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- Drama Increases motivation and focus.
-It enhances reading and writing comprehension.
- Increases empathy.
- Develop speaking, Listening, non-verbal communication.
- Shape social skills (teamwork, interaction, problem solving).
- Is a avenue to all curricular areas.
-Through pretending, anything is possible! There is no wrong answer.

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I love camping, hiking, cats and working with kids! I currently work as an ABA (Applied Behavior Analysis) therapist. I am placed to student teach at Wealthy Elementary in a 3rd grade classroom!

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I love kids, dog, singing, handcrafts and teaching. I am currently work at Greenville Public School. I am the 3rd Grade Chinese Immersion teacher at Walnut Hills Elementary.

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my teachable major is integrated sciences, I worked as a biologist, and lived in Idaho. My student teaching will be a third grade class.

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Hi! I'm Lisa Lyon, a student at GVSU, pursuing my Elementary Endorsement. I have two sons, Max (9) and Nick (16), an amazing husband, Bruce, and the world's smartest dog, Felix. (Jack Russell Terrier）For fun, I love to read, jog, and play Euchre with my family.

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Definition, Standards, Key Points / Concepts of Art form  

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Definition, Standards, Key Points / Concepts of Art form  

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Overview:
Creative drama uses the facets of human beings that are already part of their "givens" - the five senses, imagination, physical body, speech, emotions, and intellect.  In a sense, these could be considered the elements of drama- vehicles for providing experiences that foster creative cognitive, social, emotional, and physical development.

Elements of drama:
Vehicles for providing experiences that foster creative, cognitive, social, emotional, and physical development. The emphasis in drama is a personal development of the individual.  It is not on the staging of a production for others to view by allowing experimentation with different behaviors and resolution of conflict in a safe setting.

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Creating Meaning Through Liturature and the Art

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The DoDEA Drama Program for Kindergarten through twelfth grade.

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Key Arts Integration take-aways; Creativity, Research

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Key Arts Integration take-aways; Creativity, Research

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Integrating Drama into Science

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We used Frozen Image (Tableau), Personification, and Story to explore the concept of Photosynthesis. This is an excellent way to teach science concepts and theatre skills simultaneously.
A Tableau is a frozen picture - as if one pushed pause on a DVD right in the middle of an action scene. You can see a demonstration of tableau in the classroom here. Younger children may find it easiest to begin with a moving scene and freeze on command to create the tableau. The game Martha is a good frozen-image warm-up that can easily be adapted to science content.

To teach a science through drama, first introduce the science content. Then teach the arts skills and ask the students to create. Then ask students how their drama work applies to what they're learning in science class. They will tell you the connections. They will find many you had not thought of. Also, things they are confused about will come up - "Oh! The CO2 goes in, not out. We have to change the scene." Drama activities serve as a type of formative assessment and a lot of learning happens in the debriefing of the activity.

Using Frozen Image and Tableau:

Here are some options for using frozen image techniques to explore photosynthesis while teaching non-verbal expression, focus, and communication:

1. Divide the class into groups of 5 and ask each group to depict the process of photosynthesis in a tableaux. Ask them to use their entire bodies and faces to clearly communicate what aspect of photosynthesis each person is depicting and what is happening in the tableau. Give them from 1/2 to 3 minutes to rehearse (teacher's choice). Make sure that they spend all or part of that time actually doing the scene - not just talking. Then count them down slowly from 5 or 10 to freeze. Have groups show their tableau one at a time (count each one down again). Let the class guess what each group is depicting and tell what they see that make them think that before allowing the group to share what they were trying to communicate. If the audience was confused, let the class brainstorm how they could have more clearly communicated what they were trying to communicate (after all, the purpose of theatre is communication with an audience.) Ask students about the differences in how each group chose to depict photosynthesis.

2. Or give each group a card with a step in the process of photosynthesis and have them show their tableaux in chronological order. Or show them in mixed-up order and have the class guess what is being depicted and try to put the tableaux in chronological order. (This is another opportunity to have actors hear what they actually communicated to the audience and consider how they might have communicated their objective more clearly.)

A series of tableaux can be the first stage in creating a scene:

As a class, write down the steps of the action of photosynthesis. In their small groups, students assume characters (sun, leaf, etc.) and depict the process in non-verbal scenes. Explain that scenes must have beginning, middle and end and communicate clearly who the characters are and what is happening in the scene. Give students 5 minutes to create the scene, making sure that they spend part of that time rehearsing the scene as they will perform it. Have the groups show their scenes. Discuss what is being shown. Can students accurately guess who the characters are and what is happening? If not, what performance clues led them astray? Does the scene have a beginning, middle, and end? Was the scene an accurate depiction of photosynthesis?

After they have clearly communicated non-verbally, students can add dialogue while continuing to try to use their whole body to communicate character and action. Each character can speak twice during the scene in a way that helps communicate what is going on. (ie. leaf says, "My, that sun feels good!") Allow students to improvise for 5 min. or so. Then show scenes and discuss.

Or instead of improvisation, students can write a script. Each group gets a set of index cards - some with "A" for "action" and some with "D for "dialogue" on them (3 to 6 action cards and 1-3 dialogue cards for each action card). Students write an action or line of dialogue on each card and place the cards on the floor in the appropriate order. For example:
A: Sun hits leaf

D: LEAF: My, that feels good!

D: SUN: I'm here to save you!

D: LEAF: Thank you. I was dying.

A: Water comes up

D: WATER: Here I am bearing nutrients for your highness. . . . etc.

Then students cast (3 min.), rehearse (5 min.), and perform their play. Debrief each performance in terms of application of theatre skills, communication, and science concepts.

For a younger group, have the class choose actions and lines of dialogue together and write them on the board. The class can be divided into groups of characters (a giant collaborative sun, a group of plants or a giant plant, water drops, etc.) and the teacher can narrate a whole class scene with lots of action while the class pantomimes together and then says lines together on cue ("And then the plant said . . . "). This technique is related to "narrative pantomime", which works well for all elementary grades.

Conflict and Problem Solving are another good basis for teaching through drama:

These games use a talk show or conference format:

1. Set up a panel of expert characters (humans; personified plants, animals, or objects; or some combination). Set up a problem that must be solved where actors must use their knowledge of photosynthesis or other scientific processes to justify their character's position. Allow the audience to question the panelists, challenge them, offer their own suggestions, etc. The teacher should guide this scene as host and treat everyone very professionally. ("Thank you, Ms. Oak Tree, for taking time out of your busy schedule to come and help us address this pressing issue." or "Yes. Sir, did you have a question for the panel?"). You can see a similar activity used to teach social studies here.

2. Or a panel of witnesses to "The Photosynthesis Incident" holds a press conference with a roomful of reporters, who ask for details about what happened and what things looked, sounded, felt like, why the characters did what they did, etc. Encourage students to make imaginary choices that are consistent with what they know of science but to really treat the characters as if they have human thoughts and motivations. Then let them go with the story. The panelists could include The Leaf, the sun, the water, the nutrients, a Carbon molecule, an Oxygen molecule, etc. You could encourage questions from the reporters by pondering, "I wonder what happened to the carbon dioxide molecules after they got inside. Where did they go?" etc. After the story is created, the debrief can compare the story with what really happens in nature (ie. if the oxygen molecules beat up the CO2 molecules and stole their coats and then went out sightseeing, how is that similar or different to what really happens?) In this way, any of the students' creative choices can lead to learning, as long as they are engaged and working to further the story. The teacher doesn't have to force students to make choices consistent with science during the creative phase, because she knows they will process it from a science standpoint during the debriefing phase.

Have you tried any of these games in your classroom . . . or come up with new lessons on your own?
Let us know how they went!

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We used Frozen Image (Tableau), Personification, and Story to explore the concept of Photosynthesis. This is an excellent way to teach science concepts and theatre skills simultaneously. A Tableau is a frozen picture - as if one pushed pause on a DVD right in the middle of an action scene.

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Integrating Drama into Social Studies

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OREGON TRAIL PROPAGANDA: Supports a Social Studies unit about the Oregon Trail. Examines the nature of propaganda, as well as the nature of advertising in today's world. For older Elementary students.

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Theatre - National Core Arts Standards

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The interview of Lisa Lyon's father about Drama. 

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The interview of Lisa Lyon's father about Drama. 

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Check links for most citations

Creating Meaning Through Literature and the Arts: Arts Integration for Classroom Teachers – Claudia Cornett (Pearson, 5th ed., 2015)
Integrating the Arts across the Elementary School Curriculum-R. Phyllis Gelineau.
Arts Edge, Five Easy Frama Games for the Early Elementary Classoom. Kennedy center.org.

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Short and sweet breakdown of the elements needed to create a drama!

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ELL, etc.

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Teaching English through drama by Mandy Collins

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Using drama as a form of language teaching.

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Drama is an effective way of helping students to learn languages including English as a Foreign Language (EFL), as it uses active teaching and learning styles likely to motivate and sustain the attention of a wide cross section of pupils. Activities can include role-play, drama games, improvisation, group discussion and individual or pair work.
The activities which follow can easily be used along with other teaching techniques, or you might like to choose some to put together as a drama session. They are suited to a range of learning levels, so you will need to decide what is appropriate for your group.

To begin with, you could use a couple of warm up activities like Clap Around The Circle which may not even use language, but will introduce the class to the enjoyment, participation and cooperation which is a natural part of drama activities.

Clap Around The Circle
In a circle, each person claps in turn. Try to make it sound like one person is clapping. Now try again with your eyes closed. It's much harder!

Look in the drama games section for lots more ice-breakers and warm ups.
What Are You Doing?
This activity is not only fun, but is also a way of exploring the present continuous! It works well if it follows a lesson on hobbies, occupations or everyday activities. It begins to introduce some simple language along with actions, which will help to reinforce vocabulary.

In a circle. The first person starts miming an activity. The person to their left says "What are you doing?". The person miming the activity has to keep acting and at the same time say the name of a different activity - in the present continuous. For example, if they were "eating an apple", they could say "I am playing the piano". The second person then starts "playing the piano".

