Professional Documents
Culture Documents
BOX
IS
CAST
OUT
TO
SEA
To
change
the
acting
characters
the
teacher
calls
out
Whoosh
and
the
students
acting
inside
the
circle
return
to
their
places
as
part
of
the
circle
and
other
students
are
then
chosen
for
the
next
part.
Arrange
the
students
to
stand
in
a
circle
and
begin
narrating
the
first
part
of
the
story.
Teacher
-‐
There
was
once
a
man
named
Acrisius
.
He
had
a
beautiful
daughter
called
Danae.
Acrisius
was
told
by
the
Oracle
of
Delphi
that
he
would
die
at
the
hands
of
his
Grandson.
Begin
The
Whoosh
now.
Teacher
-‐
To
prevent
this
happening,
Acrisius
locked
Danae
in
a
tower
(see
photo).
The
God
Zeus
heard
of
this
and
sent
a
magic
storm
of
golden
rain
(everyone
makes
the
storm)
which
broke
through
the
walls
of
the
tower.
When
Acrisius
came
to
visit
Danae,
he
saw
she
was
holding
a
baby.
WHOOSH
and
CHOOSE
different
characters
Acrisius
locked
Danae
and
baby
Perseus
in
a
trunk
and
cast
it
out
to
sea
(see
photo
above).
The
trunk
floated
and
washed
up
on
the
shore
of
the
Island
of
Seriphos.
Danae
and
Perseus
lived
on
the
Island
and
Perseus
grew
into
a
strong
young
man.
Teacher
–
The
King
of
the
Island
was
Polydectes
(choose
a
King)
who
would
walk
around
his
island
making
sure
the
people
(others
in
the
circle)
obeyed
him
and
worked
hard.
If
they
did
not
he
gave
them
a
severe
scolding.
The
King
character
can
walk
around
the
circle
here.
You
can
stop
narrating
and
encourage
him
to
give
the
people
a
telling
off
if
he
was
not
happy.
Teacher
–
One
day
the
King
saw
Danae
(choose
character)
and
he
thought
she
looked
very
beautiful
and
wanted
to
marry
her.
He
asked
her
to
be
his
wife.
Pause
here
for
him
to
propose.
Teacher
–
But
Danae
refused.
Pause
here
for
this.
Teacher
–
Polydectes
would
not
be
put
off
and
wanted
to
trick
Danae.
He
said
he
would
marry
another
woman
called
Hippodameia.
Cues
King
to
say
this.
Teacher
–
Polydectes
said
his
loyal
servants
should
give
him
a
wedding
gift.
Cues
King
to
say
this.
Teacher
–
The
King
called
for
Perseus
and
asked
him
for
his
gift
but
Perseus
had
no
gift.
Cues
the
dialogue.
Teacher
–
The
King
said
unless
he
brought
a
gift
he
would
marry
his
mother
Danae
instead.
Cues
the
dialogue.
WHOOSH
–
change
actors.
Teacher
–
Perseus
tells
Polydectes
he
will
bring
him
any
gift
he
wants.
Teacher
–
The
King
laughs
and
asks
him
what
gift
he
has
in
mind.
Cues
the
dialogue.
Teacher
–
Perseus
gives
him
lots
of
ideas
such
as
a
team
of
horses,
a
chariot
of
the
finest
gold,
a
box
of
gems…
Pause
for
the
character
to
come
up
with
a
few.
Teacher
–
The
King
was
not
impressed.
So
finally
Perseus
said
he
would
even
bring
the
head
of
the
gorgon
Medusa
if
he
could.
Cues
the
dialogue.
Teacher
–
Polydectes
says
“Done!
Bring
me
the
head
of
the
Medusa”
Cues
the
dialogue.
Teacher
–
And
so
Perseus
begins
his
journey
not
knowing
where
to
start.
In
small
groups
the
students
can
now
re-‐enact
the
beginning
of
the
story
and
after
a
while
you
can
watch
some
of
their
scenes.
