Tim Trumble Photo Photo Trumble Tim
SCHOOLHOUSE ROCK LIVE!
Applause Series Curriculum Guide November 3-4, 2014 Dear Teachers,
Thank you for joining us for the Applause Series presentation of GUIDE CONTENTS Schoolhouse Rock Live! We are thrilled to present this popular Childsplay production for the first time in Des Moines. This high-energy show, packed with catchy, memorable songs, may About Des Moines have you remembering your childhood and watching the original Performing Arts Schoolhouse Rock cartoons that aired on Saturday mornings. Page 3 This time, these songs explode onto the stage for a whole new generation, creating excitement for a variety of academic Going to the Theater and subjects. Theater Etiquette Page 4 We thank you for sharing this very special experience Civic Center Field Trip with your students and Information for Teachers hope this study guide Page 5 helps to connect the performance to your Vocabulary in-classroom Pages 6-7 curriculum in ways that you find valuable. In the About the Performance following pages, you will Pages 8-9 find contextual information about the performance and About Childsplay and the related subjects, as well as a variety of discussion Creative Team questions and assessment activities. Some pages are Page 10 appropriate to reproduce for your students; others are designed more specifically with you, their teacher, in mind. As such, we About Schoolhouse Rock hope that you are able to “pick and choose” material and ideas Page 11 from the study guide to meet your class’s unique needs. Pre-Show Exploration See you at the theater, Pages 12-13
Des Moines Performing Arts Education Team Post-Show Assessment Activities Pages 14-15
Resources and Sources
Page 16 Support for Des Moines Performing Arts education programs and the Applause Series is provided by:
Alliant Energy, American Republic Insurance Company, Bradford and Sally Austin, Bank of America, Casey’s General Stores, EMC Insurance Companies, Greater Des Moines Community Foundation, Hy-Vee, John Deere Des Moines Operations, Iowa Department of Cultural Affairs, Richard and Deborah McConnell, Pioneer Hi-Bred - a DuPont business, Polk County, Prairie Meadows, Principal Financial Group, Sargent Family Foundation, Target, U.S. Bank, Wells Fargo & Co., Willis Auto Campus, Windsor Charitable Foundation and more than 200 individual donors.
This study guide was compiled, written and edited by Michelle McDonald. Edited by Karoline Myers. Adapted in part from Childsplay’s Schoolhouse Rock Live! Resource Guide.
Des Moines Performing Arts Page 2 of 16 Schoolhouse Rock Live Curriculum Guide ABOUT DES MOINES PERFORMING ARTS
Des Moines Performing Arts is a private, nonprofit organization and is an DID YOU KNOW? important part of central Iowa’s cultural community. It is recognized nationally for excellence as a performing arts center and is committed to More than 300,000 people visit engaging the Midwest in world-class entertainment, education, and cultural Des Moines Performing Arts activities. venues each year.
Des Moines Performing Arts presents professional touring productions, Des Moines Performing Arts including theater direct from Broadway, world-renowned dance companies, opened in 1979. family programming, comedy, and concerts. Des Moines Performing Arts Education and Community Engagement programs are core to Des Moines has three theater spaces: Performing Arts' mission as a nonprofit performing arts center. Civic Center, 2744 seats Stoner Theater, 200 seats Public education programs allow audience members and local artists to Temple Theater, 299 seats make meaningful and personal connections to the art they experience on (located in the Temple for our stages. Guest lectures and Q&As with company members allow the Performing Arts) audiences to explore the inner workings of the performance. In addition, master classes, workshops, and summer camps taught by visiting No seat is more than 155 feet performers give local actors, dancers, and musicians the chance to from center stage in the Civic increase their skills by working directly with those who know what it takes Center. to succeed on the professional stage. Cowles Commons, situated Through its K-12 School Programs, Des Moines Performing Arts strives just west of the Civic Center, is to ensure that central Iowa students have affordable access to high quality a community gathering space arts experiences as part of their education. More than 50,000 students and that is also part of Des Moines educators attend curriculum-connected school matinee performances Performing Arts. The space through the Applause Series annually. In addition, Des Moines Performing features the Crusoe Umbrella Arts sends teaching artists into the schools to provide hands-on workshops sculpture by artist Claes and residencies in special opportunities that engage students directly in Oldenburg. the creative process. And, through its partnership with the John F. Kennedy Center, Des Moines Performing Arts provides teachers with As a nonprofit organization, in-depth professional development training on how to use the arts in their Des Moines Performing Arts classrooms to better impact student learning. The Iowa High School depends on donor funding to Musical Theater Awards is Des Moines Performing Arts’ newest initiative support facilities, programming, to support the arts in Iowa schools, providing important learning tools and and education programs. public recognition to celebrate the achievements of students involved in their high school theater programs. The Applause Series started in 1996. You are joining us for our 19th season of school performances.