The first person stops their mime. Now the third person asks the second, "What are you doing?". The second person keeps "playing the piano" and names a different activity which the third person must mime. There should be no repetition and no similar activities. For example if you are miming "climbing a ladder", you cannot say "climbing the stairs".

If you like these games, why not purchase our mini-download? Buy Drama Games for Language Teaching right now - fourteen fun drama games for only £3.99. Activities include: Where Am I?, Adverb Game, Word Tennis, Magic Scarf, Giving Presents, Guess the Emotion and Count to 20.

Ten Second Objects is also a good way of reinforcing new vocabulary as well as encouraging physical awareness and group cooperation. It is very quick to organise (if you have the space) and always interesting, as you can never predict what groups may come up with! Once groups have made a few objects suggested by you, they could make up some of their own for the rest of the class to try and guess.

Many of the games and strategies on this site are very useful for language learning, including
Answer: ¡ɐɟos ɐ sᴉ ʇɔǝɾqo puoɔǝs uǝʇ ǝɥʇ

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Drama is an effective way of helping students to learn languages including English as a Foreign Language (EFL), as it uses active teaching and learning styles likely to motivate and sustain the attention of a wide cross section of pupils. Activities can include role-play, drama games, improvisation, group discussion and individual or pair work.

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Using drama to help students with autism socialize with other students.

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Theatre Horizon - Autism Drama Outreach Program

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Include Art ideas for transitions, brain activators, engagement, lesson enhancement, etc. 

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Include Art ideas for transitions, brain activators, engagement, lesson enhancement, etc. 

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Television Shows: Adapt game and talk show format such as Jeopary, Wheel of Fortune, and Oprah. Students take on roles and prepare show materials. Adaptations work best afet a unit of study (e.g. Oprah discussion/ interview format on endangered species.)

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This is a website with lots of information about tips for teaching drama, warm up, books and more. It is a great place to get good ideas.

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Over 150 free drama games for kids and teaching drama tips and resources. Discover the best theatre activities to energize your drama club!

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5 Quick Ideas to Integrate Drama in Your Elementary Classroom

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In any arts integration initiative, it is vital students receive explicit instruction in the content and practices of the arts. This way, they learn to make natural connections across content areas in the classroom. Many elementary students are fortunate to have art and music time built into their schedules. However, drama classes are more difficult to find at the elementary level. So the question is: in order to effectively integrate drama into the curriculum, where will the explicit instruction of theatre arts come from?

How can we integrate drama into the classroom while providing some foundational skills and concepts in theatre arts?

Drama is a powerful tool. And in the absence of a drama program in the school, the rest of us should provide students access to the standards, skills, and concepts of this content area for their benefit. Through participation in theatre, students develop speaking and listening skills. Students collaborate with others in accomplishing common goals. Theatre arts promotes creativity in problem solving.

Theatre games for kids stretch perspective by giving students opportunities to reflect on behaviors, situations, and personalities in the context of a drama. Drama allows students to demonstrate a deep understanding of pieces of literature. Why wouldn't we want to leverage this amazing tool?

Though many classroom teachers do not have a drama teacher to collaborate with, drama is a natural place to begin arts integration. Regardless of your experience (or lack thereof) in theatre arts. Below I've compiled a list of a few strategies that I think are really effective for integrating drama in the classroom. Moving forward, we'll look more closely at the national standards for theatre and how "non-drama" teachers can provide theatre instruction through arts integration to help students achieve those standards, but for now.

Here are a few easy theatre games for kids to get started:

Explain to students that all actors have five tools when creating a scene: voice, body, imagination, concentration, and collaboration. Have students stand in a circle for the Actor's Toolbox warm-up (see script). Ask the students to experiment with each tool. After the warm-up, describe a scene in detail, including colors, characters, and setting. Once students picture the scene with their imagination tools, have them depict the scene using one of their tools in a frozen picture somewhere in the classroom.
Actor's Toolbox Script: https://educationcloset.com/2013/05/31/actors-toolbox-script/
Students create a frozen picture using their bodies. When creating a tableau, students explore various levels (sitting, standing, kneeling), use different body parts, and collaborate with classmates to create a scene. This technique might be used to assess students' comprehension of major plot points in a story and differing perspectives.

Students create a tableau based on a piece of literature. The teacher taps the shoulder of a student in the tableau to prompt them to share their character's perspective. This can be used to allow the teacher to assess a student's comprehension of character and plot.

Show students a piece of artwork, and ask them to choose a character or an object from the painting to imitate with their bodies in a frozen tableau. Once the students are frozen with the painting, walk around the room and select a student to describe their character and tell a story about what is happening. When that person is ready to pass the story onto someone else, they can tap them on the shoulder and take their place in the painting.

Biography Drama:

Groups read biographies from a historical period, noting important points (events, actions, scenes, lines of dialogue). Students plan a scene with their biography groups, focusing on actual words or an actual event from the biography. ( Creating Meaning Through Literature and the Arts, Cornett).

How have you been integrating drama in the classroom?

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Integrating Drama in the Elementary Classroom: Where Do We Begin?

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In any arts integration initiative, it is vital students receive explicit instruction in the content and practices of the arts. This way, they learn to make natural connections across content areas in the classroom. Many elementary students are fortunate to have art and music time built into their schedules.

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Peppa Pig's class is putting on a school play! Peppa stars as Little Red Riding Hood and Danny Dog is the Big Bad Wolf. Pedro Pony is the...

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Junie B., First Grader (Junie B. Jones, #23)

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Junie B., First Grader book. Read 112 reviews from the world's largest community for readers. Since her debut over 10 years ago, kids, parents, teachers,...

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What Are Dramatic Arts?

Have you ever taken a drama class, acted in a school play, or danced in a recital? If so, you've already participated in the dramatic arts. The dramatic arts are a form of narrative performed on a stage in front of an audience. These stories and the way they are portrayed manifest in a wide variety of styles, also known as genres.

The two oldest genres are tragedy and comedy, but both had slightly different meanings than how they are used today. In simplest terms, tragedy involves a story where the protagonist fails or dies. A comedy has a happy ending and the protagonist wins. Sometimes these are funny stories, but in classical theater, these terms just related to the positive or negative outcome of the story. Let's take a closer look at comedies today.

Types of Comedy

Today, comedy often refers to amusing stories, not just ones with happy endings. That said, I'm sure you've noticed that there are different kinds of humor. You would expect different laughs from a sitcom than watching an indie film.

High Comedy: This form of comedy relates to our example of the indie film. These are usually serious stories that are humorous in an intellectual or thoughtful way. Films like Bottle Shock (2008), Rosencrantz & Guildenstern are Dead (1990), and Four Weddings and a Funeral (1994) are examples of high comedy.

Low Comedy: This form of comedy usually evokes uncontrollable laughter, sometimes from improbable situations. Just about any sitcom you think of falls under this umbrella. If the situation portrayed is outrageously ridiculous and unbelievable, a low comedy may be deemed a farce.

Improv: Short for improvisation, improv is a comedy form without a script. Performers ask the audience for suggestions, and the actors perform on the spot by using the suggestions.

Drama

Drama refers to stories with serious subject matter. There are three subtypes of drama worth mentioning. Melodrama uses action to build interest and excitement, such as fights and chases. The theme is usually good versus evil. The second type is bourgeois drama, which is a dramatic tale with middle or lower class characters. Finally, we have the historical/docu-drama that tells a real story with dramatic elements.

Types of Performance

Next, we have types of theatrical performance that are not based on the subject matter of the story. These pertain to how the performers act out the stories and the style or devices they use. These types are used to tell stories from all of the genres listed above.

Musical

Musical productions involve any form of storytelling that includes music. First, we have a type known simply as musicals. These productions include song passages and spoken dialogue. This is an important distinction to make; it differs from an opera because an opera requires the performers to sing every line. The dance genre also falls under musical performance, because the dancers perform to music. A dance production tells a story through its performance. We see this in ballets like Swan Lake or The Nutcracker.

Puppetry

Puppetry is actually quite ancient, dating back over 3000 years. In this form, at least one character must be a representational object, whether it looks like a person, an animal, or something else. These puppets are controlled by a puppeteer who may even give it a voice. Puppets are usually marionettes, but they can be made from socks or use small items on fingertips.

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the dramatic arts: definition & types | study.com

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The Dramatic Arts: Definition & Types | Study.com

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Have you ever taken a drama class, acted in a school play, or danced in a recital? If so, you've already participated in the dramatic arts. The dramatic arts are a form of narrative performed on a stage in front of an audience.

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Simple Ways to Integrate Arts Into Your Classroom

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Simple Ways to Integrate Arts Into Your Classroom

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When I first began teaching, the arts were part of elementary school students' daily curriculum. Tight budgets, high stakes testing, and a heavy focus on literacy, science, and math have brought an end to that. These days, teachers tend to incorporate the arts around the holidays or when there is "extra time."

But the abandoned arts can help students to master Common Core standards: enhancing creativity, increasing self-confidence, promoting collaboration, and offering alternative way to assess learning.

Here are a few simple ways I integrate the arts in my classroom:
VISUAL ARTS
Encourage speaking, listening, and vocabulary development skills. I start the year off by introducing elements of lines, color, and shape. Connecting spoken words (zigzag, sculpture, portrait, etc.) with a visual model helps students grasp new vocabulary. Students share their work and practice their presentation skills.
Clarify thoughts, ideas, and feelings by drawing and labeling.
Art is particularly powerful when it allows students to communicate learning when they cannot express it through writing. Examples below show my English Learners and students with special needs making connections to historical figures (Martin Luther King, Jr, & Cesar Chavez) and each other through drawings and spoken words. Their work provides evidence that they were able to effectively communicate with each other to understand and complete the assignment.

Go deeper in units of study. Students can integrate and retain what they are learning in all areas when they have opportunities to create relevant artifacts. For example, when studying the life of Cesar Chavez, my students illustrated different crops. In science, they made models of a flower to better understand each of its parts. Students painted the space shuttle Endeavour after we had studied and observed it flying over our school.
DRAMA
Encourage role playing. Students are able to better understand a story, character, or event if they are able to physically act it out. Listening, speaking, reading, and writing are part of the process, but all students can participate. For English learners, I use pictures and retell the story orally, while they act it out physically. Students can work collaboratively to write their own stories and act them out for friends.

