2014-2015 Field Trip Educator Guide ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 1
Dear Teachers, Welcome to ArtsBridge s 2014-15 Field Trip Season! We are thrilled to present John Tartaglia s ImaginOcean to you and your students. This special production is jam-packed with toe-tapping musical numbers and features vibrant black light puppetry, giving the illusion of an undersea world. In addition to the incredible puppetry, John Tartaglia has created an original story that is sure to capture your students hearts and imaginations. You will discover there is a little bit of Tank, Bubbles and Dorsel in each of us. As we follow them on their glow-in-the-dark adventure, we are reminded to search out our own strength, courage and imagination and to celebrate the amazing treasure of friendship. Thank you for sharing this special experience with your students. We hope this field trip guide helps you connect the performance to your in-classroom curriculum in ways that you find valuable. In the following pages, you will see guidelines regarding your field trip, contextual information about the performance and related subjects, as well as a variety of pre and post discussion questions and assessment activities. Please pick and choose material and ideas from the guide to meet your class unique needs. We look forward to seeing you on October 30th at the world-class Cobb Energy Performing Arts Centre and inspiring and educating your students through the arts! See you at the theater, The ArtsBridge Team GUIDE CONTENTS About Cobb Energy Performing Arts Centre...3 Field Trip Guidelines.... 4 Transportation Information...5 Directional Map... 6 Theater Etiquette... 7 Pre-Show Activities.... 8 Theatrical Vocabulary.... 9 About ImaginOcean....10 ImaginOcean Vocabulary... 11 What is Black Light?....12 The Ocean.... 13 Coral Reefs... 14 Under the Sea Creatures... 15 & 16 Character Traits... 17 Post-Show Questions...18 Post-Show Activities.... 19-21 Resources & Sources... 22 This study guide was written by Natalie Barrow and designed by Gibbs Creative. Partially adapted from John Tartaglia s ImaginOcean Thru the Stage Door study guide materials. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 2
About Cobb Energy Performing Arts Centre The Cobb Energy Performing Arts Centre, a cultural landmark of metro Atlanta, is committed to engaging the region with entertainment, arts education and cultural activities. The mission of Cobb Energy Performing Arts Centre is to operate as a world-class facility, creating diverse cultural, educational and entertainment experiences that will promote accessibility to the arts; foster community partnerships that unify the region in support of the arts; fulfill the highest expectations of patrons, performers and employees; stimulate quality economic growth; and inspire individuals to continually increase their knowledge, patronage and financial support of the arts. The Cobb Energy Centre is a premier venue for Broadway shows, ballets, concerts, educational shows, family performances, operas, corporate meetings and events. The Centre has two resident companies, The Atlanta Opera and Atlanta Ballet. The Cobb-Marietta Coliseum & Exhibit Hall Authority owns and operates the Cobb Energy Performing Arts Centre. The seven-member appointed Authority is a body corporate and politic created by the Georgia General Assembly in 1980 for the purpose of acquiring, constructing and maintaining facilities for the general purpose of promoting cultural growth, education and welfare. The Cobb-Marietta Coliseum and Exhibit Hall Authority also owns and operates the Cobb Galleria Centre and Galleria Specialty Mall. ArtsBridge Foundation, the education outreach arm of the Cobb Energy Performing Arts Centre, provides educational arts programs designed to engage, motive and elevate the next generation of artists and arts supporters. Since 2007, ArtsBridge has served over 240,000 students from 30 Georgia counties, Alabama, South Carolina and Tennessee. DID YOU KNOW? More than 250,000 patrons visit the Cobb Energy Centre each year. The Cobb Energy Centre opened in 2007. The Cobb Energy Centre has two main spaces: John A. Williams Theatre, 2750 seats Kessel D. Stelling Ballroom, 10,000 square feet No seat is more than 160 feet from center stage in the John A. Williams Theatre. There are 1,000 parking spaces on site. The Centre is located one mile from the new Braves stadium and only 15 minutes from downtown Atlanta. ArtsBridge programs began in 2007 and reach 30,000 40,000 students each year. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 3
Field Trip Guidelines Below are some simple guidelines for your ArtsBridge Field Trip to the Cobb Energy Performing Arts Centre. Please read carefully and contact us at (770) 916-2805 if you have questions or require additional information. RESERVATIONS: All field trip admissions are to be made in advance. Please do not bring more than the number of seats reserved. Performances are expected to sell out and we will not be able to accommodate an increase in numbers at the last minute. All patrons, including teachers and chaperones, must have a reservation in order to attend these performances. Children under the age of three are not permitted to attend. PAYMENT: Payments must be made in full, 3 weeks prior to the day of show or we will not be able to accommodate your reservation. An invoice will be given to you at the time your reservation is made. Once you have paid in full, we will send