Des Moines Performing Arts Page 3 of 16 Schoolhouse Rock Live Curriculum Guide GOING TO THE THEATER . . .
YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow
when you visit the Civic Center: Attending a live performance is a unique and exciting opportunity. Unlike the passive experience of watching a movie, audience members play an Leave all food, drinks, and chewing gum at school important role in every live performance. As they act, or on the bus. sing, dance, or play instruments, the performers on Cameras, recording devices, and personal stage are very aware of the audience’s mood and listening devices are not permitted in the theater. level of engagement. Each performance calls for a different response from audience members. Turn off and put away all cell phones, pagers, and Musicians and dancers may desire the other electronic devices before the performance audience to focus silently on the stage and applaud begins. only during natural breaks in the performance. Do not text during the performance. Audience members can often take cues from performers on how to respond to the performance Respect the theater. Remember to keep your feet appropriately. For example, performers will often off of the seats and avoid bouncing up and down. pause or bow for applause at a specific time. When the house lights dim, the performance is
about to begin. Please stop talking at this time. As you experience the performance, consider the following questions: Talk before and after the performance only. Remember, the theater is designed to What kind of live performance is this (a play, a amplify sound. Other audience members and the dance, a concert, etc.)? performers on stage can hear your voice! What is the mood of the performance? Is the Use the restroom before the performance or wait subject matter serious or lighthearted? until the end. If you must leave the theater during the show, make sure the first set of doors closes What is the mood of the performers? Are they before you open the second — this will keep happy and smiling or somber and reserved? unwanted light from spilling into the theater. Are the performers encouraging the audience to Appropriate responses such as laughing and clap to the music or move to the beat? applauding are appreciated. Pay attention to the Are there natural breaks in the performance artists on stage — they will let you know what is where applause seems appropriate? appropriate.
A SPECIAL EXPERIENCE Open your eyes, ears, mind, and heart to the entire experience. Enjoy yourself! Seeing a live performance is a very special experience. Although it is not required, many people enjoy dressing up when they attend the theater. GOING TO THE THEATER information is adapted from the Ordway Center for the Performing Arts study guide materials.
Des Moines Performing Arts Page 4 of 16 Schoolhouse Rock Live Curriculum Guide CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS
Thank you for choosing the Applause Series with Des Moines Performing Arts. Below are tips for organizing a safe and successful field trip to the Civic Center.
ORGANIZING YOUR FIELD TRIP ARRIVAL TO THE CIVIC CENTER Please include all students, teachers, and chaperones When arriving at the Civic Center, please have an in your ticket request. adult lead your group for identification and check-in After you submit your ticket request, you will receive a purposes. A Des Moines Performing Arts staff member confirmation e-mail within five business days. Your may be stationed outside the building to direct you to a invoice will be attached to the confirmation e-mail. specific entrance. Payment policies and options are located at the top of Des Moines Performing Arts staff will usher groups into the invoice. Payment (or a purchase order) for your the building as quickly as possible. Once inside, you reservation is due four weeks prior to the date of the will be directed to the check-in area. performance. Applause seating is not ticketed. Ushers will escort The Civic Center reserves the right to cancel unpaid groups to their seats; various seating factors including reservations after the payment due date. group size, grade levels, arrival time, and special Tickets are not printed for Applause Series shows. needs seating requests may be used to assign a Your invoice will serve as the reservation confirmation group’s specific location in the hall. for your group order. We request that an adult lead the group into the Schedule buses to arrive in downtown Des Moines at theater and other adults position themselves least 30 minutes prior to the start of the performance. throughout the group; we request this arrangement This will allow time to park, walk to the Civic Center, for supervision purposes, especially in the event that a and be seated in the theater. group must be seated in multiple rows. Performances are approximately 60 minutes unless Please allow ushers to seat your entire group before otherwise noted on the website and