Take turns in the "hot seat" to understand character.Students take on the role of a character (fictional or real) and sit in the " hot seat," where they answer the questions of a curious public. Students ask the wolf, "Why did you eat the little pigs?" They question Ruby Bridges, "Were you scared when people yelled at you when you walked to school each day?"

Create a tableau. Even young students can develop a still, silent performance from a scene in a story or representing an event in text, developing a fuller understanding about life and literature.
DANCE
Challenge students to create letter and number forms. Can you name the letters being represented below?

Movement and Freeze. This is a fun and simple way to incorporate dance movements (skip, twirl, gallop, etc.) as students learn about historical figures, characters, and events. At 1:32 of this video, my students dance and freeze in positions related to the life of Jackie Robinson. After reading about historical figures, students create shapes that represent them.
MUSIC, SONG, & PERFORMANCE
Sing the concepts. Want to teach students to clean up, learn grammar, or grasp math facts? Go for it. We sing for clean up, to learn grammar, and math facts too. There are songs for nearly every concept you want to teach. You can make up a song using a familiar tune, or find one online. Songs help students learn and retain information, develops listening skills, and teach tone, beat, and rhythm. Singing songs and rhymes teaches English learners how language is constructed and helps with acquisition of English.

Create opportunities for students to perform. Want magic? Bring students on stage. Students can make learning public by presenting to an audience, whether informal (another class) or formal (parents and community). Self-confidence and accomplishment tend to beat nerves during a performance. Occasionally, students who will not speak or participate in class will rise to the occasion on stage, surprising everyone with their ability to present what they have learned.

As a teacher of diverse learners and a parent of a child with special needs, I understand that we must provide different pathways for students to demonstrate what they know: reading, writing, speaking, singing, dancing, drawing, and other formats. Incorporating the arts helps ensure that the needs of different types of learners are met.

To see lots of wonderful examples of other teachers integrating the arts in their classrooms, check out the library of Teaching Channel Arts videos.

How do you integrate the arts in your classroom?

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What You Can Do When the Arts are Missing from Your Elementary School

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When I first began teaching, the arts were part of elementary school students' daily curriculum. Tight budgets, high stakes testing, and a heavy focus on literacy, science, and math have brought an end to that. These days, teachers tend to incorporate the arts around the holidays or when there is "extra time."

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LOVE THIS!! - Using Movement to Aid Students in Learning Concepts and Vocabulary 

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LOVE THIS!! - Using Movement to Aid Students in Learning Concepts and Vocabulary 

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In this Tch DIY video, Tch Laureate and NGSS Squadster Meg Richard films her own classroom in order to show us how she uses movement to help students learn science concepts.

Discussion and Supporting Materials

School Details

California Trail Middle School
13775 West 133rd Street
Olathe KS 66062

Data Provided By:

Teachers

Science / 6 7 8 / Teacher

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Active Vocabulary: Using Movement to Learn

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Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more. Enjoy your first video for free. Subscribe for unlimited access. Have questions about subscribing? Click Here to learn more.

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Teach Like A Pirate:  David Burgess (video)

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Teach Like A Pirate:  David Burgess (video)

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Teach like a pirate: David Burgess at TEDxLitchfieldED

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Teach Like a PIRATE: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator

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Based on Dave Burgess's popular "Teach Like a PIRATE" seminars, this book offers inspiration, practical techniques, and innovative ideas that will help you to increase student engagement, boost your creativity, and transform your life as an educator. You'll learn how to: * Tap into and dramatical...

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Chapter 9:  Creating Meaning Through Literature and the Arts by Claudia E. Cornett

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Chapter 9:  Creating Meaning Through Literature and the Arts by Claudia E. Cornett

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EDI 632 Chapter 9 Summary, Creating Meaning Through Literature and the Arts

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by Michael Bender
A pop up picture book that talks about William Shakespere's life and his productions.

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by Surgio Ruzzier

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Amandina book. Read 19 reviews from the world's largest community for readers. AMANDINA HAD EVERY TALENT MADE FOR THE STAGE, EXCEPT ONE: Confidence....

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By Harriet Ziefert

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A runaway kitty named Simon introduces kids to what it takes to put on a show and have a moment in the spotlight. It's a kid-pleasing pee...

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Chapter 5- Experiencing Drama in the classroom 

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Chapter 5- Experiencing Drama in the classroom 

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Extending into the human experience, drama teaches children about life- deeds and misdeeds, choices and consequences, how to do and undo, when to speak and when to be silent, in addition to how to listen, imagine, and express creatively. Drama can develop better listening habits, provide emotional release, and refine social skills that facilitate getting along with others. Its processes can also help heighten sensitivity to the feelings of others as well as respect for differing points of view by allowing experimentation with different behaviors and resolution of conflict in a safe setting.
Pantomimes

Pantomime or simply "mime" is generally thought of as acting  without words.

In the classroom, pantomime can be a fruitful source of creative material and an "excellent means of learning detail of characterization because action, not words, must make the meaning clear to the audience."

Mime requires close observation of the human race in all its conditions.

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Five Easy Drama Games for the Early Elementary Classroom (ARTSEDGE)

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Five Easy Drama Games for the Early Elementary Classroom (ARTSEDGE)

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Drama games tap into students' imagination and can be conducted in any classroom for a variety of purpose-in warm ups or closures, team-building activities, or to accompany and enhance a lesson plan.

1. Different Voice, Different Occasions
2. Special Me: A Memorization Game
3. Rhythm Again and Again
4. Moving Vocabulary
5. Charade

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Storytelling and Drama Activities: #1 WAKE UP

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Storytelling and Drama Activities: #1 WAKE UP

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Storytelling and Drama Activities: #2 FOCUS

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Storytelling and Drama Activities: #2 FOCUS

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Drama Lesson Elementary School

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Reader's Theater is fun and easy! Check out these ways to make it work within YOUR classroom!

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Guest post by Sarah Wiggins
I first heard about reader's theater in college and thought, "How fun! I will definitely do that when I have a class of my own." When I did get my very own classroom, however, I was overwhelmed with everything that I was supposed to fit into my reading block. How could I possibly add one more thing? In my mind, I had made it this giant production that required tons of time and involved massive preparation including sets, costumes, and tense practice sessions. I soon realized I had been thinking of reader's theater all wrong and letting the misconceptions prevent me from utilizing a valuable teaching tool.

Maybe you have believed some of these misconceptions, too, and my goal is to help debunk the myths.

MYTH #1-Reader's theater must be a big production.
TRUTH: You can make reader's theater as big or as small as you want it. You don't have to have props, sets, or any of that. The fact that it is divided into parts is special enough.
Try This:

Just print the scripts and go.

Have students sit in their chairs in a circle with everyone's kneesfacing the center, no need for "places" or acting, just reading.

If you do want to go all out, wait until the last week of school or theweek before winter break. Divide students into groups, and put them in charge of producing a play. Hey, that energy has to go somewhere.

MYTH #2-Reader's theater takes too much time.
TRUTH: Reader's theater doesn't have to require a huge time commitment. Carve out 15-20 minutes when you can.
Try This:

Pass out a script after the test on Friday or in place of a textbook storyone day.

Try finding scripts that match up with your social studies or sciencestandards, and do reader's theater during those times.

Pack up a few minutes early, and let students practice their scriptsuntil their bus is called.

Do reader's theater in lieu of morning work a few days a week. Justhave students come in and begin working on a script instead of completing a worksheet.

Use it as a literacy center with a new script each week.

MYTH #3-Reader's theater is just putting on a class play for fun.
TRUTH: Unlike doing a play, where the focus is the acting, reader's theater focuses on reading. The repeated reading aloud enhances fluency and word recognition skills. Not to mention, it addresses the Common Core speaking and listening standards. Added bonuses are teamwork, cooperative learning, and problem solving skills.
Try This:

Rather than reading a script as a whole class, divide your class into groups for reader's theater. This way, each student gets more actual reading practice.

Before beginning reader's theater in your classroom, set guidelines for fluent reading practices and behavior so that students know this is not just playtime. You may even create an anchor chart with your students like the one below.

MYTH #4-Reader's theater takes too much preparation and paper.
TRUTH: Initially, there is some work involved to get it going, but it will pay off in the end. Plus, you can re-use scripts from year to year.
Try This:

Make 5 copies each time you get a new script. Print on the backs ofpages when possible.

Highlight the parts ahead of time. If there are more than 5 parts,choose parts that have fewer lines and double them up. It's ok for onestudent to read multiple parts.

Keep the pre-highlighted scripts in plastic sleeves in a three-prongedfolder.

Invite a trustworthy parent volunteer to do the highlighting andsetting up.

MYTH #5-Reader's theater is just for little kids.
TRUTH: Reader's theater can be adapted for students of all ages. Even "big kids" get excited when you break out a script.
Try This:

Find engaging scripts on your students' reading levels. Many scripts are based on well-known books. Look for high interest topics, popular characters, and higher-level vocabulary. You may even find scripts that address your content area topics.

Think you're ready to give it a try? Here is a FREE script to get you started. How Dorothy Saved the Scarecrow is a four-page script for grades 3-5 based on a familiar chapter from The Wonderful Wizard of Oz by L. Frank Baum.

Don't worry if it doesn't go perfectly the first time. Just jump in and try it! See how it goes, and tweak it as needed. It will get easier each time as your students get accustomed to your expectations.

Sarah Wiggins has spent eight wild and crazy years in the classroom and believes learning is more than a worksheet. She is on a quest to help students think outside the box, and she likes to share creative, practical teaching ideas on her blog, Using My Teacher Voice.

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5 Reader's Theater Myths Debunked (and Tips to Make it Work in YOUR Class!)

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Guest post by Sarah Wiggins I first heard about reader's theater in college and thought, "How fun! I will definitely do that when I have a class of my own." When I did get my very own classroom, however, I was overwhelmed with everything that I was supposed to fit into my reading block.

