Agenda
RegalArte is a social development project that wants to offer Venezuelan children an integrated artistic learning experience in order to motivate them to look in art and culture a window to be able to express themselves The objective is to broaden the participant’s vision about their posibilities and ways to express themselves as well as change the perception they have on their surroundings and with that transform the cultural and artistic sense of children in Venezuela. Mision To transform the cultural understanding and perception of kids from Naguanagua’s communities, teaching them the benefits and importance of the different artistic expressions, through the realization of these with the help of passionate artistic people, and offering them an emotional development opportunity while incorporating a cultural and artistic sense on society. The agenda of the project is based in the next diagram: Desires
Habits
Abilities
Knowledge
Which is interpreted as follow: In order for the kids to internalize the values that we’ll try to teach with this project, they have to create habits, this habits come from a combination between knowledge, abilities and desires; the knowledge give all the theoric fundaments that would complement and help find in people some known but not exploited gift and/or ability, therefore it’s important that the individual explores and exploites such abilities and so recognize how important they are so they can project their desires and wishes in them. We will be working from Monday to Thursday with activities oriented to Artistic Knowledge and Abilities, and on Fridays (being the closure day for each art) we’ll be doing special activities, trips, etc., with the intention of focusing that day on their Artistic Wishes. The participants will be kids (between 7 and 11 years old) from several communities of Naguanagua and the schedule will be from 8:00am to 11:00am.
Week 1: Painting Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
08:00 am to 08:45 am
Theory I: History of the Artists
Theory II: Painting Techniques
Theory III: History of Venezolan Art
Theory IV: Mixure and Composition of Colors
Road Trip to Art Gallery
08:45 am to 09:00 am
Recess
Recess
Recess
Recess
Recess
09:00 am to 09:45 am
Activity I: Recognizing the Imagination
Activity III: Instant Creativity
Activity V: Represent Venezuela and a Feeling
Activity VII: Painting with Sponges
Therapy Art
09:45 am to 10:00 am
Recess
Recess
Recess
Recess
Recess
10:00 am to 11:00 am
Activity II: Painting with Texture
Activiry IV: Painting with Sponges
Activity VI: Represent Venezuela and a Feeling
Activity VIII: Let’s mix
Exquisite Corpse
Monday: Theory` I: History of the Artists The class will have last 45 minutes, the kids will have the opportunity to know the history of worldwide reknowned artist who revolutionized and shaped art history. For that, the kids will be given dynamic and brief information of the most important artists and their principal pieces, highlighting examples of overcomings and relating them with our values. Activity I: Recognizing Imagination Each kid will be given a blank sheet and they’ll have 20 minutes to paint something that represents a value. After the 20 minutes, we will take the paintings and then distribute them randomly so they try to guess the value their partner wanted to represent and why they think that’s the value, and then share their guess with everyone. The idea of this activity is to emphasize, mention and express the values. Activity II: Painting with Texture The’ll mix different ingredients (paper, grains, sand, etc.) with paint and put them in blank sheets making shapes. This will help the kids explore their creativity with diverse textures and give tridimensional shape to their drawings.
