Teacher Ties - Edmonds Center for the Arts

Edmonds Center for the Arts and the Black Box Theatre present:
“migration”
October 9, 2014 | 10:00 am & 1:00 pm
Teacher Ties
ECA Teacher Ties for Migration make connections to the following
Washington State EALRs and Common Core State Standards:
Theatre 1.4, 2.3
Geography 3.1, 3.2
Science 4 – Life Science
World Languages 2.1, 4.2
Common Core State Standards – English Language Arts (CCSS ELA)
Contents
ECA Education & Outreach
*
Making Connections
*
Before the Show
*
Class Discussion: Migration
*
Activity: Migration Routes
*
Angangueo, Mexico
*
After the Show: Mapping Beatriz’s Journey
*
Be the Critic!
*
Activity: Shadow Puppets
*
Teachers: Make Your Own Puppet Theatre
*
Terminology
*
Resources
Education & Outreach at ECA
education matinees
Edmonds Center for the Arts (ECA) is committed
to expanding the reach and impact of its
performances by actively engaging students,
teachers, families and community members in
Education & Outreach programs throughout the
year. Each season on our Main Stage, we present
Education Matinees for students ranging from
Pre-K to 12th grade. These performances connect
to Washington State EALRs and Common Core
State Standards, and provide students the invaluable
opportunity to experience the arts live.
Hobey Ford’s Migration
Best for 1st-5th grades
Thursday, October 9 | 10:00 am & 1:00 pm
Co-presented by the Black Box Theatre at Edmonds
Community College
Super Scientific Circus
Best for 1st-6th grades
Tuesday, November 4 | 10:00 am & 12:30 pm
Infinitus
Best for 5th grade & up
Friday, November 7 | 10:00 am
La Maleta (The Suitcase)
Best for 2nd-6th grades
Wednesday, January 28 |12:30 pm
Thursday, January 29 | 10:00 am
Terrance Simien & The Zydeco Experience
All Ages
Thursday, February 12 | 10:00 am
The Adventures of Harold & The Purple Crayon
Best for Pre-K-3rd grades
Wednesday, February 26 | 10:00 am & 12:30 pm
A student participates in an onstage demonstration at
Doktor Kaboom! It’s Just Rocket Science, March 4, 2014.
arts for everyone
Arts for Everyone is a new program offering
schools discounted tickets to Education Matinee
performances. With the objective of increasing
accessibility to the performing arts for young
people, ECA has committed to provide a
minimum of 20% of seats at each Education
Matinee at a reduced rate to schools, based
on their overall percentage of students on
Free and Reduced-Price Meal programs. For
these schools, tickets will be $2 per student, vs. the
regular $8 student ticket price.
To participate, teachers may apply for discounted
tickets on a by-performance basis. Priority will be
given to schools with an overall percentage of 30%
or higher of students on Free and Reduced-Price
Meal programs.
To make a reservation to attend ECA Education
Matinees or for more information about Arts for
Everyone, please contact Gillian Jones, Education
& Outreach Manager, at gillian@ec4arts.org or
425.275.9483.
Making Connections
Migration makes curricular ties to the following Washington State EALRs and
Common Core State Standards:
Common Core State Standards – English Language Arts (CCSS ELA)
Theatre EALR 1, Component 1.4
Students understand and apply audience conventions in a variety of arts settings and
performances.
Theatre EALR 2, Component 2.3
Students apply a responding process to an arts performance and/or presentation of
dance, music, theatre, and visual arts.
Geography EALR 3, Component 3.1
Students understand the physical characteristics, cultural characteristics, and
locations of places, regions, and spatial patterns on the Earth’s surface.
Geography EALR 3, Component 3.2
Students understand human interaction with the environment.
Science EALR 4 – Life Science
Big Idea: Structures and Functions of Living Organisms
World Languages EALR 2 – Cultures, Standard 2.1
Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied.
World Languages EALR 4 – Comparisons, Standard 4.2
Students demonstrate understanding of the concept of culture through comparisons
of the cultures studied and their own.