a Confirmation, which will serve as your school s ticket into the performance. ArtsBridge reserve the right to cancel unpaid reservations after the payment due date. TRANSPORTATION: The Centre can accommodate school buses, vans and cars. Please be aware that vans and cars will incur a $6 per vehicle parking fee. A third party contractor runs the Centre s garage and charges this fee. There is no charge for parking school buses. All buses, vans and cars must comply with directions provided by on-site staff. ARRIVAL: All vehicles should approach the Cobb energy Performing Arts Centre from AKERS MILL ROAD. (map enclosed) Upon entering the driveway, buses will be directed to the circular drive where they will temporarily pull up to the curb for unloading. A Cobb Energy Performing Arts Centre representative will board the bus and check-in your school. Classes will be immediately unloaded and buses will be directed to their designated parking areas. SEATING: Classes are seated as they arrive, starting with the floor level, first row. The exception to this is for programs with older and younger students in attendance at the same time. In this case, students in kindergarten and first-grade will be seated in the first few rows of the theatre. There are three levels of seating, with the back row of the top level no more than 160 feet from the stage. RESTROOMS: Please seat your entire group, before taking restroom breaks so that you can be easily found. Students MUST be accompanied by adult chaperones when going to the rest room. We encourage that you take groups so that there are fewer trips. CHAPERONES: Chaperones have a job to perform while at the Centre. Please make sure that your chaperones are interspersed among students, and that they are prepared for the day s responsibilities. Please discuss restroom visits, emergencies, behavior, etc. with your chaperones prior to arrival. BEHAVIOR: Students and teachers are encouraged to enjoy performances, applaud and express enthusiasm in a manner that is appropriate for the performance, yet not disruptive for others. We request that all phones, tablets and any other electronic device be completely turned off or on silent mode during the performance. We ask that chaperones on upper levels watch for students tossing or throwing items to lower levels and prevent students from climbing or leaning on railings. No student can leave the audience chamber without an accompanying chaperone. Students/classes that are disruptive may be asked to leave the performance with no refund. (See Theatre Etiquette on Page 6) DEPARTURE: Performances last approximately one hour. Upon conclusion of the performance, classes will be dismissed to the designated parking area to board their buses and return to school. LUNCH: There is no facility for classes to eat lunch in the Cobb Energy Centre. We recommend classes eat lunch at the Galleria Specialty Mall, Cumberland Mall at a park on the route to/from the venue or on their bus. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 4
Transportation Information BUSES: We need all school buses to approach the building from AKERS MILL ROAD on the North side of the building. This will be crucial in assuring a fairly smooth flow of traffic. There will be Centre representatives guiding you. Buses will pull onto the site from behind the building and then drive to the front. PLEASE MAKE SURE YOUR DRIVERS USE THE MAP BELOW. There is no charge to park school buses on-site. CHECKING IN: When you arrive at the front of the building, a representative from the Centre will board your bus to check-in your school. You and your bus driver will be given a large number that will be taped to the bus windows. Please remember your number, as it will help you find your bus after the performance. AFTER THE SHOW: When you emerge from the performance, buses will be parking in the Centre s surface lot in numerical order and representatives will assist you in locating your bus(es). We encourage everyone to board their buses as quickly and safely as possible. For safety reasons, we are going to try and hold all buses until everyone has boarded, so please make your way directly to the surface parking lot following the performance. (see map below) CARS/VANS/SUVS: You will still approach the building in the same manner, but will parking in our parking deck. Please note that there is a $6 per vehicle parking fee for cars/vans/suvs. After you have parked, make your way to level 2 of the deck and to the west side (theater side) of the building. When you emerge from the parking deck, there will be a Centre representative to check you in and direct you to your seats. ENTER FROM AKERS MILL RD. Cobb Galleria Pkwy. Cobb Energy Centre ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 5
Additional Map for All Vehicles Attending I-75 BALLROOM C B A SURFACE LOT BUS PARKING AKERS MILL ROAD COBB GALLERIA PARKWAY ENTRANCE ARRIVAL DEPARTURE 2800 Cobb Galleria Pkwy, Atlanta, GA 30339 ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 6