Into
Literacy
–
Ask
the
children
to
draw
cartoon
style
stories
of
the
birth
of
Perseus
and
what
happened
that
caused
him
to
set
out
on
his
quest.
They
can
caption
these.
2.
Meeting
Athena
and
Hermes.
Teacher
–Perseus
sets
out
on
his
quest,
unsure
of
where
to
start.
He
is
approached
by
Athena
and
Hermes
–
they
tell
him
they
will
help
as
they
are
also
children
of
Zeus.
Athena
gives
Perseus
a
mirrored
shield
to
protect
him
from
Medusa’s
glare.
Hermes
wants
to
take
him
to
a
shoe
shop
to
him
some
magical
winged
sandals
to
help
him
escape
the
Medusa’s
den
and
her
two
ugly
sisters.
In
small
groups
the
students
can
improvise
this
scene
meeting
with
Hermes
and
Athena.
They
can
set
up
a
shoe
shop
scene
and
going
in
to
get
the
sandals,
trying
them
on
and
seeing
if
they
do
enable
him
to
fly.
The
students
will
have
fun
with
this
merging
a
modern
day
idea
of
the
shoe
shop
with
the
style
of
the
myth.
Explain
also
that
Hermes
also
gives
Perseus
a
sickle
to
chop
off
the
Medusa’s
head.
Athena
tells
him
he
must
now
go
to
the
Graeae
sisters
who
will
direct
him
to
the
Sea
Nymphs
who
can
give
him
more
gifts
to
help
him
–
a
cap
of
invisibility
and
a
sack
for
the
Medusa’s
head.
Allow
some
time
to
work
on
the
scenes
and
then
watch
them.
3.
Perseus
and
the
Graeae
(Grey
Sisters)-
Improvisation,
To
re-‐cap,
Athena
told
Perseus
that
he
must
go
to
see
the
Graeae
as
they
are
the
only
people
who
know
where
the
Nymphs
live.
The
Nymphs
have
two
final
gifts
for
Perseus
that
will
keep
him
safe
before
he
reaches
Medusa’s
Lair.
1.
Passing
the
Eye
Technique
-‐
Explain
to
the
students
that
The
Graeae
are
three
sisters
who
only
have
one
eye
between
them.
They
constantly
fight
over
who
should
be
holding
it.
Now
demonstrate
with
2
students
how
they
can
only
describe
what
they
see
when
holding
the
eye.
You
can
just
demonstrate
a
general
conversation
they
might
have.
Each
sister
says
one
sentence
and
then
another
takes
the
eye
as
follows:
Teacher
as
Sister
1
(with
the
eye)
–
It’s
a
lovely
day
sisters.
I
can
see
flowers
in
our
garden.
Sister
2
(taking
the
eye)-‐
Flowers?
No,
let
me
see.
Sister
3
(taking
the
eye)-‐
I
want
to
look
outside
too!
The
students
then
split
into
groups
of
three
and
have
a
go
at
this
–
it
is
interesting
to
see
if
they
can
control
themselves
when
they
don’t
have
the
eye....turn
taking
at
its
best
!!!
Perseus
Arrives
–
Improvisation/Scripting
Teacher
–
When
Perseus
arrives
he
introduces
himself
and
each
of
the
sisters
wants
a
turn
of
holding
the
eye
so
they
can
see
their
visitor.
As
the
sisters
pass
the
eye
between
them
they
describe
what
Perseus
looks
like.
The
students
will
have
fun
with
this
and
you
can
either
demonstrate
this
scene
again
with
a
few
students
or
give
them
some
verbal
examples:
Sister
1-‐
Oh
look
it’s
a
man,
a
handsome
man
and
he
looks
a
bit
anxious.
Sister
2
(grabbing
the
eye)
–
Let
me
see
him.
Oh
yes
and
he’s
brought
us
some
lovely
presents
look
(pointing
to
the
gifts
that
Perseus
is
carrying).
