AssignmentsVisit this page for information about what your child is working on in class.
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ParticipationStudents will be graded bi-weekly on participation in class. If students do not earn on A on the week they are being assessed, they have the opportunity to "retake" that week's participation assessment by making changes for the following week's class. The higher of the two participation grades across the two week period will be kept.
Included below is the participation rubric. Occasionally, students will complete self and/or peer reflections on participation. Students will also receive grades for specific assignments aligned with IB and CPS Arts standards. Details on assignments will be shared via Google Classroom.
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Class StructureAre you interested in learning more about our classroom structure, learning in the arts, and how you can support what we're doing in the classroom? Click below to review the dramatic arts Curriculum Night presentation.
ShowcasesEach grade level will have an opportunity to showcase their transdisciplinary work for the Ogden community. More information about each grade level showcase will be added as the showcase date approaches. Visit the "About" page for more details and date announcements
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HomeworkWhile no homework is specifically assigned for drama class, students may choose to work on their assignments at home, such as writing short plays, researching for their character study, and completing costume or set designs.
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2020-2021 School Year Update
Along with all other CPS schools, Ogden's Jenner campus will begin the school year remotely. Stay tuned for additional details about your child's schedule and specials classes in the coming weeks.
June Curriculum Update
6/5/19 - During our last two weeks of specials, students will be applying the skills they have learned throughout this school year. Kindergarten students are preparing in-class performances of their mixed-up fairy tales while also practicing their pieces for the Kindergarten Celebration. First graders are continuing their role play skit about the lonely dragon and are preparing for a final class celebration in which they welcome the dragon into their community and reflect on what it means to be inclusive. Second graders continue to investigate perspective and how we can be empathetic about another person's experience. We performed and reflected on multiple versions of Little Red Riding Hood, and are now role-playing how the community and these characters can move forward after a conflict. Third and fourth graders present their showcases on Friday, and will conclude the school year by reflecting on their performances or efforts as set and costume designers. Students who wish to review materials to prepare for the showcase can access the relevant links on the About page of this website.
May Curriculum Update
4/27/19 - View the Assignments tab for an update regarding the third and fourth grade showcase on Friday, June 7. Click here to view the full announcement.
Throughout May, classes will continue to move through the units first introduced in April. Please refer to the below post for details about each unit.
Throughout May, classes will continue to move through the units first introduced in April. Please refer to the below post for details about each unit.
April Curriculum Update
4/5/19 - Remember to join us for the first and second grade showcases on Thursday! You can find the links to practice materials in the post below this one.
Kindergarten students are beginning their unit of inquiry aligned with their homeroom transdisciplinary unit on How We Express Ourselves: We can observe and appreciate patterns all around us. Through improvised exercises based on fairy tale characters and scenes, students will launch an inquiry into patterns in literature (specifically, fairy tales) and how we can allow these patterns to inspire our own fairy tale adaptations. Students will hone their improvisation and storytelling skills through a variety of exercises and skits as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations.
Following their showcase, first graders will begin their next unit of inquiry on Sharing the Planet: Access to opportunities depends on different factors. Students will by acting out the story of The Dragon Who Couldn't Help Breathing Fire, followed by a discussion of why authors might write stories like these. Over the next several weeks, students will be collaborating to devise a script through a variety of improvisational exercises focused around a lonely dragon and a village that has excluded him. Do the villagers embrace the dragon? What is the dragon's experience? Students will determine how their story progresses and ends as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations as well as CPS Core Arts Standards: Cr2.1.1.a: Contribute to a sequential plot, Cr2.1.1.c: Collaboratively transform the performance space into an imagined world, and Pr4.1.1.a: Suggest original story elements.
Following their showcase, second grade students will begin a roleplay unit, aimed at supporting students in understanding different perspectives and building conflict-resolution skills. Students will be presented with a variety of prompts and asked to act out different responses to each prompt. Students will then evaluate the effectiveness of each response and how different characters in each scenario might be feeling. This work will support students in mastering IB PYP Drama Responding Phase 2: Describe and evaluate the learning and understandings developed through their exploration of drama.
Third graders are diving into their script adaptation unit where they will be asked to adapt a portion of a story into a short play and reflect on how this process helps us to better understand the plot, theme, and character traits presented by the original author. Students will interpret written dialogues or scenarios to draft one to two scene scripts that meet their criteria for what makes a story a successful script (PYP Drama Creating Phase 3). Students will determine this criteria by analyzing stories that have been made into successful plays or movies, and then use this criteria to select a story they would like to adapt.
Last week, fourth graders began their drama unit of inquiry tied to Sharing the Planet, investigating how biodiversity relies on maintaining the independent balance of organisms within systems. Students participated in a Readers Theatre version of The Great Kapok Tree, reflecting on the ways in which the consequences and actions of a performance teach audience members and performers life lessons (PYP Responding Phase 3). Then, students broke into groups to research one of the five major biomes (aquatic, desert, forest, grasslands, and tundra), and to create a short improvised skit showcasing the animals, physical features, and threats to their chosen biome. Students will continue to support one another as they work towards PYP Creating Phase 4 standard: work to develop each other's ideas during the creative process. Over the next several weeks, students will take their plays through the creative process by writing scripts, designing costumes, and brainstorming sets and props as they prepare to share their performances with their peers and reflect on how drama can play an innovative role in communicating ideas.
Kindergarten students are beginning their unit of inquiry aligned with their homeroom transdisciplinary unit on How We Express Ourselves: We can observe and appreciate patterns all around us. Through improvised exercises based on fairy tale characters and scenes, students will launch an inquiry into patterns in literature (specifically, fairy tales) and how we can allow these patterns to inspire our own fairy tale adaptations. Students will hone their improvisation and storytelling skills through a variety of exercises and skits as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations.
Following their showcase, first graders will begin their next unit of inquiry on Sharing the Planet: Access to opportunities depends on different factors. Students will by acting out the story of The Dragon Who Couldn't Help Breathing Fire, followed by a discussion of why authors might write stories like these. Over the next several weeks, students will be collaborating to devise a script through a variety of improvisational exercises focused around a lonely dragon and a village that has excluded him. Do the villagers embrace the dragon? What is the dragon's experience? Students will determine how their story progresses and ends as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations as well as CPS Core Arts Standards: Cr2.1.1.a: Contribute to a sequential plot, Cr2.1.1.c: Collaboratively transform the performance space into an imagined world, and Pr4.1.1.a: Suggest original story elements.
Following their showcase, second grade students will begin a roleplay unit, aimed at supporting students in understanding different perspectives and building conflict-resolution skills. Students will be presented with a variety of prompts and asked to act out different responses to each prompt. Students will then evaluate the effectiveness of each response and how different characters in each scenario might be feeling. This work will support students in mastering IB PYP Drama Responding Phase 2: Describe and evaluate the learning and understandings developed through their exploration of drama.
Third graders are diving into their script adaptation unit where they will be asked to adapt a portion of a story into a short play and reflect on how this process helps us to better understand the plot, theme, and character traits presented by the original author. Students will interpret written dialogues or scenarios to draft one to two scene scripts that meet their criteria for what makes a story a successful script (PYP Drama Creating Phase 3). Students will determine this criteria by analyzing stories that have been made into successful plays or movies, and then use this criteria to select a story they would like to adapt.
Last week, fourth graders began their drama unit of inquiry tied to Sharing the Planet, investigating how biodiversity relies on maintaining the independent balance of organisms within systems. Students participated in a Readers Theatre version of The Great Kapok Tree, reflecting on the ways in which the consequences and actions of a performance teach audience members and performers life lessons (PYP Responding Phase 3). Then, students broke into groups to research one of the five major biomes (aquatic, desert, forest, grasslands, and tundra), and to create a short improvised skit showcasing the animals, physical features, and threats to their chosen biome. Students will continue to support one another as they work towards PYP Creating Phase 4 standard: work to develop each other's ideas during the creative process. Over the next several weeks, students will take their plays through the creative process by writing scripts, designing costumes, and brainstorming sets and props as they prepare to share their performances with their peers and reflect on how drama can play an innovative role in communicating ideas.
1st and 2nd Grade Showcases
3/8/19 - On Monday, first and second graders will take home a flyer with full details for their April 11th showcase. 2nd graders will perform from 8:45-9:45 and 1st graders will perform from 2:15-3:15 in the gym for their family and friends. The full flyer is posted on the About page of this site.
For students wishing to practice at home, all materials are available via Google Drive:
First Grade Materials
Second Grade Materials
Students can access videos of their dances from Ms. Crystal's class by visiting the dance website.
For students wishing to practice at home, all materials are available via Google Drive:
First Grade Materials
Second Grade Materials
Students can access videos of their dances from Ms. Crystal's class by visiting the dance website.
March Curriculum Update
3/3/19 - Students are moving into the second half of the third quarter. The first and second grade showcases are just around the corner on Thursday, April 11. Students will be bringing home flyers with more information about the showcase by the end of the week.