Theater Etiquette A live performance is a unique experience shared between performers and audience members. Unlike television or movies, audience distractions can disrupt the performers, the production and the audience. Before you arrive at the Cobb Energy Centre, please review the following information with your students and chaperones, and help ArtsBridge create a meaningful experience for all. Arrive early. Groups are seated on a first come, first serve basis. Seats are not assigned for ArtsBridge events. Food, drink, candy, gum, etc. is not permitted in the theater. Silence or turn off all electronic devices. We encourage you to share your ArtsBridge experience at the Cobb Energy Performing Arts Centre via social media, but please refrain from doing so or texting during performances; the glow from your device is distracting. Photography and video/audio recording of any kind is not allowed in the theater during the performance. Respect the theater. Remember to keep your feet off of the seats and avoid bounding up and down. When the house lights dim, the performance is about to begin. Please stop talking at this time. Talk before and after the performance only. Remember, the theater is designed to amplify sound, so the other audience members and the performers on stage can hear your voice! Use the restroom before the performance or wait until the end. Appropriate responses such as laughing and applauding are appreciated. Pay attention to the artists on stage they will let you know what is appropriate. If you need assistance during the show, please find your nearest volunteer usher. As you enter and exit the theater, remember to walk and stay with your group. Open your eyes, ears, mind and heart to the entire experience. Enjoy yourself! ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 7
PRE-SHOW ACTIVITIES Before attending an ArtsBridge Field Trip, review the following questions and vocabulary with your students: 1. How many of you have experienced a live theater performance? What did you see? 2. What are some of the differences between going to the theater and watching television or going to a movie? a. Theater features live on-stage actors. They have spent many weeks rehearsing for the performance. b. The audience is an important part of the performance. Appreciation for the performers is shown by close attention and participation and applause. The success of the performance often depends on the audience. c. It is easy to identify with live actors. You can see how they use their bodies and voices to convey different emotions. And their performances are always different than the show before. d. There is much more to most live performances than actors. Special sets, effects, lighting, music, costumes, and of course, the audience adds tremendously to the total experience. 3. The BAD Audience Member! A fun way to review theater etiquette with your students is to have them point out bad audience behavior during a show. Here s one way to illustrate this concept: a. Have one or two students come up to the front of the room and present something to the class. It doesn t matter what they present; the important thing is that they are the actors and the class is the audience. b. Once they are into the activity, you (the teacher) leave the room and then re-enter. Enter loudly, chew gum, step on people s feet, talk to them, etc. Be the worst audience member you can possibly be. Find a seat and continue to talk to others, ask what s going on in the performance, take pictures, talk on your cell phone etc. c. Afterward, ask the class to list all the bad behavior. Write these on the board. Include coming in late, talking, gum chewing, waving to friends, etc. d. Then ask the audience members how they felt when the bad audience member came into the theatre. Could they hear the actors? Were they distracted? And finally ask the actors how they felt. Could they concentrate on their performance? They may have ended up listening to you instead of continuing with their presentation! The important goal of this activity is for students to actively see and feel what it s like to have someone disrupt their theater experience, both from the performer and the audience side of the stage. After you come back from seeing the show at the Cobb Energy Centre, review the experience with your students. Were they good or bad audience members? How was the experience of watching the show given their behavior? 4. Review the stage diagram below with the students. Draw the diagram on the whiteboard and have students come up and write in each part of the stage. Stage Performer Point of View House LeftStage Right Upstage Right Stage Right Down Stage Right Upstage Center Center Stage Down Stage Center Audience Point of View Upstage Left Center Left Down Stage Left Stage Left House Right ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 8
Theatrical Vocabulary Review the following theatrical terms with your students before attending the performance! This will help them better understand all of the elements of a production. Author the writer of a script also called the book Audition to perform to get a role for the production; usually includes singing, dancing and reading scenes from the show; usually takes place in front of the Director & Creative Team Ballad a slow song for actors to showcase vocal clarity Blocking the specific movement of actors on stage; usually given by the Director Box Office a booth inside the theater where tickets are sold Calling the Show the process of calling out the lighting, sound and scene-change cues during a performance; usually done by the stage manager Casting the process through which actors are chosen for roles in the production Casting Agent one who chooses actors for roles in the production Choreographer one who designs dance sequences and teaches them to the cast of the production Composer one who writes the music Conductor one who directs the orchestra Costumes a set of clothes in a