ThinkTheatre Brochure 2025-2026

E D UCAT I O N T H RO UGH T H E A R T S

K - 1 2 RE SI DE N CI E S INTEGRATING THEATRE ARTS PEDAGOGY WITH STATE EDUCATION STANDARDS

TABLE OF C ON T EN T S AB O U T T H I N K T HE AT RE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 AB O U T T HE T E AC H I N G AR T I S T S . . . . . . . . . . . . . . . . . . . . . . . . . 3 RE M E M B E R : T H E STORY OF ABE PRI CE . . . . . . . . . . . . . . . 4 PRO F E S S I O N A L D E V ELO PMEN T . . . . . . . . . . . . . . . . . . . . . . . . . 5 T H I N K T HE AT RE T E S T I MON I AL S . . . . . . . . . . . . . . . . . . . . . . . . . . 6 N AT I O N A L T HE AT RE S TAN DARDS . . . . . . . . . . . . . . . . . . . 7 - 8 KI N D E RG A R T E N . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 - 1 0 F I R S T G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 - 1 4 SEC O N D G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 - 1 6 T H I RD G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 - 1 8 FO UR T H G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 - 20 FIFTH GRADE .......................................... 21 - 22 SI X T H G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3 - 2 4 SE V E N T H G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 5 - 2 6 EI G H T H G R A D E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 - 3 0 N I N T H - T WE L F T H GR ADE . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1 - 40 A D D I T I O N A L PRO G R AMMI N G . . . . . . . . . . . . . . . . . . . . . . 41 - 4 2

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GUL F S HORE PL AY H O U SE E DU CAT I O N

AB OU T Gulfshore Playhouse Education is a vital component of the Gulfshore Playhouse’s mission, providing programs aimed at enhancing the lives of children, teens, and students of all ages.

Each offering provides real-life skills and learning experiences that are invigorating, nurturing, and readily accessible to every member of our community, thanks to our scholarships and reduced-price programming for our region’s most deserving schools. From in-school residencies and pre-professional theatre training to community partnerships, audience engagement, and student matinees—our goal is to inspire creativity, encourage self-expression, and support the blossoming of self- confidence, collaboration, and a deep appreciation for the arts.

OUR MIS SION AND YOU ThinkTheatre is a meticulously crafted program that seamlessly integrates theatre arts pedagogy with state education standards. This program is designed to empower students to master essential skills aligned with their grade levels.

Our professional teaching artists collaborate closely with educators to create a curriculum that not only enriches students' understanding of core subjects but also fosters creativity, critical thinking, and effective communication. Through this unique fusion of theatre and academic standards, ThinkTheatre ensures that students not only meet but exceed their learning objectives, leaving a lasting impact on their educational journey.

AB OU T T H INK T HE AT RE ThinkTheatre brings theatrebased learning techniques into the classroom by pairing teachers with professional teaching artists to develop educationally enriching programs.

Classroom residencies reflect state education standards while creating an interdisciplinary learning environment focused on academic enhancement, confidence, teamwork, and self-expression. All of our residencies can be modified to fit the needs of each classroom teacher. Additionally, Gulfshore Playhouse Education is continuing to build new residencies for all grade levels and all subject areas.

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AB OU T T HE T E AC H IN G AR T IS T S Steven Calakos is the Director of Education at Gulfshore Playhouse and has earned his Bachelor of Arts degrees in Elementary Education and Theatre: Child Drama from Rowan University. An award-winning educator and theatre director, he taught in Vineland Public Schools in New Jersey for over 11 years and served as artistic director for several school theatre programs. In 2014, Steven co-founded his own theatre production company. He is a proud recipient of the 2022 and 2023 Tony Award® Honorable Mention for Excellence in Theatre Education, the Greek America Foundation Forty Under 40 Award, and is a Gulfshore Business 40 Under 40 Honoree. As a professional actor and singer with national credits, Steven is a member of Actors’ Equity Association and has produced and performed in three solo concerts, and starred in numerous television commercials and feature films. Learn more at www.stevencalakos.com.

