Senior Seminar Outreach and Engagement Projects

Waverly School District: Little Red Riding Hood

Little Red Riding Hood

by Miranda Wigginton and Annie Moss

    Opening Questions

  • Have you seen a play? Musical?
  • Did you like it?
  • What did you like/not like about it?
  • Did you notice anything about the scenery? Furniture? Lights? Colors?
  • Did you like the people in the play? Why/ why not?
    Randi- what we do backstage (stage manage, design, stage hands)

    Annie- what you do as an actor (rehearsing, performing)

    Introduce/Read story

  • Draw pictures of forest and of Grandma’s house
    Randi- Ask students how they picture this play?

  • What does the forest look like?
  • What things are needed (i.e. trees, birds, path, basket, hood, wolf costume)
  • In the house? What is needed (bed, what else would make it really look like a house)
  • Moral of this lesson is, you have to think about all of this, and to make it believable and functional so the audience can enjoy.
    Annie- what do you think the characters are like?

  • Does anyone want to come up and pretend to be little red? Or the wolf?
  • What do they look like, how do they talk, how do they move/stand?
    Closing

  • Now when you see a play you will know all the work that went into preparing the performance.
  • Questions?

Montessori Radmoor School in Okemos, Michigan

Montessori Radmoor School in Okemos, Michigan

by Miranda Wigginton, Katie Della Mora, Jordon Sivosky, Elizabeth Chase, Diana Obradovich

    Purpose

  • Our purpose in attending the Montessori school was to educate the students about the theatre arts while creating a fun and entertaining atmosphere for the students to feel free to play and explore in. We wanted to discuss theatre with the students, have them participate in creating their own miniature production, and then to be able to ask us any questions they might have about theatre or the artistic process.
    Scope

  • We wanted to focus on the process of actors and backstage crew in building a production, what it takes to create a production from start (playwriting/designing) to finish (the actual performance), and what the students’ concept of theatre in general was. Our OEP group included university students with expertise in many different areas of the theatre arts, such as stage managing, musical theatre, dancing, and acting. We felt this diverse group would be able to cover specific topics in theatre besides just giving a general approach.
    Method

    We divided our one-hour time slot with the students into three sections:

  • 1) In the first 10 minutes we discussed with the students their current perception of theatre. We asked them if they had ever attended any theatrical productions or perhaps seen any musicals on DVD. We then introduced ourselves, talked about our majors, and what our individual roles in theatre were. We hit on some specific past experiences in theatre and how we first got involved in the business. Then we gave a brief overview of how people can be involved in the theatre, and all the different aspects that go into creating a dynamic production.
  • 2) The next 30 minutes we broke the students into four groups. Three of the groups were led by one university student, and one group was led by two theatre students. We used the story of “Little Red Riding Hood” so that most students could relate to it. Each group leader took a different approach on exploring theatre through “Little Red,” but we all followed the same simple outline. First, we had the students use colored pencils to draw from their imagination what their individual concept of the production would be. These drawings could include the set, costumes, characters, or anything else that they visualized about the production. Then we got the students on their feet. Some of the groups experimented with characterizations (how does the character move and talk?). Other groups acted out the story in their own creative way. And one group went through all the steps of putting on a full-fledged production hitting on specific aspects such as casting, set and costume design, the rehearsal process, properties, backstage work, directing, and of course, curtain call.
  • 3) During the final 20 minutes, the theatre students led a Question and Answer period with the children. Having them raise their hands, we held an organized discussion about theatre, our roles in the theatre arts, past experience, and our futures in theatre. We gave them the freedom to ask us anything they wanted to know about theatre.
    Results

  • The results of this project were quite successful. The teachers seemed very pleased with us and happy with the knowledge the children received that day. The kids definitely seemed to enjoy the experience, and they had many questions for us during the Question and Answer period. The students were all very eager to learn and participate in the activities. They even asked us to return and perhaps see a theatrical production they were putting on in the spring. For the most part, it seemed that all the students were connecting with the activities and understanding the terms we were using. A couple of the students didn’t seem to understand the concept of theatrical productions in the beginning, because when we asked them what shows they had seen, a couple responses were “Harry Potter” and “Spider Man.” Overall however, all students took away something from the 60-minute experience and perhaps felt inspired to get involved in the theatre.
    Recommendations

  • Overall the process worked exactly as we had planned. Afterwards, we felt that there were a couple of things we might add if we were to do it again. For example, at the end, perhaps the university students could put on their own mini production of “Little Red” so the students could see a more rehearsed and polished version. We would also try to extend the experience to 90 minutes, and give the students more time to explore theatre on their feet and maybe present their work for each other. And maybe next time we would bring a tool box of various props and costumes for the students to utilize. Lastly, it would be nice to include something that would support getting the students involved in the theatre arts, such as handing out a brochure of age-appropriate local theatre events they could attend in the area.
    Conclusions

  • In our own opinion, more elementary school students need to be exposed to the theatre arts at a young age. In our group, we found that none of us really got to explore theatre until high school or even college. These theatre outreach projects always seem to elicit such a positive response with children and schools. Therefore it is necessary to continue spreading the word about theatre and encouraging creativity.

