Swazzle Presents DreamCarver

Based on the book by Diana Cohn &
illustrator Amy Cordova
Produced by Patrick Johnson & Sean Johnson
Puppets by Swazzle
Directed by Sean Johnson
Songs and Lyrics by Jerry Reynolds, Wesley Reynolds,
Written by Tim Palmer
Nick Scarmack & Kevin Noonchester
Spanish Translation by Kevin Noonchester Set Design by Patrick Johnson, Mia Campagna & Cameron Zetty
Based on the children’s book written by
Lighting Design by Cameron Zetty
Diana Cohn and illustrated by Amy Cordova
All Popejoy Schooltime Series productions are designed to integrate the
arts into classroom instruction. Each production is selected with youth and
family audiences in mind, from titles and materials that reflect the cultural
diversity of our global community. These professional performing artists
create educational experiences designed to encourage literacy, creativity,
communication and imagination. These productions purposefully target
specific grade ranges. Please review these materials to make sure the
recommendations and content are appropriate for your group. We then
encourage educators to use our suggestions as springboards into meaningful,
dynamic learning, thus extending and anchoring the performance experience.
Standards addressed by attending this performance
Common Core State Standards:
English Language Arts: Speaking and Listening (CCSS.ELA-Literacy.SL)
Comprehension and Collaboration: Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and orally.
New Mexico Content Standards:
Social Studies: Geography
Content Standard II: Students understand how physical, natural, and cultural processes
influence where people live, the ways in which people live, and how societies interact
with one another and their environments.
Fine Arts: Theatre, Music & Dance
Content Standard III: Integrate understanding of visual and performing arts by seeking
connections and parallels among arts disciplines as well as all other content areas.
Content Standard V: Observe, discuss, analyze, and make critical judgments about
artistic works.
Content Standard VI: Show increased awareness of diverse peoples and cultures through
visual and performing arts.
New Mexico Content Standards and Common Core State Standards are provided for both
attending the performance and each activity presented. For specific standards at your grade
level, please consult the standards online for attending the show and all activities in this guide.
For New Mexico State Standards: www.ped.state.nm.us/standards/index.html
Dream Carver is a 55minute bilingual musical
about Mateo, a young boy
in Oaxaca, Mexico, whose father
has taught him to carve small
wooden toys in the traditional
way. One night, Mateo dreams of
fantastic, brightly colored
animals that dance and sing, led
by a charismatic quetzal (an
iridescent bird). When he wakes
up, he is impelled to carve his
dream animals into life. The
show features a variety of colorful
handcrafted puppets and a cast of
Broadway-trained puppeteers.
The message of the show is
delivered in five original songs
that encourage young audiences
to think creatively, try new things,
and follow their dreams.
Stay for our 15-minute Q & A session with the cast
after the 12:15 pm performance.
Thursday, November 14, 2013
10:15am & 12:15pm
Grades: K - 6
Curriculum: English Language Arts, Social Studies/
Geography, Fine Arts/Theatre, Music & Dance
IN this issue of
Dreamcatchers–
Introduction / Synopsis......... 2
Fun Facts............................................................................................................................................ 2
History of Oaxacan Wood Carving............................................................. 3
Vocabulary...................................................................................................................................... 3
Colors in Spanish................................................................................................................... 3
Activities ........................................................................................................................................... 4
Create Your Own Alebrije............................................................................. 4
Baker’s Clay Recipe................................................................................................. 5
“I Am From” Poems............................................................................................... 6
Bonus Explorations............................................................................................................ 7
Outreach Activities............................................................................................................. 7
Resources & Websites...................................................................................................... 7
About the Company.......................................................................................................... 7
Worksheets ..................................................................................................................................... 8
Where I’m From Poem (English)........................................................ 8
De Donde Yo Soy (Where I’m From) .......................................... 9
“I Am From” Poem Template................................................................... 10
Etiquette.............................................................................................................................................. 11
Credits & Standards........................................................................................................... 11
Dreamcatchers are produced by the Education Department
of Popejoy Hall, Albuquerque, NM pjoyedu@unm.edu,
www.schooltimeseries.com, facebook.com/schooltimeseries
Introduction / synopsis
Mateo and his father carve juguetes, or small
traditional wooden animals, which his family sells
at the fiestas in Oaxaca, Mexico. But Mateo wants
to carve much larger and brightly painted animals
– goats as pink as bougainvillea with cactus-green
speckles, and purple cats with corn-yellow spots.