John Perine joined the Gulfshore Playhouse Education team in August 2022 shortly after earning his Master of Fine Arts in Theatre for Youth from the University of North Carolina at Greensboro, where he served as an instructor of record in Directing courses and guest lecturer in Acting, Puppetry, and Teaching Artistry courses. He has worked professionally as a teaching artist at Lexington Children’s Theatre (Lexington, KY), The Rose Theater (Omaha, NE), and the Virginia Samford Theatre (Birmingham, AL).

John’s full portfolio of directing, acting, teaching, and writing can be found at www.johnperine.com Meredith Singleton is a theatre artist and educator who has served at Gulfshore Playhouse since September 2021, where she started as an intern before being promoted to a full-time staff member. Before traveling to Southwest Florida, she attended Juniata College, located in Huntingdon, Pennsylvania, where she studied Theatre and Elementary Education. There, she worked as a teacher and a stage manager, working on student productions as well as professional traveling productions.

She has worked professionally as a classroom teacher, theatre artist, stage manager, and director, and has brought the arts to students across the country.

Sophie Cooper is a theatre artist and educator from Orlando, who is happy to join the Gulfshore Playhouse team as the Education Assistant. She earned her Bachelor of Science in Psychology from the University of Central Florida. Sophie has spent time in New York City supporting The Nederlander Organization as a Theatrical Intern / Temporary Administrative Assistant, as well as at Broadway’s 321 Theatrical Management as a Company Management / Marketing / Ticketing Intern (WICKED, Death Becomes Her, Purpose, The Outsiders). She was also the Education Director at Theater West End, where she produced, managed, and directed countless K-12 productions. At the Orlando Science Center, she was an events assistant and coordinator, facilitating events such as weddings, corporate galas, and school dances. Sophie is committed to using educational theater to empower creatives and young performers. She believes in leading with curiosity and empathy in everything she does. www.sophiegcooper.com Frances Barnett is an enthusiastic and curious theatre educator originally from Asheville, North Carolina. She believes in theatre as a transformative art form that cultivates confidence, community, and collaboration. Frances earned her B.F.A. in Theatre Education from the University of North Carolina at Greensboro (UNCG), where she was involved in numerous productions, both on and off stage.

Among her favorite projects are directing a 25-minute abridged version of Twelfth Night and stage managing the debut staged reading of Bright Precious Things, an adaptation of The Great Gatsby written by Janet Allard. Through UNCG’s Theatre Education program and work with Virginia Children’s Theatre, she has worked with students of all ages in both school and community programs. She enjoys working with theatre students of all backgrounds to create fun, meaningful, and exploratory art. Frances is passionate about fostering creative, inclusive spaces where curiosity and collaboration thrive. She looks forward to joining the Gulfshore Playhouse team and contributing to a vibrant theatre community in Naples.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

IN PARTNERSHIP WITH

Remember: The Story of Abe Price by Jeffrey Binder, an original play based on a true story, is brought to you in association with The Holocaust Museum and Cohen Education Center. At just 16-years-old, Abraham Piasecki’s life is uprooted by the Nazi invasion of Poland. From living in the ghetto of Kielce to imprisonment at Auschwitz-Birkenau, Remember brings to life the harrowing true story of a Holocaust survivor who escaped Nazi captivity five times.

This immersive, challenging, and ultimately captivating story of resilience brings us into one man’s memories and asks us to never forget.

A Comprehensive Experience Intended Age: 7th – 12th Grade Standards: Holocaust Studies, History, Social Studies, Language Arts, Theatre Classroom performances include: A pre-show and post-show lesson taught by an Education staff member.

Assembly performances include: The performance of Remember with actor talkback, a post-performance activity designed to encourage students to reflect and discuss content, themes, and their response to the play.

SCAN HERE TO SCHEDULE A PERFORMANCE

Contact Director of Education, Steven Calakos at scalakos@gulfshoreplayhouse.org for inquiries.

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PROFE S SION AL DE V ELO PMEN T Led by Gulfshore Playhouse teaching artists, our customized professional development sessions are designed to help educators bring dynamic drama-based techniques into general education settings.

Through interactive, hands-on activities, teachers will learn how to integrate theatrical tools, such as storytelling, improvisation, role play, and movement, into their daily instruction to master standards, enhance creativity, boost student engagement, and deepen understanding of academic content.

