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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: Fine Arts: eatre, 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 6: 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 Selected Dreamcatchers materials provided by We’re Going on a Bear Hunt and other resources noted throughout the guide. 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. ese professional performing artists create educational experiences designed to encourage literacy, creativity, communication, and imagination. ese 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. Presented by KW & NB Ltd. Michael Rosen’s award-winning book We’re Going on a Bear Hunt is brought vividly and noisily to the stage in director Sally Cookson’s fun-filled adaptation set to Benji Bower’s lively score. Storytelling devices such as dialogue, repetition and anticipation heighten the excitement throughout the family’s journey from home up until the surprise ending. Join our intrepid adventurers on their quest to find a bear as they wade through gigantic swishy-swashy grass, the splishy-splashy river, and the thick, oozy, squelchy mud! Expect catchy songs, interactive scenes, and plenty of hands-on adventure, plus a few special surprises! Stay for our 15-minute Q & A session with the cast aſter the 12:15pm performance. Tuesday, January 28, 2014 10 : 15am & 12 : 15pm Grades: PreK 3 Curriculum: English Language Arts, Fine Arts/eatre, Music & Dance IN THIS ISSUE OF DREAMCATCHERS– Introduction / Synopsis .......................................... 2 Fun Facts.................................................................... 2 Vocabulary................................................................. 2 About the Author ..................................................... 2 Activities .................................................................... 3 e Environment Game .................................. 3 Bear Hunt Soundscapes ................................... 4 Bonus Explorations ................................................... 5 Outreach Activities................................................... 5 Resources & Websites .............................................. 5 Etiquette ..................................................................... 6 Credits ....................................................................... 6 Dreamcatchers are produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico [email protected], www.schooltimeseries.com, facebook.com/schooltimeseries “Quite simply the best family show I’ve seen.” – Sky Arts “Quite simply the best family show I’ve seen.” – Sky Arts Leſt: photo by Bob Workman

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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:fine arts: Theatre, music & danceContent 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 6: 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.htmlSelected Dreamcatchers materials provided by We’re Going on a Bear Hunt and other resources noted throughout the guide.

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.

Presented by KW & NB Ltd.michael rosen’s award-winning book We’re Going on a Bear Huntis brought vividly and noisily to the stage in director Sally cookson’s fun-filled adaptation set to benji bower’s lively score. Storytelling devices such as dialogue, repetition and anticipation heighten the excitement throughout the family’s journey from home up until the surprise ending. Join our intrepid adventurers on their quest to find a bear as they wade through gigantic swishy-swashy grass, the splishy-splashy river, and the thick, oozy, squelchy mud! expect catchy songs, interactive scenes, and plenty of hands-on adventure, plus a few special surprises! Stay for our 15-minute Q & A session with the cast after the 12:15pm performance.

tuesday, January 28, 201410:15am & 12:15pmgrades: preK – 3Curriculum: English Language Arts, Fine Arts/Theatre, Music & Dance

IN thIs Issue of DrEAMCAtChErs–

Introduction / Synopsis .......................................... 2Fun Facts .................................................................... 2Vocabulary ................................................................. 2about the author ..................................................... 2activities .................................................................... 3

The environment Game .................................. 3Bear Hunt Soundscapes ................................... 4

Bonus explorations ................................................... 5outreach activities ................................................... 5resources & websites .............................................. 5etiquette ..................................................................... 6Credits ....................................................................... 6

Dreamcatchers are produced by the education department of Popejoy Hall, albuquerque, new [email protected], www.schooltimeseries.com,facebook.com/schooltimeseries

“Quite simply the best family show i’ve seen.” – Sky Arts“Quite simply the best family show i’ve seen.” – Sky Arts Left: photo by Bob Workman

Introduction/Synopsis(reviews-of-childrens-literature.pbworks.com/w/page/10581747/We%E2%80%99re%20Going%20on%20a%20Bear%20Hunt)

One day, a family decides to go on a bear hunt. Throughout the journey to find the bear, the father leads his children through all kinds of tough places. After this string of miniature adventures, the family does indeed find the bear that they are looking for. Only once they find it, they try to get away as fast as possible, and end up outrunning the bear!

Fun FactsBears are large mammals, very strong and powerful. Most of them are omnivores (they eat everything!) except for polar bears, which are carnivores (they only eat meat).

There are eight species of bears in the world: polar bears, black bears, brown bears (or grizzlies), asiatic bears (also called moon bears), spectacled bears, sloth bears, panda bears, and sun bears.

Koala bears are not really bears – they are marsupials (meaning their young are born immature and develop in their pouches, like kangaroos).

Six of the eight bear species are listed as “endangered – at risk of extinction.” The most endangered of all is the panda.

