Mythical Playground: Brazil Myths & Culture (Grades 1-3)

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

Ipanema Theater Troupe Presents:

Mythical Playground: Brazilian Myths and Culture

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Student Matinee

FRI / FEB 28 10 AM & 12 PM BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

EDUCATION AND OUTREACH STAFF Amy Kirkland, Associate General Manager Carolyn Palmer, Artistic Programming Manager Alisa De Los Santos , Education and Outreach Coordinator Klarissa Leuterio, Education and Outreach Assistant Jackie Rosas, Education and Outreach Assistant CONSULTANTS Danika Burmester, Curriculum Writer Jonathan Ng, Designer

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Education and Outreach at The Broad Stage is supported in part by Austin and Virginia Beutner, Eisner Foundation, Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission, City of Santa Monica and the Santa Monica Arts Commission, Herb Alpert Foundation, John W. Carson Foundation, The Rosalinde and Arthur Gilbert Foundation, The Green Foundation, SMC Associates, Matthewson Charitable Trusts, The Roth Family Foundation, Bank of the West, the Ralph M. Parsons Foundation and the Dwight Stuart Youth Fund.

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EDUCATION & OUTREACH Phone 310.434.3560 education @thebroadstage.com thebroadstage.com/artsed

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

Greetings from The Broad Stage!

We are thrilled to invite Ipanema Theater Troupe back to The Broad Stage for their second season presenting Mythical Playground! This troupe of artists interweaves the mythos of different cultures, music, fantastical costumes, and dance to create stories that teach and delight audiences of all ages.

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This study guide will help prepare your students for their visit to The Broad Stage whether it is their first time attending live theater or will deepen their experience if they are seasoned (at the ripe-old age of seven) theater-goers. We hope that all our performances serve as the starting point for a conversation between peers, provide deeper insights into an art form, and serve as inspiration for a life long love of theatre.

Thank you for sharing this experience with your students and thank you for being part of our learning community at The Broad Stage.

Sincerely, Alisa De Los Santos Education & Outreach Coordinator delossantos_alisa@smc.edu

Klarissa Leuterio Education & Outreach Assistant leuterio_klarissa@smc.edu

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We hope that your students will take this glimpse into another culture as an opportunity to look into their own lives in a new way. We often take for granted the stories we’ve grown up with, the foods we eat, the music we hear on the radio but it is these little details that make up our very, very rich world and the culture that shapes each and every one of us.

CONTENTS

Contents Pre-Show Lesson Lesson 1: Make Your Myth Handout 1: Theater Traditions!

Handout 2: The Brazilian Myth of Curupira Handout 3: My Myth

Pre- or Post-Show Lesson

Post-Show Lesson Lesson 3: The Play’s The Thing Handout 5: The Glossary Worksheet 6: My Review

Appendix Emotion Cards Online Resources Common Core and VAPA Content Standards

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Lesson 2: Everyone’s A Storyteller Handout 4: What We Say and How We Say It

LESSON 1

Make Your Myth (Pre-Show, 35 minutes) Grade Levels 1-3 Materials: Handout 1: Theater Traditions!, Handout 2: The Brazilian Myth of Curupira Handout 3 : My Myth, pencil, crayons.

Description: Students explore the tradition of theater and concept of myth and culture.

Students create a myth built on their own culture.

Goals: 1) Students identify elements of their daily life through the lens of culture and myth.

2) Students learn basic theater etiquette.

PART 1 Engagement: Setting the Stage

Culture: The beliefs, customs, and art of a particular society, group, place or time

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Ask students to sit in a circle. Have students share a favorite thing they do with their families. Do they have any favorite activities or holidays?

Discuss what makes those activities or events special. What do those special events look like: who is present; are there special items present (i.e. a Menorah, a Christmas tree)?

What do the events sound like? Is there music playing, do people talk a lot, or is it quiet?

What does their special place smell like? Are there special foods prepared? If so, what are they and who makes them?

Call out a list of normal things that your students do every day.

