INSIDE BEFORE EN ROUTE AFTER BEYOND · INSIDE BEFORE EN ROUTE AFTER LARGE-SCALE PUPPETS: Erth uses...

1© The New 42Nd STreeT, INc.

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INSIDE BEFORE EN ROUTE AFTER BEYOND

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© The New 42Nd STreeT, INc.

2The New VICTORY® TheATeR / NewVICTORYSChOOLTOOLS.ORG © The New 42Nd STReeT, INC.

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welcome

MAKING CONNECTIONS TO LEARNING STANDARDS

The New Victory Education Department is committed to building impactful and long-lasting relationships with schools and after-school programs. We believe that creating strong and meaningful partnerships between schools and arts organizations allows school communities to deeply enrich their arts programs and infuse creativity across the curriculum. By annually enrolling in the unique and award-winning New Victory Education Partnership Program, schools take advantage of $2 tickets to New Victory school-time and after-school performances, free classroom workshops led by highly skilled teaching artists, in-depth resources and professional development that allow teachers to incorporate the arts into their classrooms.

The New Victory Theater is New York City’s first and only full-time performing arts theater for kids, their families and classmates. Since it opened in 1995, The New Victory has quickly become an integral part of the cultural landscape in New York City, presenting a full season of adventurous multidisciplinary works from around the globe and close to home. The New Vic seeks out sophisticated, thought-provoking, professional productions that are as artistically rich as they are entertaining.

The international productions on New Victory stages inform and inspire the work of the award-winning New Victory Education Program through a dynamic combination of school and public programs. Our school programs serve over 30,000 Pre-K through 12th grade students and teachers each season at almost no cost to the kids or their schools. Many of our partners are NYC-area Title I schools, with a high percentage of students who would be unable to experience live theater if it weren’t for The New Victory. The enthusiastic young people who greet you on your way into the theater are part of the New Vic Usher Corps, a 3-year program that provides 28,000 hours of paid employment for 75-80 high school and college-age youth each season. Families who attend the New Vic together pair their theater-going with New Victory Family Workshops, as well as in-theater exhibits and arts activities. Together, these nationally-recognized programs exemplify the organization’s long-standing commitment to the intrinsic value of cultural participation in the lives of young people and families.

Available to Education Partners for every show in our season, New Victory School tool Resource Guides provide educators with comprehensive materials that explore the artistry and key themes of each production. Filled with practical, ready-to-implement activities that allow any teacher to incorporate The New Victory into their classroom, the New Victory School tool Resource Guides are designed to enrich the performance experience before, during and after the students’ trip to the theater.

New Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

Please be advised that the unauthorized reproduction or distribution of New Victory School tool Resource Guides for any purpose other than educational, such as for commercial or monetary gain, may constitute copyright infringement and may be punishable by law. For more information, please contact the New Victory Education Department at [email protected].

The New VicTory TheaTer 209 w 42Nd sTreeTNew york, Ny 10036

coNTacT [email protected]

NEW VICTORY EDUCATION PARTNERSHIP

NEW VICTORY® SCHOOL TOOLTM

RESOURCE GUIDES

THE NEW VICTORY THEATER

INSIDE BEFORE EN ROUTE AFTER BEYOND


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iNside

INSIDE THE SHOW/COMPANY • CLOSER LOOK • WHERE IN THE WORLD

INSIDE THE ART FORM

CREATIVITY PAGE: ARE WE RELATED?

Before DON’T LET THE FOSSIL CRUMbLE

PIECING IT TOGETHER•CREATIVITY PAGE: PALEONTOLOGY PUzzLE

eN roUTe

INFO TO GO • GET THE WHEELS TURNING • HEADS UP!

TRIP GUIDE

CREATIVITY PAGE: DINOS TAKE MANHATTAN!

afTer

PERFORMANCE REFLECTION

CREATIVITY PAGE: MY CRITIC’S NOTEbOOK

IN-CLASSROOM WORKSHOP ExTENSION: A DAY IN THE LIFE OF MY DINOSAUR

CREATIVITY PAGE: DINOSAUR MEDICAL SHEET

CLASSROOM CONNECTIONS: THE HUMAN MUSEUM

BeyoNd

ExTENDING THE ExPERIENCE LARGE SCALE DINOSAUR PUPPETS CLASSROOM FOSSIL (TIME CAPSULE)

RESOURCE FOR FAMILIES

TAbLE OF CONTENTS5

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iNside provides teachers and students a behind-the- curtain look at the artists, the company and the art form of this production.

