EDUCATION PACK

Resource for Years 3 - 8

Based on the books: Alice’s Adventures in Wonderland by Lewis Carroll, adaptation by Mary Anne Butler Duration: 1-3 weeks Unit Writer: Jacqueline Cowell Jacqueline Cowell is an experienced Drama, Film and English Teacher with vast experience as a Drama educator in Sydney schools. She currently teaches Drama and Film at Newtown High School of the Performing Arts and has been the Head of Drama at Santa Sabina College and Waverley College. Jacqueline’s professional experience includes roles as Education Manager at Bell Shakespeare, National Institute of Dramatic Art and Australian, Film, Television and Radio School, programming and designing National Education programs.

ALICE IN WONDERLAND LEARNING ACTIVITIES STAGE 2, 3 & 4 ENGLISH, DRAMA AND VISUAL ARTS DRAMA LEARNING ACTIVITIES An open space is needed for Drama exercises. If you are in a standard classroom, move the chairs and tables to the side of the room so there is a clear space. The following warm up activities can be done before starting the Drama exercises. Alice in Wonderland Knife and Fork Outcomes: DRA 2.2, DRA 3.2 There are three stages to this exercise 1) Students start in pairs, then work in a group of 4 or 5, then as a whole group. 1) In pairs, students make the following shapes with their bodies. The teacher calls out the shape and gives the students 30 seconds to make the physical shape together. At 30 seconds, the teacher calls freeze, then looks at all of the shapes, giving comments and praise. Students are encouraged not to speak, but instead to make physical offers (not verbal offers) and stay focused. This can be difficult for young students, encourage them to do the exercise with minimal or no talking. 2) Students then move into a group of 4-5 making the physical shapes below 3) Students work as a whole group making the group shapes Pair shapes: A teapot, a cup and saucer, knife and fork, flower in a case, spaghetti and meatballs, a grandfather clock, an umbrella, a top hat (for the Mad Hatter), salt and pepper shakers, letters or numbers, pocket watch (for the Mad Hatter), a mushroom, a water bottle, a playing card in the shape of a heart, a playing card in the shape of a spade Group shapes (4 or 5 students): a bicycle, a lounge, a sandwich, a clock, a hair ribbon, a playing card in the shape of a diamond, a playing card in the shape of a club Whole group shapes: The Opera House, The Harbour Bridge, A cruise Ship, A garden (with flowers, plants, a fountain and a chocolate tree as described in the image garden) Some of the shapes are from Alice in Wonderland, have the students guess which ones! If some of these are difficult (like the playing cards) you could hold up the image. Encourage students to think about:

• Using different levels with their bodies

• Making bold choices

• Watching others and yielding to physical offers from other students

• Being focused when they freeze and holding the shape Character and Movement Exercises Outcomes: DRA 2.1, DRA 3.2 Students develop character walks for the characters, Alice and Rabbit. Start the exercise with students standing in a circle. The teacher reads out the following lines, taken from the play. Students are encouraged to walk around the space doing the actions described, encourage students to use the whole space. You could put on Music whilst the students are experimenting with character walks.

Alice walk: The teacher calls out the following taken from the play: “Alice walks around, trying out walks in her new shoes. She tries out a walk where she walks with tiny steps in a very ladylike way. She tries to walk like a business lady in high heels. She tries out a ‘super-cool’ walk, where she has headphones in and is listening to music as she walks. She tries out her AFL walk/run, playing tricks with the ball, kicking the ball and scoring a goal! Then Alice walks like herself, at a standard pace, she walks fast chasing the white rabbit, then walks slowly looking around Wonderland and exploring”. Rabbit walk: The teacher calls out the following: “The Rabbit walks around, trying out new walks in his new shoes. He tries out a clunky and clumsy walk, where he runs into people and things and falls down a bit. walk. He tries out a more precise, neat walk, trying to walk in small steps but finding it hard with his big rabbit feet! He then does a rabbit jump, where he jumps around the space having a great time! Then Rabbit walks fast running away from Alice”. Students decide on one character, they walk around the room as either Alice or Rabbit with the walk they created. Give the students one or more of the following character lines to say as they walk, these can be written on pieces of paper. Character lines: Alice lines: “How did you get here?”, “I’m gonna join the AFL team”, “OK, now I’m really lost”, “But I don’t like it, being so many different sizes is confusing”, “But I can’t go back without my hair ribbon”, Rabbit lines: “I wanna be a ballerina when I grow up” “Finders keepers”, “Nononono, I like my head” Acting exercise/Animal Work Outcomes: DRAS 2.2, DRAS 3.2 Students choose an animal from Alice in Wonderland. This could be the Rabbit, Caterpillar or the Cheshire cat. Students research the characteristics of the animal and make a summary of the animal’s characteristics. After the research activity, students do the following acting exercise. If you have a large class, get students to do this exercise in two groups, with one group being the audience for the other. In the space, have the students move as the animal based on the animal characteristics they researched.