Challenge the students to watch and listen so they can share their activity when no one else is speaking. Different students might call out things like, “brush teeth, eat lunch, play video games!�

Introduce the concept of culture and ask students to volunteer one thing that represents their culture. Ask the class to raise their hands if that thing is a part of their culture they share as well.

Raise hands to find out who has visited a movie theater before; an outdoor concert; and finally: a live theatrical production.

Distribute Handout 1: Theater Traditions! and read as a class.

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(10 minutes)

LESSON 1

PART 2 Activity: Make Your Myth (25 minutes) Divide into small groups (or do whole group as a class).

Distribute Handout 2: The Brazilian Myth of Curupira, Handout 3: My Myth Read “The Brazilian Myth of Curupira” and the example on “Make My Myth” Ask students to recount Curupira’s character traits after reading the story. Why do those traits make him an interesting character?

Instruct students to create their own myth on the right side of the worksheet.

Pair students to explain their myth to one another and share their artwork.

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HANDOUT 1

Theater Traditions!

The Broad Stage is a beautiful theater that was inspired by Italian “horseshoe” theaters in Italy. Theater shows, dance, film, operas, musicals, and symphonies are performed here. The Broad Stage has 499 seats and you will be sitting in one of them! The theater is a very special place and, it has some special traditions.

Fun Audience Traditions!

Dress Up! Everyone is welcome at the theater no matter what they are wearing but it can be really fun to “dress” for the theater. It’s a very special place so it’s fun to wear special clothes.

Watch and Listen! Many things are happening on the stage and you want to make sure to catch every moment. Live theater is different than watching a movie. What you see on the stage is the ONE and ONLY time you’ll see that exact performance because theater changes a little bit each time. You can’t rewind and see a part over again.

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Talk After! Talking to your friends is an important part of seeing a show at a theater. There are special times to talk about the show.

Before the performance you can talk about what you’re excited about seeing or what you are wondering about. If there is an intermission (a break between acts) you can talk about what you have seen and what you anticipate is coming next. After the show, is a great time to talk to your friends, teachers, or parents about what you just saw. You can share what you liked or disliked and ask them to share what they thought about the show too!

Fun Theater Traditions!

Break a leg! It is considered bad luck to wish someone “good luck” in a theatre so instead we say “break a leg!” to the actors before they perform.

Keep the ghosts away! One silly tradition is that the theatre should always be closed one night a week to give the ghosts a chance to perform their own plays. This is usually on a Monday night which is nice because it gives everyone a day off after they’ve performed all weekend!

Ghost light! A light is always left on in an empty theater.

People say the theater’s ghosts want to have enough light to see. If you don’t leave one on, they might play tricks on you during your performance. Having a ‘ghost light’ is useful too. It lights the backstage area so nobody gets hurt when they’re hunting for a light switch.

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Tradition: A way of behaving or doing something that has been used by a society or group of people for a long time

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Audience Participation! In the theater, the audience is VERY important. The actors on the stage can see and hear you. In our culture, you can laugh at funny parts and clap at the end of a scene that you really enjoyed. It’s important to find a comfortable seat and sit still so the actors can concentrate on giving you a GREAT performance.

HANDOUT 2

The Brazilian Myth of Curupira The native people of Brazil loved to tell stories of Curupira.

Curupira means “child’s body” in the tupi-guarani language.

This story is very old so there are lots of different tales of Curupira and even different descriptions of what he looks like.

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Curupira is the protector of the forest and uses his cleverness to outwit anyone who would do the forest or animals harm. He does not tolerate hunters, loggers, or villains. He uses his backwards feet to create tracks that will get them lost in the forest or confuse the hunters that try to follow his footprints. He has a talent for making sounds that imitate the human voice or sounds in nature.

Curupira is an important character in Brazilian myth. There was a problem when people took too much from the forest and did not respect the animals and plants that lived there.

Curupira was a story that reminded people that it was important to take care of their environment.

Adapted from: http://www.kurupira.net/kurupiraproject/folklore.php

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Most people agree that Curupira is a boy who has hair the color of flames and feet that are turned backwards! He is very smart, has super speed, can change his shape, and is very strong. He is a good creature who likes to give little gifts and also has fun playing harmless tricks on people.