Our team can help educators develop and implement Student Growth Objectives (SGOs) as a tool to assess student learning and track progress in creative, meaningful ways. Whether you’re looking to increase participation, build stronger classroom connections, or measure student growth through arts integration, our workshops are designed to inspire and empower.

These sessions not only support standards-based instruction, but also provide strategies for making learning more joyful and impactful.

To learn more about how Gulfshore Playhouse can support your school or classroom through arts-integrated programming, please contact Steven Calakos, Director of Education, at scalakos@gulfshoreplayhouse.org or 239.261.7529 ext. 207.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

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TESTIMONIALS They loved the most interactive parts of the sessions and the last day with it all coming together.

It was well done and enjoyable.

"

Linda Pasquarello, Kindergarten, St. Ann School,

"

The staff was very in tune with the kids and did an awesome job holding their attention. I'd recommend them to all teachers.

"

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Kristi West, Gulf Coast High School.

The students at LPE enjoyed using their actor's toolbox and often remind classmates who lack confidence to use their "voice" to express their ideas confidently.

WE LOVE GULFSHORE PLAYHOUSE!

"

Paula Bryant, Lake Park Elementary School.

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N AT ION AL T HE AT RE S TANDARDS The curriculum map for theatre is broken down into the elements of Creating, Performing, Responding, and Connecting. These elements work toward a student's understanding of the roles of the actor, director, playwright, designer, and dramaturg.

N AT ION AL T HE AT RE S TA N DA RDS

Creating, Performing, Responding, and Connecting

Artistic Literacy

AC T IN G

Need to Know

WRI T IN G

PRODUCING/DIRECTING

DE S IGN IN G

General Skills

DR AM AT URGY

Key Learning Areas: Theatre Elements and Principles

Theatre arts teach essential skills by providing a dynamic platform for students to engage in creative expression, collaboration, and empathy-building, fostering their personal and academic growth.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

TO P 1 0 SK IL L S C H I LDRE N LE A RN THROUG H THE ATRE AR T S 1 . CRE AT I V I T Y Being able to think on your feet, approach tasks from different perspectives, and think outside of the box will distinguish your child from others now and in their future career.

2 . C ONFI DEN CE Theatre training gives children practice stepping out of their comfort zone and allows them to make mistakes and learn from them in rehearsal. This process gives children the confidence to perform in front of large audiences.

3 . PROB LE M SO LV IN G Develops children’s skills in reasoning and understanding. This will help develop important problem-solving skills necessary for success in any career.

4 . PERS E V ER AN CE When a child practices, learns the skills and techniques, and doesn’t give up, their success is that much closer. In an increasingly competitive world, where people are being asked to continually develop new skills, perseverance is essential.

5 . FOCU S The ability to focus is a key skill developed through ensemble work. Keeping a balance between listening and contributing improves children’s abilities to concentrate and focus in other aspects of their lives.

6 . N O N - V E RBAL C O M M UN ICAT IO N Through experiences in theatre and dance education, children learn to breakdown the mechanics of body language. They experience different ways of moving and how those movements communicate different emotions.

7. REC E I V IN G C O N S T RUC T I V E F E E D BAC K Children learn that feedback is part of learning and it is not something to be offended by or to be taken personally. It is something helpful. The goal is the improvement of skills and evaluation is incorporated at every step of the process.

8 . C O L L AB O R AT IO N Through the arts, children practice working together, sharing responsibility, and compromising with others to accomplish a common goal.

Through these experiences children gain confidence and start to learn that their contributions have value even if they don’t have the biggest role.

9. D E D ICAT IO N Kids get to practice developing healthy work habits of being on time for rehearsals and performances, respecting the contributions of others, and following through with artistic endeavors that results in a finished product or performance, where they learn to associate dedication with a feeling of accomplishment.

1 0 . AC C O UN TAB IL I T Y Through the arts, children also learn that it is important to admit that you made a mistake and take responsibility for it. We acknowledge them, learn from them and move on.

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KI N D E RG A R T EN L A N G UAG E AR T S The Very Hungry Caterpillar Objective: The students will demonstrate understanding of newly-acquired vocabulary words by performing a staged version of the book The Very Hungry Caterpillar.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions, for a classroom composed of kindergarten students.

