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NewVictory.org/SchoolTool17© The New 42nd Street New Victory® School tool® Resource Guides

THE NEW VICTORY® THEATER

AFTER

This section is part of a full New Victory® School tool® Resource Guide. For the complete guide, including information about the New Victory Education Department, check out: NewVictory.org/SchoolTool

Ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance

COMMON CORE STANDARDSReading: 1Writing: 1; 2Speaking and Listening: 1Language: 1

NEW YORK STATE STANDARDSArts: 3English Language Arts: 1; 3; 4

BLUEPRINT FOR THE ARTSTheater: Theater Making Theater Literacy Making Connections



AFTER / PERFORMANCE REFLECTION

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.

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…)

Engage in a conversation with your students regarding their thoughts and feelings about the show. Use the following questions as prompts:

What were the most thrilling moments in the show for you?

What did you think about the use of partner acrobatics and movement as elements of storytelling?

How did the performance make you feel?

What did the performance make you think about friendship and trust?

What does the term “bromance” mean to you now that you’ve experienced the show?



AFTER / PERFORMANCE REFLECTION

19

THINK ABOUT IT

A QUESTION I HAVEABOUT THIS SHOW IS

IF I WAS WRITING A NEWSPAPER ARTICLE ABOUT THIS SHOW, THE HEADLINE WOULD READ:

WHILE WATCHING THE SHOW,THE STRONGEST REACTION I HAD WASTHE PART OF THE SHOW

THAT GRABBED MY ATTENTIONTHE MOST WAS

ONE THING I SAW ON STAGEDURING THIS SHOW THAT I’VE

NEVER SEEN BEFORE WAS

THE SHOW MADE ME THINK ABOUT

BEFORE SEEING THIS SHOW,I DIDN’T KNOW THAT

AFTER SEEING THE SHOW, MY FRIENDS AND I TALKED ABOUT

OVERALL, THE SHOW MADE ME FEEL

IF I WAS THE DIRECTOR,ONE CHANGE I WOULD MAKETO THE SHOW WOULD BE



AFTER / ACTIVITY

In BROMANCE, the trio of performers uses acro-dance skills to tell a story about friendship and making connections. See what kinds of

acro-dance piece you can create in your very own classroom!

1. Tell your students that, in groups, they are going to create a collective movement piece that addresses the theme: relationship, and the terms: “bro” and “frenemy”.

2. Divide the class into 3 groups and tell each group they are to create one movement per group member. The movement should be inspired by the theme and terms listed in Step 1. They can also be inspired by the music they hear, a color they see or an emotion they are feeling or have felt, but it must end by connecting with another person in their group. Note: That “connection” can be eye contact, elbow-to-elbow, foot-to-foot, etc. Encourage students to use their dance background, if any, to add more dynamic movements to the mix. Hint: Remind students that there is no wrong way to do this. Their movements can be based in technique or can be as pedestrian as needed, based on individuals’ ability.

3. Once each student has created their own unique movement, have each group work together to connect the movements from one person to another. The first person passes their movement fluidly to the next person. That person should repeat the movement sent to them, then share the movement they’ve created. Hint: For this exercise, groups can be standing in a circle or in a line.

4. Give students time to figure out how they’re going to sequence their group’s dance phrase.

5. Have each group share their dance.

6. Have the whole class come together in one large circle, while staying with their group members, and discuss what it was like to work as a group to create a piece of communal choreography.

Materials Needed: Instrumental high-energy music

LET’S DANCE

REFLECTION QUESTIONS:

How did your group work together successfully to create a movement piece?

How would you describe the quality of movement that explored what the terms “bro” and “frenemy” mean?

What was it like to literally “connect” to each other during this activity?

What were your challenges?

How did the other groups surprise you?

What skills did you use today that you saw the performers in BROMANCE use on stage?

1. If you could juggle any object, what would it be?A. Juggling ballsB. A chairC. Scarves

2. You have the chance to walk a high-wire between two skyscrapers. What do you do?A. Take the elevator to the top floor and perform

death-defying acrobaticsB. I’ll attempt it, but I may not get all the way acrossC. No thanks! I’ll watch someone else do it on YouTube

3. Which color do you like best?A. YellowB. OrangeC. Hot Pink

4. What type of dance do you enjoy the most?A. Hip-HopB. BreakdancingC. Ballet

5. From the list below, choose your favorite New York City borough.A. QueensB. BrooklynC. Bronx

6. If you were performing and noticed a sad audience member, what would you do?A. Wave to themB. Do a backflip to WOW themC. Fake a fall to make them laugh

7. What makes you happiest?A. Making people laughB. A snow dayC. Learning something new

8. You’re on stage and something is about to go terribly wrong with your partner’s act! How do you respond?A. Offer assistanceB. Improvise a brand new act to distract the audience,

saving your partner from embarrassmentC. Run away from it and hope it solves itself

Now, add up your points and see what type of acro-performer you are!

LEGEND: A’s = 6 points each B’s = 4 points each C’s = 2 points each

1-16 Points = You’re a Dancer! You’ve got excellent moves, you know how to entertain an audience and you’re a good friend!

16-28 Points = You’re a Balancing Aficionado who knows that problems can happen, but you know how to balance them with positivity! You also keep your friends close, but your frenemies closer.

28-40 Points = You’re a Cyr Wheel Expert! You’re an excellent friend and you have no frenemies!

40-48 Points = You’re an Acrobat! WOW, you have abilities beyond comprehension! People will do backflips when they see YOU in action!

BONUS: After you’ve finished tallying up your points, draw yourself as an acro-performer!

In BROMANCE, each performer possesses and shows off their own awesome, unique talents. What talents do YOU have? Do you have more friends than frenemies or vice versa? Take the quiz below to find out if you’re an acrobat, a Cyr wheel expert, a balancing aficionado or a dancer!

CREATIVITY PAGE



Sources

https://listverse.com/2015/06/14/10-of-the-most-unlikely-historical-friendships/

https://www.ranker.com/list/unlikely-friendships-throughout-history-v1/katherine-ripley

https://www.theadultman.com/live-and-learn/best-bromances/

https://www.stevespanglerscience.com/lab/experiments/spinning-penny/

https://www.stevespanglerscience.com/lab/experiments/walking-on-eggshells/

http://atorchintherain.blogspot.com/2014/01/trust-fall.html

http://www.momjunction.com/articles/trust-building-activities-for-kids_00352566/#gref

https://www.merriam-webster.com/dictionary/frenemy

https://www.wfpf.com/parkour/

https://entertainment.howstuffworks.com/arts/circus-arts/cyr-wheel1.htm

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