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WE RAN AWAY with the CIRCUS! Teacher Edition

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WE RAN AWAY with the CIRCUS! Teacher Edition WE RAN AWAY WITH THE CIRCUS! Teacher Edition Welcome! What’s in this guide? You and your students are about to take Preparing for your circus performance Pg. 2 - 3 part in an exciting adventure! We Ran • What to expect Away with the Circus! incorporates both an • Space considerations onsite circus performance and a museum • About the Circus Arts visit into a dynamic, engaging program Conservatory for 2nd grade classes. This guide details Preparing for your museum visit Pg. 4 - 6 the logistics of the program, introduces • Museum map you to some of the concepts covered in it, • What to expect and provides suggested pre- and post- • Tips for a successful visit visit activities to extend and strengthen • About The Ringling student learning. Pre-visit activities Pg. 7 The goals of the We Ran Away with the • Circus K-W-L Circus! program are: • Circus book activity • To teach 2nd grade students Annotated student workbook Pg. 8 - 14 about the American circus – its Post-visit activities Pg. 14 - 15 history, characters, and operation. • Circus K-W-L follow-up • To help students feel connected • Circus book project to local institutions, including the • “If Every Day Was a Circus Day” Circus Arts Conservatory (and Additional resources Pg. 16 Sarasota’s circus heritage more • Vocabulary list broadly) and The Ringling. • Suggested reading • To challenge students to apply classroom skills to the real-world setting of a circus. Brown Bros., Untitled black and white photo print, Tibbals Digital Collection, ht0001712 1 PREPARING FOR YOUR CIRCUS PERFORMANCE What to Expect This 45-minute performance will be a fun and interactive look at the circus. It will introduce several key members of the circus family and what their jobs are. The students will have a primary resource to refer back to while visiting the museum. Before show day: • Karen will be calling to confirm the date and time as well as location of the performance. Day of the performance: • Karen and Robin will arrive at the office to check in one hour before the performance. • Performers will need access to a door close to the performance space to load props in and out. • The performance itself will run 45 minutes. • Load out will be around 30 minutes. Space Considerations • The most advantageous performance space would be the school stage. • If a stage is not available, an area 15 feet deep and 20 feet wide will work. • Performers will NOT work out-of-doors. • General stage lighting needed. • Performers will bring their own props, backdrop, and sound system. Performance Standards • TH.2.O.3.1 – Identify theatrical elements and vocabulary found in everyday life. • TH.2.F.2.1 – Identify the jobs people can have in a theater. • TH.2.S.1.1 – Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism. • SS.2.A.1.1 – Examine primary and secondary sources. 2 About the Circus Arts Conservatory The Circus Arts Conservatory was born from decades of circus history and today serves as a legacy to those who have set the standards for international circus performance. In the late 1920s, John Ringling moved his circus winter quarters to Sarasota, and the circus became an integral part of the social and economic life that gives our local community its unique identity. Today, The Circus Arts Conservatory stands as an icon dedicated to preserving the extraordinary heritage of the circus arts through performance, training, education and outreach. Founded in 1997 as “Circus Sarasota,” the organization was re-branded in 2013 as “The Circus Arts Conservatory,” a not-for-profit, 501(c)3 performing arts educational organization. Circus Sarasota’s annual professional performances, showcased in a one-ring, five-star, European-style big top, have been acclaimed around the globe for world-class artistry and entertainment. As an organization committed to raising the perception of the circus as a valuable art form, The Circus Arts Conservatory is much more than a circus. Approximately 80% of ticket revenue goes to support community outreach programs that serve children, the elderly, and those in care facilities. A one-of-a-kind Education program takes learning in the classroom to a new level. Teaching artists go into Sarasota and Manatee County schools, using the circus to engage students in key academic subjects including science, language arts, and theater. 3 PREPARING FOR YOUR MUSEUM VISIT Museum Map 4 What to Expect Your group will be participating in a self-guided museum tour, which means that teachers and chaperones will be responsible for guiding students through their experience. When you arrive, museum staff will help check-in your group and orient you to the museum. Then, you’ll be free to explore the museum. The student workbook directs students to specific objects in the original Circus Museum and the Tibbals Learning Center. In each location, students will have questions to answer related to concepts they may be learning in class. For many of the workbook items, it will be necessary for students to view or interact with a particular object to answer the question. Tips for a Successful Visit Before you arrive: • Recruit chaperones – The Ringling asks that you bring 2 adults for every 10 students in your group. Chaperones should plan to actively monitor student behavior and assist with participation. • Arrange transportation – Make sure your bus drivers know when and where to drop off and pick up your group. Bus parking instructions can be found on The Ringling’s website at: www.ringling.org/school-visits-k-12. • Divide into groups – We recommend that each group contain no more than 10 students and 2 adults. • Get to know The Ringling – If you wish, you can arrange a free teacher visit to familiarize yourself with the museum prior to your trip. To do so, contact (941) 359-5700, ext. 3705 or [email protected]. When you’re here: • Get checked in quickly – Please plan to arrive at least 15 minutes before your scheduled tour time. Backpacks and large bags should be left at school or on the bus; lunches can be brought inside and stored in our welcome room. • Practice good museum manners – Please remind students to use indoor voices and walking feet, to turn off the flash on cameras or phones, to stay with their chaperones, and to stay an arm’s length away from objects on display. 5 About The Ringling The story of this museum begins with John and Mable Ringling. John was one of five brothers who founded the Ringling Bros. Circus in 1884. John was also an entrepreneur whose success with the circus and in business helped make him one of the richest men in America. In 1911, John and his wife Mable purchased property in Sarasota and began spending their winters here. They became very involved in the local community and helped the small town grow into a city. While traveling in Europe, the couple fell in love with the art and architecture they saw around them. They also began collecting works of art to bring back to the United States. Eventually, they decided to start an art museum on their Sarasota property. In 1931, John opened his museum to the public. When John Ringling died, he left the mansion, the art museum, and the surrounding property to the state of Florida. Later, a circus museum and a historic theater were added. Today, visitors to The Ringling can see John and Mable’s art collection, objects from the history of the circus, and the mansion where John and Mable lived. The Ringling continues to serve as a cultural center for visitors from near and far. 6 PRE-VISIT ACTIVITIES Circus K – W – L Duration: 15 minutes Materials: Chalkboard or smart board Draw three columns on your chalkboard or smart board, labeling them, “What We Know,” “What We Want to Know,” and “What We Learned.” Ask the class: What do you know about the circus? List student responses on the board in the first column. Then, explain that students will have the chance to watch an interactive performance with real circus artists and will visit a circus museum. Ask: What do you want to learn about the circus through this experience? Save your chart for later; after experiencing the We Ran Away With the Circus! program, students can complete the final column with information they have learned. Standards: LAFS.2.SL.1.1 – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small or larger groups. Circus by Lois Ehlert Duration: 30 minutes Materials: Circus book Read the story and use context clues to work out the meaning of unfamiliar vocabulary words. Identify geometric shapes used in the illustrations. Discuss how the artist made the circus seem fun and exciting in her pictures (i.e., by using bright colors, scenes of circus action, and compositions that fill the page). Standards: • LAFS.K12.R.3.7 – Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. • LAFS.2.RL.4.10 – By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. • VA.2.S.1.3 – Explore art from different time periods and cultures as sources for inspiration. • VA.2.S.1.4 – Use accurate art vocabulary to discuss art. • MAFS.2.G.1.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.
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