Arts Access School Time Program

Transcription

1 theatre dance music ballet visual arts Season Arts Access School Time Program Mi Mexico presented by: Calidanza Dance Company May 12, :00 a.m. Hofmann Theatre at the Lesher Center for the Arts Pesenting Field Trip Sponsor: 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 well-established 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. 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, JP Morgan Chase, The Dean & Margaret Lesher Foundation and 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...6 Educational Activities...8 Study Guide Resources...13 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 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 Calidanza Dance Company Founded in 2012 by Executive/Artistic Director Steven Valencia (former Artistic Director of Compañía Mazatlan Bellas Artes ), Calidanza Dance Company represents a new and innovative approach to traditional Mexican folk and contemporary dance. The company fuses contemporary technique with traditional folk dance to tell compelling stories of the rich cultural traditions in Mexico. Twenty two dancers of the Calidanza Dance Company will perform dances from different cultural regions in Mexico such as the states of Sinaloa, Veracsruz, Jalsico, including elaborate ceremonial dances and festive town celebrations honoring patron saints, harvest celebrations or other typical celebrations. Calidanza s 6 host musicians utilizes folk instruments to interweave regional music within the dance pieces. The resulting performance showcases tradition through the eyes of skillful choreographers and a host of disciplined artist. About the Performance Guiding Questions: 1. Why is music such an important element of the Calidanza dance performance? 2. How does this dance performance tell a story? Why is music such an important element of the Calidanza dance performance? Music and dance go hand in hand, and their multitude of influences and unique regional and historical characteristics mirror each other. The music combines coastal Mexican rhythms, Aztec drums and sounds, and Mariachi to create a stimulating visual and auditory performance. The music we hear in this performance takes its roots from the pre-columbian music that used the percussive instruments to accompany dances. Some of these instruments were made of local resources like drums of terracotta, wood or tortoiseshell, rasps of notched bone or wood, various kinds of rattles and simple flutes or conch shells. Modern Mexican music uses instruments that we are more familiar with such as brass trumpets, guitars, violins, and harps and marimbas. The marimba consists of a series of strips of wood of different lengths with gourds whose seeds reverberate and create a sound like a rattle. How does this dance performance tell a story? Calidanza illustrates the rich cultural heritage of native Mexico through a lively and energetic repertoire performed by world class dancers. Each act in the show represents dance styles from different regions in Mexico. The show will be similar to that of a visual fairytale with vivid characters in lavishly colorful costumes flowing from one folk dance to the next. Calidanza s dances are crafted like a large choreographic canvas featuring many episodes and contrasting rhythms. Each act in the performance takes the audience on an adventure that tells a story using a variety of characters in a theatrical style that incorporates human emotions like joy, happiness, sadness, fear and humor. Look for familiar experiences such as weddings, festivals and parties, romance and comedy. Wonderfully costumed, this performance is filled with exhilarating dancing, music and history. While paying tribute to their remote homeland, this is no mere presentation of peasant dance as it infuses village ritual with modern technique Civic Drive Walnut Creek CA P. 5

6 About the Art Form Guiding Questions: 1. What should I look for when experiencing a dance performance? 2. What are some of the key elements of a dance production? 3. What are some dances that will be included in this performance? What should I look for when experiencing a dance performance? A story displayed between its characters that is told without words but through movement, music, and emotion. The genre of the music selection that is the guiding force behind the performance and that sets the tone for each act. How the music selected relates or represents information about the story - happy, sad, excited, modern, classic, etc. How the dancers work together using their bodies to demonstrate the choreographer s direction without precisely measured steps or rigid structure. Look for the interplay between the characters and how they evoke the nuances of the story. The costumes and how they are designed to reflect the emotions and the story behind the piece. The shoes the dancers often chose to perform in, including flats, bare feet, and sometimes high heels, to evoke the mood of the piece. What are some key elements of a dance production? Explain to the students that a dance 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. 1. A dance performance is a live production 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. 2. There are different styles of dance which depend on the music, setting, or the desire of the director. 3. Dance has many purposes to set a storyline and movement to music, to evoke emotion, and to entertain. Elements of a dance performance can include live dancers, music, lighting, setting, costumes, and many different career opportunities for theatrical production. Some career examples include: Choreographer: a person who creates dance compositions and plans and arranges dance movements and patterns for dance performances Composer: a musician who writes the music for performance Dancers: the professional artists who use rhythmic steps and body movements set to music to convey a story or emotions. Professional dancers spend much of their time in classes, auditions, and rehearsals. Most take classes on a regular basis to keep in shape and to discipline their minds and bodies. Designers: the artists who create and plan the designs for a production 1601 Civic Drive Walnut Creek CA P. 6

