Book and Lyrics by:
David Crane and Marta Kauffman
A Story about
For Rapunzel and her friends,
facing fears means:
Having the courage to try new things.
Focusing on the positive.
Remaining calm and expressing your anxiety.
We hope you and your early learners will use these
show-related activities to get inspired about facing fears.
A Letter from Emerald City
A Note From Our Artistic and Education Directors:
Welcome to Emerald City Theatre and our presentation of Rapunzel. We are thrilled
that you have decided to support live theatre.
We hope that this show will be a gateway for your students to a lifetime enriched by
the arts. In addition to creating theatre of the highest standards, Emerald City is
dedicated to providing creative educational tools to enhance your experience.
Please use this guide to prepare your class before the production and help them
continue their understanding of concepts after their visit, making your field trip more
than just a one-day experience. Developed with the National Standards and Illinois
Common Core Standards in mind, the themes of this production are introduced and
explored throughout our guide.
Theatre and the arts are full of creative possibilities. We hope that this guide and
production are inspiring for you and your students!
Producing Artistic Director
Guide Written by:
Whitney Minarik, Education Manager
Guide Design by:
Show Graphic Design by:
Charles Riffenburg IV
& Show Theme....................................... 2
Standards Guide................................... 3
How to Be a #1 Audience.................... 4
Theatre Words........................................ 5
About the Play...................................... 6
Rapunzel, Let Down Your Hair............. 7
Cast of Characters................................ 8
Discussion Questions............................ 9
Theatre Games..................................... 10
When I’m 16.......................................... 13
How Much Does That Cost? ................ 14
Create Your Own Actor Bio................. 15
Become a Costume Designer............. 16
Write Your Own Theatre Review.......... 17
About Emerald City.............................. 18
National Standards and Common Core Standards
Teachers: Here’s a map for you to match the National Standards and Common Core Standards
to the icon you’ll see on several of the pages throughout this study guide!
National Theatre Standards in this Guide:
1. Script writing by planning and recording improvisations based on personal experience and heritage, imagination,
literature, and history.
2. Acting by assuming roles and interacting in improvisations.
3. Designing by visualizing and arranging environments for classroom dramatizations
4. Directing by planning classroom dramatizations.
5. Researching by finding information to support classroom dramatizations.
7. Analyzing and explaining personal preferences and constructing meaning from classroom dramatizations and
from theater, film, television, and electronic media productions.
Common Core Standards in this Guide:
ELA RL.K-2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
ELA RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
ELA RL.1.3 Describe characters, settings, and major events in a story, using key details.
ELA RL.2.3 Describe how characters in a story respond to major events and challenges.
ELA RL.2.5 Describe the overall structure of a story including describing how the beginning introduces
the story and the ending concludes the action.
ELA RL.K-2.9 Compare and contrast two or more versions of the same story by different authors or from different cultures.
ELA RI.K-2.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
ELA W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
ELA W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
ELA W.K-2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
ELA W.K-1.7 Participate in shared research and writing projects.
Speaking and Listening Standards
ELA SL.K-1.1 Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.
ELA SL.K-1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELA SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
ELA SL.1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
ELA SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
ELA SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
M OA.1.2 Solve word problems that call for the addition of three whole numbers whose sum is less than or equal to 20.
How to be a #1 Audience!
Whether it’s your first play or your fiftieth, here are a few guidelines for being a respectful audience
member. Every person has a job to do to make sure the live performance goes on! Here is how you
can play your part!
1. Stay sitting in your seat.
2. Keep your hands and feet to yourselves.
3. If the actors ask the audience a question, it’s okay to answer!
4. You can laugh when something is funny!
5. Pay attention! Watch and listen carefully to what is going on.
6. Get ready to clap at the end of the show when the actors bow.
7. Have fun, and enjoy the show!
The Audience Game
Learn the difference between a #1, #2, and #3 audience
Teachers, here’s a theatre game to play with your students. It’s a fun way to reinforce what it
means to be a #1 listening audience and prepare for watching a play in the theatre.
#1 Audience is quiet, stays still, and pays attention to what is going on.
#2 Audience whispers, fidgets a little, and looks around.
#3 Audience talks loudly, moves around, and doesn’t really care about
what’s happening on the stage.
After explaining the differences among the different audience
behaviors and having your class practice each one, hold up one,
two, or three fingers to signal which audience the class should
pretend to be. Switch from one audience number to another to
get the appropriate response. To be tricky, you can hold up the
same number finger twice or change numbers really quickly!
