Arts Access School Time Program

Transcription

1 theatre dance music ballet visual arts Season Arts Access School Time Program Sleeping Beauty presented by: Fantasy Forum Actors Ensemble March 14, :00 a.m. Lesher Theatre at the Lesher Center for the Arts 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. 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. This year s Arts Access School Time Program would not be possible without the generous support of Target - 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...21 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 Fantasy Forum Actors Ensemble At a Fantasy Forum Actors Ensemble performance many audience members are able to sit right on the stage and interact directly with the performers. Fantasy Forum produces four musicals at the Lesher Center for the Arts each year drawing up to 2,700 patrons to each production. The performances are scheduled throughout the day and early evenings on weekends to accommodate patrons bringing families for their first live theatre experience. Many of the shows are also scheduled on Fridays to accommodate school groups. Once upon a time... In May of 1978, Jack Haley, the original Tin Man in The Wizard of Oz, came to visit and see the Fantasy Forum Actors Ensemble s production of The Wizard of Oz. This was an honor and a privilege to learn from his experience and wisdom. This was the first stage production of The Wizard of Oz that he had ever seen, and his response was one of delight and excitement. He yelled out answers to questions along with the audience; he laughed, applauded and even stood up to become a haunted tree when Glinda, the good witch, asked the children to help create the forest. Many years of Fantasy Forum shows have been presented since 1978 and through lots of encouragement from their supporters and staff, Fantasy Forum has continued to grow. They have watched their audience members grow up, and fondly remember Jack Haley s words, When adults expose their children to quality theatre, such as Fantasy Forum, the children will develop a sense of worth for the arts and themselves. About the Performance Guiding Questions: 1. What is the performance about? 2. What are some main ideas or themes in Sleeping Beauty? 3. What are the fairy tale story elements in Sleeping Beauty? What is the performance about? The main character in Sleeping Beauty is Princess Beauty. In Fantasy Forum s version of this famous fairy tale a collection of characters help Princess Beauty find her way to true happiness by genuinely protecting and loving her. When the story begins, Princess Beauty has just been born and the King and Queen are busily preparing for the Royal Christening. Three loving fairies, Bella, Cordina and Una, arrive as special guests to bring the baby princess special wishes to help start her on the path to a healthy and joy-filled life. The King and Queen are very pleased with the fairies wishes for their daughter until they realize that Gort (narrator) forgot to invite the fourth fairy, Fryina. Once the evil fairy, Fryina, realizes that she was not invited, she storms into the christening and in her fury of not being included she gives the baby princess the wish of death! Fryina makes it clear that on Beauty s eighteenth birthday she will prick her finger on a spinning wheel and die. The good fairy, Una, uses her powers to change the spell sleep instead of death. Eighteen years pass by and Beauty becomes an intelligent, beautiful, lovely young woman. As Una had promised when Beauty pricks her finger on the spinning wheel she does 1601 Civic Drive Walnut Creek CA P. 5

6 fall into a deep, deep, sleep. As the story continues, there are many fun surprises and in the end good does overcome evil. We learn through Fantasy Forum s own vibrant storytelling, several original songs, colorful costumes, and the message that dreams can come true! What are some main ideas in Sleeping Beauty? True love conquers all Home is where the heart is Companionship Good versus evil What are the fairy tale story elements in Sleeping Beauty? Overview-Fairytales have been told for hundreds of years. Most fairy tales share certain elements, or pieces. Element 1-The Characters: Characters are the people, animals, or other creatures in that story. They can be good or evil, silly or serious. Can you name the characters in Sleeping Beauty? Princess Beauty, the good and evil fairies. Element 2-The Setting: The setting tells us when and where a story takes place. The when of the story could be a hundred years ago or a hundred years in the future. There may be more than one where in a story. You could go from a house, to a school, to a park. In Sleeping Beauty, the story says it happened once upon a time. Usually, this means that it takes place many years ago. And where does it take place? In a castle. Element 3-The Plot: Think about what happens in the story. You are thinking about the plot, or the action of the story. In fairy tales, the action begins nearly right away. In Sleeping Beauty, the plot begins on the first page. The princess is born, and the fairies come to the christening. Element 4-Magic: All fairy tales have an element of magic. The magic is what makes a fairy tale different from other stories. Often, the magic comes in the form of a character that doesn t exist in real life, such as a giant, a talking animal, or in the case of Sleeping Beauty, an evil fairy. Element 5-A Happy Ending: Years ago, fairy tales ended on a sad note, but today, most fairy tales have a happy ending. Readers like knowing that the hero of the story has beaten the villain. Did Sleeping Beauty have a happy ending? Of course! Sleeping Beauty awakes from her deep sleep, and finds her true love. 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.) Civic Drive Walnut Creek CA P. 6