Tuesday: Theory II: Painting Techniques The class will last 45 minutes, in which the kids will learn about the different painting techniques, those that have shaped history, their stages, where they developed and of course their respective examples. Activity III: Instant Creativity Each kid will receive a sheet with some random lines in it and they will transform those random lines in a drawing making use of the techniques they learned. At the end some of them will voluntarily stand up and show their drawings to the rest of the group mentioning the technique they used and explaining why they used it. Activity IV: Painting with Sponges We’ll give pieces of foam and sponges to each kid and divide them in groups of 5, each group will create a collaborate drawing using only the sponges, foam and paint. This will help them work in teams and practice the painting techniques. Wednesday: Theory III: History of Venezuelan Art The class will last 45 minutes and it will be a travel through the history of Venezuelan painting, mentioning the renowned artists, techniques, influences, etc., with their respective work and examples. Activity V y VI: Representing Venezuela and a Feeling Each kid will receive a blank sheet where they will draw some symbol/image that relates to Venezuela and that also relates with the feelings they have for their country. They’ll secure the knowledge from the theory class, they’ll also identify a feeling and the relation they have with the country, and so analyze their vision of the country, and they’ll also have the opportunity to share these. Thursday: Theory IV: Mixing and Composition of Colors In 45 minutes, they’ll be shown the different color categories (primary, secondary, etc.) and their compositions and mixtures, demonstrating how to give life to new colors. Activity VII: Painting with Sponges We’ll give pieces of foam and sponges to each kid and divide them in groups of 5, each group will create a collaborate drawing using only the sponges, foam and paint. This will help them work in teams and practice the painting techniques. Activity VIII: Let’s Mix
Friday: Therapy Art After a walk through an Art Gallery, each kid will be given a blank sheet where they will draw or paint anything they’re feeling at the moment ¿What moves them? ¿How are they feeling? ¿What they want to express? Then we’ll analyze what they draw based on the next diagram: Imagination
Past
The Best
Future
Reality The drawing and the position of the elements inside have a meaning, we will explain it and then some volunteers can stand up and show us their drawings so we can analyze them in front of everyone else. The activity seeks to analyze their Desires or Wishes without them knowing. Exquisite Corpse We will divide the kids in groups of at least 5 kids each, and we’ll give each group a blank canvas where they will draw or paint whatever they want (as long as they all participate in the drawing), they’ll have 5 minutes to do this. After that, each group will pass their canvas to the group to their right, and they’ll have 5 minutes to draw or paint on the other group’s canvas modifying the painting or drawing that was already in the canvas as they wish. After that, they will be asked to return the canvas to the original group that started painting on it, and they will have to take the decision between keep drawing on their original canvas (interfered by the other group) or ask for a new blank one. When they all finish drawing and painting we’ll explain meaning of the activity; The blank canvas symbolized their lives, many people will interfere in it, will shape it and modify it in many ways, and they have to learn to live with these changes and modifications (because you cannot ask for a new life) and use them to grow and be better people. After this we’ll have a closing activity where the kids will share what they thought of the week.
Week 2: Literature Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Theory III: History of Venezuelan Literature
Activity VII: Description and Creation of Characters
Road Trip to Newspaper or Editorial Establishment
08:00 am to 08:45 am
Theory I: History Theory II: of the Artists Literary Styles
08:45 am to 09:00 am
Recess
Recess
Recess
Recess
Recess
09:00 am to 09:45 am
Activity I: Writing to Value
Activity III: Instant Creativity
Activity V: Creating a Dictionary
Activity VIII: Descriptive Narration
Exquisite Corpse and Story Teller
09:45 am to 10:00 am
Recess
Recess
Recess
Recess
Recess
10:00 am to 11:00 am
Activity II: Plot Twist
Activity IV: Creating Poems from Songs
Activity VI: Honoring a Special Person
Activity IX: Fiction and Reality
Readings of the Honoring Letters
Monday: Theory I: History of the Artist The class will last 45 minutes, in which the kids will learn the history of worldwide renowned literary artists that marked tendency and shaped literature history. The kids will be given dynamic and brief information about the most important writers and their work, highlighting the examples of overcoming and relating them with our values. Activity I: Writing to Value The kids will use the same drawings they did in the first painting activity, when they drew a value, and this time they’ll write a short story where that value is represented, the story must have a past, present and future. Activity II: Plot Twist Each kid will be given the same beginning of a story, and each of them will have to turn around the story (give it a plot twist) as they wish.
Tuesday: Theory II: Literary Styles The class will last 45 minutes, and the kids will learn about the different literary styles like tale, poem, fiction, fantasy, romance, sci-fy, horror, mistery, etc., those that have made history, their stages, where they developed, and of course their respective examples. The kids will also learn the parts of a story (Beginning, Plot Twist, Finale, etc.) and we’ll explain their function and show them examples. Activity III: Instant Creativity For this activity the kids we’ll be given newspaper articles and news of any kind and they’ll extract the characters and will create a story, based on the news, using their imagination and the literary styles taught. We’ll also give them examples of the styles so they can remember them easily. Activity IV: Creating Poems from Songs The kids will choose any song they want and they’ll modify it as they wish to make a poem. Wednesday: Theory IV: History of Venezuelan Literature The kids will learn venezuelan literature history, the renowned artists and their backgrounds techniques, influences and example. Activity V: Creating a Dictionary The kids will be explained the importance of having a wide vocabulary and we’ll help them craft a notebook, every time they hear or read a word they don’t know they’ll look for the meaning and write it (both the word and the meaning) on the notebook, creating their own personal dictionary. After that we’ll all read a story from a Venezuelan writer, they will write in their dictionaries the words they hear that are unknown for them and they’ll ask for the meaning at the end of the reading. Activity VI: Honoring a Special Person The kids will have to write a poem or story to a special person (Mom, Dad, Brother, Sister, Grandpa, etc.) using the knowledge and abilities learned. Thursday: Activity VII: Description and Creation of Characters The kids will physically and personally describe someone close to them that they admire (mom, dad, brother, sister, cousin, friend, etc.). After this they will create their ideal superhero, including personality, abilities/superpowers, background, etc.
