StandardS addreSSed by attending thiS performance

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand iii: Literature and Media content Standard iii: Students will use literature and media to develop an understanding of people, societies and the self.fine artS/ theatre, mUSic & dance Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.   Standard 5: Observe, discuss, analyze and make critical judgments about artistic works.  

As part of our mission to integrate the arts into classroom academics, the Dreamcatchers Study guides are designed to provide helpful information to be used by teachers and students before and after they attend our performances. The activities in these guides are suggested to stimulate multi-sensory explorations of themes and concepts, so that the theatrical events are used for cross-cultural and language arts learning. Educators are encouraged to use our suggestions as springboards to lead students into meaningful, dynamic learning, thus extending the experience of the plays. Selected Dreamcatchers materials provided by Theatreworks USA, Wrinkle Writing Teacher Handbook 2nd Edition by Susan Pearson-Davis and other resources noted throughout the guide.

Skippyjon JonesSkippyjon JonesSkippyjon JonesPresented by

Based on the book by Judith Schachner

Skippyjon Jones is akitten with big ears and even bigger dreams! Sometimes he pretends to be a bird, a llama, or even a whale... anything bUt a Siamese cat! during a time-out, he decides he is really a chihuahua – but not just any chihuahua: he dons a mask, a cape, and an accent, and transforms into Skippito friskito, the greatest canine sword fighter in old mexico! yet when a local pack of chihuahuas is terrorized by the gigantic bee, alfredo buzzito el blimpo bublebeeto bandito, will Skippyjon turn out to be a ‘fraidy-cat or the top dog? an enchanting musical about unleashing your imagination and following your dreams.Stay for our 15-minute Q & A session with the cast after the 12:15 pm performance.

Thursday, march 28, 2013 10:15am & 12:15pmgrades: preK - 3Curriculum Connections: Language Arts, Fine Arts/Theater, Music & Dance

In this issue of Dreamcatchers–Introduction & Synopsis .................................. 2Fun Facts .................................................................................. 2Vocabulary .............................................................................. 3About the Author ......................................................... 3Pre-performance Activities ............................ 4 Post-performance Activities ......................... 6Outreach Activities .................................................... 8Resources & Websites............................................. 8About the Company ................................................. 9Etiquette ...................................................................................... 10

photos courtesy Theatreworks USA, Kanoa Goo, Frank Viveros ,Desi Diaz, Graham Stevens, Grace Gealey. Photos by Joan Marcus.

Fun Facts

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones2.

Illustration from SKIPPYJON JONES by Judy Schachter. Used with permission.

SynopsisSkippyjon Jones, a male Siamese kitten, lives with his sisters and his mother. The family troublemaker, Skippyjon constantly uses his big imagination to pretend he’s another animal, such as a bird, a bat, or a whale.

One day after he gets in trouble again, his mother sends him to his room. While he’s there, he notices as he passes the mirror that he actually looks like a Chihuahua, and decides that he must really be a dog.

Fantasizing as “Skippito Friskito”, he imagines that he travels to Mexico and meets up with a group of Chihuahuas who are terrified of the evil Alfredo Buzzito, a bumblebee who demands beans from the dogs.The dogs tell Skippyjon that he is the answer to a prophecy that a stranger would someday come and free them from their tormentor.

Yet when Skippyjon confronts Alfredo, he doesn’t act heroic at all but is humiliated and revealed to be a kitten, not a Chihuahua. All the dogs are disappointed, except Rosalita, who convinces him that he can still defeat Alfredo.

Skippito is inspired once more and, with the help of his friends, battles the bumblebee and wins, when he pierces Alfredo until he bursts. At that point, it is revealed that Alfredo is really just a piñata in Skippyjon’s closet, and all of the Chihuahuas are actually beanbag toys. In the end, Skippyjon’s family celebrates his wild imagination and all is forgiven.