printed materials. rearranging seat locations and taking groups to the restroom. All school groups with reservations to the show will receive an e-mail notification when the study guide is As a reminder, children under the age of three are not posted online. Please note that study guides are only permitted in the theater for Applause performances. printed and mailed upon request. IN THE THEATER DIRECTIONS AND PARKING In case of a medical emergency, please notify the Directions: From I-235, take Exit 8A (Downtown Exits) nearest usher. A medical assistant is on duty for all Civic Center performances. and the ramp toward 3rd Street and 2nd Avenue. Turn onto 3rd Street and head south. We ask that adults handle any disruptive behavior in their groups. If the behavior persists, an usher may Police officers are stationed at the corner of 3rd and request your group to exit the theater. Locust Streets and will direct buses to parking areas with hooded meters near the Civic Center. Groups Following the performance groups may exit the theater traveling in personal vehicles are responsible for and proceed to the their bus(es). locating their own parking in ramps or metered (non- If an item is lost at the Civic Center, please see an hooded) spots downtown. usher or contact us after the performance at Buses will remain parked for the duration of the show. 515.246.2355. At the conclusion, bus drivers must be available to move their bus if necessary, even if their students are staying at the Civic Center to eat lunch or take a tour. QUESTIONS? Buses are not generally permitted to drop off or pick up Please contact the Education department at students near the Civic Center. If a bus must return to [email protected] school during the performance, prior arrangements or 515.246.2355. must be made with Des Moines Performing Arts Thank you! Education staff.
Des Moines Performing Arts Page 5 of 16 Schoolhouse Rock Live Curriculum Guide VOCABULARY FROM THE SHOW Tim Trumble Photo SHOW TERMS Congress: the SCIENCE TERMS legislative body imagination: of the United circulation: States, producing southeastcoalash.org the ideas or consisting of the continuous mental images Senate and the House of movement of of what is not Representatives. They are blood through present or has responsible for making the laws of the heart and not been our country. blood www.mvnews.org experienced. The Circulatory System. vessels. Preamble: funandfit.org SOCIAL STUDIES the introductory TERMS galaxy: any statement of numerous of the U.S. 19th large-scale Constitution collections of Amendment: www.opednews.com amendment to stars, gas and dust that make the U.S. suffrage: the Hdwallpaperia.com Constitution, up a visible right to vote in universe. giving women a political the right to election. planet: vote in 1920. Women had large A poster from 1920. to fight for celestial body www.riadrepresents.org their right to that is vote prior to smaller than bill: a draft of a Women protest for 1920. their right to vote. a star and new law that is newrepublic.com does not being produce its suggested. The U.S. own light. lawmakers of a Constitution: Planet Earth. www.comicvine.com Instead, it is country must the illuminated by vote on it fundamental the light from the star around before it law of the which it revolves. There are eight An image from the becomes a law. Schoolhouse Rock United States. known planets in our solar The signing of the U.S. cartoon “Just a Bill”. Constitution in 1787. system, which all revolve around waeryourbeer.com en.wikipedia.org the Sun.
Des Moines Performing Arts Page 6 of 16 Schoolhouse Rock Live Curriculum Guide VOCABULARY FROM THE SHOW, pg. 2 Tim Trumble Photo GRAMMAR TERMS noun: a word MATH TERMS or group of adjective: words that count: to a part of refers to a check over speech that person, place one by one, to describes a or thing. determine the noun or Nouns are total number. cafepress.com pronoun. typically subjects or objects of a sentence.
Schoolhouse Rock cartoon. youtube.com pronoun: Goodbooksforyoungsouls. blogspot.com a word that conjunction: takes the a word that place of a multiply: the act joins words noun or of adding a or groups of noun number to itself words phrase in a a certain number together. An example of a pronoun. sentence. of times. Conjunctions myword.info Multiplication is include performed on a Examples of words that verb: Multiplication table. are conjunctions words like infomontessori.com pair of numbers content.photojojo.com ‘and,’ ‘but,’ a word that to derive a third and ‘or’. represents number, which is called the an action product. the product. interjection: or state of a word or being. It is pattern: an an phrase Schoolhouse Rock cartoon arrangement expressing essential showing an example of a of repeated emotion, part of the verb. tvrage.com parts, usually only predicate following a one word in of a rule or rules. length and Disney.wikia.com sentence. used with an topdrawer.aamt.edu.au exclamation.