Activity VIII: Descriptive Narration The kids will be asked to describe a piece of the space where we will be working with details (including the people in the place). Activity IX: Fiction and Reality In a blank sheet each kid will write an extract from books that will be donated to them that day, and they will try to connect the extract with something from the real world, from their lives. Friday: Roadtrip to Newspaper or Editorial Establishment Story Teller A story teller (someone who tells stories in a creative wat) will be contacted to read stories related to our values, and the kids will the opportunity to participate in storytelling. Exquisite Corpse Everyone sits in a circle and we will start a story in a blank sheet and then pass it to the left, and the kid that receives it will continue the story and so on keep passing it to the left until it reaches the last kid that will have to end the story. Each kid will be allowed to write a maximum of 10 or 15 words, no swearing allowed, and they’ll have to try and use the words they wrote on their diccionaries. Reading of the Honoring Letters With the objective of motivating the parents to participate along with their children.
Week 3: Dance Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Theory IV: History of Venezuelan Dancing
Visit to the Municipal Theater
Recess
Recess
08:00 am to 08:45 am
Theory III: Interpretation of Theory I: History Theory II: Dance diferent of the Artists Styles Dancing Techniques
08:45 am to 09:00 am
Recess
Recess
09:00 am to 09:45 am
Activity I: Dancin a Story
Activity III: Dance to the Rhythm
09:45 am to 10:00 am
Recess
Recess
10:00 am to 11:00 am
Activity IV: Activity II: Dance Dance with the Bowl Chairs
Recess
Activity VII: Activity V: Dancing for my Dancing a Story Country
Meeting with a Dance Crew
Recess
Recess
Recess
Activity VI: Dancing in the Mirror
Activity VIII: National Dance Therapy
Exquisite Corpse
Monday: Theory I: History of the Artists The class will last 45 minutes, and the kids will learn the story of worldwide renowned dance artists that shaped Dance History. For this, the kids will receive dynamic and brief information of this artists and their work, highlighting examples of overcoming and relating them with our values. Activity I: Dancing a Story Relating with the previous classes, after creating a story and expressing it on a painting and writing it, in this activity they will be given the tools of body expression so they can express the story by dancing. We will ask for a volunteer to stand up and try to dance the story they created on previous classes, and the rest will follow. Activity II: Dance Bowl Two groups will be created, in a bowl there will be pieces of paper with phrases, sentences, etc., a kid from each team will take one of the pieces and try to make his team guess the phrase, sentence, etc., the team that guesses in less time will win a point. The idea is that they use their bodies and expressions to make his team guess, no speaking allowed.
Tuesday: Theory II: Dancing Styles The class will last 45 minutes, and the kids will learn about the different dancing styles like classic, hip-hop, salon, etc., those that have shaped history, their stages, where they developed and of course examples of each of them. Activity III: Dance to the Rhythm The kids will be divided in small groups, various pieces of paper with different music styles written in them will be randomly distributed, they will have to create a choreography, learn it and teach It to the rest. Activity IV: Dancing with the chairs This is the activity many kids already know, but this time they will be given different rhythms and they’ll have to dance to the rhythm and with the techniques that they were taught. Wednesday: Theory III: Interpretation of Different Dancing Techniques There are many dancing styles, in this opportunity the kids will continue to learn more dancing styles and how to interpret them according to the music. Activity V: Dancing a Story Relating with the previous classes, after creating a story and expressing it on a painting and writing it, in this activity they will be given the tools of body expression so they can express the story by dancing. We will ask for a volunteer to stand up and try to dance the story they created on previous classes, and the rest will follow. Activity VI: Dancing in the Mirror We can either divide the group by gender or just randomly, but they will be divided in two big groups and they’ll have to stand in two lines, one in front of the other, a piece of fabric will be between them so they won’t know who is the other side, they will try to guess, and when the fabric comes down, if they fail they will have to dance whatever the opposite team says. This activity will allow them to strengthen the confidence in the group, recognize their team and have fun dancing. Thursday: Theory IV: History of Venezuelan Dancing During this theory block they will learn the variety of dances from our Venezuelan culture that differentiate us from the world, so that the kids can understand the importance of a dance representing a country. Activity VII: Dancing for my country In this activity the kids will be taught some choreographies and basic steps, music, etc., from various Venezuelan styles.