Fun Facts(from www.zorro.com, http://www.catster.com/cat-breeds/Siamese, http://meow-cats.com/siamese-cat/ , http://www.akc.org/breeds/chihuahua/, and http://lifestyle.iloveindia.com/lounge/facts-about-chihuahuas-4040.html)

Skippyjon wears a costume and acts like the legendary hero Zorro.

The word Zorro is Spanish for “fox,” a creature with a reputation for cunning and wiliness.

Zorro personifies action, romance, humor, and heroism.

An ethnic hero, he is simultaneously wise, brave, charming, cunning and extremely romantic.

For over 90 years, Zorro has been providing entertainment as a swashbuckling, romantic defender of justice, first in Spanish California’s Pueblo de Los Angeles, then reinterpreted in varying incarnations to fit the spirit of the times.

The character of Puss in Boots as depicted in the Shrek film series was based both on the original fairy tale character and on Zorro.

The late comic book artist Bob Kane credited Zorro as part of his inspiration for the creation of Batman in 1939. Like Zorro, Bruce Wayne is the wealthy heir of a fortune amassed by his parents, and Wayne’s everyday persona encourages others to think of him as shallow, foolish, and uncaring in an attempt to throw off suspicion.

The Siamese cat traces its royal roots back to the fourteenth century in Thailand, formerly known as Siam.

The Siamese cat is known as the eternal kitten - the cat that never grows up.

When Siamese cats are born, they are only black and white. As they grow older, however, their coat color evolves into more subtle dark and light regions.

The Siamese cat is loud, vocal, and talkative. Their vocalization often sounds like the cries of human baby.

They are intelligent and loyal. They will bond with just one person, and often do not like strangers. They also tend to share their favorite human’s pillow at bedtime!

They are also the most social of all cats. Siamese do not like to be ignored, and always want to be the center of attention.

Some believe the Chihuahua breed originated from the Fennec Fox, a very small animal with big eyes and ears – which could explain the tiny frame, luminous eyes, and large ears of the breed today.

The breed gets its name from the Mexican State of Chihuahua, where the earliest specimens were originally found.

Graceful, alert, with a saucy expression, Chihuahuas are highly intelligent dogs, and exhibit the ‘terrier-like’ attitudes of self-importance, confidence, and self-reliance.

They are good with families, as long as the children are gentle and patient.

Chihuahuas tend to wheeze and snore because of their short stubby noses.

VocabularyAdios – goodbyeAmigo – friend ¡Ay, caramba! – oh my goodness! Bandito – a bandit / outlawBesito - a little kiss Cabeza – headComprende - to understandCreada para buscar – born to fetchEl numero uno – number one Fiesta – party Frijoles – beans Gato – cat Gordo – fat Gracias - thank youHola – helloLa luna – the moon

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones 3.

About the Author

by Judith byron Schachner(http://www.judithbyronschachner.com/bio.html) “I was the last child and only daughter born to Edward and Mary Francis Byron on August 20th, 1951 in the city of Waltham, Massachusetts. My oldest brother Ted was very good at art and my middle brother Kevin kept me laughing with his funny stories.Growing up we didn’t have much money. My mother was very ill, and to make matters worse, I was extremely shy. All my teachers complained that ‘Judith needs to speak up in class, Judith needs to improve in arithmetic, and Judith needs to finishher work on time.’ But no one complained about my artwork. On paper I drew myself aworld where mothers were healthy and teachers were kind. My life was perfection in pencil.In 1969, Massachusetts College of Art accepted me as a student. I graduated in 1973 with a BFA in illustration and went straight into the greeting card factories. That included a stint at Hallmark. Then I met my husband, Bob, and I could devote all my energy to creating a portfolio of children’s book art. That was until two little baby girls were born. Then motherhood became my favorite new job. Over the years I read hundreds of books to my daughters. Inspired by the art and words, I was moved once again to finish my portfolio and take it on the road to New York. In 1995 I not only illustrated my first picture book but I wrote it too. Willy and May was published to wonderful reviews and no one ever suspected my fear of semi-colons.