Even though he can be be tricky he is good hearted and always helps people who are lost or need help.

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Name:

Draw a picture of Curupira and the logger.

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Moral (Lesson of Story) It’s important for people to take care of nature and not take more than they need.

Solution (Resolution) Curupira made himself invisible and played tricks on the logger. The logger got scared and ran away.

Problem (Conflict) The logger wanted to cut down more trees than he needed.

The animals would have no home if he succeeded in chopping down all the trees.

Place (Setting) A beautiful forest.

People (Characters) Curupira. A bad logger.

Example of a Brazilian Myth:

Myths are stories that are passed on from one generation to the next. Some people believe the stories really happened and some people believe that the story is not real but contains an important lesson or explains something that happens in everyday life.

My Myth

WORKSHEET 1

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Moral (Lesson of Story)

Solution (Resolution)

Problem (Conflict)

Place (Setting)

People

Use the example on the back to create your own myth.

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Illustrate your myth.

My Myth

WORKSHEET 1

Name:

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LESSON 2

Everyone’s a Storyteller (Pre- or Post-Show, 35 minutes) Grade Levels 1-3 Materials: Beach ball globe or map of the world; Handout 4: What We Say and How We Say It –OR- cut out Emotion Cards, and a basket/hat.

Description: Students are given background on Brazil and will explore the art of storytelling using their bodies, voices, and imagination.

Goals: 1) Students learn details about the country of Brazil to enhance their appreciation of the performance.

2) Students have an opportunity to be storytellers.

PART 1 Engagement: Create a Circle Create the most perfect circle you can with your students before sitting in the circle. You’ll know the circle is perfect when each student can see the eyes of everyone else in the circle.

Challenge your students to watch and listen silently as they adjust and fix the circle.

Introduce the globe or map of the world. Tell your students they will be seeing a play that is set in the country of Brazil.

Point out Brazil on the map and show them where we are.

We are in California on the continent of North America.

Brazil is on the continent of South America.

Share some fun facts about the country of Brazil.

Fun Facts about Brazil • Brazil is the largest country in South America.

• Brazil’s culture has native, European, and African influences.

• The unique influences of different cultures merging together created beautiful music that originated in Brazil: samba, bossa nova, pagode, tropicalia, choro, maractu, frevo, forró, axé, brega…to name a few!

• The name Brazil comes from a tree named brazilwood.

• It is called Brasil in Portuguese, the official language spoken in Brazil.

• Brazil is the only country in South America that speaks Portuguese; it is the country’s official language.

• Brazil is the 5th largest country in the world by both land area and population.

• Brazil shares a border with all South American countries except for Chile and Ecuador.

• The Amazon River flows through Brazil, it is the 2nd longest river in the world (after the Nile).

• Brazil is home to a wide range of animals, including armadillo, tapirs, jaguars, and pumas.

• Futebol (soccer) is the most popular sport in Brazil with the national team consistently among the best in the world, winning the World Cup a record 5 times.

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(10 minutes)

LESSON 2

PART 2 Engagement: Create a Circle (10 minutes) Ask students to share their favorite stories. This could be a book they read at school, a tale they were told at home, a myth they know, or a movie they really like.

Discuss the elements of a story. Using the stories the children have shared, identify the people, places, and problems in the stories.

Invite students to become storytellers with you today. Storytellers use their bodies, voices, and imagination to tell stories. The actors they see at The Broad Stage will be storytellers who are using those same tools. They practice using those tools so they become stronger, just like a musician might practice their instrument to play more beautifully or an athlete might practice their sport with their team.

Remind students that this is a great time to practice their audience skills. Practice showing quiet, respectful attention when someone is speaking or trying something new. Sit still when you are watching. Laugh or clap to show appreciation.

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Encourage students to try the exercises. Explain that we are creating a safe circle; where trying new things is important and looking silly is okay. Nothing in the circle has to be “right” or “perfect;” trying everything is the best way to participate.

LESSON 2

PART 3 Activity: Warming Up!

Warming up the body is important to avoiding injury.

