Arts Access School Time Program

Transcription

1 theatre language arts music classics science visual arts Season Arts Access School Time Program Percussion Discussion March 17 & 18, :45 a.m. Margaret Lesher Theatre at the Lesher Center for the Arts Presenting Field Trip Sponsor: Visionary Sponsor: Sharon Simpson Education Sponsor:

2 Welcome Dear Teachers, We have created the following study guide to help make your students theater experience as meaningful as possible. For many, it will be their first time viewing a live theatrical production. We have learned that when teachers discuss the upcoming arts performance with their students before and after the production, the experience is more significant and long-lasting. Our study guide provides pre and post performance discussion topics, as well as related activity sheets. These are just suggestions, so please feel free to create your own activities and areas for discussion. We hope you and your class enjoy the show! The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents every year by supporting programs at Walnut Creek s Lesher Center for the Arts (LCA). Through wellestablished business and community partnerships, fundraising and marketing expertise, we help arts organizations present professional-level theater, music and dance performances, visual arts exhibitions, and family events. Over the years, the Arts Access School Time Program has offered students and children in the community the opportunity to experience highquality live performances and visual arts exhibits. These programs engage students in the artistic process, cultivating an appreciation for the arts by combining education and entertainment which together help to make the arts a vital part of our schools and community. Our program offers funding for low-income schools, making the arts programs accessible to as many students as possible. Together with corporate, foundation and individual partners, the DRAA is able to make these opportunities possible. This year s Arts Access School Time Program would not be possible without the generous support of Target - Presenting Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season sponsors including The Hewlett Foundation, Dean & Margaret Lesher Foundation, the Thomas J. Long Foundation and all the individual donors who support this program. Table of Contents Welcome & Program Overview...2 Preparing Your Students for a Field Trip to the Lesher Center for the Arts...3 Theatre Etiquette Guide...4 About the Producer...5 About the Performance...5 About the Art Form...7 Educational Activities...9 Study Guide Resources...18 Content Standards Civic Drive Walnut Creek CA P. 2

3 Preparing Your Students for a Field Trip to the Lesher Center for the Arts Drop-off and Pick-Up: Buses should drop off at the Lesher Center for the Arts by pulling directly up to the curb in front of the theatre on Civic Drive or Locust Street in the designated loading zones, utilizing space efficiently so that the other buses can unload/ load at the same time. As soon as students and chaperones have off-loaded safely, buses need to depart and find parking near the LCA to wait until the end of the performance. NO bus parking is available at the Lesher Center for the Arts. Loading zones are ONLY for loading and unloading. Ticket Information: Tickets are held by the DRAA and distributed to your group on the day of performance by a DRAA staff member who will be positioned in the area outside the front of the entrance to the theatre. Look for the brightly colored balloons!! Tickets should be distributed to each student prior to entering the theatre. Every attendee must have a ticket in hand before entering the theatre. All tickets are GENERAL SEATING, with no reserved seating available. If you have any special seating needs, please notify the DRAA prior to your performance so we can make the necessary arrangements. The Auditorium and Seating: The Lesher Center for the Arts features three distinct theatres providing a space tailored for every show and audience. The Hofmann Theatre seats 785 patrons and is the largest of the three theatres in the Lesher Center for the Arts. It features a spacious main floor and a balcony featuring four sets of box seating areas. The theatre is used for largescale productions including musicals, operas, ballets, symphonies and larger corporate functions. The Lesher Theatre seats 297 patrons and provides a more intimate space for mid-sized productions including musicals and plays. The Knight Stage seats 133 patrons and is a black-box theatre featuring a space tailored for smaller, more intimate productions and events. Seats can be added or removed as necessary. Lighting and Music The amount of lighting and music in the theatre will vary from time to time as the play or performance progresses. There may be times where it is almost completely dark. We are aware that this can be an exciting experience for some children and the level of energy can increase along with their excitement. Music can also be used to create different impressions or communicate certain moods during the performance which encourages audience participation and spirit Civic Drive Walnut Creek CA P. 3