Kindergartners have moved on to learning about commercials. Students have begun a short unit of inquiry aimed at defining what commercials are, identifying the purpose of commercials, and noticing and applying the skills that make commercial actors successful. By the end of the unit, students will create a short Public Service Announcement commercial aimed at educating others on how they can Reduce, Reuse, or Recycle - applying what they are learning in their current homeroom IB unit. First and second grade students continue their Who We Are transdisciplinary units with a focus on international folktales. Each class has chosen their play for the April 11th showcases. Over the next several classes, students will rehearse the play, design costume pieces, and draw settings to support our performance of the story as they continue to investigate how drama can be used to explain ideas, feelings, and experiences of people from other cultures. Third graders are currently presenting their myth and legend projects to their peers. Following the conclusion of this unit, students will move on to a playwriting unit in which they are invited to adapt one of their favorite stories as a short play and direct their peers in a performance of their work. Through this unit, students will investigate how dramatic portrayals enhance a story and our understanding of plot, character traits, and theme. To support your child in preparing for this unit, encourage them to reflect on their favorite stories and what might make them interesting to bring to life onstage. Fourth grade students have selected their final two-person scenes of their scene study unit and will perform these for their peers over the next two classes. Folllowing the conclusion of this unit, students will begin their transdisciplinary playwriting unit aligned to their homeroom IB unit focused on biodiversity and human impact on the environment. Students will engage in research on the biomes of the world, and explore writing for performance (IB PYP Drama Creating Phase 4) as they create short plays aimed at communicating what they have learned. |
February Curriculum Update
2/1/19 - We're halfway through the school year! Read on to learn more about what students are doing during drama at the start of the second semester (Quarter 3). For a PDF version of the key concepts to be investigated, click here.
Kindergartners have begun their pantomime unit where they will work to master IB PYP Drama Creating Phase 1: Realize that dramatic conventions are used to craft performance and Cooperate and communicate with others in creating drama. Students began by analyzing a mime performance, and identifying what qualities/conventions make up the art of pantomime. Next, students will apply their knowledge of pantomime through acting out various scenes focused on using their whole body to portray emotions. Finally, students will work in small groups to create a pantomime scene which they will perform for their peers.
First and second grade students are in the midst of their Who We Are transdisciplinary unit with a focus on international folktales. Each class has selected a variety of folktales to act out from different cultures, and will choose one to explore in depth prior to their April 11th showcase. As students dive into each folktale and examine what it can teach us about the culture and place it originated from, students will work to master IB PYP Drama Creating and Responding phases:
Third graders work to wrap-up their How the World Works unit with a focus on myths and legends. Students worked together in small groups to write a short script based on a myth or legend from around the world. Now, students continue to identify how cultural connections can be made with different types of drama through set and costume design based on the time and place in which their myth or legend originated (IB PYP Drama Creating Phase 3). Finally, students will present their designs and perform their scripts for their peers as the students offer one another feedback based on their student-created rubrics .
Fourth grade students are in the final weeks of their How We Express Ourselves unit with a focus on scene study. Next week, students will perform their small-group scenes for their peers and reflect on the feedback they receive. Finally, students will work with a partner to apply this feedback through a contentless scene performance in which they must determine their characters' circumstances and how this affects the way a character behaves. To be successful, students will consider the advice and feedback of others as an essential part of the creative process and manipulate a variety of different drama strategies and techniques to create informed characterizations and contexts (IB PYP Drama Creating Phase 4).
Kindergartners have begun their pantomime unit where they will work to master IB PYP Drama Creating Phase 1: Realize that dramatic conventions are used to craft performance and Cooperate and communicate with others in creating drama. Students began by analyzing a mime performance, and identifying what qualities/conventions make up the art of pantomime. Next, students will apply their knowledge of pantomime through acting out various scenes focused on using their whole body to portray emotions. Finally, students will work in small groups to create a pantomime scene which they will perform for their peers.
First and second grade students are in the midst of their Who We Are transdisciplinary unit with a focus on international folktales. Each class has selected a variety of folktales to act out from different cultures, and will choose one to explore in depth prior to their April 11th showcase. As students dive into each folktale and examine what it can teach us about the culture and place it originated from, students will work to master IB PYP Drama Creating and Responding phases:
- use drama performances to tell stories about people and events from various cultures, including their own
- discuss and explain the way ideas, feelings, and experiences can be communicated through stories and performance
- work cooperatively towards a common goal, taking an active part in a creative experience
- consider and maintain appropriate behaviors in drama as an audience member or as a performer
Third graders work to wrap-up their How the World Works unit with a focus on myths and legends. Students worked together in small groups to write a short script based on a myth or legend from around the world. Now, students continue to identify how cultural connections can be made with different types of drama through set and costume design based on the time and place in which their myth or legend originated (IB PYP Drama Creating Phase 3). Finally, students will present their designs and perform their scripts for their peers as the students offer one another feedback based on their student-created rubrics .
Fourth grade students are in the final weeks of their How We Express Ourselves unit with a focus on scene study. Next week, students will perform their small-group scenes for their peers and reflect on the feedback they receive. Finally, students will work with a partner to apply this feedback through a contentless scene performance in which they must determine their characters' circumstances and how this affects the way a character behaves. To be successful, students will consider the advice and feedback of others as an essential part of the creative process and manipulate a variety of different drama strategies and techniques to create informed characterizations and contexts (IB PYP Drama Creating Phase 4).
January Curriculum Update
1/7/19 - Happy New Year! Read on to learn more about what students are working on during the second half of Quarter 2:
Kindergarten and first grade students are wrapping up their Helpers in Drama/Theatre Design unit with in-class performances of short skits with a clear beginning, problem, and solution related to the different jobs of theatre artists. Ask your child about the different helpers in theatre and if they have a favorite role such as costume designer, set designer, props master, actor, or playwright. Following the conclusion of this unit, kindergartners will move on to explore physical acting as they work towards mastering PYP Dramatic Arts Creating Phase 1: Realize that dramatic conventions are used to craft performance. Through playing a variety of memory-based games, students will reflect on how actors use their sense memory to inspire the way they move through a space. By remembering what is seen, heard, smelled, touched, or tasted in an experience, actors can create more realistic pantomime scenes. Kindergartners will spend the next several class working with their peers to cooperate and communicate with others in creating drama (PYP Creating Phase 1) as they apply their new understanding of the dramatic convention of pantomime. First graders will soon dive into their inquiry unit focused on how folktales from various cultures tell stories about people and events, and serve as a means of sharing ideas, feelings, and experiences. First grade families: If you have a favorite folktale, please email it to [email protected] so we can try to include it during our in-class performance activities. Second graders are wrapping up their Community unit, performing original versions of stories such as Stone Soup and The Enormous Turnip. Through these in-class performances, students are reflecting on how theatre functions like a community and how theatre can be a means to teaching values. Following this unit, second graders will begin their next inquiry unit focusing on how plays from various cultures tell stories about people and events, and serve as a means of sharing ideas, feelings, and experiences. Third and fourth graders continue to progress through their Myth/Legend and Scene Study units. See the December IB connections below for questions to discuss with your child in reflecting on their drama experience. |
December IB Connections
12/3/18 - As an International Baccalaureate drama program, each of our drama units connect to the IB transdisciplinary themes and key concepts. Take a look at which key concepts your students are investigating, and use these questions to reflect with your child and support their learning at home. Click here for an electronic copy of this document.
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November Curriculum Update
11/4/18 - Read on to learn more about what students are working on in drama this November at the start of the second quarter.
Kindergarten and first grade students are beginning their Helpers in Drama unit. Throughout this unit, students will be engaged in the work of theatre artists such as set designers, costume designers, playwrights, and props masters. Through hands-on exercises utilizing costumes and props, students will create short skits that demonstrate their understanding of how these materials enhance a play and how props and costumes can influence the choices an actor makes. Throughout this unit, students will be working to master the following IB PYP Drama Creating and Responding phases:
Second graders are about to begin their Theatre as Community unit, tied to their upcoming homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays. Students will immerse themselves in the creative process and reflect on how it fosters community through identifying the role each character and actor/set designer/playwright/etc. plays in a community. Throughout this unit, students are working towards the following PYP Drama Creating and Responding phases:
Third grade students are launching their inquiry unit into How the World Works, focusing on how various cultures have used myths and legends to understand extreme weather events and disasters. Students will begin by watching a stop-motion video on legends about volcanoes, and do research to build on what they already know and wonder about myths and legends. In the coming weeks, students will choose a weather event and myth or legend to research more deeply and dramatize as they explore how dramatic meaning illustrates the values, beliefs, and observations of an individual or community (PYP Responding Phase 3) and identify how cultural connections can be made with different types of drama (PYP Creating Phase 3).
Fourth graders have launched their next unit of study focused on script analysis and characterization as they work towards mastering PYP Drama Creating Phase 3: Make artistic choices about role, situation, and context. Students began the unit with a pre-assessment utilizing "contentless scenes" in which they must determine and portray the characters' relationship, the situation they find themselves in, and the message each character is trying to get across. Moving forward, students will be involved in several scene study exercises and improvisation activities as they work to honestly portray a role through understanding a character's Goal, Obstacle/Other, Tactic, and Expectation (GOTE).
