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Aesop's Fable: The Fox & The Crow with Song and Character Interview (elementary)

Last changed: 05/29/2019 11:02am
K , 1 , 2 , 3 , 4 Dance Theatre Music
Theatre English
Both Grade Level and Arts/PE Program Alignment
1 45 min
1 45 min
In-School Workshop
All year except prior bookings. I'd love fall bookings if they work for you, but please let me know what you really need.
$10 0
$200 0
no Email , Phone
I bring my guitar or ukulele for song accompaniment in both pieces.
NA
Children in audience shape. Any classroom will work. It's nice if we can all sit on a rug, and a basic chair for me, please, is much better than a rocking chair.
I can use gestures and movements to retell a story. I can recount folktales. I can inhabit an imaginary elsewhere. I can recount fables and determine a central lesson. I can use voice and sounds for characters. I can sing in a chorus with instrumental accompaniment.
I tell the Aesop's fable, "The Fox and the Crow" with original song (guitar or ukulele accompaniment) & students join in singing the refrain 4 times, with variations. My tellings are upbeat, lively and fun. They add character gestures (non-locomotor) to the tale as it unfolds. For example, they sing as if the fox is serenading the crow, complimenting her on her feathers, eyes, wrinkly feet, and finally, her singing voice. After, we move (locomotor) as the fox in the woods and the crow on the branch, and use character voices. We discuss the story and moral, building vocabulary. The playfulness and humor as well as storyline keep them engaged. Next we have a pretend character interview exploring point of view. I pretend we are in a TV studio, and a child pretends to be the fox and describe what happened it the forest--same for the crow. Children then become the interviewers and pose questions. They are great at this, asking the characters what they saw, heard, felt, etc. Apply this later with any story. Creates understanding of another's point of view, and empathy to help them be more cooperative in class in general. They really comprehend the story, learn what a fable is, and have a great time. They really pay attention throughout! This version brings out the humor!
Delightful, laughter-inducing, creative! Program works just great in AI or AF. I am mindful of the standards for each grade level as I work. I tell the Aesop's fable, "The Fox and the Crow" with original song (guitar or ukulele accompaniment), plenty of humor, & students join in singing the refrain 4 times, with variations. They add character gestures (non-locomotor) to the tale as it unfolds. For example, they sing as if the fox is serenading the crow, complimenting her on her feathers, eyes, wrinkly feet, and finally, her singing voice. After, we move (locomotor) as the fox in the woods and the crow on the branch, and use character voices. We discuss the story and moral, building vocabulary. The playfulness and humor as well as storyline keep them engaged. Next we have a pretend character interview exploring point of view. I pretend we are in a TV studio, and a child pretends to be the fox and describe what happened it the forest--same for the crow. Children then become the interviewers and pose questions. They are great at this, asking the characters what they saw, heard, felt, etc. Apply this later with any story. Creates understanding of another's point of view, and empathy to help them be more cooperative in class in general. They really comprehend the story, learn what a fable is, and have a great time. They really pay attention throughout! And laugh!
A blast for all ages! Brings a fable to life, warm connection with kids, empathetic toward teachers and staff. Wonderful if the kids come to the program having read a version or two of this Aesop's fable. More, a bigger plus. But it is always fun, and the kids love the song refrain and humor as well as the trickster fox and gullible crow. The telling, the song, the character play/activities and the interview round out the time very well.
I always look for ways to kindly and respectfully invite caregivers to be involved. Adult participation signals to children how to act, also that this activity is important for us at any age.

Grade K

Grade K: Reading Standards for Literature: Key Ideas & Details #2: With prompting and support, retell familiar stories, including key details.
Grade K: Reading Standards for Literature: Key Ideas and Details #3 With prompting and support, identify characters, settings, and major events in a story.
Grade K: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work a.With prompting and support, transition between imagination and reality in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).

Grade 1

Grade 1: Reading Standards for Literature: Key Ideas & Details #2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
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: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work.c.Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g.,process drama, story drama, creative drama).

Grade 2

Grade 2: Reading Standards for Literature: Key Ideas & Details #2 Recounting stories including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work .c.Identify ways in which voice and sounds may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Grade 3

Grade 3: Reading Standards for Literature: Key Ideas & Details: #2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
Grade 3: Reading Standards for Literature: Key Ideas & Details: #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 3: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work: c.Collaborate to determine how characters might move and speak to support the story and given circumstances in drama/theatre work.

Grade 4

Grade 4: Reading Standards for Literature: Key Ideas & Details: #3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Grade 4: Speaking and Listening Standards: Presentation of Knowledge and Ideas: #4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 4: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work c.Imagine how a character might move to support the story and given circumstances in a drama/theatre work.