CARNIVAL OF THE ANIMALS STUDY GUIDE
The Broad Stage presents
Carnival of the Animals
15/16 SEASON
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CARNIVAL OF THE ANIMALS STUDY GUIDE
Greetings from The Broad Stage! Hello Teachers and Educators, It is my pleasure to share the power of dance with you and your students. As the school year quickly comes to an end, I hope this curriculum becomes a tool to have fun and dig deep into the history of the circus, music and dance. Most importantly, I developed this guide to give both you, the educator and students a way to discover and interpret the world around them.
In response to the performance, we ask that you take a few minutes to look through this study guide. It contains teaching resources for you to use in your classroom and each lesson is based on Common Core and VAPA State Standards. Our hope is to support your efforts not only in exploring concepts fro this particular program, but in integrating the arts into other aspects of your students’ day to day learning process. We are honored to have you and your students as a part of our Broad Stage family. We admire your hard work every day and are so fortunate to be working with such a talented and engaged group of educators! Thank you for taking this journey with us and for your continued dedication to your students’ academic and artistic development. Sincerely, Natalie Marrero Dance Teaching Artist Curriculum Writer
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The Carnival of Animals presented by Circa comes way of Australia and toured in France, Chile, Australia and Colombia before making its way to the Broad Stage. This work brings classical music, animals and a modern twist on the circus!
CARNIVAL OF THE ANIMALS STUDY GUIDE
Contents Lessons Lesson 1 - Circus Music & Dance! Lesson 2 - Introduction to Circus & Movement Exploration Lesson 3 - We are the Circus
Appendix
Standards Addressed
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Lesson 4 - Performing Our Circus
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 1
Circus Music and Dance!
Lesson at a Glance Objectives: Discuss the music of Carnival of the Animals. Explore the relationship between music and dance and how it relates to Carnival of the Animals performed by Circa. Goals: Students will become familiar with the Carnival of the Animals music and learn to listen for and identify elements in music. Materials: Radio, internet connection and speakers Time: 60 minutes
. Part 1: Discussion and Listening (30 minutes)
- A classical music piece composed by the French Romantic composer Camille Saint – Saëns in 1886.
- The piece has 14 movements, or sections, each representing a different type of animal.
- The instrumentation and musical devises in each evoke images of the animals through playful and
comedic use of the instruments in the orchestra.
- The composition is about 25 minutes long.
- He began to compose Carnival of the Animals just for fun with his students in mind, but did
not complete the composition until 20 years later while on vacation in Austria. - He considered the composition frivolous and would only allow it be performed in private and published after his death in 1921. - It has since become one of his best known works.
Share some information about Camille Saint – Saëns.
- Born in Paris in 1835.
- Considered a child prodigy on the piano on par with Mozart.
- Began studying at The Paris Conservatory at age 13.
- Began his professional career as an organist.
- Taught at École de Musique Classique et Religieuse in Paris.
- Enjoyed success as a composer of classical orchestral music and operas.
- Loved to travel all over the world.
- Died in Algeria in 1921.
For more information on Saint – Saëns, visit http://www.allmusic.com/artist/camille-saint-sa%C3%ABns-mn0000688311/biography
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Introduce Carnival of the Animals to students.
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 1, cont. Circus Music and Dance!
I.
Introduction and Royal March of the Lion [0:00]
II.
Hens and Roosters [1:58]
III.
Wild Asses - quick animals [2:42]
IV.
Tortoises [3:22]
V.
The Elephant [5:24]
VI.
Kangaroos [6:55]
VII.
Aquarium [7:51]
VIII.
Characters with Long Ears [9:58]
IX.
The Cuckoo in the Depths of the Woods [10:35]
X.
Aviary [12:40]
XI.
Pianists [13:52]
XII.
Fossils [15:15]
XIII.
The Swan [16:41]
XIV.
Finale [19:40]
Instruct students to listen for the sounds and movements of the animals in each part. Discuss how the music represents each animal after each movement of the piece. Ask students to demonstrate the movement or sounds of each animal they heard in the music using their bodies and voices.
