Schools

Charlie and the Chocolate Factory
Study Guide

Roald Dahl’s CHARLIE AND THE CHOCOLATE FACTORY
Book by David Greig, Music by Marc Shaiman, Lyrics by Scott Wittman & Marc Shaiman
Based on the novel by ROALD DAHL
Songs from the Motion Picture by LESLIE BRICUSSE and ANTHONY NEWLEY
Directed by Thom Allison

Introduction

This guide was written by Denise East, with contributions from Jenni Saslove. As you scroll through the guide, you will find curriculum connections, discussion questions, units of study and more. If you wish to create your own lesson plan from the study guide copy, we have created a lesson plan template for your use. We hope you will find this guide to be a useful resource. Should you have any questions or feedback, or have inquiries about the use of this guide (which is copyright protected), please feel free to contact Karen Gilodo, Associate Artistic Director, Education at kgilodo@youngpeoplestheatre.org.

Synopsis

Charlie and the Chocolate Factory is a musical (book written by David Greig, Music by Marc Shaiman, Lyrics by Scott Wittman & Marc Shaiman) based on the novel by Roald Dahl. The musical tells the story of a kind-hearted child named Charlie Bucket, with a modest upbringing and a passion for chocolate. Charlie dreams of inventing his own chocolate, as well as one day meeting his idol, Willy Wonka, an imaginative chocolatier who owns a mysterious candy factory.

Charlie hears of a worldwide contest hosted by Willy Wonka himself. The contest involves finding a golden ticket in one of Wonka’s chocolate bars, and in turn, getting to tour Wonka’s chocolate factory and potentially winning the grand prize of a lifetime supply of chocolate. We soon meet four of the lucky winners: Augustus Gloop, a greedy and gluttonous eater from Germany; Veruca Salt, a spoiled ballerina from Russia; Violet Beauregarde, a competitive gum chewer from California; and Mike Teavee, an aggressive video-game addict from Iowa.

Charlie receives one Wonka bar as a birthday gift and does not find a golden ticket. Knowing that his family cannot afford to buy any more chocolate, Charlie accepts that he is not destined to win this contest. Magically, Charlie finds a one dollar bill on the ground and buys one more chocolate bar, and he finds a golden ticket!

Chaperoned by his Grandpa Joe, Charlie joins the other ticket winners and their parents on a tour through the chocolate factory. During the tour, the other children are swayed by temptation and self-importance, disobeying Wonka’s instructions. As a result, Augustus Gloop falls into the chocolate river, Violet Beauregarde turns into an oversized blueberry, Veruca Salt falls down a garbage chute, and Mike Teavee is shrunken into a miniature version of himself. Charlie is the last remaining contestant and Willy Wonka informs him that there is one more room to visit, full of endless possibilities. When they notice that the room is empty, it appears as if Wonka has tricked Charlie, but Charlie is simply grateful for the experience. When alone, Charlie finds Wonka’s notebook and begins writing his imaginative candy ideas. Wonka finds out and shares that while all of the other children couldn’t stop themselves from disobeying, Charlie couldn’t stop himself from “making something out of nothing.” Wonka informs Charlie that he has won the true prize: carrying on Willy Wonka’s legacy by taking over the factory.

Thematic Overview

This journey through the mysterious and magical world of Willy Wonka’s chocolate factory is designed to captivate the audience’s imagination. At the heart of the Willy Wonka’s fantastical world is a call to dream and believe in the seemingly impossible. Some of the main themes in the story include delighting in possibilities and chasing your dreams. Despite Charlie Bucket growing up in poverty he is not held back. Charlie stays true to himself, and his honesty and kindness allow him to achieve his goals. In a world where the young people around him are self-centered and greedy Charlie is an example of someone who wins by caring for those beyond himself.

Themes

Chasing Your Dreams
Staying True to Yourself
Delighting in Possibilities
Caring for Others

Curriculum Connections

The Arts – Drama, Music
Language
Health and Physical Education (Social-Emotional Learning Skills)

Ancestral Teachings

Wisdom
Humility

Interview with Director Thom Allison

Thom Allison headshot

What is one thing you want students to know before coming to see the show?

