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Frogs Make Me Hoppy

Last changed: 05/01/2018 1:45pm
PK , K , 1 , 2 , 3 Visual Art Music Phy. Education Theatre Dance
Theatre Science
Both Grade Level and Arts/PE Program Alignment
3 other
3 other
1) The first day would be an in class reading to introduce the students to frogs, so normally 30 minutes is allotted.

2) The hands on workshop for building & creating the frog puppets should be 45 minutes in length.

3) The final puppetry movement workshop works very well anywhere from 30-45 minutes, so my planning is flexible based on the time available.

(Note: I prefer to combine 2 of the three workshops together on the same day, since the program offers variety between sitting, creating and moving. i.e The program works best when Workshop #1 & #2 are done in one classroom together for 30 minutes of story time & 45 minutes of puppet-making to immediately follow)
In-School Short Term Residency I prefer working with individual classrooms for the workshops, but the final movement workshop can be combined as a full grade level most easily.

Considering the variety of programming within this residency, we scheduling this over 1-2 days is preferred.
All year
$5 0
$200 0
no Other , Email , Phone
Workshop #1: book "Frog Song" by Brenda Z. Guiberson
Workshop #2: paper plates, construction paper, party blowouts, foam sheets, extra staplers and glues sticks (unless glue sticks are available in classrooms already)
Workshop #3: Sound System & additional Puppet Materials for demonstration, presentation & activity.
Workshop #2 ONLY:
markers
scissors
*Please also have two medium-large staplers available.

Workshop #3:
Puppets that students created in Workshop #2 must be accessible for the students to use during the 3rd (final) workshop.
Workshop #1 story time area
Workshop #2 tables / work surface for creation, place to store/display their puppets until next workshop; Minimum of 7' x 7' open floor space for me to present and introduce the puppet that we are making, because it requires full-bodied movement.
Workshop #3 open space (i.e. dance studio, theater stage, gym, cafeteria with tables cleared) so that we can move safely without obstructions. The students should get their puppets that they made previously back in this lesson in order to learn how to properly manipulate them for best dramatic effect, but it is better to have a table with them laid out on so they can focus on the demo first.
I CAN understand how different climates and environments all over the world change our understanding of what a frog or toad is.
I CAN hear the differences between the many different frog songs around the world.
I CAN compare and contrast the frogs & toads from the many different nations represented.
I CAN understand what makes a frog an amphibian.
I CAN see how something that I use everyday can become a puppet.
I CAN see how movement of objects changes our perception of what we can imagine them to be.
I CAN see the importance of being grounded on my feet for puppetry and dance.
I CAN combine the voice, movement and puppetry to create a theatrical scene for dramatic play.
I CAN understand how to represent animals through my own movement techniques & patterns.
I CAN attempt to show diversity in animals by physicalizing how each moves differently.
I CAN learn to identify an animal by the way it moves, colors, sounds, shapes and patterns.
I CAN learn through observation.
I CAN create dramatic surprise by being patient and utilizing the skills learned in the puppetry workshop.
"Frogs Make Me Hoppy"
Learning about frogs is easy when children get to create their own puppets, use voice for onomatopoeia, and then make the puppet come alive using the whole body!

Workshop #1: Reading of "Frog Song" by Brenda Z. Guiberson which journeys around the world to learn about an amazing variety of frogs and environments and habits. Onomatopoeia is a technique utilized in the book, which I use to invite the students to join in through a call and response. We learn to hear the differences in sound patterns from frogs around the world and discuss the various habitats through the story, which may change the way in which the frog eggs are protected in order for their species to survive.

Workshop #2: Frog Puppet/Mask-Making: We create frog puppets utilizing some everyday objects. Students choose the design for their frog puppets, real or imagined. To aide in their design I will have our book "Frog Song" available for them to revisit along with high-resolution photographic images of frogs/toads from around the world. They can view the patterns in the photographs and repeat them in their individual designs. Then they add the puppet elements for their hands and then the dramatic element of surprise with the party blowout for the tongue.
Workshop #3: Puppetry Workshop
We learn a pattern of movements to create a short frog drama to warm up. We are learning how to express ourselves with our full bodies while still using a puppet while considering our spatial relationships. They learn puppetry techniques which is a fun way to teach the students to focus, since the puppet's eyes have to "focus" in order to help the audience imagine that it is alive!
PrK-K: We would spend less time on the rhythmic aspects of sound and more on the observable movement patterns and habits of animals. I would spend less time talking through the puppetry techniques and add more interactive movement integration and imaginative play to these sections.

Grade 1 will learn to mimic the sounds as well as observe and imagine how to make frog movements. We would create full-bodied dramatic play together between frogs and flies while also learning how to use their masks/puppets.

Then Grades 2-3 make the sounds more complicated by constructing a collective forest chorus in small groups within each class/grade. Then they make more complicated movement sequences to depict frog habits imagining being within their environments.
Workshop #1 Reading: The class reads a story together "Frog Song" to learn about frog from around the world to understand their similarities and differences.

Workshop #2 Visual Arts: Creating - This occurs within each individual session with suggestions to the content already covered in past workshops. During the "Create" workshop I am making sure that each student has a clear idea of their design as well as the concept for my design of the puppet construction as a whole by asking them question as they are in process. Where is the frog's mouth? Where will the eyes sit? Will you see that part of your design once the eyes are in place? What do you see around the eyes? What does the chin look like? Is it the same color under the mouth as over? We will be able to observe whether they are grasping this as we construct.
Workshop #3: Theatre/Dance: The puppets are put to action through creative dramatic play and they get to see how their artistic creations come to life. The students bring those observable traits to life through movement styles and patterns.
The program is great fun and the students will become excited to learn about nature through creative processes! This could all be scheduled in 1-2 days as an intensive residency.
Workshop #2 - Volunteers are most certainly welcome to join in the creation of the puppets by helping with some of the stapling and cutting of the puppet elements.

