Issuu

PERFORMANCE STUDY GUIDE GRADES 1— 5 Cat Kid Comic Club: The Musical

The Jay and Susie Gogue Performing Arts Center at Auburn University engages audiences across the university, the state of Alabama and beyond with curated arts experiences that inspire, enlighten and unite.

Our annual K–12 School Performance Series provides opportunities for students to enjoy exclusive performances by some of the most talented and accomplished artists from around the world. Prior to each K–12 school performance, teachers receive a study guide containing details about the performance, artist and company, supplemental information about the art form and its history, and grade-appropriate activities designed to spark conversation and exploration in the classroom.

To learn more, visit goguecenter.auburn.edu/education.

produced by

Jay and Susie Gogue Performing Arts Center at Auburn University 910 South College Street Auburn, Alabama 36849

k–12 school performance series contact Andrea Jarmon, D.M.A. Education Coordinator telephone: 334.844.7371 email: gpac.education@auburn.edu

This guide is optimized for online engagement and contains links to multimedia components and external sources.

To access digital versions of this and other performance study guides produced by the Gogue Center, scan the QR code or visit aub.ie/gpac-psg.

PERFORMANCE STUDY GUIDE GRADES 1— 5

Cat Kid Comic Club: The Musical cast members Brian Owen and Sonia Roman

photo: Jeremy Daniel

Jay and Susie Gogue Performing Arts Center at Auburn University

The

Where will we go?

GOING TO THE GOGUE CENTER

The Jay and Susie Gogue Performing Arts Center, otherwise known as the Gogue Center, is located on the campus of Auburn University in Auburn, Alabama.

The Gogue Center houses the 1,200-seat Woltosz Theatre. The theatre was built with exceptional acoustics so that it is possible to hear well from every seat.

WHO WILL YOU SEE HERE?

Ushers

These are the people who will greet your bus, lead your class into the building and help you find your seat. Be sure to say “hello!”

Stage Crew

These are the people who work backstage, so you won’t see them in the lobby, but you might see them before or after the performance, and sometimes, they even come on stage during the performance to move things.

Lighting & Sound Operators

These are the people who control the lighting and the sound for the performance. You may see them in the middle of the auditorium at the big sound board or in the back of the auditorium in the booth. Sometimes, the spotlight operators are in the back way above your head.

Performers

These are the people on the stage who may be dancers, musicians, singers, actors, puppeteers or acrobats. It is their job to communicate using their bodies, instruments and voices.

Audience Members

This includes you, your classmates, and other students and teachers from Alabama, and beyond.

What Does the Audience Do?

Alabama Course of Study

National Standards

MU:Pr6.1.3-8b

The audience is an important part of the performance. Without the audience, who would watch the performers? Who would clap and sing along and appreciate what the artists bring to the stage? When you are a member of an audience at the theatre, there are a few things to know about what to do and what not to do.

Sit in your seat and look around, but please keep your feet toward the ground.

Listen and watch, but do not talk.

Have a camera or phone? Please turn it off.

The performers will take to the stage, and we know they will engage. You can laugh, you can sing, you can get up and dance, but just make sure that you give them all a chance!

When the song is done, or the show comes to an end, make sure that you give the performers a hand! Applause is the way that we can say thank you for all that they did today!

The Walter Stanley and Virginia Katharyne Evans Woltosz Theatre

Acoustics: The Science of Sound

Acoustics is the study of sound and how that sound reacts in spaces, particularly rooms and buildings. What is sound? Sound is vibration. That vibration travels through the air and into our ears where we hear it. Vibration begins through movement—for example, strumming a guitar string. That vibration creates a sound wave. In a theater or concert hall like the Woltosz Theatre, acoustics are important so that everyone can hear the performers.

There are two ways that acoustics are controlled. The first, reverberation, is controlling how sound waves bounce off surfaces, like walls and floors. Hard surfaces cause more reverberation and make spaces louder. The second way, absorption, is the opposite of reverberation. Soft surfaces absorb sound waves and make rooms quieter.

Of the materials and surfaces listed below, which do you think cause sound to reverberate? Which absorb sound?