TA: Be prepared to have a good time. I think, for any age, this show has a quality that is so joyful. But it also has this kind of wonderful, edgy quality to it. It invites everyone, the child in everyone, to enjoy the ride – in terms of the fun of it, the outrageousness of it, and the imagination of it. So, it’s a wonderful piece for kids of all ages.

 

What do you feel is one of the central themes of the show?

TA: What I’m really moved by, and I think is so integral to what the show is, is the world as community. The children, other than Charlie, are so selfish. The parents, other than Charlie’s family, are so selfish. All of which represent a cross-section of the world. But then you have Charlie, whose family is not rich, they’re trying their best and they have love…Charlie, in this letter [that he writes to Willy Wonka], which breaks my heart every time I hear it, asking for these wonderful ideas of new candies that are actually functional. To help his grandparents, [he asks for] this pillow that’s a marshmallow that they can eat and it’s soft for them. And he says, “I don’t want anything for me, but just a chocolate bar that I can share with you, so I can tell you how wonderful you make me feel.” It’s breathtakingly beautiful how this 9-year-old boy, when children have every right to be thinking of themselves – they haven’t grown up enough to know and feel the rest of the world –  he’s thinking of his mother and shoelaces for her because her feet are sore. He’s thinking so far beyond himself. In this moment in time, the world needs to think of itself more as community. We’re so fractured. I think that [theme of community] is gorgeous.

What excites you about this show?

TA: Oh my… I want to say everything! But honestly, it’s the collaborationon the show. … Like, every scene is about: Is it a me [component]? Is it a choreographic thing? Is this a lighting thing? Every scene has all of these components, so this is not just about me leading this. I’m organizing it, but it’s always about what else is happening… and then of course, we get the cast… So yeah, it’s the collaboration with the team and the cast, and then of course the audience, which is a really fun piece.

What do you hope young people will take away from seeing this show? What do you hope the impact will be?

TA: Honestly, because kids are such sponges, I hope they see how good they can feel by thinking of other people. Which I think, for any child to learn that young, is amazing. It just makes them a better person from the very beginning. I mean, it doesn’t hurt that by being a good person, [Charlie] gets a chocolate factory. That’s great incentive. “Wait a minute, I get candy if I’m nice? I’m the nicest person in the world!” So, I mean, it’s a wonderful message that you win wonderful things that will make you happy by making other people happy. And then, in fact, Charlie gets to make even more people happy with this factory. So I love that it’s the idea of good will and graciousness are a never-ending circle of goodness.

Is there anything else you want to share with us?

TA: Honestly, the show itself, the music is fantastic. The story is so fascinating and complex. But also, this production is designed by Brandon Kleiman, our set designer, and Ming Wong, our costume designer, and there are going to be amazing projections by Laura Warren. It’s going to be the most wonderful holiday show to bring your kids to… and to bring the kid in you to. In a moment like this in time, where things are a bit fraught, this is a show that brings a lot of joy, a lot of laughter, and a lot of reason to celebrate those that you call family – whatever that is made up of.

Set Rendering from Set Designer Brandon Kleiman

Set Rendering

Set rendering example from Charlie and the Chocolate Factory.

Curriculum Expectations

By participating in the exercises in this study guide, students will:

The Arts – Drama

  • apply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;
  • apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
  • demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community contexts.

The Arts: Music

  • apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of music and musical experiences;
  • demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.

Language

  • generate and develop ideas about given and chosen topics, using various strategies, and drawing on various resources, including their own lived experiences, and learning from other subject areas
  • sort and sequence ideas and information, using appropriate strategies and tools, taking into account the text form and genre to be used

Health and Physical Education

  • apply skills that help them develop habits of mind that support positive motivation and perseverance, in order to promote a sense of optimism and hope
  • apply skills that help them develop self-awareness and self-confidence, in order to support the development of a sense of identity and a sense of belonging

Units of Study

The activities in these units of study encourage students to interact with the play’s content actively, fostering a deeper understanding of the story’s themes.