Kindergarten and first grade students are beginning their Helpers in Drama unit. Throughout this unit, students will be engaged in the work of theatre artists such as set designers, costume designers, playwrights, and props masters. Through hands-on exercises utilizing costumes and props, students will create short skits that demonstrate their understanding of how these materials enhance a play and how props and costumes can influence the choices an actor makes. Throughout this unit, students will be working to master the following IB PYP Drama Creating and Responding phases:
- Use materials to symbolically show location and character
- Engage in imaginative play using a range of stimuli
- Develop the ability to cooperate and communicate with others in creating drama
- Create roles in response to props, set, and costumes; value and develop imaginary roles or situations
Second graders are about to begin their Theatre as Community unit, tied to their upcoming homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays. Students will immerse themselves in the creative process and reflect on how it fosters community through identifying the role each character and actor/set designer/playwright/etc. plays in a community. Throughout this unit, students are working towards the following PYP Drama Creating and Responding phases:
- describe the dynamic connection between the audience and performer
- discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance
- describe and evaluate the learning and understandings developed through their exploration of drama
- work cooperatively towards a common goal, taking an active part in a creative experience
- consider and maintain appropriate behaviors in drama, as an audience member or as a performer
Third grade students are launching their inquiry unit into How the World Works, focusing on how various cultures have used myths and legends to understand extreme weather events and disasters. Students will begin by watching a stop-motion video on legends about volcanoes, and do research to build on what they already know and wonder about myths and legends. In the coming weeks, students will choose a weather event and myth or legend to research more deeply and dramatize as they explore how dramatic meaning illustrates the values, beliefs, and observations of an individual or community (PYP Responding Phase 3) and identify how cultural connections can be made with different types of drama (PYP Creating Phase 3).
Fourth graders have launched their next unit of study focused on script analysis and characterization as they work towards mastering PYP Drama Creating Phase 3: Make artistic choices about role, situation, and context. Students began the unit with a pre-assessment utilizing "contentless scenes" in which they must determine and portray the characters' relationship, the situation they find themselves in, and the message each character is trying to get across. Moving forward, students will be involved in several scene study exercises and improvisation activities as they work to honestly portray a role through understanding a character's Goal, Obstacle/Other, Tactic, and Expectation (GOTE).
October Curriculum Update
9/30/18 - This October, students continue to work towards building their drama classroom ensemble through cooperative exercises aimed at addressing the IB PYP Dramatic Arts learning phases and key concepts.
Kindergarten and first graders continue to build on the IB theme How We Express Ourselves through puppetry. After reading and acting out the story Train Your Dragon to Follow the Rules, groups of students will adopt their own puppet animals and create short plays about rules they must teach their pets to follow. Throughout this unit, students will be addressing the IB Key Concept of Form through observing and identifying the ways in which actors manipulate puppets to tell stories and then applying this learning to their own puppet plays. Also throughout this unit, students will be working towards mastering IB PYP Drama Creating Phase 1: Develop the ability to cooperate and communicate with others in creating drama and Explore familiar roles, themes, and stories dramatically. Students will also work towards mastering IB PYP Drama Responding Phase 1: Talk about ideas and feelings in response to dramatic performances and display audience etiquette and appropriate responses. You can support your child in this work at home by asking them to show you how puppets move or asking them how they helped their group during class. Second, third, and fourth grade students continue to deepen their understanding of the art of pantomime. As critical audience members, students have defined the key components of pantomime and developed a list of criteria on which to assess their upcoming in-class pantomime performances including use of sound, exaggerated facial expressions, and clear, specific body movements. Students are currently working in small groups to perform various pantomime scenarios which will be assessed by their peers. Then, students will reflect on their progress and set individual goals for their final pantomime project: creating a scene that illustrates one of our essential agreements and demonstrates their mastery of pantomime. As students continue to progress through this unit, they are addressing the IB Key Concepts of Form, Function, and Reflection by identifying the defining elements of pantomime, explaining how these elements function in a performance, and reflecting on their own performances to justify how they demonstrated the pantomime performance criteria. Students are also working to master IB PYP Drama Creating Phases 2 and 3: Make use of simple performance conventions to share ideas, work cooperatively towards a common goal while taking an active part in a creative experience, and find appropriate ways to communicate specific meaning using dramatic action. In addition to these standards, students are working to meet IB PYP Drama Responding Phase 2: Discuss and explain the way ideas, feelings, and experiences can be communicated through performance. You can support your child in this work at home by playing charades as a family, asking how they are supporting their group in class, or asking them to reflect on what has been the most challenging part of acting out pantomime scenes. |
September Curriculum Update
9/3/18 - This September, students will discuss and reflect on what it takes to foster a community where we can be free to express ourselves creatively. After collaboratively establishing our classroom norms and routines and actively participating in ensemble building exercises, students will begin their exploration of pantomime. Pantomime is a theatre art in which actors express themselves through exaggerated movements and facial expressions, without words. Through their inquiry into pantomime, students will connect to the IB theme How We Express Ourselves, creatively exploring the ways in which we can express ideas and feelings as well as the ways in which we reflect on, extend, and enjoy our creativity.
2018-2019 Welcome
8/27/18 - The start of the school year is just around the corner! Throughout the first several weeks of drama, students will work together to create and define our classroom Essential Agreements and routines, and dive into exploring how to use their minds and bodies creatively through pantomime. Check back on September 4th for a brief outline of September's curriculum.
Learn more about how you can support the drama classroom by visiting the links below:
Donors Choose:
Donate towards building our classroom library of plays, playwriting materials, and drama resource texts through Donors Choose: https://tinyurl.com/ogdenplays
Volunteering:
Interested in volunteering at an upcoming showcase (Dates TBD) or in the drama classroom? Visit this link to sign up to be informed of upcoming opportunities: https://tinyurl.com/ogdenvolunteer
Amazon Wish List:
Support the material needs of the drama classroom by purchasing items from our Amazon Wish List: http://a.co/75PbOry
Learn more about how you can support the drama classroom by visiting the links below:
Donors Choose:
Donate towards building our classroom library of plays, playwriting materials, and drama resource texts through Donors Choose: https://tinyurl.com/ogdenplays
Volunteering:
Interested in volunteering at an upcoming showcase (Dates TBD) or in the drama classroom? Visit this link to sign up to be informed of upcoming opportunities: https://tinyurl.com/ogdenvolunteer
Amazon Wish List:
Support the material needs of the drama classroom by purchasing items from our Amazon Wish List: http://a.co/75PbOry
2017-2018 Assignments:
June Curriculum Update
6/3/18 - Students are celebrating and sharing their work throughout the final two weeks of school!
Over the next two weeks, students in all grades will be wrapping up their projects from this quarter and sharing their learning with their peers. Fifth graders are finalizing their set models and preparing for their exploration skit performances. Fourth graders and working in pairs with contentless scenes to apply all they have learned about characterization and acting techniques over the past several weeks. Third graders and working together to rehearse their story adaptation scenes as playwrights, actors, and directors. Second graders are sharing what they have learned about community through theatre to create skits that teach a lesson about what it means to be a good community member. First graders continue to hone their improvisation and script writing skills as they create mixed-up fairytale plays with their peers. Finally, kindergartners continue to rehearse for their end of year celebration and showcase. More details about this event can be found on the About page.
If your child is looking for a way to continue to pursue theatre throughout the summer, click on the Community News page for audition updates and summer camp suggestions. Also, visit the Assignments --> Home Connections page for suggestions of family drama games or activities.
Over the next two weeks, students in all grades will be wrapping up their projects from this quarter and sharing their learning with their peers. Fifth graders are finalizing their set models and preparing for their exploration skit performances. Fourth graders and working in pairs with contentless scenes to apply all they have learned about characterization and acting techniques over the past several weeks. Third graders and working together to rehearse their story adaptation scenes as playwrights, actors, and directors. Second graders are sharing what they have learned about community through theatre to create skits that teach a lesson about what it means to be a good community member. First graders continue to hone their improvisation and script writing skills as they create mixed-up fairytale plays with their peers. Finally, kindergartners continue to rehearse for their end of year celebration and showcase. More details about this event can be found on the About page.
If your child is looking for a way to continue to pursue theatre throughout the summer, click on the Community News page for audition updates and summer camp suggestions. Also, visit the Assignments --> Home Connections page for suggestions of family drama games or activities.
May Curriculum Update
5/3/18 - An overview of the current and upcoming inquiries in the drama classroom.
Fifth graders continue to progress in their Where We Are in Place and Time exploration unit. Students continue to inquire about how drama can illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3). Students are preparing to present their completed historical skits, costume designs, and set designs to their peers over the next several classes. Students are choosing to spend the next two classes working towards a polished performance of their script, demonstrating their acting skills developed over the year, or creating a 3-D shoebox model of their set design, applying what they have learned about technical theatre design. Please send any donations of shoe boxes, craft sticks, or cardboard with your student to deliver to the drama room.