When Mateo tells his father how he longs to bring
these large, colorful animals to life, his father only
scowls, but the young boy perseveres. Dream Carver
features a variety of vibrant handcrafted puppets,
including large-scale, full-body hand puppets,
rod puppets, and black-light puppets. The set is
a multilevel environment that evokes a pastoral
Mexican landscape and captures the essence of
the book’s illustrations. Inspired by the true story
of Oaxacan wood carver, Manuel Jimenez,
Dream Carver offers a simple, but powerful, message:
Follow Your Dreams.
FUN FACTS Ë
Ë
Ë
Ë
Ë
Ë
Ë
Ë
Ë
Ë Woodcarving has been an art form and tradition in cultures
around the world dating back to ancient and primitive times.
Ë Woodcarving has been used to make many objects,
including weapons, bowls and utensils, musical instruments,
puppets, works of art, and even false teeth!
ËOaxacan wood carvings have two main styles. While some carvers express themselves making fine
and delicately carved pieces, others make rustic pieces that are roughly carved.
Ë The same happens with the painting; some pieces are intricately decorated with Zapotec motifs,
geometric shapes, flowers, or other patterns, although other artists prefer simpler decorations.
ËMotifs are dictated based on popularity and also by their competition,
which forces carvers to look for different subjects in order to stand out
from other carvers. This explains how the alebrijes became even more
famous when wood carvers from Oaxaca adopted mythical creatures
and adapted them to their art.
Ë The most popular figures are various animals. Among them the cat is
the animal motif most preferred by customers. Other subjects include
angels, devils, skeletons, mermaids, saints, and nativity scenes.
Ë The city of Oaxaca, Mexico, was founded in 1486 by the Aztecs and later,
in 1521, was conquered by the Spanish.
Ë
The full name of the capital of Oaxaca is Oaxaca de Juárez.
The Tree of Life by Oscar Soteno
2.
POPEJOY SCHO OLTIME SERIES &
History of oaxacan wood carving –Alebrijes
(www.mexican-folk-art-guide.com/Oaxacan-wood-carvings.html)
• Oaxaca has a wood carving tradition dating from pre-Hispanic times
when Zapotecs used to carve religious totems and ceremonial masks.
Following the Spanish conquest, carvers made wooden saints, angels,
crosses, altars, and masks. The masks were used in dances and representations
about biblical passages and Christian stories that helped friars catechize
the native people.
• After the Independence War, wood carving dwindled. As a side job, a few artisans
carved masks used in traditional dances, and animal and human miniature figurines.
• In the 1940’s, with the construction of the Pan-American Highway, Oaxaca was
opened up to tourism. Folk art stores opened in Oaxaca City, and the tourists visiting
the Monte Alban archaeological site created an outlet for their crafts.
• The style of wood carving depicted in our show, the monos de madera or alebrijes as
they are called in Spanish, were originally created by carver Manuel Jimenez, but
soon became so popular that other people from his town and a few other communities
in Oaxaca began carving to have an extra income. The economic boom created by the
popularity of these colorful creatures has given many families the chance to have a
better life in one of the poorest areas of the country.
Oaxacan Wood Carving Process
(adapted from www.mexican-folk-art-guide.com/Oaxacan-wood-carvings.html)
The wood comes from the copal tree. Fresh-cut copal wood is soft, easily workable,
and has a small heart so it does not split. It sands down to a smooth porcelain-like
finish and it doesn’t absorb much paint.
Because copal wood is very susceptible to bugs, it is a good practice after acquiring an Oaxacan carving to wrap it in a plastic bag and freeze it for a week. That will eliminate
all the bug eggs the piece might have.