Vocabulary (Adapted from www.wordcentral.com)

Environment: the surroundings or conditions in which a person, animal, or plant lives or operates

Musical: set to or accompanied by music

Rhythm:  a particular or typical pattern

Soundscape: the component sounds of an environment

Squelch: to splash through water, slush, or mire; to fall or stamp on so as to crush; to make or cause to make a sucking sound

Splash: moving about in water with lots of energy

Stomp: tread heavily and noisily

Swish: move with a hissing or rushing sound

About the Author

Michael Rosen studied acting and English before becoming a writer. His published works include poetry, children’s books, and newspaper and magazine articles. He also makes radio programs about language and books, and travels (mostly to schools) to perform his poetry. Rosen said that when he was younger, he believed everyone was a teacher, and those who weren’t would become one. As an adult, that belief didn’t quite ring true for him, although he does help children write poetry and stories, and runs poetry workshops for teachers. He won a number of awards for We’re Going on a Bear Hunt, including School

Library Journal Best Book of the Year.

2.P R E S E N T E D B Y P O P E J OY S C H O O LT I M E S E R I E S

Top: Illustration from We’re Going on a Bear Hunt by Helen Oxenbury Middle: photo by Bob WorkmanBottom: photo by Graham Turner, http://www.hyphen-21.org/

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common core State 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.

neW meXico content StandardS

fine arts: music & danceContent Standard I: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and 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.

ActivitiesThe Environment Game(adapted from company study guide)

grades preK – 3Objectives: �Students will engage creatively with a piece of text. �Students will learn specific actions connected with specific scenarios. �Students will demonstrate the ability to listen to and follow directions.Materials:

Procedures: (Note: This is an adapted version of the game “Captain’s Coming”) 1. read or recite We’re Going on a Bear Hunt. Be sure to have students repeat the lines after you. 2. Identify the different environments specifically named in the story. 3. designate five spaces in the room that children can easily move to. Using signs or props designate each space with the following names: Grassy meadow, mud Puddle, river, Forest, Snowy mountain, and Bear Cave (If possible, place the Bear Cave in a central location). Have children practice moving to the different spaces when you call them out to be sure everyone knows where to go. 4. teach the children the following actions: • Grassy meadow: Stretch your arms up in the air. Slowly lie down on your backs and imagine that you are looking up at the sky on a warm sunny day. Say “ahhhh.” • mud Puddle: bend down to place your hands in imaginary mud then slap your muddy hands on your thighs and say “Urghhh!” • Forest: Stand up straight. Use your arms, hands, and fingers to make a tree shape with lots of branches. • Snowy mountain: Stand and shiver. rub your arms and say “Brrrrrrr”. • Bear Cave: take four tiptoe steps then cover your face with your hands, peeping through your fingers and say (unconvincingly) “we’re not scared,” then say “arghhhhh!” 5. once students are familiar with the different actions, play the game. Call out a location. when students are in the correct location, you can use the tambourine or drum to signal the action. If desired, you can play so that any students who get the action wrong or who hesitate too long can be asked to sit out until only one student remains. 6. If students are comfortable with the above actions add the following actions for moving between the environments: • to the Grassy meadow – simple skip steps. Say “swishy swashy, swishy swashy.” • to the mud Puddle – Imagine you are squelching through the thick mud in your boots. Say “squelch, squelch, squelch.” • to the Forest – move imaginary branches out of your way. Say “stumble trip, stumble trip.” • to the Snowy mountain – Imagine you are walking on slippery ice. take slow big steps, being careful not to slip. Say “Hooo wooo, hooo wooo.”Extensions/Modifications: Èact out the story using the environments and actions from the game. designate a student or teacher to be the bear and lie sleeping in the bear cave until the very end. as the bear chases the students home, the bear must also perform the actions associated with each environment. Èextend the adventure by creating your own environments and actions and adding them to the game. be sure to incorporate sound as well as actions.

qa large space to play in

qtext from We’re Going on A Bear Hunt by michael rosen (The book is widely available or you can use the text at http://www.squidoo.com/going-on-a-bear-hunt#module150469839)

qa tambourine or drum (optional)

qSigns or props to identify locations (optional)

3.P R E S E N T E D B Y P O P E J OY S C H O O LT I M E S E R I E S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S

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

fine arts: musicContent 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 V: observe, discuss, analyze, and make critical judgments about artistic works.

Bear Hunt Soundscapes(adapted from company study guide)

grades preK – 3Objectives:�Students will recall events and sounds from the performance of We’re Going On A Bear Hunt.�Students will recreate sounds heard in the show, and create new and unique sounds appropriate for the activity.�Students will follow directions in creating and maintaining a rhythmic pattern.

