In -School Perfomance (intended for the entire grade level to experience together or In - School Performance intended for individual classes of a grade level to experi nice separately.
N/A
All year
$10
52
no
Email , Phone
Bessie Coleman program provides materials for hands on project.
Pen, pencils, paper or electronic device to take notes of program
Bessie Coleman with hands on activity would be best in auditorium. Sarah Margu and Elizabeth Keckly can be done in classrooms or auditoriums depending on number of students.
I CAN use acting, spoken word and drama techniques from the one woman show to identify positive and negative spaces.
I CAN use acting, spoken word and drama techniques to create unity.
I CAN use acting, spoken word and drama to identify ways to overcome social injustices.
"Hidden Women" is a one woman play where historical women are presented to help students gain knowledge of the 18th, 19th and 20th centuries. Each woman is presented separately. Clo Pratt: Life after Slavery: Clo Pratt will give a first hand account of Colonial events. Elizabeth Keckly: A Letter from Frederick: Elizabeth Keckly was a confidante and dressmaker to Mary Todd Lincoln, who also received assistance from Frederick Douglass. Sarah Margu: A Child of the Amistad: Sarah Margu takes you beyond the legal case. Self Determination: Bessie Coleman Story: Bessie Coleman flew into history when she did not allow discrimination or racism to stop her from reaching her goal. After the performance there will be a 15 minute opportunity for students to ask questions regarding performance, stage setting, clothing or Hidden Woman. In one hour Tammy Denease will take students on a journey through time in her one woman show.
N/A
Volunteers could help hand out materials for the hands on activity during the Bessie Coleman program.
Grade 4
Grade 4: Speaking and Listening: Presentation of Knowledge and Ideas #4: Report on a topic or text, tell story, or recount and experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 4: Content Suggestion: The study of significant events, people, and geographic features of Connecticut in the past and today, with comparisons to other U.S. states and one or more states, provinces, and/or areas in other countries. Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view: GLE #2: Cite evidence to explain the various feelings and points of view of people in a historical situation.
Grade 4: Theatre: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work.
C. Recognize how a character"s circumstances impact an audience"s perspective in a drama/theatre work.
Grade 5
Grade 5: Speaking and Listening: Comprehending and Collaboration #2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.
Grade 5: Content Suggestion: The study of events, documents, and people addressing the founding of the United States as a nation, with connections to Connecticut and local history, emphasizing how government works today, with the use of primary source materials. Strand 1.1 - Significant Events and Themes in US History: GLE #4: Evaluate the relative influence of individual events that contributed to the American Revolution
Grade 5: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.
C. Imagine how a character's inner thoughts impact the story and given circumstances in a drama/theatre work
Grade 5: Theatre: Responding: Anchor Standard 9: Apply criteria to evaluate artistic work.
C. Recognize how a character's circumstances impact an audience's perspective in a drama/theatre work.
Grade 6
Grade 6: Reading Literature: Key Ideas and Details #3: Describe how a particular story"s or drama"s plot unfolds in series of episodes as well as how the character respond or change as the plot moves toward a resolution.
Grade 6: Content Suggestion: World Regional Studies of up to four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying China might include the Han Dynasty, Communist Revolution and modern China. In that Grades 6-7 will provide a student"s first significant exposure to world history, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials. Strand 1.3 - Significant events and themes in world history/international studies: GLE #6: Analyze how specific individuals and their ideas and beliefs influenced world history.
Grade 6: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
B. Investigate the time period and place of a drama/theatre work to better understand performance and design choices.
Grade 7
Grade 7: Reading Literature: Key Ideas and Details #3: Analyze how particular elements of a story
or drama interacts (e.g. how setting shapes the character or plot).
Grade 7: Content Suggestion: World Regional Studies of three or four countries or regions from different continents considering the geography, two selected periods of history, and contemporary cultures of these countries. For example, studying Latin America might include the Mayan Empire, Independence movements of the 19th Century, and modern Latin America. Just as in Grade 6, districts should limit the number of topics and regions in favor of an in-depth study using a wide range of resource materials. Strand 3.2 - Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view: GLE #3: Compare, contrast and evaluate two or more views of a contemporary national issue (e.g. immigration, economy, energy, civil liberties)
Grade 7: Theatre: Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
A. Incorporate music, dance, art, and/or media to strengthen the meaning and conflict in a drama/theatre work with a particular cultural, global, or historic context
Grade 8
Grade 8: Reading Literature: Key Ideas and Details #3: Analyze how particular lines of dialogue or
incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Grade 8: Content Suggestion:The study of the principles of the U.S. Constitution, with emphasis on events, arguments, and movements of the 19th century and their impact today, connections to local history, and extensive use of primary source materials. Strand 3.2 - Analyze and evaluate human action in historical
and/or contemporary contexts from alternative point of views: GLE #4: Analyze options available to an
individual in a historical or contemporary situation
Grade 8: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
A. Examine a community issue through multiple perspectives in a drama/theatre work.