Des Moines Performing Arts Page 7 of 16 Schoolhouse Rock Live Curriculum Guide ABOUT THE PERFORMANCE Tim Trumble Photo
Childsplay’s production of THE SONGS SOCIAL STUDIES Schoolhouse Rock Live! brings to There are 15 songs in the show. life songs from the They have been updated to give Sufferin’ ‘till Suffrage original Schoolhouse Rock them more of a rock-n-roll feel cartoons of the 1970s, 80s and than the original cartoon versions. Just a Bill 90s. These megahits explode onto the stage for a whole new GRAMMAR The Preamble generation, making academic subjects exciting and engaging! SCIENCE Verb: That’s What’s Run Time: Approx. 60 minutes, Happenin’ with a brief Q&A session Do the Circulation following the performance (time A Noun is a Person, Place or permitting) Thing A Victim of Gravity
Unpack Your Adjectives Interplanet Janet THE STORY Rufus Xavier Sarsaparilla Tom, a young teacher is nervous MATH about his first day of teaching. He Conjunction Junction turns on the television in an Three is a Magic Number attempt to calm his nerves. Interjections Suddenly, he is surrounded by Ready or Not Here I Come three characters who have The Tale of Mr. Morton appeared to help him. They are all part of him, facets of his personality, and through imagination and song they help him to gain the confidence he needs to teach subjects like grammar, science, math, and social studies.
Partially adapted from Childsplay’s “360°Theatre Resources for Schools”. An image from the original “Conjunction Junction .” returnonfocus.com
Des Moines Performing Arts Page 8 of 16 Schoolhouse Rock Live Curriculum Guide ABOUT THE PERFORMANCE, pg. 2
SET DESIGN COSTUME DESIGN The designs for Schoolhouse The costume design Rock Live! were inspired by the incorporates the slim suit style 1980s. The set design was that was popular in the 80s. Tom, inspired by the look of video the teacher, wears a mix of bright games, such as Tetris and Mine colors and the other characters, Craft. All of the wood used in the who represent facets of Tom’s show is from sustainable sources personality, are costumed in the and domestically produced. colors that are part of Tom’s costume. Can you match the At the top of design renderings to the finished the page is a costumes? design sketch of the Schoolhouse Rock Live! set. Which elements An image from the make the set video game Tetris, look like a which was one of the rock inspirations for the concert? show’s set. wordpress.com Which elements remind you of a video game?
Tim Trumble Photo Design renderings: D. Daniel Hollingshead.
Des Moines Performing Arts Page 9 of 16 Schoolhouse Rock Live Curriculum Guide ABOUT CHILDSPLAY AND THE CREATIVE TEAM
Schoolhouse Rock Live! is a MEET THE ACTORS production of Childsplay, a professional theater serving Rudy Ramirez young audiences and families (Tom) is a based in Tempe, Arizona. recent Arizona Childsplay’s mission is to create State graduate, theater so strikingly original in earning a BM form, content or both, that it in Music instills in young people an Theatre enduring awe, love and respect Performance. for the theater. He is thrilled to be a part of Schoolhouse Rock Live!, as it was his very first COMPANY HISTORY musical production in 7th Founded in 1977, Childsplay is a grade. nationally and internationally respected professional theatre Molly Robinson company whose chosen audience CREATIVE TEAM (Shulie) is is children. Their respect for Take a look at the creative team excited to children’s intelligence and behind the show to gain a sense make her creativity drives the company to of the many jobs that went into the Childsplay produce new and innovative show’s creation: works by theatre’s finest artists. debut after graduating with Book by Founder David Saar recognized a Bachelors of Scott Ferguson, George during his MFA studies that Fine Arts in Musical Theatre Keating & Kyle Hall children could reap great benefits from the University of Miami, from experiences with Molly’s career has taken her Music and Lyrics by professional theater. After across the USA and the world, Lynn Ahrens, Bob Dorough, graduating, Saar gathered most recently South Korea. Dave Frishberg, Kathy Mandry, classmates in a 1964 Chevy George Newall & Tom Yohe Impala, and equipped with basic Keilani Akagi sets and costumes, began (Dina) Keilani is Directed by performing in local classrooms. ecstatic to be Anthony Runfola back at Childsplay has educated and Childsplay after inspired more than four million Musical Direction by playing “Amy” in young people and families. They Akab Ruch Rock the now serve an average annual Presidents! She audience of 200,000 students, Choreography by is a classically trained pianist teachers, and families. Molly Lajoie and a student at ASU.