Materials:q none

Procedures: (Note: This activity can be performed on the floor with students in a circle or seated at their desks.) 1. after the performance, review what happened in the show. encourage students to share their favorite scenes from the show. ask students to think about the sounds they heard. Come up with a list of as many different sounds as students can remember from the show. 2. now think of other sounds you could add to the list. You can use the different settings from the show as inspiration or sounds that students might hear at school or at home. Practice making the sounds on the list.. 3. Identify sounds that all the children can make and that they like the most. Practice making the sounds together as a group. tell the children they will be using these sounds to create a soundscape inspired by the show. 4. Start the soundscape with a simple clapping rhythm – “clap clap clap silent clap clap clap silent.” Practice with the children so they are confident about the silent beat. 5. next identify one of the sounds chosen by the group and ask the children to insert that sound in the silent beat altogether. alternate “clap clap clap silent” with “clap clap clap sound” until the children are really confident and can all manage the silent beat. 6. Progress the exercise by adding the different sounds selected by the group, allowing students to try making each sound several times before moving on to the next. Keep the rhythm going! 7. next, ask each child to select their favorite noise to insert in the rhythm. Pick an order and ask each child to insert their own sound one by one, maintaining the rhythm as best you can. when the last child has inserted their sound have all the students make their selected sound at the same time. 8. try a round using call and response by having the whole group copy each child, so that effectively each sound is performed twice, once as solo, and once as a group, but always keeping the rhythm steady. 9. ask the children to think of an action to go with their sound. Then play the sounds again but this time with the action movement. 10. Finish by going back to the silent beat and play the game using the three claps followed by the actions in the silent beat but with no sound.

Extensions/Modifications:ÈUse your soundscape as a background for a reading of We’re Going On A Bear Hunt. plan the sounds that you will use with the stories and make sure that your rhythm works with the reading of the story. can you incorporate sounds suggested in the text with your created soundscape?

Assessment Q Quality of participation

4.P R E S E N T E D B Y P O P E J OY S C H O O LT I M E S E R I E S

Right: photo by Bob Workman

Bonus ExplorationsQuestions to ask your class: 1. which character played most of the music in the show? 2. Lots of instruments were used in the show – how many can you remember? 3. who played the baby? 4. How did the actors make a snowy mountain? 5. what were the trees made of? 6. How did the actors create a river? 7. In the mud scene, what did they paint with? 8. There was one thing which all of the characters wore – what was it? 9. each character had something special for hunting the bear – what did they take with them? 10. at the end, all of the actors take a bow but the bear comes on too! How do they do that?(Answers available at: http://www.kidsentertainment.net/roster/were-going-on-a-bearhunt/docs/ BEAR%20HUNT%20EDUCATION%20PACK%20by%20Kate%20Somerby.pdf)

Outreach Activitiesrio grande nature center - albuquerqueLocated in the Bosque, the rio Grande nature Center is a refuge from the city life of albuquerque. The park offers opportunities to experience 270 acres of woods, meadows, and farmland. The nature Center includes the Visitor Center for descriptive information, The discovery room for hands-on exhibits, the observation room where you can see a three-acre duck pond, and a library, where you can read about natural history. You can borrow park trail guides, binoculars, and field guides from the center’s front desk. www.rgnc.orgcity of albuquerque open Spaces Its resources give opportunities for outdoor education, provide a place for high- and low-impact recreation, and define the edges of the urban environment. Field trip guides are available. The open Space alliance offers transportation awards to teachers who want to involve their students in conservation projects on local open Space lands. http://www.cabq.gov/openspace albuquerque biopark Learn 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

Resources & Websites

P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S 5.P R E S E N T E D B Y P O P E J OY S C H O O LT I M E S E R I E S

Above: Illustration from We’re Going on a Bear Hunt by Helen Oxenbury, http://static.guim.co.uk/sys-

bear hunt on youtube:Just copy and paste each bullet point into the Youtube search bar and check out different bear videos.

The sneezing baby pandagrizzly bear catches salmon in mid airbear salmon fishing - bear Whisperer - bbc Wildlifegrizzly bear fighttwin polar bear cubs - moscow Zoohd. grizzly bears’ fancy footwork - nature’s great events

The following videos can be viewed on the Internet (each are approximately three minutes):

explorers: Bears in the Berries, mcneil river, alaska – Bears playing: www.nationalgeographic.com/video/player/specials/in-the-field-specials/wildcam-bears-in-berries-spc.html

“State of Polar Bears,” a documentary-style video about polar bears and the melting arctic ice: www.nationalgeographic.com/video/player/animals/mammals-animals/bears-and-pandas/environment/polar-bears.html

Printouts, coloring pages, quizzes for grades K-3, nametags, and more:www.enchantedlearning.com/subjects/mammals/bear

Information for parents and teachers on wildlife conservation:www.wwf.org.uk

General information on all eight bear species www.bears.org/animals

International Performing Arts for YouthprodUce • promote • preSent

Adult SuperviSion

required

“The first story I finished was when I was six years old.” – J. K. rowling

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

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

Thank You!

Theatre Etiquettemusic, 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.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.

The Schooltime Series is a proud member of

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