Prompts
Perseus
to
tell
them
these
gifts
are
not
for
them!
Sister
3-‐
The
young
man
is
on
a
mission.
I
wonder
what
he
wants
from
us
–
a
wife
perhaps?
Teacher
-‐
Perseus
demands
that
the
Graeae
tell
him
where
the
Nymphs
live.
The
Graeae
now
want
to
have
a
bit
of
fun
with
him
and
taunt
him
saying
things
like,
“This
knowledge
is
for
us
to
know
and
for
you
to
find
out”.
“Stay
with
us
a
while
and
we
will
tell
you”.
Teacher
-‐
Perseus
finally
grabs
the
eye
from
the
sisters
and
says
he
will
not
return
it
to
them
until
they
tell
him
where
the
Nymphs
live.
The
sisters
eventually
give
in
and
tell
him
that
the
Nymphs
live
in
the
Waters
Of
The
Styx
–
the
deepest,
darkest
waters
which
are
in
the
Underworld.
Perseus
then
throws
the
eye
back
at
the
sisters
(they
might
not
catch
it
and
so
are
left
scrabbling
around).
THE
GRAEAE
–
Teacher
is
demonstrating
here
with
2
students.
Now
in
groups
of
4
the
students
can
enact
this
scene
as
an
improvisation
OR
…
……..If
you
are
a
classroom
teacher
then
you
could
do
this
part
of
the
story
as
a
scripting
exercise,
embedding
literacy
within
the
drama
which
is
very
effective.
The
students
could
work
together
in
small
groups
to
script
the
scene
and
then
enact
it.
They
will
need
4
characters.
If
you
want
them
to
script
you
can
decide
if
you
want
them
to
practise
and
then
script
or
to
do
it
the
other
way
around
–
maybe
even
give
them
the
choice.
You
will
probably
need
to
show
them
how
to
lay
out
a
script
format.
Once
the
students
have
done
the
scenes
you
can
have
a
look
at
them
and
then
move
on
to
the
Stygian
Nymphs
movement
section.
4.
Perseus
with
The
Stygian
Nymphs
–
Mirroring
Technique,
Improvisation,
Choral
Speaking
Re-‐cap
that
Perseus
now
knows
where
the
cave
of
the
Nymphs
is
and
he
comes
to
deep,
dark
Waters
of
The
Styx.
This
scene
is
effectively
done
as
a
movement
section
based
on
a
mirroring
technique.
The
movement
will
become
the
underwater
environment
inhabited
by
the
Nymphs.
Ask
the
students
to
take
a
partner
and
stand
facing
each
other.
One
person
is
the
leader
and
the
other
is
the
follower.
The
leader
begins
to
make
slow
arm
movements
which
the
follower
must
copy
so
that
it
looks
as
if
they
are
completely
synchronized.
This
will
only
work
if
the
leader’s
movements
are
slow
and
flowing.
As
the
students
are
doing
this
use
slow
atmospheric
music
in
the
background
which
will
greatly
help
focus
and
concentration.
Music
Suggestion
–
Mysterious
Floating
or
Mysterious
Son
https://www.freesfx.co.uk/Category/Mysterious/228
MIRROR
EFFECT
IN
PAIRS
After
a
while
switch
the
partner
roles.
Now
you
can
extend
this
technique
to
do
it
as
a
whole
class.
One
person
as
a
leader
stands
facing
everyone
else
(they
can
take
up
different
levels
to
make
it
more
interesting.
Play
the
music
while
the
leader
makes
the
movements
and
everyone
else
follows.
Switch
leaders
to
give
others
a
go.
Now
set
out
the
class
with
everyone
standing
randomly
around
(different
levels).
Someone
will
again
be
the
leader
doing
the
movements
but
it
will
be
more
difficult
for
everyone
to
see
the
leader
so
the
students
will
have
to
look
at
someone
else
to
copy
if
they
cannot
directly
see
the
leader.
You
can
do
this
as
a
game
which
the
students
enjoy
–
ask
someone
(the
guesser)
to
turn
away
while
you
assign
a
leader.