Scenic Design by Eric CHILDSPLAY TOURS Holly Windingstad Boudreau IN DES MOINES: (George) is in Costume Design by his sixth D. Daniel Hollingshead Rock the Presidents! season with the Childsplay (2012-13) Lighting Design by ensemble. He Tim Monson is also a Tomás and the teaching artist Library Lady (2013-14) Projection Design by for their Conservatory and Limitrophe Films Academy classes.
Des Moines Performing Arts Page 10 of 16 Schoolhouse Rock Live Curriculum Guide ABOUT SCHOOLHOUSE ROCK Rockturtleneck.blogspot.com Rockturtleneck.blogspot.com
The original Schoolhouse Rock McCall's company decided to SPOTLIGHT ON cartoons were enjoyed by many produce their own animated during the 1970s, 80s and 90s. versions of the songs, which they BOB DOROUGH then sold to the ABC company Bob Dorough wrote, composed, (which already was McCall's and performed many of the SCHOOLHOUSE company's biggest advertising Schoolhouse Rock songs. account). They pitched their idea ROCK HISTORY to Michael Eisner, then He was born in Arkansas and Schoolhouse Rock! is a series of vice-president of ABC children's immediately fell in love with music animated musical educational programming division. The upon joining his high school band. short films that aired during children's programming division He served three years in a Special Saturday morning children's had producers cut three minutes Services Army Band Unit, gaining programming on U.S. television out of each of their regular professional experience network ABC. Topics covered programmed shows, and sold arranging, clarinet, saxophone include grammar, science, General Foods on the idea of and piano. Eventually he turned economics, history, mathematics, sponsoring the segments. The his back on academics and and politics. The series aired series stayed on the air for 12 immersed himself into the jazz 1972-1986, infrequently during the years. Later sponsors of the scene in New York City. 1990s and 2000s, with new shows Schoolhouse Rock segments also created between 1993 and 1996, included Nabisco, Kellogg's, and In 1971, he received a until its cancellation in 2001. McDonald's. commission to “set multiplication tables to music, which led to a Schoolhouse Rock began as a small industry and the beginning commercial advertising venture by of his work on Schoolhouse Rock. David McCall, an advertising The impact of this media executive. The idea came to exposure was immense and he McCall when he noticed one of his later signed a contract with jazz sons was having a hard time record label Blue Note Records. memorizing multiplication tables but knew all of the words to the Bob Dorough later worked as the rock and roll songs he listened to. Musical Director for the 30th Anniversary DVD edition of the The first song recorded was five-subject Schoolhouse Rock "Three Is a Magic Number”. It series. He continues to perform in tested so well that a children's jazz clubs and even schools. record was created. Bob Dorough playing at his piano. www.bobdorough.com
Des Moines Performing Arts Page 11 of 16 Schoolhouse Rock Live Curriculum Guide PRE-SHOW EXPLORATION
PRE-SHOW DISCUSSION 1) PREPARE FOR THE JOURNEY
1. How is going to the theater different than going to a Goal: To prepare young students for what may be movie? Talk about the many differences. their very first performance experience.
2. What do you know about Schoolhouse Rock? Explanation: In this activity, lead a class discussion What do you remember about the original cartoons, if that a) accesses students’ prior knowledge of you have seen them before? Who are some of the performances and b) prepares them for what to characters that you remember from the cartoons? expect when they visit the theater to see Schoolhouse Rock Live! 3. The original Schoolhouse Rock was a series of short musical cartoons, which aired on television. Activity: How do you think the songs will be performed on 1. Ask students about their experiences with stage? performance (watching older siblings in a school play, going to a concert, etc.) 4. Which part of grammar includes a person, place, or 2. Share the journey with them step by step. Talk thing? about: Going into a special ‘theater’ space. 5. What is the difference between a verb and an Being an ‘audience’. They are a very important adverb? part of the performance. The actors need them. What is the job of the audience? To look and 6. When did women first have the right to vote? Why listen. were they previously denied the right to vote? What is going to happen? They will be watching
‘actors’ tell a story with words, movement, and 7. If you could travel to any planet in the solar system, props. where would you go and why? A performance usually finishes with clapping.
