THE WAR SEASON

T E A C H E R S A N D S T U D E N T S R E S O U R C E P A C K

K S 3 / K S 4

The War Season The War Season

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CONTENTS KEY THEMES

W O R L D W A R O N E - 4

T H E D I A R I E S - C A P T A I N A L E X A N D E R S T E W A R T - 5

R E M E M B R A N C E D A Y - 6

THE STORY

M Y G R A N D F A T H E R ’ S G R E A T W A R - 7

W A R N O T E S - 8

BEHIND THE SCENES

I N T E R V I E W W I T H A C T O R C A M E R O N S T E W A R T - 9

I N T E R V I E W W I T H P E R F O R M E R L I L I L A S C A L A - 1 1

V E R B A T I M T H E A T R E - 1 2

W A R T I M E S A R T S - T H E S O N G S A N D L E T T E R S - 1 3

RESOURCES

D I S C U S S I O N A N D D E B A T E - 1 6

P R A C T I C A L A C T I V I T I E S - 1 7

E S S A Y Q U E S T I O N S - 2 0

LINKS

F U R T H E R L I N K S A N D R E S O U R C E S - 2 2

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INTRODUCTION

This resource pack has been designed to enable teachers and students to gain an insight into The War Season and the productions of My Grandfather’s Great War and War Notes.

This pack includes interviews with the actors, historical background of WW1, an insight into the songs in War Notes, bespoke lesson plans and practical activities enabling teachers to continue work around The War Season in the classroom.

My Grandfather’s Great War examines the relationship between a grandfather and his grandson and uses text as a stimulus for creating a piece of original theatre. My Grandfather’s Great War successfully introduces KS3 and KS4 students to a number of areas highlighted in the national curriculum including-

HistoryPSHEDramaCitizenship

War Notes interweaves war times songs with letters home from fallen soldiers who have died in recent conflicts, offering a personal insight into the human sacrifice that has been made by soldiers throughout the ages.

The War Season successfully engages students with the personal, social and historical impact of war. Students attending the production would gain an in-depth knowledge into the history of WW1 and a further understanding of its social and economic impact. War Notes provides students with a personal insight into the human sacrifice and true impact of war across the ages from WW1 to current conflicts in Afghanistan and Iraq .

The resource pack can be used on interactive whiteboards, or individual worksheets and practical activities can printed out and distributed to students.

Schools and Group Bookings

If you would like to book group tickets to attend the production, book a bespoke workshop with students in your school or attend a Q and A with the actor, please contact 020 7439 1173 or benjamin@seabrightproductions.co.uk

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KEY THEMES W O R L D W A R O N E

The First World War was a military conflict that was fought across Europe, European colonies and the surrounding seas between August 1st 1914 and November 11th 1918. It was called The Great War because it was greater than any previous war; it involved all of the worlds great powers including Britain, Russia, America, Germany, Japan and France.

70 million troops were mobilised Over 9 million troops were killed Over 29 million troops were injured

WW1 altered the political, economic, social and cultural nature of Europe. It was the second deadliest conflict in history. The war is also known as the First World War, the Great War and the War To End All Wars

W W 1 T I M E L I N E

1914• Germany invades Belgium • Britain declares war on Germany • Japan joins the allied forces • War spreads to the seas

1915 • Women take up men’s jobs • Stalemate continues on Western front • London attacked from the air by

Germany

1916 • Conscription for men aged 18-41 years• A million casualties in ten months • Armed uprising in Dublin, the Irish

Republic is declared

1917 • German Army retreats • United States joins to war• Royal family change surname to Windsor

1918 • Germany launches major offensive on

the Western front • Armistice signed on Nov 11th ending the

war

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WW1 Glossary Allies The armies, primarily of Britain, France, Russia and America Western front The name of the front line that ran through France and Belgium Armistice November 1918 an agreed cease fire in the war Conscription In Britain men aged 18-41 years had to join the army Trench war When the German advance failed in 1914 no one was sure what to do, so they dug into the ground in the fields to create trenches, trench warfare lasted for 3 years

THE DIARIES T H E D I A R I E S O F C A P T A I N A L E X A N D E R S T E W A R T My Grandfather’s Great War was created

using the diaries of captain Alexander Stewart as a stimulus to create text and dialogue, the play is performed by Cameron Stewar t , the Capta in ’s Grandson. Upon reading the diaries he felt compelled to tell his grandfather’s story. The diaries were written during the captains time in the trenches in WW1, when he returned from war he collated his writing and created the diaries. My Grandfather’s Great War offers the audience the opportunity to hear personal stories from the battlefield, creating compelling text which has a personal and historical importance. All accounts in the production are taken from personal responses and diary entries, creating a unique and direct correlation with the world today.