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Grand Rapids Civic Theatre | Performing Arts Theatre

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We neither control nor endorse resellers who are not associated with our venue and often price our tickets significantly higher than face value. Buy from us and you never have to worry.

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Joomla! - the dynamic portal engine and content management system

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Blue Lake Fine Arts Camp, a summer school of the arts located on a 1,600 acre campus in Michigan's Manistee National Forest, offers fine arts education for all ages. Each summer, the principal camp program serves more than 5,400 gifted elementary, junior high, and high school students with diverse programs in music, art, dance, and drama while offering more than 175 performances during its Summer Arts Festival.

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Applications for Summer 2024 open on Oct. 1, 2023

Applications for Interlochen Arts Camp Summer 2023 are now closed. Please mark your calendars for Oct. 1, 2023, when applications for Summer 2024 will open. We highly encourage you to apply well ahead of the Jan. 15, 2024 deadline.

Why Interlochen Arts Camp

Here, you'll do what you love best all day long - in the most beautiful place imaginable.

Campers experience all the fun of summer - from cabin games and activities to enjoying the sun and exploring the great outdoors - all while practicing, performing, and making art. Perfect your skills and learn new ones alongside soon-to-be lifelong friends.

Interlochen Arts Camp offers a variety of session lengths and dates for multiple age ranges (grades 3-12). Six-week programs are available for ALL age groups, four-week sessions are available for grades 3-6, three-week sessions are available for grades 6-12, two-week sessions are available to grades 3-6, and one-week "Intensive" programs are available for grades 9-12.
Interlochen Arts Camp Summer 2024 dates coming soon.

One-week Intensives (Grades 9-12)
June 17 - June 23

Six-week sessions
(Grades 3-12)
June 24 - Aug.6

Four-week sessions (Grades 3-6)
June 25 - July 22
July 9 - Aug. 5

Three-week sessions (Grades 6-12)
June 24 - July 15
July 16 - Aug. 6

Two-week sessions (Grades 3-6)
June 25 - July 8
July 9 - July 22
July 23 - Aug. 5

Attend the tale of Josh Groban

More than two decades after missing out on his dream role at Interlochen Arts Camp, the Grammy Award-nominated singer stars as the titular character in the Broadway revival of 'Sweeney Todd: The Demon Barber of Fleet Street.'
Read Story

3,000+

students from around the world attend Arts Camp every summer

1:2

ratio of adult faculty and staff members to students

90,000

Arts Camp alumni form an incredible global network

Attend the tale of Josh Groban

More than two decades after missing out on his dream role at Interlochen Arts Camp, the Grammy Award-nominated singer stars as the titular character in the Broadway revival of 'Sweeney Todd: The Demon Barber of Fleet Street.'

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Applications for Summer 2024 open on Oct. 1, 2023 Applications for Interlochen Arts Camp Summer 2023 are now closed. Please mark your calendars for Oct. 1, 2023, when applications for Summer 2024 will open. We highly encourage you to apply well ahead of the Jan. 15, 2024 deadline.

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Broadway Grand Rapids | Broadway Grand Rapids

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Bringing the best of Broadway to DeVos Performance Hall and West Michichan.

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Grand Rapids Civic Theater, Summer Camp

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Summer Camp is an exciting time here at Grand Rapids Civic Theatre! It is a chance for students to spend a week working with professional theatre artists learning about all aspects of theatre. We provide hands-on opportunities for students to grow in confidence, with an emphasis on creativity and collaboration while having a blast and making new friends!

Summer 2019 is going to be extraordinary! We can't wait to see you!

TUITION FOR ALL CAMPERS INCLUDES:

A Summer Stars T-shirt!

The opportunity to perform on the Meijer Majestic Stage!

A comprehensive theatre arts curriculum taught in a fun, nurturing environment!

A highly experienced faculty of theatre professionals!

Access to the resources of one of the top Community Theatres in the country!

Lifelong memories and new friends!

THE FOLLOWING CLASSES ARE FULL. PLEASE CONTACT THE EDUCATION DEPARTMENT TO GET PLACED ON THE WAIT LIST.

* High School Musical Theatre Performance | High School Musical, JR

* Creative Quest Session B

* Dramatic Discovery Session B

REGISTRATION INFORMATION

Online registration begins on Monday, March 11th

Online registrations received between March 11th and March 17th will receive $10 off tuition. Mail in and phone registrations will be processed beginning March 18th and are ineligible for discount.

Friend requests for Early Explorers, Creative Quest and Dramatic Discovery are limited to ONE FRIEND ONLY!

In the event that the Theatre must cancel a camp, a full refund will be issued.

A limited number of partial scholarships are available. Scholarship applications must be submitted two weeks before the start of camp.
REGISTRATION FOR EACH CAMP CLOSES ONE WEEK BEFORE CAMP BEGINS.

For students age 4 through students who have COMPLETED Kindergarten by June 2019.Students must be age 4 before the first day of camp.

Join us for a week of summer fun!Our youngest campers are divided into groups by age where they learn a script written JUST for them!Our summer faculty and fantastic teacher assistants guide students as they explore acting, singing, dancing, costumes & props, and prepare for a performance on the Meijer Majestic Stage on their final day of camp!

Friend requests for Early Explorers are limited to ONE FRIEND ONLY

Session A: June 10 - June 149:00 - 11:30am
Onstage Performance: Friday, 10:30am

Session B: August 12 - August 16 9:00 - 11:30am
Onstage Performance: Friday, 10:30am

Tuition:$115

For the safety of your student, we require that the person picking up your child come in the building and sign them out at the end of class.Your child's instructor will escort students to the atrium and wait with them until they are signed out. Please note that all adults picking up the student will be required to show a driver's license or valid photo ID.

For students who have COMPLETED grades 1 or 2 by June 2019.

Summers are action-packed as our Creative Quest Campers seek out adventures in the arts!Students are divided into groups by age, and rotate through daily workshops in acting, singing, dancing, props & costumes - all guided by our experienced theatre faculty and fantastic teacher assistants.After a fun audition on the first day, every camper gets a part to play in a script written specifically for their age group, and performed on the Meijer Majestic stage on the last day of camp!

Friend requests for Creative Quest are limited to ONE FRIEND ONLY

Session A: June 10 - June 14 1:00 - 5:00pm
Onstage Performance: Friday, 4:00pm

Session B: July 22 - July 26 9:00 - 1:00pm
Onstage Performance: Friday, 12:00pm

Tuition:$200

For students who have COMPLETED grades 3 through 6 by June 2019.

Campers love making discoveries in every aspect of theatre from acting, singing & dancing, to props, costumes, and scenery! Students are divided into groups by age, and audition for a part in a script written just for them - everyone gets their own lines although the roles vary in size just like a real theatre production.Experienced theatre faculty nurture and guide students as they reach dramatic new heights and prepare for a performance on the Meijer Majestic stage on the final day of camp!

Friend requests for Dramatic Discovery are limited to ONE FRIEND ONLY

9:00am - 3:00pm, Monday - Friday
Session A: July 8 - July 12
Session B: July 15 - July 19
Session C: July 29 - August 2
Session D: August 5 - August 9
Onstage Performance: Friday, 2:00pm

Tuition: $225

High school musical THeatre performaNce
high school musical, JR

For students who have COMPLETED grades 7 through 12 by June 2019

In one action-packed week, students audition, rehearse, and perform a 60 minute Broadway-style musical on the Meijer Majestic Stage! Guided by theatre professionals, all students who register are cast and gain experience both onstage and off.This camp is an excellent opportunity for both beginners and veteran performers to experience what it's like to be part of a fully produced musical at Civic!

One Session: Sun - Saturday, June 23 - June 29
Sunday, June 23, 5 - 8pm
Monday - Friday, 9am - 4:30pm
Saturday, June 29, 9am to 6pm
Onstage Performance: Saturday, 4pm

Tuition: $275

High school one act performaNce
10 ways to survive a zombie apocalypse

For students who have COMPLETED grades 7 through 12 by June 2019

I n one exciting, fast-paced week, students audition, rehearse, and perform a One-Act play on the Meijer Majestic Stage!Guided by theatre professionals, all students who register are cast and gain experience both onstage and off.This camp is an excellent opportunity for both beginners and veteran performers to experience what it's like to be part of a fully produced play at Civic!

One Session: Sun - Saturday, June 23 - June 29
Sunday, June 23, 5 - 8pm
Monday - Friday, 9am - 3pm
Saturday, June 29, 9am to 6pm
Onstage Performance: Saturday, 4pm

Tuition: $275

New This Year!
High School Camp Production Track

For students who have COMPLETED grades 7 through 12 by June 2019

Production track for 7th-12th graders! Work directly with the professional designers of High School Musical, Jrand 10 Ways to Survive the Zombie Apocalypse to create scenery, props, costumes, and makeup looks for the shows. Students will also learn about lighting, sound, and stage management in this mentor-based, small group approach to technical theatre training. Production track students do not need to have prior technical theatre experience - just a passion for theatre, and a desire to be a productive member of a creative team.

One Session: Sun - Saturday, June 23 - June 29
Sunday, June 23, 5 - 8pm
Monday - Friday, 9am - 3pm
Saturday, June 29, 9am to 6pm
Onstage Performance: Saturday, 4pm

Tuition: $125

SCHOOL CLOSING POLICY
In the event that a closing must occur, students will be notified through the email given at registration and notice will be displayed both onscreen and online at WOOD-TV8 and WZZM-13.

CANCELLATION POLICY
In the event that the Theatre must cancel a camp, a full refund will be issued.

If a student requests a withdrawal before the first day of camp, a full refund less $10 cancellation fee will be issued. No refunds are issued after the start of camp.

The Summer Repertory Theatre Intensive (SRTI) is an exciting, unique program for students who are seriously considering a career or college major in theatre performance or production. There are 2 tracks: Performance Track for those interested in performance and Production Track for those interested in theatre design/tech. Students spend the afternoons in classes with West Michigan area theatre professionals and evenings in either rehearsal for one of the two productions (Performance Track) or working with our team of professional designers on the production elements for the two productions (Production Track).