The carving is done with machetes, kitchen, and pocket knives. The shape of the branch
dictates what can be made. Most figures are carved within a day or two.
Once carved and sanded, the piece is painted with acrylic paints. Aniline paints were
originally used to paint the carvings but most artists stopped using them because they fade.
At the beginning the whole process was done by the men, who also signed the piece, but
with the increasing demand the whole family became involved in the creation process.
Often, men carve, children and the elderly sand, and the women paint.
This is especially true in San Martin Tilcajete where women had an embroidery tradition
of centuries. Workers out of the family are rarely hired to avoid giving out the trade secrets.
Not all the Oaxacan woodcarvings are of the same quality or price. Most of the figurines
are mass-produced and sold relatively cheaply. Carvings that are well done and carefully
painted are usually made by well-known artists and are considered collectible items,
and so their price is higher.
vocabulary
Ironwood Turtle
by Jose Astorga
Colors
in spanish
(www.wordcentral.com, dictionary.reference.com/)
Amarillo:
Amarillo: Yellow
Alebrije:
(also called Oaxacan woodcarvings): a type of Mexican folk art representing
Azul: Blue
Azul:
imaginary animal sculptures created by combining elements from different animals,
Blanco: White
such as the legs of a horse, the head of a lizard, and the body of a bird
Ancestry: the line of family descent and connections
Rojo: Red
Culture: the customs, arts, social institutions, and achievements of a particular nation, people,
Morado: Purple
or other social group
Inspiration: the process of being mentally stimulated to do or feel something, especially to doNaranja: Orange
something creative
Negro:
Black
Marionette: a puppet moved by attached strings or wires
Memento: an object kept as a reminder or souvenir of a person or event
Verde:
Verde: Green
Oaxaca: a state in southern Mexico
Perseverance: being determined to keep doing something despite difficulties, opposition, or discouragement
Puppet: a doll whose actions are controlled by an outside person (i.e. puppeteer)
Tradition: the handing down of information, beliefs, or customs from one generation to another.
Woodcarver: a person who carves objects made of wood
POPEJOY SCHO OLTIME SERIES &
3.
ACTIVITIES
Create Your
Own Alebrijes
Grades K – 6
Objectives:
žStudents will learn the term alebrije to describe Oaxacan woodcarvings.
žStudents will review examples of alebrijes.
žStudents will sculpt and paint an animal inspired by Oaxacan woodcarvings.
Materials:
q Images of Oaxacan alebrijes (many examples can be
found in a Google search)
q Flour, water, and salt for Baker’s
clay – recipe on the next page or at:
www.recipegoldmine.com/childclay/bakers-clay.html
q Cookie sheets
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
q Small cups for water
q Measuring cups
q Wooden spoon and large bowl
(if mixing clay in the classroom)
q Paint, paintbrushes, markers
q Sand paper (optional)
by Manuel Jimenez
(Note: This lesson will need at least 2 class periods to complete)
Show students images of Oaxaca animal carvings. Tell them that in Oaxaca these carvings are called alebrijes. Discuss the features of the alebrijes,
noting that they are usually a type of animal, hand carved and painted in bright colors. If age appropriate, provide information and history about Oaxaca.
Tell students that they will be making their own unique alebrijes out of clay. Allow them to look through the images and decide what type of animal they
would like to make. Are they combining parts from different animals? Are they creating a traditional animal they will paint non-traditionally?
Make Baker’s clay. If appropriate, have students help measure, mix, and knead the clay.
Distribute a portion of clay to each student.
Have students construct their animals. Remind students to use a little water to attach pieces of clay together.
When sculptures are complete, place on a cookie sheet.
Bake sculptures in an oven. They may plump just a bit as they are cooked.
Paint a base coat of paint and let dry.
When they are dry, paint designs on animal sculptures. Students should use at least three different colors. It will help to allow one color to dry before
applying the next. Oaxacan artists often use dots and repeating lines to adorn their carvings. Encourage students to experiment and express themselves
by painting a variety of patterns or designs on their animal.