Fourth graders continue to analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Students continue to rehearse short scenes, considering how to utilize vocal and physical tactics to overcome their mental and/or physical obstacles. Students are applying the feedback they received from their first performances on their abilities to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3). Following their next round of performances for their peers throughout the next two weeks, students will be given the opportunity to create unique characters with clear circumstances for the final assessment.
Third graders continue to interpret written dialogues or scenarios to draft play adaptations (PYP Drama Creating Phase 3). Students have outlined the story mountains of their selected stories, and chosen a key plot point to adapt. Following the last several weeks of storyboarding and tableau exercises, students are drafting their scripts utilizing playwriting conventions, revising these scripts based on peer feedback, and then rehearsing their skits with peers prior to performing their pieces for one another in an end of unit celebration.
Second graders continue their Theatre as Community unit, tied to their homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays, immersing themselves in the creative process and reflecting on how it fosters community, and identifying the role each character and actor/set designer/playwright/etc. plays in a community. Second graders begin each class with an ensemble building warm-up to explore and reflect on the ways we work cooperatively towards a common goal in drama (PYP Drama Creating Phase 2). Students are using Stone Soup as a mentor text for creating their own community-themed skits as they work to make use of simple performance conventions to share ideas (PYP Drama Creating Phase 2).
Following their showcase, first graders are delving into play adaptations through mixed-up fairytales as they work towards developing the ability to cooperate and communicate with others in creating drama (PYP Drama Creating Phase 1). With a focus on characterization and storytelling, students will be inquiring about how to explore familiar roles, themes, and stories dramatically (PYP Drama Creating Phase 1). Over the next several classes, students will work to create short skits to share in an end of unit celebration with their peers, applying their improvisation and script writing skills developed over the course of their showcase unit.
Kindergartners continue to interact with fairy tale characters as they work towards creating short fairy tale adaptations including the main elements most commonly occurring in these types of stories. Each class is revising their class script which will be shared at the kindergarten showcase in June. Over the next several weeks, students will be applying their pantomime and tableau skills to bring their class story to life. As students rehearse, they work towards mastering the following PYP Drama Creating Phase 1 phases: Explore basic bodily movements and the use of space and develop the ability to cooperate and communicate with others in creating drama.
Fifth graders continue to progress in their Where We Are in Place and Time exploration unit. Students continue to inquire about how drama can illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3). Students are preparing to present their completed historical skits, costume designs, and set designs to their peers over the next several classes. Students are choosing to spend the next two classes working towards a polished performance of their script, demonstrating their acting skills developed over the year, or creating a 3-D shoebox model of their set design, applying what they have learned about technical theatre design. Please send any donations of shoe boxes, craft sticks, or cardboard with your student to deliver to the drama room.
Fourth graders continue to analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Students continue to rehearse short scenes, considering how to utilize vocal and physical tactics to overcome their mental and/or physical obstacles. Students are applying the feedback they received from their first performances on their abilities to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3). Following their next round of performances for their peers throughout the next two weeks, students will be given the opportunity to create unique characters with clear circumstances for the final assessment.
Third graders continue to interpret written dialogues or scenarios to draft play adaptations (PYP Drama Creating Phase 3). Students have outlined the story mountains of their selected stories, and chosen a key plot point to adapt. Following the last several weeks of storyboarding and tableau exercises, students are drafting their scripts utilizing playwriting conventions, revising these scripts based on peer feedback, and then rehearsing their skits with peers prior to performing their pieces for one another in an end of unit celebration.
Second graders continue their Theatre as Community unit, tied to their homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays, immersing themselves in the creative process and reflecting on how it fosters community, and identifying the role each character and actor/set designer/playwright/etc. plays in a community. Second graders begin each class with an ensemble building warm-up to explore and reflect on the ways we work cooperatively towards a common goal in drama (PYP Drama Creating Phase 2). Students are using Stone Soup as a mentor text for creating their own community-themed skits as they work to make use of simple performance conventions to share ideas (PYP Drama Creating Phase 2).
Following their showcase, first graders are delving into play adaptations through mixed-up fairytales as they work towards developing the ability to cooperate and communicate with others in creating drama (PYP Drama Creating Phase 1). With a focus on characterization and storytelling, students will be inquiring about how to explore familiar roles, themes, and stories dramatically (PYP Drama Creating Phase 1). Over the next several classes, students will work to create short skits to share in an end of unit celebration with their peers, applying their improvisation and script writing skills developed over the course of their showcase unit.
Kindergartners continue to interact with fairy tale characters as they work towards creating short fairy tale adaptations including the main elements most commonly occurring in these types of stories. Each class is revising their class script which will be shared at the kindergarten showcase in June. Over the next several weeks, students will be applying their pantomime and tableau skills to bring their class story to life. As students rehearse, they work towards mastering the following PYP Drama Creating Phase 1 phases: Explore basic bodily movements and the use of space and develop the ability to cooperate and communicate with others in creating drama.
April Curriculum Update
4/8/18 - An overview of the current and upcoming inquiries in the drama classroom.
Fifth graders continue to progress in their Where We Are in Place and Time exploration unit. Students continue to inquire about how drama can illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3). Students have written short skits about a major exploration event, created costume designs for characters featured in their skits, and are now collaborating with their peers to design and construct a set model that is tied to their script. Students will first design their sets on graph paper, and then make 3-D models using cardboard, paper, and other craft materials. Please send any donations of shoe boxes, craft sticks, or cardboard with your student to deliver to the drama room. At the conclusion of this unit, students will present their scripts and designs to their peers in an end of unit celebration.
Fourth graders continue to analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Students are currently rehearsing short scenes, considering how to utilize vocal and physical tactics to overcome their mental and/or physical obstacles. As they continue to rehearse, students will apply the feedback they received from their first performances on their abilities to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3). Finally, students will perform their scenes for their peers, and reflect on/justify their acting choices.
Third graders continue to move through their script adaptation unit where they are adapting a scene from a story into a short play and reflecting on how this process helps us to better understand the plot, theme, and character traits presented by the original author. Students are interpreting written dialogues or scenarios to draft scripts that meet their criteria for what makes a story a successful script (PYP Drama Creating Phase 3). Students have outlined the story mountains of their selected stories, and chosen a key plot point to adapt. Through storyboarding and tableau exercises, students act in and offer one another feedback on their plays. Moving forward, students will draft their scripts following playwriting conventions, and then rehearse these with their peers prior to performing their pieces for one another in an end of unit celebration.
Second graders have begun their Theatre as Community unit, tied to their homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays, immersing themselves in the creative process and reflecting on how it fosters community, and identifying the role each character and actor/set designer/playwright/etc. plays in a community. Throughout this unit, students are working towards the following PYP Drama Creating and Responding phases:
First graders continue to refine their showcase piece - Sharing the Planet: Access to opportunities depends on different factors, focusing on access to Love and Belonging. In addition to rehearsing their showcase piece, students continue to discuss how we make others feel cared about and included. First graders have decided to sing Count on Me by Bruno Mars as a means of sharing their message of love with the Ogden community. In an effort to make this message more inclusive, students will be presenting the chorus in sign language. Following the April 26th showcase, students will reflect on their learning process and how they can apply their new skills in their script adaptation unit. Students can use the following links to rehearse their showcase material at home:
Kindergartners continue to interact with fairy tale characters as they work towards creating short fairy tale adaptations including the main elements most commonly occurring in these types of stories. Students have begun working in small groups to create mixed up fairytales where characters from various stories meet one another, encounter a problem, and work together to find a solution. From these short plays, a class script will be developed to present at the kindergarten showcase in June. As students develop and rehearse their short plays, they work towards mastering the following PYP Drama Creating Phase 1 phases: Explore basic bodily movements and the use of space and develop the ability to cooperate and communicate with others in creating drama.
Fifth graders continue to progress in their Where We Are in Place and Time exploration unit. Students continue to inquire about how drama can illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3). Students have written short skits about a major exploration event, created costume designs for characters featured in their skits, and are now collaborating with their peers to design and construct a set model that is tied to their script. Students will first design their sets on graph paper, and then make 3-D models using cardboard, paper, and other craft materials. Please send any donations of shoe boxes, craft sticks, or cardboard with your student to deliver to the drama room. At the conclusion of this unit, students will present their scripts and designs to their peers in an end of unit celebration.
Fourth graders continue to analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Students are currently rehearsing short scenes, considering how to utilize vocal and physical tactics to overcome their mental and/or physical obstacles. As they continue to rehearse, students will apply the feedback they received from their first performances on their abilities to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3). Finally, students will perform their scenes for their peers, and reflect on/justify their acting choices.
Third graders continue to move through their script adaptation unit where they are adapting a scene from a story into a short play and reflecting on how this process helps us to better understand the plot, theme, and character traits presented by the original author. Students are interpreting written dialogues or scenarios to draft scripts that meet their criteria for what makes a story a successful script (PYP Drama Creating Phase 3). Students have outlined the story mountains of their selected stories, and chosen a key plot point to adapt. Through storyboarding and tableau exercises, students act in and offer one another feedback on their plays. Moving forward, students will draft their scripts following playwriting conventions, and then rehearse these with their peers prior to performing their pieces for one another in an end of unit celebration.
