GOLDEN DRAGON ACROBATS
Applause Series CURRICULUM GUIDE CIVIC CENTER OF GREATER DES MOINES
MAY 17-18, 2012
GUIDE CONTENTS Dear Teachers, About the Civic Center Thank you for joining us for the Applause Series presentation of Page 3 the Golden Dragon Acrobats. The Golden Dragon Acrobats represent the best of Chinese acrobatics — a cultural art form Going to the Theater and that has held a prominent place in Chinese culture for well over Theater Etiquette 2,500 years. Rooted in ancient traditions, Chinese acrobatics Page 4 continue to thrill audiences worldwide. It is our hope that your students will not only be amazed at the astonishing balance, Civic Center Field Trip flexibility and strength of the Golden Dragon Acrobats but will Information for Teachers gain new appreciation and interest in China’s rich culture and Page 5 history. Vocabulary We hope that this guide helps you Page 6 connect the performance to your in -classroom curriculum in ways that About the Performance you find valuable. In the following Pages 7 pages, you will find contextual information about the performance About the Golden Dragon Acrobats and related subjects, as well as a Page 8 variety of discussion questions and activities. Some pages are Popular Acts in Chinese Acrobatics appropriate to reproduce for your Page 9 students; others are designed more specifically with you, their Training to Become a teacher, in mind. As such, we Chinese Acrobat hope that you are able to “pick and Page 10 choose” material and ideas from the study guide to meet your History of Chinese Acrobatics class’s unique needs. Page 11 A member of the Golden Dragon
Acrobats catches bowls on his head About China See you at the theater, while balancing on a rolling board. Pages 12-13 Civic Center Education Team Pre-Show Exploration Page 14-15
Post-Show Assessment
and Discussion Support for Civic Center education programs and the Applause Series is provided by: Page 17
Alliant Energy, American Republic Insurance Company, Bradford and Sally Austin, Exploration Activity Worksheet: Bank of America, EMC Insurance Companies, Greater Des Moines Community Foundation, Hy-Vee, John Deere Des Moines Operations, Iowa Department of Chinese Performing Arts Cultural Affairs, Richard and Deborah McConnell, Pioneer Hi-Bred - a DuPont Page 18 business, Polk County, Prairie Meadows, Sargent Family Foundation, Target, U.S. Bank, Wells Fargo & Co., Willis Auto Campus, Windsor Charitable Resources and Sources Foundation and more than 200 individual donors. Page 19
This study guide was compiled and written by Karoline Myers; edited by Kristen Darrah. Based on Cal Performances’ Golden Dragon Acrobats SchoolTime Study Guide.
Civic Center of Greater Des Moines Page 2 of 18 Golden Dragon Acrobats Curriculum Guide ABOUT THE CIVIC CENTER
The Civic Center of Greater Des Moines is a cultural landmark of DID YOU KNOW? central Iowa and is committed to engaging the Midwest in world-class entertainment, education, and cultural activities. The Civic Center has More than 250,000 patrons achieved a national reputation for excellence as a performing arts center visit the Civic Center each and belongs to several national organizations, including The Broadway year. League, the Independent Presenters Network, International Performing Arts for Youth, and Theater for Young Audiences/USA. The Civic Center opened in Five performing arts series currently comprise the season— the Willis 1979. Broadway Series, Prairie Meadows Temple Theater Series, Wellmark Blue Cross and Blue Shield Family Series, the Dance Series, and the Applause The Civic Center has three Series. The Civic Center is also the performance home for the Des Moines theater spaces: Symphony and Stage West.
The Civic Center is a private, nonprofit organization and is an important Main Hall, 2744 seats part of central Iowa’s cultural community. Through its education Stoner Studio, 200 seats programs, the Civic Center strives to engage patrons in arts experiences Temple Theater, 299 seats that extend beyond the stage. Master classes bring professional and (located in the Temple for local artists together to share their art form and craft, while pre- the Performing Arts) performance lectures and post-performance Q&A sessions with company members offer ticket holders the opportunity to explore each show as a living, evolving piece of art. No seat is more than 155 feet from center stage in the Main Through the Applause Series— curriculum-connected performances for Hall. school audiences— students are encouraged to discover the rich, diverse world of performing arts. During the 2011-2012 season, the Civic Center Nollen Plaza, situated just west will welcome more than 40,000 students and educators to 13 professional productions for young audiences. of the Civic Center, is a park and amphitheater that is also part of the Civic Center complex. The space features Want an inside look? Request a tour. the Brenton Waterfall and Reflection Pool and the Crusoe Group tours can be arranged for performance and Umbrella sculpture. non-performance dates for groups grades 3 and above. The Applause Series started in Call 515-246-2355 or visit CivicCenter.org/education 1996. You are joining us for to check on availability or book your visit. our 16th season of school performances.