Then
play
the
music
and
the
students
begin
the
moves.
The
guesser
has
to
figure
out
who
is
the
actual
leader.
The
group
has
to
work
together
making
it
very
difficult
to
tell
by
each
person
looking
at
someone
different
rather
than
everyone
staring
directly
at
the
leader!
Now
give
the
students
turns
as
Perseus
of
walking
through
this
floaty,
watery,
strange,
dark
place.
You
could
have
about
four
people
walking
through
at
a
time
and
then
ask
them
to
describe
how
it
felt.
Extend
vocabulary
here
by
getting
great
descriptions
of
this
place
and
draw
on
the
senses
–
how
did
you
feel,
was
there
a
smell,
did
you
touch
anything
etc
Into
Literacy
–
These
verbal
descriptions
will
extend
very
well
into
descriptive
writing
entitled-‐
Waters
of
The
Styx.
The
students
can
read
out
their
descriptions
to
the
class
or
in
pairs.
Perseus
Asks
For
The
Cap
of
Invisibility
and
The
Sack
Teacher
–
The
Nymphs
that
live
in
these
waters
have
the
same
floaty
movements
of
the
environment
and
they
speak
in
unison
–
all
at
the
same
time.
(choral
speaking).
Perseus
will
tell
them
that
he
wants
the
cap
and
the
sack.
They
will
ask
him
why.
Perseus
will
tell
them
he
is
going
to
destroy
the
Medusa.
They
will
ask
him
how
he
is
going
to
do
this.
He
will
tell
them
that
if
necessary
the
cap
could
make
him
invisible
if
he
is
in
trouble
at
any
time
and
the
sack
will
be
used
to
take
away
her
head!
In
small
groups
(about
4)
the
students
can
enact
this
scene.
Three
people
as
Nymphs
and
one
as
Perseus.
The
Nymphs
will
hand
over
the
gifts
that
he
needs.
5.
Perseus
In
The
Cave
Of
The
Medusa
The
Stone
Statues
–
Configuration
Mime,
Movement,
Tension
Gather
the
students
to
a
seated
position
beside
you.
Re-‐cap
the
previous
lesson
(the
Visit
to
The
Stygian
Nymphs).
Teacher
–
So
Perseus
continued
on
his
mission
to
find
the
Medusa.
Who
can
remember
what
the
Nymphs
gave
him
to
protect
him
when
entering
the
Medusa’s
lair.
Cues
response
from
students-‐
The
Cap
of
Darkness
(Cap
of
invisibility)
and
a
bag
for
the
head
as
the
power
of
the
Medusa’s
stare
will
remain
even
when
the
head
is
severed.
Teacher
–
What
else
does
Perseus
have
with
him
that
might
also
come
in
handy?
Cues
response
–
The
sickle,
the
bag,
the
flying
sandals.
Teacher
–
How
do
you
think
Perseus
will
be
feeling
on
entering
the
lair?
Cues
response
–
Nervous,
scared,
challenged
etc
Teacher
–
The
entrance
to
the
Medusa’s
lair
was
filled
with
stone
statues
of
creatures
turned
to
stone
by
the
Medusa.
I
wonder
what
the
statues
were?
Cues
response
–
animals,
human
figures,
creatures
of
the
underworld.
Teacher
–
Everyone
find
a
space
and
stand
as
one
of
these
stone
statues.
Keep
very
still
and
try
to
look
menacing!
Cues
response
–
Students
stand
as
menacing
statues.
Teacher
–
Let’s
have
a
few
levels
here.
Some
of
the
statues
might
be
low
and
some
very
high.
Cues
students
to
adapt
statues.
When
the
children
are
in
position
play
the
music.
https://www.freesfx.co.uk/Category/Horror/223
Tracks
like
Hallowe’en
Hunting,
Suspended,
Sacrifice
are
great
(be
prepared
to
wait
a
bit
for
the
samples
to
load).