• Tile

• Carpet

• Stone

• Curtains

• Cushions

• Wood

Who to know at the show

MEET THE CREATIVE TEAM

Dav Pilkey, Author and Illustrator

When Dav Pilkey was a child, he was diagnosed with ADHD and dyslexia. He was so disruptive in class that his teachers made him sit out in the hallway, where he spent his time creating his own original comic books—the very first adventures of Dog Man and Captain Underpants. The globally bestselling Dog Man series has more than 60 million copies in print and translations in 47 languages. Cat Kid Comic Club is a pioneering graphic novel series that introduces children to the art of comicmaking. Pilkey received a Caldecott Medal for his picture book The Paperboy. His stories are semi-autobiographical and celebrate friendship, empathy and the triumph of the good-hearted. The publication of Dog Man: Big Jim Begins in December 2024 marked 38 years of Pilkey creating acclaimed books for children. The Dog Man movie from DreamWorks Animation and Universal Pictures was released in theaters in January 2025.

Kevin Del Aguila, Book and Lyrics

Kevin Del Aguila is a multi-Emmy Award-winning writer and Tony Award-nominated performer whose musical adaptations include Dog Man, Cat Kid Comic Club, Diary of a Wimpy Kid, and DreamWorks’ Madagascar. He is the book writer of the off-Broadway hit Altar Boyz (Outer Critics Award), and lyricist of Click Clack Moo (Drama Desk and Lortel Awards nominated) as well as songs featured in Disney’s Strange World. Del Aguila has written for numerous children’s television shows, including Peg + Cat (PBS), Waffles + Mochi’s Restaurant (Netflix), and as head writer of Blue’s Clues & You everywhere have heard Del Aguila’s voice as a troll in Disney’s Frozen.

Brad Alexander, Music

Brad Alexander’s theatre credits include See Rock City & Other Destinations (Richard Rodgers, Jerry Bock and Drama Desk Awards winner), TheaterWorksUSA’s Cat Kid Comic Club: The Musical, Click Clack Moo (Drama Desk and Lortel Awards nominated), Martha Speaks, Just So Stories, and work as a contributing composer for We the People: America Rocks! (Lortel Award nominated). For television, he has contributed his talents to Peg + Cat (Emmy Award winner), Clifford the Big Red Dog, and VH1. Alexander’s current projects include Misty Makes It Better and Bread & Roses, based on the film by Ken Loach and Paul Laverty. He is a member of NAMT, DGA, SAG-AFTRA and BMI Workshop.

Marlo Hunter, Director and Choreographer

Marlo Hunter is a theatre and film director. She is the winner of the Callaway Award and was named as one of the Women to Watch on Broadway for 2022. Her recent theatre credits include director and choreographer of Cat Kid Comic Club: The Musical (off-Broadway, New York Times Critic’s Pick), director of Alex Wyse’s Picking Up Speed (off-Broadway), director of Ever After (workshops in New York City, Discovering Broadway), and director and choreographer of A Hanukkah Carol, or Gelt Trip! The Musical at the Round House Theatre in Washington, DC (Fall 2024 world premiere). Hunter made her feature film directorial debut with American Reject in 2022 (Amazon and Apple+), and her recent screen directing credits include Trivia Mystic Christmas for the Hallmark Channel. She is a graduate of Princeton University.

Also known as Li’l Petey, and leader of the comic club

Get inspired by this cool behind-the-scenes video of Dav’s creative process!

youtu.be/nVPjclTnoaE

What will you draw or make next?

scholastic.com/readpilkey

A tadpole who helps lead the comic club

A frog in the comic club Melvin

A frog who acts as an agent to get the comics published Naomi A frog who teaches her siblings to draw

A poetry-loving frog

A frog in the comic club

Petey

Dog Man

Li’l Petey

Molly

What to know before the show

STORYTELLING

Storytelling is an integral part of our society. It can be used for entertainment, education, preserving history and many other purposes. Stories typically involve plot, setting, characters, theme, tone, a point of view and conflict.

The plot is the series of events that make up the story. A plot is typically divided into five parts:

1. Beginning — The characters are introduced, the setting is established, and the general story setup begins.

2. Rising action — This involves the buildup to the climax and all the events that lead to the main conflict of the story.

3. Climax — This is the height of the story—the main conflict and most exciting part.

4. Falling action — This is what moves the story from its climax toward its resolution.

5. Resolution — This is the conclusion, or ending, of the story.

The setting is where the story takes place. This can be specific or general, it all depends on the story. Sometimes the setting changes throughout the story. Sometimes, the setting remains the same. Establishing the setting helps the audience better understand the story.

The characters in a story are the people, animals or imaginary creatures that experience the story. They complete the action; the story is about them, and they move the story forward.

The theme is the overall message of the story. It is the “why.” A theme can be a lesson or a warning, or it can be a message of love or hope.