By examining The Very Hungry Caterpillar by Eric Carle, students will learn new words through activities focused on using new vocabulary words presented in the read-aloud and applying them through song, movement, and mime.

DE SCRI P T IO N

Title: The Very Hungry Caterpillar Residency: 4 days, 50 minutes each Professional Development: 1, 50-minute session Subject: Language Arts Grade: Kindergarten

Language Arts Standards: • ELA.K.C.5.1 Use a multimedia element to enhance oral or written tasks.

Clarification 1: Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation.

• Multimedia elements may include, but are not limited to, a drawing, picture, artifact, audio or digital representation. At this grade level, the element should relate

to the task but that relationship may be tangential. It does not require but can include the use of computers.

• ELA.K.R.3.2 ○ Retell a text orally to enhance comprehension: • Use main character(s), setting, and important events for a story.

• Use topic and details for an informational text. ○ Clarification 1: Most grade-level texts are appropriate for this benchmark

Theatre Standards: • TH.K.S.3.2 ○ Describe the concept of beginning, middle, and ending in stories using dramatic play.

• TH.K.O.3.1 ○ Compare a story that is read to one that is acted out.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T O B JEC T I V E :

Students will apply acquired vocabulary (days of the week, elements of a story, basics of drama, life cycle of a butterfly) to develop a dramatic retelling of The Very Hungry Caterpillar through individual and collaborative play.

Pre-Residency:

15% of students were

able to identify the parts of a story as beginning, middle, and end.

Students were able to recite the order of the days of the week NO - 20%

NO - 33.3%

YES - 66.7%

YES - 80%

Pre-Residency

Post-Residency

Students were able to identify the order of a butterfly's life cycle NO - 20%

Post-Residency:

90% of students were

able to identify the parts of a story as beginning, middle, and end.

The data was collected from a pool of 46 Kindergarten students at St. Ann School

Pre-Residency:

10% of students were

YES - 80%

YES - 100%

Pre-Residency

Post-Residency

Students were able to recite the order of the days of the week YES - 27.8%

YES - 38.9%

able to identify the parts of a story as beginning, middle, and end.

Post-Residency:

40% of students were

able to identify the parts of a story as beginning, middle, and end.

Other notable areas of growth in essential skills • • • • • • •

Pre-Residency

Post-Residency

Students were able to identify the order of a butterfly's life cycle

Listening Skills Verbal Expression Group Participation Originality Imagination Creativity Memory Recall

The data was collected from a pool of 38 Kindergarten students at Immokalee Community Academy

NO - 61.1%

NO - 72.2%

NO - 44.4%

YES - 55.6%

Pre-Residency

NO - 33.3%

YES - 66.7%

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FI RS T G R A DE SO C I AL S T UDI E S Weather Pattern Road Trip Objective: Students will utilize the actors’ toolbox of Body, Voice, and Imagination to engage in

drama to develop and apply real-world understanding of acquired vocabulary by creating maps of the United States that illustrate regional weather patterns.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions, for a classroom composed of first grade students. This workshop will focus on weather patterns, specifically the geographic relevance of weather patterns, as inspired by I Am The Storm by Jane Yolen and Heidi E. Y. Stemple, with art by Kristen and Kevin Howdeshell, which aims to alleviate young people’s anxieties surrounding severe weather.

DE SCRIP T IO N : Title: Weather Pattern Road Trip Residency: 4 days, 50 minutes each Professional Development: 1, 50-minute session Subject: Social Studies Grade: First Grade Social Studies Standards: • SS.1.G.1.6 ○ Describe how location, weather, and physical environment affect the way people

live in our community. (Primary) • SS.1.G.1.2 ○ Identify key elements (compass rose, cardinal directions, title, key/legend with

symbols) of maps and globes.

• SS.1.G.1.5 ○ Locate on maps and globes the student's local community, Florida, the Atlantic

Ocean, and the Gulf of Mexico.

Theatre Standards: • TH.1.F.1 ○ Creating, interpreting, and responding in the arts stimulate the imagination and

encourage innovation and creative risk-taking.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

UNI T O B JEC T I V E : Students will utilize the actors' toolbox of Body, Voice and Imagination to engage in drama to develop and apply realworld understanding of acquired vocabulary by creating maps of the United States that illustrate weather patterns by geographic regions.