Before provides teachers engaging, ready-to-imple-ment classroom activities that explore the themes and art form of the show prior to traveling to 42nd Street.

eN roUTe provides teachers with all of the essential information they need on the day of the performance, including easy-to-digest information about the show, trip logistics, and discussion points for the journey to the theater. This section also includes a brief student activity to be completed shortly before seeing the show (either in class or on the way to 42nd Street).

afTer provides teachers engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance.

BeyoNd provides students and teachers innovative ideas on ways to amplify the impact of the performance experience outside of the classroom.


®

EN ROUTE AFTERBEFORE BEYOND

INSIDE provides teachers and students a behind-the-curtain look at the artists, the company and the art form of this production. Utilize this resource to learn more about the artists on the New Victory stage, how far they’ve traveled and their inspiration for creating this show. In addition to information that will enrich your students’ experience at the theater, you will find a Creativity Page as a handout to build student anticipation around their trip to The New Victory.

MAKING CONNECTIONS TO LEARNING STANDARDS New Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

WHAT IS “INSIDE” DINOSAUR ZOO?

INSIDE

inside | diNosaUr Zoo

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commoN core

speaking and Listening: Standard 1; Standard 5Language: Standard 6

New york sTaTe sTaNdards

The arts: Standard 4english Language arts: Standard 1; Standard 4

This section is part of a full New Victory® School toolTM Resource Guide. For the complete guide, including information about the New Victory Education

Department check out: NEWVICTORYSCHOOLTOOLS.ORG


INSIDE THE ART FORM


BLUePriNT for The arTs

Theater: Developing Literacy; Making Connections

Photos Courtesy of Erth Visual & Physical Inc., Susannah Wimberley


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INSIDEBEFORE EN ROUTE AFTER

CLOSER LOOK AT DINOSAUR ZOO

WHERE IN THE WORLD IS DINOSAUR ZOO FROM?

Here are a few facts about DINOSAUR ZOO to familiarize you with the show and build excitement around your upcoming visit:

• DINOSAUR ZOO is an interactive and exciting experience that allows young audiences to experience dinosaurs through life-like large-scale puppets operated by skilled puppeteers.

• DINOSAUR ZOO is performed in a similar style to a zoo presentation with introductions of the creatures’ scientific names, explanations of their habitat and lifestyle, opportunities to observe their behavior, and lots of humorous narration!

• Erth tours the globe extensively including performances at most major Australian and international festivals such as: Sydney Olympic Games Opening Ceremony (2000), the Hong Kong Fringe, the Festival of Arts and Ideas in the US and many more.

Millions of years ago, dinosaurs roamed the earth. Today, they roam with the Australian company Erth, the astonishing visual and physical theater company that tours the globe with their life-like dinosaur puppets in DINOSAUR ZOO. Young audiences will be transported to prehistoric Australia where they will have the opportunity to learn about watering, feeding, and caring for these prehistoric marvels. These dinosaurs are magnificent, people-powered puppets that can interact and respond instantly to audiences for a one of a kind experience.

• Sydney is situated on Australia’s south- east coast and is the state capital of New South Wales.

• Victoria, the Australian state, just south of Erth’s home base in Sydney, was once teeming with at least five different types of dinosaurs, carnivores and herbivores alike.

• Dinosaur Cove is located in Victoria on the Great Ocean Road. The rocks in the area hold many fossils that date back to around 106 million years ago.

sydney, australia

BEYOND

[ ]DINOSAUR ZOO = Australian Dinosaurs + Life-Size Puppets + Live Video Feed

+ Animal Husbandry


AUSTRALIASYDNEY

NORTHAMERICA

ATLANTICOCEAN

PACIFICOCEAN

INDIANOCEAN

ASIAEUROPE

AFRICA

AUSTRALIA

x

x


INSIDE THE ART FORM



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INSIDEBEFORE EN ROUTE AFTER

LARGE-SCALE PUPPETS: Erth uses life-like, life-size dinosaur puppets to create the experience of actually meeting live dinosaurs. A puppet is an artificial figure representing a living character that is manipulated and brought to life by a puppeteer through the use of hands, rods, wires, and/or other means. Erth’s puppets can take up to 3 months and 6 people to make! These amazingly life-like dinosaur recreations are developed in consultation with paleontologists, based on current science and specialist interpretations of dinosaur fossil evidence.