Civic Center of Greater Des Moines Page 3 of 18 Golden Dragon Acrobats Curriculum Guide GOING TO THE THEATER . . .
YOUR ROLE AS AN THEATER ETIQUETTE AUDIENCE MEMBER Here is a checklist of general guidelines to follow Attending a live performance is a unique and exciting when you visit the Civic Center: 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. Lively Turn off and put away all cell phones, pagers, and bands, 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 As you experience the performance, consider the about to begin. Please stop talking at this time. 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, so the other audience members dance, a concert, etc.)? and the 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. Open your eyes, ears, mind, and heart to the A SPECIAL EXPERIENCE 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.
Civic Center of Greater Des Moines Page 4 of 18 Golden Dragon Acrobats Curriculum Guide CIVIC CENTER FIELD TRIP INFORMATION FOR TEACHERS
Thank you for choosing the Applause Series at the Civic Center of Greater Des Moines. 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. You may enter the building though the East confirmation e-mail within five business days. Your or West lobbies; a Civic Center staff member may be invoice will be attached to the confirmation e-mail. stationed outside the building to direct you. Payment policies and options are located at the top of Civic Center staff will usher groups into the building as the invoice. Payment (or a purchase order) for your quickly as possible. Once inside, you will be directed to reservation is due four weeks prior to the date of the 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. Please note that study guides are only printed permitted in the theater for Applause performances. 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 rd nd Main Hall performances. and the ramp toward 3 Street and 2 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. Buses are not generally permitted to drop off or pick up QUESTIONS? students near the Civic Center. If a bus must return to Please contact the Education department at school during the performance, prior arrangements 515.246.2355 or [email protected]. must be made with the Civic Center Education staff. Thank you!
Civic Center of Greater Des Moines Page 5 of 18 Golden Dragon Acrobats Curriculum Guide VOCABULARY acrobat: a performer who Communism: an economical pagoda: a performs gymnastic and tumbling system in which the community particular feats. collectively owns all resources style of and products. The government building act: a part of a performance. In then decides how the resources that is acrobatics, an act often refers to a and products will be distributed to popular specific trick or stunt performed by members of the community. through the acrobats. Asia. contortionist: Acrobats ancient: a historical reference to a flexible imitate the all history before the fall of the performer able pagoda’s Roman Empire in 476 A.D. to move shape by Chinese acrobatics, which muscles, limbs forming evidence suggest started at least and joints into human 2,500 years ago, is an ancient art unusual pyramids form that is still performed today. positions. and using Acrobatic props agility: the ability to move quickly troupes (such as and easily. feature fans) to contortionists. Contortionists create mimic the balance: a pyramid. detailed steadiness roof lines. or equal dynasty: a succession of rulers TOP: A Chinese pagoda distribution from the same family or group. building. BELOW: An of weight. Dynasties ruled China until 1911. acrobatic act called a Acrobatic bicycle pagoda. feats feat: an act or product of skill. In require acrobatics, a feat often refers to a props: items used on stage great difficult stunt or trick. during performances. Examples balance. include plates, porcelain vases, or flexibility: ability to bend easily. chairs. In acrobatics, props are
Acrobats’ bodies must be very most often common, everyday flexible. items. This stems from acrobatics’ origins, when peasant people handstand: an act would use items around An acrobat balances on the where the body is themselves to try to perform new arm of a fellow performer. supported in a tricks and stunts for their own vertical position by entertainment. choreographer: a person who balancing on the creates movement compositions palms of one’s symmetrical: two sides of and plans and arranges patterns hands. The something are identical or of movements. Choreographers handstand is the balanced. To create a bicycle often plan and design dances. most important skill pagoda, for instance, the Acrobatic acts also are designed for acrobats to acrobats must have complete by a choreographer. master. Children symmetry. studying to become an acrobat often tumbling: gymnastic acts that spend the first year consist of leaps, somersaults and of their training just other flips. working on handstand skills.