If the exercises below aren’t a good fit for your class or are confusing, do your own favorite warm-up exercises instead to keep your students safe.

(5 minutes) Stretch each arm up to grab an imaginary apple. Put the apple in the basket on the opposite side of your body on the ground. Do this 3x on each side. Wiggle your right leg in the circle. Wiggle the toes by themselves. Wiggle the ankle by itself. Wiggle at the knee.

Wiggle the whole leg. Repeat on the other side.

Roll down the spine one vertebrae at a time. When hanging down at the hip, rest for a moment then roll up the spine one vertebrae at a time.

Shake out your whole body.

Squish your face together as tiny as you can make it (using your face muscles, not your hands). Now open your eyes and mouth as wide as they can go. Go back and forth a few times.

Say the vowel sounds out loud as a group. A-E-I-O-U. Say the vowels normally then elongate each one and have the students follow.

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Sit back down in the circle.

Lead your students in one (or two) of the following warm up games, depending on the goals you would like to accomplish.

WHOOSH, BANG, POW Goal: passing energy with focus and commitment The Basics: • Form a circle with the whole group

• Introduce “whoosh” (see video for gesture), which passes energy from one person to the next in one direction around the circle. Play with that until the students are comfortable.

• Add “bang” (see video for gesture), which reverses the direction of the energy around the circle. Play with that until the students are comfortable.

• Add “pow” (see video for gesture), which sends the energy diagonally across the circle.

For complete directions and an example, visit: https://www.youtube.com/watch?v=ZxwXhjg4D_U SOUND BALL Goal: focus, improvisation and listening/communication The Basics:

• Form a circle with the whole group • Introduce the “sound ball” – an imaginary ball that makes a sound when it is thrown and the same sound when it is caught.

• Throw the “sound ball” around the room, making sure that students are assigning a new sound each time they throw the ball and receiving the ball with the same sound as the previous student assigned.

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Flutter your lips by blowing air through them. Instruct students to notice where their face is vibrating when they do this. Then add sound. Blow air through your lips and add your voice. Experiment with making your voice low and high, sliding up and down your register while blowing air through your fluttering lips.

LESSON 2

PART 4 Activity: Putting It All Together (20 minutes) Option 1: For Older Students Distribute Handout 4: What We Say and How We Say It Choose two volunteers to read Actor A and Actor B and assign each student their character.

Remind the students that they can create different characters and stories using only their bodies, voices, and imaginations.

Give students the following prompts. Feel free to give the same pair of students more than one prompt to see how their reading changes depending on their relationship and situation. Allow other students to try the exercise too and feel free to take suggestions from your students on different relationships and situations to try.

• You are best friends. You just found out from your teacher that the cafeteria is serving brain and brussel sprout stew for lunch every day and you are really unhappy about it.

• You are a brother and sister. Your mom just won the lottery and you are super happy

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• You are strangers. There was just a really scary earthquake and you find that you’re trapped in a room together.

Option 2: For Younger Students Invite a volunteer to choose an Emotion Card from a hat/basket.

Ask the volunteer to try and show the class their emotion using only their face and body— no words or sounds!

Suggest ways to make the emotion easier to recognize; suggest both facial expressions and gestures to direct the student who is in front of the class. (Ex: “Try sticking out your lower lip and hunching your shoulders).

Encourage the students watching to guess what emotion the student is presenting.

Remind your students to use constructive criticism.

Praise all your students, whether they are demonstrating or observing, for being brave and kind while they participate.

Take It Further! Divide your students into groups and have them improvise a story from another subject you are currently studying. Have them decide who will play each character and create a pose that represents that character.

Invite each group to create a tableau that represents their story. Students can go beyond Language Arts. For example, students could tableau the life cycle of a frog.

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you’re going to be millionaires!

HANDOUT 4

What We Say and How We Say It Actor 1

Happy

Hi.

Actor 2 Hello.

Excited

Actor 1 How are you?

Actor 2 Fine.

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Scared

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Actor 1 I can’t believe it.

Actor 2 Yeah, me neither.

