|PK , K , 1 , 2 , 3 , 4 , 5||Visual Art Theatre Music Dance Phy. Education|
|Both Grade Level and Arts/PE Program||Alignment|
|We can spend 10 more minutes with a Q & A about the puppets and music, if time allows for the school schedule.|
|In-School Performance||in-school performance intended for entire grade level(s) to experience together.|
|no||Email , Other , Phone|
|We bring the performance, including puppets, masks and live music with Portable PA system.|
|Provide a stage. While a elevated stage is preferred we have performed this on the ground level as well with the students sitting on the floor.||
Open Space at least 20' wide x 10' deep.
Seating for children, teachers, parents, etc.
I CAN see how visual art can express an idea within a story (using visual language to accompany the verbal language).
I CAN see how puppetry relates to dance, because it requires the movement of objects to bring life to what would otherwise be a static form when not used by a performer.
I CAN see how puppetry, dance and music depicted local animals & plants in the seasons.
I CAN understand how actions of people have a reaction on the environment and land that we live on.
I CAN observe the world around me to learn how it works just like the performer has in the stories she tells. i.e. the cycles of the seasons and how frogs live during each one; the importance of space exploration to see the world from a new perspective; how leaves dance throughout the seasons based on the height of the sun in the season.
I CAN overcome fears by learning something about what it is I am afraid of.
I CAN identify similarities, differences, and links between people, animals and the ecosystem that we inhabit.
The storytelling begins with the sounds of the spring peepers in the wetlands in CT. A frog puppet appears with a great surprise catching everyone's attention from the start. We journey through each season with the use of song, dance, storytelling, puppetry and mask performance. The focus of cycles opens up discussion about what happens throughout based on the sun and how that affects plants and animals. As leaves begin to bloom the trees' branches appear to be extending towards the sun as it gradually gets higher with the tilt of the earth’s rotation. Eventually, they fall in autumn in order to warm the earth and protect burrowing ground animals and plants for the next season. Snow also becomes a way to insulate the burrows on top of the leaves as well.
Performing Artist Adelka Polak with music accompaniment by Cynthia Quintanal take the audience on a journey through the seasons, including the life cycles of bees, frogs, and butterflies through an exciting soundscape, including a caterpillar rap, that brings the story of the puppets to life!
Sova Theater engages the audience to consider how we fit into and affect the natural world. The whole world becomes personified through various puppets born from the imagination of the artist in hopes of being a creative way to stimulate classroom discussions in both the arts and sciences.
For Grades PrK-2 we will focus the performance mainly on the life cycles of the caterpillar to butterfly, tadpole to frog and larvae to honeybee. Three complete cycles will be introduced through the highly visual art form of puppetry and poetic songs, including a caterpillar rap!
Performing Artist Adelka Polak tells personal accounts of encounters with wild animals and her observations of the seasons. This performance accompanied by live music engages audience with the use of dance, puppetry and mask work to vividly portray characters and concepts told in the story, making them more memorable through artistic imagery. The puppets are made by both the main performer Adelka Polak along with award-winning fine artist & sculptor Justin Perlman. The original music is provided by Q Music/Cynthia Quintanal.
We journey through the life cycles of frogs, butterflies and bees utilizing the art of puppetry and music.
We are all connected.
We are of nature, and we have an effect on the world.
|This program is very unique and interesting for all ages. Everyone will have a story of their own to share afterwards as a follow up of interactions with local plants and wildlife. Note: This program has been performed outdoors or indoors, so consider the fun option of an outdoor performance, if the school wants to explore this as a possibility.|
With the Arts Program it would be helpful to have caregivers help with the workshop of making fly puppets beforehand, if that is chosen as a pre show activity.
They can also help with our load in/out of materials, if they are available. They can aid in the transfer of items to/from the space before or after the show. Also, we may need something to be present on a light board and help us with finding outlets, etc to plug our portable PA system into, if someone is familiar with the space.
|Grade PrK. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. PrK-ESS3-1 Use a model to represent relationships in the natural world.|
|Grade PrK. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. PrK-LSI-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 relationships in the natural world.|
|Grade K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. K-LSI-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.|
|Grade K: Theatre: Responding: Understanding & Evaluating how the arts convey meaning. Standard #7 Perceive & analyze artistic work.|
|Grade K: Theatre: Responding: Understanding & Evaluating how the arts convey meaning. Standard #8 Interpret intent and meaning in artistic work.|
|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. Structure, Function, and Information Processing: Crosscutting Concepts: Structure and Function: 1-LS1-1. The shape and stability of structures of natural and designed objects are related to their function(s).|
|Grade 1: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. a. Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.|
|Grade 1: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.|
|Grade 2: Speaking and Listening Standards: Comprehension and Collaboration #2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.|
|Grade 2: Interdependent Relationships in Ecosystems: LS4.D: Biodiversity and Humans: 2-LS4-1. There are many different kinds of living things in any area, and they exist in different places on land and in water.|
|Grade 2: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. a. Explain how personal preferences and emotions affect an observer’s response in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.|
|Grade 2: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).|
|Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. d. Explain their own ideas and understanding in light of the discussion.|
|Grade 3. Weather and Climate: Natural Hazards: 3-ESS3-1. A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)|
|Grade 3: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. a. Understand why artistic choices are made in a drama/theatre work.|
|Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.|
|Grade 4: Structure, Function & Information Processing: 4-LSI-1.A: Structure & Function: Plants and animals have both internal and external structures that sere various functions in growth, survival, behavior and reporoduction.|
|Grade 4: Structure, Function, and Information Processing: 4-LSI-2.D: Information Processing - Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions.|
|Grade 4: Th: Re7.1.4a. Identify artistic choices made in a drama/theatre work through participation and observation.|
|Grade 4: Th: Re9.1.4b: Investigate how technical elements may support a theme or idea in a drama/theatre work.|
|Grade 5. Matter and Energy in Organisms & Ecosystems: 5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.|
|Grade 5. Matter and Energy in Organisms & Ecosystems: 5-LS2.A: Interdependent Relationships in the Ecosystems: the food of almost any kind of animal can be traced back to plants. (LS2-1)|
|Grade 5: Th: Re7.1.5a: Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.|
|Grade 5: TH:Re9.1.5.b: Assess how technical elements represent the theme of a drama/theatre work.|