Pre-Show Unit of Study

Pre-Show Discussion Questions

  • What does it mean to chase a dream?
  • Take a moment of quiet reflection to think about a dream you have for the future. Now, choose three personal attributes you will need to achieve this dream. Share the attributes with the class.
  • When can using one’s imagination help with problem solving?
  • What does it mean to be greedy?
  • How do one person’s choices affect their community?

Pre-Show Activity 1: Exploring Imagination and Creativity

Objective

This activity aims to encourage students to use their imagination to envision new worlds and possibilities. Students will develop their ability to imagine and articulate their visions creatively. This activity also prepares them for the visually rich and imaginative environment of Charlie and the Chocolate Factory.

Materials

Art supplies (paper, crayons, markers, collage materials), space for displaying artwork.

Instructions

  1. Start by discussing the concept of imagination with the students. Ask them to think about a place they would like to visit in their dreams or imaginations.
  2. Provide students with art supplies such as paper, crayons, markers, and collage materials. Ask them to create a visual representation of their dream world. Encourage them to be as imaginative as possible, incorporating elements that they find exciting or inspiring.
  3. Allow students to share their creations with the class. Ask students to explain why they chose certain elements and what makes their dream world special to them.

Pre-Show Activity 2: Exploring Choreography

Objective

Students will develop an understanding and appreciation for choreography and the creative process. Students will also explore their creativity through movement.

Materials

Device to play music, space for students to dance, songs from the show (YouTube links), a smartboard/screen/projector to show video examples.

Instructions

  1. Begin with a group discussion about what choreography is and how musicals use it to tell a story and engage an audience. For example:
    • “Choreography is the sequence of steps and movements in a dance. A choreographer is a person who creates their own steps and movements and then puts them together. Today, you are all going to get the chance to be choreographers!”
    • “A famous musical theatre quote is, ‘When speaking isn’t enough we sing, when singing isn’t enough we dance.’ In musicals, songs and dances are used to emphasize big moments, further the plot, increase audience engagement, and more. In a lot of shows, characters break out into song or dance when it feels as if just speaking words wouldn’t be enough.”
  2. Show students some examples of famous dances from musicals and discuss thoughts about them. For example, what did you like about the dance number? What did you not like? What did you notice about the types of movements you saw? Some dance numbers you could show include:
  3. Warm Up: Have students move around the room and play various songs. Encourage students to dance in a way that they believe fits to the song playing. Keep changing the style of the song to see how their movements change.
  4. Put students into groups and assign each group a song from the show, such as those included below. Students must choreograph a short dance to a section of their assigned song. Every student is encouraged to be involved in some way (students can either play a certain character, they can all do the dance together, or they can have some do the main choreography and some do simpler movements on the sides).
  5. Students can then perform their dances in front of the class if they feel comfortable.

Debrief

How did you decide what moves to do in your dance?
Did you listen primarily to the beat, lyrics, melody, etc.?
Was it challenging to come up with dance moves that fit with the song?

Extension: To connect to the show they are about to see, encourage students to pay close attention to the songs they were assigned when watching the show. Ask them to consider how the choreography is similar or different compared to what they came up with prior to seeing the show. Were they surprised? In what ways?

Post-Show Unit of Study

Post-Show Discussion Questions

After enjoying the vibrant and imaginative journey of Charlie and the Chocolate Factory, these discussion questions ask students to reflect on the characters, music and themes presented in the play.

  1. How did Charlie’s imagination influence his experience in the chocolate factory?
  2. Can you give examples of how a character’s creativity solved problems in the story?
  3. How did believing in himself help Charlie navigate his challenges?
  4. What is something Charlie learned during this story?
  5. If you received a Golden Ticket for anywhere or anything in the world, what would you want it to be for, and why?