Activity VIII: National DanceTherapy The kids will have the opportunity to enjoy venezuelan music, while dancing all together and going through different Venezuela dancing styles. This will make them share as a group and relax and enjoy together.
Friday: Visit to the Municipal Theater The idea is to get to know the theater and try get the Ballet School Nina Nikanorova to let us watch their rehearsal. Meeting with a Dance Crew Urban Fokus is a group with different styles of Hip-Hop dancing, and we look forward for the kids being able to share with them, enjoy a Dance Battle, and see how different the styles can be. Exquisite Corpse
Week 4: Music Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
08:00 am to 08:45 am
Theory I: The RhythmicMusical Language
Theory II: Musical Instruments to Initiate Kids in the Music
Theory III: The Music and Child Development
Theory IV: Singing: Brain Food for Children
08:45 am to 09:00 am
Recess
Recess
Recess
Recess
Activity V: Activity III: Developing Recognizing Atention, DIfferent Musical Concentration, Instruments and Memory and their Sound Self Expression
Activity VII: Visit to Sharping Kid’s Carabobo’s Perception Youth Symphony through Songs Orchestra and Audition
09:00 am to 09:45 am
Activity I: Moving your Body
09:45 am to 10:00 am
Recess
Recess
Recess
Recess
10:00 am to 11:00 am
Activity II: Musical Rhythm
Activity IV: Sound Appreciation
Activity VI: Playing with Sounds
Activity VIII: Let’s Sing
Monday: Theory I: The Rhythmic-Musical Language Activity I: Moving Your Body The kids are going to listen to different music styles and they’re going to follow the rhythm of each of them moving their bodies all around the place. The objective is to develop their hearing sensibility and their rhythm sense through the movement of their bodies, plus they’ll have fun moving all around. Activity II: Musical Rhythm We’ll put different music styles and the kids will have to follow the rhythm of the songs with their bodies and other different objects (this will initiate the in the production and follow of the rhythm): 1. With scarves and ribbons. 2. With a wood table. 3. With empty bottles. 4. With their bodies: they will be told what part of their bodies they’ll have to move to the rhythm of the music.
Tuesday: Theory II: Musical Instruments to Initiate Kids in Music Activity III: Recognizing Different Musical Instruments and their Sounds We’ll have sheets with pictures of different instrument. We’ll randomly reproduce sounds of the instruments in the sheets and the kids will have to go to where the sheets are and point which instrument makes the sound. Activiry IV: Sound Appreciation We’ll gather the kids together and make them take different objects (paper, wood, pans, spoons, glasses, bottles, etc.) They’ll have to try and make sounds with those objects: 1. One kid will start making a rhythm and the other will try to follow. 2. In groups of 4 or 5, well make bands/orchestras with non-conventional instruments. One of the guides will direct each group to indicate when they play or not, what instruments play or not, proposing that some kids speed up or rhythm. Wednesday: Theory III: Music and Child Development Activity V: Developing Atention, Concentration, Memory and Self Expression They will listen to orchestral music and in teams they’ll make a drawing or sculpture that represents what the sounds transmit. Activity VI: Playing with Sounds 1. We’ll search in a newspaper or magazine for pictures of objects that make a sound (train, dog, rain, etc.) then we’ll ask them to recreate those sounds with their voice, body or an object. 2. We’ll have different objects, at the beginning they’ll look and play with all of them until we think they can already recognize their sounds, then one of the kids will take the objects, hide and make sounds with them so the other kids can try to recognize what object is making that sound. 3. One of the guides or even one of the kids will tell a short story with pauses that will tell the rest of the kids when to make sounds of whatever the story is telling (horse, cow, rain, etc.). Thursday: Theory IV: Singing, Brain Food for Children Actividad VII: Agudizar la Percepción de los Niños a través de Canciones y Audiciones We’ll try to make the kids learn an easy song just hearing it a few times.
