| 4 , 5 | Music Dance Theater Visual Art |
| Theater | Science Social Studies English |
| Both Grade Level and Arts/PE Program | Alignment |
| 2 | 45 min |
| 2 | 45 min |
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Two 45-minute sessions per classroom or one 90 minute session Length and timing of sessions easily adapts to the Art Specialist's schedule. |
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| In-School Short Term Residency | |
| All year | In-School, |
| $10 | 0 |
| yes | In-Person |
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Props, handouts and prompts for Sensory Awareness activities |
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Chart paper or white board Paper (unlined) and Pencil for each student Agreed upon materials, supplies or copies for activities and possible art project |
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Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups Access to tables/desks/chairs for writing or drawing responses Outdoor space near the building for sensory exploration |
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I can demonstrate focus and concentration by using one or more of my 5 senses (sight, hearing, touch, taste and/or smell) to notice specific details when observing a person, place or thing. I can use appropriate grade-level vocabulary to vividly describe by speaking or writing what I see, hear, smell, touch and/or taste in a sensory experience. I can use sensory recall as inspiration to design a project in Visual Arts and to add vivid details to my work. |
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Observe "“ Recall "“ Create "“ Repeat
Drama for Art"s Sake, guides students to explore the world through their five senses and inspires personal expression of their experiences. Drama exercises develop tools for effectively "seeing" and vividly describing people, places and things. Students embark on a journey that builds concentration and observation skills, heightens Sensory Awareness, sharpens Sensory Recall and stimulates the imagination. Session One - Sensory Awareness: Working "alone together" students are encouraged to slow down and tune in to details in their immediate surroundings through activities such as Through a Windowpane, Listening to the Environment, Discovering an Object or Trust Walk. They then reflect and communicate their observations by drawing, writing and/or speaking to a partner to compare and contrast experiences. Session Two "“ Sensory Recall: Learning to go beyond just remembering in words, students build tools needed to place themselves "in the moment" and fully re-sense their experiences. Observing with partners or teams, students discover that others can recognize and be drawn into the sensations of what is seen, heard, smelled, tasted or touched. Sample activities include Seeing a Sport, What Am I Listening To? and What's That Food? The workshop culminates by students working individually or with peers, to create a sketch or simple collage using color, shape, words and texture inspired by their sensory experiences. Alternatively, students finish the session by planning/designing a follow-up project selected from the curriculum by the Visual Arts Specialist. (If selected project focuses on portraits, Character Study exercises can be substituted in Session 2) This program also works well as a Theatre/Language Arts/Visual Arts collaboration in which a specific sensory experience becomes the inspiration for writing poems or descriptive paragraphs and creating a related Art project. |
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The skills developed in Drama for Art's Sake not only offer a means for creating various Visual Arts projects, but can also support building Dance/Movement sequences, composing/arranging Music/Sound, or bringing added reality to Drama scenes. Though the database format does not provide space for including Arts standards for each discipline, appropriate ones can be selected. *All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator in collaboration with classroom Teachers and Arts Specialists. |
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1-3 are welcome to assist in classroom, if desired by the Art Teacher |
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Grade 4 |
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Grade 5 |
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