Extensions/Modifications:
ÈHave students create stories about the animals they have created.
ÈFor younger students, the baker’s clay can be rolled out and animal forms cut with cookie cutters. These can then be baked
and painted by the students.
ÈFor younger students or an activity that can be confined to one class period, have students color Oaxacan-inspired patterns
on a plain animal coloring page.
ÈFor older students, do a class research project on Oaxaca and the Zapotec people. Discuss how woodcarvings have affected
the lives, culture, and economic prosperity of the Zapotec people.
Assessment:
Q Teacher Observation; Quality of Participation
COMMON CORE STATE STANDARDS
NEW MEXICO CONTENT STANDARDS
English Language Arts:
Reading Standards for Literature (CCSS.ELA-Literacy.RL)
Integration of Knowledge and Ideas: Integrate and evaluate
content presented in diverse media and formats, including
visually and quantitatively, as well as in words
Speaking and Listening (CCSS.ELA-Literacy.SL)
Comprehension and Collaboration: Integrate and evaluate
information presented in diverse media and formats,
including visually, quantitatively, and orally.
Social Studies: Geography
Content Standard II: Students understand how physical,
natural, and cultural processes influence where people live, the
ways in which people live, and how societies interact with one
another and their environments.
Fine Arts: Visual Arts
Content Standard II: Use dance, music, theatre/drama and
visual arts to express ideas.
Content Standard III: Integrate understanding of visual and
performing arts by seeking connections and parallels among
arts disciplines as well as all other content areas.
Content Standard IV: Demonstrate an understanding of the
dynamics of the creative process.
Content Standard VI: Show increased awareness of diverse
peoples and cultures through visual and performing arts.
peoples and cultures through visual and performing arts.
4.
POPEJOY SCHO OLTIME SERIES &
Baker’s Clay Recipe
4 cups unsifted flour
1 1/2 cups water
1 cup salt
Yield: Makes enough dough for 6-8 fist sized portions.
NOTE: Do not halve or double recipe.
Mix ingredients together thoroughly and knead for five minutes. If mixture is too dry, work
in extra water with hands. Use your hands or kitchen utensils to shape and form figures. Use
water as a glue to fasten dough segments together. Place designs on a cookie sheet and bake in
a preheated 350-degree oven for one hour, or until done. (Or they may be baked at 250 degrees
for two hours.) When done, sand lightly if desired, and paint.
POPEJOY SCHO OLTIME SERIES &
5.
“I Am From” Poems
Objectives:
(Adapted from “Explore Your Culture Through Storytelling” lesson at
www.scholastic.com/browse/lessonplan.jsp?id=785)
Grades 3 – 6
žStudents will think about their own family and personal traditions.
žStudents will create an original poem based on their most meaningful traditions.
Materials:
Choose one or the other resource as appropriate to your class
q “Where I Am From” by George Ella Lyon (www.georgeellalyon.com/where.html)
q “De Donde Yo Soy (Where I’m From)” by Levi Romero (see worksheet)
q “I Am From” poem template (see worksheet)
Procedures:
1. Ask students to think about their cultural heritage or the culture of their family and their traditions. Brainstorm the elements
of life that help to define their culture. The list may include: place, language, beliefs, foods, clothing, music, jokes, and stories.
2. Read aloud one or both of the poems about cultural heritage by George Ella Lyon and/or Levi Romero. Discuss the various elements
these poets use to define their cultural heritage. Ask students to think about how they would define their own cultural heritage.
3. Ask students to review the elements of culture they identified and think of something from their own family’s culture and traditions
that fits the elements and is meaningful or important to them.
4. Take each element one by one and put into an “I come from….” phrase. Go around the room and have students fill in the blank
with something that applies to them.
(Example: “I come from
Food “: “I come from tamales!”; “I come from pizza!”)
(Example: “I come from
Song “: “I come from Cielito Lindo!” I come from “Old MacDonald!”