The tone is the overall feeling of the story. Is it funny or mysterious? Is it sad or optimistic? The tone is created through word choice and sentence structure, as well as setting and character descriptions. Stories are typically told from either the first-person or thirdperson point of view. First-person point of view tells the story from a character’s perspective using firstperson pronouns (e.g., I, me, my, mine, we, our, ours). A first-person point of view does not necessarily have to be from the perspective of the main character; it can be from any character telling the story from their personal perspective. Thirdperson point of view tells the story of the characters using third-person pronouns (e.g., he, him, his, she, her, hers, their, theirs).

Conflict is what propels the story forward. There are internal conflicts that the characters have to overcome, and there are external conflicts that the characters face.

Conflict is what makes the story interesting. How the characters deal with these internal and external conflicts is what propels the plot. The conflict can be between two of the characters (for example, two players competing for one spot on a team). The conflict could be between a character and nature, like someone trying to learn to surf big

waves. The conflict could be between a character and something supernatural, such as someone fighting ghosts. The conflict even could be within the character (for example, an actor fighting their own stage fright). Whatever the conflict, how characters face and overcome the conflict is what engages audiences with the story.

Cat Kid Comic Club: The Musical cast members L-R, Dan Rosales, Markia Nicole Smith, Brian Owen, Sonia Roman, L.R. Davidson, Jamie LaVerdiere

photo: Jeremy Daniel

Alabama Course of Study Standards

OBJECTIVE

By completing this activity, students will:

• Understand the elements of a story

• Write a story that includes the elements of a story including a clear plot, setting, characters, theme, tone, point of view and conflict

MATERIALS

For these activities, you will need the following items:

• “Story Planner” worksheet on page 15

• Paper and pencils

• Chart paper or whiteboard

• Crayons, colored pencils or markers

• Visual catalysts (e.g., paintings, photographs, etc.)

PROCEDURE

To complete this activity, follow these steps:

1. Begin with a discussion about the elements of a story. Write each element on chart paper or a whiteboard: plot, setting, characters, theme, tone, point of view and conflict.

2. Ask students to share examples of these elements from stories they know.

3. Show students a visual catalyst, such as a painting or photograph. Discuss what they see and how it could inspire a story.

4. Have students imagine walking into the painting or photograph and engaging their senses to brainstorm ideas about the theme, message and emotions of the characters.

5. Copy and distribute the “Story Planner” worksheet on page 15. Students can use this document to organize their ideas and bring additional structure to their stories.

6. Discuss with the class the various story elements outlined in the “Story Planner” worksheet.

DIFFERENTIATION

For younger students: This activity can be easily adapted for lower grades.

• Read a story and discuss the different elements as is appropriate for the age group.

• Allow students to create a story together as a class. Write the story on the board as it is told.

• Once the story is completed, have students draw illustrations.

Story Planner

Beginning

COMIC BOOKS

Cat Kid Comic Club: The Musical is a story about creating comics. Comics or comic books are publications that consist of a series of side-byside illustrated images that represent individual scenes and together create a story. Often the illustrations are accompanied by a written narrative underneath the pictures with dialogue included in the illustrations themselves.

The first comic book was published in the late 19th Century in England. The first modern American comic book was published in 1933. The American comic book gained popularity with the introduction of Superman and the superhero in 1938 and experienced a decline during the 1950s with the increased presence of television. Interest in superhero characters rose again in the 1960s, and these characters have remained the most popular in comics to this day.

Comic books may vary in size and length. Traditionally, the American comic book has been thin and floppy, like a magazine, rather than thicker and tightly bound, like a book.

Did you know that creating a comic book may involve multiple people? Yes, one person can handle all the writing and illustrating, but often there is a writer and a separate artist. In other cases, there are different artists for different characters within one story. For some comic books, the art gets divided even further, with the artist drawing the entire story in pencil and different people adding the color and lettering provided by the writer—it can get complicated!

Graphic Novels

The original Cat Kid Comic Club is a type of book called a graphic novel. Graphic novels evolved from comic books. Essentially, a graphic novel is a longer comic book. It is one continuous story, not a collection of stories, told in comic form. The first use of the term “graphic novel” occurred in 1964, and the term became more widely used in the 1980s when Marvel comics began publishing a line of graphic novels.

Emotions

In Cat Kid Comic Club, the baby frogs experience lots of different emotions. What are emotions? Emotions are the feelings you have inside yourself. Have you ever felt happy? Can you name a time that you felt happy? What did you do? Did you smile or laugh? Have you ever felt sad? Did you cry or frown? What other emotions can you name? How about angry, afraid, surprised, excited or calm? How do you express these emotions? Everyone experiences emotions—learning to recognize and manage them is part of growing up.