Civic Center of Greater Des Moines Page 6 of 18 Golden Dragon Acrobats Curriculum Guide ABOUT THE PERFORMANCE
ABOVE: Golden Dragon Acrobats perform The Golden Dragon Acrobats LIST OF ACTS the Wheel Act. performance will feature The Golden Dragon Acrobats’ astounding acrobatics and performance will likely include the Chinese traditional dance. following acts: Contortionists, tumblers and CRITICS’ REVIEWS jugglers may spin plates, create Thousand Hand Dance a bicycle pagoda and juggle Contortion “The Cat in the Hat with his cake everything from balls to Swaying Board Balancing on a rake, has nothing on the umbrellas using not only their Swaying Tube Golden Dragon Acrobats. Kids hands but also their feet and Kick Bowl have every reason to love the entire bodies. Table Hoop Golden Dragons.”
Ball Juggling -Newsday Run Time: Approximately 1 hour Hat Juggling Power Act “The powerful music, simple Spinning Wheel themes, and explosive choreogra- phy are about something that Foot Juggling transcends culture — absolute joy Diablo Yo-Yo in exploring the full potential of the Tower of Chairs human body.” Flags -NYtheatre.com Finale “Juggling everything from umbrel- MUSIC las to soccer balls — and with The Golden Dragon Acrobats’ props as varied as ladders and performance will be accompanied giant spinning wheels — the per- by a musical score inspired by formers show just why they’re traditional Chinese music. world famous. -The New York Post COSTUMES The acrobats will have several “The impossible can be achieved, costume changes during the and once achieved surpassed, show. Pay attention to the bright, then surpassed again. vibrant colors and how the -Associated Press The Golden Dragons perform a variation of costumes contribute to the feel of the Tower of Chairs. each act.
Civic Center of Greater Des Moines Page 7 of 18 Golden Dragon Acrobats Curriculum Guide ABOUT THE GOLDEN DRAGON ACROBATS
The award-winning Golden STYLE ACCLAIM Dragon Acrobats hail from Danny Chang, along with The Golden Dragon Acrobats Cangzhou on the east coast of choreographer and costume have performed in all 50 of the China, within Hebei province, in designer Angela Change, create United States and in over 65 the People’s Republic of China. “colorful ways to use [the troupe’s] countries around the world. The They have toured the United skills and take advantage of their troupe had its Broadway debut at States continuously since 1978. apparent total lack of fear” [The the New Victory Theater in 2005, The 25 troupe members are New York Times]. The Golden for which it was nominated for two athletes, actors and artists who Dragon Acrobats combine Drama Desk Awards. In recent have studied and trained for their astounding acrobatic feats with years, individual members of the craft since early childhood. theatrical techniques and company have received awards at traditional Chinese dance. The the Henan Regional Acrobatic show features contortionists, Competition, the China National FOUNDER tumblers and jugglers in Acrobatic Competition, and the Founder and director of Golden breathtaking acts like the bicycle Presidents Award at the Dragon Acrobats, Danny Chang is pagoda and the traditional International Acrobatic a leading promoter of Chinese Chinese Lion Dance. Competition. acrobatics. He began training at the age of eight with his family’s LEFT: Hebei province, shown in red, is the home of the Golden Dragon acrobatic school in Taipei and Acrobats. Hebei province is started performing with the considered to be the birth place of Golden Dragon Acrobats at age the art form of acrobatics — a 2,500 ten. He is the recipient of many year old cultural tradition. Map courtesy of gochina.about.com. awards, including the Medal for International Faith and Goodwill by the Republic of China’s Coordination Council for North American Affairs.
Civic Center of Greater Des Moines Page 8 of 18 Golden Dragon Acrobats Curriculum Guide POPULAR ACTS IN CHINESE ACROBATICS
HOOP DIVING FOOT JUGGLING This act is over 2,000 years old. Performers lie on a special seat Also called “Dashing Through and juggle and catch objects with Narrows,” it was once known as their feet. Objects may include the “Swallow Play.” The tables, umbrellas, rugs and other performers imitate the flying household items. movements of swallows [birds] as they leap nimbly through narrow LION AND DRAGON ACTS rings. The lion represents the spirit of renewal and is revered for DOUBLE POLE dispelling bad luck. Big Lion is A group of acrobats climb up and played by two acrobats, while down thin poles demonstrating SPINNING PLATES Small Lion is played by one. The agility and strength to execute a Performers use numerous long, lion rolls and jumps, exhibiting variety of dangerous movements. pencil-thin sticks to support spin- attributes such as strength, agility, ning plates that look like lotus and tranquility. ROLLING BALANCE leaves facing the wind or colorful CONTORTIONIST butterflies flitting and dancing. Performers gracefully bend and This act is often combined with twist into unbelievable knots, fre- balancing and tumbling. quently while balancing precari- ously perched objects on every CHINESE DIABOLO limb. Performed in China for over 1,000 years, two sticks of bamboo are connected with string to spin an additional piece of wood (like a yo -yo) back and forth in a variety of timed movements.