Pre-Residency: 0% of students were able to identify a map when presented with a picture of a map.

Students were able to label the following things on a map of the United States Post-Residency NO 2%

NO 15%

YES 92%

YES 98%

Tornado Alley

The State of Florida

Post-Residency:

NO 8%

100% of students

NO 35%

were able to identify a map when presented with a picture of a map.

Other notable areas of growth in essential skills • • • • •

Following Directions Group Participation Imagination Teamwork Spacial Awareness

YES 92%

YES 65%

N. Great Plains

South West Desert

NO 25%

YES 75%

Compass Sample of post-assessment map from a First Grade student The data was collected from a pool of 50 First Grade students at St. Ann School T HINK T HE AT RE

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FI RS T G R A DE M AT H Money Jump Objective: The students will be able to count and recognize different values of money by working together to estimate different prices for various objects while also being the money values.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop for a classroom composed of first grade students. This educational theatre workshop focuses directly on money while practicing storytelling and performing skills. Students will identify the values of coins and prices, while being able to speak clearly, connect physically, and experiment with fundamental theatre skills.

DE SCRIP T IO N : Title: Money Jump Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Math Grade: First Grade

Math Standards: • MA.1.M.2.2 ○ Identify pennies, nickels, dimes and quarters, and express their values using

the ¢ symbol. State how many of each coin equal a dollar.

• MA.1.M.2.3 ○ Find the value of combinations of pennies, nickels and dimes up to one dollar.

• MA.1.NSO.2 ○ Develop an understanding of addition and subtraction operations with one- and

two-digit numbers.

• MA.1.FR.1. ○ Develop an understanding of fractions by partitioning shapes into halves and

fourths.

Theatre Standards: • TH.1.S.1 ○ The arts are inherently experimental and actively engage learners in the processes

of creating, interpreting, and responding to art.

• TH.1.S1.1 ○ Exhibit appropriate audience etiquette and response.

• TH.1.S1.2 ○ Demonstrate the differences between play-acting, pretending, and real life.

• TH.1.S1.3 ○ Explain personal preferences related to a performance.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

UNI T O B JEC T I V E :

The students will be able to count different totals of money up to one dollar using coins, and to strategically utilize money earning and saving strategies through creative drama activities.

Students could add up the total value of mixed coins.

YES 12.5%

YES 46.7%

NO 87.5%

Post-Residency: 23% of students reported an increased liking of math after the course of the residency.

27% of students

reported an increased enjoyment in speaking in front of their peers after the course of the residency.

Pre-Residency

Post-Residency

At the end of the residency, students were prompted to plot their alignment with the following statement.

I want to do more drama or theatre.

93% of students could describe the color, size, and value of each of the common coins (quarter, dime, nickel, penny) after the course of the residency.

NO 53.3%

Average Answer

No, Never

Yes, Absolutely

Other notable areas of growth in essential skills • • • •

Collaboration Problem Solving Visual Arts Quick Math

The data was collected from a pool of 34 First Grade students at Lake Park Elementary T HINK T HE AT RE

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SECOND GRADE SCIENCE Weathering the Storms Objective: The students will be able to recognize the different hazards of each Florida storm by acting out different ways to take safety precautions and prepare for Florida’s natural disasters.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions for a classroom composed of second grade students. This educational theatre workshop focuses on natural science and the weather. Second grade students will identify the different types of weather alerts and prepare for major storms, while being able to speak clearly, connect physically, and experiment with fundamental theatre skills.

DE SCRIP T IO N

Title: Weathering the Storms Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Science Grade: Second Grade Science Standards: • SC.2.E.7: ○ Compare and describe changing patterns in nature that repeat themselves, such as

weather conditions including temperature and precipitation, day to day and season

to season.

• SC.2.E.7.5: ○ State the importance of preparing for severe weather, lightning, and other weather

related events.

Theatre Standards: • TH.2.S.3: ○ Through purposeful practice, artists learn to manage, master, and refine simple, then

complex, skills and techniques.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

UNI T O B JEC T I V E : Students will be able to recognize the different hazards of each Florida storm by acting out different ways to take safety precautions and prepare for Florida's natural disasters.