This
will
set
the
chilling
mood
for
this
dramatic
scene.
Now
choose
someone
to
be
Perseus.
Teacher
–
As
Perseus
you
must
think
how
he
is
feeling
and
walk
very
slowly
through
the
stone
statues.
Danger
lurks
everywhere
in
here!
Remember
to
hold
the
items
you
have
tightly.
Cues
the
student
playing
Perseus
to
walk
slowly
through
the
statues.
Teacher
–
This
time
we’re
going
to
add
in
a
technique
to
make
the
scene
a
bit
more
spooky.
When
Perseus
passes
a
statue
the
statue
turns
it’s
head
slowly
to
look
at
him.
When
he
senses
this
and
turns
round
the
statue
is
stony
still
once
again.
This
is
a
simple,
effective
technique
that
your
students
will
really
enjoy.
Replay
the
scene
with
the
statue
heads
turning.
For
the
students
to
really
grasp
the
effectiveness
of
this
scene
you
can
divide
the
class
in
two
to
do
it
–
while
one
half
performs
the
others
watch
and
then
switch.
You
can
get
them
to
evaluate
the
look
and
the
atmosphere
that
is
created
and
get
brilliant
vocabulary
to
use
later
in
the
writing
section.
Meeting
The
Medusa
–
Improvisation,
characterisation,
tension
build
up,
paired
and
group
work.
Teacher
–
Perseus
passes
the
statues
and
enters
a
very
dark
cave
where
he
can
hear
that
the
Medusa
is
sleeping.
He
must
be
very
careful
now,
who
remembers
why?
Cues
response
–
He
must
not
look
at
the
Medusa.
Teacher
–
The
Medusa
is
ugly.
Her
head
is
a
mass
of
snakes.
Her
snore
is
loud
and
she
probably
smells
grim.
He
will
need
to
see
what
he
is
doing
but
how
if
he
cannot
look
directly
at
her?
Discuss
that
he
is
carrying
the
shiny,
silver
shield
which
can
act
as
a
mirror
so
that
he
can
see
her
reflection.
Teacher
–
As
Perseus
approaches
the
Medusa,
she
yawns,
looking
like
she
might
wake
up,
then
sleeps
and
he
walks
again.
Let’s
try
this
section
with
a
partner.
In
pairs
the
students
can
try
this
Mime/Movement.
One
person
as
Perseus
walking
very
slowly
to
the
sleeping
Medusa
who
looks
like
she
might
wake
up.
Perseus
watched
her
via
the
mirror
shield.
Again
the
students
will
focus
on
slow
movements
building
up
tension.
Put
on
the
music
again
to
enhance
while
the
students
are
doing
the
scene.
Once
they
have
had
a
practice
you
can
see
a
few
pairs
(use
the
music)
that
you
have
observed
as
good
examples
and
encourage
feedback.
Teacher
–
As
Perseus
gets
very
close
to
the
Medusa
the
snakes
on
her
head
get
restless
as
they
see
Perseus
approach.
They
start
to
wriggle
and
say
“Mistress
someone
is
here.”
They
speak
strangely
hissing
out
the
“s”
sound.
What
will
happen
?
Cues
response
–
She
will
wake
up.
Teacher
-‐
She
scratches
her
head
and
wakes
up.
What
will
her
reaction
be
when
she
sees
Perseus?
Cues
response
–
anger,
curiosity,
defensiveness
Teacher
–
She
speaks
to
Perseus.
What
does
she
say?
Cues
response
–
Who
are
you,
What
do
you
want?
How
dare
you
enter
my
cave!
–
Get
some
ideas.
Teacher
–
What
do
you
think
Perseus
will
answer?
Cues
response
–
Get
some
ideas
on
how
Perseus
will
respond,
still
looking
at
the
mirror
shield.
Teacher
–
The
snakes
are
also
awake.
Will
they
say
anything?
Cues
response
–
Maybe
they
notice
the
items
that
Perseus
has
brought
and
draw
their
Mistress’s
attention
to
them.