BICYCLE: Acrobats ride together on a single bicycle, take it apart, CHAIR STACKING turn it over a table and display a HANDSTAND variety of postures, including the While on a pagoda or ladder of beautiful tableau of a peacock chairs, the performers practice fanning its feathers. handstands and other stunts.
Civic Center of Greater Des Moines Page 9 of 18 Golden Dragon Acrobats Curriculum Guide TRAINING TO BECOME A CHINESE ACROBAT
Acrobatic acts have evolved HANDSTAND TRAINING ABOVE: Children studying acrobatics at Zai Ming Acrobatic School in Wuqiao, throughout the history of China, a Among the four basic skills, China practice handstands against the country credited with producing handstand is the most important. wall. Photo by Chang W. Lee, courtesy of some of the best acrobats in the It is considered to be the essence The New York Times. world. Chinese acrobats maintain of Chinese acrobatics. Many a notable style and standard signature acrobatic acts include wrist, shoulders, and lower back. routines. Chinese acrobats learn some form of handstand. Master There is natural pressure to want handstands, juggling, trapeze, teachers have commented that to come down and the hands are and balancing. Read on to learn “handstand training is to acrobats the only support for the body. more about acrobats’ intense what studying the human body is training. to a medical student.” After the initial two-year training, only a few acrobats will specialize An acrobat goes through in the handstand. However, ACROBAT SCHOOLS progressive steps to learn basic to handstand training is essential to Most Chinese acrobats are advanced handstands. Training all acrobatic work due to the role it selected to attend special training directly affects three areas of the plays in strengthening the body, schools at around six years of body – shoulders, lower back, and mind, and spirit of the acrobat. age. Students work long and wrists. A weakness in any one of challenging hours to hone their these areas will compromise the ONGOING STUDY craft. Six days a week they acrobat’s ability. In China, the Acrobatic acts are performed practice gymnastics, juggling, basic handstand is learned by the either solo or in groups. Group martial arts and dance in the youngest, beginning students, acts require team cooperation, mornings. The children then take starting against the wall. In three trust, and constant general education classes in the to six months of full time training, communication. When one afternoons. students build up to one half hour performer leaves the group act, it of wall handstands. During this puts the other acrobats at risk in BASIC SKILLS time, the three areas of the body their careers. It often happens that become stronger until at last The first two years of acrobatic acrobats need to start over again. students are able to hold the free training are the most important for However, in creating a new act or handstand. aspiring acrobats. Acrobatic learning a new specialty, an students work daily on basic skills. acrobat has already mastered the Young acrobats intensely dislike The four core foundational skills four basic acrobatic skills. handstand training. In a basic for Chinese acrobats are handstand, one is upside-down mastering the handstand, with all the body’s weight on the TRAINING TO BECOME A CHINESE ACROBAT is tumbling, flexibility and dance. adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 10 of 18 Golden Dragon Acrobats Curriculum Guide HISTORY OF CHINESE ACROBATICS
The art of Chinese acrobatics is EARLY INFLUENCES an ancient tradition. Read on to Acrobatics first developed during learn more about the factors that the Warring States Period influenced the art form’s (475BC-221BC), evolving from popularity and how the art form the working lives of people from has evolved over the years. Wuqiao (pronounced oo-chow) county, located in Hebei Province.