Before the Show
about “migration”
Migration is the story of Beatriz, a young girl from
Mexico who must find her home in the world as
she immigrates with her father to the U.S. She
leaves behind her beloved abuelo [grandfather], who
gives her a book about animals that must migrate to
survive. This book not only gives Beatriz comfort in
her struggles, but inspires her to help the monarch
butterflies whose migration will take them on
the same route as her own — and whose winter
forest refuge is in danger from woodcutters in her
hometown of Angangueo, Mexico.
Along the way, Beatriz learns lessons from the
stories of polar bears, the godwit bird, a sperm
whale and her baby. Hobey Ford brings Beatriz to
life through storytelling, bunraku-style puppetry
and animation, performing within a projected
video scrim proscenium that creates a seamless
and almost hypnotic dance between the puppeteer,
puppets and original artistic scenery.
about the artist
Since Hobey Ford created the Golden Rod Puppets
in 1980, he has performed throughout the United
States and Canada. He designs, engineers, and
constructs all of the Golden Rod Puppets and sets.
Mr. Ford has received puppetry’s highest honor, the
Union Internationale de la Marionette (UNIMA)
Citation of Excellence, as well as three Jim Henson
Foundation grants. He has been invited to perform
at a wide variety of venues, including the Detroit
Institute of Arts and the Master Puppeteers Series
at the Contemporary American Theater Festival.
Internationally-renowned puppeteer Hobey Ford with his
Golden Rod Puppets.
pre-show discussion
To engage your students around the themes of this
performance, ask what your class already knows
about migration. Can students name any
animals that migrate?
Explain that migration can also refer to
the movement of people. (See definition in
Terminology.) Just like the monarch butterfly,
Beatriz travels from one place to another when her
father gets work on a farm in Maine. Has anyone
in the class moved from another city or country, or
had family or friends immigrate to the U.S.?
To give students a preview of what they will
see at Migration, click the image above (or visit
http://bit.ly/XEX9zG) to watch a video
excerpt of Hobey Ford’s performance.
After the video, ask students to write down 3
questions they have about the performance or the
artist. If these are not addressed during the play,
encourage students to ask their questions
during the Q&A with Mr. Ford after the
show.
Class Discussion: Migration
“ The migration began one spring morning, as the sun
warmed the monarch betterflies that covered the oyamel
trees of the monarch reserve. One monarch butterfly
took flight, and floated down into the Mexican town of
Angangueo...”
– from Hobey Ford’s Migration
As Beatriz (whose name means “traveler”) journeys
from her home in Angangueo, Mexico to the U.S.,
she discovers the many animals that migrate. She
learns about the movement of the sperm whale
around the Pacific Ocean. She learns about a small
bird called the godwit who flies nine days over
water on its 15,000 mile round trip journey from
the Arctic to Australia. And Beatriz learns about the
polar bear in the Arctic who must swim sometimes
for days to reach the artic ice caps where it will
hunt.
In the class discussion on the following
page, you will engage students in a
conversation around the different reasons
animals migrate. After the discussion, ask
students to complete Activity: Migration
Routes, where they will match animals to their
migration routes.
Monarch butterflies cover a tree near Angangueo, Mexico.
During the winter season, millions of butterflies arrive
at the Monarch Butterfly Biosphere Reserve, literally
bending the tree branches under their weight. Photo
credit: TheWall Street Journal, www.online.wsj.com.
Class Discussion: Migration
discussion
1. Ask students what they think animals need to
survive, listing their ideas on the board. (Possible
answers can include air, water, food and the ability
to reproduce, lay eggs, etc.)
2. Why don’t animals stay where they are? What
might cause them to migrate? Encourage students
to consider factors such as lack of food and water,
harsh weather, and specific needs for reproduction.
video clips
Together, watch National Geographic’s
“Monarch Migration” video clip at http://
natgeotv.com.au/videos/great-migrationseducation/. After watching, can students share
their ideas around why monarch butterflies migrate
each year?
What does butterfly migration sound like?
Share with students the “Monarch Butterflies:
Wings of Life” video clip at bit.ly/ 1rExCE8.
Students will hear the sound that the wings of
thousands of butterflies make as they take flight!
Are students surprised by what they hear? What
does this sound remind them of?
Hummingbirds are the smallest birds in the worlds – yet
some species migrate hundreds or thousands of miles
every year!
additional resources
Humans also migrate. Around the world, 175
million people live in countries where they weren’t
born, bringing diverse cultures, histories and
traditions to new homes across the globe. For
further exploration specifically on human
migration, check out “Migration: The
Human Journey,” a set of curriculum materials
developed by National Geographic’s Education &
Children’s Programs, at http://bit.ly/1A8Kcfv.
