60 minutes plus a 10 minute talk-back. Please allow 75 minutes.
Offsite Performance
The Bushnell Center for the Performing Arts 166 Capitol Avenue Hartford, CT 06106
Friday, February 21, 2025 - 10:00am and 12:00pm.
Offsite,
$10
0
no
In-Person , Email , Phone
The school is responsible for ordering and paying for bus transportation. When placing your ticket order, please indicate if any of the students have special needs (hearing impairment, wheelchair, etc.).
I CAN grasp the role of an actor.
I CAN describe similarities between social issues in the past and social issues today.
I CAN talk about Black history in the United States.
I CAN share what I think freedom means.
While stuck in detention, a student, Jayden, ends up with a book that takes him on an inspirational, entertaining, and musical journey. On his “walk” through the decades, he learns of how a young John Lewis was moved to protest injustice and ultimately become a leader and American hero. As Jayden relives John’s past, he experiences what it was like for John to first meet Rosa Parks and Dr. King, and he eventually comes to realize that he too can take a stand, and help to influence the struggle for social, political, and overall equality and justice among all people.
Grade 3
Grade 3: Reading Standards for Literature: Key Ideas and Details #3: Describe how characters in a story respond to major events and challenges.
Grade 3: Speaking and Listening Standards for Literature: Comprehension and Collaboration #2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Grade 3: Theatre: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Propose potential choices characters could make in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 3: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Recognize when artistic choices are made in a guided drama experience (e.g., process drama, story drama, creative drama)
Grade 4
Grade 4: Reading Standards for Literature: Key Ideas and 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 for Literature: Comprehension and Collaboration #2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Grade 4: Theatre: Identify the ways drama/theatre work reflects the perspectives of a community or culture. Grade 4: Theatre: Observe how a character’s choices impact an audience’s perspective in a drama/theatre work.
Grade 5
Grade 5: Reading Standards for Literature: Key Ideas and Details #3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Grade 5: Theatre: Responding: Anchor Standard 7: Perceive and analyze artistic work. A. Explain personal reactions to artistic choices made in a drama/theatre work through participation and observation.
Grade 6
CCSS.ELA-LITERACY.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of distinct from personal opinions or judgments. CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or drama's plot unfolds, as well as how the characters respond or change as the plot moves toward a resolution.
CCSS.ELA-LITERACY.RL.6.3 Describe how a particular story's or drama's plot unfolds, as well as how the characters respond or change as the plot moves toward a resolution.
Grade 6: Theatre: Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Explain how the actions and motivations of characters in a drama/theatre work impact perspectives of a community or culture.
Grade 6: Theatre: Anchor Standard 8: Interpret intent and meaning in artistic work.?B. Identify cultural perspectives that may influence the evaluation of a drama/theatre work.