Second graders have begun their Theatre as Community unit, tied to their homeroom transdisciplinary exploration of How We Organize Ourselves with a focus on community. Second graders are participating in a range of drama exercises aimed at identifying themes presented in short community-based plays, immersing themselves in the creative process and reflecting on how it fosters community, and identifying the role each character and actor/set designer/playwright/etc. plays in a community. Throughout this unit, students are working towards the following PYP Drama Creating and Responding phases:
- describe the dynamic connection between the audience and performer
- discuss and explain the way ideas, feelings and experiences can be communicated through stories and performance
- describe and evaluate the learning and understandings developed through their exploration of drama
- work cooperatively towards a common goal, taking an active part in a creative experience
- make use of simple performance conventions to share ideas
- consider and maintain appropriate behaviors in drama, as an audience member or as a performer
First graders continue to refine their showcase piece - Sharing the Planet: Access to opportunities depends on different factors, focusing on access to Love and Belonging. In addition to rehearsing their showcase piece, students continue to discuss how we make others feel cared about and included. First graders have decided to sing Count on Me by Bruno Mars as a means of sharing their message of love with the Ogden community. In an effort to make this message more inclusive, students will be presenting the chorus in sign language. Following the April 26th showcase, students will reflect on their learning process and how they can apply their new skills in their script adaptation unit. Students can use the following links to rehearse their showcase material at home:
- Script
- Song Lyrics
- Song Sign Language (Chorus Only)
- Music for Dance
Kindergartners continue to interact with fairy tale characters as they work towards creating short fairy tale adaptations including the main elements most commonly occurring in these types of stories. Students have begun working in small groups to create mixed up fairytales where characters from various stories meet one another, encounter a problem, and work together to find a solution. From these short plays, a class script will be developed to present at the kindergarten showcase in June. As students develop and rehearse their short plays, they work towards mastering the following PYP Drama Creating Phase 1 phases: Explore basic bodily movements and the use of space and develop the ability to cooperate and communicate with others in creating drama.
First Grade Update
3/23/18 - The first grade showcase is only a month away! Join us on April 26th as students share their self-scripted play about Love and Belonging, as well as the pieces they have been rehearsing in dance class. To support your child in rehearsing for drama at home, please see the following helpful links:
Script
Song Lyrics
Song Sign Language (Chorus Only)
Music for Dance
Script
Song Lyrics
Song Sign Language (Chorus Only)
Music for Dance
March Curriculum Update
2/28/18 - An overview of the current and upcoming inquiries in the drama classroom.
Fifth graders continue to progress in their Where We Are in Place and Time exploration unit. Students continue to explore playwriting, costume design, and set design as they inquire about how drama can illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3). As students revise their short scripts, they are also beginning their costume designs based on the rubric they developed when looking at professional exploration era designs. Then, students will collaborate with their peers to design and construct a set model that is tied to their script. Students will first design their sets on graph paper, and then make 3-D models using cardboard, paper, and other craft materials. Please send any donations of shoe boxes, craft sticks, or cardboard with your student to deliver to the drama room. Fourth graders continue to analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. This week, students are focusing on different obstacles that characters may encounter (both physical and mental), and what tactics they can employ to overcome these. Students are also tasked with portraying obstacles and tactics clearly to their peer audience. In the coming weeks, students will select short scenes to study and later perform, applying the feedback they received from their first performances on their abilities to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3). Third graders are diving into their script adaptation unit where they will be asked to adapt a portion of a story into a short play and reflect on how this process helps us to better understand the plot, theme, and character traits presented by the original author. Students will interpret written dialogues or scenarios to draft one to two scene scripts that meet their criteria for what makes a story a successful script (PYP Drama Creating Phase 3). Students will determine this criteria by analyzing stories that have been made into successful plays or movies, and then use this criteria to select a story they would like to adapt. Second graders continue to wrap up their unit on How We Express Ourselves. Following their showcase, students are reflecting on how they used this performance to tell stories about people and events from various cultures, and what they have learned about various cultures from this experience (PYP Drama Responding Phase 2). Students are working to create their own folktale adaptations, applying their understanding of the purpose of these stories as well as their literary elements to an original performance piece. First graders continue to devise their showcase piece - Sharing the Planet: Access to opportunities depends on different factors, focusing on access to Love and Belonging. Now, students have journeyed to the dragon's cave, shared their hopes and fears with him, and celebrated with him in the village. Following this guided improvisational exercise, students are working towards identifying personal connections with this story. Students are sharing times that they have felt like the "lonely dragon," and role-playing ways that we can show love to one another in these moments. Finally, students will apply their new understandings about Love and Belonging to refining their showcase piece centered around the lonely dragon, mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations. Kindergartners continue to interact with fairy tale characters as they work towards creating short fairy tale adaptations including the main elements most commonly occurring in these types of stories. Over the next few weeks, students will be collaborating with one another to tell various fairy tales through tableau, an exercise that asks students to storyboard a fairy tale, and then portray the plot points in freeze frames using only their bodies to tell the tale. Broadening their knowledge of these stories will give students a wealth of characters and plots to choose from when creating their adaptations later in the unit. Each of these exercises guides students toward mastering the following PYP Drama Creating Phase 1 phases: Explore basic bodily movements and the use of space and develop the ability to cooperate and communicate with others in creating drama. |
Showcase Date Changes
2/28/18 - Following discussions with the kindergarten team, we have decided to combine the kindergarten showcase with the kindergartners' end of year celebration program on June 15 at 2:00 PM. This way, we are able to present a collaborative event that highlights the kindergartners' growth throughout the year. As the kindergarten showcase will no longer be taking place in April, we are moving the first grade showcase to April 26 to allow students additional time to dig deeper into their inquiries about Sharing the Planet with a focus on Love and Belonging. We hope that you will be able to join us on April 26 at 5:30 PM to celebrate the work of the first grade students!
Second Grade Update
2/14/18 - We are looking forward to the dance and drama showcase for second grade on Thursday, February 22, at 5:30 PM. This showcase is an opportunity for students to share the kind of student-driven inquiry work that is at the core of our IB PYP Curriculum. For this performance, students will be showcasing their learning experiences in dance and drama as they relate to How We Express Ourselves (a theme of their homeroom transdisciplinary unit), with a focus on the ways cultures express their ideas and customs to others.
This week, students continue to wrap up their final costumes and set designs, as well as participate in dress rehearsals in anticipation for next week's performance. If you would like to support your child in rehearsing their lines, practicing their song, or reviewing their design work, click here.
This week, students continue to wrap up their final costumes and set designs, as well as participate in dress rehearsals in anticipation for next week's performance. If you would like to support your child in rehearsing their lines, practicing their song, or reviewing their design work, click here.
February Curriculum Update
2/14/18 - Happy Valentine's Day!
Fifth graders continue to move through their exploration unit as detailed below. This week, students are wrapping up their short historical scripts and offering one another peer feedback using the rubric they created. Next week, students will dive into costume design as they work to understand how aspects of drama illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3).
Fourth graders continue analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Next week, students will present their first scenes and receive feedback from their peers on their ability to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3).
Third graders are wrapping up their unit on How the World Works, reflecting on their inquiry into myths and legends, and how portraying these stories dramatically helps us to illustrate the values, beliefs, and observations of an individual or community (PYP Responding Phase 3). Next week, students will begin their script adaptation unit where they will be asked to adapt a portion of a story into a play and reflect on how this process helps us to better understand the plot, theme, and character traits presented by the original author.
See the second grade update above.
First graders dug deeper into their unit of inquiry for their March showcase on Sharing the Planet: Access to opportunities depends on different factors, focusing on access to Love and Belonging. This week, students planned a party to celebrate the disappearance of the dragon, but were surprised when the dragon flew over their pre-party preparations with tears in his eyes. The students reflected on why the dragon might be crying, and agreed to invite the dragon to the party so that he doesn't feel left out. Students are drafting letters to deliver to the dragon to address their concerns and express their desire for him to join them. Next, students will complete a treacherous journey to the dragon's cave to deliver the letters, and answer his questions about why they excluded him in the first place. Then, they will empathize with the dragon, giving voice to what might be going on inside the dragon's head as he journeys down to the village to interact with those who have shunned and feared him. Each of these exercises supports students in mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations.
Kindergartners began their fairy tale unit this week, using their bodies to portray various fairy tale characters. Students identified what they know about fairy tales, and began to wonder what it might look like to create a mixed up fairy tale play. They also put themselves in the shoes of familiar fairy tale characters, by agreeing or disagreeing with statements like: "It would be fun to have hair as long as Rapunzel's" or "I would like to have seven dwarfs for friends." Students justified their reasoning to one another, and begin to make connections to fairy tale characters most like themselves. Over the next several weeks, students will continue to interact with fairy tale characters as they begin to create short fairy tale adaptations including the main elements most commonly occurring in these types of stories.
Fifth graders continue to move through their exploration unit as detailed below. This week, students are wrapping up their short historical scripts and offering one another peer feedback using the rubric they created. Next week, students will dive into costume design as they work to understand how aspects of drama illustrate relationships between culture, history, and location (PYP Drama Responding Phase 3).