style typical of a particular country or historical period Curtain Call the appearance of one or more performers on stage after a performance to acknowledge the audience s applause Director one who supervises the creative aspects and guide the artistic vision of the production Dress Rehearsal rehearsal in which performers practice with costumes, props, lights and microphones Dresser one who assists performers with their costumes during dress rehearsals and shows Electrician one who works with the lighting designer to adjust and operate lighting instruments Ensemble / Chorus typically singers, dancers or actors who perform in group numbers Head Carpenter one who builds the sets for the production House Left the left side of the theater, when facing the stage (audience s point of view) House Manager one who oversees all aspects of the audiences; responsible for ushers and audience safety House Right the right side of the theater, when facing the stage (audiences point of view) Lighting Designer one who decides where the lighting instruments should go, how they should be colored and which ones should be on at any particular time to affect mood, visibility and to showcase costumes and sets Lyricist one who writes the words to a song Makeup Artist one who applies cosmetics to a performer s face and body Music Director one who teaches and rehearses the music with the orchestra Orchestra Pit the lowered area in front of a stage where the orchestra (musicians) sit and play during the performance Overture an orchestral piece at the beginning of an opera, suite, play, oratorio, or other extended composition Producer a person responsible for the financial and managerial aspects of staging a play, opera, musical, ballet, etc. Program a listing of the order of events, names of the cast and crew and other relevant information for the production Property (Props) Manager one who manages all items used on stage that cannot be classified as scenery, electrics or wardrobe Proscenium arch the arch opening between the stage and auditorium; the frame of the stage Read-through the cast reads through the script without movement or music; typically done at the first rehearsal Set Designer one who creates the scenery for the stage Sitzprobe the first rehearsal with both the performers and the orchestra, with no staging or dancing Sound Designer one who plans and executes the layout of all sound playbook and equipment for the show Sound Operator one who handles the sound playbook and mixing equipment for the show; work with Sound Designer Sound Board a desk comprising a number of input channels where each sound source is provided with its own control channel through which sound signals are routed into two or more outputs; controls all microphones and music Spotlights a lamp projecting a narrow, intense beam of light directly onto a place or person, especially a performer on stage Standby / Understudy one who studies a role and is prepared to substitute a performer when needed Stage Left the left side of the stage, when facing the audience (performer s point of view) Stage Manager one who is responsible for the quality of the show s production, assists the director and oversees the show at each performance Stage Right the right side of the stage, when facing the audiences (performer s point of view) Technical Rehearsal rehearsal incorporating the technical elements of a show such as the scene and property shirts, lighting, sound and special effects Uptempo Song a fast, upbeat song for actors to showcase dancing and acting ability Usher one who guides audience members to their seats Wig Master / Mistress one who obtains and customizes wigs for performers to wear ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 9
About ImaginOcean Book by JOHN TARTAGLIA Music & Lyrics by WILLIAM WADE John Tartaglia s ImaginOcean is an original story that celebrates strength, imagination, courage and friendship. Told through vibrant black-light puppetry, young audience members will be treated to a musical undersea adventure. Toe-tapping songs include a variety of musical styles, ranging from R&B, to Big Band. Run Time: Approximately 1 hour Synopsis Three best friends who just happen to be fish are playing a game of bubble ball when the ball floats away and bumps into some coral. A treasure map is revealed! The trio of friends decide to set off to find the treasure and collect three medals along the way. As they search the ocean for clues, they meet new friends including jellyfish, a seahorse and an octopus not to mention everyone in the audience! In the end, Tank, Bubbles and Dorsel discover that the greatest treasure of all is the gift of friendship. Characters Dorsel Dorsel is scared of germs, and worms, and jellyfish, and well Dorsel s scared of almost everything! He likes sanitizer and all things safe and clean! Though all of our friends go off on quite an adventure, Dorsel has the biggest journey of all. Bubbles Bubbles is a fish with a big heart and imagination. She dreams about ponies, clouds and magic. When it looks like all hope is lost in retrieving the blue medal on the journey for the treasure, Bubbles used her vivid imagination to save the day. Tank What Tank may lack in eloquence, he makes up for in strength and a huge heart. He s the oldest and biggest and the engine of our fish trio. Helping a baby jellyfish? Not a problem for Tank. Riding the biggest and craziest currents in the ocean? Bring it on! No adventure s too big for him. Dorsel and