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Think About What would compel a solider during WW1 to keep a diary of their time in combat ? What challenges might a solider face when writing a diary from the frontline ?

Exercise Write a diary extract as if you were a young solider in WW1, how long have you been away from home ? What do you miss? What atrocities have you seen in battle ?

KEY THEMES R E M E M B R A N C E D A Y

W A Y S T O R E M E M B E R

T H E P O P P Y

The poppy has a long association with Remembrance Day.

The Royal British Legion uses the poppy as the symbol for their Poppy Appeal in aid of those serving in the British Armed Forces.

T H E C E N O T A P H

The Cenotaph in Whitehall London has played host to the Remembrance service for the last nine decades. The Cenotaph means empty tomb in Greek. At its unveiling the base of the monument was spontaneously covered in wreaths to the dead and missing from The Great War. Such was the extent of public enthusiasm for the construction it was decided that The Cenotaph should become a permanent and lasting memorial.

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Exercise

How did the Poppy become such a potent symbol of our remembrance of the sacrifices made in past wars?

The UK holds a two minute silence at 11am on 11th November annually, as a class decide how relevant this event is for young people in Britain today.

WW1 ended on 11am November 11th 1918, the end of the war is marked by Remembrance Day events across the UK, Europe and the World. Remembrance Day offers us the chance to remember those who have lost their lives fighting in war, although Remembrance Day originated from WW1 it is used as an event to remember all of those who have been killed or injured during conflict.

THE STORY M Y G R A N D F A T H E R ’ S G R E A T W A R

My Grandfather’s Great War tells the story of Alexander Stewart, a Captain in the British Army in World War One.

His story is told to the audience by his Grandson and actor Cameron Stewart. During the play the audience is lead on a journey into two worlds-

The Present Day

We meet actor Cameron Stewart, playing himself the grandson of Captain Alexander Stewart. Cameron opens the play informing the audience of his grandfather’s diaries, explaining their history. Cameron speaks to the audience using direct address, he explains how the diaries were found and the journey they have been on, becoming a published book and finally generating material for the play My Grandfather’s Great War. Cameron talks openly to the audience about the importance that his grandfather has had on his life and why he decided to continue to keep his story alive today.

WW1- 1914-1918

The other character we meet is Captain Alexander Stewart, also played by Cameron. The audience is taken on a journey discovering how he was recruited into the British army at the age of 17. How he survived ‘ going over the top” three times along with endless allied

shelling, the loss of close companions and the ongoing battle against the elements faced in trench warfare.

The audience hears his personal account of life on the front line, with Cameron linking the stories of WW1 battle and personal sacrifice back to today’s current global conflicts, he explores how the stories resonate in himself.

The play asks the audience to reflect on the moral stance of armed conflict across the ages, to explore the role of governments in conflict and the personal sacrifice that is made in battle in either the trenches of WW1 in the 1900’s or the mountains of Afghanistan today.

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THE STORY W A R N O T E S

“ A Poignant rendition of some beautiful masterpieces kept alive by this production”

War Notes intersperses traditional wartime songs with poignant letters written to loved ones by soldiers who have died in recent conflicts in Iraq and Afghanistan.

Opening with the sound of an air raid siren, the host of the Show Lilli la Scala invites the audience to sit back and be taken on a journey of wartime songs through the ages.

War Notes brings home the personal experiences of war and the impact it has upon soldiers and their families and friends today. The audience are taken on a journey listening to wartimes songs sung by Lilli la Scala, they then hear the delicate words of soldier’s personal letters, successfully bringing the spirit of the songs to life in a modern context.

The songs in the production are delicately chosen and compliment the sentiments of each of the letters.

War Notes Songs include - Keep the Home Fires Burning We’ll Meet Again Mr Woo Is Now An Air Raid Roses of PicardyWhen the Poppies Bloom Again Somewhere in France With You There’ll be Bluebirds Over, the White Cliffs of Dover

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Exercise

Find one of the tracks listed above and listen to the lyrics contained in the song. Do you feel that the lyrics contained in the piece are as true and as relevant today as when they were written?

