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CONTENTS
3 4 4 4 5 5 6 7 9 11 11 12 12 13 15 17 About this Guide introduction About our Season Before Your Show At Your Show After Your Show Theatre Vocabulary Academic Standards Statement Additional Academic Standards About the Play Meet the Storyteller online Resources Bibliographic Resources Learning Activities (Grades Kindergarten-2) Learning Activities (Grades 3-5) Survey
Introduction
This guide is designed to help you and your students get the most out of your theatre experience. We have included all the information you need to select and schedule your show, as well as suggested activities to expand your theater experience beyond the show. Feel free to select the ideas that work best with your classroom and curriculum needs. We would appreciate knowing which activities you used and how they worked for you. Please complete the survey at the end of this guide to help improve future guides.
At Your Show
As audience members, your students have an import role to play in the show. Using basic theater etiquette will help ensure a wonderful performance for everyone. Students can play their role by: Making bathroom trips before or after the show, or during intermission Remaining seated throughout the performance Giving their full attention to the activities on stage Responding appropriately to activities on stage by laughing at things that are funny and responding to actors if asked Showing appreciation for the actors by applauding Showing respect for the actors and audience by not talking with neighbors or making inappropriate comments Giving the actors a standing ovation at the end of the performance
Theater Vocabulary
Actor: A person who performs a role in the play. Audience: The group of people that watch and respond to the play. Backstage: The area of the stage that cannot be seen by the audience. Blocking: The planned way actors move on stage. Cast: The group of actors who portray the roles in the play. Character: The role, or personality, the actor portrays. Costume: The clothes worn by the actors on stage. Design: The creative process of developing and implementing how the play will look and feel. Costumes, lighting, sets, and make-up are all designed. Director: The person who oversees the entire process of bringing the play to life on stage. Dress Rehearsal: The final practice performances when the play is done in full costume and with all of the technical elements (light, sound, effects) in place. House: The area where the audience sits. Performance: The live event shared by the cast and the audience. Play: A story written for the stage. Playwright: A person who writes stories for the stage. Prop: Any item on the stage used (carried, moved, manipulated) by the actors. Scene: A section of a play, also called an act. Set: The physical environment that creates the time, place, and mood of the play. Stage Manager: The person who coordinates all aspects of the play during production and performance.
Language Arts
Reading Benchmarks: Literature K-5 Key Ideas and Details: 0.1.1.1; 1.1.1.1; 2.1.1.1; 0.1.2.2; 1.1.2.2; 2.1.2.2; 0.1.3.3; 1.1.3.3; 2.1.3.3; 3.1.2.2; 4.1.2.2; 5.1.2.2; 3.1.3.3; 4.1.3.3; 5.1.3.3 Craft and Structure: 0.1.6.6; 1.1.6.6; 2.1.6.6; 3.1.5.5; 4.1.5.5; 5.1.5.5; 3.1.6.6; 4.1.6.6; 5.1.6.6 Integration of Knowledge and Ideas: 0.1.7.7; 1.1.7.7; 2.1.7.7; 0.1.9.9; 1.1.9.9; 2.1.9.9; 3.1.7.7; 4.1.7.7; 5.1.7.7 Reading Benchmarks: Foundational Skills K-5 Phonics and Word Recognition: 0.3.0.3; 1.3.0.3; 2.3.03; 3.3.0.3; 4.3.0.3; 5.3.0.3 Writing Benchmarks K-5 Text Types and Purposes: 0.6.3.3; 1.6.3.3; 2.6.3.3; 3.6.3.3; 4.6.3.3; 5.6.3.3 Production and Distribution of Writing: 0.6.5.5; 1.6.5.5; 2.6.5.5; 3.6.4.4; 4.6.4.4; 5.6.4.4; 3.6.5.5; 4.6.5.5 Research to Build and Present Knowledge: 0.6.7.7; 1.6.7.7; 2.6.7.7; 0.6.8.8; 1.6.8.8; 2.6.8.8; 3.6.7.7; 4.6.7.7; 5.6.7.7; 4.6.9.9; 5.6.9.9 Speaking, Viewing, Listening, and Media Literacy Benchmarks K-5 Comprehension and Collaboration: 0.8.1.1; 1.8.1.1; 2.8.1.1; 0.8.2.2; 1.8.2.2; 2.8.2.2; 0.8.3.3; 1.8.3.3; 2.8.3.3; 3.8.1.1; 4.8.1.1; 5.8.1.1; 3.8.2.2; 4.8.2.2; 5.8.2.2 Presentation of Knowledge and Ideas: 0.8.4.4; 1.8.4.4; 2.8.4.4; 0.8.5.5; 1.8.5.5; 2.8.5.5; 3.8.4.4; 4.8.4.4; 5.8.4.4 ...continued on next page
Arts
Theater Arts K-3 Artistic Foundations: 0.1.1.4.1 Artistic Process: Create or Make: 0.2.1.4.1; 0.2.1.4.2 Artist Process Perform and Present: 0.3.1.4.2 Artist Process Respond and Critique: 0.4.1.4.1 Visual Arts K-3 Artistic Process: Create or Make: 0.2.1.5.1 Theater Arts 4-5 Artistic Foundations: 4.1.1.4.2; 4.1.2.4.1; 4.1.3.4.2 Artistic Process: Create or Make: 4.2.1.4.1 Artist Process Perform and Present: 4.3.1.4.1 Artist Process Respond and Critique: 4.4.1.4.1; Visual Arts 4-5 Artistic Process: Create or Make: 4.2.1.5.1
Coding System Each anchor standard has a benchmark identified by a four-digit code. For example, in the code 5.2.8.8 The 5 refers to grade five; The 2 refers to the substrand, Reading Standards for Informational Text K-5; The first 8 refers to the eighth CCR anchor standard, Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence; The second 8 refers to the benchmark for that standard, Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
1. With teacher assistance, identify the target audience. 2. Develop the message in the form appropriate to the audience.