FIRST RECORDS Acrobats used everyday things Over its long and rich history, around them – instruments of acrobatics has become one of the labor such as tridents, wicker most popular art forms among the rings and articles of daily use Chinese people. While many such as tables, chairs, jars, historical records provide plates, and bowls – to experiment ABOVE: This print from the Han Dynasty with balancing and other acrobatic depicts acrobats performing handstands. evidence for the development of Image courtesy of en.cnci.gov.cn. this art form as far back as the Xia tricks. Dynasty (4,000 years ago), it is most commonly believed that In a time when China was EVOLUTION OF CHINESE acrobatics did not become wildly traditionally an agricultural society – where there were no electronic ACROBATICS popular until approximately 2,500 Since these early times, years ago when it began to gadgets or telephones – people used their imaginations to learn acrobatics have been capture the attention of the incorporated into many forms of country’s powerful emperors. new skills such as acrobatics. These acts were incorporated into Chinese performance arts, community celebrations, such as including dance, opera, wushu to celebrate a bountiful harvest. (martial arts), and sports.
During the Han Dynasty (221BC- Today, acrobatic acts are 220 AD), the basic acts of designed and directed with the acrobatics developed into the goal of creating graceful stage “Hundred Entertainments.” Many images. Harmonious musical more acts soon developed. Music accompaniment and the added accompaniment and other effects of costumes, props and theatrical elements were added as lighting turn these acrobatic interest in the art form grew performances into exciting among the emperors. Many of full-fledged stage art. these acts are still performed today – such as Pole Climbing, AMBASSADOR ROLE Rope-Walking, and Conjuring. Acrobatics now serve an important role in the cultural Did you know? exchange between China and Acrobatic troupes were other Western nations including, traditionally family-owned. Many the United States. Today, China ABOVE: One of the earliest famous acrobatic families in presents acrobatics in the emperors from the Xia Dynasty. For most China continued this tradition international arena as a living of its history, China was ruled by a series through many generations. It was example of the rich traditions of of emperors, who held supreme power. Chinese culture and as evidence Emperors from the same family are common practice that acrobatic classified into historical periods known as troupes would teach only their of the hard-working nature of the dynasties that refer to the period of when own children and close relatives Chinese people. they ruled. Image courtesy of factsanddetails.com. the secrets of their acts in order to keep their mysterious technique and traditions within the family. HISTORY OF CHINESE ACROBATICS is adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 11 of 18 Golden Dragon Acrobats Curriculum Guide ABOUT CHINA, pg. 1 of 2
The Golden Dragon Acrobats are SIZE ABOVE: China, shown in orange, is located in Asia. Image courtesy of vbjmap.org. from Hebei province in China. China is the fourth largest country China has a long and rich history in the world. Its land mass is only dating back thousands of years. slightly smaller than the United GOVERNMENT Throughout its history, it has States. Its population of 1.3 billion The earliest and most enduring played a major influence on is the largest in the world – more system of government in China culture, technology and the arts than four times the size of the began around 1111 B.C. It was both within its borders and U.S. dynastic in structure, which means around the world. Learn more that an emperor ruled until he died about China prior to the show. China has such a large population or passed it on to his son or that strict laws regulating nephew.
TECHNOLOGY population growth have been instituted. Married people of the In 1911, a revolution ended over During most of human history – Hun majority (92% of the 2,000 years of imperial rule. By and until the 15th century – China population) are allowed to give 1921, the Communist Party of was the most advanced country in birth to only one child – unless the China was founded. In a the world in terms of technological couple are both only children Communist state, all businesses, development and culture. themselves, and then the couple property, foods, goods, and may have two. Minority families services are owned and operated Chinese inventions include: may have as many children as by the government and are Paper they wish. distributed to the people by the The compass government. Gunpowder Printing Over the last 30 years, the Bell Chinese government has changed Fork to a unique political blend. China Noodles, including spaghetti maintains a communist government within a socialist Oars society and capitalist economy. Kite The opening up of China to Cultivation of rice Western ideas has dramatically Fireworks affected its people. A gap is Matches ABOVE: The Diamond Stura, the oldest widening between rich and poor. printed book, published an AD 868. China Tea invented both paper and printing. Image courtesy of Wikipedia. ABOUT CHINA is adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 12 of 18 Golden Dragon Acrobats Curriculum Guide ABOUT CHINA, pg. 2 of 2
(cont. pg. 13) SYMBOLS OF ABOVE: The Great Wall of China. The wall is the largest manmade structure ever built ECONOMY OLD AND NEW CHINA More and more of the world’s — stretching over 3,700 miles. It is the The Great Wall of China was built only manmade object that can be seen products are being manufactured th and rebuilt between 5 century from space. in China. The country’s gross th Image courtesy of allposters.com B.C. and the 16 century to national product has grown as protect the northern borders of the much as 10% over the last few SCHOOLS IN CHINA Chinese Empire. It is the world’s years. After the United States, China has the largest educational largest manmade structure. China now is the second largest system in the world. Over economy in the world. 1,170,000 schools of various The Chinese were excited to host kinds enroll more than the 2008 Olympic Games. POLLUTION 318,000,000 students. The entire Because the government knew education system is run by the No country in history has emerged that the games would allow many as a major industrial power central government. of the world’s people to see inside without creating a legacy of China for the first time, many environmental damage. Because In China, children start school at improvements were made – six years old and must attend for of its unprecedented economic thousands of trees were planted, growth over the last three nine years. Primary education is new hotels were build, and old free, but the parents pay for decades, China’s pollution sites were renovated for tourists. problems have shattered all everything from the children’s precedents. 70% of water in paper to the school’s electric bills. China is polluted and only 1% of Secondary education is paid for the 560 million city dwellers by the parents, with scholarships breathe air that is considered available for those in need. To safe. The Chinese are working continue into high school, hard to counter the effects of this students must do well on a series tragic situation. of tests and it is steeply competitive to get into the best schools.
