INSIDE BEFORE EN ROUTE AFTER BEYOND · The international productions on New Victory stages inform...

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INSIDE BEFORE EN ROUTE AFTER BEYOND

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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: THE CUT-OUT TRICK CHALLENGE

Before GIANT STATUE • TOUR DE FUN! CREATIVITY PAGE: TOUR DE FUN!

eN roUTe

INFO TO GO · GET THE WHEELS TURNING · HEADS UP!● TRIP GUIDE

CREATIVITY PAGE: MOVEMENT SCAVENGER HUNT

afTer

PERFORMANCE REFLECTION • IN-CLASSROOM WORKSHOP ExTENSION – SHAPE UP! THE SHAPE CHALLENGE• CLASSROOM CONNECTIONS I PUT A SPELL ON YOU! MATH MAGNIFIqUE I “LOUVRE” SCIENCE• CREATIVITY PAGE: THE SHAPE CHALLENGE TEMPLATE

BeyoNd

ExTENDING THE ExPERIENCE

RESOURCE FOR FAMILIES

TABLE OF CONTENTS5

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19202122

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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-implement 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.

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

INSIDE THE ART FORM


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” LE GRAND C?

INSIDE

inside |

commoN core

speaking and Listening: Standard 1Language: Standard 1

New york sTaTe sTaNdards

The arts: Standard 4english Language arts: 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

BLUePriNT for The arTs

Theater: Developing Theater Literacy; Making Connections

Le graNd c


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INSIDEBEFORE EN ROUTE AFTER

CLOSER LOOK AT LE GRAND C

WHERE IN THE WORLD IS LE GRAND C FROM?

“Parlez-vous français?” Here are some facts about Compagnie XY’s LE GRAND C to get you and your students as excited as we are to have the company join us on the New Victory stage!

• Every move and every trick in LE GRAND C is performed without a net or traditional rigging in place!

• The performers train every day for five hours in order to maintain a high level of athleticism. They always practice in their performance spaces to ensure safety and control of their peripheral vision, transforming theaters into their personal gyms during the day. These versatile, disciplined artists prepare for each show by doing a combination of weight training and flexibility exercises.

• Compagnie XY was created by Abdel Senhadji and Mahmoud Louertani in 2005, based on their work creating collaborative performance acrobatics. Fifteen countries and 200 shows later, LE GRAND C is finally making a stop at The New Victory Theater.

LE GRAND C is a dynamic display of expressive movement, powerful physicality and continuous surprise. You and your students will witness a group of 17 astounding acrobats from Lille, France, work together as an ensemble to defy the laws of gravity through heart-stopping stunts and their distinctive performance style. The performers gracefully and artistically soar through the air, with nothing but each other to catch them on the way down. Set to charming French music, this modern-day circus will make you and your students soar (almost) as high as the acrobats themselves!

• Lille is home to The Citadel, a fort in the shape of a star that serves as one of the country’s largest tourist attractions.. The work of Sébastien Lepreste, the Marquis de Vauban, The Citadel of Lille was built by order of Louis XIV, who had recently conquered the city. It took over three years to construct, from 1667 to 1670. Originally Lille was a small town surrounded by five bastions, making it look like a star formation from above.

Lille, france

BEYOND

[ ]LE GRAND C = 17 acrobats + teamwork

+ no nets + the ability to soar


INSIDE THE ART FORM


inside | Le graNd c

NORTHAMERICA

ATLANTICOCEAN

PACIFICOCEAN

INDIANOCEAN

FRANCE

ASIA

AFRICA

AUSTRALIA

x

xLILLE


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INSIDEBEFORE EN ROUTE AFTER

COMPAGNIE xY:Compagnie XY was created by Abdel Senhadji and Mahmoud Louertani in 2005, based on their work with several of their acrobatic duos, which they call “pupils duets.” Their first show, Let Porter was created in May 2005, under the direction of Christian Lucas.

THE IMPROMPTU:The "impromptu" is a way for the acrobats in Compagnie XY to interact with and learn from the world around them, an “impromptu” could happen at a bus stop, at a bank, or any public location. The acrobats blend into the crowd, and immerse themselves in its rhythm. They don’t know how the public will react, but they begin to move acrobatically. Sometimes the people around are excited about the acrobats work, and groups of people gather to watch the performer(s). The company feels this practice is a way for the acrobats to create material, invent a common language and improvise freely in their work.