COLOR IT!

Comic Books

Graphic Novel

EXPLORING EMOTIONS THROUGH COMICS

Alabama Course of Study Standards

OBJECTIVE

By completing these activities, students will:

• Identify and name basic colors

• Recognize and express emotions through colors

• Practice speaking, listening and storytelling skills by creating simple comics

• Build social-emotional awareness by connecting feelings to colors and stories

MATERIALS

For this activity, you will need the following items:

• Copies or excerpts from Cat Kid Comic Club (selected pages featuring expressive emotions)

• Color flashcards (red, blue, yellow, green, orange, purple)

• Emotion flashcards (happy, sad, angry, calm, excited, scared)

• “Emotion Color Chart” worksheet on page 23

• Blank comic strip templates (four or six panels): X aub.ie/gpac-comic-strip-template

• Crayons, colored pencils or markers

• Chart paper or whiteboard

ACTIVITIES

Introduction

1. Begin by showing students color flashcards. Ask students to name the color of each flashcard as it is shown. (Be sure to use colors represented on the “Emotion Color Chart” worksheet on page 23.)

2. Next, show students emotion flashcards. Ask students to name the emotion depicted on each flashcard as it is shown.

3. Copy and distribute the “Emotion Color Chart” worksheet. Explain to students that for this and other Cat Kid Comic Club activities, they will be asked to link six emotions or feelings to colors. Provide a few emotion-color combinations from the chart as examples (happy = yellow; sad = blue).

4. Using the “Emotion Color Chart” worksheet as reference, ask students to think of a time they felt one of the six emotions listed and what color they associate with it.

Reading Time

1. Read aloud or show selected pages from Cat Kid Comic Club where characters express different emotions.

2. As new characters and story elements are introduced, pause to ask students how they think the characters feel and what colors match the characters’ feelings.

3. To help reinforce the connection between select emotions and their assigned colors, encourage students to name both the emotion and color together.

Speaking & Listening Activity

1. Invite students to share a time when they have experienced one of the six emotions featured on the “Emotion Color Chart” worksheet.

2. As part of their storytelling, ask students to name the emotion they felt as well as the color associated with the feeling. Responses can be quick and succinct, but make sure they state the emotion and color in their stories. For example: “My family adopted a kitten last week. I was so happy, and my color was yellow.”

3. Classmates can listen and respond with thumbs-up or smiles.

Creative Activity

1. Give each student a blank comic strip.

2. Ask them to choose an emotion and corresponding color from the “Emotion Color Chart” worksheet.

3. Using their chosen emotion’s corresponding color, ask students to draw simple pictures in each panel to illustrate their story.

4. Assist students with writing simple captions if necessary (e.g., “I am happy!”).

5. Make sure that students include story elements like beginning, climax, resolution, characters and setting.

For older students: Before students begin drawing, ask them to think about their experience as a short story with a beginning, middle and ending. Provide story prompts to help students plan their comic panels before they begin drawing.

suggested story prompts

• What happened that made you feel this way?

• What did you do next?

• How did you feel at the end?

• This helps them plan their comic story before drawing.

Sharing & Reflection

1. Ask volunteers to share their comics with the class. Have students explain their stories using emotion and color words.

2. Reinforce that all feelings are okay, and colors help us tell stories about how we feel.

DIFFERENTIATION

Have students recall and share original stories based on emotion and color prompts.

suggested emotion and color prompts

• The Blue Day: Tell a story about a day when you felt blue (sad). What happened? Who helped you feel better?

• The Red Surprise: Imagine you saw something that made you feel red-hot angry. What was it? How did you calm down?

• The Yellow Sunshine: Share a story about a time you felt happy and bright like the color yellow. What made you smile?

• The Green Calm: Think of a moment when you felt calm and peaceful like the color green. Where were you? What were you doing?

• The Orange Excitement: Describe a time you were excited like the color orange. What were you looking forward to?

• The Purple Scare: Tell a story about a time you felt scared, like the color purple. What helped you feel safe again?

• The Colorful Friendship: Think of a time when you and your friend were feeling different emotions? What color represented your emotion? What color represented your friend’s emotion? How did your colors make that moment special for both of you?

• The Rainbow of Feelings: Tell a story about feeling many different emotions in one day. What colors would you use to show those feelings?

EXTENSION

• Read aloud a short excerpt from Cat Kid Comic Club and narrate the emotions and colors in the story. Then tell a simple personal story using emotion and color words, further demonstrating how stories connect feelings and colors.

