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Sharing Our Heritage Join Us for the 2019-20 Season As We Explore the Themes of Our Heritage, Belonging and Finding Connections to One Another Through the Arts

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Sharing Our Heritage Join Us for the 2019-20 Season As We Explore the Themes of Our Heritage, Belonging and Finding Connections to One Another Through the Arts Sharing our heritage Join us for the 2019-20 Season as we explore the themes of our heritage, belonging and finding connections to one another through the arts. As we journey through this season of educational programming, take a moment to discover what your heritage means to you. Welcome | 3 From lesson ideas and professional development Standards & About| 4 workshops to backstage tours, allow us to partner Lesson Plans | 5 with you to provide students with exciting In the Spotlight | 7 educational opportunities! What is Next? | 10 For questions contact the education sales My Journal | 11 department at (920) 730-3726 or Student Showcase | 12 [email protected]. Resource Room | 13 1 Community Partners A note from our Series Title Partner – Amcor "The music, the voices, and the dramatic action of the performances presented through the Amcor Education Series, all help to animate the lessons our K-12 students are taught every day in the classroom. Amcor supports the Fox Cities Performing Arts Center's Education Series because live performance expands our understanding of textbook learning and helps us imagine the world beyond the written page. We believe every child should have the opportunity to experience the wonder of history, adventure, human drama and other cultures, coming to life right before them on stage. The Education Series performances spark a child's imagination and ignite the desire to know more." 2 • When entering the Fox Cities Performing Arts • Be prepared to arrive early – You should plan on Center, remember to show respect for others arriving to the Center 15-30 minutes before the show. and your environment so everyone can fully Allow for travel time, parking and trips to the restroom. enjoy and participate in the experience. • Security – All bags entering the building are subject to • During the performance, the performers can see search and prohibited items will not be allowed. Teachers and hear you, so give them your full attention. and chaperones are discouraged from bringing bags; Unlike a video, we can not rewind and replay a however, necessary backpacks, or bags may be searched scene if we miss it. and tagged before being allowed in the theater. • Applause is the best way to express how much • We ask that students leave their backpacks at you enjoyed the performance! school for Amcor Education Series performances, however if students do bring them, they are • Important things to remember: subject to search and will need to be checked at the registration table in the lobby upon entry. • Student backpacks, gum, beverages (including water bottles) and food are • Know your needs – To best serve the needs of you and not allowed in the theater. your students, please indicate if you have individuals who require special services or seating needs upon making your • Cell phones should be turned off reservation. and stowed. • Seating – Seating is based on a number of factors • Note that recording or taking photos in including when the reservation is made, size of group, the theater is strictly prohibited; students’ ages and any special seating needs. however, photos may be taken in the lobby. • Please see our complete list of policies at foxcitiespac.com. • It’s a long way down – please do not • Questions about your show reservation? Contact our drop items off balconies. education sales team at [email protected] or call (920) 730-3726. 3 Get to know poet Emily Dickinson like never before as actress Ginger Grace paints an inspiring biographical portrait of this famous and eccentric woman in this one-woman show. Poetry and prose are woven together to reveal Dickinson’s deep sensitivity, lively intelligence and wicked PHOTO sense of humor. In Dickinson’s own words, “Every small town must have its local character, and for Amherst, that’s what I am.” The audience is invited into the life and times of Emily Dickinson as the poet is celebrated with heart, humor and radiance. Emily’s secrets combine with wondrous creativity as her poems take shape in radical form—shocking to the fashions of her time. To assist you in your planning, the Wisconsin Academic Standards that are most likely to connect with this performance are listed below. ENGLISH LANGUAGE ARTS • RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements. • RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, stages, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in film). • Rl.8.