PARTICIPATORY THEATER: Unlike other forms of theater, participatory theater (also known as interactive theater) makes the audience part of the show and asks them to interact with the performers. Erth’s audience members are able to get close to some of these dinosaurs and experience the scale and sense of movement that we would expect from these often large and majestic creatures.

Prior to exploring Erth’S DINOSAUR ZOO with your students, find out how much they already know about puppetry, petting zoos, dinosaurs, Australia, and interactive theater. Use the Prior Knowledge questions below and the handout (next page) to get a sense of your students’ understanding of the art forms and themes in the show. You may be surprised by how much they know already, and in the process of exploring these areas, you’ll spark their curiosity to see the show and enhance their anticipation for the trip.

• What is a dinosaur? Where do they come from? Where did they go?

• What is your favorite dinosaur? Why?

• If you could meet a dinosaur face to face, which one would it be?

• What animals of today are closely related to dinosaurs?

• What is a puppet? Have you ever seen one?

• What do you think meeting a dinosaur puppet will be like?

BEYOND

INSIDE THE ART FORMWHAT DO YOUR STUDENTS KNOW NOW?



INSIDE THE ART FORM


Photos: Courtesy of Erth Visual & Physical Inc., Susannah Wimberley

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ARE WE RELATED?How much do you have in common with a dinosaur?

Compare yourself to your favorite prehistoric lizard and find out.In the circle marked “You” write information about yourself. In the circle marked “Dinosaur” write infomation

you know about dinosaurs. Then see what you have in common!

Size

Favorite Food

Habitat

Skin

Personality

Footprint

YOU

THINGS YOU SHAREDINOSAUR

Things to think about!

Favorite things to do


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AFTER

BEFORE

BEYOND

BEFORE provides teachers engaging, ready-to-implement classroom activities that explore the themes and art form of the show prior to travelling to 42nd Street. Utilize this tool in order to integrate the content of the production into your curriculum in a hands-on experiential way, while building student anticipation and overall impact for the upcoming performance. This section also includes Creativity Pages that provide students the opportunity to personally connect to the show content.


WHAT IS “bEFORE” DINOSAUR ZOO?

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EN ROUTE



commoN core

speaking and Listening: Standard 1; Standard 2Language: Standard 6


The arts: Standard 1; Standard 4english Language arts: Standard 1; Standard 4


Theater: Theater Making; Developing Theater Literacy; Making Connections

DON’T LET THE FOSSIL CRUMbLE



before | diNosaUr ZooINSIDE


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ACTIVITY 1: DON’T LET THE FOSSIL CRUMbLE

AFTER

BEFORE

BEYOND

This activity will provide your students a fun and innovative way to discover the process of paleontology (the scientific study of life forms that existed in the earth’s distant past as revealed though the examination of fossils of plants, animals, and other organisms)!

materials: Chocolate chip cookies (1 per student), toothpicks (1 per student)

1. Brainstorm a list of everything the class already knows about dinosaurs (this can be done in groups or as a full class).

2. Ask the students: How do we know this information? How much of it is actual fact? How do scientists know about dinosaurs?

3. Ask your students to imagine that they are paleontologists, working on a dig to uncover a dinosaur.

4. Provide each student with a chocolate chip cookie (which they shouldn’t eat!) and a toothpick. Ask the students to imagine that the cookie is the dig site, and the chocolate chips are the dinosaur fossils.

5. Explain that it is very important to make sure to collect all of the “fossils” and keep them intact.

6. Instruct the students to use the toothpick to dig out as many of the chips as they can, making sure to damage as little of the site as possible as they dig.

7. Tell the students that when dinosaur fossils are found in rock, the whole rock is usually carried to a museum, where scientists can work on it using special tools.

8. Reflect on the activity with your students:

• What do you think is similar about this process and the real experience of paleontologists?

• Based on what we did, what kinds of skills do you think you would need to be a successful paleontologist?

• How do you think you would feel if you discovered a dinosaur bone?

• Why do you think people work to uncover the truth about dinosaurs?

EN ROUTE




before | diNosaUr ZooINSIDE


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This activity will get your students collaborating to reconstruct a dinosaur, on the page and physically, to bring dinosaurs to life in your classroom.

materials: Scissors, Paleontology Puzzle Handout (next page)

Prior to the start of the lesson, pre-cut the pieces of the Paleontology Handout and ensure that you have enough “bone section” pieces for half of your class. Once you’ve cut them out, mix up the pieces.