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Listen to each movement at https://www.youtube.com/watch?v=5LOFhsksAYw
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 1, cont. Circus Music and Dance!
Part 2: Warm-Up and Exploration (10-15 Minutes) While warming up, the students will review the bones in the skeletal system. Warm-ups are meant to be quick activities that isolate specific areas of the body to loosen joints while increasing the heart rate. Play music of your choice in the softly in the background. Ask students if they know the names of the bones in their body. Start naming bones, beginning from head to toe.
a. Head - Cranium
b. Shoulder - Scapula
c. Wrist - Carpals
d. Fingers - Phalanges
e. Ribcage - Ribs
f. Hips - Pelvic Bone
g. Spine - Vertebrae
h. Ankle - Tarsals
i. Toes - Metatarsals/Phalanges
Ask students to stand with their feet separated, hip-length apart. Proceed in the following order:
A. Head - Cranium
i. Move head from shoulder to shoulder, touching each shoulder to your ear. Repeat eight times.
ii. Move head up and down as if you were looking up to the celing and down to the floor.
Repeat eight times.
iii. Circle head in each direction. Repeat four times.
B. Shoulder - Scapula
i. Bring your shoulders to your ears and them drop your shoulders. Repeat eight times.
ii. Roll shoulders while counting to 8 aloud. Repeat 4 times, then 2 more times.
C. Wrist - Carpals
i. Put arms straight out and roll wrist towards the center of the body. Repeat four times.
ii. Keep arms out straight and move wrists in the opposite direction.
D. Fingers - Phalanges
i. Keep arms our straight and wiggle fingers. Repeat four times.
E. Ribcage - Ribs
i. Keep arms straight out and move the ribcage from right to left. Repeat eight times.
ii. Put arms on the hips and move the ribcage front and back. Repeat eight times.
iii. Now make a square with the ribcage by moving front, left, back, right. Repeat by
alternating direction four times.
iv. Move on to connecting the four connections in a fluid circle repeat 4 times in each direction.
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Have students repeat bone names aloud and point to the bones in their own bodies.
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 1, cont. Circus Music and Dance!
F. Hips - Pelvic Bone
i. Keep hands on hips and move hips right to left. Repeat eight times.
ii. Move hips front to back. Repeat eight times.
iii. Make a square with the hips by moving front, left, back, right. Repeat by alternating direction four times.
G. Ankle - Tarsals
i. Shake left foot and right foot. Repeat, alternating between each side four times.
H. Toes - Metatarsals/Phalanges
i. March in place, counting to 10.
ii. Run in Place, counting to 10.
iii. Jumping Jacks, in place, counting to 10.
I. Spine
i. Reach up to the sky, then fold body downwards slowly over a count of 8. Next, slowly roll up,
stacking the vertebrae of the spine over 8 more counts. The head should be the last part to
come up. Repeat 4 times.
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iv. Move on to connecting the four connections in a fluid circle and repeat 4 times in each direction.
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 1, cont.
Pre-Show Lesson Two: Circus Music and Dance! Activity 1: Understanding Rhythm Define rhythm
1. Ask students to run in place for 5 seconds and find their pulse in their wrist or neck. Tell students that
their pulse is a rhythm.
2. Count aloud with students 1-2-3-4 and move on each beat.
3. Count aloud with students, and do one slow movement over count 1 and 2, and two quick movements
for 3 and 4, creating a rhythmic pattern of movement.
4. Break into four groups. Number each group 1-4. Each group will dance for four counts in order (16 counts
total). Instruct students to perform the pattern they just learned when it is their turn to dance.
5. Count 1-2-3-4, and repeat 4 times. Have each group dance for 4 counts, in the order of their group
numbers. Repeat all 16 counts 6 times.
6. Discuss the ways in which the class created a rhythmic pattern.
Activity 2: Animals of the Circus & Movement
1. Remind students of circus animals and the animals in the Carnival of the Animals music.
2. Have students share sounds and movements associated with each animal. For example, a lion might
make a low roar, while an elephant might make a high trumpet sound.
3. Instruct students to make the specific sound and movement for each animal when you say the name of
each animal.