Students could correctly state safety strategies for a hurricane NO 25%

Pre-Residency:

50% of students were

comfortable reading and performing in front of their peers.

Pre-Residency

30% of students could use their Body, Voice, and Imagination to create a brief cohesive theatre piece.

YES 100%

YES 75%

Post-Residency

Students could correctly state safety strategies for a tornado

Post-Residency:

80% of students were

NO 50%

NO 20%

comfortable reading and performing in front of their peers.

100% of students

could use their Body, Voice, and Imagination to create a brief cohesive theatre piece.

Other notable areas of growth in essential skills

YES 50%

YES 80%

Pre-Residency

Post-Residency

• • • • • •

Decision Making Problem-Solving Team Building Self Awareness Verbal Expression Ability to use Actors' Toolbox • Reading in front of peers The data was collected from a pool of 51 Second Grade students at St. Ann School

2nd grade students at ICA.

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T H I RD G R A DE L A N GUAG E AR T S Picture This! Storytelling Re-imagined Objective: The students will be able to convey important story plot points through staging tableaus and stage pictures of various well-known fairy tales.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions, for a classroom of third grade students. This educational theatre workshop focuses on language arts and storytelling. Students will gain storytelling techniques by acting out a story using detailed physicality, body language, and gestures. Students will identify impactful methods of storytelling by physically embodying well-known fairy tales through stage pictures and tableaux.

DE SCRIP T IO N Title: Picture This! Storytelling Re-imagined Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Language Arts Grade: Third Grade

Language Arts Standards: • ELA.3.R.3.2 ○ Summarize a text to enhance comprehension. ○ Include plot and theme for a literary text. ○ Use the central idea and relevant details for an informational text.

• ELA.3.C.2.1 ○ Present information orally, in logical sequence, using nonverbal cues, appropriate

volume, and clear pronunciation.

• ELA.3.V.1.3 ○ Use context clues, figurative language, word relationships, reference materials, and/

or background knowledge to determine the meaning of multiple-meaning and

unknown words and phrases, appropriate to grade level.

Theatre Standards: • TH.3.F.3.1 ○ Participate in a collaborative project to create a theatrical performance and reflect on

the experience.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T OB JEC T I V E :

Students will be able to convey important story plot points through staging tableaus of various well-known fairytales as well as write, edit and act out their own devised theatre story.

Students were familiar with plot, setting, and characters in a story YES 37.1%

NO 11.4%

Pre-Residency:

0% of students could describe and identify what the climax of a story is.

NO 62.9%

Pre-Residency

38% of students could correctly define genre and give examples of genres that they could find in a story.

75% of students could describe what it means to edit something and the importance of editing their work.

YES 88.6%

Post-Residency

Students could identify parts of a story (beginning, middle, and end) YES 31.4%

YES 100%

Post-Residency

75% of students could describe and identify where the climax is.

100% of students

could give examples of genres that they could find in a story.

NO 68.6%

Pre-Residency

Post-Residency

90% of students could describe what it means to edit something and the importance of editing their work.

Other notable areas of growth in essential skills • • • •

Storytelling Editing work Reflection Non-verbal Communication • Conflict Resolution • Taking Initiative The data was collected from a pool of 35 Third Grade students at St. Ann School

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FOUR T H GR A DE SO C I AL S T UDI E S Uncovering History Objective: Students will be able to retell the history and significance of the Calusa people of

Southwest Florida including their lifestyle and culture through the use of dramatic exercises and art activities.

Overview: Gulfshore Playhouse Education staff will lead an interdisciplinary workshop consisting of four sessions, for a classroom composed of fourth grade students. The students will use their Actor’s Toolbox of Body, Voice, and Imagination, to explore the landscape of Florida over 1,000 years ago, learning about the land and the people who lived there.

DE SCRIP T IO N Title: Uncovering History Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Social Studies Grade: Fourth Grade

Social Studies Standards: • SS.4.A.1.1 ○ Analyze primary and secondary resources to identify significant individuals and

events throughout Florida history.

• SS.4.G.1.1 ○ Identify physical features of Florida.

• SS.4.G.1.2 ○ Locate and label cultural features on a Florida map.