• Divide students into pairs or small groups. Have students to take turns telling each other a quick story about a time they felt an emotion linked to a color. After sharing, partners can add one picture to their comic based on the story they heard.

• Create a group story by having each student add one sentence about a character’s feeling and color. Write the story on a large paper or whiteboard to refer to during the activity.

• Have students use a simple puppet, stuffed animal or other prop to tell a short story. Remind students to convey emotions and colors of their characters. This activity helps make storytelling playful and concrete.

Excited Scared

Happy Sad

Angry Calm

HAIKU

In Cat Kid Comic Club , Cat Kid and the frogs talk about haiku. What is haiku? A haiku is a type of short poem with three lines. The form is originally from Japan. Haiku poetry does not have to rhyme. These short poems are usually about nature and follow a very specific pattern: the first line has five syllables, the second has seven, and the third has five. Syllables are the building blocks of words. There are one-syllable words like “dog,” “frog” or “cat.” There are two-syllable words like “apple,” “tadpole” or “haiku.” There are three-syllable words like “musical” and four syllable words like “American.”

The English word with the most syllables is pneumonoultramicroscopicsilicovolcanoconiosis—it has 19!

You can’t use that word in a haiku.

Can you guess what animal this haiku describes?

Green and speckled legs,

Hop on logs and lily pads

Splash in cool water

Name Date

Emotion Color Chart

Emotion Color Description/When You Feel This Example Words to Use

Happy Yellow

Feeling joyful, glad or bright inside joyful, cheerful, smile, pleased

Blue

Feeling down, lonely or unhappy lonely, tearful, unhappy, quiet

Angry Red

Feeling upset, mad or frustrated mad, frustrated, upset, heated

Green

Feeling peaceful, relaxed or quiet peaceful, relaxed, quiet, content

Excited Orange

Purple

Feeling energetic, thrilled or eager thrilled, energetic, eager, lively

Feeling afraid, nervous or worried

afraid, nervous, worried, shy

Sad

Calm

Scared

CREATING A COMIC STRIP

Alabama Course of Study Standards

OBJECTIVE

By completing these activities, students will:

• Learn about the frog life cycle, habitats and adaptations by creating their own comic strip inspired by Cat Kid Comic Club, combining science and art

MATERIALS

For these activities, you will need the following items:

• Frog research resources (books, videos about frogs, etc.)

• Frog, frog habitat and frog adaptation images

• Frog life cycle images on page 21

• “Understanding Frogs and Their Life Cycle” worksheet on page 26 (grades 1–2)

• “Understanding Frogs and Their Life Cycle” worksheet on page 27 (grades 3–5)

• Cat Kid Comic Club (selected pages or whole book)

• Paper or comic strip templates (four or six panels): X aub.ie/gpac-comic-strip-template

• Crayons, colored pencils or markers

ACTIVITIES

Introduction

1. Begin by reviewing the “Frogs” lesson on page 21.

2. Read a simple story or watch a short video about frogs.

3. Remind students that frogs start off as eggs in water and grow into adult frogs through a process called metamorphosis.

4. Show pictures of frog eggs, tadpoles, froglets and adult frogs. Include images of tadpoles with legs for older students.

Exploration

1. For this activity, students may work individually or in small groups.

2. Copy, cut and distribute a complete set of frog life cycle images to each student or group. (As you distribute the images, make sure each set is shuffled so that the stages are not provided in the correct sequence.)

3. Have students place the frog life cycle images in the right order: egg > tadpole > tadpole with 4 legs > froglet > adult frog.

4. As students work, ask simple frog life cycle-related questions. suggested questions

• Where do frog eggs live?

• How do tadpoles breathe?

• Do frogs have legs?

Science Discussion (Habitats)

1. Explain to the class that frogs, like most amphibians, are found in a wide variety of ecosystems throughout the world.

2. Share with the class images of typical frog habitats, like ponds, lakes and wetlands. Explain that frogs need water, plants and safe places to hide from predators. You can also show images of frogs eating, swimming and jumping for added discussion.

Creative Activity

After learning about frogs and their life cycle, have students create multi-panel comic strips illustrating the stages of a frog’s development.