4. Create a pattern of animals and repeat the set four times. This will create a song and dance of circus
animals. Challenge the students by mixing the order of the animals you call out.
Cool Down (3-5 Minutes) Ask students to walk around, focusing on breathing in and out.
1. Count down from 10 and ask students to find a place in the classroom with enough space that they will
not touch other classmates.
2. Ask students to roll down their spin, as in the warm-up, making sure to breathe throughout.
I. Reach up to the sky, then fold the body downwards over a count of 8. Slowly roll up, stacking the
vertebrae of the spine over 8 more counts. The head should be the last part to come up. Repeat 4
times.
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Rhythm: a pattern of regular movment or sound that repeats itself.
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 2
Introduction to the Circus & Movement Exploration
Lesson at a Glance Objectives: Students will learn basic movement techniques and the history of circus. Students will express themselves through movement and become performers in a circus. Students will gain a better understanding of how to connect with their peers using storytelling and imagination, a core component of dance. Goals: Students will understand the history of the circus, the performers and animals involved in the production and begin movement explorations. Students will feel more confident while gaining new artistic and cultural history. Materials: CD Player/Radio for music, whiteboard or chalkboard, and a clear space.
Define circus Circus (noun): 1. Circus, means 'circle' in Latin. 2. a traveling company of acrobats, trained animals, and clowns that gives performances, typically in a large tent, in a series of different places. 3. The concept of a circus as a group of traveling performances dates back to the early 18th Century. What is the circus? Historical Context: Modern circus was developed in England by Philip Astley. He enjoyed training horses and opened a riding center where he held small performances. Philip performed in a circular arena, which was the origin of the circus ring. Philip Astley opened the first mdoern circus, the Amphitheatre Anglois, in 1782. In the early 19th Century, the circus came to America by "circus entrepreneur" J. Purdy Brown with Hachaliah Bailey, who at the time purchased an exotic African Elephant. In 1880, Bailey collaborated with Phineas Taylor Barnum to create the Barnum and Bailey Circus. After Bailey's death in 1902 the Ringling Brothers acquired Barnum and Bailey to create the Ringling Bros & Barnum and Bailey Circus combining multiple types of experiences creating the circus act we know and love today. Since then, the circus has emerged all over the world. Ask students:
- What type of performers are there in a circus?
Acrobats, rope-dancers, jugglers, clowns and equestrians (horse performers)
- What type of animals are there in the circus? How do they move? What size are they?
What sounds do they make?
Horses, elephants, zebras, lions, tigers, bears, parrots, monkeys, and seals. For your reference: find further historical information and photos at this link:
http://www.circopedia.org/Category:Photo_Archive
Ask each student to share one adjective that describes a circus performer. THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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Time: 40 minutes Part 1: Discussion (20 Minutes)
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 2, cont.
Introduction to the Circus & Movement Exploration Part 2: Elements of Dance Exploration (15 Minutes) Ask students to walk through the space. Have students explore the space by saying, prompting them to make small pathways towards themselves, or larger pathways throughout the space. As students move, use the words below to explore various methods of movement. Space 1. Space: self space (small movements) or general space (interacting with others or moving
throughout a large portion of spae.)
2. Size: big, small, far-reaching, near, close to the body.
3. Level: high or low
4. Direction foward, backwards, right, left, up, and down.
5. Pathways: curved, straight, zigzag.
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Time
1. Speed: fast, slow
2. Rhythm: pulse, pattern, breath
Force
1. Energy: sharp (sudden), smooth (sustained)
2. Weight: strong, light
3. Flow: free, bound
Shapes with the Body
1. curved, straight
2. angular, twisted
Isolating Body Parts
1. Head - Cranium
2. Shoulder - Scapul
3. Wrist - Carpals
4. Fingers - Phalanges
5. Ribcage - Ribs
6. Hips - Pelvic Bone
7. Spine - Vertebrae
8. Ankle - Tarsals
9. Toes - Metatarsals/Phalanges
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CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 2, cont.
