1 ALL ABOUT A.C.T. For Youth A.C.T For Youth is an acclaimed professional touring theatre company based in Orlando, Florida. Use this Study Guide to enhance the educational experience of this musical show! Each year, the Atlantic Coast Theatre performs hundreds of shows for thousands of students across the United States. ACT For Youth s high-quality educational programming is recognized nationally by theatres, schools, art councils, libraries, and festivals not to mention the thousands of children & families who see A.C.T. shows each year! The theatre has been awarded placement on: ~Florida State Touring Roster~ ~Hillsborough County Artist Roster~ ~SC Arts Commission Roster Of Approved Artists~ ~Raleigh/Wake County, NC United Arts Roster~ Visit Our Website!
2 Grimm s Fairy Tales are FAMOUS! BUT... The Brothers Grimm did not create the fairy tales. They collected folktales that families had been telling for generations in Germany. The brothers wrote down the folktales & published them into books. Thanks to their hard work, we are all familiar with well-known tales like: Cinderella, Hansel & Gretel, and Rapunzel. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ In fact, the Brothers Grimm wrote down over 200 folktales! All of the Grimm s Tales taught lessons and morals. Jacob and Wilhelm Grimm were brothers. Jacob was one year, one month, and 20 days older than Wilhelm. They were born in Germany during the 1780 s. The Brothers Grimm were born in Germany during the 1700 s. Look at the old map and the new one. How was mapmaking different back then?
3 An Interesting Fact About A.C.T. For Youth ~~~~~~~~~~~~~~~~~~~~~~~~ We write all of our plays! Read several of Grimm s Fairy Tales. Choose your favorite story (or the one that you think will make the best play). Decide on the style of your play...musical, Comedy, or Drama. Brainstorm characters for your play. Write an outline. Put on your creative caps! START WRITING and HAVE FUN! You can write a play about ANYTHING! Write a play about your favorite subject in school, a book that you liked, a story from your family s history, or even something original from your imagination!
4 Before The Show Activities Discuss as a class the differences between television/movies and a live theatre production. How are you expected to behave at a play? What does it mean to have good theatre manners? Read the original Grimms tale of THE ELVES AND THE SHOEMAKER. How do you think that story could be turned into a play? Discuss several different play ideas. After The Show Activities Re-read the Grimm s version of THE ELVES AND THE SHOEMAKER. How was the Atlantic Coast Theatre production different from the original tale? How was it the same? All of Grimm s Fairy Tales teach morals or lessons. What do you think the moral or the lesson of the play THE ELVES AND THE SHOEMAKER is? Are there many lessons to be learned from the play? Write down a real story from your own life where you helped someone who needed you. Do you think you and the elf have anything in common? You may have noticed that the songs in the play had familiar tunes! We wrote them that way on purpose. We wanted the songs to use the melodies from popular or famous holiday songs, but we wanted the characters to sing different words. Why do you think that the Atlantic Coast Theatre For Youth playwright chose to do that? SONGWRITING ACTIVITY Imagine that you are writing a song for our play. Decide if you want the elf to sing it or if you want the shoemaker to sing it. Do you want your song to be a pretty song, a funny song, a sad song, a fast paced song? Choose a holiday melody and write different lyrics to the tune.
