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One World: A multi-cultural celebration of story, song and musical instruments (elementary)

Last changed: 05/29/2019 11:09am
K , 1 , 2 , 3 , 4 , 5 Theatre Dance Music Phy. Education Visual Art
Music Social Studies
Both Grade Level and Arts/PE Program Alignment
1 other
1 other
These visits can be any length from 45 to 90 minutes. I prefer more time then less balanced with scheduling needs No matter the time, I will work to serve the needs of the students, staff and school. More time, particularly if we are doing the one part program allows for a bit more of my own storytelling, warm up activities that lay the groundwork for for the hands on "playshop", a deeper and wider look our world through sound and photo's and a few unexpected things from my bag of tricks that help make these visits fun and meaningful to students.
Combo In-School Performance & In-School Workshop One World: A multi-cultural celebration of story, song and musical instruments: Is a one or two part program

A one part program will be a combination of a mini performance and a longer ears and hands on experience. A two parts programs starts with a 45 to 60 minute performance intended for the entire grade level to together after which each classrooms returns for an ears and hands on musical instrument workshop intended for one classroom at a time.
All Year
$10 0
$250 0
yes Email , Phone , In-Person , Other
None needed.
None
The Performance: I prefer* the most comfortable, quiet space available with students pulled up close in a slightly rounded seating arrangement.

The Workshop: I prefer* a place to spread out 6 blankets and room around those blankets for the students to move (a gym, a stage, open library space...)

* No worries! I have worked with thousands of groups in many different situations, from hallways to auditoriums and most can be made workable.
I can enjoy a“taste test”of stories and music from our diverse multicultural world and along the way find out a bit about the people from which they came.

I can celebrate our common humanity and better understand the blessing that come form our differences.

I can better see that of myself in the eyes of others.

I can build my sense of how each culture and each person is part of tapestry that makes our one world beautiful.

I can grow my knowledge of our world’s geography and identify each of the peopled continents of the world.

I can speak about the musical instruments I most enjoyed, and perhaps choose one I might like to learn to play.
In this one or two part program, student take a whirl wind tour of our world through story, song and musical instruments. Along the way they “visit” each of the six peopled continents.

My hope is to plant seeds of understanding, so that students consider how our differences and our similarities (the needs-hopes-laughter-tears we all share) help make our world a little more fun and fascinating. 37 full-time years of experience help me adapt my work to the wit and intellect of each age group.

TWO PART PROGRAM

Part A: The Performance: "One World: A Multicultural Celebration.” Students listen to funny and moving stories from many of the world's people and hear fascinating/beautiful musical instruments from many of the places they come from. Stories, songs and music that tickle life's funny bone, touch the heart and celebrate with great gladness our common humanity.

Part B: The Playshop; “A Musical Instrument Petting Zoo.” Around 100 irresistible musical instruments are placed on 6 colorful cloths, one for each of the world's peopled continents.
First students hear the amazing and varied sounds the musical instruments make.
Next students learn to gently and carefully handle them (in 37 years of sharing my instruments with children, never once has one been broken!).
Then we set up a “freeze” signal, with a surprisingly realistic bird whistle with European/West Asian roots.
After that students are invited to try out the instruments (with the exception of those played in the mouth).
In the end we regather, with a closing song and/or dance.

ONE PART PROGRAM

This combines both parts above in one visit. Starting with a mini performance and continues on to the musical instrument petting zoo.

In this one or two part program, student take a whirl wind tour of our world through story, song and musical instruments. Along the way they “visit” each of the six peopled continents.

My hope is to plant seeds of understanding, so that students consider how our differences and our similarities (the needs-hopes-laughter-tears we all share) help make our world a little more fun and fascinating. 37 full-time years of experience help me adapt my work to the wit and intellect of each age group.

TWO PART PROGRAM
Part A: The Performance: "One World: A Multicultural Celebration.” Students listen to funny and moving stories from many of the world's people and hear fascinating/beautiful musical instruments from many of the places they come from. Stories, songs and music that tickle life's funny bone, touch the heart and celebrate with great gladness our common humanity.