You can also have students, one at a
time, take your place, allowing
them to be the leader of the group
by holding up fingers and directing
the class themselves.
How many theatre words and their definitions do you know?
Actor – a person who uses their mind, body, and voice and pretends to become a
character on stage to tell a story.
Adaptation – when a story is changed from one form into another; for
example, a book can be changed into a play or movie.
Audience – the people who are watching the show on stage.
Bio – a short paragraph about the actor put in a show’s program for the audience
Choreography – the dance steps and movements performed by actors in a musical.
Designer – the people who create everything we see in a play besides the actors;
there are light, sound, set, and costume designers.
Director – the person who tells the actors where to go and how to move and thinks
about how all parts of the play come together to best tell the story.
Headshot – a photograph of an actor smiling or looking serious, usually just of their
head and shoulders.
Musical – a special kind of play that includes song, music and dance to help tell
Play – a live story put on by actors in front of a group of people.
Playwright – the person who writes a script which has lines, or sentences, that the
Program – a small book given to audience members at the theatre that has
information about the actors, crew, and the play.
Review – written by a person who has seen the show to tell what they liked and didn’t
like about it.
Set – the background scenery that is on the stage to show where the story
About the Play
5 ELA RL.K-1.3
Once upon a time, the lovely and
long-haired Rapunzel dreamed of
leaving her tower home. A Prince
named Brian, also had big dreams;
he wanted to do something brave and
courageous, like rescue
When Rapunzel meets the Prince on her
16th birthday, they plan to face their
fears together. Prince Brian will get to be a
hero and Rapunzel will finally see the world.
It’s the perfect plan until their parents, an evil
witch and a strict King, find out! See how the
tangled tale unravels in this musical version
written by the creators of the
TV show, Friends.
Teachers, use this Story Map (or one of your own) after seeing the play to
help discuss the major plot points. Find out if your students know what
happened at the beginning, end and everything in between!
MIDDLE: Rapunzel &
Prince Brian plan for
from the tower.
Rapunzel, Rapunzel, Let Down Your Hair
Adaptations and Origins of the Story
This musical version of Rapunzel is an adaptation. We
learned on page 5 that an adaptation is when a story
is changed from one form into another. However, the
tale of Rapunzel went through many variations before
it became the story we know of today; popular in fairy
tale books, plays and even in movies! The common
thread in each version of Rapunzel is that there is
princess locked away in high tower who is able to use
her long hair as a climbing rope. “Rapunzel, Rapunzel,
let down your hair,” has become a very well-known
Where did the story of Rapunzel originate?
3rd century AD (201 - 300): Recognized Christian
martyr, Saint Barbara, is locked away in a tower by her
father. It is speculated her story contributed to
elements of the Rapunzel fairy tale.
10th century AD (901 - 1000): The epic poem
Shahnameh by Persian poet, Ferdowsi, incudes the
tale of Rudāba. Rudāba. offers to let down her hair
from her tower so that her lover Zāl can climb up
1698: The Grimm Brothers’ story of Rapunzel was
adapted from the fairy tale Persinette by
Charlotte-Rose de Caumont de La Force.
1812: The story of Rapunzel appears in a collection of
German fairy tales assembled by the Brothers Grimm,
and first published as part of Children’s and
Cast of Characters
7 ELA RL.K-2.3
Look below to see which actor plays which character in the story and
get a chance to read the bio of the actress who plays Rapunzel!
Katrina Kiss (Rapunzel)
Katrina is currently a senior at the Chicago College
of Performing Arts at Roosevelt University,
where she will be graduating in the spring with a
BFA in Musical Theatre. This is Katrina’s first Emerald City show,
but she has been seen elsewhere as Wendla in Spring Awakening,
Mimi in Rent (Chicago College of Performing Arts), Sarah Miller
in Lords of the Levee (Acorn Theatre), and Wendy in Peter Pan
(American Heritage Center for the Arts). Katrina’s
favorite fairy tale is Beauty and the Beast.
The child of a Cobbler and his wife.
Taken a baby by a witch and held
captive in a tower for 16 years.
A evil witch who took Rapunzel as payment
for stolen vegetables and held her captive
in a tower for 16 years.
Prince Brian...Tommy Thurston
A Prince who sets out on a mission to do
something brave and courageous to prove
his worth to the King.
Simon the Valet...Danny Taylor
Prince Brian’s trusty valet and friend, who is
there for the Prince and whatever he needs.