Fourth graders continue analyze scripts and foster stronger understandings about the characters they portray through identifying their character's Goal, Obstacle, Tactic and Expectation. Next week, students will present their first scenes and receive feedback from their peers on their ability to make artistic choices about role, situation, and context (PYP Drama Creating Phase 3).
Third graders are wrapping up their unit on How the World Works, reflecting on their inquiry into myths and legends, and how portraying these stories dramatically helps us to illustrate the values, beliefs, and observations of an individual or community (PYP Responding Phase 3). Next week, students will begin their script adaptation unit where they will be asked to adapt a portion of a story into a play and reflect on how this process helps us to better understand the plot, theme, and character traits presented by the original author.
See the second grade update above.
First graders dug deeper into their unit of inquiry for their March showcase on Sharing the Planet: Access to opportunities depends on different factors, focusing on access to Love and Belonging. This week, students planned a party to celebrate the disappearance of the dragon, but were surprised when the dragon flew over their pre-party preparations with tears in his eyes. The students reflected on why the dragon might be crying, and agreed to invite the dragon to the party so that he doesn't feel left out. Students are drafting letters to deliver to the dragon to address their concerns and express their desire for him to join them. Next, students will complete a treacherous journey to the dragon's cave to deliver the letters, and answer his questions about why they excluded him in the first place. Then, they will empathize with the dragon, giving voice to what might be going on inside the dragon's head as he journeys down to the village to interact with those who have shunned and feared him. Each of these exercises supports students in mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations.
Kindergartners began their fairy tale unit this week, using their bodies to portray various fairy tale characters. Students identified what they know about fairy tales, and began to wonder what it might look like to create a mixed up fairy tale play. They also put themselves in the shoes of familiar fairy tale characters, by agreeing or disagreeing with statements like: "It would be fun to have hair as long as Rapunzel's" or "I would like to have seven dwarfs for friends." Students justified their reasoning to one another, and begin to make connections to fairy tale characters most like themselves. Over the next several weeks, students will continue to interact with fairy tale characters as they begin to create short fairy tale adaptations including the main elements most commonly occurring in these types of stories.
This Week in Pictures
1/26/18 - Visit our Google Photos page for a snapshot of what students are working on.
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January Curriculum Update
1/20/18 - A brief summary of our current student driven inquiries in drama.
Fifth graders have begun their next transdisciplinary unit tied to their upcoming unit of study on Where We Are in Place and Time: Exploration leads to discoveries and impacts civilizations. Students will be investigating exploration through technical theatre from drafting short scripts about explorers and the civilizations they impacted, to sketching historically accurate costume designs and creating shoe-box sized scale 3-D models of a set from the short play they have written. Throughout this unit, students will be working towards mastering PYP Drama Responding Phase 3: Discuss aspects of drama that illustrate relationships between culture, history, and location and CPS Core Arts standard Cr2.1.5.a: Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.
Fourth graders have launched their next unit of study focused on script analysis and characterization as they work towards mastering PYP Drama Creating Phase 3: Make artistic choices about role, situation, and context. Students began the unit with a preassessment utilizing "contentless scenes" in which they must determine and protray the characters' relationship, the situation they find themselves in, and the message each character is trying to get across. Moving forward, students will be involved in several scene study exercises and improv activities as they work to honestly portray a role through understanding a character's Goal, Obstacle/Other, Tactic, and Expectation (GOTE).
Third graders are in their final design and rehearsal stages for their February 1st showcase on How the World Works. Find more information on the "About" page or in the Third Grade Update below.
Second graders are digging into their February 22nd showcase unit on How We Express Ourselves, examining the way culture influences expression through storytelling in the dramatic arts as they work towards mastering PYP Drama Responding Phase 2: Use drama performances to tell stories about people and events from various cultures, including their own. Students are also working towards mastering CPS Core Arts standards Cr1.1.2.c: Demonstrate ways in which voice/sound and gesture/movement may be used to create a character in a drama/theatre work and Cr1.1.2.a: Collaborate with peers to conceptualize scenery and technical elements. Over the past few weeks, students have divided into teams of actors or set and costume designers, and began learning a short song tied to the country from which their selected folktale originated. This week, set and costume designers completed their first drafts of their designs, and actors wrapped up auditions and began their first rehearsal. Each set designer is drawing a poster that details one of the settings from their short play, and costume designers are choosing 1-2 elements to create for their actors. For second grade costume designers, the focus is on creating a detailed design drawing that matches the character and its traits, and from there students will choose 1-2 pieces to make (ex: ears made from construction paper or felt and headbands, tail made from braided ribbons, etc.). Students are provided materials for this in class, but we are always accepting donations of fabric, felt, adhesives (velcro, seam tape, etc.), and more! For links to cast lists, scripts, or rubrics, please click here. Sign up to volunteer in the classroom or on the evening of the showcase here.
This week, first graders began their unit of inquiry for their March showcase on Sharing the Planet: Access to opportunities depends on different factors. Students began by acting out the story of The Dragon Who Couldn't Help Breathing Fire, followed by a discussion of why authors might write stories like these. Students concluded that authors might write stories to encourage others to give people who are different a chance. Over the next several weeks, students will be collaborating to devise a script through a variety of improvisational exercises focused around a lonely dragon and a village that has excluded him. Do the villagers embrace the dragon? What is the dragon's experience? Students will determine how their story progresses and ends as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations as well as CPS Core Arts Standards: Cr2.1.1.a: Contribute to a sequential plot, Cr2.1.1.c: Collaboratively transform the performance space into an imagined world, and Pr4.1.1.a: Suggest original story elements.
Kindergarten: In preparation for their April showcase, students are honing their improv and storytelling skills through a variety of improvisational exercises and skits as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations. Following the next several weeks focused on improv, students will launch an inquiry into patterns in literature (specifically, fairy tales) and how we can allow these patterns to inspire our own fairy tale adaptations.
Fifth graders have begun their next transdisciplinary unit tied to their upcoming unit of study on Where We Are in Place and Time: Exploration leads to discoveries and impacts civilizations. Students will be investigating exploration through technical theatre from drafting short scripts about explorers and the civilizations they impacted, to sketching historically accurate costume designs and creating shoe-box sized scale 3-D models of a set from the short play they have written. Throughout this unit, students will be working towards mastering PYP Drama Responding Phase 3: Discuss aspects of drama that illustrate relationships between culture, history, and location and CPS Core Arts standard Cr2.1.5.a: Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.
Fourth graders have launched their next unit of study focused on script analysis and characterization as they work towards mastering PYP Drama Creating Phase 3: Make artistic choices about role, situation, and context. Students began the unit with a preassessment utilizing "contentless scenes" in which they must determine and protray the characters' relationship, the situation they find themselves in, and the message each character is trying to get across. Moving forward, students will be involved in several scene study exercises and improv activities as they work to honestly portray a role through understanding a character's Goal, Obstacle/Other, Tactic, and Expectation (GOTE).
Third graders are in their final design and rehearsal stages for their February 1st showcase on How the World Works. Find more information on the "About" page or in the Third Grade Update below.
Second graders are digging into their February 22nd showcase unit on How We Express Ourselves, examining the way culture influences expression through storytelling in the dramatic arts as they work towards mastering PYP Drama Responding Phase 2: Use drama performances to tell stories about people and events from various cultures, including their own. Students are also working towards mastering CPS Core Arts standards Cr1.1.2.c: Demonstrate ways in which voice/sound and gesture/movement may be used to create a character in a drama/theatre work and Cr1.1.2.a: Collaborate with peers to conceptualize scenery and technical elements. Over the past few weeks, students have divided into teams of actors or set and costume designers, and began learning a short song tied to the country from which their selected folktale originated. This week, set and costume designers completed their first drafts of their designs, and actors wrapped up auditions and began their first rehearsal. Each set designer is drawing a poster that details one of the settings from their short play, and costume designers are choosing 1-2 elements to create for their actors. For second grade costume designers, the focus is on creating a detailed design drawing that matches the character and its traits, and from there students will choose 1-2 pieces to make (ex: ears made from construction paper or felt and headbands, tail made from braided ribbons, etc.). Students are provided materials for this in class, but we are always accepting donations of fabric, felt, adhesives (velcro, seam tape, etc.), and more! For links to cast lists, scripts, or rubrics, please click here. Sign up to volunteer in the classroom or on the evening of the showcase here.
This week, first graders began their unit of inquiry for their March showcase on Sharing the Planet: Access to opportunities depends on different factors. Students began by acting out the story of The Dragon Who Couldn't Help Breathing Fire, followed by a discussion of why authors might write stories like these. Students concluded that authors might write stories to encourage others to give people who are different a chance. Over the next several weeks, students will be collaborating to devise a script through a variety of improvisational exercises focused around a lonely dragon and a village that has excluded him. Do the villagers embrace the dragon? What is the dragon's experience? Students will determine how their story progresses and ends as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations as well as CPS Core Arts Standards: Cr2.1.1.a: Contribute to a sequential plot, Cr2.1.1.c: Collaboratively transform the performance space into an imagined world, and Pr4.1.1.a: Suggest original story elements.