BEHIND THE SCENES I N T E R V I E W W I T H A C T O R C A M E R O N S T E W A R T

" I R E M E M B E R M Y M U M S A Y I N G T O M E W H E N I W A S L I T T L E T H A T W H E N I G R E W U P I M U S T D O S O M E T H I N G W I T H G R A N D P A ' S D I A R Y B E C A U S E I T I S R E A L L Y I N T E R E S T I N G . H E W A S N ' T H E R F A T H E R B U T S H E K N E W I T W A S A G O O D S T O R Y . "

Were you always aware of the diaries and at what point did you become aware of their value?

I had always known the diaries existed, and in fact my mother had often suggested to me when I was starting out as an actor in my early twenties that I should do something with them but I forgot about her ideas until my father handed me the diaries a couple of years ago. As soon as I read them as an adult I realised that I had a phenomenally interesting document in my hands. I was just gripped by the story. There is an immediacy to Grandpa’s account which causes the years to fall away; I can only really speak for myself, but when I read the diaries I feel almost as if I am there with him.

Have you learned anything about your grandfather that you had not expected doing this piece?

I don’t think I have learnt anything that surprised me, in that I had always known, from what others had said about him, and from my own childhood memories, that he had great character and integrity, that he was a man to be trusted and relied upon and that he was held in great respect by his sons and, it would appear, nearly everyone who knew him.

How closely can you now relate to your Grandfather’s experiences?

Clearly, it is almost impossible for me to relate directly to his experiences, in that I have never been anywhere near being required to live and fight in mud and squalor for days on end while all around me my friends were killed and wounded. Like most men of my generation, there was a period in my life, in my teens, when I did consider joining one of the armed forces, but in the end I was very happy to decide not to. I do think I can relate a

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little to my grandfather’s attitude though. While doing the show I suspect I have become more aware of a stubborn streak in my own nature, which I hope may be not unrelated to Grandpa. He certainly gives me a lot to live up to.

Is there a political motivation for putting this piece on?

The play is intended to stimulate people to think about the issues surrounding all war, the values that drive societies to wage war and individuals to take part. I believe Nietzsche thought the healthy state for a man was to be at war; I dream that we might one day evolve beyond such barbarity. I make no claim to have any solutions, and as is evident in the show suffer internal conflict about my grandfather’s story – I have immense admiration for him, and anyone who risks their life in the service of their country, but the whole concept of war seems to me abhorrent and a clear indication that we are, as a species, insane.

Is there any correlation between your grandfather’s situation and the wars we’re fighting today?

Well, yes, obviously. Young men are killing each other on the orders of others for reasons of arguable validity...what is war if not a big bloody argument? The numbers of casualties are lower, but that doesn’t mean the issues that concern those fighting are much different. Our forces are still, astonishingly, finding themselves under-equipped and under provided for by the powers that sent them into action.

Exercise

Think back over your family history, has a member of your family inspired you, have they played a role in history, helped the local community or had an impact on your life or the lives of other people? Do you have a friend or relative who has an interesting past, maybe they traveled here from another country, played football for a famous team or won an OBE ?

How would you dramatise their story, what methods could you use to let the world now about the impact they had on you, your family or others.

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BEHIND THE SCENES I N T E R V I E W W I T H P E R F O R M E R L I L I L A S C A L A

“The show is a wonderful introduction and moving tribute to some of the most powerful music around”

How did you get involved in the production? I have always adored vintage music and really wanted to put together a show which would enable me to sing the songs I love, but also appeal to a modern audience. I found the letters published in newspapers both here, and in the USA with letters from soldiers who had been killed in Afghanistan and Iraq. They were so moving and inspiring that I simply had to use them and so "War Notes" was born.

How do you feel the music resonates with audiences today? These songs are so ingrained in our national consciousness that they have a huge capacity to affect people emotionally. I also believe that it is incredibly important to keep these songs alive, as a reminder of the sacrifices made in conflicts throughout history.

Why do you feel that war has created so many artists and material? I think that throughout history, times of strife always produce the most emotive music. I think that artists can draw a lot of inspiration from times of trouble. During WW2, the sense of community spirit and pulling together gave musicians a whole wealth of material to draw upon.