SRTI students also participate in Masterclasses with industry professionals from all over the country, and attend a field trip to Chicago for a Masterclass with Actor's Gymnasium and a production at LOOKINGGLASS THEATRE, and will see the Broadway touring production of Anastasia.

The two SRTI productions this year are: Alice's Adventures in Wonderland (play) and All Shook Up (musical).

Students must be no younger than 6th grade and no older than 12th grade at the time of auditions. PLEASE BE SURE TO READ THROUGH THE PROGRAM INFORMATION THOROUGHLY to understand the commitment SRTI requires both in terms of time and the high level of classroom & rehearsal expectations. While theatre experience & training is not REQUIRED to audition, those with little or no theatre experience may find this program to be extremely challenging.

Tuition for the Performance Track is $450.

Tuition for the Production Track is $250.

A $50 non-refundable deposit is due by April 19th and the full tuition amount is due by June 3rd. A limited number of need based scholarships are available and applications can be requested upon acceptance into the program. Scholarship Applications are due by May 10th.

There will be a MANDATORY ORIENTATION for parents and students accepted into the program on Friday, May 10th from 5:30-7:00pm.

Acceptance into the SRTI Performance Track is by audition/interview and application.

Acceptance into the SRTI Production Track
is by application.

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Summer Programs | Grand Rapids Civic Theatre

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Summer Camp is an exciting time here at Grand Rapids Civic Theatre! It is a chance for students to spend a week working with professional theatre artists learning about all aspects of theatre. We provide hands-on opportunities for students to grow in confidence, with an emphasis on creativity and collaboration while having a blast and making new friends!

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Shakespeare is an English play write, who is one of the most famous in all of history. He wrote 37 plays, many which are still read and preformed today.
For more information about his life an plays click the link below!

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William Shakespeare - Quotes, Plays & Wife

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William Shakespeare, often called England’s national poet, is considered the greatest dramatist of all time. His works are loved throughout the world, but Shakespeare’s personal life is shrouded in mystery.

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He is an american play writer. Some of his most famous worker are "All My Sons" and "The Death of a Salesman". He had plays preformed all over the world, even on Broadway.

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Who was Arthur Miller? Everything You Need to Know

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Famous for his plays like 'All of my Sons', 'Death of a Salesman', Pulitzer Prize winner, Arthur Miller was an American playwright and essayist.

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Dog Story Theater is a nonprofit theater venue in Grand Rapids, MI

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Theater incorporates every core subject, each art form and teaches life skills!

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How theatre education can save the world  | Rachel Harry | TEDxMtHood

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12 ways to integrate drama within the classroom and across the curriculum.

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The History of Drama in Education

The use of drama has been used over the course of history from the time of Aristotle, who believed that theatre provided people a way to release emotions, right to the beginning of the progressive movement in education, where emphasis was placed upon "doing" rather than memorizing. Integrating drama helps children in various ways. In this fantastic resource: 'The Arts as Meaning Makers', written by Claudia E. Cornett and Katharine L. Smithrim, there are 12 essential points that we strongly agree to be important to consider:

Drama is part of real life and prepares students to deal with life's problems.
Drama simply allows students the opportunity to rehearse roles, further giving form or shape to the individual and personal ideas and feelings they are naturally experiencing. Overall, this allows students to make sense out of their 'real' life problems.

Drama engages students in creative problem-solving and decision making
Deep experiences through drama guides and supports student's problem solving skills, while at the same time, works to encourage an increasing awareness in how to solve issues at hand. Instead of school just being a place where students are being taught and told what to think and feel, drama turns this into a deeper experience in thinking, further motivating students to question, respond, and explain what they are feeling and thinking.

Drama can enhance students' psychological well-being
Under different characters, students can express their true feelings or sense of personality without fear of being judged or criticized. They can work on personal issue or solve personal problems while in character, which can simply help their overall well being. Essentially, what this does is allow students to get things off their mind, further releasing emotion and tension and allowing students to be who they are.

In connection to the ways in which integrating drama can help students learn, we have created a list of great activities further emphasizing some of the creative ways drama enhances the classroom environment while also building upon a child's development. These great activities, among many others, can also be found in 'The Arts as Meaning Makers', written by Claudia E. Cornett and Katharine L. Smithrim.

Energizers and Warm-ups
Energizers and warm-ups aim towards helping students to unwind and relax, get them focused, and to simply set the atmosphere.

Paraphrasing: K - adult
* Have the children stand up or sit in a circle
* Turn to the student on your left and ask a question - example: What is your favorite color? Or holiday or fruit or game and so forth
* The student gives an answer [example: red]
* Student who asks the question repeats the answer back to the student - example: What is your favorite color Lisa? Lisa: My favorite color is red - Student repeats Lisa's favorite color is red
* All around the circle until everyone has had a chance to ask and paraphrase
* Reflective questions could be asked such as - What similarities did you notice?

Spider Web: K - adult
For this energizer you need a ball of wool.
* Holding a ball of wool have the students begin by stating their name or something pertaining to themselves or something related to the lesson - example: My name is Nancy, I love to walk.
* The student [Nancy] is than required to pass the yarn to another student
* This process goes around until all the students have had a turn
* If time permits the yarn can be passed in reverse and the student is required to say the name out loud along with a part of the statement given by the last student - example: Nancy you love to walk

Mime Exercises
Mime exercises help further develop oral expression and self-esteem. By using attentiveness, students further develop their observational skills through focus and detail.
Number Freeze:
* Students are grouped in assigned numbers - than given a setting by the teacher (ex.farm)
* Teacher calls a number and the students mime an action from the designated setting - example: they may act like a cow
* Next number group is called and they are to mime their designated setting while the other observe

Verbal Strategies
Verbal strategies can be used to review lessons, or for predicting, analyzing material and so forth.

Pair Sound Effects:
* Students are paired and given a letter A or B to choose from
* A makes a sound
* B coordinates the action of A's sound
* A variation of this strategy could be A makes a sound according to B's action

Connecting Drama to Curriculum

The purpose of engaging these drama activities to the curriculum is to create a variety of complex opportunities that can help further develop skills within reading, speaking, written and composition.

Students will read a story or part of a story. They will choose specific characters within the story to play out.
Math: Bibliography: 1. 2. Cornett, Claudia E. and Katharine L. Smithrim. The arts as meaning makers. Toronto, Ontario: Pearson Education Canada Inc., 2001. Gibbs, Jeanne. (2001) Tribes A New Way of Learning and Being Together. Windsor: CenterSource Systems

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12 fascinating ways to use drama in the curriculum

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12 Fascinating Ways to Use Drama in the Curriculum

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The use of drama has been used over the course of history from the time of Aristotle, who believed that theatre provided people a way to release emotions, right to the beginning of the progressive movement in education, where emphasis was placed upon "doing" rather than memorizing.

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This lesson plan teaches division through acting out word problems. 3rd grade

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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EDI 632 Teaching Creative and Performing Arts - Lesson Plan

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Lamarr was originally a Austrian actress who also pioneered technology which brought us Wifi,  GPS and bluetooth. she moved to america to escape the Nazi party. She will be a good examples to talk about how drama effected her life based on historic events and her inventions in science.
To learn more Click below!

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Hedy Lamarr was an Austrian-American actress and inventor who pioneered the technology that would one day form the basis for today's WiFi, GPS, and Bluetooth communication systems. As a natural beauty seen widely on the big screen in films like Samson and Delilah and White Cargo, society has long ignored her inventive genius.

Lamarr was originally Hedwig Eva Kiesler, born in Vienna, Austria on November 9 th, 1914 into a well-to-do Jewish family. An only child, Lamarr received a great deal of attention from her father, a bank director and curious man, who inspired her to look at the world with open eyes. He would often take her for long walks where he would discuss the inner-workings of different machines, like the printing press or street cars. These conversations guided Lamarr's thinking and at only 5 years of age, she could be found taking apart and reassembling her music box to understand how the machine operated. Meanwhile, Lamarr's mother was a concert pianist and introduced her to the arts, placing her in both ballet and piano lessons from a young age.

Lamarr's brilliant mind was ignored, and her beauty took center stage when she was discovered by director Max Reinhardt at age 16. She studied acting with Reinhardt in Berlin and was in her first small film role by 1930, in a German film called Geld auf der Stra βe ("Money on the Street"). However, it wasn't until 1932 that Lamarr gained name recognition as an actress for her role in the controversial film, Ecstasy.

Austrian munitions dealer, Fritz Mandl, became one of Lamarr's adoring fans when he saw her in the play Sissy. Lamarr and Mandl married in 1933 but it was short-lived. She once said, "I knew very soon that I could never be an actress while I was his wife ... He was the absolute monarch in his marriage ... I was like a doll. I was like a thing, some object of art which had to be guarded-and imprisoned-having no mind, no life of its own." She was incredibly unhappy, as she was forced to play host and smile on demand amongst Mandl's friends and scandalous business partners, some of whom were associated with the Nazi party. She escaped from Mandl's grasp in 1937 by fleeing to London but took with her the knowledge gained from dinner-table conversation over wartime weaponry.

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Hedy Lamarr was an Austrian-American actress and inventor who pioneered the technology that would one day form the basis for today's WiFi, GPS, and Bluetooth communication systems

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This can be done with your group

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3 key takeaways to use in your classroom

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3 key takeaways to use in your classroom

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-this must be done on Google chrome

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Inspiration: https://www.teacherspayteachers.com/Product/KWL-Chart-595724

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Chaplin was a influential actor and director. He was known for his character he played in silent films.
To learn more about his influence click the link below!

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A new double LP of the CITY LIGHTS soundtrack is now available as part of the collection of Chaplin film soundtrack vinyls we are producing in collaboration with [PIAS] France. This deluxe edition includes two 180g vinyls (in full mono), rare bonus materials and a 24-page booklet illustrated with photographs and documents from the Chaplin Archive.

The new 4K restoration of A WOMAN OF PARIS has just been released on blu-ray and DVD by POTEMKINE films in France.