7 ELA SL.K-2.2
Teachers, here are some
questions to help your
students start thinking about
Rapunzel, the Witch, Prince
Brian and learning about
Before the Show
1. What does it mean to have a fear? How does it make
2. Have you ever been afraid to try something new?
3. What is courage? Why is it important?
4. If you don’t know whether you will be able to succeed or
accomplish a task, what should you do?
5. What is something that you used to need a grown-up to
help with? How did you learn to do it yourself?
After the Show
1. Why does Prince Brian “runaway” to the forest? What
does he hope for when he returns home?
Here are some ways
to engage your
2. What is the reason the Witch uses for not letting Rapunzel leave the
tower? Is it true?
3. Simon is scared to meet the Witch at first, how does he feel about
her at the end of the play?
4. On their journey to the castle, Rapunzel and Prince Brian sing “The
First Step is the Hardest.” What is the song about?
5. Why are the Witch and the King afraid of Rapunzel and Prince Brian
growing up? In the end, what do they do?
Theatre Games for Students!
Here’s your chance to put a little drama into your classroom! (The good kind!)
On the following pages are drama games for theatre-goers. When you explain the
games to your students, make sure to give clear instructions and model what a good
example looks like! (Try it! It’s fun!) The goal is to encourage students to explore the
world of the play with a dramatic flair!
When the Witch casts a spell on Prince Brian taking away his vision, he relies on
Rapunzel to be his eyes. Rapunzel must describe everything to Prince Brian on their
way to the castle so he can help her navigate the world outside the tower. Rapunzel
and Prince Brian face this fearful time by working together and trusting each other.
Objective: In this drama game, students will use this event from the play and
become Rapunzel, the Prince and the world around them. You will need a large
open space either inside your classroom or outside.
1. Separate your students into two groups.
2. Have each group form a line (shoulder to shoulder) facing the other group. Once each line is
formed the students can stretch out the line so it takes up the length of the space being used.
3. Pick two students to be the first group. One student will be blindfolded and will hold the other
4. The partners will slowly walk through the middle of the two lines from one end to the other. During
this time, the blindfolded partner will be unable to see (like Prince Brian) and the other will describe
everything around them (like Rapunzel).
5. Meanwhile, the students in the two lines will create sounds that Rapunzel and Prince Brian might
have heard in the forest or town. Animals, wind, rain, and other people are examples. Give the
students time to think of their sound prior to starting the walks. They will also serve to make sure the
blindfolded student makes it safely to the other side.
6. Once the walking partners reach the end, they should stop and remove the blindfold. The
“blinded” student can then share a few of the sounds they heard and how they felt during the
walk. The other partner will then put the blindfold on and it will be their turn for the walk.
7. Go through the class two by two until everyone has had a chance to do a blind walk.
For older students, the same exercise can be played with all students in pairs at the
same time. An “obstacle” course can be set-up for the partners to walk through
while one is blindfolded. Just be sure any obstacles set up are safe and age
Acts of Bravery
During the play, Prince Brian has set out on a mission to do something brave. He
wants to prove to his father, the King, that he is worthy of his title by slaying a dragon
or rescuing a princess.
Objective: In this drama game, students will use their bodies and imaginations (not
voices) to act out different brave characters or people. You will need a large open
space either inside your classroom or outside.
1. Separate your students into two groups.
2. One group will act, and the other will be the audience. After one group performs, they can
3. The “audience” group will start sitting down facing the “acting” group.
4. Give the “acting” group about 10-30 seconds to huddle and decide (with your help if
necessary) what brave character they will act out. You can also start the game telling the students
what brave character they will be, until they are comfortable to pick on their own.
5. While the actors are huddling, the audience group can count, sing A, B, C or any activity that
doesn’t allow them to hear what the actors are
6. When the actors are ready, they should line
up facing the audience, so they can be seen.
7. Prompt them by saying, “1, 2, 3—ACT!”
Students will act, as the brave character they
picked, without using their voices.
8. The audience group watches the actors
and should raise their hand when they have
a guess as to what character the actors are
9. When the brave character has been
guessed, the audience applauds for the
actors, and then the groups switch. Switch
back and forth between the two groups.
When I’m 16...
On Rapunzel’s 16th birthday, she wishes to leave the tower and go outside
for the first time in her life. What is something new you hope to do when
you turn 16 years old? Draw and write your wish below.
When I’m 16, I wish to…
happy 16th birthday
How Much Does That Cost?