How do you feel that the classic war times songs sit alongside the letters from fallen soldiers from recent conflicts ? I found it very interesting that the sentiments expressed within the letters and the songs are so very similar. Even though the gap of intervening years is huge, the letters and the songs express the same feelings and emotion. I find it strange that in half a century, human emotion doesn't change at all. Strange, but utterly wonderful at the same time.

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VERBATIM THEATRE A N I N S I G H T

“ I T I S N O T W R I T T E N I N A T R A D I T I O N A L S E N S E , B U T I S C O N C E I V E D , C O L L E C T E D A N D C O L L A T E D ”

The War Season uses the Verbatim theatre method when speaking to its audience, both My Grandfather’s Great War and War Notes uses accounts taken from soldiers to generate material.

Verbatim theatre is a form of documentary theatre in which plays are constructed from testimonials, the precise words spoken by people interviewed about a particular event or topic. Verbatim theatre uses real life stories collated from people to create theatrical events, verbatim theatre often has a political and social element, real life interviews are collated and recreated onstage. This form of theatre reflects and reacts to urgent issues.

Verbatim plays have been credited with galvanising political theatre and over the last two decades this theatrical style has grown in popularity, post 9/11 it has become ever more prominent on both conventional and fringe stages, giving theatre makers the opportunity to interrogate and display issues of today.

The writer often takes on a different less traditional role when developing a verbatim piece, they may visit areas of interest, conflict or political unrest, interviewing people who are related to the subject that the play is focused on. The writer will use the accounts taken to develop content for the piece.

Successful Verbatim theatre pieces have included - Black Watch ( National Theatre of Scotland )

- Talking to Terrorists ( The Royal Court and Out of Joint )

- Unprotected ( Liverpool Everyman and Playhouse )

- To Be Straight With You ( DV8 and The National Theatre )

Exercise Discuss the following questions with your classmates

Is verbatim theatre a theatrical phase ?

What else does a verbatim play offer that fictional theatre can’t?

Is it better to watch a play where the questions are left unanswered?

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KEY THEMES W A R T I M E A R T S - S O N G S , L E T T E R S A N D P O E M S

Conflicts over the ages have lead to art being created through a variety of different means. It is difficult to imagine something truly poetic and beautiful generating from war and conflict. The First World War produced some of the most gifted and progressive authors poets and artists including poets Wilfred Owen and Isaac Rosenberg.

War time songs generate the content for War Notes, one of the most well known songs from War Notes is We’ll Meet Again

We’ll meet again, We’ll meet again,Don’t know where Don’t know whenBut I Know we’ll meet again some sunny day, Keep Smiling through Just like the way you always do Till the blue skies drive the dark clouds far away.

This song is one of the most famous songs of the Second World War era, and resonated with soldiers going off to fight and their families and sweethearts. The assertion that ‘we'll meet again’ is optimistic, as many soldiers did not survive to see their loved ones again.

Music and the arts have aided the memory of war and conflict to live on in future generations.

Exercises War Notes takes classic war time songs and interweaves them with letters from soldiers who have died in recent conflicts, How do you feel the words in ‘ We’ll Meet Again’ would resonate with a solider in armed combat today?

Do you know any songs, plays or poems that reference conflict and war, many popular music artists have used conflict as a topic to inspire music tracks, these include - Eminem - Mosh - 2004U2 - Sunday Bloody Sunday - 1983P!NK- Dr Mr President - 2007

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LETTERS HOME W A R N O T E S A N I N S I G H T

War Notes takes letters home from soldiers who have died in recent conflicts and presents them to an audience alongside war songs collected through the ages. The letters home provide the audience with a personal insight into the world of the soldiers, revealing their true feelings and their emotions.

The letters enable the audience to understand the sacrifice, grief and heroism that soldiers and their families face when they are engaged in armed combat. Letters home have remained lifelines to soldiers serving on the frontline from WW1 to conflict today in Afghanistan and Iraq.