Actor 1 What should we do?

Actor 2 I don’t know.

Sad

Worried

Angry

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LESSON 3

The Play’s The Thing (Post-Show, 30 minutes) Grade Levels 1-3 Materials: Handout 6: My Review, pencil, crayons, and Handout 5: The Glossary.

Description: Students share their experience of seeing Mythical Playground: Brazilian Myths and Culture using the vocabulary of theatre.

Goal: 1) Students describe their personal experience visiting The Broad Stage and demonstrate a working knowledge of the vocabulary of theatre.

PART 1 Engagement: Sharing Together (10 minutes)

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Discuss your shared experience at The Broad Stage. What did you like? What was the best part of the play?

Encourage students to remember the important parts of the plot. Who were the characters in the story? Where were they? Did they have a problem to solve? What was the beginning, middle and end of the story?

Choose one of the characters from Mythical Playground: Brazilian Myths and Culture.

Discuss how that actor used their voice, body, gestures, and facial expressions to create their character.

PART 2 Reflection (20 minutes) Distribute Handout 6: My Review.

Remind students that their opinion is just as important as anyone else’s. One of the best parts of seeing a piece of theater is that each individual has their own special experience.

Complete Handout 6 individually or whole group.

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Distribute Handout 5: The Glossary and identify key terms as students recount their experiences.

HANDOUT 5

Glossary From the Visual and Performing Arts: Theatre Content Standards acting areas. See center stage, downstage, stage left, stage right, and upstage. actor. A person, male or female, who performs a role in a play or an entertainment. blocking. The planning and working out of the movements of actors on stage. center stage. The center of the acting area. character. The personality or part an actor recreates. conflict. The opposition of persons or forces giving rise to dramatic action in a play. costume. Any clothing worn by an actor on stage during a performance. crisis. A decisive point in the plot of a play on which the outcome of the remaining actions depends.

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dialogue. The conversation between actors on stage. downstage. The stage area toward the audience. ensemble. A group of theatrical artists working together to create a theatrical production. gesture. An expressive movement of the body or limbs. motivation. A character’s reason for doing or saying things in a play. objective. A character’s goal or intention. pantomime. Acting without words through facial expression, gesture, and movement. play. The stage representation of an action or a story; a dramatic composition. plot. The main events of a play; including a beginning, middle, and end. props (properties). Items carried on stage by an actor; small items on the set used by the actors. stage. The area where actors perform. stage left. The left side of the stage from the perspective of an actor facing the audience. stage right. The right side of the stage from the perspective of an actor facing the audience. upstage. Used as a noun, the stage area away from the audience; used as a verb, to steal the focus of a scene.

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critique. Opinions and comments based on predetermined criteria that may be used for self-evaluation or the evaluation of the actors or the production itself.

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The moral of the story was

It made me feel

My favorite part was

At the end,

In the middle,

In the beginning,

The main characters in Mythical Playground Brazil were:

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My Review

HANDOUT 6

Name:

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Illustration of my favorite part.

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My Review

HANDOUT 6

Name:

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APPENDIX

Emotion Cards

Sad

Excited

Angry

Nervous

Scared

Worried

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Disappointed

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Happy

ONLINE RESOURCES

Online Resources Guide to Brazil for Kids http://sistemas.mre.gov.br/kitweb/datafiles/LosAngeles/en-us/file/brazilforkids.pdf Map of Brazil for Kids http://sistemas.mre.gov.br/kitweb/datafiles/LosAngeles/en-us/file/brazilmap.pdf Brazil Facts and Photos from National Geographic http://kids.nationalgeographic.com/kids/places/find/brazil/ A Virtual Tour of Brazil http://www.kidscornerbrazil.org More About Brazil from Time for Kids http://www.timeforkids.com/destination/brazil

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Brazilian Choro Music http://www.youtube.com/watch?v=ksoTIbG48o8 Brazilian Samba Dancing http://www.youtube.com/watch?v=0LRZn5bNcUA Brazilian Bossa Nova Music http://www.youtube.com/watch?v=g6w3a2v_50U

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Video of the Brazilian Martial Art: Capoeira http://www.youtube.com/watch?v=6H0D8VaIli0

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

Core Content and VAPA Standards LESSON 1: GRADE 1 VAPA STANDARDS: THEATER

4.0 AESTHETIC VALUING 4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.

1.0 ARTISTIC PERCEPTION 1.1 Use the vocabulary of the theatre, such as play, plot (beginning, middle, and end), improvisation, pantomime, stage, character, and audience, to describe theatrical experiences.