5. Distribute copies of the “I Am From” poem template. Have students fill in the blanks for as many of the different fields as possible.
If there is a field that the student cannot think of a response for or is not meaningful to them, they may skip it. The final product
will make up their “I Am From” poems.
6. Have students share their poems with the class.
Extensions/Modifications:
ÈHave students choose a family member to interview about personal and cultural heritage. Students should ask the family
member to give details about personal and cultural details which include: their birthplace, description of their home,
birthplaces of their parents, names of family members, languages they hear and speak, common statements by parents and
grandparents, everyday items, everyday foods, foods for special occasions, songs, and family stories. Then, using the “I am
From” poem template, the student and family member will co-write a second poem about personal and cultural heritage.
Assessment:
Q Student identifies aspects of their own culture that are meaningful to them;
Q Quality of Participation
COMMON CORE STATE STANDARDS
NEW MEXICO CONTENT STANDARDS
English Language Arts:
Reading Standards for Literature (CCSS.ELA-Literacy.RL)
Craft and Structure: Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning or tone.
Integration of Knowledge and Ideas: Integrate and evaluate content
presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Writing (CCSS.ELA-Literacy.W)
Production and Distribution of Writing: Produce clear and coherent
writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
Speaking and Listening (CCSS.ELA-Literacy.SL)
Comprehension and Collaboration: Integrate and evaluate information
presented in diverse media and formats, including visually, quantitatively,
and orally.
Language (CCSS.ELA-Literacy.L)
Knowledge of Language: Apply knowledge of language to
understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend
more fully when reading or listening.
Social Studies: Geography
Content Standard II: Students understand how physical, natural, and
cultural processes influence where people live, the ways in which people
live, and how societies interact with one another and their environments.
6.
POPEJOY SCHO OLTIME SERIES &
Bonus Explorations
Talavera Tiles
Discuss the origins of talavera tile. Share images of talavera tiles with students. Students will create a sample tile. They can
choose to create a tile that has a symmetrical design or an image they might find in nature — birds and flowers are popular.
Students plan their tile on the drawing paper. If the design is symmetrical, one hint is for them to design one half of
the tile — or even one quarter — and transfer or copy it to the other side of the paper. Once the designs are drawn,
transfer them to the poster board. Tear the brightly colored construction paper into tiny pieces and begin to fill
in the design in order to “color” it.
Samples of talavera tiles:
www.saltillotileconnection.com/talavera
www.tilesandtiles.com/talaveratiles/catalogotalavera.html
www.mexicantiles.com/decorative-mexican-ceramic-tiles.html
Outreach Activities
The Albuquerque Museum of Art and History is a great source
of Hispanic history, art, and culture that might be important to
the traditions and families of the students. There are always new
exhibits in addition to the classic permanent collection.
www.cabq.gov/museum
The National Hispanic Cultural Center offers a variety of
programs and activities throughout the year in various artistic
disciplines. Currently the Center conducts programs in the visual
arts, performing arts, history & literary arts, media arts, and
education. Visit their site to see all of the exciting programs that
you and your family can enjoy! www.nhccnm.org
Websites:
Visit The Brad Simon Organization and Swazzle websites for
additional information about the shows, puppets, and other shows
by these companies.
bsoinc.com/artist.php?artist=dreamcarver & swazzle.com/live.html
Explore the work of Diana Cohn, including “Dream Carver” and
other books.
www.dreamcarver.org
You can learn about woodcarving, and how to do it at:
www.ehow.com/facts_6155039_wood-carving.html
A story about Pedro Linares, the famous Oaxacan woodcarver
www.gonomad.com/happenings/0012/ryan_mexico.html
History of Talavera Tile (optional)
www.talaveraemporium.com/about_talavera.html Find out more about the history of the alebrije
www.ask.com/wiki/Alebrije
Examples of papier-mâché alebrijes
www.mexicoartshow.com/linares.html
Resources & Websites
Books:
Dream Carver is based on the book written by Diana Cohn
(www.dreamcarver.org) and illustrated by native New Mexican,
Amy Cordova (santeros.nmsu.edu/about/cordova.html).