The great thing about my job is that one day I can be writing about history, as I did in Mr. Emerson’s Cook. The next day I’m drawing a wacky old woman for I Know An Old Lady Who Swallowed a Pie. Or I can bring to life a beloved pet cat in my book The Grannyman. I live in a constant state of third grade bliss - making up stories and drawing pictures.

Loco – crazy Muchacho – guy Noche – night Perdoname – sorry Perrito – small dog Peso – money Piñata – a decorated container with treats inside, to be broken open with a stick as part of a party game Por favor – please Por que – why ¿Que pasa? – what’s up? Siesta – rest or nap Sombrero – hat Un tiempo de espera – time outVamos / vamanos – let’s go

Pre-performance Activities

Act Like an Animal!(adapted from an activity in the TheatreworksUSA study guide)Skippyjon Jones loves to pretend! He pretends to be other animals. Can you pretend that you are an animal? grades: K – 2

Objectives: � Students research a variety of animals, then pick one that interests them the most. � Students identify three traits that are unique to the animal they select.

Materials: q Skippyjon Jones by Judy Schachner q Variety of books, magazines, etc. with information about different animals

Procedures: 1. Read Skippyjon Jones to the class. In the book, Skippyjon’s mother suggests that Skippyjon likes to mimic other animals. Have students recall the animals listed in the book and write them on the board. (Cat, bird, mouse, grouse, moose, goose, rat, bat) 2. Divide students into small groups and assign each group one of the animals listed. 3. Help groups to look up information about their selected animal. Use magazines, books, images, and video from the Internet, etc. Ask groups to pay special attention to the way that their animal acts, and then to think of ways to mimic the behavior. 4. Have each group present their animal to the class. As part of their presentation students should act out behaviors of their chosen animal. If you like, you can keep the identity of each group’s animal a secret and have the class guess the identity of the animal, based on the behaviors exhibited by the group during their presentation.

Extensions/Modifications: Create informational posters about the animal. Have students draw a picture of their animal and then list some of the information they have gathered on the poster. Hang the posters in the hall or around the school.

Assessment: Students identify three characteristics for a specific animal Students perform their animal as part of a presentation to the class Quality of participation

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones4.

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand ii: Writing and speaking for expression.content Standard ii: Students will communicate effectively through speaking and writing.Strand iii: Literature and Mediacontent Standard iii: Students will use literature and media to develop an understanding of people, societies, and the self.fine artS/ theatre, mUSic & dance Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines, as well as other content areas. ScienceStrand ii: Content of ScienceStandard ii (Life Science): Understand the properties, structures, and processes of living things, and the interdependence of living things and their environments.

photo courtesy www.duke.edu

What Else Can It Be? (adapted from an activity by the same name in the Wrinkle Writing Handbook)grades: pre-K – 2

Objectives: � Students use their imagination. � Students apply critical thinking skills in order to think of a way to use an item in a new way.

Materials: q Skippyjon Jones by Judy Schachner q A random assortment of items that can be handled and played with by students. Examples: a crumpled piece of paper, driftwood, an empty paper towel tube, a paper plate, etc. (try to gather a variety of different shapes, sizes, and textures).Procedures: 1. Read Skippyjon Jones to the class. Review the pictures in the book. Identify items in Skippyjon’s room that played a part in his imaginary play. For example, the piñata was Alfredo Buzzito. 2. Begin with everyone in a large circle. Pick one of the items and pass it around the circle. Instruct students to handle it as if it were: •Akitten •Anicecube •Asmellygymsock •Ahotcoal •Abowlingball•Abigwadofgum •Allowstudentstosuggestitems (You may want to do some side-coaching to help the students make their pantomimes as believable as possible.) 3. Introduce a new object. Pose the question “What else could it be?” Allow each student the opportunity to handle the object, looking at it from different angles and holding it different ways. Then ask each student to identify something else the object could be. Encourage students to both speak and act out their ideas. Give everyone a chance to lend his or her own interpretation to the item. Encourage them to come up with as many different ideas as possible. If a player cannot think of something or does not want a turn, they may say, “pass”. 4. Repeat this activity with a variety of objects. You may want to divide students into several small groups, giving each group a different object. At the end of five minutes, have groups trade objects and start again.