B. Use the writing process, media and visual literacy and technology skill to create products that express new understanding to an audience.
1. Present their learning through oral, written, or audio/visual methods. 2. Present their learning to a group other than their own classroom. 1. Share the responsibility of creating and presenting the material. 2. Recognize their individual responsibility and understand the importance of collaboration.
Grades 3-5 Library/Technology Strands I. Inquiry, Research, and Problem Solving: The student will learn a continuous cycle of questioning, gathering, synthesizing, evaluating, and using information individually and collaboratively to create new knowledge and apply it to real world situations. Sub-Strands IV. Communicate Standards A. Recognize the needs of their audience and tailor message accordingly. Benchmarks 1. Identify differences between work to be handed in to the teacher, to share with other students, for parents, or for online use.
B. Use the writing process, media and visual literacy and technology
1. Present their learning through oral, written and audio/visual methods. 2. Create presentations that demonstrate organization, creativity and design.
Online Resources
http://disney.go.com/characters/#/characters/classics/pinocchio/ A website dedicated to the Disney animated film, featuring character biographies, activities and more. http://www.multimedia-english.com/contenido/ficha/pinocchio/3013 A really cool way to watch and read Pinocchio! http://www.gutenberg.org/ebooks/500 A link to read the original Pinocchio online! http://www.coloring-book.info/coloring/coloring_page.php?id=51 Some coloring pages from Disneys version of Pinocchio.
Learning Activities
Kindergarten-2nd Grade: Making Our Own Pinocchio
Objective: The students will create a puppet, like Pinocchio, using found and recycled objects brought in from home. Teachers may want to arrange to have additional adults in the classroom on to help with the art projects. The students will brainstorm a list of possible ideas for using the found objects, create a 2-D/3-D puppet from the found and recycled objects, put on a puppet show with their classmates. Materials: Found and recycled objects brought in by the students White glue, wood glue and hot glue Rubber bands, paper fasteners, string, paper clips, etc. Scissors etc. Duration: One 45 minute class period. Procedure: Talk to the students about how Pinocchio was a puppet. Talk about the kind of puppet he was, a marionette, which is manipulated by strings from above. Talk about how in the story he is built by Geppeto with love and through raw materials and hard work. Show the students pictures of different representations of Pinocchio, or other marionettes. Then show students puppets or art made from found and recycled objects. Guide the students to talk about the medium, color, and feeling of the finished product. Encourage them to point out the specific objects used in the artwork. Discuss why artists might use found objects to create puppets and art. Tell the students that they are going to create puppets using the materials they have been collecting for the past week. With the students help, display the collected objects from the different trash containers. Talk about what objects and materials are available for them to work with. Now is the time to have the students start to brainstorm creative ideas for their puppets. Is their puppet going to look human or be an animal? Or will it be some other kind of object or creature? What parts of it will move? They may work alone, in pairs, or in small groups to create the puppets with the found objects. Set up an orderly and fair plan for having students choose the objects for their projects.
Students work on creating their projects. Students should help each other visualize, talk about the finished products, and help friends to create their puppets. Encourage the students to work together to problem solve in order to create working pieces of art. One of the great aspects of this project is using trash to create something beautiful and fun. If you like, put this chart up on the board and have the students contribute to a conversation about the benefit of seeing beauty in trash. What did I do to make the world more beautiful? What? How did I do it? How? Why did I do it? Why?
Assessment: The completed art project! Also, observe how students manipulate the puppet and bring it to life. Are they creating a character? Are the hearkening back to the play or other stories they know?
Survey
It is useful for us to know what was helpful to you as you read and/or used this guide. Please fill out and mail or e-mail this quick response sheet to us. We appreciate your ideas. Please note if you have received a Transportation Subsidy from Childrens Theatre Company completion of this form is required to receive reimbursement. 1. Was it easy for you to find and download the Guide? 2. Did you spend more time working with the material BEFORE or AFTER the play? o Before o After o Equally Before and After 3. Did using this Guide add to your theatre experience? o Yes o Some o No 4. What did you use from the Guide? 5. How did the experience of preparing for and then seeing the play impact your students? 6. Is there something you would like to see included in the Guide that wasnt here? 7. How much of the Guide did you read? o Didnt have time o Some o All 8. Which of the following best describes you? I teach: o Preschool o Elementary School o Middle school other comments Mail to: Childrens Theatre Company 2400 3rd Avenue South Minneapolis, MN 55404 Attention: School Group Sales, Nina Stultz OR email: nstultz@childrenstheatre.org Transportation Reimbursement Requests: Account Number Play Title and Date Attended This information is required to accurately process your request. Childrens Theatre Company (CTC) is the first theatre for young people to win the coveted Tony Award for Outstanding Regional Theater (2003). CTC serves over 300,000 people annually and is one of the 20 largest theatre companies in the nation. The company is noted for defining worldwide standards with an innovative mix of classic tales, celebrated international productions and challenging new work. Peter Brosius, Artistic Director These Learning Activites are inspired by those presented at www.learningtogive.org, a site dedicated to providing education resources that inspire giving and civic engagement. o High school o Home school