This exciting edition includes a recently recorded soundtrack based upon Chaplin's 1976 score for the film and on a selection of his 1952-1969 composition sketches, restored, orchestrated, and conducted by Timothy Brock. According to Brock, "Over the course of many weeks I aurally transcribed what Chaplin was working out on the piano, and identified about 14 finished compositions and about 20 un-finished, or incomplete, musical ideas. It is these pieces, in conjunction with some of the 1977 score, that make up the new posthumous score, 100% composed by Chaplin. I developed the new score as best I could in the Chaplin earmarks and idioms, and orchestrated it in the model of CITY LIGHTS, which was Chaplin's earliest personal attempt at orchestration, some 8 years after A WOMAN OF PARIS." Recording by the Orchestra Città Aperta. Audio Post Production by l'Immagine Ritrovata.

Bonus materials:
- Introduction by David Robinson (5')
- Chaplin Today: A Woman of Paris - Documentary by Mathias Ledoux with the participation of Liv Ullmann. (27')
- Presentation of rare archives with commentary by Arnold Lozano of the Chaplin Office (9')
- Outtakes
- United Artists signature archival footage

Professor Lisa Stein Haven takes us back to The Early Years of Charlie Chaplin, her latest book just released by White Owl (an imprint of Pen & Sword Books).
Charlie Chaplin's career has been described, critiqued, and scrutinized. There are book-length studies on Chaplin's music hall career, his career at Keystone Studios and the Mutual Studios. Somehow, his tenure with First National, however, has been largely neglected, even though it was during this several-year contractual time period that Chaplin built and occupied his own studio for the first time, that he attempted and succeeded in filming a comedy feature (The Kid) and that he helped to set up United Artists, an organization that protected the salaries and creative freedom of actors in Hollywood. This period in Chaplin's story is especially interesting because such landmark moments are accompanied by Chaplin's first marriage and divorce, the death of his first child, his friendship with French silent film comedian Max Linder , World War I and the role he would play in it, and the production and release of several unsuccessful films that marked Chaplin's first creative blockage - one that threatened his future career.

This book discusses the transitional periods just before and after the First National contract, as well as the all-important period satisfying it. Archival evidence provides most of the support for the book's assertions, from the Chaplin archive (property of Roy Export, digitised by Cineteca di Bologna, Italy), and the personal archives of other individuals or institutions discussed. Rare photos illustrate the story.

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Biography, Filmography, News, Live Performances dates, Video Clips and Trailers, Music and Song Lyrics (Smile), Products, a Community. Everything you wish to know about Charlie Chaplin's life and work, and the latest News about all things Chaplin...

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I work with a group of women who knit and crochet children's and baby blankets for families in emergency situations. We donate them to the God's Kitchen food pantry down town Grand Rapids. We all knit established square patterns then a few of us put them into beautiful home make patchwork blankets.

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Energizers & Warm Ups

1.       Concentration:  Make a tray of items.  Direct student to mentally picture/ study items for ten seconds.  Cover the tray.  Student then list all they can remember.

2.      Two Facts/ One Lie:  Student lists three facts about themselves.  One item is false.  Student read aloud items.  The audience applauds to show which one they believe is the lie.  Note:  Discuss how to be creative without being obvious.

Pantomime Seed Strategies

1.       Action Songs:  Use songs with characters and actions, such as boat rowing, stars twinkling, or ants marching.  Eaxmples:  “Grand Old Duke of York,” “My Hat It Has Three Corners,” and “This Old Man, He Played One.”  YouTube videos show many “action songs.”  Instead of having students imitate or follow movement directions, challenge them to listen to lyrics to collect actions and then imagine unique ways to mime each.

Verbal Improvisation Strategies

Television Shows:  Adapt game and talk show format such as Jeopary, Wheel of Fortune, and Oprah.  Students take on roles and prepare show materials.  Adaptations work best afet a unit of study (e.g. Oprah discussion/ interview format on endangered species.)

Connecting Drama to Curricular Areas
(English Language Arts, Literacy Focus)

Pretend and Write:  Journals:  In the role of a real or fictional character, each student keeps a daily journal.  The point is to write about what could have happened, or feelings caused by events, rather than literally recounting events.  When using historical fiction or biography, students can extend the journal’s authenticity by doing research on characters.  Variation:  For chapter books, provide time for entries after each chapter to document changes in the main character’s thoughts and emotions in reaction to events.  Students can pair up and read each other’s journals for different perspectives.

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Energizers & Warm Ups

1.       Concentration:  Make a tray of items.  Direct student to mentally picture/ study items for ten seconds.  Cover the tray.  Student then list all they can remember.

2.      Two Facts/ One Lie:  Student lists three facts about themselves.  One item is false.  Student read aloud items.  The audience applauds to show which one they believe is the lie.  Note:  Discuss how to be creative without being obvious.

Pantomime Seed Strategies

1.       Action Songs:  Use songs with characters and actions, such as boat rowing, stars twinkling, or ants marching.  Eaxmples:  “Grand Old Duke of York,” “My Hat It Has Three Corners,” and “This Old Man, He Played One.”  YouTube videos show many “action songs.”  Instead of having students imitate or follow movement directions, challenge them to listen to lyrics to collect actions and then imagine unique ways to mime each.

Verbal Improvisation Strategies

Television Shows:  Adapt game and talk show format such as Jeopary, Wheel of Fortune, and Oprah.  Students take on roles and prepare show materials.  Adaptations work best afet a unit of study (e.g. Oprah discussion/ interview format on endangered species.)

Connecting Drama to Curricular Areas
(English Language Arts, Literacy Focus)

Pretend and Write:  Journals:  In the role of a real or fictional character, each student keeps a daily journal.  The point is to write about what could have happened, or feelings caused by events, rather than literally recounting events.  When using historical fiction or biography, students can extend the journal’s authenticity by doing research on characters.  Variation:  For chapter books, provide time for entries after each chapter to document changes in the main character’s thoughts and emotions in reaction to events.  Students can pair up and read each other’s journals for different perspectives.

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All items listed as a Main Dish must be completed  by the due date.  One (1) Appetizer of your choice must be completed by the due date, as well.  Desserts are optional, but we hope you choose to eat at least one.  You will not be penalized for skipping dessert.

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1.  Choose one key idea from the drama overview and think about how you would implement in your classroom.
2.  Browse Research & Support for Drama and Arts.  What is one piece of information related to your contents and grade levels that stood out to you.
3.  Review the Seed Strategies and Other Strategies/ Activities.  What one did you like?  Make a note.

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1.  Review Artists to Know.  Who did you like and why?
2.  Review Choice Categories.  What caught your attention?
3. Click on one of the Choice Category links and explore the website.

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1.  Pick a Children's Book or one item from Other Strategies/ Activities.  What subject would you use this to teach in your classroom?
2.  Review Local and Summer Camps.  Which would like to attend with your students?
3. Review the lesson plans from the Drama Group. What lesson would you want to teach?

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I have big passion about handcraft arts, especially about Chinese knots. I learned how to do this when I was young and I also taught my students to make Chinese knots in my Chinese classes.

In Chinese, "knot" means reunion, friendliness, peace, warmth, marriage, love . Chinese knots are often used to express good wishes, including happiness, prosperity, love and the absence of evil. Chinese decorative knots, also known as Chinese knots, are typical local arts of China. They are a distinctive and traditional Chinese folk handicraft woven named according to its shape and meaning.

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I had a hard time choosing a passion project. I really like to create jewelry when I have spare time. I have created a wire wrap beach glass pendant and earrings for my mom. I think this would be fun to do with my future classroom.

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By: Lisa Owings

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educational: english language & literacy

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juvenile nonfiction / language arts / general

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lerner publications company; english; theater; script; stage directions; playwright; language arts; text types; comedy; nonfiction; genres; reading; props; scene; actor; young readers; musical; act; lerner publications; plays; lisa owings; tragedy; name that text type; writing; literature; setting

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juvenile nonfiction / language arts / general

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educational: english language & literacy

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What are plays? How are they different from other kinds of writing? Find out about the parts of a play, including characters, scenes, setting, scripts, stage directions, and dialogue. Then explore different genres, such as musicals, tragedies, comedies, and more!

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Faye Lane discusses various ways she incorporated drama throughout her life. Currently, she is using airplanes as her stage as a flight attendant. In her performance with The Moth, she explains her definition of performing: since I was little, I wanted to be “connected to something bigger than myself and connected with other people. I believe that a performer takes a group of individuals through a shared emotional experience and  turns it into a collective.”

Not required but if you're interested click the link below to listen to her whole performance! :)

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The Moth | Radio Hour | Flight Attendant, Refugee, and a Preacher

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A flight attendant describes how she adjusts her attitude while up in the air; a Vietnamese family is forced to flee from their home to take refuge in an unknown land; and after running out of gas, a young preacher in 1960s Texas ends up in a pool hall.

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Here are 3 ways to integrate drama into various lessons.

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How teachers can integrate drama into other lessons

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Spread the love**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.** By Cormac Reynolds There are few better ways to learn than to do and in a way, adding drama to lessons gives the learner a greater sense of doing.

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Click on the picture then rotate to see a great breakdown of classroom techniques!

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This chart breaks down drama in a way to build confidence with an individual and community within a group.

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I can collaborate to create a play based on an image or text:
At McDonogh City Park Academy, 4th graders used their imagination and honed their reading. writing, and observation skills within a theatre-integrated English Language Arts unit. To start the unit, students looked closely at an image and imagined the senses of one character in the image (see, smell, taste, feel, hear). Then, students wrote a six-line play with a partner imagining a conversation between those two characters. They learned to incorporate stage directions that showed character actions and feelings along with the dialogue.

In the final eight weeks of the unit, students learned about natural disasters and firsthand/secondhand accounts. They read a passage from Dave Eggers' book, Zeitoun, and then created a play imagining a conversation between Zeiton (firsthand) and a news reporter (secondhand). At this point in the unit, students were adept at incorporating voice/emotion stage directions into their scripts, but less so with physical stage directions, so we focused playwriting growth on using face/body expression.

