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Important that the desks and chair be cleared so that they are against wall or that there is ample space for students to move in and a space that can be taped off by teaching artist to use as the stage.

I can transition between the imaginary world of dramatizing literature and the world we live in today. I can draw parallels between the two worlds with regards to character, setting, and dramatic conflict. I can articulate the key ideas and major events in a story. I can understand the importance of literature as a way to learn about myself. I can experience a greater confidence about my ability to read and discuss a work of literature, and then to dramatize a story or a poem with my teacher and classmates.

In this two-day program, students will be involved in theatre games, improvisation for the stage and other exercises that will result in a performance created by students. On day one, students will be involved in dramatic play that is designed to help participants transition successfully between their imaginations and reality. With support, students will create imaginary worlds and will be introduced to the elements of theatre found in any kind of storytelling, whether it is the reading of poetry, myth, fables, folktales, fantasy or realistic fiction. These elements include Character and Setting. Students will be involved in exercises that will involve them in becoming flowers growing in a garden or a sailboat in a storm in preparation for the dramatization of poetry which will be included in day one as part of the workshop. Teachers will choose in advance the specific genre and a work or several works of literature that they want to dramatize with students in this program. On day 2, students will listen to the story (or the poetry) and will identify the characters and the setting, whether the characters are birch trees moving in the wind or a royal family in a castle trying to find a prince for their daughter. With prompting and support, the class will explore the major events in the story or the main idea or theme found in the poem. Because of the work done together on day one with improvisation and focus on Character and Setting, students will then be guided through the process of dramatizing the selected story or the poetry. These workshops may include the dramatization of nursery rhymes, narrative poems, haiku, and free verse poems. Music will be incorporated into all aspects of this program. Following the performance, the class will reflect on the concepts shared, including the differences and similarities between imaginary characters and our own lives. Also, teaching artist will help students to recognize the difference between poetry and storybooks. My approach in working with Pre-K and with Kindergarten classes will only vary slightly.

I would be delighted to engage caregivers as audience members, as group leaders when we are involved in planning simple improvisations, and as support for children while they are watching various parts of story that they are not in at any given time.