For younger students: Provide students with a blank four-panel comic strip template. Instruct them to draw a different stage of a frog’s development in each panel. Remind students to draw their panels in the correct order. Students should include the following:

• Frog eggs in water

• A tadpole swimming

• A young froglet hopping on a lily pad

• An adult frog croaking proudly

For older students: Provide students with a blank six-panel comic strip template. Instruct them to draw a different stage of a frog’s development in each panel. Remind students to draw their panels in the correct order. In addition to the four stages of development listed above, ask older students to include scientific facts they have learned, such as:

• Frog eggs hatching

• A tadpole growing legs

• An adult frog catching an insect with its tongue

• Scenes from a frog’s natural habitat or frog adaptations Students can add simple captions or speech bubbles to their comic strip panels as well. Encourage older students to include humor or characters inspired by Cat Kid Comic Club to make their comic strips more engaging. Help with spelling or writing as needed.

Share & Celebrate

Allow students to share their comic strips with the class or in small groups. Ask students to discuss what they have learned about frogs. After sharing, ask students to reflect on how storytelling helped them remember science facts.

EXTENSION

• Create a class book of frog comic strips.

• Research different frog species and compare their life cycles or adaptations.

• Write a short script for a frog-themed comic scene to perform orally.

For grade 5: In addition to drawing a comic strip of the frog life cycle, students can incorporate additional information about what frogs eat and where they fit in the food chain of an ecosystem. Students should show how energy starts with the sun, goes to plants (the primary producers), then to insects (the primary consumers), and keeps moving through the food chain to frogs and beyond.

Herons Frogs

Butterflies Sun Flowers (nectar)

Frog Life Cycle

Understanding Frogs and Their Life Cycle

Frogs start as .

Then they become that swim in water.

Next, they grow and start to hop.

Adult frogs can and croak.

Frog Homes

Frogs live near .

They like places with water and .

Frog Superpowers (Adaptations)

Frogs catch bugs with their tongue.

They swim fast with their feet.

Frogs can jump really !

Frog Life Cycle

Understanding Frogs and Their Life Cycle

• Frogs start their life as .

• A group of frog eggs is called an .

• After hatching, frogs become , which breathe using .

• Tadpoles grow before becoming froglets.

• A is a young frog that can live both in water and on land.

• Adult frogs have lungs and can long distances!

Frog Habitats

• Frogs need habitats with , plants, and to survive.

• Why is water important for frogs?

• Name two places frogs might live:

Frog Adaptations

• Frogs can breathe through their and lungs.

• How do frogs catch insects so quickly?

• What helps frogs swim fast?

• Frogs use their eyes to help with .

• Some frogs can survive winter by making natural .

• What is one way frog colors help them?

Fun Frog Facts!

• Frogs can jump over times their body length.

• Male frogs use to attract females or defend territory.

• A group of frogs is called an .

• Tadpoles breathe underwater using .

• Frogs have feet to help them swim.

Three-lined salamander

Red Hills salamander

Wood frog

Pickerel frog

Pinetreefrogbarrens

Cave salamander

Why we go to the show

ALABAMA GEOGRAPHY

The state of Alabama has five different geographic regions: the Highland Rim, Cumberland Plateau, Ridge and Valley, Piedmont, and Coastal Plain. Each region has its own special land features, like different elevations, landforms, and types of rocks and soil.

Highland Rim

• Northernmost and smallest region

• Characterized by flat plains with some hills

• Home to Florence and Muscle Shoals

Cumberland Plateau

• Sometimes called the Appalachian Plateau

• Northeastern and central Alabama

• Characterized by low mountains

• Home to Little River Canyon, the largest canyon in the eastern United States

Ridge and Valley

• Sometimes called the Coosa Valley

• Central and eastern Alabama

• Characterized by tall ridges and deep valleys

• Home to Birmingham and DeSoto Caverns

Piedmont

• Eastern and central Alabama

• Low hills and sandy valleys

• Home to Auburn University and Mt. Cheaha, the state’s highest point

Coastal Plain

• Sometimes called the East Gulf Coastal Plain

• Largest region

• Characterized by flat plains, wetlands and sandy beaches

• Home to Montgomery, Conecuh National Forest and the Black Belt

ALABAMA AMPHIBIANS

Each of Alabama’s five geographic regions is home to many kinds of animals, including amphibians. Amphibians are cold-blooded animals without scales that live both on land and in water. Alabama has 73

different kinds of amphibians, including 30 types of frogs and toads and 43 types of salamanders.

The Red Hills salamander is the official state amphibian and lives in the steep slopes of the Red Hills region found in the Coastal Plain. This grayishbrown-colored salamander with no markings and short limbs is on the threatened species list and is only found in the state of Alabama. The Alabama Red Hills Salamander Forest is a special protected area dedicated to safeguarding its habitat.

