| Content Provider | Brad Tassell | |
| Contact Information | Brad Tassell llessat@aol.com P.O.Box 1437 Bowling Green, KY 42101 United States Phone: (812) 660-0191 | |
| Program Type | Individual Program | |
| Program Rating | This program has not yet been evaluated. | |
| Target Audience | Education: Grade(s): 9, 10, 11, 12, Parent, Adult Learners, Public Library: Library Patrons | |
| Maximum Number of Participants | unlimited | |
| Minimum Number of Participants | 1 | |
| Primary Disciplines | Best Practice, Character Education, Gifted & Talented, Performing Arts, Problem Solving, Reading, Special Education, Writing, conflict resolution/bullying | |
| Secondary Disciplines | Family & Consumer Science, Health/Physical Education, Language Arts/English, Leadership, Literacy | |
| Video Clip | ||
| Program Description | Don't Feed the Bully and Brad Tassell's programs have helped thousands of middle grade students and schools quell the bully tide. Now, it's time to take on the high school problem. I'll Be in the Locker, Zen and the Art of Empathy is a play that will bring laughs, tears, and create awareness of the real problems bullying is causing in the lives of those in grades 9-12. The show is frank, but not inappropriate. Brad will touch on all aspects of our bully culture from name calling to cyber crime and along way give tips and concrete ways to move the bully target and learn to build empathy. There are a thousand laughs and just as many moments of epiphany that will entertain and enlighten. This video conference is an adaptation of a new full length play for high school students and above, scheduled for production at the Kentucky Public Theater March, 2011. After the performance, there will be five minute break for students to formulate questions and comments, then there will be a 25 minute discussion lead by Brad Tassell. (Note: For spring 2011, the program is in it's preview stage. Meaning it is one hundred dollars cheaper than it will be come fall when the play is touring also.This is a great chance to get in early and also give good comments to help shape the final video conference for fall.) | |
| Program Format | 1. The program begins with an animoto of cartoons about being small in high school. 2. Brad opens with his first story. 3. The play. 4. Five minute break for question and comment formulation. 5. Discussion | |
| Objectives | -mature right before your eyes with the understanding of adulthood vs childhood. -develop their empathy by showing them the effects hate can have on their own lives. -take responsibility for their role in letting a bully culture pervade their school. -laugh at stories that are as funny as they are important. -realize their lives are not just the microcosm of this school and this place, and they need the tools to succeed. -appreciate the roll of others, and not just tolerate. Tolerance isn't enough, we need to learn to appreciate the roll of all those who are different. | |
| National Standards to which this program aligns | NPH-H.9-12.5 USING COMMUNICATION SKILLS TO PROMOTE HEALTH Students will demonstrate the ability to use interpersonal communication skills to enhance health-- •Demonstrate skills for communicating effectively with family, peers, and others. •Analyze how interpersonal communication affects relationships. •Demonstrate healthy ways to express needs, wants, and feelings. •Demonstrate ways to communicate care, consideration, and respect of self and others. •Demonstrate strategies for solving interpersonal conflicts without harming self or others. •Demonstrate refusal, negotiation, and collaboration skills to avoid potentially harmful situations. •Analyze the possible causes of conflict in schools, families, and communities. •Demonstrate strategies used to prevent conflict. NPH-H.9-12.4 INFLUENCES ON HEALTH Students will analyze the influence of culture, media, technology, and other factors on health-- •Analyze how cultural diversity enriches and challenges health behaviors. •Evaluate the effect of media and other factors on personal, family, and community health. •Evaluate the impact of technology on personal, family, and community health. •Analyze how information from the community influences health. NPH-H.9-12.3 REDUCING HEALTH RISKS Students will demonstrate the ability to practice health-enhancing behaviors and reduce health risks-- •Analyze the role of individual responsibility for enhancing health. •Evaluate a personal health assessment to determine strategies for health enhancement and risk reduction. •Analyze the short-term and long-term consequences of safe, risky and harmful behaviors. •Develop strategies to improve or maintain personal, family and community health. •Develop injury prevention and management strategies for personal, family, and community health. •Demonstrate ways to avoid and reduce threatening situations. •evaluate strategies to manage stress. NPH-H.9-12.1 HEALTH PROMOTION AND DISEASE PREVENTION Students will comprehend concepts related to health promotion and disease prevention.