Rehearsing to become performance-ready:
Because this unit focused on writing plays, performance skills were developed primarily in start-of-class, one-line performances. Rehearsal and performance skills became the learning goal in the final two weeks.

Teaching Artist Ms. Ferdinand provided simple steps for rehearsal that that included reading for fluency, picking up cues, and embodying stage directions. These steps ensured that actors would be comfortable with the dialogue and stage directions before getting in front of the audience.

Steps of Rehearsal:
1st: Sit and read through script with partner two times. FOCUS ON UNDERSTANDING THE WORDS.
2nd: Stand behind desks with partners and read through two times. FOCUS ON VOICE/EMOTION AND FACE/BODY STAGE DIRECTIONS.
3rd: Rehearse with your full body and voice two times. FOCUS ON FULL FACE, BODY, VOICE EXPRESSION.

Teaching Artist Observations:
- Students spent more time in 1st Step of Rehearsal than 2nd and 3rd Steps. They may have needed more time to get comfortable with the words, especially since one person was the playwright and the other was reading it for the first time.
- In some partnerships, even when students rehearsed using the stage directions, they lost it in performance and defaulted to inexpressive reading, or one partner no longer wanted to perform.
- Most student post-performance feedback was centered on physical movement:
"I liked how Lamel was shivering while he was talking." - Nigel
"Maybe next time y'all should try to move the microphone because if it was on a commercial, they probably wouldn't be able to hear." - John

Teaching Artist Take-Aways:
- Incorporate more improv activities throughout unit to develop physical expression onstage.
- Provide multiple rehearsal opportunities throughout unit.
- Make connections between focused rehearsals and engaging performances.
A Final Performance:

Student Suggestions for Next Unit:
- Scripts for three characters
- Perform on the big stage rather than just in classroom
- Film or make movies of performances
- More rehearsal time
- More work on body movement

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English Language Arts & Drama / Playwriting - KID smART

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I can collaborate to create a play based on an image or text: At McDonogh City Park Academy, 4th graders used their imagination and honed their reading. writing, and observation skills within a theatre-integrated English Language Arts unit.

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Using theatre as a means to teach mathematical subjects makes class more interesting and enables greater learning for students. Theatrical approaches can be used for other educational subjects too, but as a former student who struggled in trying to understanding mathematical concepts, I can vouch that for some at least theatre is even more beneficial to use in a class all about numbers and problem-solving. For many students, studying math concepts for extended periods of time causes numbers to blur together, especially if they are confused. If I had been taught in a more entertaining, hands-on way using theatrical methods, I probably would have had the mental energy to stay focused, and therefore, certain concepts would not have taken so long for me to grasp. Below I have included some ideas for teachers to use in the classroom that will yield greater benefits than they presently get if they are having the class only work out of the textbook.

Lead Younger Students in "Action Songs" that Focus on Numbers and Counting

When I was on the road with a children's theatre company back in the day, and I had to direct the 5-7 year old age group, I discovered that when I "sang" choreography instructions, they retained the information better than when I simply stated the instructions to them. Little kids have wild imaginations, and repetition becomes exhausting for them. In order for them to stay focused, they need to be engaged in a game-like activity. Encourage young students to act out song characters and stories. For instance, I knew how to count to the number five at age three because of the song, "Five Little Monkeys."

Create an Environment of Imagination and Pretend Even in Daily Math Activities.

Always strive to teach in a FUN way no matter what the math concept is, and it will become habitual. For example, personifying numbers will help students retain concepts (and it is already much more interesting than just citing the information). For instance, consider positive and negative integers. When you draw -10 on the board, give that integer a personality. Why is this integer negative? Is it because he's sad? Perhaps +30 is positive because she won a million dollars! Ask each student in the class to role play the emotion of various integers. Another idea is to have the students in a group form an imaginary bridge by posing as various geometric shapes. Teachers may also shout out commands, such as, "Get in groups of four and create a square with your bodies." This way, students have a fun opportunity to evaluate their knowledge of geometric shapes.

Theatre Games, Improvisation, and Skits

To successfully enforce the importance of mathematical skills in the real world, and to ensure that students fully comprehend every concept, having the class write their own skit is an innovative tool to achieve these two goals. One entertaining idea is to have the class act out a grocery store check-out scene.

Perhaps lead the class in a warm-up game of the infamous "This is a..." Kids stand in a circle and pass mathematical objects around, such as shapes or flashcards. As they pass an object, they chant the following to the beat and fill in the blank with the answer:

This is a challenging game because eventually there are many items being passed around the circle simultaneously. When does the exercise break down? How many objects could the class handle when passing them around in the circle? Once you know that number, do the exercise again trying to break the record.

For older students, teachers can run a playwriting and performance activity. Tell them to write a mystery where the audience has to answer a certain number of math riddles and word problems to help the characters discover clues.

Overall Benefits

Using theatrical activities to teach math will make learning more appealing and enjoyable for students, and at the same time, it will improve their creative thinking and innovation. It can also help introverted and insecure students come out of their shell. Most importantly, it allows students to observe how math relates to the real world.

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Teaching Mathematics in the Classroom through Theatre

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Using theatre as a means to teach mathematical subjects makes class more interesting and enables greater learning for students. Theatrical approaches can be used for other educational subjects too, but as a former student who struggled in trying to understanding mathematical concepts, I can vouch th

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Sample Lesson Plans Across Core Subjects 

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Sample Lesson Plans Across Core Subjects 

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Susan Pope has been selected for artistic excellence to participate in Teaching Artist Directory, a program of the Kentucky Arts Council, the state arts agency, which is supported by state tax dollars and federal funding from the National Endowment for the Arts.

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Video one: "how has drama helped you as a student?"
Video two: "how will drama help you as a future teacher?"
Video three: "what is your advice for people who want to integrate drama into the classroom?"

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Borrowed from Google Images
https://www.amazon.com/Acting-Skills-Classroom-Performing-Education/dp/B00M4GDDWA

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The children puffed out their chests and mimicked drama teacher Melissa Richardson, rehearsing their big, booming "rhino voices."

"Giant steps, giant steps, big and bold!" the kindergartners yelled in unison in a classroom at Westlawn Elementary in Fairfax County.

In groups, the children were then cast as animals and bugs: Big, stomping rhinos; delicate lady bugs skittering across the tile; leaping kangaroos and tiny frogs. All made their way to the classroom's imaginary "water hole," formed with blue tape.

This giggly play session actually was a serious math lesson about big and small and non-standard measurements. Dreamed up by Richardson and kindergarten teacher Carol Hunt, it aims to get the children to think of animal steps as units of measurement, using them to mark how many it takes each animal to get from a starting line to the target.

Teachers call such melding of art and traditional subjects "art integration," and it's a new and increasingly popular way of bringing the arts into the classroom. Instead of art as a stand-alone subject, teachers are using dance, drama and the visual arts to teach a variety of academic subjects in a more engaging way.

Middle-school students in Arlington have built sculptures to learn about exponents, and students have used art to express their thoughts and opinions about police brutality and racial equality. Educators and artists who are proponents of the method say it reaches students who might not otherwise absorb traditional classroom methods.

[In this Arlington middle school class, teaching math really is an art]

The Wolf Trap Institute, based at the Wolf Trap Foundation for the Performing Arts, brought Richardson to Westlawn Elementary through a program that pairs art teachers with early-childhood educators to formulate math lessons. The program also provides professional development to teachers.

And the program appears to have been effective: A study by the American Institutes for Research found that students in classes headed by Wolf Trap-trained teachers performed better on math assessments than did their peers being taught by teachers who were not in the program.

Researchers found that pre-kindergarten and kindergarten students in classes taught by Wolf Trap-trained teachers gained about 1.3 months of math learning in the first year over their peers. By the second year, they were 1.7 months ahead.

Researcher Mengli Song said the students in the program did not necessarily learn additional math content but they did demonstrate a better grasp of the material. And the effect was comparable to other early-childhood interventions.

"It's not a huge effect, but it's a non-trivial, notable effect," Song said.

Researchers followed students in 18 schools. In 10 of the schools, Wolf Trap Institute art teachers helped classroom teachers generate math lessons. In the other eight, teachers taught students as they normally would. Researchers administered math assessments to about eight students per class.

Teachers who were trained by the master artists and participated in professional development with Wolf Trap continued to use what they learned in their classrooms, even when they were no longer working with teaching artists, the study found. It demonstrated that a year or two of training could have a lasting impact.

Hunt said it can be difficult to work with the arts-integration lessons - they take far more time to plan and it can be challenging to figure out how to use drama to teach a math concept. But she has worked well with Richardson and has seen the payoff.

Hunt's students were not among those researchers studied. A 17-year veteran of teaching kindergarten, she said the arts integration lessons are one way to reach children who struggle with English. The vast majority of her 22 students are English-language learners.

Some mix up the word "big" and "small," so teaching the concept can be a challenge. In the lesson with the animals, she attempted to demonstrate that the smallest animal took the greatest number of steps to the pond - in other words, that a big number can still signify something small.

"Visually they need to see that," Hunt said. "That concept is very difficult. The numbers are big but the measurements are small . . . it makes so much more sense when they act it out."

Richardson said some children can struggle with math because it's abstract. Children can get emotionally invested in acting out a story, though, that involves counting. And they are exceptionally good with imagination, far better than her adult acting students, she said.

On that day, the children did not totally grasp the concept, but they practiced counting by fives and studied how some animals have larger strides then others. And judging by the giggles, smiles and their enthusiastic participation, they had fun, too.

"Which animal had the biggest jumps or steps?" Hunt asked, pointing to the chart that listed rhino, frog, ladybug and kangaroo.

"A panda!" one girl yelled enthusiastically.

Hunt said that's the other key. Her students never get bored when they are involved in the arts-integration lessons, even if they do get "wiggly."

Jennifer Cooper, director of the Wolf Trap Institute for Early Learning Through the Arts, said arts integration - particularly lessons where children get to move and play - is a good way to reach a lot of children who struggle with traditional book lessons.