Kindergarten: In preparation for their April showcase, students are honing their improv and storytelling skills through a variety of improvisational exercises and skits as they work towards mastering PYP Drama Creating Phase 2: Value and develop imaginary roles and situations. Following the next several weeks focused on improv, students will launch an inquiry into patterns in literature (specifically, fairy tales) and how we can allow these patterns to inspire our own fairy tale adaptations.
Third Grade Update
1/11/18 - We are looking forward to the dance and drama showcase for third grade on Thursday, February 1, at 5:30 PM. This showcase is an opportunity for students to share the kind of student-driven inquiry work that is at the core of our IB PYP Curriculum. For this performance, third graders will be showcasing their learning experiences in dance and drama as they relate to How the World Works (a theme of their homeroom transdisciplinary unit), with a focus on how natural disasters impact life.
This week in drama, students are finalizing their set and costume designs, and running rehearsals for their self-written short plays. If you would like to support your child in rehearsing at home, you may access the scripts here.
Update: 1/20/18 - All rehearsals and dress rehearsals occur during the school day as part of drama or dance class. Students have been working as playwrights/actors, set designers, or costume designers, and some students have requested to take their costume materials home to complete their designs. There is no expectation that students are providing their own materials or working on this outside of class as materials and time have been provided during normal class times.
This week in drama, students are finalizing their set and costume designs, and running rehearsals for their self-written short plays. If you would like to support your child in rehearsing at home, you may access the scripts here.
Update: 1/20/18 - All rehearsals and dress rehearsals occur during the school day as part of drama or dance class. Students have been working as playwrights/actors, set designers, or costume designers, and some students have requested to take their costume materials home to complete their designs. There is no expectation that students are providing their own materials or working on this outside of class as materials and time have been provided during normal class times.
Curriculum Update
12/08/17 - A brief overview of the past two specials weeks:
Kindergarten and first grade students are well in the swing of their prop, set, and costume units. Students have been creating short plays with a beginning, problem, and solution based on the characters they create with various costume pieces. Students have also began creating their own costumes or props through the imaginative use of scarves. As we move forward in this unit, students will be reflecting on what a setting is, how that relates to drama, and how they can create renderings of their own sets for short plays, building upon their mastery of PYP Drama Creating Phase 1: Create roles in response to props, set, and costumes.
Second graders have launched their inquiry into How We Express Ourselves, examining the way culture influences expression through storytelling in the dramatic arts. Students took a magic carpet ride around the world, re-enacted a fable or folktale from each continent, and began making connections between those stories and stories we know. Moving forward, students will choose a play to research and rehearse further, and continue to make observations, ask questions, and find connections among how culture is expressed through the arts. This work will guide students towards mastering PYP Drama Responding Phase 2: Explain the way ideas, feelings, and experiences can be communicated through stories and performance.
Third graders continue to examine natural disasters and How the World Works through adapting and performing myths and legends related to weather events. Each class is narrowing down their focus to choose a specific weather event and myth or legend to focus on, and will take this chosen myth or legend through the production process of script-writing, rehearsing, costume designing, and set designing for their February 1st showcase. Students will spend time analyzing their selected stories as they work to explore how dramatic meaning can illustrate the values, beliefs, and observations of an individual or community (PYP Responding Phase 3).
Fourth graders are anxiously anticipating their December 21st showcase, putting the final touches on their scripts, costumes, and sets. Over the past several weeks, students have been exploring some of the different roles in theatre (PYP Responding Phase 4) through their work as playwrights and designers. Students have been seeking and providing one another feedback as they work to develop each other's ideas during the creative process (PYP Creating Phase 4).
Fifth graders put on a successful showcase, communicating their ideas about technology to an audience, mastering PYP Responding Phase 4: Communicate to an audience for a specific purpose. Following the showcase, students reflected on their process and performances, and shared their learning with one another, suggesting how they could apply what they learned in other situations as well as in drama class.
Kindergarten and first grade students are well in the swing of their prop, set, and costume units. Students have been creating short plays with a beginning, problem, and solution based on the characters they create with various costume pieces. Students have also began creating their own costumes or props through the imaginative use of scarves. As we move forward in this unit, students will be reflecting on what a setting is, how that relates to drama, and how they can create renderings of their own sets for short plays, building upon their mastery of PYP Drama Creating Phase 1: Create roles in response to props, set, and costumes.
Second graders have launched their inquiry into How We Express Ourselves, examining the way culture influences expression through storytelling in the dramatic arts. Students took a magic carpet ride around the world, re-enacted a fable or folktale from each continent, and began making connections between those stories and stories we know. Moving forward, students will choose a play to research and rehearse further, and continue to make observations, ask questions, and find connections among how culture is expressed through the arts. This work will guide students towards mastering PYP Drama Responding Phase 2: Explain the way ideas, feelings, and experiences can be communicated through stories and performance.
Third graders continue to examine natural disasters and How the World Works through adapting and performing myths and legends related to weather events. Each class is narrowing down their focus to choose a specific weather event and myth or legend to focus on, and will take this chosen myth or legend through the production process of script-writing, rehearsing, costume designing, and set designing for their February 1st showcase. Students will spend time analyzing their selected stories as they work to explore how dramatic meaning can illustrate the values, beliefs, and observations of an individual or community (PYP Responding Phase 3).
Fourth graders are anxiously anticipating their December 21st showcase, putting the final touches on their scripts, costumes, and sets. Over the past several weeks, students have been exploring some of the different roles in theatre (PYP Responding Phase 4) through their work as playwrights and designers. Students have been seeking and providing one another feedback as they work to develop each other's ideas during the creative process (PYP Creating Phase 4).
Fifth graders put on a successful showcase, communicating their ideas about technology to an audience, mastering PYP Responding Phase 4: Communicate to an audience for a specific purpose. Following the showcase, students reflected on their process and performances, and shared their learning with one another, suggesting how they could apply what they learned in other situations as well as in drama class.
Weekly Update
11/10/17 - This past week, students began their second quarter and their 8th week of specials.
Kindergarten and first grade students launched their unit on props and costumes. They began by playing Mystery Box Drama in which they were provided with a box of props and costumes on which to base a story as they work towards mastering PYP Drama Creating Phase 1: Create roles in response to props, set, and costumes. Over the next several weeks, students will be experimenting with various props and costumes as they discover how these items impact characters and their choices.
Second graders applied their understanding of how to use their voice and body to portray characters by devising and performing short scenes in which they focused on the Who and What of drama (who are the characters and what are they doing?), and how their physical and vocal choices portray these ideas to an audience. Students reflected on the way ideas, feelings, and experiences can be communicated through stories and performance (PYP Responding Phase 2), and then used these understandings to develop imaginary roles and situations (PYP Creating Phase 2).
Third grade students launched their inquiry unit into How the World Works, focusing on how various cultures have used myths and legends to understand extreme weather events and disasters. Students began by watching a stop-motion video on legends about volcanoes, and did research to build on what they already know and wonder about myths and legends. In the coming weeks, classes will choose a weather event to research more deeply and to dramatize as they explore how dramatic meaning illustrates the values, beliefs, and observations of an individual or community (PYP Responding Phase 3) and identify how cultural connections can be made with different types of drama (PYP Creating Phase 3).
Fourth graders continued their inquiry into Sharing the Planet, beginning work on their skits on their selected biomes. Each class divided into three teams of playwrights/actors, costumer designers, and set designers as they began to prepare for their December 21st showcase and to recognize and explore some of the different roles in theatre (PYP Responding Phase 4). In each group, students focused on working to develop each other's ideas during the creative process (PYP Creating Phase 4).
Fifth graders began their final preparations for their November 30th showcase this week! Students finalized their roles as inventors, consumers, and machine makers, and reflected on their achievements and challenges and how they can incorporate these influences in future work (PYP Responding Phase 3). Next week, students will focus on giving, receiving, and applying feedback during rehearsal, working towards mastering PYP Drama Creating Phase 4: Consider the advice and feedback of others as an essential part of the creative process.
Kindergarten and first grade students launched their unit on props and costumes. They began by playing Mystery Box Drama in which they were provided with a box of props and costumes on which to base a story as they work towards mastering PYP Drama Creating Phase 1: Create roles in response to props, set, and costumes. Over the next several weeks, students will be experimenting with various props and costumes as they discover how these items impact characters and their choices.
Second graders applied their understanding of how to use their voice and body to portray characters by devising and performing short scenes in which they focused on the Who and What of drama (who are the characters and what are they doing?), and how their physical and vocal choices portray these ideas to an audience. Students reflected on the way ideas, feelings, and experiences can be communicated through stories and performance (PYP Responding Phase 2), and then used these understandings to develop imaginary roles and situations (PYP Creating Phase 2).
Third grade students launched their inquiry unit into How the World Works, focusing on how various cultures have used myths and legends to understand extreme weather events and disasters. Students began by watching a stop-motion video on legends about volcanoes, and did research to build on what they already know and wonder about myths and legends. In the coming weeks, classes will choose a weather event to research more deeply and to dramatize as they explore how dramatic meaning illustrates the values, beliefs, and observations of an individual or community (PYP Responding Phase 3) and identify how cultural connections can be made with different types of drama (PYP Creating Phase 3).
