| Content Provider | Center for Puppetry Arts  2007-08, 2008-09, 2009-10 | |
| Contact Information | Patty Petrey Dees distancelearning@puppet.org 1404 Spring St., NW @ 18th Atlanta, GA 30309 United States Phone: (404) 881-5117 Fax: (404) 873-9907 | |
| Program Type | Individual Program | |
| Program Rating | This program has not yet been evaluated. | |
| Target Audience | Education: Pre-K Students, Kindergarten, Grade(s): 1, 2, Public Library: Library Patrons, any one who wants a puppet show for PreK-2nd grades | |
| Maximum Number of Participants | 200 | |
| Minimum Number of Participants | 4 | |
| Primary Disciplines | Character Education, Fine Arts, Language Arts/English, Literacy, Performing Arts, Technology/Information Science | |
| Secondary Disciplines | Best Practice, Reading | |
| Program Description | You may think you know the story of Jack and the Beanstalk, but you've never seen a version like this! Join David Stephens and All Hands Productions for a different look at the tale of Jack and his encounters with some magic beans, a beanstalk, a giant and some other fairytale favorites (like Rumplestiltskin and a shoemaker's elf).This program begins with a sing-along-song-- complete with a kazoo! Students engage with David throughout the performance to make this a wildly fun, interactive version of Jack! This production, created in 2006 is guaranteed to please audiences of children and giants alike. | |
| Program Format | 1. This program begins with a participatory song. David introduces the song with a kazoo. 2. Participants observe and interact with the puppet show. 3. The puppeteer gives the audience a behind-the-scenes look at the puppets. He explains the styles of puppets and demonstrates how they work. 4. The floor is open for Q & A with five selected students (representing the group) with the puppeteer. | |
| Objectives | The participant will: - engage in a participatory song - develop an appreciation for puppetry as a performing art - exercise proper audience etiquette in regards to a live performance - engage in a discussion with the artist regarding the workings of a live puppet show -compare different puppetry styles | |
| National Standards to which this program aligns | Did You Know? Puppetry is a unique art form that encompasses music, visual arts, and performing arts! Language Arts Classic fairy tales are performed through an arts medium. Students communicate and engage with the presenter throughout the performance. NL-ENG.K-12.9 MULTICULTURAL UNDERSTANDING NL-ENG.K-12.11 PARTICIPATING IN SOCIETY NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Fine Arts/Music David Stephens lead students through a call-and-response song at the beginning of this performance. NA-M.K-4.6 LISTENING TO, ANALYZING, AND DESCRIBING MUSIC NA-M.K-4.8 UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS NA-M.K-4.9 UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE Fine Arts/Theatre David Stephens performs various stories with audience interaction throughout the performance. NA-T.K-4.2 ACTING BY ASSUMING ROLES AND INTERACTING IN IMPROVISATIONS NA-T.K-4.7 ANALYZING AND EXPLAINING PERSONAL PREFERENCES AND CONSTRUCTING MEANINGS FROM CLASSROOM DRAMATIZATIONS AND FROM THEATRE, FILM, TELEVISION, AND ELECTRONIC MEDIA PRODUCTIONS NA-T.K-4.8 UNDERSTANDING CONTEXT BY RECOGNIZING THE ROLE OF THEATRE, FILE, TELEVISION, AND ELECTRONIC MEDIA IN DAILY LIFE Fine Arts/Visual Arts David Stephens is also a puppet builder. He created puppets and props used during the performances. NA-VA.K-4.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES NA-VA.K-4.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES Technology Students and teachers are actively participating with interactive media technology during the live videoconference. NT.K-12.1 BASIC OPERATIONS AND CONCEPTS NT.K-12.2 SOCIAL, ETHICAL AND HUMAN ISSUES NT.K-12.3 TECHNOLOGY PRODUCTIVITY TOOLS NT.K-12.4 TECHNOLOGY COMMUNICATION TOOLS NT.K-12.5 TECHNOLOGY RESEARCH TOOLS | |
| Program Length | 40-45 minutes | |
| By Request | This program is available by request ONLY | |
| Date/Time Notes | Two sites may participate at the same time (you bridge the call). You may request more sites for an additional fee. BULK BOOKING DISCOUNT DOES NOT APPLY. | |
| Connection Type(s) Available and Program Fees | Interactive Cost: $295.00 Interactive Cost with Premium Service: $285.00 What's this? By Request Cost: $295.00 By Request Cost with Premium Service: $285.00 What's this? | |
| Program Fee Notes | Following, a booking contract will be emailed to the scheduling contact. This contract is REQUIRED to be signed and returned to confirm booking. BULK BOOKING DISCOUNT DOES NOT APPLY. | |
| Cancellation Policy | This booking requires a signed contract. This program is not fully confirmed until the signed contract is received and noted by the content provider. We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 72 hours notice. | |
| Is recording allowed? | No | |
| Recording Notes | ABSOLUTELY NO RECORDINGS ARE ALLOWED UNDER ANY CIRCUMSTANCES. | |
| The Provider broadcasts over | IP | |
| Minimum Technology Specifications for sites connecting to this provider | Schools dial in to us for IP connections. We prefer no less than a 384 K connection. We can accept up to 1 meg in each studio. If necessary, we can dial out. We can accept ISDN calls as long as the school bridges the call. |
Grades K-2: Jack & the Beanstalk: A LIVE, Interactive PUPPET SHOW!