Every student in China does morning exercises before school RIGHT: The logo for the 2008 Olympic and at a set time during the Games which were hosted by China. The school day. The exercises are games were centered in Beijing with many done in unison and are events hosted in other parts of the accompanied by recorded music. country. China viewed the Olympic games as its re-introduction to the rest of the world and took great pride in serving as the host. ABOUT CHINA is adapted from the CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 13 of 18 Golden Dragon Acrobats Curriculum Guide PRE-SHOW EXPLORATION, pg. 1 of 2
1) OBJECT BALANCING 2) HUMAN SCULPTURES
Best for: Grades 1-12 Best for: Grades 3-12
Explanation: Acrobats train for years to develop Explanation: Acrobats use strength, flexibility and strength, flexibility and balance. In this activity, balance to create an astonishing assortment of students will practice balancing a stick made from shapes with their bodies. In this activity, students will rolled up newspaper on their palm. explore making sculptures with their bodies — both singly and in pairs. Goals: To explore balance Goals: To prepare to observe the acrobats create Materials: complex shapes with their bodies and to understand the flexibility and cooperation such feats require. Open area
Newspaper Materials: Tape Open area
Activity: Activity: 1. Have students each take a large sheet of 1. Ask students to spread out in an open space. Each newspaper and roll it up as tight as they can. person should find their own personal space bubble. 2. Ask students to tape the newspaper roll in the 2. Ask students to imagine that they are like clay and middle and the ends. (Teachers can also prepare can mold their bodies into different shapes like “newspaper sticks” in advance.) triangles, circles, and squares or into objects like 3. In an open area, invite students to place their tables, flowers, ladders, etc. “newspaper stick” on the palm of their right or left 3. Ask students to experiment with using high, hand and try to keep it balanced and upright. medium and low levels as they make shapes with 4. Do this for a few minutes and then reflect with the their bodies. following discussion questions. 4. Encourage them to try to use their entire bodies
when making their shapes. If students need direction, Follow-up Questions: you may call out different shapes (geometric shapes, 1. What was challenging about this activity? letters, numbers, objects, etc.) for them to try to make 2. What is balance? with their bodies. 3. When do you use balance in your daily life? 5. Next, ask students to work in pairs to continue to 4. What do you think acrobats’ training is like in order try to make different shapes and object sculptures. to develop their excellent balance skills? 6. When students are done experimenting in pairs,
provide time for reflection about the difference between making shapes by yourself or with others. 7. To conclude, encourage students to look for shapes that the Golden Dragon Acrobats make with their bodies during the performance.
Follow-up Questions: 1. What skills do you need to make different shapes or sculptures with your body? 2. What was challenging about this activity? 3. What was it like making shapes by yourself? 4. What was it like making shapes with a partner? 5. What sort of shapes do you think you will see the acrobats make with their bodies during the performance?