CIRCUS ARTS REGIONAL CENTER OF LOMME: The creators of Compagnie XY, Abdel Senhadji and Mahmoud Louertani worked together training acrobats at Lomme. This is where they began working with their “pupils duets,” and the extension of that work was what created Compagnie XY and LE GRAND C. Professional training courses began at Lomme in 2001. Every year ten to fifteen new performers begin their professional artistic training, and prepare for a higher level performance. The program is three years long, and aims to help young people enter the professional job market. The training program focuses on five main pillars: creation, space, acting, dance and circus techniques.

Prior to exploring LE GRAND C with your students, find out how much they already know about acrobatics and ensemble movement.

Use the Prior Knowledge questions below, and the Creativity Page 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.

Have you ever seen an acrobat? What tricks did he or she do?

Why do you think people enjoy watching acrobatics?

What do you need to do to become a skilled acrobat?

What is an ensemble?

How do you think an acrobatic ensemble communicates?

How do you tell a story without words?

How do you think music can influence the way a body moves?

BEYOND

INSIDE THE ART FORM

WHAT DO YOUR STUDENTS KNOW NOW?


INSIDE THE ART FORM


inside | Le graNd c


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CREATIVITY PAGE: THE CUT-OUT TRICK CHALLENGEThE

CuT-OuT TriCk ChallEngE

The performers in Le graNd c perform amazing acrobatic tricks, including stacking members of the ensemble onto each other’s shoulders until they are three people high!

cut out the images of these performers and see what kinds of tricks you can make them do!can you stack them all into a giant tower?

can you have all the performers balance against each other in a circle?

create three tricks with your cut outs and then show these acts in sequence for a friend!

show us your amazing acts. Take photos of your acts and send them to The New Victory Theater’s education department at [email protected]. we want to see what you’ve designed!


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GIANT STATUE • TOUR DE FUN!• CREATIVITY PAGE: TOUR DE FUN!

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” LE GRAND C?



INSIDE EN ROUTE

commoN core

speaking and Listening: Standard 1Language: Standard 1; Standard 2; Standard 3


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


Theater: Theater Making; Developing Theater Literacy; Making Connections

before | Le graNd c


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GIANT STATUE • TOUR DE FUN!• CREATIVITY PAGE: TOUR DE FUN!

ACTIVITY 1: GIANT STATUE

AFTER

BEFORE

BEYOND

In this activity, your students will explore the concept of ensemble by working together to form one giant sculpture, and have fun by moving when you are not looking!

1. Inform your students that they will be working together as an ensemble to see if they can trick you!

2. Tell them that they are going to be creating one giant sculpture as a class. This piece can be of anything, but it must be frozen. Bring one student to the front of the classroom to make the first frozen pose to start the creation process.

3. Now, one at a time, have the students step forward and physically add to the piece building on to the previous students’ statues to create one larger sculpture. Encourage them to be at different levels, e.g. on the floor, on their knees, or on their feet with arms in the air. Everyone who is part of the sculpture should be connected to another person in some way.

4. Once the entire class has become part of the sculpture, tell them that you are a museum guard and that this is one of the sculptures in your museum. You can even describe to them why you like this particular sculpture so much.

5. As the museum guard, you are going to walk around the “museum” (i.e. your classroom) to make sure everything is in order. When you are not looking, the sculpture has to silently move. However, if you catch any individual statue moving, the person who you caught is removed from the sculpture.

6. As students get out, have the sculpture reconfigure itself so that all students remain connected.

7. Play the game until you have only one person left.

8. Reflect on the activity with your students. Ask questions such as: What was exciting about this activity? What was challenging? How did you work together to create the sculpture? How did you know whether or not I could see you? What made the last person standing successful?

INSIDE

before | Le graNd cEN ROUTE

First, have your students complete the written component of the TOUR DE FRANCE Creativity Page (next page). Now, ask your students to create physical sculptures inspired by one of the three French landmarks on the page. Divide them into four groups, and assign each group a landmark. Challenge them to see if they can create a shape together that brings the French landmark to life in the classroom. Ask each group to create their image for the rest of the class to ‘tour,’ and, while they are posed, allow the rest of the class to read their ‘overheard’ tourist comments about viewing that landmark.

