Linking PA Academic Standards

Standards (check the most current versions)
Repertory Dance Theatre’s Nutcracker performance and accompanying study guide is fully aligned to the PA standards for Reading, Writing, Speaking & Listening; Mathematics and Arts & Humanities. The lesson plans in the study guide delineate the standards addressed.

Sample Curriculum Activities (include pre-visit, on-site and post-visit activities)

Lesson Title: Review Audience Etiquette/Pre-Visit Activity
Submitted by: Jennifer Haltzman Tracy, Repertory Dance Theatre Carrie Myers, Lehigh Carbon Community College
Content Area: Arts and Humanities
Grade Level: 4-6
Time: 45 minutes

Application of Pennsylvania Academic Standards
Arts and Humanities
9.1.5I Describe arts events that take place in schools and in communities.
9.4.5C Identify the attributes of various audiences’ environments as they influence
individual aesthetic response.
Reading, Writing, Speaking and Listening
1.6.5A Listen to others.
1.6.5D Contribute to discussions.
1.6.5E Participate in small and large group discussions and presentations.

Lesson Plan
Objective: Attend a ballet performance to learn appropriate social manners within an artistic venue.
Purpose: Students will complete a brainstorming activity and participate in a discussion to learn how their audience behavior at a ballet should differ from audience behavior at other events such as a sporting event or circus.
Preparation:
1. Explain to students that attending a live ballet performance is a privilege. To help students understand this privilege, review The History of Repertory Dance Theatre (page 4) for students to appreciate the time and efforts of those who have made the production possible.
2. Explain that polite behavior by the audience members is expected so that all people can enjoy the performance and those on stage can concentrate. Discuss with students the importance of audience etiquette such as clapping lightly, sitting quietly in one’s seat, eating before or after, never during, a performance, and standing at the end of the performance to show appreciation for the performers.
3. Explain how these responses are based on the environment at a ballet and how in other environments audiences may react differently. To illustrate this point, complete the activity below.
Materials: Pencils and duplicated worksheet sheet Get the Pointe of Manners (See Appendix A.1).
Procedures:
1. Reproduce Appendix pages as needed.
2. Ask students to fill in the blanks of the baseball for behaviors displayed at sporting events, the circus tent for behaviors displayed at a circus, and the pointe shoe for behaviors appropriate at a ballet.
3. Discuss student responses.

Evaluation:
Did the students understand the differences in audience environments depending on the event and place?
Did the students understand how to respond as individual audience members?
Did the students participate in small and large group discussions?

Worksheet A.1
Attending a Performance
Get the Pointe!
Proper Ballet Manners

Name:_______________________________
Audience members act differently depending on the type of entertainment they are viewing. Next to each of the pictures below, write how you would act as an audience member at that event. Consider all of your five senses when you are making your list. For example, how would you sit? What would you feel around you? What would you say to people next to you? What would your voice sound like? How would you clap or interact with those you are watching? What would you eat? Would you eat at all events? What would you hear?

A BASEBALL GAME

A CIRCUS

A BALLETirst Steps in Ballet:

Lesson Title: Completing a Venn Diagram to Compare and Contrast Social Traditions/Post-Visit Activity
Submitted by: Carrie Myers, Lehigh Carbon Community College
Content Area: Arts and Humanities
Grade Level: 4-6
Time: 45 minutes

Application of Pennsylvania Academic Standards
Arts and Humanities
9.2.5D Analyze a work of art from its historical and cultural perspectives.
Reading, Writing, Speaking and Listening
1.3.5E Analyze drama as information source, entertainment, persuasion or transmitter of culture.
1.6.5A Listen to others.
1.6.5E Participate in small and large group discussions and presentations.
Mathematics
2.6.5C Sort data using Venn Diagrams