• SS.4.G.1.4 ○ Interpret political and physical maps using map elements (title, compass rose,

cardinal directions, intermediate directions, symbols, legend, scale, longitude,

latitude).

Theatre Standards: • TH.4.S.1.1 ○ Exhibit proper audience etiquette, give constructive criticism, and defend personal

responses.

• TH.4.S.3.2 ○ Use information gained from research to shape acting choices in a simple,

historically based scene.

• TH.4.S.2.1 ○ Collaborate with others to share responsibilities for a production.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

UNI T OB JEC T I V E :

Students will be able to explain the history and significance of the Calusa people of Southwest Florida including their lifestyle and culture through the use of dramatic exercises and art activities.

Students have heard of the Calusa people of Southwest Florida before NO 100%

Pre-Residency: 41% of students could accurately draw a compass on a blank map.

Post-Residency: 95% of students could accurately draw a compass on a blank map.

Pre-Residency Post-Residency Students could identify when the Calusa people lived in SWFL

NO 20%

NO 28.6%

Other notable areas of growth in essential skills • • • • •

Students could state something interesting they learned about the Calusa people

Problem solving Empathy Analytical thinking Cooperation Open Mindedness

The data was collected from a pool of 35 Fourth Grade students at Immokalee Community Academy

Pre-Residency: 75% of students could accurately draw a compass on a blank map.

YES 71.4%

YES 80%

Students could find and circle Southwest Florida on a blank map of Florida

13% of students could

NO 45%

explain the significance of the Calusa people on Florida history.

YES 100%

Post-Residency

100% of students

could accurately draw a compass on a blank map.

100% of students

could explain the significance of the Calusa people on Florida history.

The data was collected from a pool of 46 Fourth Grade students at St. Ann School

YES 55%

Pre-Residency

Post-Residency

T HINK T HE AT RE

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FI F T H G R A DE M AT H EM AT I C S Math Detectives Objective: Students will apply grade-level vocabulary related to fractions, coordinate planes, and data collection to accurately solve word problems embedded within a process drama activity.

Overview: Gulfshore Playhouse Education staff will lead an interdisciplinary workshop, consisting of four sessions, for a classroom composed of fifth grade students. Employing students as detectives to solve the case of the missing math notebooks, this residency challenges students to implement their understanding of data analysis (mean, median, mode, and range) in order to solve fractions-based word problems.

DE SCRIP T IO N Title: Math Detectives Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Math Grade: Fifth Grade

Math Standards: • MA.5.DP.1.1 ○ Collect and represent numerical data, including fractional and decimal values, using

tables, line graphs or line plots.

• MA.5.DP.1.2. ○ Interpret numerical data, with whole-number values, represented with tables or line

plots by determining the mean, mode, median or range.

• MA.5.FR.2. ○ Perform operations with fractions.

• MA.5.GR.4.2. ○ Represent mathematical and real-world problems by plotting points in the first

quadrant of the coordinate plane and interpret coordinate values of points in the

context of the situation.

Theatre Standards: • TH.5.H.3 ○ Connections among the arts and other disciplines strengthen learning and the ability

to transfer knowledge and skills to and from other fields.

• TH.5.S.2.1 ○ Collaborate with others to create productions and solve challenges.

• TH.5.S.3.1 ○ Create and sustain imagined characters and relationships, using basic acting skills,

to tell an original story based on historical, literary, or everyday situations.

21

GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T OB JEC T I V E :

The students will implement their developing vocabulary regarding fractions, coordinate planes, and data collection to solve word problems related to a process drama.

Post-Residency

66% of students

reported in increased confidence in speaking in front of their peers after the course of the residency.

Students could identify the MEAN of a set of numbers YES 46.3%

NO 100%

NO 53.7% Pre-Residency

Post-Residency

Students could identify the MEDIAN of a set of numbers YES 17.1%

NO 24.4%

63% of students

reported an increased confidence level in working in a group after the course of the residency.

33% more students

NO 82.9%

could solve a presented word problem with fractions at the end of the residency than on the first day of the residency.