Teacher
–
Perseus
has
to
be
very
careful
the
clever
Medusa
does
not
distract
him
from
his
task.
She
will
try
and
trick
him
into
looking
at
her.
How
might
she
do
this?
Cues
response
–
Asking
him
to
come
closer,
to
look
at
something
on
her
face,
to
say
she
has
something
for
him
etc
Teacher-‐
The
snakes
will
also
attempt
to
trick
him
or
distract
him.
How
might
they
do
this?
Cues
response
–
Hissing
towards
his
face,
spitting
at
him
etc
If
you
are
up
for
teacher
in
role
technique
(and
we
highly
recommend)
you
can
set
up
a
demo
of
how
this
scene
might
look.
This
will
be
very
useful
for
the
students
when
they
come
to
trying
the
scene
themselves.
To
do
this
go
in
role
as
the
Medusa
seated
and
asleep,
choose
three
snakes
to
stand
to
your
sides
and
a
Perseus.
Start
from
the
slow
build
up.
Tell
one
of
the
snakes
to
be
the
first
to
see
Perseus
and
take
it
from
there.
From
your
demo
the
students
will
see
the
importance
of
taking
turns
to
speak
and
get
into
the
characterisation.
The
snakes
should
have
good
snake
characterization
for
maximum
effect.
After
your
demo
the
students
in
groups
of
4/5
should
try
out
the
scene.
Remind
them
about
slow
pace,
characterization,
taking
turns
to
speak,
trying
to
trick
Perseus
(trying
at
least
two
tricks!)
I
suggest
holding
on
the
part
where
Perseus
takes
the
head
because
there
will
be
a
temptation
for
them
to
go
to
that
part
too
quickly
and
you
want
this
dramatic
build
up
first!
After
a
while
take
a
look
at
some
of
the
scenes
and
feedback.
Teacher
–
I
didn’t
add
on
the
part
yet
when
Perseus
takes
the
head.
Can
anyone
think
why
I’ve
left
that
out
so
far?
Cues
response
–
it
will
be
interesting
for
you
to
see
if
they
understand
the
focus
on
the
build
up.
Teacher
–
Perseus
had
to
pick
his
moment.
Perhaps
he
had
a
trick
of
his
own
diverting
the
Medusa
and
snakes
so
that
he
could
pounce
with
his
sickle,
slice
of
the
head
and
put
it
in
the
bag
–
WITHOUT
LOOKING
AT
IT.
What
might
he
say
to
divert
them?
Cues
response
–
Maybe
he
ask
them
to
look
at
something,
or
lifts
up
one
of
his
items
that
will
catch
their
attention
and
then
strike!
Teacher
–
You
can
decide
in
your
groups
how
Perseus
does
this
and
add
on
this
final
section.
Once
the
head
is
in
the
bag
he
must
quickly
get
out
of
there
as
the
scream
of
the
Medusa
may
awaken
her
two
sisters.
Are
there
any
gifts
to
help
with
not
being
seen
and
getting
away
quickly?
Cues
response
–
the
flying
sandals,
Cap
of
Invisibility.
Into
Literacy
You
can
stop
between
scenes
and
do
smaller
written
pieces
but
if
you
are
doing
the
whole
practical
session
in
a
one
you
don’t
want
to
break
the
continuity
so
your
Literacy
task
can
come
at
the
end.
Stone
Statues
–
The
students
draw
the
shape
of
the
stone
statue
that
they
became
and
write
a
description
of
it
underneath.
Medusa
Character
Description
–
The
students
draw
the
Medusa
and
label
parts
of
her
grotesque
body.
Creative
Writing
–1)
The
students
write
the
Meeting
The
Medusa
scene
in
pairs
as
a
paired
script
to
read
and
enact.
2)
The
students
write
this
story
chapter
as
an
atmospheric
narrative
or
as
picture
story
with
captions.