-- •Analyze how behavior can impact health maintenance and disease prevention. •Describe the interrelationships of mental, emotional, social, and physical health throughout adulthood. •Explain the impact of personal health behaviors on the functioning of body systems. •Analyze how the family, peers, and community influence the health of individuals. •Analyze how the environment influences the health of the community. •Describe how to delay onset and reduce risks of potential health problems during adulthood. •Analyze how public health policies and government regulations influence health promotion and disease prevention. •Analyze how the prevention and control of health problems are influenced by research and medical advances. NA-T.9-12.7 ANALYZING, CRITIQUING, AND CONSTRUCTING MEANINGS FROM INFORMAL AND FORMAL THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA PRODUCTIONS Achievement Standard: •Students construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate these to current personal, national, and international issues •Students articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement •Students analyze and critique the whole and the parts of dramatic performances, taking into account the context, and constructively suggest alternative artistic choices •Students constructively evaluate their own and others' collaborative efforts and artistic choices in informal and formal productions Achievement Standard, Advanced: •Students construct personal meanings from nontraditional dramatic performances •Students analyze, compare, and evaluate differing critiques of the same dramatic texts and performances •Students critique several dramatic works in terms of other aesthetic philosophies (such as the underlying ethos of Greek drama, French classicism with its unities of time and place, Shakespeare and romantic forms, India classical drama, Japanese kabuki, and others) •Students analyze and evaluate critical comments about personal dramatic work explaining which points are most appropriate to inform further development of the work NA-T.9-12.8 UNDERSTANDING CONTEXT BY ANALYING THE ROLE OF THEATRE, FILE, TELEVISION, AND ELECTRONIC MEDIA IN THE PAST AND THE PRESENT Achievement Standard: •Students compare how similar themes are treated in drama from various cultures and historical periods, illustrate with informal performances, and discuss how theatre can reveal universal concepts •Students identify and compare the lives, works, and influence of representative theatre artists in various cultures and historical periods •Students identify cultural and historical sources of American theatre and musical theatre •Students analyze the effect of their own cultural experiences on their dramatic work Achievement Standard, Advanced: •Students analyze the social and aesthetic impact of underrepresented theatre and film artists •Students analyze the relationships among cultural values, freedom of artistic expression, ethics, and artistic choices in various cultures and historical periods •Students analyze the development of dramatic forms, production practices, and theatrical traditions across cultures and historical periods and explain influences on contemporary theatre, film, television, and electronic media productions | |
| Program Length | 60 minute program, 30 Q&AA | |
| By Request | This program is available by request ONLY | |
| Date/Time Notes | this box is not for listing actual dates and times, but I am going to anyway. You may request any date you like, but know that fall dates may come with an increased price. Also, you may do two programs or more in one day. we can work around my schedule and yours, but these dates are set aside for this program at this time. Feb, 11. March, 16-18, April, 21-22, 27-29, May 2, 17-20. | |
| Connection Type(s) Available and Program Fees | By Request Cost: $150.00 | |
| Program Fee Notes | This program is previewing for high schools who can get in for spring. A great chance as the price will be rising once the play goes on tour. The charge for spring for adding viewing sites is only $10 per site for spring, but sites must be in the same school. | |
| Cancellation Policy | No policy. But it would be preferable to change dates. | |
| Is recording allowed? | No | |
| Recording Notes | You have to give me a copy though... and you can't make money. | |
| The Provider broadcasts over | IP | |
| Minimum Technology Specifications for sites connecting to this provider | All Tech's go to: www.vcbrad.com for connection information proir to contacting me. Also require a test connection prior to session. |