Hartford Performs

Act & Sing: The Three Little Pigs (K - 4)

Last changed: 07/13/2022 8:19pm

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Maichack Arts

Available to Grade(s): K , 1 , 2 , 3 , 4	Program Can Serve: Music Theater
Art Form: Theater	Curriculum Focus: English
Program Type: Both Grade Level and Arts/PE Program	Integration Continuum Level: Alignment
# of Visits: 1	Length of Visit: 45 min
Program Format: In-School Workshop	Program Format Info:
Availability: All year	Location: In-School,
Cost Per Student: $10	Minimum # of Students Needed In Order to Book This Program: 0
Program Requires Prior Meeting: no	Meeting Method: Email
Materials Arts Provider Provides: Wonderful costumes, ukulele
Materials School Provides: 5 children's chairs, table if possible
Space and/or Set Up Requirements for Program: enough space for me to stand and narrate and 5 kids on stage in a line.
Program Learning Objective: I can use gestures and movement to retell a story in guided drama. I can retell a story. I can acknowledge differences in the points of view of characters and use voices. I can articulate the visual details or imagined worlds and improvised stories that support the given circumstances in drama/theatre.
Program Description: We create an on-the-spot, mini-musical of the French version of "The Three Little Pigs." Ideally, teachers read students an English version before I visit. Adapted by grade for standards, but it plays perfectly across all grades, multidimensionally. I bring character costumes that are really simple cloths--stunning Pierrot hats (non-realistic but gorgeous and fun), wolf mask, etc.. I teach all a simple French song w/ukulele accompaniment & gestures as chorus. I narrate & direct student volunteers to act & speak in English and bits of French, translated. Hilarious. We verbally compare/contrast to English version. Great model for using a classic fairy tale and adding a diff. foreign language--could be adapted for Spanish, Polish.... Same program for AI and AF. Excellent extension: Scieszka's The True Story of the 3 Little Pigs! We improv moving & speaking like the characters. We discuss our responses to the story, & the moral. Oral feedback by students on responses. (Extension idea: students illustrate & write their responses.) Fantastic literacy and enrichment. Great vocabulary/cognates and extremely entertaining!
Additional Notes: It's very important that classes arrive promptly in order to fit in all this content. This is very enjoyable for teachers as well as children.
Parent Engagement Opportunities: The best part adults of any kind play is to take full part along with the students in the audience/chorus. When adults sing, make the motions, they model learning and enjoyment for the children. When adults use this time to catch up on other work, it is to the detriment of the children's learning. Occasional kind prompts and gentle reminders of good audience behavior to the children provides active demonstration of the audience and a chorus's behavior in theater as well as the classroom.

Core & National Art Standards:

Grade K

Kindergarten: Reading Standards for Literature: Key Ideas & Details #2: With prompting and support, retell familiar stories, including key details.

Kindergarten: 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: c: Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences.

Grade 2

Grade 2: Reading Standards for Literature: Key Ideas & Details: #2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Grade 2: 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 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.

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. a Create roles, imagined worlds, and improvised stories in a 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.