Arts-Integrated Workshops

These 60 minute workshops use dramatic activities to teach lessons throughout the elementary and middle school curricula, and are directly linked to the Common Core State Standards, Wisconsin’s Model Academy Standards, 21st Century Learning Skills, and National Core Arts Standards in Theatre.  Each workshop will be broken into four 15-minute chapters, ending with prompts that can be collected by teachers through a variety of virtual platforms (Flip Grid, SeeSaw, Canvas Discussions, etc.), and used to assess for understanding.

During the 2020/21 School Year, these Arts-Integrated Workshops are made available through our School Membership Package.

To reserve your School Membership Package, or to learn more, contact the Theater in Education department at (414) 267-2978 or education@firststage.org


Available Subjects



ENGLISH LANGUAGE ARTS 

Letter Detectives (lower elementary)
Become detectives in the mystery of the lost letters. Students produce consonant primary sounds, sort words into categories, and exercise using question words in this highly active workshop.

  • CCSS.ELA-LITERACY.RF.K.1.D: Recognize and name all upper- and lowercase letters of the alphabet.
  • CCSS.ELA-LITERACY.RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
  • TH:Cr1.1.K.a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr3.1.1. a. Contribute to the adaptation of the plot in a guided drama experience (e.g., process drama, story drama, creative drama).

Fractured Fairy Tales (lower elementary)
Turn familiar tales upside down and act out new endings to old favorites. In this workshop, students explore point of view, beginning, middle, end, recount stories with key details, and compare and contrast main characters in various fables and folktales.

  • CCSS.ELA-LITERACY.RL.1.3: Describe characters, settings, and major events in a story, using key details.
  • CCSS.ELA-LITERACY.RL.2.3: Describe how characters in a story respond to major events and challenges.
  • TH:Pr4.1.1. b. Use body, face, gestures, and voice to communicate character traits and emotions in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Pr4.1.2. a. Interpret story elements in a guided drama experience (e.g., process drama, story drama, creative drama).

Super Creative Writing (upper elementary)
Develop detailed stories starring your very own superheroes. Through collaborative discussions and an active exploration of The Legend of Rock, Paper, Scissors, students will devise their own ideas and write an epic journey of imagined experiences, using descriptive details and figurative language.

  • CCSS.ELA-LITERACY.W.3.3.B: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
  • CCSS.ELA-LITERACY.W.4.3.B: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  • TH:Cr2-3. a. Participate in methods of investigation to devise original ideas for a drama/theatre work.
  • TH:Cr3.1.4. a. Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.

Greek Mythology (upper elementary/middle school) (November 1st release date)
Bring mythical creatures and fantastical stories to life. Students will retell myths with key details, determine central messages in fantasy stories and poems, and distinguish their most interesting mythical character in this fantastical workshop.

  • CCSS.ELA-LITERACY.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  • CCSS.ELA-LITERACY.RL.6.3: Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
  • TH:Cr2-5. a. Devise original ideas for a drama/theatre work that reflect collective inquiry about characters and their given circumstances.
  • TH:Cr2-6. a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Purely Poetry (middle school) (December 1st releease date)
Explore rhythm and performance, and create personal poems of celebration. In this workshop, students will compare and contrast the experience of reading and performing poetry, analyze how a poem’s structure influences its meaning, and utilize speech in a variety of contexts to add interest and develop point of view.

  • CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
  • CCSS.ELA-LITERACY.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • TH:Pr4.1.7. a. Consider various staging choices to enhance the story in a drama/theatre work.
  • TH:Pr4.1.8. a. Explore different pacing to better communicate the story in a drama/theatre work.

SOCIAL STUDIES 

People in our Neighborhood (lower elementary) (November 1st release date)
Discover how all the different people in your neighborhood help your community. Using informational text, students identify characters and setting in their community, compare and contrast families, and describe how institutions contribute to the well-being of the community.

  • SS.BH2.b.1 Understand ways people change and adapt to new situations in places and within a family.
  • TH:Cr2-1. a. Contribute to the development of a sequential plot in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr2-2. b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).

Heroes of Yesterday and Today (upper elementary) (November 1st release date)
Step into the shoes of incredible people who helped shape America. Through examinations of biographies, stories, letters and diaries, students will actively construct an understanding of past extraordinary Americans and their impact on values such as freedom, courage, and integrity.