1. Talk students through the animal sleeping, then waking and moving as the animal. Call out these instructions as the students move around the space. As they are moving around the room, you can ask them to interact with the other animals, you can also suggest that they look for food, find food and eat it.

2. Then have students sit down and ask how we could apply the animal characteristics to a human character? What could a human with these characteristics look like, how would they walk and talk? What are the animal characteristics that could be humanized?

3. Have the students create a human character with the animal characteristics. 4. Students create the human character. Have students move around the room, this time

creating a human walk based on the way the animal walked. They may need some time to work this out as they experiment with stature, pace and style.

5. Students can then add a character voice and dialogue to their human character. As they walk, characters can use a “cat’, ‘rabbit’ or caterpillar’ voice. They can say hello to other characters and introduce themselves.

Image Garden Activity Outcomes: DRA 2.2, DRA 3.2, DRA3.3 In this Drama activity students develop skills in movement, focus and role. Students create objects with their bodies to create the animals and plants in Wonderland. Below is the speech from the play: Alice: …get this, right…? Imagine a garden, a perfectly round garden. Really pretty with lots of flowers and trees and whatever else gardens have in them Maybe a butterfly or two And there, in the middle of it In the very very middle of this perfectly round garden is… A tree made of chocolate! Seriously. Made ENTIRELY of chocolate. And – get this-you can break off a leaf or a twig or an entire branch, and eat it. Just eat it. Straight off the tree.

1. Read the speech and identify the plants and animals that Alice describes in the speech 2. Now have the class create tableaux or sculptures (frozen images) with their bodies of the

plants and animals in the speech 3. The teacher calls out each living thing, a flower, tree, butterfly and a tree (made of

chocolate). The students create an individual sculpture (frozen image) with their bodies as each object is called out. Students should hold each freeze for about 30 seconds.

4. Direct students to then get into three groups. One group is the tree made of chocolate, this group has many branches and twigs. The other two groups are the flowers and butterflies around the chocolate tree.

5. Once the students in each group are in a frozen position, have one student be Alice, reading the speech and walking amongst the images, pointing to the objects as she refers to them.

6. You can then call “action” and have the students come to life, the butterflies fluttering around the space, the trees branches swaying and the flowers opening up and swaying. They can also be creative with creating a plant or animal sound and adding that to the movement.

ENGLISH LEARNING ACTIVITIES Poetry Activity Outcomes: EN2- 11D, EN3-7C Alice feels very small and insignificant when she shrinks in the play. Students read the non-rhyming poem and speech from the play. Students then write their own poem, using these as a stimulus. In the poem, students can choose to write from their own perspective of feeling small or tall. Alternatively, they could write about an animal that’s small or tall, such as an ant or giraffe. Poem from Alice in Wonderland “I’m so small, I feel like I don’t even exist. Now I know how my baby brother feels. And my pet rat. And flies, and bugs and teeny mosquitos. And Ants!” Speech