Bubbles let him often take the lead, and they know that though he may be gruff and buff, he s a big softie at heart. Leonard There s no better way to describe Leonard the octopus than the word lovable. He s goofy and kind-hearted and excited to make his very first friend in Dorsel when they both end up lost. He s got a very special job to do and ends up being a vital part of finding our treasure. Ripple Ripple the seahorse is the captain of kelp and seaweed special units, and is the protector of Seaweed Scuttle, a stop along our journey through the sea. He takes his job very seriously, and with Ripple, everything is by the books. He may be small, but he s powerful, and until our three friends can prove they have wonderful and amazing imaginations, he s not giving up the blue medal that our fish friends need to find the treasure! At the end of the day, Ripple has a pretty amazing imagination himself. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 10
ImaginOcean Vocabulary Puppetry and Performance Terms: Black Light: invisible ultraviolet light or lamp that radiates black light. Switch one on and white clothes, teeth and other brightly colored things glow in the dark, while the bulb itself only emits faint purple light. Items or clothing that are black will remain invisible under black light. Puppetry: an art form in which objects, often with human or animal characteristics are brought to life by puppeteers. Puppeteer: a person or performer who manipulates puppets. Because ImaginOcean uses black light, the audience will not be able to see the puppeteers when they are wearing black. Ocean Terms: Ocean: the vast body of salt water that cover almost three fourths of the earth s surface. Coral Reef: an ocean habitat that is home to thousands of species of animals and plants. Coral reefs are usually found in warm tropical water and are composed of the stony skeletons of coral polyps. Pollution: harmful substances such as garbage and chemicals. Pollution damages the ocean and makes it difficult for ocean animals and plants to survive. Key Words from the Show: Courage: the power to face difficulty, danger or pain with little or no fear. Bravery. Imagination: the power to use your mind to be creative and come up with ideas and stories. Map: a drawing or graphic that shows different locations and how to get from one to another. To find the treasure, the first follow a map. Medal: a flat piece of metal, often inscribed with words or a design, which is given to celebrate a person, event or accomplishment. Strength: the state of being strong. You can have strength in your body and in your mind. Treasure: something that is extremely valuable. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 11
What Is Blacklight? John Tartaglia s ImaginOcean is performed using a special art form called black light puppetry. This technique uses black light also called ultraviolet light, to cause the puppets, props and nearby surfaces to glow. The black light, therefore, controls what the audience can and cannot see. The puppets, props and nearby surfaces are all coated with colors which are very bright or florescent. Black light allows the puppeteers, all of whom are dressed in black, to remain unseen while their glowing florescent puppets are fully visible to the human eye. Read on to explore other uses for black light! Money The government uses black light to detect counterfeit money. Counterfeit money is money not printed by the U.S. government. Each denomination of new money printed by the government contains a florescent strip that glows under ultraviolet light. Germs Inspectors often use black light to see how clean public bathrooms and restaurant kitchens really are. Black lights can also be used to see if someone has thoroughly washed their hands. Under black light, invisible stains in areas missed by a cleaning crew glow, allowing them to be seen by the naked eye. Finger Prints Do your parents watch any of the CSI tv shows? Then they ve seen how the investigators use black light to analyze crime scenes. By dusting a surface with special florescent powder, fingerprints stand out from other dirt under black light. This can provide important clues to help solve the crime! Antiques An appraiser is someone who confirms that an object or piece of furniture really is old and not just a modern copy. Appraisers use black light to determine whether something is an antique. Pains made today contain florescent chemicals that glow under black light unlike stains or varnishes used in the past. If an object glows, it may not be an antique. Space Exploration NASA uses black light to detect possible cracks or leaks in its shuttles and telescopes. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 12
The Ocean There is one ocean that covers 70% of the entire planet. Different land masses or continents divide up the ocean into smaller bodies of water. Other bodies of water that are partly closed off by land are called gulfs and seas. Filled with millions of unique and wondrous plants and animals, oceans provide food for much of the earth s population. There is one ocean that covers 70% of the entire planet Depth The depth of the ocean depends on where you are. If you are walking along either cost of the United States, the ocean reaches right up to the coastline. You can put your feet into it. But there are also parts of the ocean that are almost 7 miles deep! Animals live in all areas of the ocean, even at its deepest points many of these animals have never been seen by human eyes. Protecting the Ocean While we can t see all of the creatures that live in the ocean, it s important to remember that each creature in the ocean family exists for a reason and needs to be protected. People often forget about their responsibility to maintain nature s balance. Carelessly dumping garbage and other pollutants into the ocean kills fish and other undersea creatures, as well as the food that these animals eat. It s up to each one of us to make an effort to cut down on pollution and waste that could possibly end up in the ocean. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 13