Activity: Migration Routes
Photocopy
this page
After discussing why animals migrate, in this activity students will match animals
to their migration routes. Depending on the age of students, they may be able to make these
connections on their own. Otherwise, with access to the internet or school library, students can
do research to complete the activity. A great resource is National Geographic’s “Animals” page at
www.animals.nationalgeographic.com/animals.
1. Monarch butterfly
2. Sperm whale
3. Godwit bird
4. Sockeye salmon
5. Canada goose
where do i migrate?
A.
From: Alaska
To: Australia and New Zealand in winter
Hint: This migration is the longest known
non-stop flight of any bird!
B.
This species is born in fresh water, then
migrates to the sea. In the Pacific Ocean,
it grows for 1-4 years before heading back
upriver to spawn.
C.
From: Eastern U.S.A. and Canada
To: Angangueo, Mexico and parts of
California in winter
D.
Within the Pacific Ocean. Older males of this
species migrate to higher latitudes (toward
the poles), occasionally returning to tropical
breeding areas to mate. Females usually stay in
tropical waters year-round.
E.
From: North America
To: Southern U.S.A. and Mexico in winter
Hint: This species is known for the V-shape it
makes during migration.
Answers: 1-C, 2-D, 3-A, 4-B, 5-E.
animal
Angangueo, Mexico
fast facts: mexico
Population: 119,713,203
Capital: Mexico City
Languages: Spanish, as well as various Mayan,
Nahuatl and other indigenous languages
Currency: Mexican Peso
National sport: Bullfighting
Mexico is home to over 30 UNESCO World
Heritage Sites, including the Monarch Butterfly
Biosphere Reserve in Angangueo.
Beatriz lives in Angangueo, Mexico. Photo credit:
www.visitmexico.com.
Corn, chocolate and chili peppers all originated in
Mexico.
angangueo, mexico
Angangueo is a town located in the state of
Michoacán in central Mexico (see the red dot on
the map to the right).
One of Angangueo’s best-known attractions
is the Monarch Butterfly Biosphere
Reserve. Every fall, millions of butterflies from
across North America fly to the reserve and spend
the winter in oyamel trees — firs that are native
to the mountains of central and southern Mexico.
In the spring, these monarch butterflies will
begin an 8-month-long migration from Mexico to
Eastern Canada and back. During this journey, four
generations of butterflies will be born and die.
Map of Michoacán, Mexico
Every February, Angangueo hosts an annual
monarch butterfly festival to celebrate the
beginning of the butterflies’ migration north.
Mexico’s national flag
After the Show:
Mapping Beatriz’s Journey
In Migration, we see the character of Beatriz travel
from Angangueo, Mexico — the hometown of
her abuelo — to the U.S. As a post-performance
activity, photocopy the following page for your
students. With access to atlases or resources
online, in small groups ask the class to
connect the dots between the stops on
Beatriz’s journey. Each stop should be labeled
with its number and place name.
As they map out Beatriz’s bus journey, encourage
groups to discuss what her trip (which would take
almost a week!) would be like.
discussion & writing
activity
1. Ask students if they have ever traveled long
distance by bus or car. If so, what have been their
experiences?
2. For those students who have not taken a road
trip, what is one place they would like to visit?
Why?
3. What are the most important things to
pack for a long journey? Ask students: What are
5 things you would put in your suitcase?
4. Now, ask students to think of the one
most special item they’d bring on their trip.
Beatriz packs the book about migration from her
grandfather. Encourage students to be creative,
and to think about what they might take to remind
them of home.
5. Ask students to write about this special
object, explaining why they chose it.
Angangueo skyline. Photo credit: Journey North.
www.learner.org.
for younger students
As an alternate activity for younger students,
instead of writing about the special object they’d
bring on a long journey, ask them to draw it,
using the suitcase template on the next
page. Once they have completed the activity,
encourage students to share their images with the
class, explaining why their objects are important to
them.
Activity:
Mapping Beatriz’s Journey
Students: Using an atlas or resources online, connect the dots between the
following stops on Beatriz’s journey, labeling each with its number and place
name.
