ArtsBridge America Project Description (Initial/Final)

Select One: X Initial Final

ArtsBridge Scholar: Machaela Burt, Liz Gabbitas, Rachel Hebert Discipline: Theatre Education/Directing Project Title: Living Literature Faculty Mentor: Matt Omasta Grade Level(s): 9-12 Number of Children per Session: Semester/Year: Fall/Spring 11-12 Host School: Host Teacher: Number of ESL Students:

Goal Presented by Teacher: How did/will your project assist the teachers curriculum planning? What curriculum areas did/does he/she want you to address in the classroom? What goals does the teacher have for integrating the arts with other subjects? How did/will your arts discipline address those goals? Our project will help foster understanding of literary works in accordance with state curriculum while promoting the arts in a fun and creative way. It will help increase comprehension of literary works and provide students an alternative efficient and effective learning style rather than the traditional mode of learning. We will be able to help students understand and enjoy classic literature. Brief Description of Project: What are your project goals? What is the ultimate outcome of your project? Was this accomplished? Plays were never meant to be read. They were meant to be seen. We feel that by teaching these classical works as they were intended to be experienced, we will be able to foster better understanding of their themes and nuances. We want to reach out to students who may not flourish in the traditional classroom environment with an alternative way of learning. We hope that this project will culminate in an overall increase in comprehension of not only the individual play but the historical context as well. Assessment: How do you know you have accomplished your project goals? In what ways will the children be able to show evidence of their understanding of what youve taught them? Our students will be able to not only identify the surface meanings of the text but will be able to delve deeply into the subtle nuances of the text. Not only will they be able to identify the key points but be able to discuss in great depth how all the elements of the play were able to create the themes and tones of the play. This will be demonstrated in capstone projects created by the students as a summation of their work within the text.

Performance: Was there/will there be a culminating performance or exhibition? Was it seen by others? If so, how many? Did you link this project to the community? Some ideas: have a performance that is open to the public; try to get a local gallery involved that will display your classrooms artwork; etc. The students work with the plays will be concluded with large projects which will then be displayed or performed depending upon the students medium of choice. We hope to include all the students in the class, their parents, and even their peers in these presentations.

Visual and Performing Arts State Core Standards (for your discipline) met for entire project (list by number): You should try to meet most of the state standards for your arts discipline. See: http://www.schools.utah.gov/curr/core/page2.htm for Utah State Standards. 1. Demonstrate a positive attitude towards language arts skills and processes. -Our use of in-class activities will get students excited to use language as it is glorified in classic theatrical literature. 2. Demonstrate appreciation for the role of language arts. -The project will include discussion of the role of language in classic modes of entertainment such as theater. 3. Demonstrate understanding of the nature of language. -As must be necessary for any study of theatrical literature, we will discuss how language is used in a play and the power it holds in our society. 4. Understand and use receptive and expressive oral language skills to communicate. -The students projects will include presentations which will utilize skills taught to effectively present ideas and research through oral presentations. 5. Use the skills, strategies, and processes of reading. A critical reading of the plays studied will demand use of skills taught in class to effectively use reading strategies for higher understanding of the work. 6. Use the skills, strategies, and processes of writing. -Small, in-class writing assignments periodically throughout the entire project will ask students to present ideas or questions through writing. Bridges: How did you/will you bridge your project to: 1. Other disciplines? This project bridges Language, Drama and History. While students are learning the language and structure of the work they will also be able to see it the way it was meant to be seen: as a play. Students will also have to do some research as to the history of the play in order to successfully finish their final projects. 2. The university campus? Students from campus will serve as mentors/actors in the works being produced. We intend them to be a positive liaison for our students to the university. 3. Other arts providers or resources? The USU Theatre Department provides an important backdrop as the source of knowledge and support for the team. We also intend to use departmental resources as needed by the students for their projects, such as specific textbooks they request, costumes, and perhaps even prop pieces. 4. The community?

This project will provide students with a better appreciation for classic literature in the theater. We hope to include the community in their final projects so this love of theater can expand beyond students and into the community at large. 5. Parents? We will invite parents to the performances and presentations given by their students as a way to encourage future participation in theatrical events and to show support for the work the students created. Documentation: How did you/will you document your project? Some ideas: videotaping, photographing, journaling, etc. We will be photographing and videotaping our sessions for planning and for reference in future programs. Most of our co-teachers will keep a performance journal as well. We plan to use these resources to collect a portfolio at the conclusion of the project so we can review our work and find improvements for the next sessions. Technology: How did you/will you integrate technology into your project? Because of the historical context of the work, we will not lean on technology as a teacher. However, we intend to use the technological resources available to us as aides in teaching concepts and history. We will also encourage the students to utilize technology in their projects. In this way, we hope to make the projects more applicable to the students.