Coral reefs are home to about 25% of marine life! Coral Reefs One place that fish live together is a coral reef. Reefs are kind of like underwater cities! Coral reefs are warm, clear, shallow ocean habitats that are filled with sea life. A reef is formed from coral polyps tiny animals that live in colonies. When coral polyps die, they leave behind hard, stony skeletons made of limestones. Over time, these skeletons join together to form the reef. The coral reef provides shelter for many animals, including sponges, fish, jellyfish, anemones, starfish, crabs, shrimp, lobsters, turtles, sea snakes, snails, octopuses and clams. Coral reefs are often damaged by hurricanes and typhoons, but humans also share the blame. Pollution has caused water temperatures to rise, which keeps reefs from expanding. Destructive fish practices also have an effect. When too many fish that eat plans are caught, coral reefs become overgrown with seaweed and smother themselves. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 14
Under the Sea Creatures Fish Fish have existed for more than 450 million years, long before dinosaurs roamed the Earth. Over 1,000 fish species are threatened by extinction. There are more species of fish than all the species of amphibians, reptiles, birds and mammals combined. 40% of all fish species inhabit fresh water, yet less than.01% of the earth s water is fresh water. (Tank, Bubbles and Dorsel live in the ocean, which means they are saltwater fish.) Some fish, like sharks, don t possess an air bladder to help keep them afloat and must either swim continually or rest on the bottom. Fish have a specialized sense organ called the lateral line which works much like radar and helps them navigate in dark or murky water. The largest fish is the great whale shark which can reach fifty feet in length. The smallest fish is the Philippine goby that is less than 1/3 of an inch when fully grown. Octopus The octopus is a soft-bodied animal or invertebrate. There are more than 300 species of octopus. The Octopus has eight long arms. Its name comes from the Greek work oktapous, meaning eight-footed. Octopus have two eyes, one of each side of their head and a parrot-shaped beak. The beak is the only hard part of their body. Octopus are very intelligent, have excellent eyesight and a good sense of touch. However, they are completely deaf. Octopus crawl and swim. To crawl, they walk on their arms. To swim, they squirt a stream of water. Most octopus species live in rocky ocean environments, such as coral reefs and tony coasts. Octopus eat crabs and other shellfish. They capture their food with their long arms and pierce their prey s shell with their powerful beak. They then inject their prey with poison and suck out their flesh. All species of octopus are venomous but only the blue-ridged octopus is deadly to humans. There are over 30,000 known species of fish on the earth The smallest octopus is just 1/4 inch long; the largest species measures 14 feet. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 15
Jelly Fish Under the Sea Creatures The word jellyfish describes animals that are made of jelly-like material. Some jellyfish are bigger than a human and others are as small as a pinhead. Jellyfish have been on Earth for millions or years, even before dinosaurs. Jellyfish are mainly made up of water and protein. A group of jellyfish is called a smack. Most jellyfish live less than one year, and some of the smallest may live only a few days. Some jellyfish have millions of very small stinging cells in their tentacle. These cells are used to capture food by injecting toxin into the prey. Jellyfish eat different types of things, such as small plants, fish eggs and other small fish called larvae. Jellyfish are eaten by a number of marine animals such as large fish and turtles. Jellyfish sometimes protect small fish from being eaten by predators with their stinging cells, and young crabs may even hitchhike on the top of jellyfish so they don t have to swim. Seahorses A seahorse may not look like it, but it is actually a type of fish. It does not have scales, but it does have a skeleton. Seahorses range in size from 0.6 inches (smaller than a thumbnail) to a little over one foot (14 inches). Seahorses can rotate their eyes 360 degrees each independently of the other. Seahorses do not have teeth; they also do not have a stomach. Seahorses are the only animal in the entire animal kingdom in which the male bears the young. After growing inside their father s pouch, seahorse babies are released fully formed. Seahorses are the only animal in the entire animal kingdom in which the male bears the young. Jellyfish have no brain but some kinds have eyes. Seahorses are big eaters, eating an average of 3,000 plankton, brine shrimp and other microscopic marine life each day. By the time a seahorse is two weeks old, it has an adult appetite. Seahorses use camouflage to blend in with their environment. Because of their upright position, seahorses are not very good swimmers. They spend most of their time staying still by anchoring themselves to underwater plants. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 16