Introduction to the Circus & Movement Exploration Relationships with the Body Ask students to guess the difference between locomotor and nonlocomotor movements. Remind students that locomotive movements are traveling steps through space and nonlocomotor movements are movements that are performed in place. Explore locomotor vs. non-locomotor movement by trying out the suggestions below.
1. Examples of non-locomotor movements: bend, twist, stretch, dwing, push, pull, fall, melt, turn, spin
dodge, kick, poke, lift, carve, curl, lunch, slash, dab, punch, flick, press, shake, rise, sink, wiggle.
2. Examples of locomotor movements: walk, run, jump, skip, leap, hop, gallop, slide, crawl, slither.
What other examples can you invent?
How does the difference between locomotor and non-locomotor movement affect the parts of the body
used while moving?
Free Dance (3-5 Minutes) Each student will have 3-5 minutes to develop improvised movements based on the adjective they used at the beginning of the class to describe a circus performer or animal in Carnival of the Animals. Instruct students to think about how their adjective translates to:
- parts of the body
- space, time, force, and shape
- locomotor vs. non-locomotor movement
Cool Down (3-5 Minutes) Ask students to walk around, focusing on breathing in and out.
1. Count down from 10 and ask students to find a place in the classroom with enough space that they will
not touch other classmates.
2. Ask students to roll down their spin, as in the warm-up, making sure to breathe throughout.
I. Reach up to the sky, then fold the body downwards over a count of 8. Slowly roll up, stacking the
vertebrae of the spine over 8 more counts. The head should be the last part to come up. Repeat 4
times.
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Ask your students:
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 3
Post-Show Lesson: We Are The Circus
Lesson at a Glance Objectives: Reflect on the performance of Carnival of the Animals performed by Circa. create a story that incorporates students as characters in a circus. Goals: Students will create and perform their own movement sequence based on the Circa performance and other characters in a circus. Materials: Music, paper & pencil for writing. Time: 50 minutes
. Part 1: Discussion 1. Ask students about the performance.
a. Was there a story?
b. What were the performers wearing? How did they move?
c. Describe the stage. What type of props did they have and how did they use them? What did the
lighting look like?
d. How did the music affect the way that the performers moved?
e. What did you enjoy? What was your favorite part? What would you change if you
could?
2. Instruct the students to write two descriptive sentences about the performance.
3. Ask students to share their sentences.
4. Discuss Circa and the type of dance they perform.
- Circa is an Australian-based company that has been touring their work in 34 countries.
- Circa performs a type of dance called Acro Dance.
- Acro Dance is a combination of acrobatics and dance movements. The dance
movements originate from classical dance such as jazz and ballet. - Acro Dance was performed in vaudeville in the 1900s, but did not emerge as popular mainstream dance style until the 1990's.
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CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 3, cont. We Are The Circus
Part 2: Movement Activities (20 minutes) Warm-Up
Same Warm-up in Lesson One-- feel free to adapt and adjust as needed for time and space.
Name Game Ask students to go around one by one in a circle and introduce themselves as a performer or animal in the circus, and make a movement while they introduce themselves.
example: "Hi, I am Natalie the Juggler" (movement: miming the motion of juggling.)
Ask the circle of students to repeat the name and movement of each person. example: "Hi Natalie!" (movement: miming the motion of juggling.)
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Once each person has introduced his or herself, complete each student's name and movement once more from memory. Mirror Activity Pair each student and assign each student A and B. Ask student A to improvise for 30 seconds, with student B mirroring student A's movements. Have students A and B switch roles and continue for another 30 seconds. Have all student As change partners, and re-start mirroring activity. Repeat until each student has worked with 3 different partners. Encourage them to explore different elements of dance each time they change partners (space, force, shape, or time.)
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Lesson 3, cont. We Are The Circus
Sculpting Character Game Students will use different elements of dance to sculpt each other into characters or animals seen in the performance. Remind students that it is very important to respect each others' bodies and lightly touch the areas of the body that they would like their partner to move (Example: a tap on the shoulder tells your partner that they should move their shoulder) Keep students in their final pairs from the Mirror Acitvity so that there is a student A and student B in each pair. Ask them to introduce themselves to their partners as their characters again. Have each student perform a movement for their specific character, and their partner will mirror the movement. Students will take turns performing their characters for 30 seconds each.