4 At the Performance The live theatre performance is not pre-recorded with mistakes edited out. This makes it more exciting for an audience. Student s thoughtful attention and responses have a real effect and contribute to the quality of the experience. The audience gives energy to the performers who use that energy to give life to the performance! Theatre Etiquette Guide Going to a play is a special experience, one that can be remembered for a long time. Everyone in the audience has been looking forward to seeing the performance. There is a big difference in going to a theatre and to a movie. The actors are performing for you live onstage, and they can see and hear what goes on in the audience just as you can see and hear them. So, one behaves a little differently than when you are at the movies or at home watching TV. Some things to remember: Stay with your group at all times. Lights will dim just before a performance, and then go dark. Show your knowledge by sitting calmly. No talking or whispering during the performance. Laughter at appropriate times only. Keep body movements to a minimum. You can t get up and move around during the performance. Please use the bathroom or get a drink before seating for performance or at intermission ONLY. Show appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed the performance. Don t leave your seat until the performers have taken their curtain call at the end. When the performance ends, wait patiently to exit. Be polite and attentive. Everyone in the theater is sharing the same experience and space. No taking of pictures or video recording during performance is allowed. TURN OFF ALL cell phones, pagers, beepers, alarms, anything that can disturb the production, actors and the audience members during the performance Civic Drive Walnut Creek CA P. 4

5 About the Producer Ken Bergmann is a mix of accomplished educator and professional musician. A native Californian, he spent his childhood summers traveling the back roads of rural Mississippi with his grandfather where he learned the importance of family, fishin and fun. As an actor, he has performed the title role in Andrew Lloyd Webber s Jesus Christ Superstar, Zach in A Chorus Line, Harold Hill in The Music Man and most recently as Grady in Zelda s Momma s Cookin. Best known for his musicianship, he has performed throughout the world including the Theatre de la Ville in Paris, Royal Albert Hall in London, the Concertgebouw in Amsterdam, Symphony Hall in Toronto and Minneapolis, as well as New York and Berlin. His musical talent has been featured on ABC s 20/20, NBC s Entertainment Tonight, and CBS s Evening Magazine. A an award winning musical director, he has conducted 42nd Street, The Sound of Music, West Side Story, Into the Woods and has percussed in over 60 musical productions including Sweeney Todd, Godspell, and Cabaret. When he s not banging out the beats in his unique way, Mr. Bergmann heads to the mountains to fulfill his passion for snow skiing. He is an active member of the National Ski Patrol at Sugar Bowl Ski Resort and loves the beautiful landscape and nature of the Sierras. He currently resides in Northern California. About the Performance Guiding Questions: 1. What is the performance about? 2. What are some main ideas in Percussion Discussion? 3. How does Percussion Discussion use California State Standards across the curriculum to your classroom? What is the performance about? Percussion Discussion is a one-man show featuring percussionist Ken Bergmann. All the material is presented in a humorous theatrical environment. The hourlong show features instruments from around the globe, a Brazilian Samba, an inside look at drumming, beaters, techniques and instrumentation. The show features Swing, Latin, Jazz, Rap and Rock music as well as the ragtime music of Scott Joplin and the Baroque music of J.S. Bach. The show concludes with a unique solo performance that uses unconventional techniques, electronics and playing surfaces. Percussion Discussion was first performed in 1993 and the show now visits 70 different locales per year, presenting 124 performances. Students learn about the incredible variety of percussion instruments with over twenty instruments demonstrated throughout the performance. They will learn the cultural origins of the instruments from Africa, South America, Turkey and more! Percussion Discussion is a lively, inspirational performance. Children will enjoy learning with fun and laughter and have active participation during the performance. Children leave with an awareness of cultural diversity, the desire to experiment with sound, and the desire to become musically active Civic Drive Walnut Creek CA P. 5