PART I: SKELETON SEARCH1. Ask your students: How have paleontologists learned about dinosaurs? How do you imagine they construct dinosaur skeletons from the bones they find?

2. Put your students in pairs.

3. Give each pair a “bone section” piece of the handout.

4. Instruct the pair to examine the “bone section” and tell them to find their own space in the room. Ask the pair to imagine they’ve just unearthed this section of the dinosaur. Ask them: What kind of dinosaur do you think it comes from? What clues help you make a prediction?

5. In their pairs, instruct the students to walk around the space and check out the bones the other pairs found.

6. Explain that each pair holds one of three sections of one type of a full dinosaur skeleton. Ask the students to try to find the other two pairs of students to complete their dinosaur skeleton.

PART II: DINOSAUR CONSTRUCTION1. Once the groups of six have constructed their dinosaurs, ask the group to study their dinosaur from the image. Ask them to decide: How do you think this dinosaur moves? What do you think it ate? What do you think was the skin color? Do you know what kind of dinosaur this was?

2. Ask the students to create an information card with their answers, as if it were the information in front of a statue of this dinosaur in a museum.

3. As a full group, ask the students to create a statue of their dinosaur, as if it were on display in a museum.

4. Using only their bodies as the bones, ask the students to create one dinosaur together. Encourage them to be as creative as possible in representing the dinosaur physically!

5. Once each group has created their dinosaur, ask half the class to display their dinosaur exhibits with the physical statue and the information card, while the other class navigates the “museum” to look at the dinosaur exhibits.

6. Now switch, so everyone has a chance to both embody the dinosaur and walk around the “museum.”

ACTIVITY 2: PIECING IT TOGETHER

AFTER

BEFORE

BEYONDEN ROUTE



before | diNosaUr Zoo


REFLECTION QUESTIONS:How were you able to construct the image of the dinosaur on paper?

What clues from the image did you use to construct your dinosaur?

How were you able to create the dinosaur physically? What choices did your classmates make in constructing their exhibits that surprised you?

INSIDE

CREATIVITY PAGE: PALEONTOLOGY PUzzLE


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PALEONTOLOGY PUZZLE

sTEGAsAUrUs

TOrOsAUrUs

TITANOsAUr


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TRIP GUIDE


AFTERBEFORE BEYOND

EN ROUTE provides teachers with all of the essential information they need on the day of the performance, including easy-to-digest information about the show, trip logistics and discussion points for the journey to the theater. This section also includes a brief student activity to be completed shortly before seeing the show (either in class or on the way to 42nd Street) that will enhance engagement during the performance.


en route | diNosaUr Zoo

WHAT IS “EN ROUTE” TO DINOSAUR ZOO?

INSIDE

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EN ROUTE



commoN core

speaking and Listening: Standard 1




Theater: Developing Theater Literacy; Making Connections



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1. Where is Australia? What kind of animals can you find there now?

2. What are fossils? Have you ever seen one?

3. If you had to take care of a dinosaur today, what kinds of things might it need?

4. What do you think it would be like if humans and dinosaurs lived side by side?

5. If you could meet any live dinosaur today, which would it be and why?

6. If you wanted to see a dinosaur today, where would you go?

7. How might this show be different from seeing a dinosaur in a museum?

8. Why did the dinosaurs become extinct?

GET THE WHEELS TURNING QUESTIONS TO ASK STUDENTS ON THE WAY TO THE THEATER

Erth’s DINOSAUR ZOO is an exciting and unique theatrical performance which features a cast of large-scale Australian dinosaur puppets that audiences meet and even get to interact with after the show!

Provide this resource to all teachers and chaperones attending the show!

• Dinosaur literally means “terrifying lizard” from the Greek deinos (terrifying) + sauros (lizard)

• Erth’s dinosaurs display “animal behavior” with all of the responsiveness, unpredictability and dynamic intelligence of being controlled by a live performer!

• There will be different kinds of dinosaurs from small babies like the Baby Minmi Paravertebra to bigger ones like the Tyrannosaurus Rex.

