StandardS addreSSed by attending thiS performance

Oceans & Rivers

The FUN-damentals of science and ecology come to us via vocals, guitars, mandolin, bass, harmonica, banjo, and percussion. The music of the Banana Slug String Band ranges from rockin’ boogies to sensitive ballads, from folk songs to reggae and rap. Music, theater, puppetry, and audience participation create a fun- filled and energetic learning experience.

On our blue planet, the dominant feature is ocean. The vapor it releases into the atmosphere returns as rain, sleet, and snow, replenishing the planet with freshwater. All life is dependent on the ocean. Even for those of us living far from its shores, understanding the ocean is essential to comprehending this planet. 2008 National Association of Parenting Publications Awards (NAPPA) - Honor Award2008 Skipping Stones Honor Award - exceptional books and teaching resources that encourage an understanding of the world’s ecological richnessParent’s Choice Awards

Stay for our 15-minute Q & A session with the cast after the 12:15 pm performance.

Thursday, april 18, 2013 10:15am & 12:15pmgrades: preK - 5Curriculum Connections: Language Arts, Science, Fine Arts/Music & Theater

In this issue of Dreamcatchers–Introduction & Synopsis .................................. 2Fun Facts .................................................................................. 2Vocabulary .............................................................................. 3Pre-performance Activities ............................ 4 Post-performance Activities ......................... 6Outreach Activities .................................................... 8Resources & Websites............................................. 8About the Band ................................................................ 8Etiquette ...................................................................................... 10

ScienceStrand i: Scientific Thinking & PracticeStandard i: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically. Strand ii: content of Science Standard ii (Life Science): Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.Strand iii: Science & Society Standard i: Understand how scientific discoveries, inventions, practices, and knowledge influence, and are influenced by, individuals and societies.fine artS/ mUSic and theatrecontent Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines, as well as other content areas. content Standard 5: Observe, discuss, analyze, and make critical judgments about artistic works.LangUage artS: Strand i: Reading and Listening for Comprehensioncontent Standard i: Students will apply strategies and skill to comprehend information that is read, heard, and viewed.As part of our mission to integrate the arts into classroom academics, the Dreamcatchers Study guides are designed to provide helpful information to be used by teachers and students before and after they attend our performances. The activities in these guides are suggested to stimulate multi-sensory explorations of themes and concepts, so that the theatrical events are used for cross-cultural and language arts learning. Educators are encouraged to use our suggestions as springboards to lead students into meaningful, dynamic learning, thus extending the experience of the plays. Selected Dreamcatchers materials provided by the Banana SlugString Band and other resources noted throughout the guide.

The Banana Slug String Band

The Banana Slug String Band

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers2.

IntroductionScience, Song & Celebration! The Banana Slug String Band is a group of lovable musicians and educators from the coastal redwoods of Northern California. The Slugs are “Airy” Larry Graff, Doug “Dirt” Greenfield, “Solar” Steve Van Zandt, and “Marine” Mark Nolan. With vocals, guitars, mandolin, bass, harmonica, banjo, and percussion, Slug songs range from rockin’ boogies to sensitive ballads; from folk songs to reggae and rap. They use music, theater, puppetry, and audience participation to create a fun-filled learning experience.In a fun and exciting hour, students will become more aware of how to respect our planet and appreciate the way all of its amazing gifts affect each other. As the Slugs are quick to point out, “we all live downstream.”

Fun Facts (www.bananaslugstringband.com and www.sciencekids.co.nz)

Oceans Did you know that the ocean covers 70% of Earth’s surface? And that fifty percent of the air

we breathe is made in the sea? On our blue planet, the dominant feature is ocean, containing 97 percent of Earth’s water. The vapor it releases

into the atmosphere returns as rain, sleet and snow, replenishing the planet with freshwater. All life, including our own, is dependent on the ocean. Even for those of us who live far from its shores, understanding the ocean is essential to comprehending this planet where we live.

The largest ocean on Earth is the Pacific Ocean meaning ‘peaceful sea’. It covers around 30% of the Earth’s surface and contains around 25,000 different islands, many more than are found in Earth’s other oceans. The Pacific Ocean is surrounded by the Pacific Ring of Fire that is made up of a large number of active volcanoes.

The second largest ocean on Earth is the Atlantic Ocean taken from Atlas of Greek mythology. It covers over 21% of the Earth’s surface.

