This opera, plus the opening talk, runs a minimum of ONE HOUR 10 MINUTES. If the Q&A session is desired, that will take additional time, so please allow at least ONE AND ONE-HALF HOURS total if the Q&A session is desired. The Q&A sessions can be as long or short as the schools would like. 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.
Please allow access to the stage at least 2 1/2 hours prior to the performance to set up the scenery. We will need 90 minutes after the performance to tear the scenery down. This means that the stage will not be available for other activities during set up and tear down times (as well as during the show.)
In-School Performance
In-School Performance (intended for the entire grade level to experience together)
all year
$10
75
no
Other , Email , Phone
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, reasonably in tune, for the performance (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").
1. A performance space no less than 20" w x 18" 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 (must have 88 keys; no toy pianos) 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 2 1/2 hours prior to show) 9. Enough time to pack up the sets after the show (no less than 90 minutes)
I CAN articulate how the retelling of the story in the opera was different from the version they know, noting specific details about the production. I CAN ask and answer questions regarding opera production they have just seen. I CAN give emotional responses to the opera including what part of the show was their favorite. I CAN learn and be able to give specific examples of how ideas and emotions are expressed in opera through music as opposed to merely through text.
The Frog Prince is a sparkling adaptation of the familiar tale, with an original libretto set to music of famous composers such as Donizetti, Offenbach and Sullivan. The operetta explores important themes, including listening to your parents, keeping your promises, being true to your friends, and "you can't judge a book by its cover." 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. 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. All operas include a pdf booklet of classroom learning materials with activities and worksheets that tie into the selected opera (math pages, vocabulary exercises, coloring, crosswords and more). Excerpts from our performances may be viewed on our website, http://buffa.sharepoint.com.
Students will read or have the teacher read to them a version of The Frog Prince, so that we may compare that version to the opera. (To cover Common Core Standards, e.g. Retelling) 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. Kindly check to be sure the stage has not been set up for another event before we arrive.
Volunteers are welcome to attend the performance; if available, we could use one person to help out briefly in the chase scene.
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.