DESTINATION

INFO TO GO

AFTERBEFORE BEYONDINSIDE

EN ROUTE

HEADS UP In Erth’s DINOSAUR ZOO, students will have the opportunity to volunteer to go up on stage with the presenter to interact with life-size dinosaur puppets. They will be encouraged to pet, water, feed, and care for them. While some students may be scared at the idea of meeting a dinosaur, the performers will remind them that these are puppets and cannot hurt anyone despite some of their ferocious roars!


TRIP GUIDE





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TRIP GUIDE

AFTERBEFORE BEYONDINSIDE

EN ROUTE

Before yoU LeaVe schooL: We advise you to LEAVE ALL BAGS AND LUNCHES at school, if possible. If not, bags will be collected by New Victory staff and stored during the performance.

arriVaL: Plan to arrive at your New Victory® venue at least 30 minutes before curtain time. The building opens 45 minutes prior to curtain (i.e. 10:15 am for an 11:00 am performance). If you realize that your group is running late, please contact the theater DIRECTLY at 646.223.3020. If you will be arriving by bus, please ensure that your driver drops your group off on the north side of 42nd Street between 7th and 8th Avenues.

A member of our House Staff and our Education Staff will check in with the group leader and record your group size. If you arrive by bus, staff will meet with your bus driver to record your bus number, direct him/her to parking and confirm your pick-up time. This enables the House Staff to notify you when your bus returns. Due to the volume of traffic on 42nd Street, no group should unload its bus before checking in with a New Vic staff member.

The QUesTioN of LUNch: New Victory venues are not equipped to host lunch/snacks. In the early autumn and spring months, nearby Bryant Park (42nd Street at 6th Avenue) offers a pleasant place for lunching, and there are also public restroom facilities.

seaTiNG: In order to make your experience at the theater as efficient and safe as possible, you will not be issued tickets. Your group will be assigned seats in advance by the Education Department. Your seating assignment will not be available prior to the performance. If you have any questions, please contact the Education Department at: [email protected].

accessiBiLiTy:

Wheelchair accessibility: Wheelchair seating must be requested in advance at the time of the ticket request, and is subject to availability. Assisted listening devices are available for patrons who have hearing impairments.

46th St.

45th St.

44th St.

43rd St.

42nd St.

39th St.

Port Authority

BryantPark9

th Avenue

8th A

venue

7th A

venue

6th A

venueThe New Victory

The Duke on 42nd Streetand the New 42Nd Street Studios

Broad

way

Times Sq

uare

The New Victory Theater is located at 209 West 42nd Street.

The duke on 42nd street and the New 42Nd Street® studios are both at 229 West 42nd Street.

BY MTA, SUBWAY OR BUS1/2/3, N/R/Q/7Exit the station at 42nd Street/7th Avenue. When you come out of the turnstile, take the stairs to your right. All New Victory venues are directly to the west of the subway station.

A/C/E to Port AuthorityExit at 42nd Street/8th Avenue. Walk to 42nd Street, turn east, and continue walking until you arrive at New Victory venues. B/D/F/M Exit at 42nd Street/6th Avenue. Walk west on 42nd Street until you come to 7th Avenue. The venues are on the north side of the street at 7th Avenue, next to the subway station.

The M10, M16, M27, M42, M104 buses all stop within one block of the venues.

BY SCHOOL BUSThe venues are on the north side of the street. It is best to turn onto 42nd Street from 7th Avenue so students can unload in front of the theater. Buses are not allowed to idle/park on 42nd Street, however, bus parking is available at:

• West 44th Street (north side), between 10th and 12th Aves. • West 45th Street (south side), between 11th and 12th Aves.

• 11th Avenue (both sides), between 39th and 40th Sts.

Upon return, a New Vic staff member will help coordinate bus parking on 42nd Street.


TRIP GUIDE





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DINOS TAKE MANHATTAN!As you ride to The New Victory, imagine that dinosaurs roam the streets. How big would they look next to all of the New York streets and buildings?

Using the scale chart showing the size of a few dinosaurs next to a human, complete the picture of a New York city block and draw or color dinosaurs into this image, next to things you see along the way!

That’s you!


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• PERFORMANCE REFLECTION





AFTER

BEFORE BEYOND

after | diNosaUr ZooINSIDE EN ROUTE

AFTER provides teachers engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance. Actively reflect on the performance, make connections to your curriculum, and follow up on the New Victory classroom workshop, using this tool to increase the impact of the theater-going experience. This section also includes Creativity Pages that provide students the opportunity to individually reflect on and develop an aesthetic response to the show content.