Ocean tides are caused by the Earth rotating while the Moon and Sun’s gravitational pull acts on ocean water. Tide pools form when the ocean covers the beach twice a day. Some of the plants and animals that live close to the sea

are covered when the tide washes over them. They have to be able to survive in both wet and dry conditions. The tides bring fresh oxygen and food to them. Between tides, some of the smaller pools become too warm and start to dry up. Many of the animals hide under cool, damp rocks and moist seaweeds so that their bodies do not dry out before the tide comes in again.

While there are hundreds of thou- sands of known marine life forms, there are many that are yet to be discovered. Some scientists suggest that there could actually be millions of marine life forms out there.

Starfish are interesting animals that live along the beaches. Starfish are many different colors. Starfish usually have 5 arms – although some have as many as 44 arms! Each arm has rows of tube feet that are used for crawling, feeding, and attaching to things. All starfish can grow back arms that they have lost.

BANANA SLUGSTRING BANDBANANA SLUGSTRING BAND

Photo by Alan Gornick Jr.,© Aris Multimedia Entertainment, INc. 1994, Courtesy: http://www.calstatela.edu/faculty/eviau/edit/557/oceans/morma/ostrfsh.htm

Rivers The National Wild and Scenic Rivers System was created by Congress in 1968 to preserve certain rivers with

outstanding natural, cultural, and recreational values in a free-flowing condition for the enjoyment of present and future generations. The Act is notable for safeguarding the special character of these rivers, while also recognizing the potential for their appropriate use and development. It encourages river management that crosses political boundaries, and promotes public participation in developing goals for river protection.

Rivers are classified as wild, scenic, or recreational. Wild river areas — Those rivers or sections of rivers that are free of man-made changes and generally inaccessible

except by trail, with watersheds or shorelines essentially primitive and waters unpolluted. These represent vestiges of primitive America.

Scenic river areas — Those rivers or sections of rivers that are free of man-made changes, with shorelines or watersheds still largely primitive and shorelines largely undeveloped, but accessible in places by roads.

Recreational river areas — Those rivers or sections of rivers that are readily accessible by road or railroad, that may have some development along their shorelines, and that may have undergone some man-made changes or diversion in the past.

New Mexico has four rivers in the Wild and Scenic Rivers System – Jemez (East Fork) River, Pecos River, Rio Chama, and Rio Grande.

The Rio Grande flows out of the snow-capped Rocky Mountains in Colorado, and journeys 1,900 miles to the Gulf of Mexico.

The longest river in the world is the Nile River; it reaches around 6,650 kilometers in length (4,132 miles). The second longest river in the world is the Amazon River; it reaches around 6,400 kilometres in length (4,000 miles). The longest river in the USA is the Missouri River, stretching around 2,340 miles (3,770 km) in length (slightly

longer than the Mississippi River). The two combine to form the longest river system in North America, reaching around 3,902 miles in length (6,275 km).

Small rivers often have different names, including “creek,” “stream” and “brook.”

Vocabulary

(http://wordcentral.com/, http://www.ucsc.edu/about/mascot.html and http://www.dictionary.reference.com)

airy – light in appearance, manner or movement; consisting of or having the character of airaquatic – living in or often found in water

banana Slug – a bright yellow, slimy, shell-less slug commonly found on the redwood forest floordirt – earth or soil, especially when loose

ecology – a branch of science studying the relationships between living things and the environmentmarine – of or pertaining to the sea; existing in or produced by the sea

pollution – the introduction of harmful substances or products into the environmentprecipitation – when water falls from the sky. It can be rain, hail, snow, sleet, or snow.

rio/river – a large natural stream of waterSlogan – a distinctive cry, phrase, or motto of any party, group,

manufacturer, or person; catch word or phraseSolar – of or pertaining to the sun; utilizing, operated by,

or depending on solar energytide pool – a pool of salt water left behind

when the ocean tide recedesWatershed – the area that drains into a river or lake

Wetlands – lands that have much soil moisture, such as swamps

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers 3.

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers4.

Pre-performance Activities

Banana S lug Poetrygrades: 2 – 5

Objectives:�Students identify an aspect of ocean and river ecology in which they are interested.�Students write a poem about that aspect of nature.