7 Sleeping Beauty is a live theater musical production. Musical theatre is a form of theatre that combines songs, spoken dialogue, acting, and dance. The story and emotional content of the piece humor, pathos, love, anger are communicated through the words, music, movement and technical aspects of the entertainment as an integrated whole. Although musical theatre overlaps with other theatrical forms like opera and dance, it may be distinguished by the equal importance given to the music as compared with the dialogue, movement and other elements of the works. Since the early 20th century, musical theatre stage works have generally been called, simply, musicals. 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. 1. 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. 2. Theater has many purposes to entertain, to educate, to affect social change. Elements of producing any kind of performance 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 Civic Drive Walnut Creek CA P. 7

8 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. 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. Educational Activities Before the Performance Ideas Discussion Question: Have you ever seen live theatre before? What do you think makes a good performance? Discuss fairy tales. What are they and which other ones do you know? Which one is your favorite? Introduce a Sleeping Beauty book version and tell the children a little bit about it. Follow that with a comment or question that is related to the story such as, If I slept for 100 years.? Read aloud other well-known fairy tales. Identify the main elements of fairy tales (as mentioned above). Make a chart with these elements and guide students to fill it in for the fairy tales that you read aloud. Encourage children to look and listen for these elements as they view the performance. Introduce problem solving to the students. You may find other versions of Sleeping Beauty have fairies in them. Research fairies with your class. They appear often in literature and history. Are they real or imaginary? (Depending on grade level: How would you describe their relationship to humans? Have students write their own fairy stories, featuring themselves as the hero, set in the time period of their choosing). If they have trouble coming up with ideas, you could suggest several different settings to get them started--for example, a forest, a palace, a body of water, a mountain. Also, have them draw pictures to go along with their stories. Read an older version of Sleeping Beauty (compare and contrast after you see the performance). Introduce and discuss the themes of truth and courage. Watch for which ones appear repeatedly in the play. Who in the play is truthful and courageous? What do these qualities mean, and why is it good to possess them? Who are some other well-known truthful and courageous people or characters? With your class, create a timeline that chronicles the important points of the story s sequence of events. Keep this timeline to use after you come to the theatre. Review and discuss the Sleeping Beauty Vocabulary listed below Civic Drive Walnut Creek CA P. 8

9 Sleeping Beauty Vocabulary: Feast: a large, fancy meal for a lot of people Virtue: any good quality or trait Hesitate: to pause before doing something Spindle: the round stick on a spinning wheel that holds the thread Curse: an evil spell intended to harm someone Modest: not boastful or bragging about one s attributes or possessions Spiteful: to be mean or nasty to Hedge: a border of bushes After the Performance Ideas Have the students discuss (or write) their favorite part of the performance and what they learned. Name three moments in the story you just saw that were different from the story you ve heard before. Inform and discuss how the main ideas and themes relate to everyday life (and the importance of using life-skills). Compare/Contrast the performance you saw of Sleeping Beauty and Sleeping Beauty the movie. Sequencing: With your class, make a timeline that chronicles the important points of the play s sequence of events. Then, have them describe four major events in the performance and put them in order. (template attached) Sleeping Beauty Word Search (template attached). Other Discussion Questions: What did you learn from the play? Which character(s) did you think was (were) good? Which was (were) bad? Did that change from the beginning to the end of the play? Why do you think the set looked like it did? How did the costume help the actor play their character? Did the music and sound create a certain location? What seemed the most real to you about the play and why? How did the actors show you the characters feelings? What are some things that live theater can accomplish that movies and television cannot? What are some of its limitations? What occupations or jobs would be necessary to produce this performance? Other Activities Ideas Artistic Expression Using visual art supplies (i.e.: boxes, feathers, glitter, clay, colored paper, etc). Create a character 1601 Civic Drive Walnut Creek CA P. 9

10 that you can see coming alive on stage. Make a Story Board (see attachment with instructions) Have students draw, paint or color their favorite part. Create a map or diorama of the stage performance, specifically the setting. Creative Dramatics Have your students act out their own made up fairy tale. Have your students re-enact scenes from the performance. First, have the students discuss specific scenes who were the characters, where did it take place, what happened? Simple masks can be made to represent the various characters. 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 your favorite character (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 musical using the following questions (or write your own). What did you think the performance was going to be about? What were your thoughts after you saw it? How was it educational? What was your favorite part? What did you learn? Would you recommend this show to a friend? Would you see it again with your family? Writing Prompt: Write a back story for Sleeping Beauty (Princess Beauty). Does she have siblings? Where did she grow up? What was her childhood like? Did she have friends or keep to herself? Writing Prompt: Write about creating your own castle where Sleeping Beauty might live (template attached). Writing Prompt: Narrative- What would it be like to sleep for 100 years? What would you find different if this happened to you? What changes do you think you would see? What changes do you think Sleeping Beauty would see? How would you feel about missing 100 years? (template attached) Writing Prompt: Descriptive- Describe a friend that reminds you of one of the characters in Sleeping Beauty. Writing Prompt: Expository- Sleeping Beauty is coming to your house. Explain what preparations you and your parents will need to make before her arrival. Writing Prompt: Persuasive- Sleeping Beauty is new at your school. Persuade your friends why they should get to know her and become friends (template attached). Write an acrostic poem about Sleeping Beauty. Begin each line with a word or phrase that starts with the letter on that line (template attached). Send the reviews and/or thank you notes to: DRAA at 1601 Civic Drive, Walnut Creek, CA Civic Drive Walnut Creek CA P. 10

