Dockerty loved going to school.
Page 2
Mrs Tunbridge Wells was Henry’s teacher and it was the end of a busy day.
“Time to pack up”, said Mrs Tunbridge Wells
Page 3
“Mrs Wells?” said Henry.
17

“Just a second Henry”, said Mrs Wells, who was getting a bandaid out to fix the
scratch on Sophie Hodge’s knee.
Page 4
“Just a second?” Henry put his hand on his chest.
Henry’s dad had told him that one heartbeat is the same as one second.
Page 5
But Henry couldn’t find his heart.
“Ahhhhh! Mrs Wells!” cried Henry. “My heart has stopped!”
Page 6
Mrs Well’s eyes went up into her head.
“Henry, if your heart had stopped you’d be dead. Now just give me one minute to
fix up Sophie here.”
“One minute! But Mrs Wells, that’s 60 seconds!!”
Page 7
Just then, Sophie started screaming because Jason Wipple had banged her knee
with a hammer to try to fix it up. “Waaaaaaahhh!”
Page 8
Henry tried to keep calm. “60 seconds … that’s 60 heart beats.”
But Henry still couldn’t find his heart. He wondered if he was having a heart
attack like his grandpa!
Page 9
“Mrs Wells! Mrs Wells!!”
“One moment Henry please!”
Sophie was still sobbing into Mrs Wells left shoulder, while Mrs Wells was
trying to explain to Jason Wipple that hammers don’t fix everything.
Page 10
18

One moment!? No-one had told Henry about moments and Henry was quite
worried about his heart.
Page 11
“Mrs Wells!!!”
“Henry, you must learn to be patient!”
“But who’s going to find my heart?”
Page 12
Mrs Tunbridge Wells breathed a big sign and turned to Sophie.
“Sophie - would you help Henry find his heart?”
“I think it’s over there somewhere,” cried Henry pointing his finger no-where in
particular.
Page 13
Henry Horatio Richard O’Dockerty took Sophie Hodges by the hand and
together they went looking for Henry’s heart.
Page 14
They eventually found it in Sophie’s lunch-box.
It looked just like an orange – but sure enough, as Henry ate it there in his chest,
Sophie could hear Henry’s heartbeat return.
Page 15
“Sophie, I think your mum’s here to pick you up?”
“Just a minute please Mrs Wells,” said Henry in his best teacher’s voice.
“We are busy at the moment listening to my heart. Sophie’s mum will just have to
wait.”
Page 16
And while she waited, Henry and Sophie counted to 60.
19

Appendix 4
Can Ya Beat The Clock? (Song lyrics)
Can ya feel the tick?
Can ya feel the tock?
Can ya feel the beat?
Can ya beat the clock?
CHORUS
Can ya beat the clock?
Can ya beat the clock?
Can ya beat it? Can ya, can ya can ya?
Can ya beat the clock?
Can ya beat the clock?
Can ya beat it? Can ya, can ya can ya?
Can ya feel the riff?
Can ya feel the rock?
Can ya feel the beat?
REPEAT CHORUS
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CREDITS
The development of this play package has been generously supported by ArtsSA's
Health Promotions Community Arts Fund. The research for the package took
place alongside the development of the performance itself and each process
provided inspiration for the other.
We thank the Early Childhood Education Team who generously supported the
creation of the play package.
Hickory Dickory Dock Play - Package Development Group:
Elspeth Harley - Curriculum Policy Officer, Early Years DECS
Nicole Hentschke - Enfield Folland Park Kindergarten
Lesley Hooper - Flagstaff Oval Kindergarten
Sue Caldicott - Flagstaff Oval Kindergarten
Damien Vahlis – Mercedes College
Amanda Nichols – Lady Gowrie Child Centre
Kirsty Dent - Aberfoyle Hub PS
Rosemary Rosewarne - Barker Kindergarten
Nikki Summerfield - The Briars Special Early Learning Centre
Genevieve Oomens - Stirling East Primary School
Heather Lawes - Keithcott Farm Primary School
Kerri Southwell, Sturt Street Community School
Sharyn Lockett - Karrara Kindergarten
Patch Theatre Company shares a unique partnership with Sturt Street
Community School, whereby the development of new productions and their
associated play packages takes place in close collaboration and consultation with
the school staff and students. We thank Principal, Pat Cardone and staff
members, Kerri Southwell, Gail Brunger, Lyn Long, Barry Hill, Ida Dillon, Jill
Richardson, Miriam Jacobs, Kate Kenny, Megan Steele, Dianne Vertue, Judy
Crisp and all the children of SSCS who contributed so much to the creation of
this play-package and the production itself.
Hickory Dickory Dock - Artistic Team: (the production was collaboratively
created by the artistic team)
Cast: Susi Davies, Emily Smart, Mario Spate, Ian Moorhead
Director: Dave Brown
Set and Lighting Designer: Geoff Cobham
Video Artist:Tamsin Sharp
Production Manager: Bob Weatherly
Patch Theatre's Core Team is instrumental in the co-ordination of all our
projects. It is a team dedicated to the provision of highest quality of learning and
development experiences for children through theatre.
General Managers - Amanda Jones and Belinda McQueen
Administration and Marketing Co-ordinator - Amy Dowd
Early Childhood Service Co-ordinator - Holly Baulderstone
Production Manager - Bob Weatherly
Artistic Director - Dave Brown
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Patch Theatre’s Board possesses a range of skills that inform both the company’s
work and operations. The Board provides specialist expertise in our links to
education and supports strongly the development of the Play Package Model of
Early Learning through the Arts.
Chairperson - Deidre Williams Arts consultant/advocate
Deputy Chair - Deborah Pontifex - Brain-based learning
Treasurer - Jane Robinson - Financial planning/accountancy
Elspeth Harley - Early childhood research
Patrea Channon - Early childhood education
Rob Fudge - Primary education
Geoff Cobham - Artistic, production and touring
Sarah Long – Sturt Street CS Parent/Photographer
Patron - Gillian Rubinstein - Children’s literature and theatre
Contact
These suggested activities are by no means exhaustive. Teachers and students
may find they create many more activities. If you would like to share your ideas,
images or activities with Patch Theatre please feel welcome to email Dave on:
dave@patchtheatre.org.au.
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