The opera plus the opening talk runs approximately 75 minutes. If Q&A period after is desired, the school must allow ADDITIONAL time for that. Q&A can be as short or long as the school's schedule permits. Recommended time allotment is one hour and 25 minutes. Please note, if you are under a time constraint, we MUST START ON TIME, meaning everyone must be seated and ready for the show by the scheduled start time. If we start late, the performance will run late.
Set up for the opera takes 2 1/2 hours; please be sure the stage is clear and we are allowed access to the stage to set up at least 2 hours before the show. Please allow 2 hours after the show is over for breaking down the set. This means the stage will be unavailable for other use during both set up and tear down time (as well as during the show).
In-School Performance
In-School Performance (intended for the entire grade level to experience together)
all year
$10
65
no
In-Person , Phone , Email
A fully staged and costumed opera performance with live piano accompaniment, a pre-opera talk, post-opera chat session, and a disc of integrated learning materials suitable for classroom use both prior to and after the production.
1. School must provide a piano for the performance, reasonably in tune (88 keys; not a toy piano). 2. School must provide one working microphone for the talk sessions. 3. School is responsible for the space/set-up requirements listed below. 4. School must allow adequate time for the whole performance including the talk (see "Length of Program"). 5. A teacher or teacher's aide will be needed to help with the student volunteers for a few minutes at the beginning of the show.
1. A performance space no less than 22" w x 22" deep, plus wing space. 2. An audience area, accessible from the stage (so we may interact with the audience) 3. A piano that is in tune 4. A microphone for the talk sessions 5. Access to restrooms for the performers 6. An area offstage for quick costume changes 7. An area near the performance site to park for load-in 8. Enough time to load in & set up (at least 3 1/2 hours prior to show) 9. Enough time to pack up the sets after the show (no less than 2 hours).
I CAN ask and answer questions regarding the opera production. I CAN give emotional responses to the opera including what part of the show was my favorite. I CAN have fun participating in the show. I CAN find out the similarities and differences between opera and musical theater.
In "Fairy Tale Kitchen" we meet Esmeralda, a "reformed" witch who now has her own cooking show. Various characters from the fairy tale world visit looking for help from the witch, who has supposedly sworn off magic but is full of surprises. There are many opportunities for the audience to interact. Everyone in the audience will be participating in sound effects and movement at key moments in the performance. Some students will also be brought up onto the stage to act in scenes with the cast as part of the show. The program begins with a brief talk about opera - what opera is, and how we use music in opera to express ideas and emotions. During the talk, interactive elements of the show will be explained for the children to participate. All of the operas have a central theme which will be discussed during the Q&A session following the opera. A pdf booklet of classroom materials that tie in with the show is provided to the school. Lollipop Opera brings the excitement of live theater to children, exemplifying the culmination of arts that is opera. Each performance is fully staged, complete with beautiful sets and costumes. Our goal is to expand the horizons of children through exposure to the arts. Children will see how opera is a true marriage of the arts, incorporating: 1.) gorgeous music, sung by professional singers; 2.) acting, featuring thoughtful characterizations of each persona; and 3.) visual arts, exemplified by our professional scenic design. Through our question and answer sessions, children can learn how a touring company functions; how we design our sets to be portable, how the sets are constructed and changed, how long it takes to mount a production, and how original works are created. The opera pre-show talk gives kids a basic understanding of opera and its history, teaching by example, and by comparisons to everyday activities and experiences with which they identify. The talk and the Q&A sessions are tailored to meet the common core criteria of each grade level. Excerpts from our performances may be viewed on our website, http://buffa.sharepoint.com.
Please be sure you have allotted enough time for the entire performance, including and Q&A period you would like to have following. Please make sure we are allowed enough time to set up the stage and to clear it afterward. Please be sure there is a piano and microphone in the performance area for us, and that the stage is clear for us to set up. If your stage area has other things on it ( e.g., set up for a band concert or other performance) those things will need to be moved out before we arrive. Thank you! FOR PRE-K STUDENTS: Pre-K students love watching the show and doing the movements and sound effects in the full audience participation, but are usually afraid to volunteer to interact with Esmeralda onstage. As we need volunteers to be part of the story, we recommend that PRE-K classes attend along with a higher grade level to avoid any anxiety in the children volunteers.
Volunteers are welcome to attend the performances, and, depending on the opera, may even be given a chance help with the show. In Fairy Tale Kitchen, a teacher or assistant will be needed assist with the student volunteers for a few minutes at the beginning of the opera.
Grade PK
Grade PK: Reading Standards for Literature:Key Ideas and Details:#1:With prompting and support, ask and answer questions about key details in a text.
Grade PK: Reading Standards for Literature:Key Ideas and Details:#3:With prompting and support, identify characters, settings, and major events in a story.
Grade PK: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. With prompting and support, recall an emotional
response in dramatic play or a guided drama experience (e.g., process drama, story drama,
creative drama).
Grade PK: Music: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Demonstrate understanding of
relationships between music and the other arts, other disciplines, varied contexts, and daily
life. With substantial
guidance, explore and demonstrate awareness of musical contrasts.
Grade K
Grade K: Speaking and Listening Standards: Presentation of Knowledge and Ideas #6: Speak audibly and express thoughts, feelings, and ideas clearly.
Grade K: Reading Standards for Literature: Key Ideas and Details #3: With prompting and support, identify characters, settings, and major events in a story.
Grade K: Music: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. With guidance, demonstrate awareness of expressive qualities (such as dynamics and
tempo) that reflect creators"/performers"
expressive intent.
Grade K: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. With prompting and support, express an emotional response to characters in dramatic play
or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1
Grade 1: Speaking and Listening Standards: Comprehension and Collaboration #2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Grade 1: Reading Standards for Informational Text: Integration of Knowledge and Ideas #9: Identify basic similarities in and differences between two texts on the same topic.
Grade 1: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. With limited guidance,demonstrate and identify how specific music concepts (such as beat or pitch) are used in various styles of music for a purpose.
Grade 1: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work C. Compare and contrast the experiences of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2
Grade 2: Reading Standards for Literature: Integration of Knowledge and Ideas #9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Grade 2: Speaking and Listening Standards: Comprehension and Collaboration #3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Grade 2: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Describe how specific music concepts are used to support a specific purpose in music.
Grade 3
Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Grade 3: Reading Standards for Literature: Key Ideas and Details #3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Music: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Demonstrate and describe how the expressive qualities (such as dynamics and tempo) are used in performers" interpretations to reflect expressive intent.
Grade 3: Theatre: Responding: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. A. Explore how stories are adapted from literature to drama/theatre work.
Grade 4
Grade 4: Reading Standards for Literature: Key Ideas and Details #3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character"s thoughts, words, or actions).
Grade 4: Speaking and Listening Standards: Comprehension and Collaboration #2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Grade 4: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Identify artistic choices made in a drama/theatre work through participation and observation.
Grade 4: Music: Interpret: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. A. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre).
Grade 5
Grade 5: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, or poem).
Grade 5: Reading Standards for Literature: Key Ideas and Details #3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Grade 5: Music: Interpret: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. A. Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics,tempo,timbre,and articulation/style.
Grade 5: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
Grade 6
Grade 6: Reading Standards for Literature: Key Ideas and Details #3: Describe how a particular story"s or drama"s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Grade 6: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.
Grade 6: Theatre: Responding: Anchor Standard Anchor Standard 8: Interpret intent and meaning in artistic work. C. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.
Grade 6: Music: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. A. Describe a personal interpretation of how creators" and performers" application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