WHAT IS “AFTER” DINOSAUR ZOO?

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Photos: Sandra C. Roa



commoN core

writing: Standard 3speaking and Listening: Standard 1; Standard 4Language: Standard 6


The arts: Standard 1; Standard 4english Language arts: Standard 1; Standard 4


Theater: Theater Making; Developing Theater Literacy; Making Connections



®

Following your trip to The New Victory, you may find that your students want to discuss the performance and their own opinions. Reflecting on the show and voicing an aesthetic response is an important part of the theater-going experience. Allowing your students the opportunity to articulate their own thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

1. Provide students (either as one large group or in small groups) with a large piece of paper. Draw an image of the New Victory stage on it (i.e. curtains and an empty stage).

2. On the stage, ask students to write or draw words/images they remember from the performance they saw. On the curtains, ask the students to write feelings/opinions they had about seeing the performance.

3. Once the students have offered their reflections on the paper, display the various pages around the room, and ask the students to take a “gallery walk” to look at all of the responses.

4. As a full class, reflect on their responses.

PERFORMANCE REFLECTION

AFTER

BEFORE BEYONDINSIDE EN ROUTE

TEACHER TIPEngaging in dialogue, asking questions and recalling observation are skills- abilities that need to be fostered, taught, and encouraged. When leading a reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

MY CRITIC’S NOTEbOOK

Have your students become theater experts and critics while understanding what kind of impact the show had on them. Use the template provided after each live performance your class see at the New Vic to provide students with an alternative means of reflecting on a show. Allow each student to create a scrapbook documenting their experience going to the theater. Include the New Vic Bill they received after the show and any pictures you took at the theater or on the way! Encourage them to decorate their scrapbook and incorporate any of the New Victory School tool Creativity Pages you completed as part of the experience. At the end of the year, compile all of these reflections to create individual Critic’s Notebooks.






after | diNosaUr Zoo

®MY CRITIC’S NOTEbOOK


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Overall, the show made me feel…

While watching the show, the strongest feeling I had was

The part of the show that grabbed my attention the most was…

A question I have about this show is…

If I was writing a newspaper article about this show, the headline would read:

After seeing the show, my friends and I talked about

?

If I was the director, one change I would make to the show would be

NEWSPAPER

Name: Date: Show Name:]

The show made me think about…

before seeing the show, I didn’t know that…

One thing I saw on The stage during this show that I’ve never seen before was


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During the Post-Show New Victory Classroom Workshop, your students created dinosaur characters using puppetry and their imagination. In this activity, they will be able to imagine the life story of their dinosaur.

1. Ask students to recall the character they created in the workshop.

2. Using the medical sheet template (attached), ask the students to create a medical profile for their dinosaur.

3. In the image boxes, invite students to imagine that photographs were found of the dinosaur over the course of a day. What would the most interesting three images show.

4. Once the students have completed their medical sheets, put the students in pairs and ask them to share their sheets with a partner.

5. Ask the students: Based on your answers and the answers of your partner: How do you think the two dinosaurs would get along? How do their average days compare?

6. Ask the pairs to create a short story about the two dinosaurs meeting. It should have a beginning, a middle and an end (they may use the template below).

7. Allow the students to share their stories with the rest of the class!

ExTENSION ACTIVITYUsing the paper bag puppets they created in the workshop, allow the pairs to act out the story they’ve created, bringing the tale of their dinosaurs meeting to life.

IN-CLASSROOM WORKSHOP ExTENSIONA DAY IN THE LIFE OF A DINOSAUR

AFTER


(*Did you book an in-classroom workshop led by New Victory Teaching Artists? This is a FREE and highly recommended component of your partnership with The New Victory. For more information, please contact the Education Department at [email protected].)






The day oUr diNosaUrs meeT

BEGINNING:

One day…

MIDDLE:

Then, suddenly…

END:

Finally…



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DINOSAUR MEDICAL SHEET

LAB TECHNICIAN (YOUR NAME):

_________________________

DINOSAUR’S NAME: ____________________________

HABITAT: WATER LAND AIR

DIET: MEAT PLANTS

WALKING: TWO LEGS FOUR LEGS

SPEED: FAST SLOW

PERSONALITY: _____________

DISCOVERED IMAGES – A DAY IN THE LIFE OF YOUR DINOSAUR:

DINOSAUR’S FOOTPRINT(DRAW HERE!)