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. • RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. • Sl.7.2: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study. SOCIAL STUDIES • SS.Hist4: Wisconsin students will evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author’s point of view (Historical Methodology). • SS.BH1: Wisconsin students will examine individual cognition, perception, behavior, and identity (Psychology). • SS.BH3: Wisconsin students will assess the role that human behavior and cultures play in the development of social endeavors (Anthropology). THEATER • RESPOND: Students will critically interpret intent and meaning in order to evaluate artistic work. • CONNECT: Students will relate prior knowledge and personal experience with theater to cultural and historical contexts. 4 OBJECTIVE: Students will practice identifying characteristics of authors and the influence they have on the author’s written work. MATERIALS: PHOTO • Picture of Emily Dickinson (visual aid) • Emily Dickinson’s Biography • Dickinson Poems Worksheet (Pg. 6) • Computer access Ginger Grace as Emily Dickinson • Writing Utensils Ginger Grace toured nationally opposite Rich Little in • Paper “The Presidents”, playing all the First Ladies from Jackie Kennedy to Hillary Clinton. She has toured the ACTIVITY: country since 2002 with The Belle of Amherst by William • Guiding Question: How does knowing the background of an author Luce, and recently created a new interactive affect the way you interpret their written work? performance piece, “Inside Emily Dickinson: Her • Show a picture of Emily Dickinson. Ask the students if they know Poetry & Her Life.” who she is. After saying who, ask if anyone knows any background Her recent work includes “The First Ladies knowledge on Dickinson. Coalition”, written and performed by Ms. Grace and • Give out biography worksheet. Ask students to use their close- directed by Austin Pendleton. reading skills to identify different important qualities and She has worked extensively in New York and characteristics of Dickinson’s personality and her life. Regional Theater, playing leading roles in plays such • When students are finished, discuss what they have found. as “Cat on a Hot Tin Roof”, “Doubt”, “Who’s Afraid • Examples: Family oriented, isolation, lonely, longing for of Virginia Wollf”, “Elektra”, “Dancing at Lughnasa” happiness, confidence in identity, not publicly recognized. and “A Midsummer Night’s Dream.” • Give the students the copy of Dickinson’s poems. Independent film work includes “Frat Star” (playing • Have students close read the first poem, looking for the opposite Chris Elliott), “6-Minute Mom” (Vancover characteristics and themes identified by the class. Internation Film Festival), “SHEER”, “Wedding • When students are finished, discuss what they have found. March”, “Wish You Were Here” and “It’s All • Have the students do the last two poems independently. Relative.” • Bonus Activity: If you have time left, or the next day, have the Ms. Grace is a member of the League of Professional students reflect on their life in about three paragraphs. From their Theatre Women, Playwrights Gallery, Stage Struck reflections, instruct the students to write a two-stanza poem in the and Women Stage the World, organizations which style of Dickinson. Have those who feel comfortable share with the advocate for the power of women’s voices to be class when finished. heard in the theatre—and the world! Tips for Reading Emily Dickinson Poems: 1. Consider the title a. Does this signify a possible main topic, theme, important character or idea? b. What do you already know about that topic? 2. Read it through once a. Try to identify the general topic or what you think it might be about. b. What do you already know about that topic? 3. Identify unknown words or phrases a. Look them up. b. Re-read the sections they came from to see if they are any clearer. 4. Look for literary devices a. What devices do I see? b. What do these tell me about the poem? 5. Re-read the poem a. Does it make more sense to me? b. Does it mean more to me? When considering the theme, also consider what you know about the poet’s life in your analysis. 5 Name:____________________ Dickinson Poems “I’m Nobody! Who are you?” I’m Nobody! Who are you? Themes: Are you – Nobody – too? Then there’s a pair of us! Don’t tell! they’d advertise – you know! How dreary – to be – Somebody! How public – like a Frog – To tell one’s name – the livelong June – To an admiring Bog! “Pain has an element of blank;” Pain has an element of blank; Themes: It cannot recollect When it began, or if there were A day when it was not. It has no future but itself, Its infinite realms contain Its past, enlightened to perceive New period of pain.
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