8. Sometimes we feel anxious or nervous before a big Follow-up Questions: event. What are some situations that might make us 1. Why do you think going to a performance is special feel anxious or nervous? Do you feel nervous on the experience? How is it different from a movie? first day of school? What do you do to help yourself 2. Why is it important to look and listen during a when you feel anxious or nervous? performance?
3. What different things do you think actors have to 9. Everybody learns differently and at a different do to prepare for a performance? pace. When you have to learn or memorize something, like spelling words or multiplication tables, what are the techniques that you use?
10. What are your favorite subjects in school? Why do you like that particular subject?
Des Moines Performing Arts Page 12 of 16 Schoolhouse Rock Live Curriculum Guide PRE-SHOW EXPLORATION, pg. 2 Tim Trumble Photo
2) ACT IT OUT! 3) MAD LIBS
Explanation: In this activity, students will outline, Explanation: In this activity, students will explore the block and act out a Schoolhouse Rock song of their use of nouns, adjectives, adverbs and interjections. choice.
Goal: Students will gain a better understanding of Goal: Students will visualize text as directors, and grammar and appropriate uses. explore how performers must block a scene and then act it out. When: Before the performance
When: Before the performance Activity: 1. Decide whether you want the students to work in Activity: groups or alone, or let the students decide. 1. Divide the students into groups and have each 2. Have the students write a short story that group choose from one of the Schoolhouse Rock Live includes five of each of the following parts of songs, to be performed at the show and listen to the grammar: nouns, adjectives, verbs, adverbs, and mp3 files. (Links found on page 16.) interjections. 2. Ask the students to imagine and brainstorm how 3. Next, type or write out your story but replace the they would bring the song to life on stage. They may adjectives, nouns, verbs and interjections with a need to write down some of the lyrics. blank space with the part of speech in 3. Ask each group of students to block their song parenthesis underneath the line. For example: (blocking means to design or plan the movements of The ______sank. actors on a stage or movie set ) and spend some time (noun) rehearsing their song with actions and expression. 4. Groups can then perform for their classmates. 4. Have the students/groups trade stories and you Follow-up Questions: have created your own version of Mad Libs! 1. What key words in the song affected your staging 5. Make copies of all of the stories with blank lines choices? and put together a book for each student so they 2. Did you learn anything valuable about your can do Mad Libs whenever they want! classmates? 3. Did you learn anything valuable about yourself? Follow-up Questions: 4. What was most challenging for you about this 1. What did you learn by creating your own mad activity? What was easiest for you? libs? 2. What did you learn from your classmates after Follow-up Question After the Performance: reading their mad libs stories? 1. How did the staging of your song compare to what 3. What was most challenging for you about this the performers did on stage? activity? What was the easiest for you?
Des Moines Performing Arts Page 13 of 16 Schoolhouse Rock Live Curriculum Guide POST-SHOW ASSESSMENT, pg. 1
POST-SHOW DISCUSSION 1) WRITE A LETTER QUESTIONS Goal: To reflect on the performance experience and to practice writing skills. 1. Where did the story take place? Who were the people? What were the problems? What happened at Explanation: In this activity, students will write a the beginning of the performance? The middle? The letter about their experience to the performers or to end? Des Moines Performing Arts education donors whose support keeps Applause Series tickets accessibly 2. Which character was nervous and worried? About priced for school groups. what? Why do you think he was so nervous? When have you felt nervous or worried about something? Materials: How did you deal with it? Paper Writing utensil 3. The set design was influenced in part by two video games. Which video games influenced the design? Activity: 1. After attending the performance, discuss the 4. How were projections (video) used in the experience with your students. Use the following production? How did they help to communicate the discussion questions to guide the conversation: songs? What was the show about? 5. Which character visited all the planets? What parts of the show were most exciting? Which character did you enjoy the most? Why? 6. The Preamble contains four words that are not What did the characters learn? included in the song from the show. What are those four words? 2. Next, invite students to write a letter to the performers or to Des Moines Performing Arts donors 7. What is the function of a conjunction? about their theater experience.