Post-Show Activity 1: Reflections on Imagining Possibilities and Chasing Your Dreams

Objective

Encourage students to reflect on how the themes of imagining possibilities and chasing your dreams is woven through the narrative of Charlie and the Chocolate Factory and to explore their own creative potential. Students will enhance their understanding of the role of imagination in storytelling and personal development. They will also improve their creative writing and reflective thinking skills.

Materials

Notebooks or writing paper, pens and pencils.

Instructions

  1. Begin with a group discussion on the role of imagination in the play:
    • Explain to students that imagining all of the possibilities in a situation can help us achieve amazing things.
    • Ask students how Charlie’s imagination affected his journey and experience within the chocolate factory. Discuss specific instances where imagination led to problem-solving in the story.
    • Discuss what people can do in order to pursue their dreams. For example, you can go to school to learn more about what you want to do in life, or you can ask questions of people who are doing what you want to do.
    • Discuss specific instances in the story when characters chased their dreams. For example, Charlie Bucket had a dream of meeting Willy Wonka and creating his own chocolate. So, he did everything he could to enter that contest and he wrote a letter to Willy Wonka. Violet Beauregarde wanted to become famous, so she dedicated her life to chewing gum!
  2. Have students write a short story or a diary entry from the perspective of Charlie after his adventure, focusing on following his dreams and how he plans to use his imagination in his future endeavors. Encourage students to incorporate elements from the play that resonated with them.
  3. In small groups or with the class, discuss how imagining different scenarios can lead to positive outcomes and the development of creative solutions to problems.

Post-Show Activity 2: Exploring Emotions and Tableaux

Objective

This activity is designed to help students develop their narrative understanding, expressive skills, and teamwork through the creative retelling of scenes from Charlie and the Chocolate Factory. It uses imaginative play and tableaux to reinforce the story’s themes and enhance comprehension.

Materials

A list of emotions (provided below), space for students to move, descriptions of key scenes (provided in the appendix).

Instructions

  1. Start by explaining what a tableau is—essentially a “living picture” where students use their bodies to create a frozen scene that conveys a story with emotion.
  2. To warm up, play a game called “Emotion Charades.” Give students an emotion to act out in front of the class without talking. The rest of the class must guess which emotion they are portraying. Emotions they can act out include:
    • Happy
    • Sad
    • Disgust
    • Anger
    • Fear
    • Excited
    • Nervous
    • Surprised
  3. Assign groups to key scenes that are vivid and engaging yet simple enough for students to understand and enact. Scenes and descriptions are included in the appendix.
  4. Give each group time to read through the brief scene description and associated emotions.
  5. Students must create a tableau representing the scene they were given, highlighting the key emotions as well. Every student in the group should be involved.
  6. Each group will then share their tableau with the class and students can guess which scene it is before the group reveals the answer. Offer positive feedback on creativity and effort after each performance.
  7. Facilitate a class discussion to reflect on the learning experiences and emotional exploration during the activity.
  8. Recap the key themes and emotional insights from the play. Conclude with applause for all participants, stressing the value of exploring new experiences and self-expression. This method provides a supportive framework for young students to interact with dramatic concepts, fostering early skills in drama and personal expression.

Post-Show Activity 3: Storytelling through Song

Objective

This activity aims to introduce students to the idea of storytelling through song, which is a key component in musical theatre. Students will learn about finding and portraying the meaning behind the lyrics of a song. As a result, this gives students the opportunity to build upon the skills they learned in the previous activity – to explore physicality to express emotions, which they can apply when reading/presenting song lyrics with emotion.

Materials

Lyrics for a song from the musical printed out in multiple copies for students (lyrics can be found in appendix below). A smartboard/screen/projector to show video examples.