1.2 Observe and describe the traits of a character.

3.0 HISTORICAL AND CULTURAL CONXEXT

READING STANDARDS FOR LITERATURE: GRADE 2 KEY IDEAS AND DETAILS 1. 2.

CRAFT AND STRUCTURE 6.

3.1 Identify the cultural and geographic origins of stories.

WRITING STANDARDS: GRADE 2

3.3 Describe the roles and responsibilities of audience and actor.

PRODUCTION AND DISTRIBUTION OF WRITING 4.

READING STANDARDS FOR LITERATURE: GRADE 1 INTEGRATION OF KNOWLEDGE AND IDEAS: 7.

WRITING STANDARDS: GRADE 1 TEXT TYPES AND PURPOSES 2. 3.

SPEAKING AND LISTENING STANDARDS: GRADE 1 COMPREHENSION AND COLLABORATION 1. 2.

PRESENTATION ON KNOWLEDGE AND IDEAS 4.5.6.

TEXT TYPES AND PURPOSES 3.

SPEAKING AND LISTENING STANDARDS: GRADE 2 COMPREHENSION AND COLLABORATION 1.2.

PRESENTATION OF KNOWLEDGE AND IDEAS 4.5.6.

LESSON 1: GRADE 3 1.0 CREATIVE EXPRESSION 1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences.

1.2 Identify who, what, where, when, and why (the five Ws) in a theatrical experience.

LESSON 1: GRADE 2 VAPA STANDARDS: THEATER 1.0 ARTISTIC PERCEPTION

READING STANDARDS FOR LITERATURE: GRADE 3

1.1 Use the vocabulary of the theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences.

2.0 CREATIVE EXPRESSION 2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

VAPA STANDARDS: VISUAL ARTS 1.0 ARTISTIC PERCEPTION 1.2 Perceive and discuss differences in mood created by warm and cool colors.

2.0 CREATIVE EXPRESSION 2.4 Create a painting or drawing, using warm or cool colors expressively.

3.0 HISTORICAL AND CULTURAL CONTEXTS 3.3 Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.

KEY IDEAS AND DETAILS 1.2.

WRITING STANDARDS: GRADE 3 TEXT TYPES AND PURPOSES 3.

PRODUCTION AND DISTRIBUTION OF WRITING 4.

SPEAKING AND LISTENING: GRADE 3 COMPREHENSION AND COLLABORATION 1.

PRESENTATION OF KNOWLEDGE AND IDEAS 4.

LESSON 2: GRADE 1 VAPA STANDARDS: THEATER 2.0 CREATIVE EXPRESSION 2.1 Demonstrate skills in pantomime, tableau, and improvisation.

2.2 Dramatize or improvise familiar simple stories from classroom literature or life experi¬ences, incorporating plot (beginning, middle, and end) and using a tableau or a pantomime.

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KEY IDEAS AND DETAILS: 1. 3.

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4.2 Compare different responses to the same work of art.

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

Core Content and VAPA Standards 3.0 HISTORICAL AND CULTURAL CONTEXT 3.1 Identify the cultural and geographic origins of stories.

4.0 AESTHETIC VALUING 4.1 Describe what was liked about a theatrical work or a story.

4.2 Identify and discuss emotional reactions to a theatrical experience.

2.0 CREATIVE EXPRESSION 2.1 Participate in cooperative scriptwriting or improvisations that incorporate the five Ws. 4.0 AESTHETIC VALUING 4.1 Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

5.1 Apply the theatrical concept of beginning, middle, and end to other content areas. For example, act out the life cycle of a butterfly.