I’m so small, I feel like I don’t even exist Small like when I try to do something new and I just can’t get it right Small like at school when I don’t understand a question and everyone looks at me like I’m stupid Small like when I get in trouble at home because I don’t want to tidy my room or eat my dinner or go to bed before it gets dark I don’t like feeling small I don’t like being small Please, just make me my normal size again Creative Writing Activity Outcomes: EN2- 11D, EN3-7C Write a piece of creative writing about when you have had to change or transform and how that felt. Use the quotes about change from the play as a stimulus for creative writing: “Metamorphosis is marvellous, Magical, Miraculous” or “We’ve got parents and grandparents and sisters and brothers and the other kids at school and teachers and the whole of society telling us what we ought to do and who we ought to be, telling us how to look and behave. I’m sure they make the rules up as they go. There’s so many expectations on us young folk these days”. Quick Language Activities Outcomes: EN2- 8B and EN3-5B There are many references to language devices in the play of Alice in Wonderland. Here are some of the language devices from the play: Plural “Well, firstly, the plural of Fungus is Fungi” (Mushroom) Get students to write out 5 nouns and then write the plural of that word. Some nouns do not have a plural form ending (eg. Man-Men, Sheep, Sheep) Metaphor “I am the door to possibility” (Door) The role of the “door” in the play, explains to Alice that as a door, it is symbolic not literal in the play. Research metaphors and come up with some metaphors in pairs to share with the class. ENGLISH LANGUAGE ACTIVITIES Outcomes: EN2- 8B, EN3-5B The following language activities relate to the original story of Alice in Wonderland. You can read your students a version of the story, or have the students read the story a chapter at a time and then do the following activities. Many of these English activities use a template or resource found on Pinterest which you can project onto a smartboard or screen. Adjectives An adjective can tell us feelings, shapes, how many, size, texture, colour and temperature. Students fill in at least one adjective in each of the bubbles on the template. Use the adjective template to find the many adjectives used in Alice in wonderland. Fill in the adjective template, describing colour, size, feelings and other adjectives from the story. https://www.pinterest.com.au/pin/409968372300328307/feedback/?sender_id=210402751249650

179 Time Put up on the screen this image of the Mad Hatter from the story with his clock. https://www.pinterest.com.au/pin/30891947428491021/feedback/?sender_id=210402751249650179 Students write as many words and phrases from the book about time that they can find. Cheshire cat activity – character description Using the following template for the Cheshire Cat, print out copies of the drawing and have students do a character description where they write words describing the characteristics of the Cheshire Cat. http://www.coloring.es/pages/alicia-en-el-pais-de-las-maravillas/alice-gato.php Word Wall – exploring language https://www.pinterest.com.au/pin/374713631474688603/feedback/?sender_id=210402751249650179 Using the cup and saucer template, find words from the story of Alice in Wonderland eg; curious, mysterious or enchanted. Students find the meaning of the word and write on a cup the word and other associated words. You can create a blank cup and saucer template on the smartboard or have the students write on paper or as a group on butchers paper to make a large word wall. VISUAL ARTS LEARNING ACTIVITIES Drawing and Design Activity Outcomes: VAS 2.1, VAS 3.2 Lewis Carroll, the author of Alice in Wonderland, used a pen name or pseudonym to write the story of Alice in Wonderland. His actual name was Charles Lutwidge Dodgson. You can have your students create their own pen name! The image of Alice has changed over time since she was first created in 1865 by Lewis Carroll. The following are links to different images of the character of Alice that you can show the students on a smartboard or screen. Once the students have looked at all of the images, students write a list of the characteristics of Alice, taken from the various images of Alice in picture books, plays and/or film. Students then create their own image and interpretation of Alice, thinking about her outfit and costume, her hair and hairband or ribbon. Students should be creative with their drawing and reference the original image of Alice in some way. Students can then compare the original image to their own interpretation and design of Alice, comparing and contrasting and writing the similarities and differences between their image and the images of Alice shown. Compare the two drawings: Focus questions:

• How would you describe the character of Alice in Wonderland?

• What was your idea or concept for your design of Alice including her costume?

• Contrast your image with the original image or another image of Alice. What are the differences and similarities between the images?