Materials: q pencil and paper q cd player or computer with speakers and internet access (optional)

Procedures: NOTE: It might be fun to play music by the Banana Slug String Band while students complete this activity. Select MP3s are available online at https://www5.cruzio.com/w5a146/prds0708.html. Digital albums and songs can also be purchased at this site. 1. Tell your students that they will be attending a show that features songs about rivers and oceans. Tell students the name of the band (The Banana Slug String Band) and the names of the performers: “airy” Larry graff doug “dirt” greenfield “Solar” Steve Van Zandt “ marine” mark nolan 2. Review the words “airy,” “dirt,” “solar,” and “marine.” What do they refer to? Guide students into seeing that the performers’ names all reference an aspect of nature on planet Earth. 3. The theme for this show is “Oceans and Rivers”. Ask students to come up with their own nature-themed name that refers to something they know about oceans and/or rivers. This can include plant or animal names, references to specific bodies of water, etc. Have students share their names with the class. 4. Discuss how songs are poems set to music. 5. Ask students to write a poem based on the something relating to oceans and/or rivers that they find interesting. This can be an animal, a place, a plant, a rock, etc. The poem should describe what the object/aspect is without directly naming it.

SampLe poem:Blue in the Morning Black at nightLarge in sizeFull of mightHome to creatures big and smallMy cool clear waters shelter them all.

6. Have students read their poems to the class. Ask the rest of the class to then guess what the poems are about.

Extensions/Modifications: È Students can do research to learn more about simple everyday conservation efforts they can do, as a way to protect the objects in/aspects of nature that they have shared. As a class, pick something that they would like to do to contribute to caring for the oceans and/or rivers of the world, or of New Mexico.

Assessment:QQuality of participationQStudents’ poems make specific reference to something connected to oceans and/or rivers.

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand ii: Writing and speaking for expression.content Standard ii: Students will communicate effectively through speaking and writing.Science:Strand i: Scientific Thinking & PracticeStandard i: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.

Photo courtesy: http://www.wikipedia.org

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Science:Strand i: Scientific Thinking & PracticeStandard i: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers 5.

Create a Ra instor m in Your C lassroom(adapted from a lesson by the Bronx River Alliance http://bronxriver.org)grades: preK – 8

Objectives: �Students engage their imagination. �Students envision the effects of a rainstorm on their local natural environment.

Materials: none

Procedures: NOTE: Words in italics represent the script for this activity. Feel free to modify the text, or to develop your own script. 1. Pose the question: “Where do you think your drinking water comes from?” Some responses may be “rain,” “snow,” “reservoirs.” Tell students that this activity will help them to imagine how one rainstorm might affect the local water cycle. 2. Introduce the activity: As a group, right in this room, we are going to create a rainstorm. You will need to concentrate and use your imagination. We will make the rainstorm using our hands and feet, so make sure you have enough room to move. Let’s review the different things we will do. (Go through each movement). Now, watch my hands. As I change what they are doing, you follow and do the same thing. 3. Start to rub your palms together. (You can narrate the storm if you choose.) We are hiking in the Sandia Mountains, just outside of Albuquerque. It’s summer, and an afternoon rainstorm is brewing. The wind is picking up, the leaves start to rustle, and clouds cover the sun. 4. Snap your fingers. The raindrops are starting to fall, lightly at first. Streams begin to fill and small bodies of water begin to form. 5. Clap with two fingers to palm. The rain is starting to fall a little harder. Water begins flowing quickly down the mountains. 6. Clap. The storm is getting more intense. The raindrops are falling harder and heavier. Water is rushing into the arroyos, on their way to the Rio Grande. Smaller rivers and streams swell. Reservoirs, large bodies of water, built to hold this rain and melting snow, fill with water. 7. Slap your lap and stamp your feet. The summer cloudburst is reaching its peak as the wind rushes through the trees and the rain comes heavy and fast. The water in the Rio Grande moves faster, beginning its journey to the south, all the way to the Gulf of Mexico. 8. Clap. It has been an intense storm, but like many of our summer storms, it doesn’t last long. The rain is starting to slack off and the wind is dying down. 9. Clap with two fingers to palm. 10. Snap fingers. Raindrops fall in the river in smaller drops. 11. Rub palms together. The sun comes out from behind the clouds, the leaves are fresh and wet and green. Small streams and puddles rush over the sloping ground. (Whispering) And our rainstorm is over. 12. Stop rubbing palms together. Remain silent for a few moments.

Extensions/Modifications: È Have the class investigate the following questions: •Does anyone know where we get our drinking water? Is the Rio Grande part of this journey? •What happens if we don’t get enough rain or snow where reservoirs are located? •What happens when rainwater falls on our streets in Albuquerque or Rio Rancho? Where does it go?