Instructions

  1. Begin by having a discussion about storytelling through song. For example:
    • “In musicals, performers don’t just sing the songs, they act at the same time. They are telling a story through the song. This can be done through facial expressions, body language, vocal quality, stage directions, volume, and more.”
  2. Show a few strong examples in musicals, where the emotions and story that the actor is trying to portray are clear. Examples may include:
  3. Assign the students a song segment from Charlie and the Chocolate Factory, based on their confidence in reading – texts are available in the Appendix. Students will attempt to read the text as if it were a “monologue”, which is a one-person scene, instead of a song. Students can work independently or in partners for this task. As they read their text, encourage students to consider:
    • How can you read this text with expression and emotion?
    • How can you use timing/pacing, facial expressions, and your voice to tell the story?
    • What is the motivation behind the text? What are they trying to say?
  4. Students can perform their monologue if they feel comfortable.
  5. Ask students if they found this process easy or challenging. What was challenging about it? Do you think acting in a musical would be hard? Do you think it would be difficult to sing and act at the same time? Do you think pop songs tell a story too?
  6. To connect to the musical, ask students to reflect on moments in Charlie and the Chocolate Factory when the actors really told the story through the song they were singing. Have students consider: Was this an important moment for the character? What did the actor do to make it clear what they were singing about and how the character felt?

Glossary

Choreographer: A person who creates their own steps and movements and then puts them together.

Choreography: The sequence of steps and movements in a dance.

Consequences: The results or effects of actions, which can be positive or negative depending on the nature of the action taken.

Dreaming Big: The act of thinking ambitiously or imagining great achievements and opportunities without limits.

Imagination: The ability of the mind to be creative or resourceful, envisioning things beyond the current reality.

Musical: A theatrical art form in which song and dance are integral to the performance.

Appendix

Post-Show Activity 2: Scenes and Descriptions for Tableaux

a) Charlie’s Birthday:
Main Action: Charlie unwraps the chocolate bar he received for his birthday and there is no golden ticket inside.
Emotions: Charlie and his family are sad and disappointed. Charlie had been looking forward to this and hoping this would be his opportunity to follow his dreams. The family knows that Charlie will likely not have an opportunity to buy another chocolate bar.

b) Golden Ticket Discovery:
Main Action: Charlie finds a Golden Ticket in a Wonka Bar.
Emotions: Charlie and his family are extremely happy and surprised when they find the ticket. They can hardly believe it. This moment is very exciting and changes their lives. Everyone shows a lot of joy and excitement about the discovery.

c) Entering the Chocolate Factory:
Main Action: Charlie and the other winners step into the big and imaginative chocolate factory for the first time.
Emotions: The children are filled with wonder and amazement as they see the magical parts of the factory, like the chocolate river and edible plants. They are very excited to see such magical things for the first time.

d) Violet Turns into a Blueberry:
Main Action: Violet Beauregarde chews a special gum that Willy Wonka told her not to chew, and she turns into a huge blueberry.
Emotions: The scene is funny but also a bit serious. Violet’s change is funny but also a bit scary, and everyone’s reactions show that it’s important to listen to instructions.

e) Veruca Wants a Squirrel
Main Action: Veruca is demanding that her father buy her one of the squirrels in Wonka’s factory.
Emotions: Veruca is angry and determined. Veruca’s father, and the other families are scared of what may happen if Veruca does not get what she wants.

Post Show Activity 3: Song Lyrics

Text 1: Level 1 Reading Difficulty

“I’ve got a golden ticket!

I’ve got a golden twinkle in my eye…

Grandpa Joe, how did you know?

That I’d be coming home today

With something good, something gold

Something special that I can hold!

Grandpa Joe, just as you planned

The final golden ticket’s in my hand!”

Text 2: Level 2 Reading Difficulty

“Mine! Mine!

What can I say?

I got my golden ticket the American way.

I hacked Willy Wonka that’s how I won.

You gotta break rules to get the job done!

I don’t need to go outside to be what I’ll be.

Reality is something I can get from TV.

America get ready for my cyber attack.

Mike Teavee is winning, there’s no going back!”

Text 3: Level 3 Reading Difficulty

“Come with me and you’ll be

In a world of pure imagination!

Take a look and you’ll see

Into your imagination.

We’ll begin with a spin

Travelling in the world of my creation!

What we’ll see will defy explanation.

If you want to view paradise

Simply look around and view it.

Anything you want to, do it!

Want to change the world? There’s nothing to it.”