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that was called out. The students have 30 seconds to sculpt. Once sculpting is finished, student B must use their sculpted position as a starting point for movemet depicting the animal assigned. Ask students to switch roles, and repeat the activity until each student has gone 4 times. Cool Down (3-5 Minutes) Ask students to walk around, focusing on breathing in and out.
1. Count down from 10 and ask students to find a place in the classroom with enough space that they will
not touch other classmates.
2. Ask students to roll down their spin, as in the warm-up, making sure to breathe throughout.
I. Reach up to the sky, then fold the body downwards over a count of 8. Slowly roll up, stacking the
vertebrae of the spine over 8 more counts. The head should be the last part to come up. Repeat 4
times.
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Call out an animal from Carnival of the Animals. Have student A "sculpt" student B into a pose depicting the animal
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 4
Performing Our Circus
Lesson at a Glance Objectives: Students will write their own scene of a circus act and collaborate with a team of students to create a circus performance by combining their writing and movement. Goals: Students will build an entire circus performance. Materials: Radio and music, paper and pencil for writing. Time: 40 minutes Part 1: Discussion (15 minutes) Define choreography Choreography: a sequence of dance movements, usually arranged for a performance.
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acting, song, poetry, or even silence. Define Scene Scene: a continuous sequence of actions or events, usually in a movie, story, book, or play. Ask students to create a scene of a circus story no longer than 3 sentences. Separate students into small groups. In groups, ask students to
a. Read their sentences to each other.
b. Combine their stories by deciding on an order for the stories.
c. Practice reading their combined circus story.
Ask each group to read their combined story aloud to the class. Part 2: Movement Warm-Up Same Warm-up in Lesson One-- feel free to adapt and adjust as needed for time and space. Ask students to create their own phrase of movement that reflects their circus scene. Ask each group to share their stories and movement phrases with the rest of the class. When each group finishes their performance, ask the audience to share what they liked about the performances. THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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Discuss choreography and the idea of creating pieces of movement. Discuss how dance can augment music,
CARNIVAL OF THE ANIMALS STUDY GUIDE
Lesson 4, cont. Performing Our Circus
Cool Down (3-5 Minutes) Ask students to walk around, focusing on breathing in and out.
1. Count down from 10 and ask students to find a place in the classroom with enough space that they will
not touch other classmates.
2. Ask students to roll down their spin, as in the warm-up, making sure to breathe throughout.
I. Reach up to the sky, then fold the body downwards over a count of 8. Slowly roll up, stacking the
vertebrae of the spine over 8 more counts. The head should be the last part to come up. Repeat 4
times.
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VAPA: MUSIC.4.1.0 Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music. VAPA: MUSIC 4.3.0. Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. VAPA: MUSIC 4.5.1. Identify and interpret expressive characteristics in works of art and music. VAPA: MUSIC 4.5.2. Integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-organized presentation or performance. Grade 4 CCSS: ELA-LITERACY.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. VAPA: DANCE 4.2.1. Create, develop, and memorize set movement patterns and sequences. VAPA: DANCE 4.5.0. Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance. VAPA: DANCE 4.5.1. Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 4.5.2. Describe how dancing develops strength, flexibility, and endurance in accordance with physical education standards. VAPA: DANCE 4.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: DANCE 4.5.4. Analyze the choreographic process and its relation to the writing process (e.g., brain-storming, exploring and developing ideas, putting ideas into a form, sequencing). Grade 5 CCSS: ELA-LITERACY.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. VAPA: MUSIC 5.5.1. Explain the role of music in community events.