8. What is a bill? How does it become law? Example letter starter:
9. What does the term “suffragette” mean? Dear Schoolhouse Rock Live! performers,
10. How were the songs in the production different My favorite part of the show was… than their cartoon counterparts? While watching your show I felt… because … I have drawn a picture of the scene when… 11. By the end of the show, the teacher feels If I could be in your show, I would play the part of confident enough to go into the classroom. What … because … helped him to build his confidence? What are things you can do to help yourself or others feel more 3. Mail the letters to: confident? Des Moines Performing Arts 12. Which song from the show was your favorite and Attn: Education Department why? 221 Walnut Street Des Moines, IA 50309 13. What do you remember about the actors’ costumes? Describe them. Follow-up Question: 1. What did you include in your letter? Why did you 14. What was the set like in this show? Were there want to share that particular idea? any elements that you thought worked really well?
Des Moines Performing Arts Page 14 of 16 Schoolhouse Rock Live Curriculum Guide POST-SHOW ASSESSMENT, pg. 2 Tim Trumble Photo
2) WRITE A REVIEW 3) WRITE AN ORIGINAL SONG
Goal: To write a review of the performance. Goal: To write song lyrics inspired by an academic subject, such as in Schoolhouse Rock Live! Explanation: In this activity, students will reflect on the performance by writing their own review. Explanation: In this activity, students will write the lyrics to an original short song inspired by an Activity: academic subject of their choice.
1. Ask students to imagine that they are a critic for the Activity: school newspaper. They are going to write a review of 1. Invite students to think about a subject area they Schoolhouse Rock Live! to inform others about what would like to write a song about. It could be a favorite they experienced. subject, or even a subject they struggle with 2. In the review they should describe with detail: 2. In their song, they should include more than one verse and a chorus that repeats. The lyrics do not what they saw have to rhyme, but it should be something catchy and what they heard easy to remember. how the performance made them feel 3. The song should highlight a particular theme, such what the performance reminded them of as spelling words, historical events, or a concept in what their favorite part was and why math (just a few examples). It could be anything! 3. Remind students that they must paint a picture of 4. Provide students with time and resources to the experience with their words so that others who did conduct any research before they begin writing. not see the performance can imagine it as vividly as possible. Follow-up Questions: 1. How are your song lyrics similar to ones in Follow-up Questions: Schoolhouse Rock Live? How are they different? 1. What did you include in your review? Why did you 2. What was challenging about this activity? What want to share that particular idea? challenges do you think the writers of the 2. What things did writing the review make you think Schoolhouse Rock songs had back in the 1970s? about that you hadn’t thought of by just watching the 3. What other subject areas could you write short show? songs about to help you remember the subject matter? Do you think this is a tool you can use when studying?
Des Moines Performing Arts Page 15 of 16 Schoolhouse Rock Live Curriculum Guide RESOURCES AND SOURCES Tim Trumble Photo
ADDITIONAL CLASSROOM RESOURCES
Astronomy Activities Astronomy information and activities for kids. www.kidsastronomy.com/index.htm
Bob Dorough Performs Schoolhouse Rock Videos of Bob Dorough, creator of original Schoolhouse Rock, performing songs. http://www.bobdorough.com/about/schoolhouse-rock.html
Interview with Bob Dorough Bob Dorough wrote, composed and sang many of the Schoolhouse Rock songs. See his interview here. http://www.npr.org/templates/transcript/transcript.php?storyld=168699556
Mad Libs Online Mad Libs for learning grammar and having fun! http://itsamadlibsworld.com
‘Schoolhouse Rock Live!’ mp3 files Conjunction Junction Interplanet Janet The Preamble Three is a Magic Number
Schoolhouse Rock Lyrics www.lyricsmania.com/schoolhouse_rock_lyrics.html
STUDY GUIDE SOURCES
About Bob Dorough. http://www.bobdorough.com/about/bio.html
Childsplay. “2014-15 National Tour: Schoolhouse Rock Live.” http://www.childsplayaz.org/national-tour
Schoolhouse Rock. http://disney.wikia.com/wiki/Schoolhouse_Rock!
Schoolhouse Rock. www.wikipedia.org
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