6 What are some main ideas in Percussion Discussion? Percuss means to strike something (not just on drums). Music (and instruments) is a universal language. Practice and dedication can make your dreams come true. How does Percussion Discussion incorporate California State Standards across the curriculum to your classroom? Science and History Percussion Discussion uses an electronic drum to demonstrate the computer age s effect on music. Tapping the drum the performer can create a full scale rock concert complete with screaming fans or an aerial dog fight between Snoopy and the Red Baron. The silicon micro processor is responsible for these astounding effects. Direct a classroom discussion towards musical instruments and technology. Which instruments use a micro chip? Which do not? Ask them what kind of instruments their favorite musical group uses. In most cases the answer will be predominated by groups using electronics complete with sophisticated microchips. Go back 100 years to the invention of sound recording. How did that affect music? (You no longer had to go to live concerts and you could enjoy music at home without actually learning to play an instrument.) How about the invention of metal? (You could make a trumpet out of brass and dump the conch shell.) The invention of tools? Summarize the discussion by relating scientific development with historical events. Cultural Diversity This activity may fit in well with your Social Studies curriculum. Display a map of the world and choose two distant regions with a geographic barrier such as an ocean, desert or mountain range. Ask students about the inhabitants of each location. How are they different and why? You may need to point out some difference such as language, food, dress, and customs. Some students may point out the effect of geographic isolation and environmental resources as a factor in the creation of diversity. Discuss with students the effect that the Jet Age, Communications Age and Internet Age has had on cultural diversity. Explain how individual cultures are meshing with each other to form a conglomerate of cultural and musical materials. Going out to eat is a great example that most kids can relate to. So what ll you choose? McDonalds s, Taco Bell, Chinese, Italian, Tai, Continental, Cajun? Just as our food is a culinary melting pot, so is the music around us Civic Drive Walnut Creek CA P. 6

7 Artistic We all have rhythm and music inside us. This activity lets your class explore their musical ability. Ask your students to come up with a simple pattern they can clap, stomp, or sing, such as Clap, Clap, Clap, Rest. Have the whole class do the pattern repeatedly. Now choose another pattern that is different from the first, but equally simple. Clap, Rest, Clap, Clap. Allow one group to try the new pattern while everyone else continues the old pattern. Now choose a third pattern, Stomp, Stomp, Rest, Stomp continue building patterns as long as possible. An infectious groove will develop. This idea of community drumming and the infectious groove it creates is a common feature of many African, Native American and Caribbean religious ceremonies. These original ceremonies are the root of much of our popular music. About the Art Form Guiding Questions: 1. What kind of performance will this be? 2. What elements of this performance will you experience? 3. What are some terms that are used in theater production that we use in everyday speech? What kind of performance will this be? Discuss with your students the differences and types of theater productions and performances (play, musical, ballet, etc.). Percussion Discussion is a live, one-man show performance. It is based on Mr. Bergmann s knowledge and performance of music. His delivery is humorous and educational in a friendly theater atmosphere. It is also interactive with the audience which is rarely found in other every day plays and musical performances. What elements of this performance will you experience? Explain to the students that a theater performance is different from any other multi-media outlet (concerts, movies, bands, video games, etc). Below are things to expect while experiencing a LIVE performance. Theater is a live performance with actors performed before a live audience. It can take place in a setting as simple as your school auditorium, or in a space large enough to seat thousands of people. Theater has many purposes to entertain, to educate, to affect social change. Mr. Bergmann interacts and allows questions from the audience so they can relate to something he s presented and build a personal experience during the performance Civic Drive Walnut Creek CA P. 7

8 Elements of producing a play can include live actors, dialogue/language, characters, music, dance, singing, lighting, setting, costumes, sound effects, and many different career opportunities for theatrical production. Some examples include: Choreographer: the person who designs or plans the movements, the development, or details of a dance. Composer: a musician who writes the music for performance. Designers: the artists who create and plan the designs for a production. Director: the person responsible for the interpretive aspects of a stage production; the person who supervises the integration of all the elements, as acting, staging, and lighting. Musical director: the person who is responsible for rehearsal and performance of all music in the play. Playwright: the person who creates (writes) the script for a play or stage production. Producer: the person who provides the general supervision of a production and is responsible for raising money, hiring technicians and artists, etc. Stage manager: an assistant to the director of a play, in overall charge backstage during the actual performances. Public relations/business director: the people who advertise and publicize the production and have oversight for royalties, press releases, photos, public service announcements, ticket sales, box office management, house management and even ushering. Technicians: skilled theater artists, working prior to the production to create the sets, costumes, props, special effects, lights, sound, and make up for a production. Stage Crew: skilled theater technicians who work during the performance to ensure that all elements of the production appear on stage as planned by the director and designers (lights, sound, costumes, make up, props, and special effects). What are some basic terms that are used in theater production? The following is a list of theatrical terms to introduce your students to some basic parts of a theatre performance. Act: a major division of a play. Acts may be further divided into scenes; may be used to indicate a change in time or place. Auditorium : the part of the theatre in which the audience sits. Also known as the House. Curtain Call: taking a bow in front of the audience at the end of a show. Usually abbreviated to curtain. Fade: sound and lighting term: to increase (fade up), decrease (fade down) or eliminate (fade out) gradually the brightness of a lantern or the volume of a sound. House: the place where the audience sits to enjoy the performance on stage. Improvisation: the act of composing and performing during the play without previous preparation. One-Man Show: A person who does or manages just about everything. The actor or artist responsible for the entire performance or exhibit, or the musician who plays every instrument in the group. Scene: a part of a play that constitutes a unit of development or action, as a passage between certain characters. Seating: orchestra, mezzanine, balcony, box seating, loge. Wings: In the Wings is an expression from the theater, referring to the areas on the sides of the stage hidden from the audience Civic Drive Walnut Creek CA P. 8