Activity VIII: ¡Let’s Sing! We’ll get the kids in a circle, and play a song a few times, each kid will have to sing a part of the song, and at the end they’ll sing it completely without listening to it.
Friday: Visit to Carabobo’s Youth Symphony Orchestra
Week 5: Photography Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Theory IV: Most Relevant International and National Photographers and their work
08:00 am to 08:45 am
Theory I: History of Photography
Theory II: Composition
Theory III: Exposure (Review of Composition’s Material)
08:45 am to 09:00 am
Recess
Recess
Recess
Recess
09:00 am to 09:45 am
Activity I: Old Pictures
Activity III: Photographing Motives in the Frame
Activity V: Portraits with Light
Actividad VII: Photographs with Irregular Ponts of View
09:45 am to 10:00 am
Recess
Recess
Recess
Recess
10:00 am to 11:00 am
Activity II: Care Advices and First Pictures
Activity IV: Still Life
Activity VI: Field Trip
Activity VIII: Photographs with Different kinds of Lighting
Project Presentation
Monday: Theory I: History of Photography This activity will be focused on teaching the kids basic terms, images of the first cameras and the first photographs that were taken with them, also procedures, inventors, manufacturers, etc., all this in a very conservative and simple way, using didactic materials so the kids can easily take in the information. Activity I: Old Pictures Following the idea of the previous activity, in this one the kids will be shown photographs of different times, so that, in a constructive way, the group discusses and imagines how the pictures were taken, plus it’ll test them to see if they’re able to see the differences with modern photographs so that they can be able to later (in another activity) recreate these photographs. Activity II: Care Advices and First Pictures First they’ll get to know the camera, its buttons, its functions, its care, etc., and then they’ll begin to shoot their first pictures. At the end of the day they’ll be given an assignment, they’ll have to take pictures for the rest of the week with whatever they can (phone, digital camera, etc.) and on Friday we’ll make a presentation of all the pictures.
Tuesday: Theory II: Composition We’ll explain the photographic composition, its importance in photography, its limitations, the definitions of frame, focus, perspective, the shot’s angle, the rule of the thirds, etc. Activity III: Photographing Motives in the Frame The kids will learn to see the motives from different angles; they’ll look for different objects y take pictures of those from different perspectives. And then they’ll talk about the attributes or qualities each angle gives to the object. They’ll be taught to keep the motive framed and focused. Activity IV: Still Life The kids will learn to see the picture without the camera, we’ll use some still life motives to make the pictures, this will imply using motives a little more complicated to photograph, we’ll see if the kids can be able to imagine the picture they want without looking at it in the camera, at the end of the day they will be asked to take different pictures at home and bring them the next day to see if they understood what they learned.
Wednesday: Theory III: Exposure y Review of Composition Material First we’ll review the pictures the kids took at home, we’ll see their advance and we’ll give them some feedback. After that we’ll talk about exposure of the photograph, about the lighting, under and overexposure and the ISO sensibility, we’ll also tell them the basic definitions related to them. Activity V: Portraits with Lighting We’ll explain the use of light over a person, the kids will be the models, they’ll take pictures of each other under the sun, in the shadows, with fluorescent light, etc., this will allow them to understand easily how light works in pictures. Activity VI: Field Trip We’ll explain the effects of light over objects out in the open air, the kids won’t be limited to people, they’ll try to photograph different motives in different situations, they will be ask to bring different pictures (taken with whatever they can) with different kinds of exposure. Thursday: Theory IV: Most Relevant International and National Photographers and their work First we’ll watch the homework pictures, then they’ll be given step by step a sample of the work of international and national artists, showing the pictures the made them famous and explaining what these artists have transmitted through their pictures. Activity VII: Photographs with Irregular Points of View They’ll try to photographs motives from different positions, innovative points of view, this will allow them to practice what they learned in composition, plus they’ll get to take typical photos where they can play with the scales of the objects.
Activity VIII: Photographs with Different Kinds of Lighting We’ll use materials like color lights, shadows, sunblinds, etc., to take different pictures where they practice what they learned in exposure, but this time teaching them how to play with light. Friday: Project Presentation We’ll try to bring other photographers to visit the project presentation, this day the we want the kids to be in little spaces or stands where they’ll show their photographic work to the invited audience (including their parents)the kids will have to explain why they took the pictures and what they wanted to transmit with them.