Wilcox Elementary

Wilcox Elementary

by Danielle Silverman, Blair Wojcik, Monica Percich, Allison Lepech, Alex Zikakis, Derek Elstro

    Purpose

  • Our group’s purpose was to bring theatre to a classroom of behavioral and/or learning disabled children. Our idea was to play games and spark ideas for the children to know how they can and already do involve themselves in performance.
    Scope

  • We focused on the activities that we as actors do to make ourselves loosen up and become more vulnerable and outgoing around our peers. We concentrated on group activities that forced the children to narrow their attention in certain disciplines and also focus on working with one another.
    Method

  • We began with warm ups to get the children energized and acclimated to the types of activities that would be coming. We continued to do activities that forced more concentration and outgoing behavior. Such activities included, sound and movement, pass the energy, animal game, and number game. Once the children participated we allowed them to ask questions once they could better grasp some of the things we as actors do.
    Results

  • The children found that they have done several things in their own lives that make them performers already. They also learned that no matter what age we as adults still do these same games to open up and become comfortable. They also, over the course of the class, began to make bigger choices. Children who were hesitant to participate in the beginning were fully immersed in the end.
    Recommendations

  • With more time allotted it would have been nice to show the children a scene as example of what we do since the children were eager to know what we have performed and showed enthusiasm to see a live rendition of all the things we referenced to them. In addition it would be nice start the class with the scene and then be able to form something with them. This way they can perform something for us watching so the activity could be brought full circle.
    Conclusions

  • In conclusion the visit to Wilcox elementary was very successful and the children were extremely receptive to our wanting to work with them. It seemed obvious that the theatre we were sharing with them was something that no one needs to be excluded from and that all of them are capable of being an actor. They soaked up a lot of the things we talked about involving theatre, and we were able to leave them with the message that if they enjoy this now that they can do this just like we do.

Averill Elementary School

Averill Elementary School

by Deborah Rauhe, Rebecca J. Simons, Heather Laws, Margaret McCall, Kate Compton, Amy Winchell, Liz Chase and Amanda Meldrum

    Abstract

  • The group members traveled to Averill Elementary School on December 3, 4, and 5, bringing theatre to Mrs. Trice’s fourth grade classroom. On the first day, the group aided the students in creating theatrical masks. On the second day, they did theatrical “warm-ups” and played age-appropriate theatre games with the kids, explaining some of the fundamentals of acting along the way. The class created puppets on the third day. All of the activities increased the children’s interest in and understanding of theatre, and provided a wonderful outlet for their creativity. Even those students who at first seemed shy and reluctant to participate ended up getting involved in theatre games such as “the working machine” and the “energy passes.” One little girl, who was too afraid to make her own mask on the first day, made one of the most colorful and creative puppets on the third day. It was wonderful to see her (and others) come out of her shell. Other students collected the leftover craft materials and eagerly asked us if they could take them home, extending their projects outside the classroom. Overall, the fourth graders really seemed to enjoy the activities, and Mrs. Trice invited the group to return at any time.

Best Practices Conference

Best Practices Conference

by Nastassja Whitman and Princess Souvenir

    Abstract

  • Fall semester 2007 Princess Souvenir and Nastassja Whitman participated in the Best Practices Conference. The conference discussed this year’s theme for Michigan State University, Culture Through the Arts.

    The morning consisted of intense workshops and the evening was a reception showing a colorful arrangement of talented performers, including Ms Whitman and Ms. Souvenir.

    Princess Souvenir not only performed two magnetic and inspirational poems for this event, but she was also the mistress of ceremony and facilitated the order of the performance and the technical ‘stuff’ such as music. Nastassja Whitman performed two pieces. She choreographed a solo Afro-modern dance entitled “I Remember.” Her last performance was a freestyle salsa dance. Several of the conference attendees participated in the dance. She was accompanied by one of her students from University Apartments salsa dance class.

    The night was extremely engaging. There was a flamenco dancer, belly dance and a dancer of traditional India dance. Not to mention, the astonishing vocals and instrumentalist from our very own Music Department.

Sparrow Hospital Outreach

Sparrow Hospital Outreach

by Rosemary Ford

    Strengths and Needs Of the Community Partner

  • The Children’s Playroom has a dedicated coordinator in Melissa, however, she is often understaffed and lacking in a structured routine for the children. It is also difficult to coordinate activities for the children because of age diversity and varying degrees of attendance.
    Revised project plan with inputs and outputs

  • It was originally suggested that we do a reading hour with the children, but because they spend so much of their time in their rooms because of their various injuries and illnesses, the children do not like to be stationary when in the playroom. After much consideration, it was decided that they would better enjoy holiday related crafts: making Christmas cards, stockings, trees etc.
    Evaluation plan

  • A questionnaire will be presented to the Children’s Playroom coordinator, Melissa, who will then decide if such activities we helpful in structuring the ply hour, and if our presence would be welcome in the future.
    Sustainability plan

  • This crafts project could be held several times a year, namely for major holidays (Valentines day, Easter etc) when young patients are stuck in the hospital and unable to participate in the decorating projects that they might enjoy at home or school.

Using Theatre to Teach New Forms of Expression and Communication

Crown Boxing Club

by Michael Schuler

    Goal

  • To teach children introductory theatre techniques while also teaching them new ways of expressing themselves.
    Objectives

  • Students will be introduced to theatre through a series of exercises and games. Students will learn alternative forms of communication and expression.
    Introduction

  • 1) Introduction of myself to the students

    2) Introduction of students to each other.
    None Verbal Expression Games

  • Group Games - Mirror Game

    2) Individual Games - Projecting an emotion
    Verbal Expression Games

  • Group Games - Can I have the salt?

    2) Group Games - Asking questions
    Evaluation

  • Which games did the students like?
  • Which didn’t they like?
  • What did the students get out of the program?
  • Would they want to continue learning about theatre?
  • Did they learn new was of expression?