At 19, Rifleman Cyrus Thatcher was one of the youngest victims of the Afghan war, below is an extract of one of the letters he wrote to his family from the frontline before his death ,

Written 12 May 2009

Hello Mother

Yesterday was a massive day for moral an american chopper came in yesterday. I got 5 blueys one from Zac, Daphne, I think Sharpie sent one and Dad?? With some pictures that was great. I stared at them for about an hour I cant explain how good it is to get pictures and stuff you get grown men close to tears at the sight of there kid or a good night out its really strange how this place fucks with your head and emotions. A BIG ONE that I NEED you to try do (get started ill help when I get back) is appeal to local charities, churches, major companys ie Zoo, Cadburys, boots you name it. Write to them and explain my whereabouts and they do send gifts, chocolate, sweets, magazines you name it trust me a lot of the lads parents did it and they've got clothes, the lot. Trust me Red bull, lucazade, fags AND SWEETS are wicked just keep sending them and URGE people to send photos they keep the moral SKY HIGH. I can only prove how much a letter or small parcel means by finding time to right back – that's probley the most precious thing I have and Id'e trade hours for a letter.

On some much sadder news one of our rifleman died a few days back, we had a parade and a few minutes silence its so strange how many emotions you go through living in these conditions its like everything wants to beat you and rewin your day. Its about not letting it get to you and don't worry nothing fucking gets to me. Well Im off I love you all loads thanks for my parcels and letters. Lots of love xxx

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Think About - What resonates with you as a young person when reading this letter ?

- How would receiving a letter from home boost the morale of soldiers ?

Exercise Write a letter from the perspective of a solider fighting in a current conflict, decide on the soldier’s age, background and marital status, research the conditions that a british solider may face today, think about where they are based, what they miss about home and what they are most looking forward to when they return to the UK.

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RESOURCES D I S C U S S I O N A N D D E B A T E

Get your students involved in the ides, themes and content explored in The War Season, use the situations and statements below as a starting point for discussion and debate in the classroom in response to the performance.

A C T I V I T Y 1 What if there where another Great War in our lifetime ? Would all of us be expected to do our bit and support our country as young men did in 1914. Use the statement above as a starting point for debate-

We as a nation should support the conscription of all men aged 16 - 41years

Split into two groups, one supporting mandatory conscription and the other group opposed to mandatory conscription.

In your two groups debate both sides of the argument, giving the role of chair to one member of the group whom can ensure that the debate is fair and everyone gets a chance to speak.

At the end of the debate hold a class vote to determine if anyone’s opinions have changed and determine whether as a group you would support or oppose mandatory conscription.

Further Discussion and Debate statements

- The challenges young people face today are harder then those of a 16 year old in WW1.

- War is the only method to solve an argument across nations after peace talks have broken down.

- Remembrance day is an old tradition and young people do not need to mark it as it is not relevant in their lives today.

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RESOURCES P R A C T I C A L A C T I V I T I E S

These practical activities will enable students to reflect on The War Season, gain new theatrical skills and explore the theatrical devices used in the production and rehearsal process.

A C T I V I T Y 1

Shared Recall

Organise the class into groups of 4/5 give each group a large sheet of paper and some pens.

• Assign each group one area of the production, My Grandfather’s Great War/ War Notes, and an area of that production to explore such as acting, directing, set, the script and costume or lighting.

• Each group now has ten minutes to brainstorm ideas thoughts and comments around their assigned area of that production. Once the ten minutes is up they must pass the paper onto the next group, repeat this process until the whole group has commented on all of the areas.

• These sheets can they be photocopied and handed out to everyone. • You could also put the sheets up in the classroom when discussing The War Season.

A C T I V I T Y 2 Creating a Tableaux of Key Moments

• In small groups think about three memorable or significant moments from My Grandfather’s Great War one from the beginning, middle and end.

• Create a tableaux or frozen image for each of these moments paying particular attention to the use of character, facial expression and body language.

• Share these with the rest of the class and discuss why each group chose their three moments. Discuss why they think that those particular moments are key to the production.

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A C T I V I T Y 3 Recreating and Dramatising The Action

As a group explore ways in which to bring the following passage from My Grandfather’s Great War to life.

“ When they were all sorted out in the trench I sent them off ‘over the top’ having again told them the number of paces they had to go; each platoon was under its own officer. They were told to go quietly and not to hurry as they had all the night before them. Off they went in good order and without much noise. It was a pitch black night. A minute or two later some of them started swearing, so I had to run off falling in and out of shell holes going along the line behind them and by dint of counter- swearing I managed to more or less stop some of their foul language. I then left them, returned to our front line and smoked a pipe.”

When bringing the scene to life think about the following ideas or tools you may use.• Tension • Fear • Physical theatre • Movement • Music • Dialogue

A C T I V I T Y 4 Inside the Character - My Grandfather’s Great War

As a class select one member of your class to hot seat, create a character for them, the character should be a young man who has been conscripted to join the army in WW1. As a class you will hot seat the character at three stages of their army life.