OBJECT BALANCING and HUMAN SCULPTURES activities are adapted from the CAL Performances SchoolTime Study Guide for the Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 14 of 18 Golden Dragon Acrobats Curriculum Guide PRE-SHOW EXPLORATION, pg. 2 of 2
3) CHINESE PERFORMING ARTS Follow-up Questions: 1. What, if anything, surprised you about the video that you watched? Best for: Grades 1-12 2. Have you ever seen or experienced anything similar? Explanation: Acrobatics is one of the oldest forms of 3. Do all cultures create art? Why? performing arts in China. In this activity, students will 4. Why do you think the Chinese people created this watch video of other Chinese performing arts, take art form? What does it help them to express? notes on their observations, and use it as a catalyst 5. What ways do you express yourself? for their own writing. China: Arts & Culture Video Series Goals: To understand that there is a wide variety of http://artsedge.kennedy-center.org/multimedia/series/ Chinese performing arts and to write reflectively about VideoStories/china.aspx experiencing a cultural art form.
Materials: *Critical Response is an artful tool developed by the Perpich Center for Arts Education. Computer(s) with internet access Speakers connected to the computer 4) HEADLINES FROM CHINA Paper
Pencils Best for: Grades 3-12
Activity: Explanation: In this activity, students will research 1. Visit the John F. Kennedy Center’s ArtsEge current events in China. website and search for the “China: Arts & Culture
Video Series”. (Full link at right.) Goals: To develop understanding of what life is like in 2. Either individually or in small groups, ask students China today. to carefully watch one of the following videos:
Beijing Traditional Music Ensemble Materials: Tornado by Cai Guo-Quiang Newspapers, magazines Hong Kong Chinese Orchestra Shaanxi Folk Art Theater Activity: Yunnan Singers 1. There are regularly news stories about events in 3. As they watch, ask students to fill in the “Critical China. Have students look for news about China Response Worksheet”* on page 17. The worksheet either on the television or radio, or in newspapers or asks them to record what they notice in the video, magazines. what it reminds them of, what questions they have as 2. Ask students to bring in articles or to write a para- they watch, what emotions they feel or see, and what graph version of the stories they heard in the media. they think the meaning of the art is. (Teachers of 3. Invite students to share their news stories about younger grades may choose to facilitate this as a China with each other and discuss the current events group conversation rather than individual writing. Use and topics. the worksheet to guide the conversation step-by- 4. As a class, choose a handful of articles that most step.) interest you. Then in groups of 4 or 5, have students 4. After the video ends, give students additional time research a topic more in-depth. to continue to fill in their Critical Response 5. Have students give a brief presentation on their Worksheet. findings to the class. 5. Video by video, invite students to share one of their top observations, questions, memories, feelings or Follow-up Questions: speculations. 1. Which news story most interested you about 6. Last, provide students with time to free write using China? Why? their notes and the video as inspiration. They may 2. Based on your research, in what ways is China write a story, a journal entry about an experience the different than the U.S.? In what ways is it similar? video reminded them of, a poem, etc. HEADLINES FROM CHINA is adapted from the CAL Performances SchoolTime Study Guide for the Golden Dragon Acrobats.
Civic Center of Greater Des Moines Page 15 of 18 Golden Dragon Acrobats Curriculum Guide POST-SHOW DISCUSSION AND ASSESSMENT
Discussion Questions Assessment Activities
Training Write a Review 1. What do you think these common sayings in Ask students to imagine that they are a critic for the acrobatic training schools mean? school newspaper. They are going to write a review of “Seven minutes on stage is equal to ten years of The Golden Dragon Acrobat’s performance to inform training.” others about what they experienced. They should “One must be able to endure suffering to become describe with detail: what they saw; what they heard; a good acrobat.” how the performance made them feel; what the performance reminded them of; and what their 2. What did you see in the performance that supports favorite part was and why. Remind students that they your interpretation of the sayings? must paint a picture of the experience with their words so that others who did not see the performance can Trust and Teamwork imagine it as vividly as possible. 