Links to images of Alice:

• Original images of Alice from the book by Lewis Carroll

http://www.alice-in-wonderland.net/wp-content/uploads/1book3.jpg http://www.alice-in-wonderland.net/wp-content/uploads/1book5.jpg

• Images of Alice on glass lantern slides, the 24 slides were thought to be created between 1910-1925 and were viewed on a magic lantern, a primitive projector https://www.brainpickings.org/2012/05/28/alice-in-wonderland-magic-lantern-slides/

• Arthur Rackham’s stunning, creative drawings of Alice in Wonderland in 1907 https://www.brainpickings.org/2016/02/01/arthur-rackham-alice-in-wonderland/

• Australian artist, Lisbeth Zwerger’s creative, imaginative and unusual drawings of Alice in Wonderland, published in 1999

https://www.brainpickings.org/2016/02/01/arthur-rackham-alice-in-wonderland

• Alice in Wonderland images of Alice and at the tea party from the 1951 Animated film. http://whysoblu.com/wp-content/uploads/2011/01/AliceInWonderland60thAnn_Photo_06-1024x773.jpg https://i.pinimg.com/originals/92/73/a2/9273a219eb6daff14799f7e717f27c1c.jpg

• Tim Burton created an imaginative film of Alice in Wonderland in 2010. The costume that Alice has on in the opening scene of the film is reminiscent of the 1951 animated film.

https://i.pinimg.com/originals/79/20/2f/79202fd840068b585d087cba50d78465.jpg https://i.pinimg.com/originals/79/20/2f/79202fd840068b585d087cba50d78465.jpg

Collage Activity: Imagined Environment Outcomes: VAS 2.4, VAS 3.2 As a whole class map out the main events and characters in the story of Alice in Wonderland. Students use the characters, story and setting to create their collage. They create their own collage of a scene from Wonderland using a variety of materials and media. An imagined environment can be composed using newspaper and magazine clippings, drawings and paintings and found objects. Design a Poster for the production of Alice in Wonderland VAS 2.1, VAS 3.2 Students create a poster for the production of Alice in Wonderland to advertise the show. Students can use digital media, photography, drawing and printmaking to create the poster. The poster needs to have all of the production information. This includes the name of the play, the venue, dates, the director and or lead actor’s names and the website address for booking. Students create a concept for their poster and decide what media they are going to use to create their poster. They should decide on the main image for the poster which could be a drawing, painting or photograph. If using printmaking, a technique such as potato block printing, mono printing, lino block, relief printing and silk screen printing could be taught to produce the poster. If using digital forms, various programs can be used and images can be manipulated by cutting, pasting and changing the size and colour values of images to create mood and effect.

English and Visual Arts Stage 4 Activities Language Activity: Persuasive Writing Outcomes: EN4-3B Write a piece of persuasive writing using one of the following starting statements related to Alice in Wonderland. Develop a compelling argument using convincing language and clear statements. Students should read their piece of persuasive writing to a partner or to the class:

• “How unfair! Alice is treated unfairly in wonderland by the other characters, none of them are nice to her and treat her terribly!”

• “It would be great to be a different shape! Think about if you shrunk and were made very small and then made very tall. With reference to the events of the story that made Alice change in size, write about the advantages of being small and tall as opposed to a normal human size”

• “Alice doesn’t drop in on Wonderland. Wonderland drops in on Alice”. Character Exercise - Descriptive Language Outcomes: EN4-1A

1. Choose a character from Alice in Wonderland and write a character description using descriptive language. In this exercise use descriptive words and adjectives, expanding your vocabularly by using words you don’t usually use. For example, instead of smart you could use witty or bright, instead of nice you could use congenial, instead of big you could use towering or enormous and instead of small you could use diminutive or compact. Use a Thesaurus and Dictionary to look up adjectives to use in your character description

2. What would your character be tweeting about on twitter? Write a tweet for your character in 150 words or less. Get creative and make up your own twitter #hashtags to go with your tweet.

Creative Writing: Writing Prompts Outcomes: EN4-5C Write a piece of creative writing using one of these writing prompts or quotes related to Alice in Wonderland as a stimulus:

• Write a story that starts in a forest and ends in a teacup

• “Sometimes I believe in as many as six impossible things before breakfast”

• “She was sure this was where he had disappeared”

• “Would you like your adventure now, or should we have our tea first?”