ExTENSION ACTIVITY: TOUR DE FUN


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HAND-OUT: TOUR DE FRANCE

Tour De Funimagine that you are a tourist in france, home of the Le graNd c performers. if you were to visit the famous locations below, what might you hear tourists saying about the landmark? what do you think you might say if you saw these amazing buildings up close?

with a partner or in a small group, can you create these landmarks using your bodies?

Overheard in France . . . What would y ou say?The Eiffel Tower

Arc de Triomphe

The Louvre


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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 |

WHAT IS “EN ROUTE” TO LE GRAND C?

INSIDE

EN ROUTE



commoN core



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


Theater: Developing Theater Literacy; Making Connections

Le graNd c


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Have you ever been to France?

How do you think France is similar to or different from New York City?

Have you ever been a part of a human pyramid? Where would you want to be in the formation?

How do you think the acrobats train to do their stunts?

How many people do you think could be stacked on a person's shoulders?

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

LE GRAND C is a whirlwind of acrobatics that will dazzle you and your students. Charming French music accompanies this performance of dance, movement, and soaring acrobats. With no net to catch them, the company must trust one another as they complete each incredible feat, flying by the seat of their pants!

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

• The practice of "pitching," or tossing a performer from one group to another, is one of the world's oldest acrobatic techniques.

• LE GRAND C is performed without many props. You may see a small log or teeter board (a simple see-saw), but generally, the performers use each other’s bodies to create complicated formations, human pyramids, and soaring acrobatics.

• Compagnie XY is a French company that tours the world, aiming to fly through the air elegantly with each performance!

DESTINATION

INFO TO GO

AFTERBEFORE BEYONDINSIDE

EN ROUTE

HEADS UP This incredible production really showcases the talent of its acrobats – it is performed with no equipment other than a small log and a teeterboard on a 360-degree podium. The first ten minutes are performed almost in silence and in semi-darkness, and the energy and intensity builds as the show progresses. The focus, collaboration and remarkable skills of the performers will astound you and your students.



en route | Le graNd c


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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 30 minutes prior to curtain (i.e. 10:00 am for an 10:30 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 Avenue

7th Avenue

6th AvenueThe New Victory

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

Broadway

Times Square

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.



en route | Le graNd c



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MOVEMENT SCAVENGER HUNT

Le graNd c is a show that transforms everyday movement into a masterpiece of acrobatic dance. on your way to or at the theater, see if you can spot people doing these everyday movements.

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7 10

74 2

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once you have completed the scavenger hunt, turn to a classmate and talk about the word “ensemble.” what does it mean? how do you think the performers are going to perform as an “ensemble” during the show?

1. a one arm Lift

2. a Two arm Lift

3. a Leg Lift

4. a kneel

5. someone Lifting another Person

6. a Jump

7. a head Turn

8. a Body Twist

9. a stretch

10. a Lean

if you find them, color in the mosaic tile that corresponds to the number you saw until you have filled in the word “eNsemBLe.”


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• PERFORMANCE REFLECTION •

IN-CLASSROOM WORKSHOP ExTENSION – SHAPE UP! THE SHAPE CHALLENGE •

CLASSROOM CONNECTIONS I PUT A SPELL ON YOU! MATH MAGNIFIqUE I “LOUVRE” SCIENCE•

CREATIVITY PAGE: THE SHAPE CHALLENGE TEMPLATE

AFTER

BEYONDINSIDE

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” LE GRAND C?

Photos: Sandra C. Roa




The arts: Standard 1; Standard 4eLa: Standard 1; Standard 4



after |

commoN core

speaking and Listening: Standard 1Language: Standard 1; Standard 2; Standard 3

Le graNd cBEFORE EN ROUTE


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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 TIP Engaging in dialogue, asking questions and recalling observations are skills that we believe should be fostered and encouraged. When leading a performance 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 sees 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 | Le graNd c





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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In the NEW VICTORY classroom workshop, your class explored silent communication when the Teaching Artists held up shapes and the class had to form them without talking. Take this exercise to the next level! With your class, discuss both simple and complex shapes, such as:

1. Talk with your class about what each of these shapes look like.

2. Draw the shapes you discuss, each on its own piece of large paper.

3. Bring the class into a standing circle. Tell the class that when you hold up a shape, they have to figure out a way to make that shape as a large group without talking.