Assessment:Quality of participation

Photo courtesy: http://www.wikipedia.org

StandardS

LangUage artS:Strand i: Reading and Listening for Comprehensioncontent Standard i: Students will apply strategies and skill to comprehend information that is read, heard, and viewed.Strand ii: Writing and Speaking for Comprehensioncontent Standard ii: Students will communicate effectively through speaking and writing.Science:Strand ii: Content of ScienceStandard ii (Life Science): Understand the properties, structures, and processes of living things, and the interdependence of living things and their environments.fine artS/ ViSUaL artScontent Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines, as well as other content areas.

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers6.

Post-performance Activities

Loca l R iver L i fe(adapted from http://www.educationworld.com/a_lesson/01-1/lp239_03.shtml)grades: 3 – 12Objectives: �Students research the various kinds of animals and plants living in or near the rio grande. �Students write short summaries about selected animals or plants based on their research. They will then draw pictures of the animal or plant. �Students compile the information and present it in book format.

Materials: q teacher-selected and/or student-researched books, q hole punch and binder rings, or clear newspapers, and online sources about local rivers plastic report covers and report clamps q computer(s) with internet access q Local map q paper q construction paper of various colors (optional) q Scissors (optional) q glue or paste

Procedures: 1. Review what students learned about rivers from the show. Tell students that they will be doing research on a river very close to their homes: the Rio Grande. 2. Organize students into small groups. One half of the groups will research information about animal life in or near the river; the other half will research information about plant life in or near the river. Tell students that their information will then be compiled into a class book about the animal and plant life in or near the Rio Grande. 3. Have the class use school, library, or online sources to research the information. 4. Have students write one-page summaries about each type of plant and animal life they study. Illustrate their selected plants and/or animals. If images of animal and plant life are not available, students may draw pictures. 5. At this point you can decide how you would like to compile your book: •Havestudentscutandpastepicturesandsummariesontoconstructionpaper,thencompilethepagesintobookformat, OR Use the classroom computer to print out student summaries, then glue or attach student drawings to printed pages. 6. Bind your book using a hole punch and binder rings, or clear plastic report covers and report clamps. Keep the book in your classroom library.

Extensions/Modifications: È For younger students: Provide students with information about local animal and plant life near the Rio Grande. Have students create their own picture books based on the information you provide. È This would be an excellent lesson to use as part of a field trip to the Rio Grande Nature Center. See what other interesting facts can be included with the research you have done for your books.

Assessment: QQuality of participation Qresearch is relevant to topic

Photo courtesy: http://www.wikipedia.org

StandardS

LangUage artSStrand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard, and viewed.Strand ii: Writing and speaking for expression. content Standard ii: Students will communicate effectively through speaking and writing.Strand iii: Literature and Mediacontent Standard iii: Students will use literature and media to develop an understanding of people, societies, and the self.Science:Strand ii: Content of ScienceStandard ii (Life Science): Understand the properties, structures, and processes of living things, and the interdependence of living things and their environments.fine artS/ ViSUaL artS Standard 2: Use dance, music, theatre/drama, and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines, as well as other content areas.

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers 7.

Save Our Oceansgrades: 3 – 8 (with adaptions for preK – 2)Objectives: �Students define pollution and discuss ways that pollution affects the world’s oceans. �Students brainstorm ways to protect oceans from pollution. �Students demonstrate creative thinking, creative writing, and organizational skills as they design a poster about things people can do to protect and preserve the oceans.

Materials: q books, magazines, internet resources, etc. on ocean preservation q poster boards q paint, crayons, markers, etc. q glue q craft supplies (glitter, tissue paper, ribbon, construction paper, etc.) q Scissors q computer with internet access and speakers (optional)

Procedures: Note: The Banana Slug String Band’s ocean-themed album “only one ocean” can be is available to stream online at http://bananaslugs.bandcamp.com/album/only-one-ocean. If possible, play this music in the classroom while students are working. You may also show them the cover art from the album as an additional source of inspiration for their posters. 1. Discuss the meaning of the word “pollution.” Ask students to identify some forms of pollution, and the ways it can affect oceans. 2. Ask students to brainstorm things people can do to protect the oceans. Write their suggestions on the board. 3. Have students research some of the ways scientists and nonprofit organizations are working to preserve ocean habitats. National Geographic’s “10 Things You Can Do to Save the Ocean” (http://ocean.nationalgeographic.com/ocean/take- action/10-things-you-can-do-to-save-the-ocean/) is an excellent place to start. Point out that the Rio Grande flows into the Gulf of Mexico, which is connected to the Atlantic Ocean. Ask them to think about their connection to the ocean, given this detail. 4. Divide the class into pairs. Define the word “slogan.” A slogan is a short, catchy phrase that communicates a specific message. Tell students they are going to work together to create a slogan, based on some of the class’s ideas about how people can protect the oceans. 5. Once each pair comes up with a slogan, they will then create a poster featuring that slogan. Encourage students to be as creative as possible, and to use a variety of materials in their posters. 6. Hang posters in the hall outside the classroom as a way to educate others about preserving our natural ocean habitats.