  • SS.Hist3.c.e Explain how something from the past can affect your life now.
  • SS.Hist3.c.i Explain how historical events have possible implications on the present.
  • TH:Cn11.1.3. a. Identify connections to community, social issues and other content areas in drama/theatre work.
  • TH:Cn11.1.4. a. Respond to community and social issues and incorporate other content areas in drama/theatre work.
  • TH:Cn11.1.5. a. Investigate historical, global and social issues expressed in drama/theatre work.

Les Paul, Wizard of Waukesha (upper elementary/middle school)
Examine the life of Les Paul and discover the local legend's many attributes which have forever influenced music. Through dramatic activities, students will explore the innovative, problem-solving and creative skills of Less Paul, and how such attributes are an inspiration in their lives and future pursuits.

  • SS.Hist3.c.i Explain how historical events have possible implications on the present.
  • TH:Pr4.1.5. a. Describe the underlying thoughts and emotions that create dialogue and action in a drama/theatre work.
  • TH:Pr4.1.6.a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work.

U.S. Civil Rights Movement (middle school)  (December 1st release date)
Develop a deep understanding of this important time in history through dramatic explorations. Students analyze influential historical people and events to determine the effects of significant events, interpret differing perspectives, and examine political values such as freedom, equality and justice

  • SS.Hist3.a.m Compare events from United States or world history to a current issue or event.
  • TH:Cn10.1.7. a. Incorporate multiple perspectives and diverse community ideas in a drama/theatre work.
  • TH:Cn11.1.8. a. Use different forms of drama/theatre work to examine contemporary social, cultural, or global issues.

SCIENCE

Cycles in Nature (lower elementary) (December 1st release date) 
Creatively move your way through the water cycle, plant cycle, butterfly cycle and more. In this workshop, students discover how organisms respond to environmental changes and internal needs, and illustrate patterns and cycles in living organisms and the environment

  • SCI.CC1.K-2 Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
  • TH:Cr1.1.K. a. With prompting and support, invent and inhabit an imaginary elsewhere in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Cr1.1.1. c. Identify ways in which gestures and movement may be used to create or retell a story in guided drama experiences (e.g., process drama, story drama, creative drama).

Invention Convention (upper elementary) (December 1st release date)
Develop a museum honoring the six simple machines. Throughout this workshop, students will ask questions to discover how machines were invented, analyze how science discoveries led to changes in technology, and observe objects at rest and in motion

  • SCI.CC6.3-5 Students understand different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions.
  • TH:Cr1.1.3. a. Create roles, imagined worlds, and improvised stories in a drama/theatre work.
  • TH:Cr1.1.4. a. Articulate the visual details of imagined worlds, and improvised stories that support the given circumstances in a drama/theatre work.
  • TH:Cr.1.1.5. b. Propose design ideas that support the story and given circumstances in a drama/theatre work.


SOCIAL EMOTIONAL LEARNING

Bully Ban (lower elementary/upper elementary) (December 1st release date) 

Through Theater for Social Change, students identify tactics in problem solving, and practice positive conflict resolution. The Bully Ban is tailored for each individual grade, from K4 – 8, and we customize each workshop to address the specific needs of the school and classroom community.  Students develop creative and practical solutions to problems, understand the points of view of others, and inspire others to make respectful and positive choices through example.

  • Learners will be able to recognize the feelings of another child and respond with basic comfort and empathy.
  • Learners will be able to express their emotions in an appropriate and respectful manner in different environments, with different audiences, using a variety of modalities (e.g., verbal and nonverbal).
  • TH:Cn10.1.1. a. Identify character emotions in a guided drama experience (e.g., process drama, story drama, creative drama) and relate it to personal experience.
  • TH:Cn10.1.2. a. Relate character experiences to personal experiences in a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re8.1.3. a. Consider multiple personal experiences when participating in or observing a drama/theatre work.
  • TH:Re8.1.4. a. Compare and contrast multiple personal experiences when participating in or observing a drama/theatre work.
  • TH:Re8.1.5. a. Justify responses based on personal experiences when participating in or observing a drama/theatre work.