• ‘I knew who I was this morning, but I’ve changed a few times since then”

• “But I nearly forgot, you must close your eyes or you won’t see anything”

• “This is impossible, only if you think it is”

• “Curiouser and Curiouser” Writing Activity using Visual Stimulus English Outcomes: EN4-5C Visual Arts Outcomes: 4.8, 4.9

Look at the different images of Alice in Wonderland from the link below. Use the following points to analyse the changing and varied images of Alice, using descriptive language. https://www.brainpickings.org/index.php/2014/07/07/best-illustrations-alice-in-wonderland/

• How are the illustrations similar? How are they different? • Choose one of Lisbeth Zwerger's illustrations. Explain the effect of her distorted images and

how they suit the story of Alice in Wonderland. • The drawings by Ralph Steadman are black-and-white only and cartoonish in style. Choose

one of the images and write a few sentences describing what aspect of the story the image is referring to.

• The illustrations by Tove Jansson and John Vernon Lord have colour in some and not in others. What difference does colour make in the illustrations? How is colour used symbolically in some of the images?

• Salvador Dali often "colors outside the line." What does this add to his illustrations? • The last set of pictures is from a pop-up book by Robert Sabuda. What does the 3-D art offer

than 2-D doesn't, in terms of Alice in Wonderland? How does it make the story come alive?

SET AND COSTUME DESIGN The following are images of the set, costumes and props from the Alice in Wonderland production that you can put up on the smartboard/screen to show the students before or after the production. The costume designs include sketches and design images that the designer created for the characters before making and sourcing the costumes. Included is a talk with the designer and interview with the director that you can use to explain the concept of the show to the students and how the director and designer of a show work together to create the world of the play. A discussion with the Designer, Melanie Liertz about the Set and Costume Design The set and costume designer creates the overall design for the play. The director and designer work closely to develop the concept of the play and bring it to life. A theatre designer does research into other versions of the story in literature, theatre, art and film. Melanie looked at the Disney version, the cartoon version and the Tm Burton film of Alice in Wonderland as stimulus for this production. Her inspiration was taken from the first line in the play “A large colourful slide, like in a water park”. Melanie’s first thoughts were, where do you find a slide? in a park! She researched parks and play spaces as well as researching cubist paintings and magic eye puzzles. She wanted it to be like a puzzle where all the pieces fit together. The set and costume design for Alice in Wonderland is based on the idea of geometric shapes and cubes that could be turned into anything, the shapes can be a door, a play thing or a tree. The set needed to be functional, modular and adaptable to create different scenes such as the tea party. The costume design needs to fit with the set design. Melanie designed the costumes to have bold shapes and block primary colours such as reds, yellows and blues. It was decided to keep the character of Alice in iconic blue, keeping the classic references to the character and design of the original story, even though it is a contemporary production. The world of Alice in Wonderland is a contained world. As part of the set design it was decided to have discarded kids stuff and found objects on the set, just like at a playground. The director and

actors were able to use the set to experiment on the blocking and movement for scenes in the play. The set is also transformative, there are surprises and reveals throughout the play. Scale was very important for the design of the show. For the character of Alice, they used a doll as a puppet to represent the small Alice, and enormous legs and shoes were created to make the enormous Alice. The metaphor is that Alice is conjuring wonderland. She is in a playground and the world of Wonderland is created around her. The design is a representation of this metaphor as the design of the playground transforms into the set of Wonderland where anything can happen. An interview with the Director, Christabel Sved Q: When did you first become involved in the production? I became involved in the first draft stage. I was intrigued as it was a contemporary and Australian adaptation of Alice in Wonderland. The question in my mind was how can you adapt Wonderland onto the stage with the elements of magic and transformation. We asked the writer, Mary-Anne Butler, to write freely and not to worry at this stage how it could happen logistically on stage. Q: Can you describe how you worked with the designer? The offer of the slide in the first line of the play was a great stimulus for Melanie and I. In the play Alice is conjuring wonderland from her imagination in a normal park and playground. The guiding theme we had was the power of the imagination. If you can imagine it, it’s possible. Alice imagines a very different reality for herself than the one she’s currently in where she feels restricted by society, especially the expectations society has about what a girl can do. Q: You talk about using old school “theatre magic in the production”, what does this mean? I wanted to use old school “theatre magic” to create all the many illusions of the play instead of using AV or Multimedia. To create the magic on stage, the designer and I came up with using puppetry to create the magic on stage. I also incorporated the use of material and props as well as physical theatre, slow motion and old school theatre magic. It is much easier to create effects and magic on film. Q: What is the audience’s role in the production? The audience needs to be Invested. We need them believe everything happening on stage and be the facilitators of Alice’s imagination. The audience sees Wonderland through the lens of Alice’s imagination. Q: What was the intended meaning of the adaptation that the creative team wanted to explore and communicate to the audience? Everyone knows the character of Alice. However, this production is all about Alice shedding her imposed identity to be closer to being her true self. It is a journey of self-discovery. We used costume as the metaphor for this as every time Alice lost a piece of her costume, she came closer to her true self. Her initial costume is a metaphor for the restrictions of society, with a tailored skirt and jacket. The Rabbit gets to be exactly who he wants to be, regardless of what people say. Alice wants the freedom to be able to play AFL and wear what she likes, despite being a girl. The adapted play is about transformation and how we’re all capable of it. It is a rehearsal ground for the real world. Alice comes down the slide and transforms the real world into Wonderland, once she’s done what she needs to do, she climbs back into the real world, ready to be the new Alice, a little older and wiser.