We
play
the
music
while
the
children
are
writing
as
this
also
helps
their
focus
and
mood!
We
recommend
with
writing
tasks
that
the
students
get
the
opportunity
to
share
their
work
with
each
other,
reading
to
a
partner
or
whole
class
as
this
places
value
on
the
written
work
and
is
a
real
motivator
when
they
know
the
writing
will
be
used
somehow!
We
use
a
pop
up
tent
with
a
flashlight
or
torch
to
present
scary
stories
and
this
would
work
well
here
–
see
below.
This
would
work
well
as
the
Cave
and
be
sure
to
play
the
music
to
give
added
atmosphere.
5)
With
Atlas
and
saving
Andromeda-
Improvisation,
movement,
configuration.
Re-‐cap
that
Perseus
now
has
completed
his
quest
and
must
return
with
the
head
of
the
Medusa.
Teacher
–
As
he
flies
back
however
he
has
a
few
encounters.
He
is
flying
over
Lands
ruled
by
Atlas.
Has
anyone
heard
of
Atlas?
Cues
a
response.
Teacher
–
Atlas
was
a
God
of
amazing
strength
and
no-‐one
dared
to
mess
with
him.
Perseus
was
tired
and
knew
that
Atlas
had
beautiful
gardens
where
he
could
rest
for
a
while.
It
was
said
he
had
apples
of
gold!
Perseus
stopped
and
told
Atlas
he
was
a
son
of
Jupiter
and
that
he
had
the
Medusa’s
head
in
the
bag,
showing
off
a
bit.
I
wonder
what
Atlas
thought
of
this.
Any
ideas?
Prompts
a
response.
Teacher
–
Well,
Atlas
was
not
impressed
and
he
remembered
the
words
of
an
old
prophecy
that
said
a
son
of
Jupiter
would
rob
him
of
his
golden
apples!
He
told
him
to
leave
immediately
but
Perseus
tried
to
persuade
him.
What
would
he
say
do
you
think?
Prompts
responses
about
how
Perseus
might
persuade
him
to
let
him
stay
a
bit.
Teacher
–
An
argument
soon
broke
out
and
became
a
fight
but
Perseus
was
no
match
for
the
strength
of
Atlas
in
a
normal
fight.
He
had
no
choice
….
what
did
he
do?
Prompts
response
that
he
looked
away
while
showing
Atlas
the
head
of
the
Medusa.
Teacher
–
Perseus
showed
him
the
Medusa’s
head
and
Atlas
turned
to
stone.
Legend
says
he
became
the
Atlas
Mountains.
In
pairs
the
students
can
enact
this
meeting
with
Atlas.
The
turning
of
Atlas
to
stone
can
be
done
as
a
slow
motion
with
body
parts
turning
very
slowly
into
the
shapes
of
mountains.
Perseus
Saves
Andromeda
Teacher
–
Perseus
continued
his
journey
home
he
came
upon
the
beautiful
girl
Andromeda
who
had
been
chained
to
rocks,
ready
to
be
eaten
by
a
sea
monster
as
a
sacrifice
to
Poseidon
the
Sea
God.
Let’s
make
some
tableaux
of
how
this
scene
might
look.
In
groups
of
about
5
the
students
can
make
still
images
of
Andromeda
chained
to
the
rocks
and
the
sea
monster
(4
students
link
together
to
create
a
monster
configuration).
Allow
some
time
for
the
students
to
do
this
and
then
have
a
look
at
these.
Discuss
that
Perseus
was
very
attracted
to
Andromeda
and
wanted
to
save
her.
A
good
idea
here
that
the
students
enjoy
is
to
make
a
huge
class
sea
monster
moving
slowly
licking
his
lips
at
the
thought
of
a
meal.
Two
students
take
the
parts
of
Andromeda
and
Perseus
and
you
can
enact
a
slow
fight
scene
where
Perseus
kills
the
sea
monster
perhaps
by
turning
him
to
stone.