Character Traits ImaginOcean celebrates many important character traits, including courage, strength and imagination. Read about their place in the story and example of individuals who exhibit the same character traits in real life! Courage At the beginning of ImaginOcean, Dorsel is afraid of everything. The truth is, everyone has something they are afraid of. It could be something as small as a bug or as big as a dog. During the show, Dorsel learns that in order for he and his friends to complete their adventure, he needs to find the courage to overcome his fears and learn how to be brave. Courageous Individuals We rely on the brave heroes who serve as firefighters and police offers to keep us safe. Firefighters do all kinds of brave things, including helping to save the lives of people trapped in burning buildings. Police offers helps to keep peace in our towns and keep bad people from doing harm to others. Imagination Imagination is a wonderful thing. As Bubbles explains, I can go anywhere and be everything I can dream of. Anything can happen in my imagination. Everyone has the power to imagine and using your imagination can bring joy to you and others. Creative Individuals Artists of all kinds use their imaginations to create new ideas, world and character than can be enjoyed by others. Authors create new stories using their imaginations. J.K. Rowling, for instance, was riding on a train when she daydreamed about a boy named Harry Potter who was a wizard. She has since written seven books in the Happy Potter series, which are some of the most popular books in history. Strength In ImaginOcean, Tank helps his friend to find the medals by using his strength. There are many kinds of strength. Tank is strong enough to move a rock to free a baby jellyfish; by helping, he shows that he has a strong and giving heart as well. Strong Individuals Athletes use their strength to break records and to become the best in their sport. Swimmer Michael Phelps strength helped him win 8 gold medals at the 2008 Olympic Games. Phelps has won 14 career gold medals, the most won by an Olympian. Teamwork During their adventure, Dorsel, Bubbles and Tank learn that through cooperation and teamwork they can accomplish anything. In the beginning of the musical, the trio joins together to help save a jellyfish who is caught under a rock. Although Tank doesn t succeed during the first couple of tries, he remains persistent and, with the help of Bubbles and Dorsel, manages to lift the rock and free the jellyfish. The determination of the group allowed them to not only achieve their goal, but to also make a new friend in the process. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 17
Post-Show Questions Comprehension: 1. What were the fish playing at the beginning of the show? 2. What did the friends find? 3. What color of medal did they find first? What did they do to earn the first medal? 4. What color of medal did they find second? What did they do to earn the second medal? 5. What kind of animal was Leonard? 6. How did Dorsel overcome his fears? What happened when he did? 7. What was the treasure? What did the fish get when they discovered that the friendship was treasure? 8. What do you think the creator of the show wanted the audience to know or discover? Puppetry: 1. Were you able to see the puppeteers at all during the show? Why or why not? 2. What did the puppets look like? What kind of colors were they? 3. In addition to the fish and other animal puppets, what else did you see in the show? How do you think those puppets were made? Music: 1. Can you remember any of the songs in the show? If yes, did they remind you of any other songs you had heard before? 2. Who performed the different songs? What did the puppets do during the different songs? Friendship: 1. What does it mean to be a friend? 2. How can we show friendship to someone? 3. Leonard had never had a friend before and was very excited when Dorsel became his friend. Have you ever made a new friend? 4. How does it feel to be in a new place where you don t have any friends yet? How can you make someone feel welcome who is new? Character Traits: 1. Tank, Bubbles and Dorsel used their courage, strength and imagination to discover the treasure. Can you think of a time when you were strong, brave and when you used your imagination? 2. The fish shared their talents of courage, strength and imagination during their adventure. What talents do you have? 3. Can you remember a time that you were scared? What did you do to overcome your fear? ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 18