Extensions/Modifications: Have one or more students create a short scene in which they pantomime using an object as though it were something else. Students can either make up new ideas, or choose among those that were presented in the first part of the activity. Or, make it into a game where the rest of the class has to guess what the item is, based on how it is being used.

Have students write a short story or draw a picture that tells a story about one of the ideas generated in the activity. Send copies of your stories and pictures back to Popejoy Hall!

Assessment: Quality of participation

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones 5.

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand ii: Writing and speaking for expression.content Standard ii: Students will communicate effectively through speaking and writing.Strand iii: Literature and Media content Standard iii: Students will use literature and media to develop an understanding of people, societies and the self.fine artS/ theatre, mUSic & dance Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts. Standard 2:  Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines, as well as other content areas.

photos courtesy www.buzzybags.co.uk and www.cheapbowlingballs.com

Post-performance ActivitiesWho is Your Alter Ego? (adapted from Dreamcatchers Barrio Grrrl! study guide and http://hop.dartmouth.edu/education/skippyjon-jones)grades: pre-K – 2

Objectives: � Students define the term “alter ego”. � Students create their own alter egos using defined parameters. � Students identify unique attributes for their alter egos.

Materials: q Pen q Paper

Procedures: 1. Review the events of the play. Define the term “alter ego”- (a second role, or personality, one can take on that differs from their original personality). Have student identify Skippyjon’s alter ego from the play (El Skippito). 2. Point out that El Skippito is a hero. Ask students to list characteristics of a hero: Bravery, determination, integrity, loyalty, sacrifice; sometimes wear costumes and have special powers or a secret identity, etc. 3. Ask students to imagine themselves as a hero with an alter ego. Have them give their alter ego a name. Next, ask them to think about what might their alter ego be like: •Whatdoess/helooklike? •Whatkindofcostumedoess/hewear? •Whatkindofvoicedoess/hehave?Howdoess/hesoundwhens/hespeaks? •Whatishis/herspecialtalent/superpower? •Howiss/hedifferentfromyou?Howiss/hesimilartoyou? 4. Have students explore the personality of their alter ego through dramatic play, drawing, or writing. Encourage them to try different voices, different ways of walking, and various clothing choices before making final decisions about their character. 5. Finish by having each student, in small groups or with the whole class, introduce their alter ego in character. It might be helpful to have them draw a picture of their alter ego to share as part of their presentation, as a way to showcase the costume and/or super features that the student has in mind.

Extensions/Modifications: Create a comic strip featuring your alter ego. Make sure to show off their special skills and talents. Divide students into small groups and have them improvise scenes featuring their alter egos. Have them define a problem that needs to be solved, and then figure out a way that their alter egos can help to solve that problem.

Assessment: Students identify an “alter ego” character, complete with name, costume description and special power/talent Quality of participation

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones6.

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand ii: Writing and speaking for expression.content Standard ii: Students will communicate effectively through speaking and writing.Strand iii: Literature and Media content Standard iii: Students will use literature and media to develop an understanding of people, societies and the self.fine artS/ theatre, mUSic & dance Standard 2:  Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas.