The Cobbler and his wife are so hungry and cannot afford to go to the store and
buy ingredients for a salad. Their neighbor, the Witch, has a bountiful garden full of
vegetables, and so they decide to steal some lettuce in the night. How much do
you think it would cost for the Cobbler and his wife to buy ingredients
for a salad?
List three vegetables and how much you think they would cost on the worksheet
below. Then research the actual cost by going to the grocery store or using the
internet. Add the totals for each column and write those in as well.
Is the cost more or less than you thought?
Vegetables My Guess Actual Cost
Create Your Own Actor Bio!
7 ELA W.K-2.2
Actors write bios or short paragraphs about themselves for the audience programs so that
we learn about who they are, what other plays they have been in,
and what sorts of things they like to do!
Now is your chance to write a bio about yourself!
is a student at
and is in
grade. He/She loves going to see Emerald City Theatre shows,
especially (title of the play you just saw!)
favorite subject at school is
After school, he/she really loves to play (activity)
and also (activity) .
Create Your Own Actor Headshot Too!
All actors get photos taken of themselves either smiling or
looking very serious. The photos are usually of the actor’s
head and shoulders – that’s why they’re called headshots!
Draw a photo of yourself-smiling or serious-on a blank
piece of paper. Or, get your own “Star Performer” coloring
page from the Emerald City Website:
Become a Costume Designer!
7 ELA W.K.2
Draw your costume design for Rapunzel’s outfit below.
What do you think she would wear?
Write Your Own Theatre Review!
Play reviewed by:
Emerald City News
A reviewer’s job is to see a play and
write about what they liked and
what they didn’t like. Now it’s your
turn to share your thoughts
about the play!
Teachers, your students can create individual reviews or write a review together
as a class. Submit your review electronically through the Emerald City website
www.EmeraldCityTheatre.com or by email to Jackie Stone, Education Director,
Every review submitted will earn one entry for that classroom to win a special
prize; a drama workshop with an Emerald City teaching artist!
About Emerald City Theatre
Emerald City Theatre School’s Outreach Programming
At Emerald City Theatre School, we want to be your partner in raising an
imaginative, loving, and confident student. Emerald City offers several outreach
programs that bring drama to your classroom including our popular Read, Write, &
Act Residency Program, After School Drama Classes, and Touring Productions. See
below for more information.
Read, Write, & Act Residency (for pre-k through 5th grade)
Bring the gift of creative drama and literacy to your school! Emerald City Theatre’s
Read, Write, & Act Residency program focuses on developing confident readers,
writers, and actors in your classroom during the school day. Our professional
teaching artists help your students to develop academic, artistic, and life skills
during multiple visits over a period of several weeks. Students focus on
comprehension, creative and dramatic exploration, vocabulary acquisition and
oral language practice, ensemble building, self-esteem, and awareness of actor,
author, and playwright’s tools. For more information about residencies, contact
Education Director Jackie Stone at 773-529-2690 x815 or
After School Drama Classes
Our world-class teaching professionals come directly to you! We offer a wide array
after school drama classes for all age levels with exciting new themes each session!
Bring the gift of theatre to your school by providing students with classroom
opportunities to dive into acting, singing, and dancing after the bell rings! Our
weekly programs heavily focus on team building, communication and listening skills,
storytelling techniques, and self-esteem. Each class session culminates in an informal
performance open to family and friends. For more information about after school
programs, contact: Jacqueline Stone, Education Director at 773-529-2690 x15 or
We will travel to you with everything needed to transform your location into a magical place where
anything can happen! All we need is a gym, auditorium, or cafeteria, and we’ll create a theatre
experience for your entire school. To book a tour for your school or library, contact Audience Services
at 773-529-2690 x 10, or email email@example.com. Our current touring production is Llama
Emerald City Theatre
Emerald City creates theatre experiences to inspire early learners through play. Our programming includes
professional productions at the Apollo Theater in Lincoln Park, The Broadway Playhouse at Water Tower
Place, and The Little Theatre in Lakeview. Emerald City Theatre School offers classes, camps, and in-school
programming year-round. The 2013-2014 Season at the Apollo Theatre is Llama Llama…, Rapunzel, Stiles &
Drewe’s The Three Little Pigs, and Ramona Quimby.
For more information, visit www.EmeraldCityTheatre.com.
2936 N. Southport Avenue, Chicago 60657 | P 773.529.2690 | F 773.529.2693