#1 Write a Letter Goal: To reflect on the performance experience and to practice writing skills. When: After the performance. Explanation: After the show, students will write letters to the ImaginOcean performers or to ArtsBridge Donors whose support keeps field trip tickets accessibly priced for school groups. Activity: Post-Show Activities 1. After attending the performance, discuss the experience with your students. Use the following discussing questions to guide the conversation: a. What was the show about? b. What parts of the show were most exciting? c. Which character did you enjoy the most? Why? d. What did the character find? What they learn? e. What was special about the puppets? 2. Next, invite students to write a letter to the performers or to ArtsBridge Donors. a. Letter Example #1 Dear ImaginOcean Performers, My favorite part of the show was. While watching your show I felt because I have drawn a picture of the scene when. If I could be in your show, I would play the part of because b. Letter Example #2 Dear ArtsBridge Donors, Thank you for helping my class go to the Cobb Energy Centre to see ImaginOcean. My favorite part of the show was. While I was watching the show I felt because I have drawn a picture of the scene when This experience was special because 3. After writing the letter, students can illustrate a scene from the performance. 4. Last, mail the letters to use and we ll make sure they get to the right people. ArtsBridge Foundation Attn: Education Department 2800 Cobb Galleria Parkway Atlanta, GA 30339 Follow-Up Discussion Questions: 1. What did you choose to share in your letter? Why? 2. How does receiving a letter make you feel? 3. How do you think the recipient of your letter will feel when he or she receives your letter? Why? 4. Why do you think the performers choose to make being a puppeteer their career? 5. Why do you think people give money to help students like you attend performances at the Cobb Energy Performing Arts Centre? ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 19
#2 Treasured Friendships Goal: To demonstrate understanding of the concept of friendship. When: After the performance. Explanation: In this activity, students will draw a picture of an example of friendship and caption it. Activity: 1. Ask students to recall what the greatest treasure of all was in ImaginOcean. 2. Tell them that they are going to create pictures that show what Tank, Bubbles and Dorsel discovered that friendship is the greatest treasure. 3. Brainstorm idea s of things that friends do together, how they show that they care for one another, etc. 4. Invite students to draw a picture that shows one of these examples and to write or dictate a sentence that explains their picture, using the sentence starter I treasure friendship because 5. Display the class drawings on a bulletin board, titled Friendship: The Greatest Treasure Follow-Up Questions: 1. What does it mean to be a friend? 2. What kind of things do you like to do with your friends? 3. What can you do to help a friend feel better when they are sad or going through a tough time? #3 Character Traits Goal: To explore examples or character traits including courage, strength and imagination. When: Before or after the performance. Explanation: Students will collect examples of people in the news, their neighborhood, stories that they read, etc. that exemplify courage, strength and imagination. Activity: 1. Ask students to work together to define the ideas of courage, strength and imagination. 2. Encourage them to share examples of people or stories that they know that exhibit these traits. 3. Create a display in the classroom that consists of three columns, Head each column with one of the strengths the first friends discovered. 4. As students come up with examples, write a description of the person or character who exemplified the trait or add a representative picture. 5. Continue to add to the display through the school year. Follow-Up Questions: 1. What does it mean to be strong? Are there other ways to be strong other than physically? 2. Who uses their imaginations? What is special about imagination? Do we have to be careful to not let our imaginations get carried away? 3. What is courage? Does courage mean never being afraid of anything? Why or why not? ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 20
#4 Big Idea Graphic Organizer NAME Explanation: Using words and images, define the character traits below and how they were used in the performance. STRENGTH What is it? Who showed it? Draw an example from the story. IMAGINATION What is it? Who showed it? Draw an example from the story. COURAGE What is it? Who showed it? Draw an example from the story. TEAMWORK What is it? Who showed it? Draw an example from the story. ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 21
Resources and Sources WEB RESOURCES ImaginOcean Official website: http://www.imaginocean.com/ Additional information about the show, video clips and interactive games featuring the characters. Sea World: Animal Information Database. http://www.seaworld.org/ Find data on different ocean creatures, such as family, size, diet and other facts Treasures @ Sea http://www.fi.edu/fellows/fellow9/dec98/main.html From the Franklin Institute of Science, a great teacher resource which focuses on integrating ocean studies with literature, art and writing. Also contains interactive ocean games and puzzles for children. STUDY GUIDE SOURCES Fifteen Fun Fish Facts for Kids. Andy Camper. http://campfire.andycamper.com/15-fun-fish-facts-for-ids Fun facts about Jellyfish. JellyWatch. http://jellywatch.org/blooms/facts Fun Facts about Seahorses. 20-20 Site. http://2020site.org/fun-facts/fun-facts-about-seahorses.html Fun Stuff for Kids: Octopus Facts. Kids Can Travel. http://www.kidscantravel.com/familyattractions/beachesasilah/funstuffkids/index.html John Tartaglia Puppetry. http://www.johntartagliapuppetry.com John Tartaglia s ImaginOcean Study Guide. Through the Stage Door. Available at http://www.imaginocean.com ArtsBridge presents John Tartaglia s ImaginOcean Educator Guide 22