1. Where did you see examples of the acrobats trusting in one another? Trusting in themselves? Understanding China and Acrobatics Review with students one of the background 2. Who trusts or depends on you? What can you do information sections included in the study guide to make yourself more trustworthy and dependable? (Training, History of Acrobatics, or About China). Assign small groups of students 1-2 paragraphs from Balance that sentence. Invite students in their groups to create 1. Acrobats display impressive balance skills. What a tableau (frozen picture with their bodies) that they does balance mean? believe demonstrates the main idea of their section. Have students share their tableau for one another 2. What would happen if the acrobats lost their and explain their pose choice. Encourage students to balance? Have you ever lost your balance? How did use various levels and facial expressions. you regain it? Explore Emotion Body Shapes Ask students to pick an emotion they felt while 1. What sort of shapes did you see the acrobats make watching the performance. Allow students to draw or with their bodies? write about the emotion using the following questions to guide their exploration: 2. If you had to choose a shape to represent YOU, What does ______look like? what shape would that be? Why? What does ______sound like? What does ______feel like? Ambassador Role of Acrobatics What does ______smell like? 1. Why do you think it is important to the Chinese What does ______taste like? people and the Chinese government to share their tradition of acrobatics with people around the world? Write a Letter After attending the performance, discuss the 2. What skills or characteristics did the acrobats experience with your students. Ask them questions display that reflect well on China? about what parts of the show they found to be most exciting or surprising. Next invite students to write Performance Components letters to the performers or to the Civic Center’s 1. How did the lighting add to the show? education donors about the experience. After writing their letter, students can illustrate a scene from the 2. How did the costumes help to express the ideas or performance. Mail finished letters to: moods of each act? Civic Center of Greater Des Moines 3. What did the music add to the show? Attn: Education Department 221 Walnut Street Des Moines, IA 50309
Civic Center of Greater Des Moines Page 16 of 18 Golden Dragon Acrobats Curriculum Guide Critical Response Worksheet: Name:______CHINESE PERFORMING ARTS (Activity on page 15)
Record your thoughts as you watch a video on one of China’s performing arts forms.
1. I notice... (Describe what you see and hear.)
2. This reminds me of… (This can be something you have done, seen or watched before.)
3. This makes me feel… OR I see these feelings in the art…
4. I wonder…. (What questions do you have as you watch this?)
5. I think that… (What do you think this piece of art means? Why did the artist make it?)
Critical Response is a reflective practices protocol developed by the Perpich Center for Arts Education.
Civic Center of Greater Des Moines Page 17 of 18 Golden Dragon Acrobats Curriculum Guide RESOURCES AND SOURCES
BOOKS CLASSROOM RESOURCES Chinese acrobatics grew out of a folk custom. Read a selection of “ArtsEdge: China.” John F. Kennedy Center for the Performing Arts. folktales to learn more about the Online collection of lesson plans and multimedia resources for various folkways of the Chinese people. grade levels related to different forms of Chinese arts. http://artsedge.kennedy-center.org/search.aspx?q=china Bedard, Michael. The Painted Wall and Other Strange Tales. “Children Acrobats.” Tundra Books, 2003. Video of 4 impressive child acrobats competing on a Chinese television show called “Who’s the Hero”. Demi. The Greatest Treasure. http://www.youtube.com/watch?v=yo3KZPrTD5M Scholastic Press, 1998. “Training Tiny Acrobats in China.” New York Times. Jiang, Ji-li. The Magical Monkey Photo essay of children training at a Chinese acrobatic school. King: Mischeif in Heaven. Har- Narrated commentary discusses the motivation of many parents to per Trophy, 2002. send their children to acrobat school as a way to try to escape poverty.
Kimmel, Eric A. Ten Suns: A http://www.nytimes.com/packages/khtml/2006/07/03/ Chinese Legend. Holiday world/20060528_ACROBAT_AUDIOSS.html House, 1998. STUDY GUIDE SOURCES Louie, Ai-Ling. Yeh-Shen. A Cinderella Story from China. “Artful Online.” Perpich Center for Arts Education. Philomel Books, 1982. http://opd.mpls.k12.mn.us/perpich_center_for_arts_education_ artful_online Mahy, Margaret. The Seven Chinese Brothers. Scholastic, CAL Performances SchoolTime Study Guide: Golden Dragon Acrobats. 1989. http://www.calperfs.berkeley.edu/learn/k-12/pdf/2008/ Golden_Dragon_Acrobats_Study_Guide_0809.pdf San Souci, Robert D. Fa. Mulan:
The Story of a Woman Warrior. Golden Dragon Acrobats Official Website. Hyperion Books for Children, http://www.goldendragonacrobats.com/ 1998.
Young, Ed. The Sons of the Ordway Center for the Performing Arts. Shangri-La Acrobats Study Dragon King: a Chinese Guide. Legend. New York, 2004. http://www.ordway.org/education/studyguides/
Civic Center of Greater Des Moines Page 18 of 18 Golden Dragon Acrobats Curriculum Guide