The three-lined salamander is commonly found in the Piedmont and Ridge and Valley regions, but it has been observed in the other regions as well. It is tan or light yellow, with three black stripes traveling the length of its body. It lives in moist woodland areas.

The cave salamander, a bright-orange salamander with black spots, is found in all regions except the Coastal Plain. It likes limestone formations and requires clean, flowing water. The cave salamander has adaptations that allow it to thrive in low-light conditions often found in caves.

The pine barrens treefrog is found in the Coastal Plain region. This mostly green frog has a brownishpurple-colored band that extends from its nostrils to hind limbs. This frog has sticky toe pads to help it climb trees.

The wood frog is found in the forest habitats of the Highland Rim region. It can withstand extreme cold temperatures. The wood frog’s coloring is typically brown but can vary towards pink and has a distinctive dark “mask” across its eyes. It makes a sound like a duck quacking.

The pickerel frog is found throughout the state but primarily lives north of the fall line. It tends to prefer cool, clear-water environments.The pickerel frog is light brown to gray in color, with square spots on its back. It produces skin secretions that deter predators.

DISCOVERING ALABAMA AMPHIBIANS: A CROSS-REGIONAL ADVENTURE

Alabama Course of Study Standards

National Standards

OBJECTIVE

By completing these activities, students will:

• Identify Alabama’s five geographic regions and their key features

• Research and describe specific amphibian species native to each region

• Create informational texts and artistic representations of Alabama amphibians

• Utilize digital tools to gather, organize and present information

• Develop an advocacy project to protect amphibian habitats

MATERIALS

For these activities, you will need the following items:

• Alabama map

• Amphibian fact cards (prepared in advance)

• Art supplies (paper, crayons, colored pencils, markers, scissors, glue, boxes, rocks, leaves, greenery)

• Simple writing templates for different grade levels

• Images of the featured Alabama amphibians

• Basic information about each geographic region

• Technology with internet access

• Reference materials

ACTIVITIES

Introduction

1. Begin by reviewing the “Alabama Geography” lesson on page 29.

2. Display a large map of Alabama and introduce each of the five geographic regions. If using a blank map of the state, simply outline or shade each region and label it as it is discussed.

3. As you introduce the regions, discuss key geographic features of each area.

suggested discussion points

• Landforms (mountains, hills, valleys, plains, etc.)

• Vegetation

• Bodies of water

• Climate

• Cities and other points of interest

4. Review the “Alabama Amphibians” lesson on page 29.

5. Introduce the featured Alabama amphibians by showing images or videos of each species. Discuss life cycles, physical characteristics and habitats. Using the map of Alabama, ask students to identify each amphibian’s native region(s).

Exploration

For this activity, students will research a specific geographic region and amphibian.

1. Divide the class into pairs or small groups. Assign each group a geographic region and an amphibian native to that area. You can choose from the amphibians featured in the “Alabama Amphibians” lesson or select another native species.

2. Guide students in using age-appropriate technology, digital sources and other reference materials to gather information to answer questions.

Creative Activity

Have each group create a simple mixed-media habitat scene for their assigned amphibian.

For grades 1–2: Students can draw, color, paint or create collage art that features their amphibian and may include basic habitat elements.

For grades 3–5: Students can draw, color, paint or create habitat dioramas. Have students identify habitat features with labels and include adaptation notes.

Writing Activity

Have each group write informational texts about their assigned amphibian and geographic region.

For grades 1–2: Using guided sentence frames, help students write short sentences about their assigned amphibian and region. Ask them to include illustrations with their sentence. For grades 3–5: Ask student to write multi-paragraph informational texts with regional connections.

Conclusion

Create a classroom museum with five stations representing each geographic region.

Each station should include:

• A regional map section with habitat information

• An amphibian fact card or digital presentation

• Student artwork and/or dioramas

• An interactive element like a game, quiz or hands-on activity

Have students rotate through the stations to learn about every region.

EXTENSION

• Go on virtual field trips to Alabama nature centers.

• Add a movement activity where students act out how their assigned amphibian moves. Connect each group’s movements together to create a class “Amphibian Dance.”

• Create an “Amphibian Protection Squad,” exploring why amphibians are important and how we can protect them.

• Create amphibian protection badges with simple conservation messages.

member Brian Owen

What to do after the show

POST-SHOW DISCUSSION

Included in this section are some post-performance activities you can share with your students.

Class Discussion

Following the performance, gather students for a postperformance conversation about their experience.