Extensions/Modifications: È For younger students: Using the slogan “Please Save Our Oceans,” have students create posters that feature things in the ocean that students believe are worth saving. Listen to the songs from The Banana Slug String Band for inspiration!

Assessment:Quality of participation Photo by Sebastian Meckelmann, courtesy: www.nationalgeographic.com

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers8.

Outreach Activities rio grande natUre center - aLbUQUerQUeLocated in the bosque, or cottonwood forest, and next to the wetland that borders the Rio Grande, the Nature Center is the focus of the Rio Grande Nature Center State Park. A refuge from the city life of Albuquerque, the park offers opportunities to experience 270 acres of woods, meadows, and farmland flourishing with native grasses, wildflowers, willows, and cottonwoods. In the Visitor Center, you will find exhibits describing the bosque and its plants, geology, and animals. The Discovery Room offers hands-on exhibits for children, including footprints in a sandbox and a rubbing table. The Observation Room overlooks a three-acre pond offering up-close encounters with ducks, geese, turtles, and dragonflies in sight and sound. It also houses an in-house-only reference library, with publications on birds, herbs, trees, and other aspects of natural history. At the Nature Center front desk are park trail guides, binoculars, and field guides to borrow.http://www.rgnc.org/

aLbUQUerQUe bioparKLearn all about conservation and the environment at any of the Biopark locations! The Albuquerque Zoo, the Aquarium, and the Botanical Garden all provide opportunity for hands on discovery and learning!http://www.cabq.gov/biopark

city of aLbUQUerQUe open SpaceS Open Space works to acquire and protect the natural character of beautiful and unique environment. These lands, which are comprised of over 28,000 acres in and around Albuquerque, are managed to conserve natural and archaeological resources, provide opportunities for outdoor education, provide a place for high and low impact recreation, and define the edges of the urban environment. Field trip guides available. The Open Space Alliance is offer-ing transportation awards to teachers who want to involve their students in conservation projects on local Open Space lands.http://www.cabq.gov/openspace/

rio grande chapter of the Sierra clubEverything from recycling and hiking to environmental education and conservation - join in and help them protect the air, land and water throughout our beautiful state!http://nmsierraclub.org/

Resources & Websites Free Water Education Programs Brochure http://www.sewd.net/docs/SaWS-ed-brochure1.pdfA study that demonstrates that music helps children learn other subjectshttp://www.joyfulnote.org/mmp-Study.htmlOcean Education Resourcewww.oceanliteracy.netMore Banana Slug Videos & Songswww.youtube.comBasic Introduction to Tidepools with Photos and Fun Factshttp://www.calstatela.edu/faculty/eviau/edit557/oceans/norma/otdpls.htmNational Wild & Scenic Rivers Homepagehttp://www.rivers.gov/Santa Fe National Forest Information. (Habitats and Wildlife Slideshows, sensitive species lists for plants and animals and Respect the Rio education Program)http://www.fs.fed.us/r3/sfe/National Marine Sanctuary Foundation (NMSF) In partnership with NOAA’s Office of Ocean Exploration and Researchhttp://www.nmsfocean.org/National Marine Educators Association (NMEA)http://www.marine-ed.org/Centers for Ocean Sciences Education Excellence (COSEE) – funded by the National Science Federationhttp://www.cosee.net/