11 Dear Diablo Regional Arts Association,, 1601 Civic Drive Walnut Creek CA P. 11

12 Dear,, 1601 Civic Drive Walnut Creek CA P. 12

13 (date) Dear, (favorite character) I am (how old are you?) and in the grade at (school name?). I came to see you on stage at Sleeping Beauty at the Lesher Center for the Arts on (date)! I thought the Sleeping Beauty 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?), 1601 Civic Drive Walnut Creek CA P. 13

14 Name: Date: Sleeping Beauty s Creative Castle Directions: Create your own castle where Sleeping Beauty might live. Then describe it on the lines below. Describe your creation Civic Drive Walnut Creek CA P. 14

15 Name: Date: Sleeping Beauty Sequencing Directions: Use the walls of the castles below to write about four major story events. Describe them in sequence how they occurred in the tale Civic Drive Walnut Creek CA P. 15

16 Name: Write about it! Sleeping Beauty Slumbers Date: What would it be like to sleep for 100 years? What would you find different if this happened to you? What changes do you think you would see? What changes do you think Sleeping Beauty would see? How would you feel about missing 100 years? 1601 Civic Drive Walnut Creek CA P. 16

17 Name: Date: Sleeping Beauty: Persuasive Writing Directions: What if Sleeping Beauty was a new student at your school? Write a persuasive essay to your friends about why they should get to know her and become friends Civic Drive Walnut Creek CA P. 17

18 Name: Date: Sleeping Beauty: Acrostic Poem Directions: Write an acrostic poem about Sleeping Beauty. Begin each line with a word or phrase that starts with the letter on that line. S L E E P I N G B E A U T Y 1601 Civic Drive Walnut Creek CA P. 18

19 Name: Date: Sleeping Beauty Word Search Directions: Find the words about Sleeping Beauty, listed in the box on the right Civic Drive Walnut Creek CA P. 19

20 Sleeping Beauty Story Board 1. Talk about Sleeping Beauty. Identify and talk about the main ideas and characters in the fairy tale. Choose several of the most important facts, scenes, or characters from the story. Select several of these ideas that best tell about the fairy tale's plot. Use these ideas to create a story board. 2. Divide poster board into columns and rows to form your story board sections by measuring with a ruler. Outline sections with colored Pencils. 3. In each section, draw and color in pictures using that depict the most important aspects of your story from beginning to end. Include important details to show that you understand what happened in the story, which characters were involved, and how the story ended. 4. Type or write captions that tell about each picture. Cut out the captions and glue onto the story board. 5. Retell the story to younger children. Use your story board as a prop to show important events in the plot. Example: 1601 Civic Drive Walnut Creek CA P. 20

21 Additional Resources RESOURCES for this study guide (and other materials to use as references) include: Books to Explore Beauty Sleep: A Retelling of Sleeping Beauty by Cameron Dokey. Simon & Schuster, The Complete Fairy Tales of Charles Perrault, translated by Neil Phillip and Nicolletta Somborowski, illustrated by Sally Holmes. Clarion Books, The Complete Fairy Tales of the Brothers Grimm All-New Third Edition, translated by Jack Zipes, illustrated by John B. Gruella. Bantam, Grimm s Complete Fairy Tales by Jacob and Wilhelm Grimm. Barnes and Noble, Sleeping Beauty by the Brothers Grimm, adapted by Mahlon Craft, illustrated by Kinuko Craft. Seastar Books, Sleeping Beauty by Mahlon F. Craft and KY Craft. Chronicle, Sleeping Beauty: The One Who Took the Really Long Nap, by Wendy Mass. Scholastic, Sleeping Beauty Ballet Theater by Jean Mahoney. Candlewick, The Sleeping Beauty by the Brothers Grimm, adapted and illustrated by Tricia Schart Hyman. Little, Brown; Waking Beauty, by Leah Wilcox. Penguin, (a fractured fairy tale version) Videos: Sleeping Beauty-Disney Sleeping Beauty-Ballet on Stage Sleeping Beauty-Movie made for TV Websites: California Content Standards Crayola-Sleeping Beauty Story Board Dictionary for Vocabulary Grimms Fairytales Wikipedia-Musical Theatre Wikipedia-Sleeping Beauty 1601 Civic Drive Walnut Creek CA P. 21

22 Content Standards California Department of Education Curriculum Development Resources Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level. (based on Visual Arts and ELA Grades K-12; Refer to for specific grade level subsets) 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. 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 1601 Civic Drive Walnut Creek CA P. 22

23 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 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 English Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve represents a strong consensus on the skills, knowledge, and abilities that all students should be able to master in language arts at specific grade levels during 13 years in the California public school system. ELA-READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 2.0 Reading Comprehension 3.0 Literary Response and Analysis ELA-WRITING 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 1601 Civic Drive Walnut Creek CA P. 23