"By embodying a concept . . . and putting it through your body in a multi-sensory way, you're going to reach a lot of different kinds of learners," Cooper said.

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Teachers are using theater and dance to teach math - and it's working

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The children puffed out their chests and mimicked drama teacher Melissa Richardson, rehearsing their big, booming "rhino voices." "Giant steps, giant steps, big and bold!" the kindergartners yelled in unison in a classroom at Westlawn Elementary in Fairfax County.

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-Retention, for example, when a student studies Rosa Parks and then draw a picture of her on the bus, it cements that historical moment in their mind.

-Communication, students with special needs or ESL learners may not be able to write what they know, but they may be able to dance, draw, or act what they know.

-Understanding.  Students are better able to understand a character if they have to act out what he/ she is thinking and feeling, to walk a moment in his/ her shoes.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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·        Creativity is as important as literacy.

·        Kids aren’t frightened of being wrong.

·        Why not dance as often as we teach math?

·        3 things about intelligence

o   It’s diverse

o   It’s dynamic

o   It’s interactive (your brain is not defined into departments).

o   It’s distinct (some people have to move to think, for example).

Notice the gift of human imagination and seeing our children for the hope that they are – our task is to educate the whole being

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Retail:  Bringing A Brand To Life
In my life and my career, identifying white space in an assortment and creating a new brand to fill it, successfully, has been a great creative passion of mine.  I've created brands or lead the launch of new brands for Target, Jacobson's, Marshall Field's, Meijer and my own store, Half Pint for Kids. Examples of my work, attached.

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Back in January, Stephanie Odegaard scoured the Christmas clearance racks for holiday frocks that could pass as Easter dresses for her three little girls.

The Lino Lakes mom wasn't just looking for a bargain; she was trying to avoid the Easter dress conundrum, an irritating side effect of living in a cold climate: Most of the dresses available for little girls to wear to church today are sleeveless, and that doesn't pair well with the parkas and snow boots Minnesotans often are still wearing at this time of year.

The sting is being felt even more this year. As a very early Easter dawns today, the forecast calls for flurries and highs in the mid-30s.

'Hello, we're Minnesota. I'm sorry, but when Easter is in March, you need long sleeves,' Odegaard said.

No matter how cold it is, dressing up in festive spring colors on Easter Sunday is an important tradition for many Christians.

"Usually we dress up for special occasions," said Mim Campbell, director of faith formation for children and families at Gloria Dei Lutheran Church in St. Paul. "And many people surround faith traditions with other customs to make the day even more special. Dressing up is also a way to feel that sense of newness, of new beginnings and a whole new life in Christ that Easter represents."

SWEATERS ARE MANDATORY

But why does dressing our daughters for Easter often mean making them go sleeveless?

"The Easter weather here is not the same as California, where the majority of the clothing lines are designed," said Macy Lee-Johnson, owner of Siji Kids, a Grand Avenue clothing boutique for kids. "They're not going to make something just for Minnesota because Easter is cold here."

One California-based clothing manufacturer has responded to the chill factor by infusing its dress line with more sweaters.

"We used to think, 'It's spring, we don't need to do that,' but in fact we've been told that we do," said Judy Beall, a spokeswoman for Biscotti, which makes fine apparel for kids and babies.

Besides, Beall said, the alternative - designing a spring dress with longer sleeves - isn't appropriate.

"We're not going to do a long-sleeve dress in the spring. It just wouldn't work with spring styles, it would be odd," Beall said. "Because then when it does get to be warm, you're not going to want to wear it."

It's this kind of thinking that frustrates Campbell, whose four daughters grew up wearing cardigans over sleeveless Easter dresses.

"My daughters and I were walking through the mall recently, looking at the clothes and talking about how manufacturers and designers determine our choices and how both frustrating and fun that can be," she said

Campbell has a theory on why our little girls must go sleeveless at Easter.

"I think it's to boost the economy, making us buy two things instead of one," she said, laughing.

MOMS SPEAK OUT

Rita Jensen prefers not to cover up her daughter's Easter dress with a sweater, and usually she doesn't have to - ironically, she has found plenty of children's long-sleeved Easter dresses in Texas when they visit Grandma and Grandpa.

"It makes no sense to me that the Easter dresses in Texas have long sleeves and we don't," Jensen says. "But this year, I bought a clearance Christmas dress - with sleeves - at a local Penney's for my daughter's Easter dress."

One Minnesota granny sees another problem with the sleeveless dresses.

"Sleeveless really isn't a respectful church look, when you think about it," said Sheree Breedlove, of Minneapolis. "When I was a girl, I had puffed sleeves on my dresses."

Breedlove hasn't seen puffed sleeves in years, but she was able to find dress coats and cardigans for her granddaughters to wear over the sleeveless Easter dresses she bought them at Half Pint for Kids, a children's boutique at Ridgedale.

Lisa Schnichels, owner of Half Pint, used to be a senior buyer for girls' apparel at Macy's, so she is quite familiar with finding solutions for the Easter dress dilemma - that's why she stocks cardigans and dress coats along with the sleeveless dresses.

"At Macy's, I used to send color swatches of the dresses to the sweater manufacturer so they could make matching cardigans for all my Easter dresses - you have to, because of our climate," Schnichels said. "If you don't offer the cardigan, people will choose not to buy the dress - they don't want their little girls cold on Easter Sunday."

There's no way the two daughters of Laura Szukics, of Cottage Grove, will be cold today.

"They will wear heavy tights and winter coats and cardigans over their sleeveless dresses," Szukics said. "It's frustrating, because you want to show off their dresses."

Kathy Braga, of St. Paul, will take a different route for her two daughters.

"Sleeveless Easter dresses, no way - not even with a sweater. I still think it looks too cold," Braga says. "I'm practical, so we try to find special dresses that they can wear in different seasons - with sleeves, definitely. Not necessarily long sleeves, but something that covers them up more."

Well, there's not much we can do about our cold spring climate, other than move or wear cardigans. Even our Easter egg hunts are usually held indoors.

"We were invited to one outdoor one, which I'm sure will be brought inside," Odegaard said. "Otherwise, I'd probably have to have the girls wear snowsuits, which would be so ridiculous. Seriously. 'Here's the shovel, kids, head on out, look for the brightly colored eggs hidden in the snow!'"

A GIRL'S PERSPECTIVE

Maybe kids wouldn't mind a snow-covered Easter hunt, though, or even sleeveless dresses. Take Lauren Jacobson, 6. She spent a recent afternoon shopping for Easter dresses with her mom, Nadeen Jacobson, at Ridgedale. Lauren twirled around happily in a blue toile print sleeveless dress - and a white cardigan - at Half Pint for Kids.

"I always wear a sweater with my Easter dress," Lauren says. "I'm OK with the sweaters, actually, because they keep me warm."

The clothes weren't Lauren's favorite part of the excursion, however; her highlight was another treat associated with Easter.

"Am I done now?" Lauren asked her mom.

"Yes," her mom said, leading her back to the dressing room.

The little girl cheered.

"Now I can have chocolate!"

Her mom nodded.

"I promised," she said.

Molly Millett can be reached at 651-228-5505.

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Sleeveless Easter dresses: Festive, but freezing

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Back in January, Stephanie Odegaard scoured the Christmas clearance racks for holiday frocks that could pass as Easter dresses for her three little girls.

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Meijer Launches Own Brand Fashion Line to Fill Office Apparel Gap with Ophelia Roe

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Meijer is working hard to help women put their best foot forward at work with its new trend-forward fashion line, called Ophelia Roe! The line is available now in all stores.

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Ophelia Roe Launch

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Did You Get the Memo About Ophelia Roe?

Details

Category: Style & Beauty

Did You Get the Memo About Ophelia Roe?

Engage with the West Michigan Woman Community!

Meijer bridges the gap between denim and the ever-formal business suit with a new line for the updated professional.

Not a single woman wakes up and thinks: "I want to look confused today." So why are they heading into work sporting this exact style? It's high time this grey area in women's workwear was sorted out-and Meijer's new line, Ophelia Roe, has some fashionable answers.

"Women were saying they wanted to feel confident at work, but were confused with casual Fridays and casual atmospheres," said Annette Repasch, Group Vice President of Softlines for Meijer. "We are so excited for our customers to embrace Ophelia Roe because this line is the perfect solution: It's relevant fashion, unique and affordable."

With companies taking a different stance on casual workwear, clothing became less controlled, perhaps a bit sloppy and too casual.

"Women didn't feel professional in jeans and a shirt and wanted to feel more put together," said Repasch. Women were seeking a clothing line that wasn't just a three-piece, structured suit but was made up of pieces that made you feel confident, relevant-that they belonged in today's workforce.

No pun intended, but the fashion industry followed suit and struggled with how to dress women for the office. In department stores today, it's a treasure hunt to find the one black and one navy suit hidden on the floor. Meijer is giving women that polished and smart style back with Ophelia Roe's mix-and-match-based pieces, using higher-end fabrics with trend-forward details, patterns and cuts.

"If you're up on trends, you might mix a printed top with a menswear plaid on the bottom," said Repasch. More conservative types might style a print top with a solid black bottom. "It's up to the customer to decide to push the envelope and mix things up or stay traditional. Sometimes we need to see it in the magazine or on television before we can get into it."

With styles rotating every eight to 12 weeks for the updated professional in sizes small through 3X, Meijer gives professional, powerful, self-assured styles back to women who were missing career wear that was applicable for today's office professional.

"At Meijer, we find that space and we go after it," said Repash of the what-to-wear-at-work dilemma. "There's a big difference between denim and donning a structured suit-and those aren't necessarily the best options on a daily basis."
There's enough to be confused about in life, right? Head to your local Meijer for the Ophelia Roe line and get back into looking and feeling the part.
Written by Missy Black, a footwear fanatic, style child and contributing writer for West Michigan Woman.
Photos courtesy of Meijer.

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Did You Get the Memo About Ophelia Roe? Details Category: Style & Beauty Did You Get the Memo About Ophelia Roe? Engage with the West Michigan Woman Community! Meijer bridges the gap between denim and the ever-formal business suit with a new line for the updated professional.

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