4. For some of the more complex shapes, divide the class up into groups of eight, and then hold up the image of the shape for the groups to silently make.

5. Once the class has figured out how to make the shapes as a large ensemble, move more quickly through them.

6. Finally, put on music. Tell the students that as they transition from one shape to the next to move in a way that is inspired by the music. Play with different kinds of music to see how it changes the mood and transitions.

7. Reflect on this activity with your class. Ask questions such as: What was difficult about this activity? How did you find success? How did the music change the way you made transitions? How was this activity both similar and different to the show LE GRAND C?

IN-CLASSROOM WORKSHOP ExTENSIONSHAPE UP!

AFTER


after | Le graNd c





CIRCLE

SqUARE

RECTANGLE

TRIANGLE

RHOMBUS

PENTAGON

HExAGON

ELLIPSE

STAR

THE SHAPE CHALLENGE

Using the CREATIVITY PAGE, have your students draw and create complicated shapes for their classmates to perform.

1. Give your students the CREATIVITY PAGE handout in which they create complicated shapes.

2. Before they begin to create their shapes, remind them of what constitutes a shape.

3. When the class is finished, divide your students into groups of two.

4. Each group should trade their two CREATIVITY PAGES with another group.

5. Upon receiving the CREATIVITY PAGES of another group, the pair should find a way to create the six shapes they received with their bodies. This can be done by either making the shapes in a frozen image with their bodies, or tracing the outline of a shape with their feet, etc. Have the groups decide the sequence in which they will present these shapes to the class.

6. After practicing, have the groups share the ways they mastered the shape challenge! Allow the groups to perform their shape sequences to music.

7. Reflect on this activity with your class. Ask questions such as: What kinds of shapes did you draw? How did you approach creating the shape challenges with your partner? What surprised you while you were watching your classmates perform?


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Below, you’ll find three ideas to activate your curriculum using the physical kinesthetic techniques explored in the show. Use these ideas, or apply them to any content area you are currently studying!

I PUT A SPELL ON YOU!

Change your next spelling lesson into a dance!

1. Either write or give your students a handout with their next set of vocabulary words to learn.

2. Have your students stand up next to their desks or in scattered places throughout the classroom.

3. Tell them to practice spelling the words by putting it into their own bodies. Give an example by spelling the first word with your own body. Write the first letter with your foot, the second with your head, the third with your hips, etc., until the whole word is fully spelled. Tell the class to do the same.

4. Put on music while they practice spelling the words with their bodies. They can choose different body parts to move in order to spell the word.

5. Once they are done practicing, have one student give an example of how they can “dance” each of the words.

6. Before you give the next spelling lesson, give the students time to “dance” the words before they write them as practice!

MATH MAGNIFIqUE

Teach your students basic arithmetic using their bodies! Show them how 1 student + 1 student = 2 students! Do a physical representation of multiplication with 2 students x 3 students = 6 students! Show fractions by illustrating that 8 students divided by 2 students = 4 students, and so on. Finally, learn a few equations such as these in a row, and then perform them to music to create a Math Dance.

I “LOUVRE” SCIENCE

Teach your students the different parts of a cell by having them become the cell as a group, taking on different roles of the mitochondria, cell wall, etc. You may also teach them about the solar system by having each of the students take on the role of one of the planets, the sun, stars, moons, etc. Acting out different scientific concepts will help your students remember what they learned through physicalizing their new knowledge. During these activities, emphasize that the class is learning as an ensemble, and without each person taking on a role, a piece of the scientific puzzle would be missing.

CLASSROOM CONNECTIONS

AFTER


after | Le graNd c


CREATIVITY PAGE: THE SHAPE CHALLENGE®

The Shape Challengein Le graNd c, you saw performers creating all sorts of interesting shapes as an ensemble usingtheir bodies. in the space below, brainstorm three complicated shapes for your fellow

classmates to create with their bodies! Use these shapes below as inspiration.

shape 1 shape 2 shape 3

when you are finished, discuss with a friend how two people might perform the shapes you created.