POST-SHOW WORKSHEETS

Download and distribute the post-show worksheets available from TheaterWorksUSA here: X aub.ie/gpac-twusa-catkid

photo: Jeremy Daniel

My Trip to the Gogue Center

Answer these questions about the performance and your visit to the Gogue Center. Name Date

List three things you remember hearing or seeing during the performance of Cat Kid Comic Club: The Musical .

Name something you learned during the performance.

Name something from the performance you would like to know more about.

If you could ask a member of the cast a question, what would you ask?

In the space below, draw something special you remember hearing or seeing during the performance.

Alabama Course of Study standards index

ARTS EDUCATION (CONTINUED)

DIGITAL LITERACY

ENGLISH LANGUAGE ARTS (CONTINUED)

answer who, what, when, where, why and how questions about a text or conversation, using complete sentences to provide key ideas and details.

Use visual aids and technology in oral presentations to present key ideas and details about a text or conversation, and add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify thoughts, feelings, and ideas.

Read and reread grade-appropriate text accurately, automatically, and with meaningful expression at a rate which supports comprehension.

ENGLISH LANGUAGE ARTS (CONTINUED)

Express ideas, opinions, and feelings orally in a logical sequence clearly, accurately, and precisely, using appropriate volume, clear pronunciation, and standard English grammar.

Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.

ELA21.3.13 Utilize new academic, content-specific, grade-level vocabulary to make connections to previously learned words and relate new words to background knowledge.

from observations to explain how various external features help living things survive, grow, and meet their needs.

SC23.1.6 Obtain information from text and other media to provide evidence that parents and their offspring engage in patterns of behavior that help the offspring survive.

SC23.3.7

Develop and use models to compare the diverse life cycles of organisms other than humans, including birth, growth, reproduction, and death.

SOCIAL STUDIES

SS10.1.8 Identify land masses, bodies of water, and other physical features on maps and globes.

SS10.2.10 Identify ways people throughout the country are affected by their human and physical environments

SS10.3.8 Identify geographic links of land regions, river systems, and interstate highways between Alabama and other states. (Alabama)

SS10.4.1 Compare historical and current economic, political, and geographic information about Alabama on thematic maps, including weather and climate, physical-relief, waterway, transportation, political, economic development, land-use, and population maps.

Cat Kid Comic Club: The Musical cast members

Dan Rosales and Brian Owen

photo: Jeremy Daniel

The Jay and Susie Gogue Performing Arts Center at Auburn University serves students and educators across the state of Alabama and beyond with its annual K–12 School Performance Series.

These high-quality and transformative arts experiences are further enriched with performance study guides that provide meaningful cross-curricular connections.

Developed by our Department of Education and Engagement, in collaboration with the Gogue Center Curriculum Council, each performance study guide contains information about the featured performing artist(s) or company, the art form, and relevant, grade-appropriate lessons and activities designed to help incorporate academic and arts standards into the classroom.

Our sincerest thanks to the members of the 2025–26 Gogue Center Curriculum Council.

2025–26 Gogue Center Curriculum Council

Lacey Basgier

Secondary Art

Lee Scott Academy

Alabama Independent School Association

Sherry Brown

College and Career Coach

Guntersville High School

Guntersville City Schools

Jan Burkhalter

Enrichment/Gifted Specialist

Wrights Mill Elementary (Formerly)

Auburn City Schools

Anna Carmichael

Elementary Art

Beulah Elementary School

Lee County Schools

Michelle Hopf

English Language Arts

Auburn High School

Auburn City Schools

Cynthia Jackson

English Language Arts, Curriculum & Instruction

Burns Middle School

Chambers County School

Kelsey Long

Second Grade

Dean Road Elementary

Auburn City Schools

LaTisha Mangram

Math

Burns Middle School

Chambers County Schools

Amber Pickard

Social Studies

Lee Scott Academy

Alabama Independent School Association

Frances Smith

STEM/Physical Science

Lee Scott Academy

Alabama Independent School Association

Dr. Quesha Starks

Retired Principal

Booker T. Washington Arts Magnet HS

Montgomery Public Schools

Alison Starr Science

Lee Scott Academy

Alabama Independent School Association

Jenn Travis

English Language Arts, Special Education, Dance

Auburn High School

Auburn City Schools

L.R. Davidson, Jamie LaVerdiere, Brian Owen (Back),

Markia Nicole Smith, Dan Rosales, Sonia Roman

photo: Jeremy Daniel

K–12 School Performance Sponsors

Bill & Sarah Walls 2025–26 Season Sponsors