|3 , 4 , 5
|Grade Level Program
|Students from one grade will be directly involved in developing a performance that will be shared with an invited audience who will come to see the culminating presentation.
|Phone , In-Person
Music Costume pieces when appropriate.
Paper and pencils
Chairs and tables cleared for workshops. Space provided for performance on last day.
I CAN listen to a poem from an author and write poems that have something meaningful to say about my life and about the world around me.
I CAN contribute my own ideas when developing a theatre performance as a group.
I CAN collaborate with my peers on creating a show that is performed in front of an audience.
DAY ONE: Students are led in a discussion w teaching artist about poetry; what it means to them and what they like or dislike about it. Teaching artist reads several poems written by poets from AFRICA. MEXICO, and PUERTO RICO. The class will discuss the poems, what they heard, what was meaningful about the poems, and together students will explore the central idea or theme of each poem. Students will be led in theatre exercises designed to free them to dramatize poetry to music. The class will learn that in theatre, actors can be the wind, the crows in the sand, and any other non-human role in a poem. The teaching artist will involve students in dramatizing different words or phrases from the poems that she has been reading aloud to the students. Students will learn about different terms in theatre such as "cheating out," "staying in character," and "working as an ensemble." The class will move into smaller groups and be given several of the poems by published poets from the above countries and will dramatize one of the poems they liked with the support of teaching artist and teachers. Dramatizations will be shared with the class. DAY TWO: On this day students will listen to a poem from Africa and will discuss the central idea or theme that they heard. The teaching artist will guide them through the experience of writing their own poem based on that same theme. Students will listen to a poem from Mexico and will then be given a prompt for writing their second poem. And finally, students will listen and look at a poem from Puerto Rico and will be given a prompt for writing a third poem. DAY THREE: Students will be involved in dramatizing the poems they wrote. Groups of no more than 5 will gather in circles and will be given several poems (without names attached) written by their peers. They will select one or two poems to dramatize and will practice becoming the things and people in the poem. Again, theatre techniques will be emphasized and applied to the dramatizations each group shares with the class. DAY FOUR: Students will review what has happened over the first three days and will begin to formally rehearse the show which will include several poems from Africa dramatized by students and several poems that mirror the same theme written by students. The poems from Mexico will be dramatized followed by original dramatized poetry based on the several themes from the Mexican poetry. All of the poems will be dramatized to music from these countries and by other selections of music based on the original poetry. Theatre terminology will continue to be applied and new ones introduced such as downstage and upstage. Students will learn about the importance of staying in character during the dramatizations. DAY FIVE: An audience will enjoy this performance narrated by the teaching artist. Questions and answers will follow.