photo courtesy www.photoguides.net/20-astounding-photos-of-the-human-eye

Discovering Mexican CultureIn the play, Skippyjon Jones wants to be something other than what he is. He shows a lot of interest in Mexican culture. What are things that we can do to learn about cultures that are different from our own?grades: 1 - 2Objectives: � Students establish a set of identifiers to use in exploring their own cultural background. � Students compare aspects of their cultural background with those of their classmates. � Students learn about mexican culture.Materials: q Paper q Crayons, markers, etc. q Magazines, books, etc. featuring information about MexicoProcedures: 1. Lead students in a discussion about their family’s cultural background. Ask students to identify traditions in their families that may have roots in specific cultural backgrounds. Ask questions like: •What languages do you speak at home? Are there any words or phrases that are often inserted into familial conversation that reference another language? •What kinds of foods do your families eat on holidays or other special occasions? •How do you celebrate birthdays in your family? •What music is played in your house on special occasions? Are there any special instruments used in that type of music? As students discuss these things, help to identify specific cultural elements in their responses. (Example: my family always eats pickled herring on Christmas Eve, a tradition that stems from our Nordic heritage). Students can then use drawings, pictures, etc. to identify specific traditions in their families that speak to their cultural heritage. Students should avoid using generic cultural references, and instead feature only things that are meaningful to their families. 3. Have students share their visual maps with the class. After ever yone has given a presentation, discuss what they have learned about them- selves and their classmates. What cultural traditions do they have that are similar? What cultural traditions to they have that are unique? 4. Based on how they identified features of their own cultural heritage, ask students to think about how they can learn about a culture that is different from their own. Create a list of things to think about when researching a new culture. Tell students that they are going to use that list to help them learn about the cultural traditions of Skippyjon Jones’s favorite place: Mexico. 5. Using books, magazines, information from the Internet, etc., help guide students to find out more information about Mexico. Identify popular foods, national holidays, and cultural traditions so that students have an accurate idea of Mexican culture. 6. Discuss the similarities and differences of Mexican culture, as compared to New Mexican culture. Discuss similarities and differences of Mexican culture as compared to the cultural backgrounds of students in the class.

Extensions/Modifications: host a fiesta! – Using gathered information about food, clothing, music, dances, and specific cultural activities; host a fiesta in your classroom. Students can identify the type of music that should be played, the types of food that should be served, any dances that the class can learn for the fiesta, etc. You can even bring in a piñata for the celebration! Make sure everything at the party is based on the research done by the class.

Assessment: Quality of participation

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones 7.

StandardS

LangUage artS:Strand i: Reading and listening for comprehension. content Standard i: Students will apply strategies and skills to comprehend information that is read, heard and viewed.Strand ii: Writing and speaking for expression.content Standard ii: Students will communicate effectively through speaking and writing.Strand iii: Literature and Media content Standard iii: Students will use literature and media to develop an understanding of people, societies and the self.SociaL StUdieSStrand ii: GEOGRAPHY content Standard ii: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.fine artS/ theatre, mUSic & dance Standard 2:  Use dance, music, theatre/drama and visual arts to express ideas. Standard 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Standard 6:  Show increased awareness of diverse peoples and cultures through visual and performing arts.  

photo courtesy www.photoguides.net/20-astounding-photos-of-the-human-eye

photo courtesy www.sre.gob.mx/albuquerque

Outreach Activities

national hispanic cultural center (albuquerque)The National Hispanic Cultural Center offers a variety of programs and activities throughout the year in various artistic disciplines. Currently the Center conducts programs in the visual arts, performing arts, history & literary arts, media arts, and education. Visit their site to see all of the exciting programs that you and your family can enjoy!http://www.nhccnm.org/

duke city fencingLearn what it takes to be a fencing master like Zorro and Skippito Friskito! Duke City Fencing is a full service club offering a complete armory for weapon repair, six electric strips, private or group lessons, lockers for your equipment,and many other amenities. http://www.dukecityfencing.net/

albuquerque bioparkSee lots of animals Skippyjon Jones would love to pretend to be! Which would be your favorite animal be?http://www.cabq.gov/biopark/

ResourcesLearn more about author Judy Schachner, http://www.judithbyronschachner.com/Watch a video with Judy Schachner, http://teacher.scholastic.com/clubs/meettheauthor/author_schachner.htmPlay games, watch videos, color pictures and download a curriculum guide, http://www.skippyjonjones.com/Bilingual and Spanish materials. Club Leo is for grades Pre-K to 6th, http://clubs.scholastic.com/clubs/clubleo/

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones8.

photo courtesy Theatreworks USA, L to R: Frank Viveros and Kanoa Goo. Photo by Joan Marcus.

POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones POPEJOY SCHOOLTIME SERIES PRESENTS - Skippyjon Jones 9.

About the CompanyTheatreworksUSA is America’s largest and most prolific professional not-for- profit theatre for young and family audiences. Their mission is to create imaginative shows that are educational, entertaining and thought-provoking. Since 1961, this company has enlightened, entertained, and instructed over 85 million people in 49 states and Canada, performing for about three million people annually. Every year, TheatreworksUSA tours approximately 16 shows from its ever-growing repertoire of 125 plays and musicals. The company also has an extensive multi-cultural guest artist roster, including storytellers, puppeteers, poets, and magicians.

TheatreworksUSA is one of the most honored theatres of its kind. It is the only children’s theatre to receive both a Drama Desk and a Lucille Lortel Award. In May 2000, The Actors Fund of America bestowed its Medal of Honor upon its founders, Jay Harnick and Charles Hull. TheatreworksUSA was also the recipient of a 2001 Jonathan Larson Performing Arts Foundation Award.

photo courtesy Theatreworks USA, L to R: Frank Viveros, Desi Diaz, Graham Stevens, Grace Gealey, Kanoa Goo. Photo by Joan Marcus.

adult Supervision

required

Each touring production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. They include new plays, familiar stories, literary works, biographies, mythology, folk tales, music, dance, and puppetry. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication and imagination.With such a vast audience to serve, our productions are designed to target different grade ranges. please review these materials to make sure the grade recommendations and content are appropriate for your group.

Music, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine.

A poster of Theater Etiquette is included on the website. Please post it and discuss it with your students before coming to the performance.

Seeing a live performance is a special experience. Although it is not required, many people enjoy dressing up when they attend the theater.

Gentlemen should remove hats or caps when inside the building. Please enjoy your food, drink, and gum in the lobby. Please allow ushers to seat your entire group before rearranging students

and/or taking groups to the restroom. Photography and recordings of the shows, as well as cell phones, texting,

or gaming are all strictly prohibited during the performances. Crying babies, unhappy siblings, and other loud noises disturb the actors and

the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors.

Some shows are interactive, and involve audience participation; some are not. Discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert.

During a musical, it is appropriate to clap at the end of a song. During a ballet or dance performance, it is appropriate to clap at the end of the number.

Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on.

At the end of the show, after the applause, remain in your seats until you are dismissed from the theater.

If you are staying for the Question & Answer session, remain in your seats until the house clears and then move down front toward the stage.

SAFETY For the safety of our younger visitors, UNM requests clearly visible school identifiers on all students PreK – 2nd grade. Ex.: matching t-shirts or hats, school/teacher tags, etc.Teachers and students should immediately report to the kiosk (round desk) in the main lobby if they become separated from their group.Restrooms are open to the public. Please escort students.Backpacks, strollers, car seats, and lunches must remain in the lobby, as per fire code. If possible, we recommend that these items are not brought into the building. We cannot monitor ownership, and UNM is not responsible for any misplaced or stolen items.

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“You will never do anything in this world without courage. It is the greatest quality of the mind next to honor.”- AristotleDreamcatchers are produced by the Education Department of Popejoy Hall, Albuquerque, New Mexico. Find us at: www.schooltimeseries.comContact: pjoyedu@unm.eduJoin our community at: www.facebook.com/schooltimeseriesPopejoy Hall, New Mexico’s premier nonprofit venue for the performing arts and entertainment.

The Popejoy Schooltime Series is a program of The Univeristy of New Mexico.

The Popejoy Mission: To provide access to the performing arts for all New Mexicans.

2011 VINTAGE ALBUQUERQUE

the popejoy Schooltime Series is supported in part by awards from -

The Eugene and Marion Castiglia Popejoy Children’s Schooltime EndowmentThe Popejoy Schooltime Education Endowment