5 Below is a version of the original Brothers Grimm story of THE ELVES & THE SHOEMAKER. A shoemaker had become so poor that he had nothing left but leather for one pair of shoes. In the evening he cut out the materials for the shoes he wished to make the next morning. The shoemaker fell asleep. In the morning, two shoes stood completely finished on his table. He was astounded. They were so neatly made. There was not one bad stitch in them- a masterpiece! Soon after, a buyer came in and paid more for the shoes than normal. The shoemaker was able to purchase leather for two pairs of shoes. He cut the materials out at night, and the following morning he found the four pairs of shoes made. He sold those shoes. So every evening after that the shoe materials were cut and then were finished by the morning. The shoemaker at last became a wealthy man. One evening, not long before Christmas, the shoemaker said to his wife, "What if we stay up tonight to see who lends us this helping hand?" His wife liked the idea. So they lighted a candle and then hid themselves in a corner of the room to watch. When it was midnight, two tiny little elves came, sat down by the shoemaker's table, took all of the cut out materials before them and began to stitch, and sew, and hammer so skillfully and so quickly with their little fingers that the shoemaker could not turn away his eyes for astonishment. They did not stop until all was done. The shoes stood finished on the table, and the elves ran quickly away. Next morning the woman said, "The little elves have made us rich, and we really must show that we are grateful for it. They run about so, have very few clothes on, and must be cold. I will make them little shirts, and coats, and vests, and trousers, and knit both of them a pair of stockings. You should make them two little pairs of shoes." The man said, "I shall be very glad to do it!" One night the shoemaker and his wife laid their presents all together on the table instead of the cut-out leather. They hid themselves to see how the elves would behave. At midnight the elves came bounding in, wanting to get to work at once, but they did not find any leather. They found only the tiny little articles of clothing. The elves were at first surprised, and then they showed intense delight. They dressed themselves quickly, putting the pretty clothes on, and singing, "Now we are boys so fine to see, Why should we longer shoemakers be?" Then they danced and skipped and leapt over chairs and benches. At last they danced out of doors. From that time forth they came no more, but as long as the shoemaker lived, all went well with him, and his shoe business prospered.
6 Multiple Places In One Set Often, a scenic artist has the challenge of designing the scenery for a play that happens in many different places. Sometimes the scenery can be moved, but sometimes a UNIT SET, or scenery that stays in place for the entire show is used. Pick a that you like that happens in multiple locations. It can even be a Brothers Grimm story. Design a non-moving UNIT SET for the stage version of the story you chose.
7 All About The Actors Noel Holland & Don Gruel You will be seeing professional actors! That means they act for their jobs! An interesting fact about the actors: They started acting when they were YOUR age! NOEL HOLLAND I cannot remember a time when I was not singing. As a child, I would sing to anyone who would listen if nobody was there to hear, I would sing to myself! I started acting and dancing because I loved performing on stage. My sister and I would put on plays for our parents in the living room! When I was in middle school and high school, I decided that I wanted to be a performer. After I graduated college with a degree in music, I became a professional actor- working for theatres all over the country. Now, I have my dream job owning a theatre. I am so proud to be a part of the Atlantic Coast Theatre For Youth. It gives me all kinds of opportunities to sing, act, write songs, and use my imagination. I so enjoy creating shows that children love because I loved theatre and music so much when I was a child! Noel & her little sister, Meredith, putting on a play for family. Don as the Easter Bunny in his 3rd Grade School Play DON GRUEL I grew up in Beaufort, South Carolina. When I was little, I would make up plays using my Star Wars Action Figures as the actors. I started doing school plays when I was in Kindergarten, but my first play outside of school I was in the musical OKLAHOMA when I was 10 years old. I really liked the feeling of being able to pretend to become other people in other places. I kept doing plays throughout Middle School & High School and decided to study Theatre in college. I graduated from the University Of South Carolina in 1993 and have worked in professional theatre ever since. I have always loved using my imagination. As an actor, I get to be creative every single day. You can try acting too! Get involved in a play at school or in your community!