Part B: The Playshop; “A Musical Instrument Petting Zoo.” Around 100 irresistible musical instruments are placed on 6 colorful cloths, one for each of the world's peopled continents.
First students hear the amazing and varied sounds the musical instruments make.
Next students learn to gently and carefully handle them (in 37 years of sharing my instruments with children, never once has one been broken!).
Then we set up a “freeze” signal, with a surprisingly realistic bird whistle with European/West Asian roots.
After that students are invited to try out the instruments (with the exception of those played in the mouth).
In the end we regather, with a closing song and/or dance.

ONE PART PROGRAM
This combines both elements of the two part program in one visit. Starting with a mini performance and continuing on to the musical instrument petting zoo for the bulk of our time.
Yes! Absolutely!

This program by far takes the most schlepping of all my programs. Extra hands to help me set it up and pack it out are EXTRAORDINARILY HELPFUL

As well caregivers are welcome to the performance part of this two part program and would be TRULY HELPFUL at the "playshop" part of this program. They can help small hands with my musical instruments, help me give periodic gentle reminders on how to handle them and enjoy both listening and trying out of those instruments.

Grade K

Kindergarten:  Geography: Human-Environmental Interaction; Places, Regions, Culture: GEO K.3 Use maps, globes, and other simple geographic models to identify cultural and environmental character
Kindergarten: History Perspectives HIST K.3 Compare perspectives of people in the past to those in the present.
Grade K Theatre:Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a. With prompting and support, identify stories that are different from one another in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade K Music: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Grade 1

Grade 1:  Geography: Human-Environmental Interaction; Places, Regions, Culture: Geographic Representations: Spatial Views of the World: GEO 1.3 Use maps, globes, and other simple geographic models to identify cultural and environmental character
Grade 1: History: Perspectives: HIST 1.3 Compare perspectives of people in the past to those in the present.
Grade 1 Theatre:Connecting: Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a. Identify similarities and differences in stories from one’s own community in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1 Music: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Grade 2

Grade 2: Geography: Human-Environmental Interaction; Places, Regions, Culture: GEO 2.6 Identify cultural and environmental characteristics of a place/region
Grade 2: History: Perspectives: HIST 2.4 Explain perspectives of people in the past to those of people in the present
Grade 2: Theatre:Connecting:Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding a Identify similarities and differences in stories from multiple cultures in a guided drama experience (e.g., process drama, story drama, creative drama)
Grade 2: Music: Responding: Anchor Standard 7: Perceive and analyze artistic work Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.

Grade 3

Grade 3:  Geography: Geographic Representations: Spatial Views of the World GEO 3.3 Use maps of different scales to describe the locations of cultural and environmental characteristics.
Grade 3:  History: Perspectives: HIST 3.4 Explain connections among historical contexts and people’s perspectives at the time.
Grade 3 Theatre:Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Use personal experiences and knowledge to make connections to community and culture in a drama/theatre work.
Grade 3 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, or purposes

Grade 4

Grade 4:  Geography: Human-Environment Interaction: Places, Regions, and Culture GEO 4.3 Explain how culture influences the way people modify and adapt to their environments
Grade 4:  History: Perspectives: HIST 4.1 Explain connections among historical contexts and people’s perspectives at the time.
Grade 4 Theatre:Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Identify the ways drama/theatre work reflects the perspectives of a community or culture.
Grade 4 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and describe how selected music connects to and is influenced by specific interests, experiences, purposes or context

Grade 5

Grade 5:  Geography: Human-Environment Interaction: Places, Regions, and Culture: GEO 5.2 Explain how culture influences the way people modify and adapt to their environments.
Grade 5:  History: Perspectives: HIST 5.5 Explain connections among historical contexts and people’s perspectives at the time.
Grade 5 Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a.Explain how drama/theatre connects oneself to a community or culture.
Grade 5 Music: Responding: Anchor Standard 7: Perceive and analyze artistic work a Demonstrate and explain, citing evidence, how selected music connects to, and is influenced by specific interests, experiences, purposes, or contexts