45 to 55 minutes depending in grade level. I can add more material for the older grades.
In-School Performance
All year.
In-School,
$10
0
no
Phone , Email
sound system and stage backdrop.
A clean stage and audience space. Electrical outlet.
The We Care show needs an indoor, empty, clean stage or floor space approx. 12ft deep x 25ft wide with added space for the entire audience to sit comfortably.
1. I can "save someone"s' day" with a kind word or action. 2. I can stand beside someone and not just be a bystander when they are in need. 3. I can relate and transfer the behavior lessons learned today to my daily school and home life. 4. I can teach someone else the 5 minute mime lesson I learned in the show today.
I begin the We Care program in make up and bring the students through a series of fast paced skits with music and sound effects. I remove my make up onstage between 20-25 minutes into the show. I then let the students see who I really am. I talk about my speech problems as a child, tolerance, friendship and how to "SAVE SOMEONE"S DAY" . By sharing examples we learn how a kind word, an extra moment spent with someone or a simple wave can change a bad day. I also let them know how important standing beside someone is and not to just be a bystander. These simple things we all need. They can be remembered for a lifetime. I use the skits and my talk in the show to reinforce the simple lessons of kindness, compassion and tolerance. I always end with a 5-minute mime lesson that gives everyone something to show their family as they talk about what they have learned. During the pantomime part of the show I want to engage the audience and then create interest in my story. During the second part of the show the students are to answer and ask questions as well as offer solutions to the behavior issues we all face.
The best way to prepare for the show is to follow the activities in the We Care study guide.
it is possible to use someone for stage crew.
Grade K
Grade K: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.2.3 . Demonstrate ways to respond in an unwanted, threatening, or dangerous situation.
Grade K: Speaking and Listening Standards: Comprehension and Collaboration #3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Grade K: Theatre: Responding: Anchor Standard #7: Perceive and analyze artistic work. A: With prompting and support, express an emotional response to characters in a dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 1
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: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.2.3 . Demonstrate ways to respond in an unwanted, threatening, or dangerous situation.
Grade 1: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. B. Identify causes of character actions in a guided drama experience (e.g., process drama, story drama or creative drama).
Grade 1: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. C. Explain or use text and pictures to describe how personal emotions and choices compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2
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: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.2.3 . Demonstrate ways to respond in an unwanted, threatening, or dangerous situation.
Grade 2: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. C: Explain or use text and pictures to describe how others' emotions and choices may compare to the emotions and choices of characters in a guided drama experience (e.g., process drama, creative drama).
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 3
Grade 3: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.5.3. Demonstrate nonviolent strategies to manage or resolve conflict.
Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Grade 3: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. A: Consider multiple personal experiences when participating in or observing a drama/theatre work.
Grade 3: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. C: Examine how connections are made between oneself and a character"s emotions in drama/theatre work.
Grade 4
Grade 4: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.5.3. Demonstrate nonviolent strategies to manage or resolve conflict.
Grade 4: Speaking and Listening Standards: Comprehension and Collaboration #3: Identify the reasons and evidence a speaker provides to support particular points.
Grade 4: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. A: Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.
Grade 4: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. C: Identify and discuss physiological changes connected to emotions in drama/ theatre work.
Grade 5
Grade 5: Health: Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. 4.5.3. Demonstrate nonviolent strategies to manage or resolve conflict.
Grade 5: Speaking and Listening Standards: Comprehension and Collaboration #3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Grade 5: Theatre: Responding; Anchor Standard #8: Interpret intent and meaning in artistic work. A: Justify responses based on personal experiences when participating in or observing a drama/theatre work.
Grade 5: Theatre: Responding: Anchor Standard #8: Interpret intent and meaning in artistic work. C: Investigate the effects of emotions on posture, gesture, breathing, and vocal intonation in a drama/theatre work.