About the BandThe Banana Slug String Band is committed to educational entertainment for children and families through interactive music and performance. They are dedicated to fostering positive attitudes about the environment, providing accurate information about natural history and science, promoting music appreciation, building self esteem in children, honoring creativity, supporting the arts in education and sparking in people a joyful sense of wonder. Through the production of tapes, CD’s, videos, songbooks, picture books, curriculum, activity guides, teacher workshops and concerts, they hope to make these values accessible to an increasingly wider audience. They endorse and support collaboration with other individuals and organizations that promote the well being of children, family and the environment. The Slugs believe that music is a powerful instrument for honoring diversity while uniting people for the common good.The Banana Slugs encourage use of their music for educational purposes. However, all songs are copyrighted. Please ask permission before recording (audio or video) any songs and be sure to credit the band (including the website) in any video or written materials. Thank you!The Banana Slug String Band’s Homepage includes more activities, their books, CDs, awards, and sample songs. Their newest CD, only one ocean, is designed to inspire young people and their families to learn about and care for the ocean. All songs are based on “Ocean Literacy: The Essential Principles of Ocean Sciences K—12.”http://www.bananaslugstringband.com/Banana Slugs’ fan Bari Bucholz of the Teton Science Schools in Jackson, Wyoming, came up with two illustrated lyrics pages -- one simple and one broken into a series of concepts -- to accompany the song “I’m Proud to Be a Beaver” from the Slugs’ “Goin’ Wild” CD. Use this song to get started on a lesson about beavers.http://bananaslugs.bandcamp.com/track/im-proud-to-be-a-beaver

POPEJOY SCHOOLTIME SERIES PRESENTS – The Banana Slug String Band, Oceans & Rivers 9.

BANANA SLUGSTRING BANDBANANA SLUGSTRING BAND

Its only one ocean, only one seaThe ocean holds life’s diversityIt’s only one ocean, wherever you goThe ocean is the reason for the wind and snowAll these ecosystemsA living soup of salty seaLife adapts to its habitatsSo many forms and varietiesIt turns the global currentOf wind and rain and airIt’s a big ole’ weather machineSpinning energy everywhere

Its only one ocean, only one seaThe ocean holds life’s diversityIt’s only one ocean, wherever you go

So many forms and varietiesIt turns the global currentOf wind and rain and airIt’s a big ole’ weather machineSpinning energy everywhere

adult Supervision

required

Each touring production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. They include new plays, familiar stories, literary works, biographies, mythology, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication and imagination.With such a vast audience to serve, our productions are designed to target different grade ranges. please review these materials to make sure the grade recommendations and content are appropriate for your group.

Music, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine.

A poster of Theater Etiquette is included on the website. Please post it and discuss it with your students before coming to the performance.

Seeing a live performance is a special experience. Although it is not required, many people enjoy dressing up when they attend the theater.

Gentlemen should remove hats or caps when inside the building. Please enjoy your food, drink, and gum in the lobby. Please allow ushers to seat your entire group before rearranging students

and/or taking groups to the restroom. Photography and recordings of the shows, as well as cell phones, texting,

or gaming are all strictly prohibited during the performances. Crying babies, unhappy siblings, and other loud noises disturb the actors and

the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors.

Some shows are interactive, and involve audience participation; some are not. Discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert.

During a musical, it is appropriate to clap at the end of a song. During a ballet or dance performance, it is appropriate to clap at the end of the number.

Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on.

At the end of the show, after the applause, remain in your seats until you are dismissed from the theater.

If you are staying for the Question & Answer session, remain in your seats until the house clears and then move down front toward the stage.

SAFETY For the safety of our younger visitors, UNM requests clearly visible school identifiers on all students PreK – 2nd grade. Ex.: matching t-shirts or hats, school/teacher tags, etc.Teachers and students should immediately report to the kiosk (round desk) in the main lobby if they become separated from their group.Restrooms are open to the public. Please escort students.Backpacks, strollers, car seats, and lunches must remain in the lobby, as per fire code. If possible, we recommend that these items are not brought into the building. We cannot monitor ownership, and UNM is not responsible for any misplaced or stolen items.

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“The Ocean is more ancient than the mountains, and freighted with the memories and the dreams of Time.”- H. P. LovecraftDreamcatchers are produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Find us at: www.schooltimeseries.comContact: pjoyedu@unm.eduJoin our community at: www.facebook.com/schooltimeseriesPopejoy Hall, New Mexico’s premier nonprofit venue for the performing arts and entertainment.

The Popejoy Schooltime Series is a program of The Univeristy of New Mexico.

The Popejoy Mission: To provide access to the performing arts for all New Mexicans.

2 0 11 V I N TAG E A L BU QU E RQ U E

the popejoy Schooltime Series is supported in part by awards from -

The Eugene and Marion Castiglia Popejoy Children’s Schooltime EndowmentThe Popejoy Schooltime Education Endowment