1. Angangueo, Michoacán, Mexico
2. New Orleans, Louisiana, USA
3. Washington, DC, USA
4. New York, New York, USA
5. Augusta, Maine, USA
Photocopy
this page
Activity:
Pack your Suitcase!
Photocopy
this page
Be the Critic:
We Want Your Student Reviews!
An important part of being an audience member
is being critical and responding to what we see.
ECA invites all students (and teachers!)
to write and submit reviews of the
performances they attend.
1. After the show, give students the opportunity
to read theatre reviews online or in a newspaper
or magazine. Click here (or visit bit.ly/
1AYCB3o) to access a review of Hobey
Ford’s Animalia by take5 correspondent
Caitlin Jenkins. Students may also be interested
in seeing reviews written by young people.
There’s a great selection on ECA partner
TeenTix’s blog at www.teentix.org.
2. After exploring some examples, ask students
to think about what they saw at Migration. What
did they think about the actors, the
staging (for example, costumes, sets and
puppets), the story, and their experience
at the theatre? What did they like most? What
did they think could be improved?
3. After responding to these questions as a class,
ask students individually to write a review of the
show. There are no “right” or “wrong” reviews
– this is all about students and their opinions of
the performance.
4. Please share your reviews with ECA –
we’d love to know what you think! Mail all
reviews to Gillian Jones, Education & Outreach
Manager, Edmonds Center for the Arts, 410 4th
Ave N, Edmonds, WA 98020. Select reviews
may be shared in our monthly Education &
Outreach newsletter!
Students ask Seattle Shakespeare Company actors questions
about their performance of Romeo & Juliet, April 22, 2014.
Activity: Shadow Puppets
materials
&
tools
– Black, blue or green poster board
– Art tissue in assorted rainbow colors
– Bamboo skewers (12” length)
– 1/2” paper fasteners (3/4” will work)
– Masking tape
– Hole punch (1/8” diameter is best, but regular
1/4” is fine)
– Glue sticks, pencils, scissors
preparation
1. Cut poster board into 11”x7” pieces. Allow for
one or two pieces per student.
From Hobey Ford’s The Rainbow Bridge and Other Tales.
2. Trim sharp ends off skewers using wire cutters,
metal shears or garden pruners.
Give students the opportunity to bring their new
puppets to life! With access to a shadow puppet
theatre (see building instructions on next page),
or simply a light and a sheet or screen, encourage
students either individually or in pairs to test out
their shadow puppets. Important things for students
to consider as they practice include:
activity
1. Have students draw the outline of a person
or animal on their piece of 11”x7” poster board,
making the drawing as large as possible. Drawings
smaller than their flat hand are difficult to work
with.
2. Cut out drawings with scissors. For students
above 2nd grade, consider having moving parts on
the shadow puppet. Moving parts can be attached
using a hole punch and a paper fastener. Bend
fasteners over the tip of a scissor to create a loose
and freely-swinging joint.
3. Tape on rods to make parts move. Try to
limit students to two rods, unless three rods
are necessary to control the puppet. Often it’s
sufficient to let the legs of a puppet dangle and
swing without any rod.
if time allows...
– Movement: How can we move our puppets so that they
become lifelike?
– Voice: How can we develop our puppet’s character
through voice? For example, how might we convey emotion
using volume, tone or expression of our own voices?
– Staging: At what angle do students need to hold their
puppets to get the clearest image?Where is the best place
to stand in relation to the shadow puppet “stage”?
Adapted from the Migration Study Guide, Hobey Ford’s Golden Rod Puppets.
Teachers:
Make your own Puppet Theatre
materials
&
tools
– Cardboard project display board
– White shower curtain liner
– Sturdy yard stick
– Lamp extension cord
– Plug-in light socket
– Clear packing tape
– 3 rubber bands (2-3”diameter, 1/4”width)
– Aluminum foil (3’ length)
– Razor knife
– Pencil
– Sharpie finer point permanent marker
– Masking tape
– 60-100 watt flourescent light bulb
instructions
PROSCENIUM:
1. Draw a 24” circle on a cardboard project display
board.
2. Using a utility knife or cardboard cutter, cut out the
circle. Keep the circular piece of cardboard as a
“screen saver.”