Cohn, Diana. Dream Carver, Illustrated by Amy Cordova.
SF: Chronicle Books LLC, 2002. Print.
This original alphabet book shows pictures of hand-carved
animals for every letter of the alphabet and it has every animal’s
name in both English and Spanish!
Weill, Cynthia. ABeCedarios Mexican Folk Art ABCs in Spanish
& English. Cinco Puntos Press. 2007. Print.
Cynthia Weill’s book of Mexican folk art teaches kids about
opposites in Spanish and English! These whimsical little animals
from Oaxaca, carved and painted by hand, make learning about
opposites fun.
Weill, Cynthia. Opuestos: Mexican Folk Art Opposites in English
and Spanish.Cinco Puntos Press. 2009. Print.
POPEJOY SCHO OLTIME SERIES &
About the Company
(http://swazzle.com/live.html)
Founded in 2004 by twin brothers Sean and Patrick Johnson,
Swazzle is based in Glendale, Calif., specializing in puppetry
for film, television, and the stage. Together with their troupe of
professional puppeteers, they have performed hundreds of shows
in venues across California. In addition to their repertoire of
original puppet productions, Swazzle has created puppets for
The Pee-wee Herman Show on Broadway, Disney theatricals,
and kids’ musician Riff Rockit.
7.
WORKSHEETs
Where I’m From
by George Ella Lyon
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
(Black, glistening,
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.
I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments-snapped before I budded -leaf-fall from the family tree.
8.
POPEJOY SCHO OLTIME SERIES &
POPEJOY SCHO OLTIME SERIES &
9.
“I Am From” Poem Template
I am from. . . .
Adapted by Levi Romero
Inspired by “Where I’m From” by George Ella Lyon
I am from
from
(an everyday item in your home)
and
(products or everyday items in your home)
I am from the
(description of your home)
(a detail about your home, a smell, a taste or feel)
I am from the
(plant, flower, natural item)
The
(plant, or tree near your home)
whose long gone limbs I remember as if they were my own.
I’m from
from
and
(a family tradition and family trait)
and
I’m from
(family members)
and
and from
I’m from
(family habits)
(family habit)
and
(things you were told as a child)
and
(a song or saying you learned as a child)
I’m from
(a family tradition)
I’m from
(place of birth) and
nationality, or place)
and
From
(family ancestry,
(family foods)
(a story about a family member)
(detail about the story or person)
(description of family momentos, pictures, treasures.)
(location of momentos – under my bed, on my wall,
in my heart).
(more description, if needed)
By (student name)
10.
POPEJOY SCHO OLTIME SERIES &
Date
theatre etiquette
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.
of Theater Etiquette is included on the website. Please post it and discuss it
✪ Awithposter
your students before coming to the performance.
Adult
Supervision
Required
• 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.
Wandering Children
For the safety of our precious little ones, UNM requests school identifiers. When students are too
scared to tell us their school name or teacher, school identifiers give us a quick and easy way to
reunite them with their class groups. Examples of suitable identifiers include matching T-shirts,
homemade headbands, hats, scarves, lanyards, and school badges. Be creative!
The kiosk in the lobby is our rendezvous point. Please immediately report a separated child to
the usher at the kiosk. Staff will search for and bring lost children there first.
Please visit our website at http://schooltimeseries.com/house-policies for detailed information about
Etiquette, Safety, and House Policies.
International Performing Arts for Youth
The Schooltime Series is a proud member of
PRODUC E
•
PROMOTE
•
PRESENT
Popejoy Hall, New Mexico’s premier nonprofit venue for the performing arts and entertainment.
“Whatever you can do, or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now.”
Thank
You!
– Goethe
The Popejoy Schooltime Series is supported in part by awards from :
The Eugene and Marion Castiglia
Popejoy Children’s Schooltime Endowment
The Popejoy Schooltime Education Endowment
The Popejoy Mission: To provide access to the performing arts for all New Mexicans.
11.