9 Educational Activities Before the Performance Ideas Discussion Question: Have you ever seen live theatre before? What do you think makes a good performance? Review and discuss the Vocabulary list below. Talk about Ken Bergmann, the artist (see About the Producer ). Familiarize students with percussion instruments and the cultural origins of instruments (Africa, South America, Turkey for example). Discuss and show pictures of drums, cymbals, timpani and bells. Bring in books about different kinds of instruments and music. Percussion Discussion Vocabulary: Percussion: the striking of a musical instrument to produce tones; the act of percussion; the section of an orchestra or band comprising the percussion instruments. Rhythm: the pattern of regular or irregular pulses caused in music by the occurrence of strong and weak melodic and harmonic beats; a particular form of this: duple rhythm; triple rhythm. Drums: a musical percussion instrument consisting of a hollow, usually cylindrical, body covered at one or both ends with a tightly stretched membrane, or head, which is struck with the hand, a stick, or a pair of sticks, and typically produces a booming, tapping, or hollow sound. Swing: the act, manner, or progression of swinging; movement in alternate directions or in a particular direction; a moving of the body with a free, swaying motion, as in walking. Latin: denoting or pertaining to those peoples, as the Italians, French, Spanish, Portuguese, etc., using languages derived from Latin, esp. the peoples of Central and South America: a meeting of the Latin republics. Jazz: music originating in New Orleans around the beginning of the 20th century and subsequently developing through various increasingly complex styles, generally marked by intricate, propulsive rhythms, polyphonic ensemble playing, improvisatory, virtuosic solos, melodic freedom, and a harmonic idiom ranging from simple diatonicism through chromaticism to atonality. Rap: a style of popular music, developed in the late 1970s, in which an insistent, recurring beat pattern provides the background and counterpoint for rapid, slangy, and often boastful rhyming patter glibly intoned by a vocalist or vocalists. Rock: a genre of popular music originating in the 1950s; a blend of black rhythm-and-blues with white country-and-western; rock is a generic term for the range of styles that evolved out of rock n roll J.S.Bach: Johann Sebastian Bach as a German composer and organist whose sacred and secular works for choir, orchestra, and solo instruments drew together the strands of the Baroque period and brought it to its ultimate maturity. Baroque: of or pertaining to the musical period following the Renaissance, extending roughly from 1600 to After the Performance Ideas 1601 Civic Drive Walnut Creek CA P. 9

10 Discuss your favorite part of the performance and what you learned. Inform and discuss how percussion is related to science. Discuss the importance of practice makes perfect. What occupations or jobs would be necessary to produce this performance? How is live theatre different than watching television or movies? What are some things that live theatre can accomplish that movies and television cannot? What are some of its limitations? Play the Hot and Cold Game: Hide an item in the room (such as something you can use to percuss). Choose a student to be it. Now choose a musical concept such as fast and slow (Tempo). Clap your hands together slowly if it is far away from the hidden item. Speed up the clapping as they get closer to the item. Once they get the idea have the whole class participate in the clapping. You can play this game with other musical concepts such as Dynamics (soft and loud), and Pitch (high and low sounds on the piano) follow up the game by playing a recording and have students count how many dynamic changes they hear, how many tempo changes they hear, or how many tone color (Instrument sound) changes they hear. Percussion Discussion Word Search (template attached). Other Activities Ideas Artistic Expression Using visual art supplies (i.e.: boxes, feathers, glitter, clay, colored paper, etc), design your own instrument and start percussing! Have students draw, paint or color their favorite part. Create a map or diorama of the stage performance. Creative Dramatics Have your students act out their own made up story. Use different things around the classroom to percuss. Students can act out their favorite part of the performance. Have students write their own dialogue of a life lesson they learned. Act it out with a partner or group. Creative Writing Write a thank you note to the sponsors (DRAA-template attached). Write a thank you note to the performer, Mr. Bergmannn(templates attached, depending on grade level). Writing Prompt: Be a Critic - Have students pretend they work for a newspaper and write a review of the one-man show. What did they think the performance was going to be about? What were thoughts after they saw it? How was it educational? Did they learn the meaning of percussion? What was their favorite part? What did they learn? Would you recommend this show to a friend? Would you see it again with your family? 1601 Civic Drive Walnut Creek CA P. 10