Lesson Plan
Objective: Utilize critical thinking skills to compare and contrast social practices of the past and present.
Purpose: In this exercise, students will utilize critical thinking skills to analyze how social interactions change or remain constant over time. For this task, students will specifically review Winter Holiday traditions.
Preparation:
1. Review the concept of using a Venn Diagram to compare and contrast concepts. Modeling a concept would be helpful for the students.
2. Provide the students with a Venn Diagram worksheet and the following activity prompt: The Nutcracker shows a family enjoying a holiday celebration during Victorian times. Many of their traditions are similar to present day but some are different. In a Venn Diagram, compare and contrast today’s holiday celebrations to a Victorian holiday celebration. Show common traditions in the center of the diagram.
Materials: Paper, pencils, Venn Diagram model, and brainstorming list of family Christmas traditions.
Procedures:
1. Reread activity prompt to students as needed. Ask students to brainstorm a list of Winter Holiday traditions/activities they enjoy. In small groups, asks students to share their lists with their peers.
2. After discussion, students should enter their favorite Winter Holiday traditions/activities on the left side of their Venn Diagrams.
3. In groups, ask the students to make a second brainstorming list of the holiday traditions in The Nutcracker. These concepts should be listed on the right side of the Venn Diagram.

4. Ask students if any of the holiday traditions/activities exist in both sides of their diagram. If so, those should be moved to the middle section to show the commonalities between past and present holiday experiences. Once all groups are finished, ask each group to share their responses.
Evaluation:
Did the students utilize successful group discussion skills?
Did the students exhibit critical thinking skills to appropriately compare and contrast the traditions?
Did the students present their work clearly and listen during the presentation of other groups?
Did the students correctly use the Venn Diagram model as a method of sorting data?
Did the students demonstrate the relevance of an artistic event as connecting past and present cultural traditions?

Lesson Title: Mathematical Calculations for Persuasive Reasoning/Pre-Visit Activity
Submitted by: Leslie Monahan
Content Area: Mathematics
Grade Level: 4-6
Time: 45 minutes

Application of Pennsylvania Academic Standards
Arts and Humanities
9.1.5G Identify the function and benefits of rehearsal and practice sessions.
Mathematics
2.2.5E Determine through estimations the reasonableness of answers to problems involving addition, subtraction, multiplication and division of whole numbers.
2.2.5F Demonstrate skills for using fraction calculators to verify conjectures, confirm computations and explore complex problem-solving situations.
2.2.5G Apply estimation strategies to a variety of problems including time and money.
Reading, Writing, Speaking and Listening
1.4.5C Write multi-paragraph persuasive pieces with a clearly stated position or opinion and supporting detail, citing sources when needed.

Lesson Plan
Objective: Utilize mathematically based reasoning to support a point of view.
Purpose: Students will develop an argument using quantitative support.
Preparation: Photocopy worksheet (See Appendix: A.10) and discuss with students why supporting a viewpoint should be based on facts that can be seen and not just on feelings.
Materials: Math worksheet (See Appendix: A.10), pencils, and lined paper
Procedures: Using the data from the math problem paper, students write a persuasive letter to the principal, discussing their answers and why their class should go to see
The Nutcracker.
Evaluation:
Teacher assesses letter content for reasons connected to math worksheet.

A.10 Nutcracker Mathematics

Name_________________________________

Read the questions and solve each problem. Show your work.

1. There are 14 Sundays in the fall that could be used for dance rehearsal. Each rehearsal begins with a 45 minute warm-up time for dancers. Rehearsals are from 12 pm until 4:30 pm. How many hours will the dancers have to learn The Nutcracker Ballet?

2. Student tickets to The Nutcracker Ballet cost $15. Teacher/adult tickets cost $15. Groups of 25 people or more will have a 10 percent discount. Based on these numbers, solve the following problems.
A: How much will it cost your class to go to the performance?
B: Approximately what would be the total cost for the fifth graders in your school to attend?
C: Approximately how much will it cost for all the fifth graders in Allentown School District to attend? (Note: Teacher must provide students with the current number of fifth grade classes.

3. There are 60 seats on a school bus. Two students can sit in each seat. Approximately how many buses will your school need in order to get the fifth grade students to the show?