|6||Visual Art Theatre Dance|
|Dance||Social Studies Science|
|Both Grade Level and Arts/PE Program||Access|
|In-School Performance||In-School Performance (intended for the entire grade level to experience together)|
|no||Phone , Other , Email|
|performance space with a raised stage is suggested, so that students can see the puppets that move on the stage floor.||
A performance stage is required in order to see some of the low moving puppets on the floor. If the performance is done on the ground then the audience needs to be in raked seated like a stadium where they are able to see the ground over the heads in front of them.
The stage/performance area needs to be a minimum of 12' deep x 18'.
Basic stage lights are needed. If someone on staff can help to set the light levels, if required, that would be helpful as well. We just want to make sure that the full stage area is well-lit in order for the audience to see all of the moving parts of the show.
Access to an electrical outlet is required for our portable PA system.
I CAN describe what I see happening onstage in my own words.
I CAN see how natural materials like grasses and plant matter can create artwork through processes like paper-making.
I CAN see how art, dance, mask and puppetry can convey layers of meaning together and create illusion in theater.
Two artists from different disciplines inspire and collaborate, joining visual art with theatre art. They create a kind of conversation onstage using purely their artistic disciplines while not using any words at all! Their art is nonverbal, so the audience views how the two interact. Imaginations become actively engaged as they formulate what they are seeing into their own thoughts and words based on their own experiences. The audience interprets and then expresses what they understand about it between each segment, getting an opportunity to share their reactions. The audience listens to various interpretations of the theatrical and visual art from each other.
The artist draws an image and the image on paper appears in the form of a costume as worn by the dancer. They see the artistic process beginning and then coming to life.
All of the characters go through a cycle of the seasons. The bird introduces the performance and then a pile of leaves is animated. The pile of leaves becomes personified when a face appears, which aids with concepts of organisms and nonliving matter’s use in the world. Then a moon mask dance represents winter with a black and white image moving slow and steady.
|The discussions will be generated from the performer, teachers and students depending on the section of the program. The focus of the topics will be guided based on the content that is required for each grade level whether the teachers would us to focus on science, history and/or english with the arts threaded throughout the whole program. The teachers can also get into more in depth discussions preceding and following the program within individual classrooms. The program is powerful and sometimes takes reflection and time to put what they might be thinking and feeling about it into words. Listening to each other helps greatly as students respond at different paces.|
While they are not required volunteers can be audience members!
If 2 caregivers would like to help us load in & 2 caregivers would like to help us load out, that may be a great opportunity to assist us.
|Grade 6: Speaking and Listening Standards: Comprehension and Collaboration: 2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.|
|Grade 6: Structure and Function: MS-LS1-1: All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). Grade 6: Interdependent Relationships in Ecosystems: MS-LS2-2: Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.|
|Grade 6 TH:Re7.1.6 a. Describe and record personal reactions to artistic choices in a drama/theatre work. Grade 6 TH:Re8.1.6 b. Identify cultural perspectives that may influence the evaluation of a drama/theatre work. c. Identify personal aesthetics, preferences, and beliefs through participation in or observation of drama/ theatre work.|
|Grade 6 VA:Cn10.1.6 Generate a collection of ideas reflecting current interests and concerns that could be investigated in art-making. Grade 6 VA:Cn11.1.6 Analyze how art reflects changing times, traditions, resources, and cultural uses.|