Stage 1 - The night before they leave to travel to france Stage 2- During their time in the trenches Stage 3- Upon returning to the UK after the war is over

The student playing the solider should consider the following before being hot seated-

• How has the character changed during the war, physically and mentally ?

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• What are the characters hopes and dreams before the conflict, have these changed upon their return ?

• What do they miss about home ? • What areas of the war would they chose to forget ?

Inside the Character - War Notes

Using one of the characters your students learnt about through the letters read in War Notes create another solider to hot seat. This time create a character that is from the UK today and is a young solider about to be sent on a tour to Iraq. As a class repeat the exercise looking at three stages of the character’s journey -

Stage 1 - The night before they leave to travel to IraqStage 2- During their time in the base Stage 3- Returning to the UK on army leave

At the end of both of the hot seating exercises discuss the similarities and differences of the two soldiers experiences and thoughts and feelings towards the war in which they are fighting.

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RESOURCES E S S A Y Q U E S T I O N S A N D W R I T I N G E X E R C I S E S

The universal story of world conflict, human suffering and personal reflection explored in My Grandfather’s Great War and War Notes can be explored further in the classroom

A C T I V I T Y 1Essay Questions

1. Read the quote below from My Grandfather’s Great War

“ (I ) belonged to a generation that was the first in three not to be tested in armed conflict, for whom the information ( the diaries) would be of mast fascination? How much did he (Captain Alexander Stuart) temper his account to protect the sensibilities of the reader”

Explore, discuss and answer the question raised by Cameron Stuart in the above quote

2. Read the quote below from the My Grandfather’s Great War

“ How come it’s all right to do it just because the government tells you to? Of course, that’s where it is claimed the difference lies between our generation and the generation of my grandfather, and also my father. They were supposedly more willing to believe what they were told, and go to war out of a knee-jerk patriotism in order to preserve the society and values they held dear. Now we’re less trusting of those “in charge”; much more inclined to question the motives of those who might request we put our lives on the line.”

How much of what happened to Captain Alexanders generation in WW1 has added to the mistrust felt by young people about governments and conflict today ?

Further Questions

• How should the First World War be remembered ? • To what extent where soldiers in the First World War affected by life in the trenches ?• As a country we are still entering into armed combat and young men and women are

losing their lives. Will the UK ever be at a point where no more lives are lost in armed combat ?

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RESOURCES A C T I V I T Y 2Writing Exercises

My Grandfather’s Great War uses a diary written during WW1 as a stimulus for creating a piece of original theatre. The diary provided the playwright with a genuine account of life on the frontline.

Create your own diary entry, write it as if you were a solider living in the trenches or a mother who is waiting at home in the UK waiting for her son to return from the war.

Think about the following

• Where are you writing the diary ? • What true feelings you can share in a diary, when you know it will not be read by anyone

else ? • What do you genuinely feel about the war and the cause you are fighting for ?

Monologue Activity

My Grandfather’s Great War uses direct address to the audience to tell the story. Direct address is theatrical tool that can be used to share emotions, stories and provide an honest insight when conversing with the audience.

Think of an important moment or story that has happened in your life that you would be able to dramatise into a monologue.

Write a one page monologue imagining that you are sharing your story with the audience. Make sure that the story has a clear beginning, middle and end.

Read your monologue aloud to your fellow classmates.

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LINKS AND FURTHER RESOURCES

F U R T H E R R E S O U R C E S

If you enjoyed The War Season and are studying WW1 there are of numbers of websites, books and further resources which you may enjoy

Productions you may enjoy

Birdsong

Oh What a Lovely War

War Horse

World War One Resources

BBC - www.bbc.co.uk/history/worldwars/wwone/

War Letters - www.war-letters.com

Art of WW1- www.art-ww1.com/gb/visite.html

The Diaries

A very unimportant officer - http://www.amazon.co.uk/Very-Unimportant-Officer-Death-Passchendaele/dp/0340977116?ie=UTF8&s=books&qid=1220741447&sr=8-1

The Songs

Lili La Scala - http://www.lililascala.com/

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THIS RESOURCE PACK WAS CREATED BY RACHEL TYSON ON BEHALF OF SEABRIGHT PRODUCTIONS

www.seabrightproductions.co.uk

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