Fourth graders continued their inquiry into Sharing the Planet, beginning work on their skits on their selected biomes. Each class divided into three teams of playwrights/actors, costumer designers, and set designers as they began to prepare for their December 21st showcase and to recognize and explore some of the different roles in theatre (PYP Responding Phase 4). In each group, students focused on working to develop each other's ideas during the creative process (PYP Creating Phase 4).
Fifth graders began their final preparations for their November 30th showcase this week! Students finalized their roles as inventors, consumers, and machine makers, and reflected on their achievements and challenges and how they can incorporate these influences in future work (PYP Responding Phase 3). Next week, students will focus on giving, receiving, and applying feedback during rehearsal, working towards mastering PYP Drama Creating Phase 4: Consider the advice and feedback of others as an essential part of the creative process.
K-1st Grade Update
10/26/17 - Last week, kindergartners and first graders used stories and music to inspire their own short plays. First, students pantomimed actions from Harold and the Purple Crayon as they worked towards mastering PYP Drama Creating Phase 1: Explore familiar stories dramatically. Then, they listened to a song based on the story as they drew storyboards to create their own crayon stories (PYP Music Creating Phase 1: Express their responses to music in multiple ways). Finally, students broke into groups to share their crayon stories as their peers acted them out.
2nd-3rd Grade Update
10/26/17 - Last week, second and third graders worked towards mastering PYP Creating Phases 2: Value and develop imaginary roles or situations and 3: Create a devised or scripted performance for a particular audience or purpose. Students built on the pantomime scenes they began at the start of the quarter, and started improvising lines to support the dramatic action. In the upcoming weeks, students will build on their pantomime and improvisation skills as they launch their units of inquiry for How We Express Ourselves (2nd) and How the World Works (3rd).
Fourth Grade Update
10/26/17 - Last week, fourth graders began their unit of inquiry into Sharing the Planet, investigating how biodiversity relies on maintaining the independent balance of organisms within systems. Students participated in a Readers Theatre version of The Great Kapok Tree, reflecting on the ways in which the consequences and actions of a performance teach audience members and performers life lessons (PYP Responding Phase 3). Then, students broke into groups to research one of the five major biomes (aquatic, desert, forest, grasslands, and tundra), and to create a short play showcasing the animals, physical features, and threats to their chosen biome. Students continue to support one another as they work towards PYP Creating Phase 4 standard: work to develop each other's ideas during the creative process. This week, students will present their skits and then vote on which biome they would like to research further to provide a foundation for their December showcase.
Fifth Grade Update
10/26/17 - Last week, fifth graders continued to unpack their ideas surrounding the notion that scientific and technological advances impacts society and the environment. Each class broke into small groups for a Hot Seat activity in which they took on roles as inventors, consumers, and script writers, investigating the motivating factors behind new technologies and the positive and/or negative consequences of such inventions. Next week, students will utilize their notes from the Hot Seat activity to begin drafting their scripts and considering creative ways to use their bodies to represent various technologies. Throughout this process, students are working towards mastering PYP Creating Phase 4: Manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations, and contexts.
Focus on Ensemble
10/13/17 - This week, across all grades, we focused on the concept of building a strong ensemble. Whether collaborating to build one another's ideas as part of showcase preparation, or relying on one another to create stage pictures or moving elements as we focus on using our bodies to communicate meaning, students worked with their peers towards mastering the following PYP Drama Creating standards:
Phase 1: Develop the ability to cooperate and communicate with others in creating drama Phase 2: Work cooperatively towards a common goal, taking an active part in a creative experience Phase 3: Identify and develop the personal and related skills encountered through the drama experience Phase 4: Work to develop each other's ideas during the creative process It was exciting to see students dive into supporting one another, brainstorming creative solutions to the challenges they were facing and relying on one another to be successful at a task. Students demonstrated a great deal of care and open-mindedness throughout this week, and will continue to strengthen these IB learner profile characteristics in the coming months. |
K-1st Grade Update
10/09/17 - Last week, kindergarten and first grade students planned short tableau scenes as they worked towards mastering PYP Dramatic Arts Creating Phase 1: Cooperate and communicate with others in creating drama. For the basis of their scenes, students imagined the types of activities they might want to do on a vacation, and how they could show these activities using only their bodies. Then students drafted a storyboard of three vacation activities, and directed their fellow students in bringing their pictures to life through using their bodies.
2nd-4th Grade Update
10/09/17 - Last week, second, third, and fourth graders worked towards justifying the acting choices they make when onstage. Second graders worked towards mastering PYP Dramatic Arts Creating Phase 2: Make use of simple performance conventions to share ideas, and Responding Phase 2: Discuss and explain the way ideas, feelings, and experiences can be communicated through stories and performance. Third and Fourth graders worked towards mastering PYP Dramatic Arts Creating Phase 3: Find appropriate ways to communicate specific meaning through dramatic action.
Students identified their five senses (sight, taste, hearing, smell, and touch), and reflected on how they could use these senses to provide a context for their performance, creating more believable moments onstage. Through inhabiting various environments, students created short pantomime scenes in which they responded to what they might see, hear, touch, taste, or smell in the desert, the woodlands, the ocean, or the arctic. For example, students used their bodies to draw back in pain as the touched cacti, run when they heard wolves howling, or bury themselves in the sand on the beach.
Students identified their five senses (sight, taste, hearing, smell, and touch), and reflected on how they could use these senses to provide a context for their performance, creating more believable moments onstage. Through inhabiting various environments, students created short pantomime scenes in which they responded to what they might see, hear, touch, taste, or smell in the desert, the woodlands, the ocean, or the arctic. For example, students used their bodies to draw back in pain as the touched cacti, run when they heard wolves howling, or bury themselves in the sand on the beach.
Fifth Grade Update
10/09/17 - Last week, fifth graders continued their inquiry into How the World Works and the impact of scientific and technological advances on society and on the environment. Students voted on the questions they proposed in the previous week to determine which question would serve as the basis of their class skit for their November 30th showcase. Following the vote, students shared their initial thoughts on the question and built on one another's ideas. They also participated in a brief stage skills assessment, where they were challenged to provide a clear context for a two line scene through manipulating their voice and bodies, working towards mastering PYP Dramatic Arts Creating Phase 4: Manipulate a variety of different drama strategies and techniques to create informed characterizations and contexts. At the conclusion of their showcase unit, fifth graders will engage in a final assessment to measure their growth towards this standard.
K-2nd Grade Update
10/01/17 - Last week, students expanded upon their understanding of the dramatic convention of pantomime as they continued working towards mastering PYP Dramatic Arts Creating Phase 1: Realize that dramatic conventions are used to craft performance. Through playing a variety of memory-based games, students reflected on how actors use their sense memory to inspire the way they move through a space. By remembering what is seen, heard, smelled, touched, or tasted in an experience, actors can create more realistic pantomime scenes.
Next week, kindergarten and first graders will begin crafting their own short pantomime stories, fostering their ability to cooperate and communicate with others in creating drama (PYP Creating Phase 1). Also next week, second graders will apply their understanding of sense memory to make use of simple performance conventions to share ideas (PYP Creating Phase 2) through exploring various environments with their bodies. Students will then reflect on their performance to discuss and explain the way feelings and experiences can be communicated through stories and performance (PYP Responding Phase 2).
Next week, kindergarten and first graders will begin crafting their own short pantomime stories, fostering their ability to cooperate and communicate with others in creating drama (PYP Creating Phase 1). Also next week, second graders will apply their understanding of sense memory to make use of simple performance conventions to share ideas (PYP Creating Phase 2) through exploring various environments with their bodies. Students will then reflect on their performance to discuss and explain the way feelings and experiences can be communicated through stories and performance (PYP Responding Phase 2).
3rd-4th Grade Update
Fifth Grade Update
10/01/17 - Last week, fifth graders launched their drama unit of inquiry in preparation for their November 30th showcase. Students engaged in a P4C (Philosophy for Children) launch in which they viewed a short documentary about technological advances in theatre, shared observations, and worked in small groups to develop inquiry based questions related to themes identified from the video.
Some of the questions shared include:
Next week, fifth graders will dig deeper into the questions they developed as they begin to think about how to dramatize their findings about How the World Works and the impact of scientific and technological advances on society and on the environment.
Some of the questions shared include:
- Is technology going to make the world a better place?
- Does this type of technology create pollution?
- How would this type of technology affect the actor’s performance?
- How did they come up with this tech?
- What is tech going to be in 5-10 years?
- Do they have to program [i.e. computer programming/digitize] all the arts?
- How would this tech help the theatre company?
- How will this tech help the world? How will this tech influence others?
- What is going to happen to technology in the future?
- Will computer generated graphics ever replace real acting?
- Why are people getting so lazy?
- Why are you taking all the art out of it?
Next week, fifth graders will dig deeper into the questions they developed as they begin to think about how to dramatize their findings about How the World Works and the impact of scientific and technological advances on society and on the environment.