We can spend 10 more minutes with a Q & A about the puppets and music, if time allows for the school schedule.
In-School Performance
In-School Performance (intended for the entire grade level to experience together or separately)
Auditorium is preferred unless it is a medically diverse or special needs classroom with a large enough set up space, which we can discuss during scheduling.
n/a
all year
In-School, Virtual
$10
0
no
Phone , Email , Other
We bring the performance, including puppets, masks and live music or prerecorded music with Portable PA system.
Provide a stage/open space unless the classes are special needs or medically diverse. While we prefer an elevated stage or an open space like a gymnasium or common room of some kind where it is ok to perform/play music that will not disturb anyone else present.
Open Space at least 15' wide x 15' deep. Plus, seating for children, teachers, parents, etc.
Note: We have modified the show to fit into special needs and medically diverse classrooms when it is too difficult to move the students to the auditorium and we just need to know in advance. 6 weeks notice regarding this information is helpful when we are scheduling performers.
I CAN see how visual art can express an idea within a story (using visual language to accompany the verbal language). I CAN see how puppetry relates to dance, because it requires the movement of objects to bring life what would otherwise be a static sculpture when not used by a performer. I CAN see how puppetry, dance and music depicted local animals & plants in the seasons. I CAN understand how actions of people have a reaction on the environment and land that we live on. I CAN observe the world around me to learn how it works just like the performer has in the stories she tells. i.e. the cycles of the seasons and how frogs live during each one; the importance of space exploration to see the world from a new perspective; how leaves dance throughout the seasons based on the height of the sun in the season. I CAN overcome fears by learning something about what it is I am afraid of. I CAN identify similarities, differences, and links between people, animals and the ecosystem that we inhabit.
We journey through different landscapes to show different forms of metamorphosis, including tadpole to frog and caterpillar to butterfly in this uplifting and relaxing performance about our natural cycles and transformations in our world. Performing Artist Adelka Polak with music by Cynthia & Rick Quintanal take the audience on a journey through the seasons with an exciting soundscape to bring the natural transformations to life! Sova Theater engages the audience to consider how we fit into and affect the natural world.
Note: This program has been performed outdoors or indoors, so consider the fun option of an outdoor performance, if the school wants to explore this as a possibility. In-school performance intended for entire grade level(s) to experience together, but can be may shortened/abbreviated for smaller groups to experience together within a few different sessions.
Caregivers are welcome to share this experience with the students, teachers, and staff.
Grade PK
Grade PrK. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. PrK-ESS3-1 Use a model to represent relationships in the natural world.
Grade PrK. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. PrK-LSI-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade PK: Theatre: Responding: Understanding & Evaluating how the arts convey meaning. Standard #7 Perceive & analyze artistic work.
Grade PK. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. K-LSI-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade K
Grade K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. K-ESS3-1 Use a model to represent relationships in the natural world.
Grade K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment. K-LSI-1 Use observations to describe patterns of what plants and animals (including humans) need to survive.
Grade K: Theatre: Responding: Understanding & Evaluating how the arts convey meaning. Standard #7 Perceive & analyze artistic work.
Grade K: Theatre: Responding: Understanding & Evaluating how the arts convey meaning. Standard #8 Interpret intent and meaning in artistic work.
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. Structure, Function, and Information Processing: Crosscutting Concepts: Structure and Function: 1-LS1-1. The shape and stability of structures of natural and designed objects are related to their function(s).
Grade 1: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. a. Explain preferences and emotions in a guided drama experience (e.g., process drama, story drama, creative drama), or age-appropriate theatre performance.
Grade 1: Theatre: Connecting: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. a. Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.
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: Interdependent Relationships in Ecosystems: LS4.D: Biodiversity and Humans: 2-LS4-1. There are many different kinds of living things in any area, and they exist in different places on land and in water.
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 2: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Identify causes and consequences of character actions in a guided drama experience (e.g., process drama, story drama, or creative drama).
Grade 3
Grade 3: Speaking and Listening Standards: Comprehension and Collaboration #1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 3 topics and texts, building on others" ideas and expressing their own clearly. d. Explain their own ideas and understanding in light of the discussion.
Grade 3. Weather and Climate: Natural Hazards: 3-ESS3-1. A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4-ESS3-2.)
Grade 3: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. a. Understand why artistic choices are made in a drama/theatre work.
Grade 3: Theatre: Responding: Anchor Standard 8: Interpret intent and meaning in artistic work. b. Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.
Grade 4
Grade 4: Structure, Function & Information Processing: 4-LSI-1.A: Structure & Function: Plants and animals have both internal and external structures that sere various functions in growth, survival, behavior and reporoduction.
Grade 4: Structure, Function, and Information Processing: 4-LSI-2.D: Information Processing - Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal"s brain. Animals are able to use their perceptions and memories to guide their actions.
Grade 4: Th: Re7.1.4a. Identify artistic choices made in a drama/theatre work through participation and observation.
Grade 4: Th: Re9.1.4b: Investigate how technical elements may support a theme or idea in a drama/theatre work.
Grade 5
Grade 5. Matter and Energy in Organisms & Ecosystems: 5-PS3-1: Use models to describe that energy in animals" food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Grade 5. Matter and Energy in Organisms & Ecosystems: 5-LS2.A: Interdependent Relationships in the Ecosystems: the food of almost any kind of animal can be traced back to plants. (LS2-1)
Grade 5: Th: Re7.1.5a: Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
Grade 5: TH:Re9.1.5.b: Assess how technical elements represent the theme of a drama/theatre work.