Grades 8-10: African American Patriots of the American Revolution
| Content Provider | The Benjamin Harrison Presidential Site | |
| Contact Information | Dave Pleiss distance@pbhh.org 1230 N. Delaware Street Indianapolis, IN 46202 United States Phone: (317) 631-2717 Fax: (317) 632-5488 | |
| Program Type | Individual Program | |
| Program Rating | This program has not yet been evaluated. | |
| Target Audience | Education: Grade(s): 8, 9, 10 | |
| Maximum Number of Participants | 60 | |
| Minimum Number of Participants | 9 | |
| Primary Disciplines | Collaboration, Community Interests, Fine Arts, Language Arts/English, Problem Solving, Social Studies/History | |
| Secondary Disciplines | Leadership, Literacy, Reading, Writing | |
| Program Description | A powerpoint outline of conditions for African Americans during the late 1700s leads to the question: Was it worthwhile for African Americans of this era to participate in the Revolution? Class breaks into three discussion groups, each with an outline of a different patriot and a problem the patriot had to solve. As a group, each must decide what the patriot chose to do, and the fate of the patriot. Afterwards, the groups share their conclusions and we discuss. | |
| Program Format | 1. Introduction to African American life in the late 1700s. 2. A quote by Ben the Fifth reveals the discord among the colonies, exemplified by slavery. 3. Three African American patriots and their dilemmas are reviewed. 4. Class splits into three discussion groups to figure out how each of the patriots solved these dilemmas. 5. Answers are reported by each group. 6. Truth is revealed about each of the patriots, with discussion. | |
| Objectives | -learn a wider view of the African American experience in early America. -compare a life of slavery to a "free" life of someone with no rights. -think critically about the decisions of others. -compare the declaration of independence to the reality of African Americans during the Revolution | |
| National Standards to which this program aligns | 8.1.2 The American Revolution and Founding of the United States of America: 1754 to 1801. Explain the struggle of the British, French, Spanish and Dutch to gain control of North America during settlement and colonization. 8.1.4 The American Revolution and Founding of the United States of America: 1754 to 1801. Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris. (Core Standard) 8.1.9 The American Revolution and Founding of the United States of America: 1754 to 1801. Describe the influence of important individuals on social and political developments of the time such as the Independence movement and the framing of the Constitution. (Core Standard) 8.1.28 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms. (Core Standard) 8.1.30 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Formulate historical questions by analyzing primary and secondary sources about an issue confronting the United States during the period from 1754-1877. (Core Standard) 8.2.1 Foundations of Government: Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and Anti-Federalist Papers, Common Sense, Washington's Farewell Address (1796) and Jefferson's First Inaugural Address (1801). (Core Standard) 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. (Core Standard) Stories of the Unknown Patriots: Educational Standards (12th Grade) USH.1.1 Read key documents from the Founding Era and explain major ideas about government, individual rights and the general welfare embedded in these documents. USH.1.2 Explain major themes in the early history of the United States. USH.1.3 Describe controversies pertaining to slavery, abolitionism, Dred Scott v. Sanford (1856) and social reform movements. USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. (Core Standard) USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. (Core Standard) USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. (Core Standard) USH.9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue. | |
| State/Regional Standards to which this program aligns | 8.1.2 The American Revolution and Founding of the United States of America: 1754 to 1801. Explain the struggle of the British, French, Spanish and Dutch to gain control of North America during settlement and colonization. 8.1.4 The American Revolution and Founding of the United States of America: 1754 to 1801. Identify fundamental ideas in the Declaration of Independence (1776) and analyze the causes and effects of the Revolutionary War (1775-1783), including enactment of the Articles of Confederation and the Treaty of Paris. (Core Standard) 8.1.9 The American Revolution and Founding of the United States of America: 1754 to 1801. Describe the influence of important individuals on social and political developments of the time such as the Independence movement and the framing of the Constitution. (Core Standard) 8.1.28 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms. (Core Standard) 8.1.30 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research, and Issues-Analysis and Decision-Making: Formulate historical questions by analyzing primary and secondary sources about an issue confronting the United States during the period from 1754-1877. (Core Standard) 8.2.1 Foundations of Government: Identify and explain essential ideas of constitutional government, which are expressed in the founding documents of the United States, including the Virginia Declaration of Rights, the Declaration of Independence, the Virginia Statute for Religious Freedom, the Massachusetts Constitution of 1780, the Northwest Ordinance, the 1787 U.S. Constitution, the Bill of Rights, the Federalist and Anti-Federalist Papers, Common Sense, Washington's Farewell Address (1796) and Jefferson's First Inaugural Address (1801). (Core Standard) 8.4.1 Identify economic factors contributing to European exploration and colonization in North America, the American Revolution and the drafting of the Constitution of the United States. (Core Standard) Stories of the Unknown Patriots: Educational Standards (12th Grade) USH.1.1 Read key documents from the Founding Era and explain major ideas about government, individual rights and the general welfare embedded in these documents. USH.1.2 Explain major themes in the early history of the United States. USH.1.3 Describe controversies pertaining to slavery, abolitionism, Dred Scott v. Sanford (1856) and social reform movements. USH.9.2 Locate and analyze primary sources and secondary sources related to an event or issue of the past. (Core Standard) USH.9.3 Investigate and interpret multiple causation in historical actions and analyze cause-and-effect relationships. (Core Standard) USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. (Core Standard) USH.9.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue. | |
| Program Length | 45 minutes | |
| By Request | This program is available by request ONLY | |
| Date/Time Notes | New from the Benjamin Harrison Site! Unknown Patriots Revealed! | |
| Connection Type(s) Available and Program Fees | Interactive Cost: $120.00 | |
| Program Fee Notes | The CILC contract is our binding documentation. Will send a bill upon request. Please communicate the correct person to receive the bill, with correct address. | |
| Cancellation Policy | We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice. | |
| Is recording allowed? | No | |
| The Provider broadcasts over | IP |
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