7 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 Producer: the person who provides the general supervision of a production and is responsible for raising money, hiring technicians and artists, etc., required to stage a performance Stage manager: the person in charge of supervising the backstage and cueing all dancers and stage crew members 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 dances that will be included in this performance? The Calidanza Dance Company fuses contemporary technique with traditional folk dance to tell compelling stories of the rich cultural traditions in Mexico. Here are some styles you will see: Fiesta Music: The first part of the show will represent dances from the State of Tamaulipas, the Huasteca region. The music and dance style is known as Huapangos, the music is characterizes by the use of jarana, guitarra, quinta o huapanguera, and violin. The traditional Huapanguera or fiesta en the Huasteca region will consist of a couple dancing on a tarima or wood platform marking the rhythm of the music. In this ceremony a traditional wedding in the Huasteca is represented followed by a son de mujer (all women dance), baile de la pareja (couples dance) ending with the final wedding celebration. Rattle Dances: From Tamaulipas we will travel to the beautiful state of Michoacan. Sones Antiguos are influenced by the Spanish Jota and Sarabanda. They begin with the Sonajas, or rattle dances, and they continue with Jarabes and the Diana. The inspiration for the Sonaja dances came to Amalia Hernandez (Ballet folklorico de Mexico) from watching children playing happily with their rattles. She combined this early concept with formal ballet techniques and created her first choreography for the Ballet Folklorico de Mexico. The movements in these pieces are joyful and carefree, presented here in a theatrical style. Fandango: From Michoacan we will travel to Veracruz, this time to the Sotavento region. The Sotavento region in the state of Veracruz possesses rich animal and vegetation life that distinguishes itself from all the regions in Mexico. Its principal cultivation inspires traditional fiestas to commemorate their most abundant fruit. This rich vegetation is represented by some of the most known animals and vegetation such as the Guacamaya, iguanas, and coconuts. Typically towards the end of a fandango, traditional fiestas, the classic sones, like El Zapateado Jarocho and La Bamba are the most performed pieces by local musicians and dancers, for these sones are highly representative of the state of Veracruz Civic Drive Walnut Creek CA P. 7

8 Educational Activities Before the Performance Ideas Preview and listen to traditional Mexican music in the classroom, paying attention to the different instruments that you hear. How does the music make you feel? Share memories or stories about different types of ethnic dancing from your family history. Find a map and locate Mexico. Take notice to where it is in relation to the United States. Locate the states of Michoacán, Tamaulipas, Veracruz and Jalisco. Talk about what it is like to be an American and also to have traditions from another culture. How do you combine two cultures? Give examples from your own life or from people you have observed. Review and discuss the Mi Mexico Vocabulary listed below. Mi Mexico Vocabulary: Folk Dance: a dance that originated among, and has been transmitted through, the common people Genre: a category of artistic work marked by a particular specified form, technique, or content Rhythm: movement marked by the regular repetition of accent, beat, or the like Fiesta: a festival, esp. a religious celebration in Spanish-speaking nations Danza: the native ritual dance used for religion and community Mestizo: Western-influenced dance that has been combined with indigenous form, which is the type of dancing usually presented at Mexican Independence Day celebrations, and other festivals and holidays Bailes Regionales: regional dances that are created by individual communities. As a tourist in Mexico, you will often find these in community theater and dance studio performances. Plano: A step, where the whole foot is suspended in the air and then hits the ground flat Tacon: The heel of the shoe. As a step, where the whole foot is in the air and only the front of the shoe hits the ground. Doble: Where the foot hits the ground twice Guaje: A hallowed-out gourd filled with seeds used as a rattle. Every dancer carries one. After the Performance Ideas What stood out for you in this performance and why? Did you see any similarities in the dances you saw performed and the dances you and your friends do? If so, what similarities did you see? How were they different? Describe the costumes you remember. Can you name the dance they went with? The region or state of Mexico? Which two dances contrasted the most? In what ways were they different? What cultures influenced each of them? What did you learn about the Mexican culture from watching and listening to the performance? What surprised you or interested you about the performance? Write a thank you note to the sponsors and/or the performers. (template attached) 1601 Civic Drive Walnut Creek CA P. 8

