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17The New VICTORY® TheATeR / NewVICTORYSChOOLTOOLS.ORG © The New 42Nd STReeT, INC.

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AFTER

BEYONDINSIDE

MAKING CONNECTIONS TO LEARNING STANDARDS New Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

WHAT IS “AFTER” me and my shadow?

Photos: Sandra C. Roa

This section is part of a full New Victory® School toolTM Resource Guide. For the complete guide, including information about the New Victory Education

Department check out: NEWvICTORySCHOOLTOOLS.ORG

NEW YORK STATE STANDARDS

The Arts: Standard 1ELA: Standard 1; Standard 4

BLUEPRINT FOR THE ARTS

Theater: Theater Making; Developing Theater Literacy; Making ConnectionsVisual Arts: Art Making; Developing Arts Literacy; Making Connections

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COMMON CORE

Writing: Standard 3; Standard 8Speaking and Listening: Standard 1; Standard 2; Standard 3; Standard 4; Standard 5; Standard 6Language: Standard 1

BEFORE EN ROUTE

ME AND MY SHADOW

AFTER provides teachers with engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance. Use this tool to actively reflect on the performance, make connections to your curriculum, and follow up on the New Victory classroom workshop to increase the impact of the theater-going experience. This section also includes Creativity Pages that provide students with the opportunity to reflect individually on and develop an aesthetic response to the show's content.

PERFORMANCE REFLECTION: ROLE ON THE WALL

IN-CLASSROOM WORKSHOP ExTENSION: SHADOW STAGE

CLASSROOM CONNECTIONS: SHADOW PLAy

CREATIvITy PAGE: SHADOW PLAy PuPPETS


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

As a reflective activity, have your students talk about the two characters in ME AND MY SHADOW using the activity “Role on the Wall.”

Materials: Large sheets of paper (Ideally butcher paper, approximately 5 - 8 feet in length)

1. First, draw two large empty figures on one large strip of butcher paper. Indicate that one of these figures is the girl and one is the shadow.

2. Next, ask your students to describe the girl. What is her personality? What does she like to do? Write all of the details that your students come up with on the inside the outline of the girl.

3. Repeat this step for the shadow.

4. Next, ask your students about the friendship between these two characters. Ask: What do they like to do together? What are the different games they play? When do they meet their friend? When do they make their friend sad? Write their responses in the space outside these two figures.

5. Finally, have your students decorate their large reflection. They can color in the two figures and draw their favorite moments of the play in the space around them.

New Vic would love to see your students’ reflection! Take a picture of your student's reflection and email it to

[email protected].

PERFORMANCE REFLECTION

AFTER

BEFORE BEYONDINSIDE EN ROUTE

TEACHER TIP Engaging in dialogue, asking questions and recalling observations are skills that we believe should be fostered and encouraged. When leading a performance reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

after | ME AND MY SHADOW






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IN-CLASSROOM WORKSHOP ExTENSION

AFTER







In the classroom workshop, your students played with their own shadows, just like the Girl on the stage. Use this activity to guide your students in paired shadow exploration.

Materials: an additional teacher or adult volunteer, 2 flashlights, large white bed sheet, 2 desks, 2 chairs, rubber bands

1. Build a shadow stage for your students as you did in the Before section of this School Tool (detailed instructions are repeated on this page). For this particular activity, it is best if the stage is in the center of the room.

2. Instruct half of your students to sit on one side of the stage, and the other half on the other side.

3. Along with another teacher or adult volunteer, take a flashlight and determine the best place in the room to stand so that when the light shines on the bed sheet, it casts a clear shadow of the object in front of it.

4. Move so that you are standing on one side of the stage. The other teacher or adult volunteer should stand on the other side with his or her flashlight.

5. Invite one student at a time from each side of the stage to stand approximately two feet behind the bed sheet.

6. Turn on the flashlights on both sides of the stage. The students should see two shadows! Have the shadows greet each other, mirror each other’s movements, and play a game together. Remind them that shadows can't speak - so they have to communi-cate without words.

7. Take turns so that all students and their shadows get to play!

8. Reflect on this activity with your students.

REFLECTION QuESTIONSHow did you and your shadows say hello? Did you both say hello the same way? How did you and your shadow choose which game to play together? Did you know who your shadow was on the other side? How?

To Create a Shadow Stage:

1. First, set up two desks at the front of your classroom, about 5 feet apart. The desks should also be approximately 5 feet away from the wall behind them.

2. Put two chairs upside down on those desks, with the legs of the chairs facing the ceiling.

3. Using the rubber bands, attach one corner of the sheet to one of the chair legs. Stretch out the sheet long-ways so that it reaches the opposite desk and chair, and attach another corner of the sheet to one of the legs of that chair.

4. Ideally, the sheet is large enough that it hangs all the way to the floor. The picture to the right is an example of what your shadow stage could look like:

SHADOW STAGE


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AFTER



Build on your students’ theater-going experience by creating your own puppet show! This activity is designed to be flexible enough to incorporate into any ELA curriculum.

Materials: Copies of the Creativity Page (next page) for your students, Popsicle Sticks, Tape, Scissors, Flashlight, Large Bed Sheet, 2 Desks, 2 Chairs, Rubber Bands

1. Print and copy the Creativity Page in this section and distribute it to your students.

2. Hand out enough scissors and tape for your students to share in groups.

3. Have your students cut and assemble their own puppets using tape. To connect this activity with your ELA curriculum, ask your students to use the shapes to create one of the characters from a story you have recently read.

4. Add the popsicle sticks to each puppet so that your students’ can hold their puppets at the base.

5. Set-up your shadow stage as you did in the Before section of this School Tool (refer to page 19 for instructions as to how to create a stage).

6. Assign each of your students’ a partner.

7. One step at a time, ask the partners to decide three things in order to create their puppet scenes:a. How do your puppet friends say hello?b. What do your puppets like to do together?c. How do your puppets say goodbye?

8. Have your students practice how their puppets do these three activities.

9. Inform your students that they are now going to perform a shadow puppet show with their partner for the class!

10. Gather your students in front of the shadow stage and turn off the lights in your classroom.

11. Invite one group up at a time behind the stage, with you going with them to hold a flashlight against their backs so that the rest of the class can see the puppet shadows.

12. Guide them verbally through their puppet show scenes. Use directives as necessary, such as “show the audience how your puppets say hello” and “show the audience what your puppets like to do together.” If a scene becomes more elaborate without your instigation, enjoy the show and bring it to a close at the appropriate time with, “show the audience how your puppets say goodbye.”

11. Bring your students into a seated circle.

REFLECTION QuESTIONSWhich scene did you find interesting to watch and why?Were there any scenes that you did not understand? Why?How did you decide which shapes to use to make your puppet?What’s your favorite part about watching a shadow puppet show?

ExTENSION IDEAWith more time, you may choose to expand this activity to incorporate text from the story the puppets created were based on, as a way to bring the story you’ve been reading with your students to life.

CLASSROOM CONNECTIONSSHADOW PLAy





© The New 42Nd STreeT, INc.

CREATIvITy PAGE: SHADOW PLAy PuPPETS®

SHADOW PLAY PUPPETSUse this page to create your own puppet. Cut out the dif ferent shapes and make your own shadow creature for the stage.

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