Workshop #3 - Volunteers may be helpful, if the students need help finding their own puppets that they created in workshop #2.

Grade PK

Grade PrK: (pulled from K) Reading Standards for Literature: Integration of Knowledge and Ideas #7: with prompting and support, describe the relationships between illustrations and the story in which they appear (e.g. what moment in a story the illustration depicts. Grade PrK: (pulled from K) Reading Standards for Literature: Integration of Knowledge and Ideas #9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Grade PrK: (pulled from K) Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Grade PrK: (pulled from K) Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Grade PK: Visual Arts: Creating: VA:Cr1.1.Pk: Engage in self-directed play with materials. Grade PK: Visual Arts: Creating: VA:Cr2.3.Pk: Create and tell about art that communicates a story about a familiar place or object. Grade PK: Theatre: Performing: TH:Pr4.1.Pk: a. With prompting and support, identify characters in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade PK: Theatre: Performing: TH:Pr5.1.Pk a. With prompting and support, understand that imagination is fundamental to dramatic play and guided drama experiences (e.g., process drama, story drama, creative drama). b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade K

Grade K: Reading Standards for Literature: Integration of Knowledge and Ideas #7: with prompting and support, describe the relationships between illustrations and the story in which they appear (e.g. what moment in a story the illustration depicts. Grade K: Reading Standards for Literature: Integration of Knowledge and Ideas #9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
Grade K: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Grade K: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment: K-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Grade K: Visual Arts: Creating: VA:Cr1.1.K: Engage in exploration and imaginative play with materials. Grade K: Visual Arts: Creating: VA:Cr2.3.K: Create art that represents natural and constructed environments.
Grade K: Theatre: Performing: TH:Pr4.1.K: a. With prompting and support, identify characters and setting in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama). Grade K: Theatre: Performing: TH:Pr5.1.K b. With prompting and support, explore and experiment with various technical elements in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

Grade 1: Reading Standards for Literature: Craft and Structure #4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Grade 1: Reading Standards for Literature: Craft and Structure #5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Grade 1: Reading Standards for Literature: Integration of Knowledge and Ideas #7: Use illustrations and details in a story to describe its characters, setting, or events.
Grade 1: Structure, Function, and Information Processing: 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).] Grade 1: Structure, Function, and Information Processing: Structure and Function: LS1.A: All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1)
Grade 1: Visual Arts: Creating: VA:Cr1.1.1: Engage collaboratively in exploration and imaginative play with materials. Grade 1: Visual Arts: Creating: VA:Cr1.2.1: Use observation and investigation in preparation for making a work of art. Grade 1: Visual Arts: Creating: VA:Cr2.3.1: Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
Grade 1: Theatre: Performing: TH:Pr4.1.1 b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama). Grade 1: Theatre: Performing: TH:Pr5.1.1 a. With prompting and support, identify and understand that physical movement is fundamental to guided drama experiences (e.g., process drama, story drama, creative drama).

Grade 2

Grade 2: Reading Standards for Literature: Craft and Structure 4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Grade 2: Reading Standards for Literature: Craft and Structure 6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Grade 2: Reading Standards for Literature: Integration of Knowledge and Ideas 7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
Grade 2: Structure and Properties of Matter: 2-PS1-1: Patterns: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. Grade 2: Interdependent Relationships in Ecosystems: 2-LS4-1. Biodiversity and Humans: Make observations of plants and animals to compare the diversity of life in different habitats.
Grade 2: Theatre: Performing: TH:Pr5.1.2 a. Demonstrate the relationship between and among body, voice, and mind in a guided drama experience (e.g., process drama, story drama, creative drama). Grade 2: Theatre: Performing: TH:Pr4.1.2 b. Alter voice and body to expand and articulate nuances of a character in a guided drama experience (e.g., (e.g., process drama, story drama, creative drama).
Grade 2: Visual Arts: Creating: VA:Cr2.3.2: Repurpose objects to make something new. Grade 2: Visual Arts: Creating: VA:Cr1.1.2: Brainstorm collaboratively multiple approaches to an art or design problem. Grade 2: Dance: Embody: DA:Pr5.1.2 a. Demonstrate a range of locomotor and non-locomotor movements, body patterning, and dance sequences that require moving through space using a variety of pathways.

Grade 3

Grade 3: Reading Standards for Literature: Craft and Structure #4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Grade 3: Reading Standards for Literature: Integration of Knowledge and Ideas #7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Grade 3: Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS3-1. Different organisms vary in how they look and function because they have different inherited information. Grade 3: Inheritance and Variation of Traits: Life Cycles and Traits: 3-LS4-2: Natural Selection: Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
Grade 3: Visual Arts: Creating: VA:Cr1.1.2: Brainstorm collaboratively multiple approaches to an art or design problem. Grade 3: Visual Arts: Creating: VA:Cr1.2.3: Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. Grade 3: Visual Arts: Creating: VA:Cr3.1.3: Elaborate visual information by adding details in an artwork to enhance emerging meaning.
Grade 3: Theatre: Performing: TH:Pr4.1.3 b. Investigate how movement and voice are incorporated into drama/theatre work. Grade 3: Theatre: Performing: TH:Pr5.1.3 a. Participate in a variety of physical, vocal, and cognitive exercises that can be used in a group setting for drama/theatre work. b. Identify the basic technical elements that can be used in drama/theatre work.