8 A.C.T. For Youth loves to receive letters from our audience! You will write letters all of your life! You will write letters in school, to correspond with friends and family, and for your job one day! It is very important to know how to write a good letter. ACT Actors 8297 Champions Gate Blvd #188 Champions Gate, FL Your teachers may want you to write your letter in a proper letter-writing style or format. Here is an example of one style! YOU CAN SEND US ~A DRAWING~ ~WHAT YOU LEARNED~ ~YOUR FAVORITE PART~ Your Opinions Count! They Help Us When We Write New Shows! Send your letters to: A.C.T. For Youth 8297 Champions Gate Blvd. #188 Champions Gate, FL Dear Audience: The Atlantic Coast Theatre For Youth would like to thank all of you for showing us such fantastic audience manners during the show! Everyone was so respectful during the performance. You laughed when things were funny, but you were also able to quiet back down so that everyone could hear. I don t think that we heard anyone talking while the actors were on stage. That was great! You made our job so much fun. Thanks so much! You were wonderful! Sincerely, Don Gruel & Noel Holland Atlantic Coast Theatre For Youth 8297 Champions Gate Blvd. #188 Champions Gate, FL 33896
9 NATIONAL EDUCATION STANDARDS & NEXT GENERATION FLORIDA SUNSHINE STATE STANDARDS The following standards can be supported by: Watching the production Participating in the activities listed in the study guide Classroom discussion after the show
10 National Standards: Kindergarten 4 th Grade NA-T.K-4.6 COMPARING AND CONNECTING ART FORMS BY DESCRIBING THEATRE, DRAMATIC MEDIA, AND OTHER ART FORMS Students describe visual, aural, oral, and kinetic elements in theatre, dramatic media, dance, music, and visual arts Students compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts Students select movement, music, or visual elements to enhance the mood of a classroom dramatization NA-T.K-4.7 ANALYZING AND EXPLAINING PERSONAL PREFERENCES AND CONSTRUCTING MEANINGS FROM CLASSROOM DRAMATIZATIONS AND FROM THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA PRODUCTIONS Students identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances Students explain how the wants and needs of characters are similar to and different from their own Students articulate emotional responses to and explain personal preferences about the whole as well as the parts of dramatic performances NA-T.K-4.8 UNDERSTANDING CONTEXT BY RECOGNIZING THE ROLE OF THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA IN DAILY LIFE Students identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theatre reflects life Students identify and compare the various settings and reasons for creating dramas and attending theatre, film, television, and electronic media productions NA-M.K-4.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE Students demonstrate audience behavior appropriate for the context and style of music performed National Standards: 5 th Grade NA-T COMPARING AND CONNECTING ART FORMS BY DESCRIBING THEATRE, DRAMATIC MEDIA, AND OTHER ART FORMS Students describe characteristics and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts Students incorporate elements of dance, music, and visual arts to express ideas and emotions in improvised and scripted scenes Students express and compare personal reactions to several art forms Students describe and compare the functions and interaction of performing and visual artists and audience members in theatre, dramatic media, musical theatre, dance, music, and visual arts NA-T ANAYZING AND EXPLAINING PERSONAL PREFERENCES AND CONSTRUCTING MEANINGS FROM CLASSROOM DRAMATIZATIONS AND FROM THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA PRODUCTIONS Students describe and analyze the effect for publicity, study guides, programs, and physical environments on audience response and appreciation of dramatic performances NA-T UNDERSTANDING CONTEXT BY RECOGNIZING THE ROLE OF THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA IN DAILY LIFE Students describe and compare universal characters and situations in dramas from and about various cultures and historical periods, illustrate in improvised and scripted scenes, and discuss how theatre reflects a culture NA-M EVALUATING MUSIC AND MUSIC PERFORMANCES Students develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing
11 FL SUNSHINE STATE FINE ARTS STANDARDS (These were the standards used before the Next Generation Standards were adopted) (By participating in the Study Guide activities, watching the performance, and encouraging classroom discussion of the play, your students artistic experience can support several standards) Florida Sunshine State Standards: Pre-K-2 nd Grades THEATRE TH.A.1.1 The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal productions Creates imagined characters, relationships, and environments using basic acting skills Creates individually and in groups, animate and inanimate objects through the movement of the human body TH.C.1.1 The student understands context by analyzing the role of theatre, film, television, and electronic media in the past and present Expresses remembered ideas, feelings, and concepts of daily activities through dramatic play Understands how we learn about ourselves, our