SCREEN:
1. Lay a shower curtain liner over the proscenium
opening on the inside of the display board, and mark
and cut out the screen material in a square so that it
overlaps the edges of the circle by an 11/2”.
2. Tape with clear packing tape, stretching the screen
as you fasten it to the display board.
LIGHT BAR:
1. Cut notches 11/4” deep and 1/4” wide on the top
edge of each wing of the display board 8” from the
intersection with the center panel.
2. Place the ends of a yard stick into the notches.
3. Plug the light socket into the extension cord. Attach
the extension cord to the center of the yard stick,
using a rubber band, as shown in the illustration.
4. Install a flourescent 60-100 watt equivalent bulb.
5. Make a lamp reflector out of a piece of aluminum
foil 3 ft. long, folded into a rectangle approximately
6” x 8”.
6. Attach the visor to the light socket with a rubber
band. Keep foil away from the electrical plug prongs.
A drop light minus the reflector makes a great shadow
light.
From “Telling Folktales with Shadow Puppetry with Hobey Ford,” The Kennedy Center.
Terminology
Bunraku – Japanese puppet theater featuring large costumed wooden puppets,
puppeteers who are onstage, and a chanter who speaks all the lines.
Godwit – Any of a genus of shorebirds that are related to the curlews and sandpipers
and have a long slender slightly upturned or straight bill.
Immigrant – A person who comes to a country to take up permanent residence.
Metamorphosis – A major change in the form or structure of some animals or
insects that happens as the animal or insect becomes an adult.
Migration – To move from one country or place to live or work in another.
Monarch butterfly – A large migratory American butterfly that has orange-brown
wings with black veins and borders and a larva that feeds on milkweed.
Oyamel tree – A fir tree native to the mountains of central and southern Mexico
and western Guatemala.
Rod puppet – A type of puppet with wooden, metal, or bone rods that support and
control the body, head, and limbs.
Scrim – A thin veil of material that when lit from the front appears to be opaque,
yet when objects are lit behind the scrim, the scrim appears to become transparent.
Scrims have been used for hundreds of years in theatre.
Shadow puppet – A flat puppet that is held between a source of light and a
translucent screen or scrim.
Storytelling – The interactive art of using words and actions to reveal the elements
and images of a story while encouraging the listener’s imagination.
Theatre criticism – A genre of art criticism, and the act of writing or speaking
about the performing arts such as a play or opera.
Resources
web resources
Jenkins, Caitlin. “Hobey Ford Makes Puppet Magic.” Citizen-Times. 11 July 2012.
Migration study guide, Hobey Ford’s Golden Rod Puppets. http://www.loydartists.
com/images/resources/resources-8_Migration_studyguide.pdf.
“Migration: The Human Journey.” National Geographic Education & Children’s
Programs. http://education.nationalgeographic.com/media/vintage/www.
nationalgeographic.com/xpeditions/activities/09/gapacket05.pdf.
“Monarch Butterfly Biosphere Reserve.” UNESCOWorld Heritage List, http://whc.
unesco.org/en/list/1290.
books
Carney, Elizabeth. Great Migrations:Whales,Wildebeests, Butterflies, Elephants, and Other
Amazing Animals on the Move. National Geographic Kids, 2010.
Muppet Workshop & Hanson, Cheryl. The Muppets Make Puppets: How to Create and
Operate Over 35 Great Puppets Using Stuff from AroundYour House. 1994.
Olawsky, Lynn Ainsworth. Colors of Mexico. First Avenue Editions, 1997.
multimedia
“Monarch Butterflies: Wings of Life.” Disneynature App. http://video.
disney.com/watch/monarch-butterflies-wings-of-life-disneynature-app4ecbb602bbd2dd09ae750811.
“Monarch Migration.” National Geographic. http://natgeotv.com.au/videos/greatmigrations-education/.
“Playing with Shadows: An Introduction to Shadow Puppetry.” Artsedge. John F.
Kennedy Center for the Performing Arts. http://artsedge.kennedy-center.org/
interactives/shadowpuppets/shadow_puppets.html.
“The Heavenly Sound of One Million Butterflies Flapping Their Wings.” OWN
Network, April 2, 2014. https://www.youtube.com/watch?v=x9P5qP6c9Vg.