Image from First Stage's Theater Education programming

Arts-Integrated Workshops

Bring a fun new way of learning into your classroom! Our arts-integrated 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.  

These interactive workshops are split up into two 60-minute sessions that take place in your classroom. We offer a variety of subjects (see below) that can easily be worked into your existing curriculum.

These workshops can be purchased a la carte for $50/workshop, or included in our popular School Partnership Program. To schedule, or for more information, please contact the Theater in Education department at education@firststage.org

 

Grade Level English-Language Arts Social Studies Science Social-Emotional Learning
Pre-K/ Kindergarten

 

Lower Elementary

 

Upper Elementary

 

Middle School

"LETTER DETECTIVES"

English Language Arts

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).

Back to top

"FRACTURED FAIRY TALE"

English Language Arts

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).

Back to top

"SUPER CREATIVE WRITING"

English Language Arts

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.

Back to top

"ADVENTURES IN GREEK MYTHOLOGY"

English Language Arts

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.

Back to top

"PURELY POETRY"

English Language Arts

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.

Back to top

"PEOPLE IN OUR NEIGHBORHOOD"

Social Studies

    • 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).

Back to top

"HEROES OF YESTERDAY AND TODAY"

Social Studies

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.

Back to top

"LES PAUL: THE WIZARD OF WAUKESHA"

Social Studies

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.

Back to top

"BULLY BAN"

Social Emotional Learning

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.

Back to top

"CYCLES IN NATURE"

Science

Creatively move your way through the water cycle, plant cycle, butterfly cycle and more. Students discover how organisms respond to environmental changes and internal needs, and illustrate patterns and cycles in living organisms and the environment

  • TH:Re9.1.PK a. With prompting and support, actively engage in dramatic play or a guided drama experience (e.g., process drama, story drama, creative drama).
  • TH:Re9.1.K. a. With prompting and support, actively engage with others 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).
  • F.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)
  • F.4.3 Illustrate the different ways that organisms grow through life stages and survive to produce new members of their type

Back to top

"OUR STELLAR SOLAR SYSTEM"

Science

Take a journey into space and make stops at all the planets in our solar system. Using informational text, students identify celestial objects and ask questions and make predictions. 

  • CCSS-ELA: RI.1.2
  • CCSS-ELA: RI.2.3
  • CCSS-ELA: RI.K.7
  • Model Academic Standards-Science: C.4.2
  • Model Academic Standards-Science: E.4.4.

Back to Top

"JOURNEY TO THE CENTER OF THE EARTH"

Social Studies

Students will be encouraged to imagine, enact and reflect upon the experiences of geologists seeking answers to the scientific riddles regarding recent earthquakes and volcanic activity as they explore the earth’s crust. Students will be asked to apply their knowledge of igneous, metamorphic and sedimentary rocks.

  • Cr2-3. b. Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
  • Cr2-4. b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
  • E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations
  • C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

 

Back to top