9 Other Activities Ideas Artistic Expression Using visual art supplies (i.e.: feathers, glitter, clay, colored paper, etc). Create a character with a beautiful costume that you can see coming alive on stage. Create a map or diorama of the setting of the performance. Have students draw, paint or color a scene they liked best. Creative Dramatics Have your students re-enact some dances from the performance. First, have the students discuss specific dances who were the characters represented, where did it take place, what happened? Simple masks can be made to represent the various characters. Choose two separate pieces of Mexican music. Select one modern and one traditional and listen to each of them and find ways that you would move naturally to each one. Possible choices could include Jarabe Tapatio (Mexican Hat Dance) and a mambo by Perez Prado. You will probably find that the traditional music has a stronger, driving underlying beat, while the mambo is a little freer. You might begin by moving one part of your body, such as shoulders, head, feet, etc. Exchange ideas with others. Creative Writing Assign the class to write a newspaper or magazine review of the performance. Discuss elements of a good review. Select two of the dances you saw in the performance and write a paragraph describing each one. Then, see if you can make contrasts and comparisons between them in a third paragraph. Send the reviews and/or thank you notes to: DRAA Arts Access at 1601 Civic Drive, Walnut Creek, CA Civic Drive Walnut Creek CA P. 9

10 Dear Calidanza dancer, (Date) I am (how old are you?) and in the grade at (school name?). I came to see you on stage in Mi Mexico at the Lesher Theatre on (date). I thought the performance was (how did it make you feel and why?). My favorite part of the performance was (what was something that was real to you?). I really liked your character because (what was it that made you like them?). The set looked like (what did you see?). 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 performance that you think is fun?). Love, 1601 Civic Drive Walnut Creek CA P. 10

11 Mi Mexico Word Search U G N E O K C Y T R A P O F N W V E P J U B F V F R S C A A E V G N L A B M I R A M I N I I N S T R U M E N T T U R D C T D U U F E S Z T L T R O A I T R A D I T I O N A L D L N S E E C N A M R O F R E P K G U Y E G A T I R E H S A Q L O M C O S T U M E X I C O U O I T E V I T A N D A N C E Q F F U COSTUME CULTURE DANCE DRUM FANDANGO FIESTA FOLKLORICO GENRE HERITAGE INSTRUMENT MARIMBA MEXICO MUSICIAN NATIVE PARTY PERFORMANCE RATTLE TRADITIONAL 1601 Civic Drive Walnut Creek CA P. 11

12 DECORATE YOUR OWN HAT Using bright colors and ideas from the performance, decorate this Mexican hat! 1601 Civic Drive Walnut Creek CA P. 12

13 Additional Resources Websites: Information about Calidanza Dance Company Online access to music used throughout the production: Information about Folklorico Dance: Vocabulary Definitions Professional dancer description: Civic Drive Walnut Creek CA P. 13

14 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 1601 Civic Drive Walnut Creek CA P. 14

15 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 Presenting Field Trip Sponsor, Wells Fargo - Education Sponsor, along with our other season sponsors including The Hewlett Foundation, The Dean & Margaret Lesher Foundation, and the Thomas J. Long Foundation and all the individual donors who support this program Civic Drive Walnut Creek CA P. 15