Grade 3 CCSS: ELA-LITERACY.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. VAPA: DANCE.3.1.0. Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Dance Students perceive and respond, using the elements of dance. They demonstrate movement skills, process sensory information, and describe movement, using the vocabulary of dance. VAPA: DANCE.3.1.1. Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide). VAPA: DANCE.3.1.2. Demonstrate the ability to start, change, and stop movement. VAPA: DANCE.3.1.3. Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver). VAPA: DANCE 3.2.4. Create a wide variety of shapes and movements, using different levels in space. VAPA: DANCE 3.2.8. Create, memorize, and perform original movement sequences with a partner or a small group. VAPA: DANCE 3.5.0. Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers Students apply what they learn in dance to learning across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to dance VAPA: DANCE 3.5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 3.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: MUSIC.3.1.5. Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music. VAPA: MUSIC.3.3.1 Identify the uses of specific music in daily or special events. VAPA: MUSIC.3.5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture). VAPA: MUSIC.3.5.2 Identify and discuss who composes and performs music.
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Lesson 1
Standards Addressed
CARNIVAL OF THE ANIMALS STUDY GUIDE
VAPA: MUSIC 4.5.2. Integrate several art disciplines (dance, music, theatre, or the visual arts) into a well-organized presentation or performance. Grade 4 CCSS: ELA-LITERACY.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. VAPA: DANCE 4.2.1. Create, develop, and memorize set movement patterns and sequences. VAPA: DANCE 4.2.2. Improvise extended movement phrases. VAPA: DANCE 4.2.6. Perform improvised movement and dance studies with focus and expression. VAPA: DANCE 4.5.1. Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 4.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: MUSIC.3.1.5. Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music. VAPA: MUSIC.3.3.1 Identify the uses of specific music in daily or special events. VAPA: MUSIC.3.5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture). VAPA: MUSIC.3.5.2 Identify and discuss who composes and performs music.Grade 5 CCSS: ELA-LITERACY.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. VAPA: DANCE 5.2.1. Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent. VAPA: DANCE 5.2.2. Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions. VAPA: DANCE 5.5.1. Describe how historical events relate to dance forms (e.g., the rebellion of the 1960s was represented in popular social dances with a move from partners to individual expression). VAPA: MUSIC 5.1.4. Analyze the use of music elements in aural examples from various genres and cultures. VAPA: MUSIC 5.3.1. Describe the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances). VAPA: MUSIC 5.3.2. Identify different or similar uses of musical elements in music from diverse cultures.
Grade 3 CCSS: ELA-LITERACY.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. VAPA: DANCE.3.1.1. Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide). VAPA: DANCE.3.1.2. Demonstrate the ability to start, change, and stop movement. VAPA: DANCE.3.1.4. Expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different pathways and using three different tempos). VAPA: DANCE.3.2.1. Create and perform complex improvised movement patterns, dance sequences, and studies. VAPA: DANCE 3.2.2. Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump). VAPA: DANCE 3.2.4. Create a wide variety of shapes and movements, using different levels in space. VAPA: DANCE 3.5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 3.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: MUSIC.3.1.5. Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music. VAPA: MUSIC.3.3.1 Identify the uses of specific music in daily or special events. VAPA: MUSIC.3.5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture). VAPA: MUSIC.3.5.2 Identify and discuss who composes and performs music. VAPA: MUSIC.4.1.0 Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music. VAPA: MUSIC 4.3.0. Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. VAPA: MUSIC 4.5.1. Identify and interpret expressive characteristics in works of art and music.