Week 6: Theater Hours
Monday
Tuesday
Wednesday
Thursday
Friday
07:45 am to 08:00 am
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
Children’s Arrival
08:00 am to 08:45 am
Theory I: History of the Theater and its Principal Worldwide Exponents
Theoru II: Role Play
Theory III: Theater Techniques (Scenes and Monologues)
Theory IV: Theater in Venezuela and its Principal Exponents
08:45 am to 09:00 am
Recess
Recess
Recess
Recess
09:00 am to 09:45 am
Activity I: Walking in Space
Activity III: The Magic Store
Activity V: A Circle of Grimaces and Sounds
Activity VII: Rehearsal for the Play
09:45 am to 10:00 am
Recess
Recess
Recess
Recess
10:00 am to 11:00 am
Activity II: Improvisation and Security Exercises
Activity IV: Imitate your Partner
Activity VI: Monologuing
Activity VIII: Rehearsal for the Play
Play, and Parents Visit
Play Interpreted by Profesional Actors
Monday: Theory I: History of Theater and its Principal Worldwide Exponents The kids will learn about the evolution of the dramatic art through time, the concept of theater, script, props, the theater in different countries, its principal exponents like Moliére, Shakespeare, etc., and their inputs to the gender. Activity I: Walking in Space We’ll do warm up exercises and group integration dynamics, so that there is a better level of comprehension and rapport in the group, which will allow them to lose up and be able to work the performing arts easily. Activity II: Improvisation and Security Excercises In this activity we’ll start the preparation process for the final play on Friday, in this first stage they’ll do exercises to facilitate the improvisation and their self-confidence, they’ll be asked to sing Happy Birthday to themselves while they see the other kids to the eyes.
Tuesday: Theory II: Role Play We’ll talk about the role play game and its theatrical importance as a technique, this role play game is an adult version of the fantasy games that kids usually play, in role play there’s no script, but there is a limitations for the interpreters to play and use their imagination giving birth to a live creative process. Activity III: The Magic Store The kids will enter the magic shop, and each kid will have to buy things imitating a different character or role, maybe even imitating each other. Activity IV: Imitate your Partner We’ll divide the kids in couples, and each of them will have 10 minutes to try to get to know their partner, and then imitate them, with this they’ll improve their observation skills. Wednesday: Theory III: Theater Techniques (Scenes and Monologues) We’ll explain what a monologue is, its meaning and purpose, we’ll also explain what a scene is, its importance and how to differentiate them in a play. Activity V: A Circle of Grimaces and Sounds They’ll gather up in a circle and each of them will pass to the center and make a grimace and a sound that will have to be imitated by the rest of the kids, who will have to try to translate what the kid wanted to say with that, allowing them to easily identify emotions. Activity VI: Monologuing The kids will have to memorize a monologue no longer tan 30 seconds and then say it in front of everyone, with this they’ll practice what they have learned and they’ll gain confidence when performing in front of an audience. Thursday: Theory IV: Theater in Venezuela and its Main Exponents They’ll learn about venezuelan theater, its different acting techniques, its main exponents and its more important plays. Activities VII y VIII: Rehearsal for the Play This day will be used to make the final rehearsals for the play, including timing, scripts, clothing, etc.
Friday: Play and Parents’ Visit They’ll all make a play practicing what they’ve learned this week, their parents will see them and that will improve their confidence even more, plus it’ll show them that they have their parents support. Play Interpreted by Professional Actors We’ll try to bring a theater Company, or professional actors to show the kids a real play, plus the kids will have their feedback on the play.
Week 7: Closure This week will be a closure for the project, in it will have different activities related to the expressions we worked, in this activities can participate artists that supported and helped the project or any other artists that want to participate, and of course the kids. We’ll be doing activities like: • Exhibition of paintings and pictures. • Going to one of Naguanagua’s communities and paint (with the children) murals, floors, make sculptures or anything that we’ll remain in the community. • Theatric Plays. • Book Sale or Trade. • Dance Presentations. • Music Concerts (From Local Orchestras or Bands). • Some kind of Design Market, where we could give a space for different local artists to sell their work (There’ll be a discount for the artists that helped the project somehow) (The artists participating will have to give a % of their profit to the project, and that money will be used to buy gifts for the kids.