11 Write about creating your own percussion instrument (template attached). Write a persuasive essay to your parents convincing them you want to start playing an instrument. (template attached). Write an acrostic poem about the Percussion. Begin each line with a word or phrase that starts with the letter on that line (template attached) Civic Drive Walnut Creek CA P. 11

12 D Dear Diab blo Region nal Arts A Associati ion,,

13 (date) Dear Mr. Bergmann, I am (how old are you?) and in the grade at (school name?). I came to see you on stage at Percussion Discussion at the Lesher Center for the Arts on (date)! I thought the Percussion Discussion performance was (how did it make you feel and why?). My favorite part of the show was. I really liked your performance because (what was it that made you like them?). The music sounded like (what did you hear?). Something else that I really loved about the performance was. I would like to come back to the Lesher Center for the Arts and see (what is a play that you think is fun?).,

14 Name: Date: Percussion Discussion Directions: Create your own percussion instrument. What would it look like and how would it work? Write a few sentences about your unique instrument.

15 Name: Date: Percussion Discussion Persuasive Writing Directions: Write a persuasive essay to your parents convincing them you want to start playing a new instrument.

16 Percussion Discussion Acrostic Poem Directions: Write an acrostic poem about what percussion is. Begin each line with a word or phrase that starts with the letter on that line. P E R C U S S I O N

17 Performance Word Search S E A N K N O A E O B E T N B E Y S E N O A R F F V A B E H O J F Z N S R Y M E A A S I Y G S O E O B J C R S N S T A S T E S A T P I E S F K K L M F L K S R H F A E N D Z F P G B X Z N I C O A M S I R F O M E P P X R T T C T D O L B E F X I N M S A F S L E O I W K E E W G N T T D I E E O A G A E F O N Z N P V E L N X N S D E M S J F E A P F E U Q I N U B L A G L T E R X G I V E T T M O I E O U I R R D S N H X R T I E T G Q I S R D D A D S A B R R V P B U E D A R Y R E A O C G E M I N C N C X S T F Y F U N A W E S O M E T R S V G T O O N U O S F E N P O T A X L R R E T A E H T T A E M E B L X I N B X O W G T H Q D O O R T C A D L N T N E M U R T S N I O E E Q I B R W N R Q F D I U P H R F T T E T S S U C R E P N R M P N O I I U W M F C A R O N O I S S U C R E P C B I M A C N T O B E M B F V I A C T S L V C G T C P W M I S M D X E B N G A E S V S M P K L B T S X L N K W F J R K M Z H Z R H W D T S N Q L I A A O I N N A M G R E B F X H D E Y E I T A O T O O B D C T D S Y M V U N O M I F S F F L E I M H U M O T D I H T I I N R T H G I D O N N N O D I I D R Z S A N N D A T R N E O G H M A W V E E L R F A A P Q I K N Z E I L Z Z A J F S N R H X S W S J A C O J W Q S N M A R E S D O E P R U I P O T T X G R R E S R T B Q R Z H O L O K E F E E E B E D E Y O H D W J C T E R T E E S B D F G H E U P X K A I E S H B R E E E W O T U U H P R Q D H B L S E R W E F E V A R N A O A R B A X F B T V N L D E E U F X H X Y I S H E N A S Y O T X G W X Z O S T S H P N Y C N W G K B Q N E I B W T T C R N L D E P L H B K L S O K D F M C N N C B C P A U W T K A N S A Directions: Find the following hidden words: percussion audience fun rhythm drums discussion theater swing instrument Latin performance jazz rap rock awesome Bach vibration baroque percuss Bergmann sound unique participation