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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15/16 SEASON
Lesson 2
Standards Addressed
CARNIVAL OF THE ANIMALS STUDY GUIDE
VAPA: DANCE 3.2.7. Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring). VAPA: DANCE 3.2.8. Create, memorize, and perform original movement sequences with a partner or a small group. VAPA: DANCE 3.5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 3.5.3. Demonstrate recognition of personal space and respect for the personal space of others. Grade 4 CCSS: ELA-LITERACY.W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS: ELA-LITERACY.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS: ELA-LITERACY.SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. CCSS: ELA-LITERACY.L.4.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. VAPA: DANCE 4.2.1. Create, develop, and memorize set movement patterns and sequences. VAPA: DANCE 4.2.2. Improvise extended movement phrases. VAPA: DANCE 4.2.6. Perform improvised movement and dance studies with focus and expression. VAPA: DANCE 4.2.7. Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/responding, and echoing). VAPA: DANCE 4.5.1. Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 4.5.3. Demonstrate recognition of personal space and respect for the personal space of others. Grade 5 CCSS: ELA-LITERACY.W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS: ELA-LITERACY.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Grade 3 CCSS: ELA-LITERACY.W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS: ELA-LITERACY.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace. CCSS: ELA-LITERACY.SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS: ELA-LITERACY.L.3.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS: ELA-LITERACY.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. VAPA: DANCE.3.1.1. Combine and perform basic locomotor skills, moving on a specific pathway (e.g., skip in circles, slide in zigzags, run in a variety of linear paths). Combine and perform locomotor and axial movements (e.g., walk and turn, stretch and slide). VAPA: DANCE.3.1.2. Demonstrate the ability to start, change, and stop movement. VAPA: DANCE.3.1.3. Perform short movement problems, emphasizing the element of force/energy (e.g., swing, melt, explode, quiver).VAPA: DANCE.3.1.4. Expand the ability to incorporate spatial and time concepts in movement problems (e.g., select and combine three locomotor movements traveling in three different pathways and using three different tempos). VAPA: DANCE.3.1.5. Describe dance elements used in personal work and that of others. VAPA: DANCE.3.2.1. Create and perform complex improvised movement patterns, dance sequences, and studies. VAPA: DANCE.3.2.1. Create and perform complex improvised movement patterns, dance sequences, and studies. VAPA: DANCE 3.2.2. Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump). VAPA: DANCE 3.2.4. Create a wide variety of shapes and movements, using different levels in space. VAPA: DANCE 3.2.6. Compare and contrast the role of the performer with that of a member of the audience. VAPA: DANCE 3.2.7. Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring).
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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THEBROADSTAGE.COM/EDUCATION
15/16 SEASON
Lesson 3
Standards Addressed
CARNIVAL OF THE ANIMALS STUDY GUIDE
CCSS: ELA-LITERACY.SL.5.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.CCSS: ELA-LITERACY.SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. CCSS: ELA-LITERACY.L.5.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS: ELA-LITERACY.L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. VAPA: DANCE 5.2.1. Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent. VAPA: DANCE 5.2.2. Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions. VAPA: DANCE 5.2.3. Describe and incorporate simple dance forms in dance studies (e.g., AB form, canon). VAPA: DANCE 5.2.4. Demonstrate principles of opposing weight and force/energy, balance and counterbalance, or cantilever. VAPA: DANCE 5.2.5. Convey a wide range of feeling and expression through gestures, posture, and movement. VAPA: DANCE 5.2.6. Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing). VAPA: DANCE 5.5.1. Describe how historical events relate to dance forms (e.g., the rebellion of the 1960s was represented in popular social dances with a move from partners to individual expression). VAPA: DANCE 5.5.4. Demonstrate social skills that enable students to become leaders/teachers and followers/learners.
CCSS: ELA-LITERACY.SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS: ELA-LITERACY.L.3.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS: ELA-LITERACY.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. VAPA: DANCE.3.1.2. Demonstrate the ability to start, change, and stop movement. VAPA: DANCE.3.1.5. Describe dance elements used in personal work and that of others. VAPA: DANCE.3.2.1. Create and perform complex improvised movement patterns, dance sequences, and studies. VAPA: DANCE 3.2.2. Improvise and select multiple possibilities to solve a given movement problem (e.g., find four different ways to combine a turn, stretch, and jump). VAPA: DANCE 3.2.3. Create a sequence that has a beginning, middle, and an end. Name and refine the parts of the sequence. VAPA: DANCE 3.2.5. Perform dances to communicate personal meaning, using focus and expression. VAPA: DANCE 3.2.6. Compare and contrast the role of the performer with that of a member of the audience. VAPA: DANCE 3.2.7. Demonstrate a variety of partner skills (e.g., imitation, leading/following, mirroring). VAPA: DANCE 3.2.8. Create, memorize, and perform original movement sequences with a partner or a small group. VAPA: DANCE 3.5.1 Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 3.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: DANCE 3.5.4. Analyze the choreographic process and its relation to the writing process (e.g., brainstorming, exploring and developing ideas, putting ideas into a form, sequencing). Grade 4 CCSS: ELA-LITERACY.W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS: ELA-LITERACY.SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Lesson 4
Grade 3 CCSS: ELA-LITERACY.W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS: ELA-LITERACY.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant descriptive details, speaking clearly at an understandable pace.