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This activity will allow your students to take what they know about the study of dinosaurs and imagine a world where humans are being discovered. They will create a Human Museum, imagining what mark on the world humans left behind.

1. Ask your students to imagine that millions of years from now, humans are extinct like the dinosaurs. What would we leave behind? What do you think future civilizations would find?

2. Tell the students to imagine that they are scientists who have uncovered the remains of human civilization. In groups, ask them to brainstorm answers to the following questions, imagining that they are studying humans the way paleontologists study dinosaurs.

HUMAN CIVILIZATION• NATURAL HABITAT (WHERE AND HOW DID THEY LIVE?)• DIET (WHAT DID THEY EAT?)• SOCIAL BEHAVIOR (HOW DID THEY TREAT EACH OTHER?)

3. With this information, ask each group to create a museum exhibit that would be found in a “Human Museum.” (You may have them draw a diagram of the exhibit, in groups or individually. Alternatively, you can have them create physical exhibits with objects they find in the classroom).

4. As a class, tour the ‘Human Museum’ that the class has created, allowing the students to be the guides.

CLASSROOM CONNECTIONSTHE HUMAN MUSEUM

AFTER


REFLECTION What was it like to imagine a museum filled with human things rather than pre-historic things?

What was surprising our interesting about the exhibits created by your classmates?

Did this activity change your opinion about the way we study dinosaurs? How?







Photo: Susannah Wimberley


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ExTENDING THE ExPERIENCE

LARGE SCALE DINOSAUR PUPPETS

CLASSROOM FOSSIL (TIME CAPSULE)


EN ROUTE AFTERBEFOREINSIDEBEYOND

BEYOND provides students and teachers innovative ideas on ways to amplify the impact of the performance experience outside of the classroom. Utilize this resource for suggestions on using the performance as a springboard into building a more extensive unit plan, enriching the larger school community, and making connections to the art form of the show in the greater cultural landscape. This section also includes a handout for your students’ families, providing information about their trip to The New Victory and offering ways they can continue the impact of the theater- going experience.


WHAT IS “bEYOND” DINOSAUR ZOO?

®

beyond | diNosaUr Zoo

Photos: Sandra C. Roa



commoN core

writing: Standard 7 speaking and Listening: Standard 1; Standard 5Language: Standard 6




Theater: Developing Theater Literacy; Making Connections; Working with Community and Cultural Resources

Photos: Susannah Wimberley


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materials: Footballs (one for each group), Newspaper, Bed Sheet (one for each group), Dowels

Use this activity to deepen your students experience exploring the art form of puppetry.

1. Refer back to the Dinosaur Construction activity in the BEFORE Section of the New Victory School Tool Resource Guide.

2. Building on this activity, divide your students in groups.

3. Explain that the students will be creating large-scale puppets and will use their imaginations to bring a dinosaur to life.

4. Each group should get one football, several pieces of newspaper, a bed sheet, and four Dowels.

5. Ask the students to imagine that the football is the head of their dinosaur. Allow them time to cover it in newspaper. They may mold the newspaper to give the dinosaur head a unique shape.

6. Using the dinosaur heads, review the puppetry concepts from your Post-Show Workshop with the New Victory Teaching Artists (give the puppet head breath, focus, and voice).

7. Now, challenge the group to decide how to use their bodies and the bed sheet to create the body of the dinosaur.

8. With one student manipulating the head, and the rest of the group manipulating the sheet to become the body of the dinosaur, instruct the students to bring the dinosaur puppet to life.

9. Allow the students to explore moving as one group to create a single dinosaur, with the focus directed out of the “eyes” of the dinosaur head.

10. Ask each group to pair with another group. Provide one group a chance to watch the other group move as their dinosaur.

11. Allow them time to give feedback as outside eyes, helping their fellow puppeteers make their dinosaur even more life-like.

12. Switch so that all students have had this opportunity.

REFLECTION How was creating this dinosaur different than creating a dinosaur individually in the workshop?How was it different than creating a dinosaur with just your bodies in the BEFORE activity? How were you able to communicate and make decisions as a group to accomplish this task?

ExTENDING THE ExPERIENCELARGE SCALE DINOSAUR PUPPETS




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This series of activities will allow your students to consider the legacy of dinosaurs, and what mark they want to leave behind.

PART I: IMAGINING THE FUTURE

1. Ask your students: What is a fossil? How have we been able to learn about the past through discovering and studying fossils?