18 Additional Resources RESOURCES for this study guide (and other materials to use as references) include: Websites California Content Standards Dictionary for Vocabulary Percussion Discussion Home Page Making Instruments with Recycled Materials Rhythm Lesson Ideas Websites-Classroom Games Incorporating Music Games for the Elementary Classroom Tools for Educators (free online music worksheet and game maker) com/music.php Learning Games for Kids Music Tech Teacher (site with lots of games/quiz games over just about anything music) SFS Kids (this site has interactive areas and games about the orchestra) Books 101 More Music Games for Children: More Fun and Learning with Rhythm and Song (SmartFun Activity Books) (Paperback) by Jerry Storms (Author), Jos Hoenen (Illustrator) Jungle Drums (Hardcover) by Graeme Base (Author) Jamari s Drum by Eboni Bynum, Roland Jackson, and Baba Wague Diakite In the Time of the Drums by Kim Seigelson and Brian Pinkney Videos Drumming For Kids (2004) Video: Drumming for Kids TF8&qid= &sr=8-3&keywords=children%27s+drumming+videos World Music Drumming by Will Schmid Video: World Music Drumming 8&qid= &sr=8-12&keywords=children%27s+drumming+videos 1601 Civic Drive Walnut Creek CA P. 18

19 Content Standards California Department of Education Curriculum Development Resources The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance, music, theatre, and the visual arts that all students should be able to master at specific grade levels, prekindergarten through grade twelve, in California public schools. (The standards listed below are based on the existing California Visual Arts State Standards) DANCE 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Dance 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Dance 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Dance 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works of Dance 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject Areas and to Careers MUSIC 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Music 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Music 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works of Music 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers THEATRE 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to Theatre 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Theatre 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Theatre 1601 Civic Drive Walnut Creek CA P. 19

20 THEATRE (continued) 4.0 AESTHETIC VALUING Responding to, Analyzing, and Critiquing Theatrical Experiences 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other Art Forms and Subject Areas and to Careers VISUAL ARTS 1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information through the Language and Skills Unique to the Visual Arts 2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in the Visual Arts 3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts 4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments about Works in the Visual Arts 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers The CA CCSS for ELA/Literacy help build creativity and innovation, critical thinking and problem solving, collaboration, and communication. They set another bold precedent to improve the academic achievement of California s students. The standards develop the foundation for creative and purposeful expression in language fulfilling California s vision that all students graduate from our public school system as lifelong learners and have the skills and knowledge necessary to be ready to assume their position in our global economy. (This study guide offers suggestions across the curriculum and is aligned with Common Core ELA Standards. For your specific K-12 grade level, please refer to CA Content Standards). About DRAA and the Arts Access School Time Program The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents every year by supporting programs at Walnut Creek s Lesher Center for the Arts (LCA). Through wellestablished business and community partnerships, fundraising and marketing expertise, we help arts organizations present professional-level theater, music and dance performances, visual arts exhibitions, and family events. Over the years, the Arts Access School Time Program has offered students and children in the community the opportunity to experience high-quality live performances and visual arts exhibits. These programs engage students in the artistic process, cultivating an appreciation for the arts by combining education and entertainment which together help to make the arts a vital part of our schools and community. Many of these programs offer funding for low-income schools, making the arts programs accessible to as many students as possible. Together with corporate, foundation and individual partners, the DRAA is able to make these opportunities possible. Thank you to our AASTP Sponsors The Arts Access School Time Program would not be possible without the generous support of Target The Arts - Presenting Access School Field Time Trip Sponsor, Program Sharon would Simpson not be possible - Visionary without Sponsor, the generous Wells Fargo support - Education of Sponsor, Target Presenting along with Field our other Trip Sponsor, season sponsors Wells Fargo including - Education The Hewlett Sponsor, Foundation, along with The our Dean other & season Margaret sponsors including Lesher Foundation, The Hewlett and Foundation, the Thomas The J. Dean Long Foundation & Margaret and Lesher all the Foundation, individual and donors the who Thomas J. Long Foundation and all the individual donors who support this program. support this program Civic Drive Walnut Creek CA P. 20