relationships, and our environment through forms of theatre Understands characters, situations, and dramatic media from the stories and dramas of various cultures TH.D.1.1 The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film, television, and electronic media Portrays imaginary sensory experiences through dramatic play Gives reasons for personal preferences for formal and informal performances Understands appropriate audience responses to dramatic presentations Understands how theater communicates events of everyday life Understands the similarities and differences between play acting, pretending, and real life TH.E.1.1 The student understands applications of the role of theatre, film, television, and electronic media in everyday life Understands the similarities and differences among how emotions are expressed in theatre, dramatic media, music, dance, and visual art Cooperates with others to create formal and informal theatrical works and to solve the problems inherent in simple scenes Florida Sunshine State Standards: 3 rd -5 th Grades THEATRE TH.A.1.2 The student acts by developing, communicating, and sustaining characters in improvisation and formal or informal productions Creates imagined characters, relationships, and environments using basic acting skills TH.C.1.2 The student understands context by analyzing the role of theatre, film, television, and electronic media in the past and present Understands how theatre is an interpretation of actual events in history and everyday life Understands how theatre reflects culture through universal characters and dramas from various cultures and historical time periods TH.D.1.2 The student analyzes, criticizes, and constructs meaning from formal and informal theatre, film, television, and electronic media Knows how theatre uses visual elements (e.g. set design and costuming), sound (e.g. sound effects and vocal inflection), and movement (e.g. staging and character portrayal) to communicate Understands the similarities and differences between real life and the theatre s representation of life (e.g. the meaning of the concept, willing suspension of disbelief ) Articulates emotional responses to the whole, as well as parts of, dramatic performances TH.E.1.2 The student understands applications of the role of theatre, film, television, and electronic media in everyday life Understands theatre as a social function and theatre etiquette as the responsibility of the audience Collaborates in the construction of formal and informal productions
12 Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade LA.K LA.K LA LA LA LA LA LA LA LA LA LA TH.K.C TH.K.H TH.K.F TH.K.O TH.K.S TH.1.C TH.1.H TH.1.F TH.1.O TH.1.S TH.2.C TH.2.H TH.2.F TH.2.O TH.2.S TH.3.C TH.3.H TH.3.F TH.3.O TH.3.S TH.4.C TH.4.H TH.4.F TH.4.O TH.4.S TH.5.C TH.5.H TH.5.F TH.5.O TH.5.S 6th-8th Grades Theatre Standards TH.68.C TH.68.H TH.68.F TH.68.O TH.68.S
13 Atlantic Coast Theatre (A.C.T.) For Youth Common Core Standards The following College and Career Readiness Anchor Standards are reinforced by each A.C.T. For Youth Show by watching the production, participating in the activities listed in the study guide, & classroom discussion after the show. The corresponding Common Core Standards for each grade level can be found at: CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
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Rocky Hill Middle School DRAMA PACKET FOR FALL/WINTER MUSICAL ANNIE jr. Auditions are October, 1, 2 and 3. Dear Actors and Families, This packet is filled with information, for you and your child, in regard
The Heathwood Intermediate/Middle School Play Audition Packet Performance Dates: April 26th, 27th, and 28th, 2017 Director: EG Engle Dear Intermediate/Middle School Students and Parents, I am so excited
MANAGEMENT TECHNIQUES and MUSICAL SKILLS: THE TWIN FOUNDATIONS of "PIN-DROP-QUIET" BAND and ORCHESTRA REHEARSALS by David Newell Bach and Before for Band Bach and Before for Strings Classic Christmas Carols
Production Information for The East Side Players Production of "The Little Mermaid 2016 Please read through this guide, as it hopefully will answer most of your questions. If you have any additional questions,
Verbal Irony where what is said or written is the opposite of what is meant Example: Mother comes into the TV room and discovers her 11-year-old watching South Park instead of doing his homework, as he
Words and terms you should know TheatER: The structure within which theatrical performances are given. TheatRE: A collaborative art form including the composition, enactment, and interpretation of dramatic
Goblin Secrets By William Alexander With a sure hand, William Alexander here creates a wholly convincing world of mechanized soldiers, chicken-legged grandmothers, sentient rivers, and goblin actors. In
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.4.1.
1 QUICK QUIZ Test your knowledge of the movies. Write the names of: a) An American movie star b) A British movie star c) An Australian movie star d) An Indian movie star e) A movie star from your country
Kindergarten Elementary Music Curriculum Objectives K.1 Perception. The student describes and analyzes musical sound and (A) identify the difference between the singing and speaking voice; and (B) identify