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BUGS!

Last changed: 05/03/2018 2:13pm
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PK , K , 1 , 2 , 3 Music
Music Science
Both Grade Level and Arts/PE Program Access
1 45 min
1 45 min
Program can easily be adjusted to whatever length desired, 30 - 50 minutes.
In-School Performance In-School Performance (intended for the entire grade level to experience together)
All year except January and not available on Fridays.
$10 0
no Phone , In-Person , Email
Sound system if required for large groups; lyric sheet for teachers.
A clear, quiet performing space
Access to performing space 15 minutes prior to program. If in a classroom, I'd like at least 6' x 10'.
I can describe how all insects start out as crawling larva and go through metamorphosis. I can describe many special features of various insects and remember their body parts. I can describe pollination and many other ways that insects are beneficial. I can describe how some amazing adaptations enable insects to get their food and avoid predation. I can look at "bugs" differently than I did before and better understand the critical roles they play in the environment.
What do doodlebugs, spiders, ants and skeeters have in common? Laugh and learn in this comic low-life revue. Students are participating from the very start in a sequence of participatory song, movement and story. Ukulele, harmonica and funky dance tracks will be incorporated in the show. Some puppets will be used to illustrate a food web. Students will become various "garden helpers" and learn about: worms, spiders, ladybugs, bees, and more. While drumming along to "Beebop" , students will learn about pollination and how bees "dance" to communicate. A bit of physics will be understood through a demonstration of how "doodlebugs" capture their prey. Students will always remember the body parts of an insect after performing the entomological version of Head, Shoulders, Knees and Toes. Knowing then that insects have six legs, they"ll get a trick question about whether a caterpillar is an insect. After we all enact insect metamorphosis, it will become clear to the students that caterpillars, grubs, maggots, etc. are all juvenile/larval stages of insects. While acknowledging that some bugs like mosquitoes are considered pests, there"ll be more focus on their beneficial and critical roles in the environment. I have hours" worth of repertoire to draw from and can easily adapt the content according to the grade and curriculum goals. During the program, the classroom teacher only needs to participate along with the students, modeling appropriate audience behavior.
" Jackson's skills as a musician and teacher highlight the program from beginning to end! His mixture of humor, sensitivity, and educational content made him a perfect addition here at the Children's Museum." "¨-Marilyn Solvay, Director of Education and Public Programs, Children's Museum of Maine "Thank you so much for your stellar performance of "BUGS!" I enjoyed watching the faces of the audience and observed that people of all ages were totally mesmerized and entertained by your show. You provided a perfect blend of education, ecological sensitivity, and humor on the topic of bugs, not an easy feat! You have an uncanny ability to "become" a mosquito, an ant, a doodlebug, a cockroach, a bee, a ladybug with your voice and movement. Seeing a fellow human being take on these roles, gives us a sympathy and understanding for the lives of insects as they struggle to co-exist with us on the planet." - Bonnie Drexler, Education Program manager, Garden-in-the-Woods. "Jackson transformed amidst the backdrop of our exhibit, creating a rich program filled with great music, education, and sheer entertainment. Visitors throughout this performance were mesmerized and engaged as Jackson himself became the many different bugs in this magical traveling revue of doodlebugs, spiders, dragonflies, praying mantises, and many others. With themes of humanity, the environment, and preservation delicately tied into many of his songs and skits, this performance is a natural complement to the overall themes of preservation, conservation, and reflection on the natural world. Anyone interested in a smart, humorous program"¦ should look no further than Jackson Gillman and his amazing one-man show!" - Daniel Dobbins, Manager of Visitor Experience, Heritage Museums & Gardens
Any number of caregivers are welcome to observe the performance.

Grade PK

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. DCI: All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
PreK: Music: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. With substantial guidance, explore and experience a variety of music.
PreK: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. With substantial guidance, perform music with expression.

Grade K

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. DCI: All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
Grade K: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. With guidance, perform music with expression.
Grade K: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Perform appropriately for the audience.

Grade 1

Grade 1: Structure, Function, and Information Processing: 1-LS1-1.Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. DCI: 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.
Grade 1: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. With limited guidance, perform music for a specific purpose with expression.
Grade 1: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Perform appropriately for the audience and purpose.

Grade 2

Grade 2: Interdependent Relationships in Ecosystems: 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. DCI: Plants depend on animals for pollination or to move their seeds around.
Grade 2: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. Perform music for a specific purpose with expression and technical accuracy.
Grade 2: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Perform appropriately for the audience and purpose.

Grade 3

Grade 3: Interdependent Relationships in Ecosystems: 3-LS2-1. Construct an argument that some animals form groups that help members survive. DCI: Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
Grade 3: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. A. Perform music with expression and technical accuracy.
Grade 3: Music: Performing: Anchor Standard 6: Convey meaning through the presentation of artistic work. B. Demonstrate performance decorum and audience etiquette appropriate for the context and venue.