2. Over the course of your unit on dinosaurs, you’ve been exploring what the world was like millions of years ago. Ask the class to imagine what the world will look like millions of years from now.

3. Divide your students into groups. Instruct each group to brainstorm about how they imagine the earth in millions of years. What will be different? What will be the same?

4. Ask each group to create a poster representing the world in the year 2,000,013.

5. Now, ask your students to think about what they would want humans millions of years from now to know about our world. What would you want to tell them?

6. Instruct each student to write a letter to someone in the future, describing what their own life is like in 2013.

PART II: LEAVING YOUR MARKNow, create a Classroom Fossil, your own version of a time capsule that you can keep in the classroom and open either when your class graduates to middle school, or at a later date!

1. Ask students to imagine things they find in their everyday life as fossils, containing information for future civilizations.

2. Ask your students to think about what items they would preserve to give future civilizations a clue as to how we live today.

3. In addition to their letters, ask each student to bring in something to include in a Classroom Fossil – an item that provides some information about the world today. They could use a school picture or a family photo. Alternatively, they could bring in an item from home, like the front page of the newspaper, a grocery ad showing current prices, or a menu from their favorite local restaurant.

4. Once the Classroom Fossil is created, allow your class to decorate a cardboard box to house all of the items.

5. Seal the box, and keep it in your classroom to be opened at a later date! (Alternatively, you can digitize all of the items you collect, and create a Classroom Fossil Blog, preserved and fossilized

on the internet!)

ExTENDING THE ExPERIENCECLASSROOM FOSSIL




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The New VIcTOrY® TheATer / NewVIcTOrY.OrG © The New 42Nd STreeT, INc.

Have a conversation about their trip to the theater. Talking about live performance is an important part of your kid’s learning, and it deepens and extends the original experience. Engaging in dialogue, asking questions and recalling observations are skills that you can help foster! You might ask:

• What was it like to take a trip to Times Square? What did you see? • How did the performers create dinosaurs on stage at The New Victory? • What kind of puppets did you see at the theater?

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your child’s class saw a performance of

diNosaUr Zooat The New Victory Theater on 42nd street,

New york’s theater for kids and families.

RESOURCE FOR FAMILIESTo extend the experience, you may consider some of the following suggestions:

Use social media and technology as a way to extend the experience.

The internet can be a research and social bonding resource you and your kid can use to explore the arts together.

• Explore the world of dinosaurs in New York City! Was your child really excited by meeting the dinosaurs at The New Victory? Follow up their visit to the show with a visit the American Museum of Natural History to check out full-size reconstructions of dinosaur skeletons and to delve into the science behind the show.

• Create a dinosaur puppet on your own! Check out the New Victory website to find instructions on how to create your own dinosaur puppet with your child using a brown paper bag and your imagination. The activity can be found here: http://newvictory.org/familyactivities/dinosaurZoo.aspx

Learn more about the arts together!

Did the trip to the theater spark your kid’s interest in theater and puppetry? Take a class together! The New Victory offers opportunities for you and your child to make art, learn, share and play as a family. For information on New Victory Family Workshops, visit NewVictory.org or call 646.223.3010.

Our partners Time Out New York Kids and RedRover (a brand new app designed to helpyou make plans on the fly!) list family activities of all kinds across the city. Check them out at timeoutnewyorkkids.com and redroverapp.com.

Erth’s DINOSAUR ZOO is an exciting and unique theatrical performance that features a cast of

large-scale dinosaur puppets that the audiencemeets and gets up-close-and-personal

with after the show!

The New VIcTOrY® TheATer / NewVIcTOrYSchOOLTOOLS.OrG © The New 42Nd STreeT, INc.

EN ROUTE AFTERBEFOREINSIDE

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soUrces:

http://www.ucmp.berkeley.edu/paleo/paleowhat.htmlhttp://erth.com.au/http://www.kidzworld.com/article/165-travel-australiahttp://museum.wa.gov.au/erth-dinosaurshttp://www.merriam-webster.com/dictionary/dinosaurhttp://en.wikipedia.org/wiki/File:Largestdinosaursbysuborder_scale.png

sources | diNosaUr ZooBEYOND

INSIDE BEFORE EN ROUTE AFTER BEYOND · INSIDE BEFORE EN ROUTE AFTER LARGE-SCALE PUPPETS: Erth uses...

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