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
20
THEBROADSTAGE.COM/EDUCATION
15/16 SEASON
Standards Addressed
CARNIVAL OF THE ANIMALS STUDY GUIDE
CCSS: ELA-LITERACY.SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation. CCSS: ELA-LITERACY.L.4.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. CCSS: ELA-LITERACY.L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. VAPA: DANCE 4.2.1. Create, develop, and memorize set movement patterns and sequences. VAPA: DANCE 4.2.2. Improvise extended movement phrases. VAPA: DANCE 4.2.3. Describe, discuss, and analyze the process used by choreographers to create a dance. VAPA: DANCE 4.2.4. Create a dance study that has a beginning, a middle, and an end. Review, revise, and refine. VAPA: DANCE 4.2.5. Convey a range of feelings through shape/postures and movements when performing for peers. VAPA: DANCE 4.2.6. Perform improvised movement and dance studies with focus and expression. VAPA: DANCE 4.2.7. Demonstrate additional partner and group skills (e.g., imitating, leading/following, mirroring, calling/responding, and echoing). VAPA: DANCE 4.5.1. Explain how dance practice relates to and uses the vocabulary of other art subjects (e.g., positive and negative space, shape, line, rhythm, character). VAPA: DANCE 4.5.3. Demonstrate recognition of personal space and respect for the personal space of others. VAPA: DANCE 4.5.4. Analyze the choreographic process and its relation to the writing process (e.g., brain-storming, exploring and developing ideas, putting ideas into a form, sequencing). Grade 5 CCSS: ELA-LITERACY.W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS: ELA-LITERACY.SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. CCSS: ELA-LITERACY.SL.5.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. CCSS: ELA-LITERACY.SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. CCSS: ELA-LITERACY.L.5.1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
CCSS: ELA-LITERACY.L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. VAPA: DANCE 5.2.1. Create, memorize, and perform complex sequences of movement with greater focus, force/energy, and intent. VAPA: DANCE 5.2.2. Invent multiple possibilities to solve a given movement problem and analyze problem-solving strategies and solutions. VAPA: DANCE 5.2.5. Convey a wide range of feeling and expression through gestures, posture, and movement. VAPA: DANCE 5.2.6. Demonstrate cooperation, collaboration, and empathy in working with partners and in groups (e.g., leading/following, mirroring, calling/responding, echoing, opposing). VAPA: DANCE 5.5.4. Demonstrate social skills that enable students to become leaders/teachers and followers/learners.
THEBROADSTAGE.COM/EDUCATION
15/16 SEASON
Standards Addressed
THE BROAD STAGE AT THE SANTA MONICA COLLEGE PERFORMING ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560
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CARNIVAL OF THE ANIMALS STUDY GUIDE
EDUCATION AND COMMUNITY PROGRAMS STAFF Jane Deknatel, Executive Director Carolyn Palmer, Director of Programming and Education Alisa De Los Santos, Manager of Education and Community Programs Klarissa Leuterio, Education and Community Programs Coordinator Hugo Rios, Community Programs Assistant Jonathan Redding, Dramaturg CONSULTANTS Natalie Marrero, Curriculum Writer
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Education and Community Programs at The Broad Stage is supported in part by Herb Alpert Foundation Bank of the West Johnny Carson Foundation City of Santa Monica and the Santa Monica Arts Commission Colburn Foundation The Rosalinde and Arthur Gilbert Foundation Leonard M. Lipman Charitable Fund Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission The Ralph M. Parsons Foundation SMC Associates David & Linda Shaheen Foundation Sidney Stern Memorial Trust Dwight Stuart Youth Fund Ziering Family Foundation, a Support Foundation of the Jewish Community Foundation of Los Angeles
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EDUCATION & COMMUNITY PROGRAMS Phone 310.434.3560 education@thebroadstage.com thebroadstage.com/education