5.1 Use problem-solving and cooperative skills to dramatize a story or a current event from another content area, with emphasis on the five Ws.

5.2 Demonstrate the ability to work cooperatively in presenting a tableau, an improvisation, or a pantomime.

5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.

SPEAKING AND LISTENING STANDARDS: GRADE 1

SPEAKING AND LISTENING STANDARDS: GRADE 3

COMPREHENSION AND COLLABORATION 1.

COMPREHENSION AND COLLABORATION 1.

LESSON 2: GRADE 2 2.0 CREATIVE EXPRESSION

LESSON 3: GRADE 1 1.0 ARTISTIC PERCEPTION

2.1 Perform in group improvisational theatrical games that develop cooperative skills and concentration.

2.3 Use improvisation to portray such concepts as friendship, hunger, or seasons.

3.0 HISTORICAL AND CULTURAL CONTEXT 3.1 Identify theatre and storytelling forms from different cultures.

4.0 AESTHETIC VALUING 4.1 Critique an actor’s performance as to the use of voice, gesture, facial expression, and movement to create character.

4.2 Respond to a live performance with appropriate audience behavior.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS 5.1 Use problem-solving and cooperative skills in dramatizing a story, a current event, or a concept from another subject area.

1.1 Use the vocabulary of the theatre, such as play, plot (beginning, middle, and end), improvisation, pantomime, stage, character, and audience, to describe theatrical experiences.

1.2 Observe and describe the traits of a character.

3.0 HISTORICAL AND CULTURAL CONTEXT 3.1 Identify the cultural and geographic origins of stories.

3.2 Identify theatrical conventions, such as props, costumes, masks, and sets.

4.0 AESTHETIC VALUING 4.1 Describe what was liked about a theatrical work or a story.

4.2 Identify and discuss emotional reactions to a theatrical experience.

WRITING STANDARDS: GRADE 1 TEXT TYPES AND PURPOSES 1. 3.

SPEAKING AND LISTENING STANDARDS: GRADE 2

RESEARCH TO BUILD AND PRESENT KNOWLEDGE 8.

COMPREHENSION AND COLLABORATION 1.

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13 / 14 SEASON

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

LESSON 2: GRADE 3 1.0 ARTISTIC PERCEPTION

MYTHICAL PLAYGROUND: BRAZILIAN MYTHS AND CULTURES STUDY GUIDE

Core Content and VAPA Standards LESSON 3: GRADE 2 1.0 ARTISTIC PERCEPTION

LESSON 3: GRADE 3 1.0 ARTISTIC PERCEPTION

1.1 Use the vocabulary of theatre, such as plot (beginning, middle, and end), scene, sets, conflict, script, and audience, to describe theatrical experiences.

2.0 CREATIVE EXPRESSION 2.2 Retell familiar stories, sequencing story points and identifying character, setting, and conflict.

3.0 HISTORICAL AND CULTURAL CONTEXT 3.1 Identify theatre and storytelling forms from different cultures.

1.2 Identify who, what, where, when, and why (the five Ws) in a theatrical experience.

3.0 HISTORICAL AND CULTURAL CONTEXT 3.2 Identify universal themes in stories and plays from different periods and places.

4.0 AESTHETIC VALUING

4.0 AESTHETIC VALUING

4.1 Develop and apply appropriate criteria or rubrics for evaluating a theatrical experience.

4.2 Respond to a live performance with appropriate audience behavior.

WRITING STANDARDS: GRADE 3

4.3 Identify the message or moral of a work of theatre.

PRODUCTION AND DISTRIBUTION OF WRITING 4.

TEXT TYPES AND PURPOSES 1.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE 8.

WRITING STANDARDS: GRADE 1 TEXT TYPES AND PURPOSES 1. 3.

PRODUCTION AND DISTRIBUTION OF WRITING 4.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE 8.

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4.1 Critique an actor’s performance as to the use of voice, gesture, facial expression, and movement to create character.

13 / 14 SEASON

1.1 Use the vocabulary of theatre, such as character, setting, conflict, audience, motivation, props, stage areas, and blocking, to describe theatrical experiences.