Suggested
Music
–
Psyched
https://www.freesfx.co.uk/Category/Uplifting/230
Into
Literacy
–
The
students
can
write
exciting
accounts
of
the
encounter
with
the
sea
monster
and
the
saving
of
Andromeda.
6.
The
Olympic
Games
–
Tableau,
Improvisation
Teacher
–
Perseus
marries
Andromeda
and
together
they
arrive
on
the
island
of
Larissa
where
they
are
having
the
Olympic
Games.
Discuss
what
events
might
be
happening
at
the
games.
In
groups
of
about
5
the
students
can
make
tableaux
of
different
events
that
might
take
place
at
the
games
–
hammer
throwing,
boxing
etc.
Give
them
a
few
minutes
to
make
their
still
image
for
the
others
to
guess
the
event.
Teacher
–
When
Perseus
saw
the
events
he
wanted
to
take
part
and
chose
to
become
a
competitor
in
the
Discus
throwing.
Everyone
in
the
crowd
watched
as
Perseus
took
his
place
.
Ask
the
class
to
stand
in
a
long
line
as
if
becoming
the
audience.
Teacher
-‐
At
the
end
of
the
line
there
was
a
very
old
man
called
Acrisius,
who
remembers
him?
(choose
someone
to
be
Acrisius).
Cues
response.
Teacher
-‐
Acrisius
loved
to
watch
the
Discus
event.
Also
watching
and
cheering
on
her
new
husband
was
Andromeda
(choose
someone
to
be
Andromeda).
Perseus
(choose
a
Perseus)
stepped
forward
and
picked
up
the
Discus,
raised
it
high
in
the
air
and
threw.
All
eyes
followed
the
Discus
as
it
travelled
through
the
air.
You
can
do
this
in
slow
motion
with
everyone
in
the
line
watching
as
if
following
the
Discus
moving
through
the
air
from
one
end
of
the
line
to
the
other.
Teacher
–
The
Discus
moved
across
the
field,
far
to
the
end
to
where
the
old
Acrisius
was
standing
when
BOOM
it
landed
on
his
head.
Cues
the
reaction
of
student
playing
Acrisius.
Into
Literacy
–
The
students
could
write
reports
of
the
accident
at
the
Olympics.
7.
Back
To
Seriphos
-
Improvisation
Teacher
-‐
Perseus
and
Andromeda
soon
arrive
back
at
Seriphos.
They
find
out
that
Danae
is
now
a
servant
to
King
Polydectes
as
she
still
refused
to
marry
him
and
he
did
not
marry
Hippodameia.
How
do
you
think
Danae
would
be
feeling
to
see
the
arrival
of
her
son?
Cues
response
–
overjoyed.
She
might
ask
who
Andromeda
is.
Teacher
–
Perseus
would
have
to
explain
that
he
is
married
to
Andromeda.
Then
he
would
meet
with
Polydectes
who
is
sitting
on
his
throne.
Perseus
tells
him
he
has
the
head
in
the
bag.
Do
you
think
Polydectes
believes
him?
Cues
ideas
on
this.
Teacher
-‐
Perseus
has
had
enough
of
Polydectes
calls
out
to
everyone
standing
around
“Let
all
who
are
my
friends
shield
their
eyes”....
He
then
removes
the
head
from
the
bag
and
turns
Polydectes
to
stone.
In
small
groups
the
students
can
improvise
this
scene
with
Perseus
returning,
seeing
his
Mother
again,
telling
her
about
Andromeda
and
finally
the
showdown
with
Polydectes
and
turning
him
to
stone.
The
students
should
make
a
final
freeze
image
as
the
very
end
of
their
scene.
Allow
some
practice
time
and
then
watch
the
scenes.
Into
Literacy-
The
students
can
now
do
various
written
tasks
with
this
story.
As
A
Summary
of
Main
Points
As
a
story
in
chapters.
As
a
picture
story
with
captions.
As
a
newspaper
report
–
Perseus
Returns
With
Medusa
Head.
There
are
countless
possibilities.