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NewVictory.org/SchoolTool22© The New 42nd Street New Victory® School tool® Resource Guides

THE NEW VICTORY® THEATER

AFTER

This section is part of a full New Victory® School tool® Resource Guide. For the complete guide, including information about the New Victory Education Department, check out: NewVictory.org/SchoolTool

Ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance

COMMON CORE STANDARDSReading: 1; 3Writing: 2; 3; Language: 1 Speaking and Listening: 1; 2; 4

NEW YORK STATE STANDARDSArts: Creating, Performing, Responding, ConnectingEnglish Language Arts: 1; 2; 4

BLUEPRINT FOR THE ARTSTheater: Theater Making Developing Theater Literacy Making ConnectionsVisual Arts: Art Making Making Connections

Photo: Paul Munene



AFTER / PERFORMANCE REFLECTION

Following your trip to The New Victory, you may find that your students want to discuss the performance and their own opinions. Reflecting on the show and voicing an aesthetic response is an important part of the theater-going experience. Allowing your students the opportunity to articulate their own thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

TEACHER TIP

Engaging in dialogue, asking questions and recalling observations are skills that we believe should be fostered and encouraged. When leading a performance reflection discussion, try the following model of critical response:

Describe (I saw…)

Analyze (I wonder…)

Interpret (I think/feel…)

Evaluate (I believe…)

Engage in a conversation with your students to help them process their thoughts and feelings about the show. On a large piece of chart paper, draw the outline of a giraffe and use the prompts below to guide students through an active reflection. On the outside of the outline, have students write or draw their favorite moments and favorite moments from the show. On the inside of the outline, have students write or draw their own feelings about the show and what the imagery, music and dancing evoked. Then, lead students in a discussion:

What was the story about?

Who were the characters?

Who/what was your favorite character?

What were your favorite parts of the show?

What did you think about how the performers portrayed animals?

What different production elements (music, lighting, costumes, etc.) did you notice in the show?

How did the show make you feel?



AFTER / ACTIVITY

TINGA TINGA TALES – THE MUSICAL brings to life the origin stories of Giraffe and Chameleon. Engage your students’ imaginations and bodies to explore the origin stories of

some of your favorite animals!

ZOOSH WOOSH

Materials Needed: Chart Paper, Crayons, Color Pencils, Drawing Paper, Imagination!

1. Begin by asking students to share out animals, not featured in the show, that are meaningful to their culture, or to them personally, for example: butterflies, koi fish, sloths or eagles. Ask them questions like What is your favorite animal and why? Make a list of these animals on a large piece of chart paper. Note: Prompt students to think about animals from myriad locations across the globe, like: a sandy desert, dark forest, the deep blue ocean, a flowing river or a place like New York City!

2. Next, ask students to join you on an imagination expedition through time! Using the class-generated list of animals, ask students, How did your favorite animals come to be the way they are? For instance, how did the anteater get its snout?

• What sounds does your animal make?

• How does your animal move?

• How does your animal look?

• What is your animal’s habitat?

• Does your animal travel/live alone or in a pack?

3. Now it’s time to make a class Zoopedia, your very own storybook of animals and their origin stories! Ask students to draw an animal from the class-generated list. Encourage students to think about their animal’s origin story while they are drawing it. For example: Why does your zebra have stripes? How did they get them?

4. Next, verbally build the origin stories of your animals by showing each student’s artwork to the class and asking questions like What animal do you see? What do you notice about how this animal looks? What sounds does this animal make and why? Act as scribe and begin writing out class generated origin stories for each animal on chart paper.

5. Collect the drawings and put them together into your Zoopedia. Then, have students come together in a seated circle and tell them they’re going to work together to bring your collective storybook to life using:

• Tableau (A frozen picture)

• Participants as characters (who/what is in the story)

• Creating physical setting (where the story takes place)

• Soundscaping (The background music, noise or soundtrack made with the mouth, body or found objects)

6. Put all of these ideas into practice by leading students through a “Story Woosh,” in which they create moments of their story in the center of the circle, while you act as the narrator and offer direction as the story is told. Note: It’s best to activate the story one page at a time.

7. Once you’ve finished a page or two of the book, have everyone in the center of the circle go back to their seated position by saying the word, “WOOSH!” and making a sweeping motion with your hands. Have seated students do this, too! Once you’ve repeated this for each page of the story, you will have essentially created your very own storyteller’s theater!

REFLECTION QUESTIONS: How did it feel to think about and create an origin story?

What was it like to see your classmates play different animals?

What did this activity make you feel or think about?

What was the hardest part of this activity? How did you overcome that challenge?

What elements of this activity reminded you of the story telling from TINGA TINGA TALES – THE MUSICAL?

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Sourceshttp://www.bbc.co.uk/pressoffice/pressreleases/stories/2010/01_january/14/tinga.shtml

https://insideafricanart.com/tingatinga/

https://www.britannica.com/place/Zanzibar-island-Tanzania

https://www.worldoftales.com/African_folktales.html

http://www.afrum.com/index.php?categ=art_cur&action=vypis&select=401

n victory school t n v newvictory.org/schooltool after€¦ · zoopedia. then, have students come...

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