COSTUME DESIGNS AND PRODUCTION IMAGES

NESA Curriculum Summary

Outcomes The Arts

Drama Stage 2

DRAS2.3 – Sequences the action of the drama to create meaning for the audience DRA DRAS2.1 – Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations DRAS2.4 – Responds to, and interprets drama experiences and performances DRAS2.2 - Builds the action of the drama by using the elements of drama,

movement and voice

Stage 3 DRAS3.4 – Responds critically to a range of drama works and

performance styles DRAS3.3 – Devises, acts and rehearses Drama for performance to an audience DRAS3.1 - Develops a range of in-depth and sustained roles DRAS3.2 - Interprets and conveys dramatic meaning by using the elements of

drama and a range of movement and voice skills in a variety of dramatic forms

Language and Literacy

Stage 2 EN2- 4A – Uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly challenging topics in different media and technologies EN2- 8B – Identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter EN2- 10C – Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts EN2- 11D – Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own Stage 3 EN3-3A – Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies EN3-7C – Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts EN3-5B – Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts EN3-8D – Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in text

The Arts: Visual Arts

VAS2.1- Represents the qualities of experiences and things that are interesting or beautiful by choosing aspects of subject matter VAS 2.4 Acknowledges that artists make artworks for different reasons and that various interpretations are possible

Stage 3 VAS 3.2 Makes artworks for different audiences assembling materials in a variety of ways VAS 3.3 Acknowledge that audiences respond in different ways to artworks and that there are different opinions about the value of artworks

Outcomes

English Stage 4

Stage 4 EN4-1A – Responds to and composes texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure EN4-5C - Thinks imaginatively, creatively, interpretatively and critically about information, ideas and arguments to respond to and compose texts

EN4-3B – Uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and context

Visual Arts Stage 4

4.8 – Explores the function of and relationships between the artist-artwork-world-

audience

4.9 – Begins to acknowledge that art can be interpreted from different points of view

Source for content descriptions above: NSW Education Standards Authority http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/creative-arts?0- https://syllabus.nesa.nsw.edu.au/english/english-k10/content-and-outcomes/ References Pinterest: https://www.pinterest.com.au/ Various Internet links: http://www.alice-in-wonderland.net/wp-content/uploads/1book3.jpg http://www.alice-in-wonderland.net/wp-content/uploads/1book5.jpg https://www.brainpickings.org/2012/05/28/alice-in-wonderland-magic-lantern-slides/ https://www.brainpickings.org/2016/02/01/arthur-rackham-alice-in-wonderland/ https://www.brainpickings.org/2016/02/01/arthur-rackham-alice-in-wonderland http://whysoblu.com/wp-content/uploads/2011/01/AliceInWonderland60thAnn_Photo_06-1024x773.jpg https://i.pinimg.com/originals/92/73/a2/9273a219eb6daff14799f7e717f27c1c.jpg https://i.pinimg.com/originals/79/20/2f/79202fd840068b585d087cba50d78465.jpg