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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” LE GRAND C?

beyond |

Photos: Sandra C. Roa



commoN core



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





Le graNd c


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EN ROUTE AFTERBEFOREINSIDEBEYOND


ACTIVITY 1: FOLLOW ME

In this activity, your students will explore the concept of “flocking” or moving together in unison. This exercise is designed to give students the experience of working as an ensemble.

1. Assemble your students into one big clump, with each person an arm’s length apart. (Note: if you are limited on space, remind the students to move their bodies carefully during this activity.)

2. Play tranquil music.

3. Put yourself at the front of the clump and tell your students to follow your movement silently. Begin to move different parts of your body slowly to the music, making sure that the students are able to follow. You can challenge them by doing more complicated movement, such as moving the clump around the room in a certain style. If a student cannot see you directly, tell them to look instead at the person in front of them.

4. After a few minutes of following you, lead the clump to turn to their right. Assign the person who is now in front of the clump as the new leader of the flock. All the students should copy this student’s movement by looking at the person in front of them.

5. Continue this exercise by turning right and assigning new leaders at the front of the clump. You can change the music as the activity continues to inspire different styles of movement.

6. When the activity comes to a close, have your students sit where they are and reflect. Ask questions such as: What was it like to move as an ensemble? What were some interesting movements? What was it like to lead? What was it like to follow? What strategies did you use to successfully follow?

beyond | Le graNd c

ACTIVITY 2: WHAT’S MY NEIGHBOR DOING?

In this activity, your students will use their peripheral vision to hone their concentration, focus, and physical articulation skills.

1. Gather your students into a standing or seated circle.

2. Join the circle as a participant.

3. Tell your students that they are going to be using their peripheral vision and heightened awareness to move as an ensemble. Let them know that the performers in LE GRAND C use these skills to help them create amazing acts.

4. Invite your students to look 3 people to their left. This is the person whose movement they are going to be inspired by. Once they know who they will watch, tell the students that they should not look directly at that person, but rather use their peripheral vision and awareness to move like them, keeping their eyes focused in the center of the circle. Model this for them so they understand the instruction.

5. Turn on some music that sets an atmosphere and inspires movement (instrumental music with a slow or easy pace will work best for this activity).

6. Remind your students that they should copy every little thing they see their assigned person doing using only their peripheral vision.

7. After some time, allow students to pick a new person to follow! Continue this activity for as long as you like.

8. As an additional challenge, you can try this activity without a designated leader, and see if the group is able to move in unison without a leader to initiate movement.

9. When the activity comes to a close, have your students sit where they are and reflect. Ask questions such as: What did you notice as the activity went on? What strategies did you use to copy the person you were following? Did you see any patterns in movement? How did the performers of LE GRAND C use the same skills you just used in their performance?

NOTE: As a first step, to build up to everyone’s understanding of the game, you may want to be the first leader. Start moving different parts of your body slowly and see how long it takes for the entire class to catch up with you. Remind your students that they should copy every little thing they see their assigned person doing using only their peripheral vision.

In this section, you will find two more ensemble building activities to extend the skill sets and kinesthetic communication explored throughout your LE GRAND C unit.


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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?• What kinds of acrobatics did you see in the show? What was the most exciting act?• What kind of dance and movement did you see performed on the stage?

?!

your child’s class saw a performance of

at 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:

Play Twister●with a Twist.

Have you ever played this classic game with your kid? Try playing it, with a particular focus on balance. Take turns challenging each other physically and see what shapes you can make (you might want to call out the colors and let your kid do the moving first). Check out LE GRAND C New Victory family activity at www.newvictory.org for more fun ways to twist yourselves up!

Learn more about the arts together!

Did the trip to the theater spark your child’s interest in ensemble acrobatics? 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.

LE GRAND C is a dynamic display of expressive movement, powerful physicality and continuous surprise. Charming French music accompanies this performance of dance,

movement, and soaring acrobats. With no net to catch them, the company must trust one another as they complete each

incredible feat, flying by the seat of their pants!

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Le graNd c

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