YES 75.6% Pre-Residency

Post-Residency

Students could identify the MODE of a set of numbers YES 4.9%

N0 29.3%

Other notable areas of growth in essential skills • • • •

Problem Solving Analysis Flexibility Task Prioritization

NO 95.1%

YES 70.7% Pre-Residency

Post-Residency

Students could identify the RANGE of a set of numbers N0 39%

The data was collected from a pool of 41 Fifth Grade students at St. Ann School

YES 61%

N0 100% Pre-Residency

Post-Residency T HINK T HE AT RE

22

S I X T H G R A DE L A N G UAG E AR T S Myths and Heroes Objective: Students will be able to analyze an existing Greek myth and adapt it into an original

theatre piece after being introduced to the culture of ancient Greece and the art of Greek theatre.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions, for a classroom composed of sixth grade students. This educational theatre workshop focuses on life in ancient Greece, specifically focusing on Greek theatre and storytelling. By the end of the workshop, students will have a better understanding of the rules and practices used in Greek theatre and how it impacted the larger culture of ancient Greece. They will also be able to adapt, write, and perform a brief theatre piece based on an existing Greek story.

DE SCRIP T IO N Title: Myths and Heroes Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Language Arts, History Grade: Sixth Grade

Language Arts Standards: • SS.6.G.1.7 ○ Use maps to identify characteristics and boundaries of ancient civilizations that have

shaped the world today.

• SS.6.G.1.4 ○ Utilize tools geographers use to study the world.

• SS.6.W.3.3 ○ Compare life in Athens and Sparta (government and the status of citizens, women

and children, foreigners, helots).

Theatre Standards: • TH.68.S.3.2 ○ Use the elements of dramatic form to stage a play.

• TH.68.H.2.6 ○ Describe historical and cultural influences leading to changes in theatre performance

spaces and technology.

• TH.68.H.1.3 ○ Identify significant contributions of playwrights, actors, and designers and describe

their dramatic heritage.

23

GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T OB JEC T I V E :

Students could identify the parts of Greek Theatre

Students will be able to analyze an existing Greek myth and adapt it into an original theatre piece being introduced to the culture of ancient Greece and the art of Greek Theatre.

YES 5.9%

NO 35.3%

Pre-Residency

21% of students could describe how the Greek gods interacted with humans.

YES 64.7%

N0 94.1%

Post-Residency

Post-Residency

Pre-Residency

38% of students could describe how the Greek gods interacted with humans.

Students could identify the four "rules" of Greek theatre

Other notable areas of growth in essential skills • • • • •

NO 44.1%

Risk-Taking Group Participation Project Planning Resourcefulness Articulation NO 100%

YES 55.9% Pre-Residency

Post-Residency

The data was collected from a pool of 34 Sixth Grade students at St. Ann School.

T HINK T HE AT RE

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S E V E N T H G R A DE L A N G UAG E AR T S Shakespeare’s Battle of the Bard Objective: Students will be able to understand, interpret, and perform the works of William Shakespeare through textual analysis and performance opportunities.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary workshop, consisting of four sessions, for a classroom composed of seventh grade students.

This educational theatre workshop focuses on language arts and Shakespearean performance.

Students will be introduced to the history and works of William Shakespeare, while being able to identify various analytical strategies for examining a body of text. By the end of the workshop, students will have a better understanding of the works, meanings, and adaptations of Shakespeare, as exhibited by performances of short scenes from Shakespeare’s most famous plays.

DE SCRIP T IO N Title: Shakespeare’s Battle of the Bard Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Language Arts Grade: Seventh Grade

Language Arts Standards: • ELA.7.R.1.4 ○ Analyze the impact of various poetic forms on meaning and style.

• ELA.7.R.3.1 ○ Analyze how figurative language contributes to tone and meaning and explain

examples of allusions in text(s).

• ELA.7.R.3.2 ○ Paraphrase content from grade-level texts.

• ELA.7.R.3.4 ○ Explain the meaning and/or significance of rhetorical devices in a text.

• ELA.7.V.1.3 ○ Apply knowledge of context clues, figurative language, word relationships, reference

materials, and/or background knowledge to determine the connotative and

denotative meaning of words and phrases, appropriate to grade level.

Theatre Standard: • TH.68.H.2.3: ○ Analyze theatre history and dramatic literature in the context of societal and

cultural history.

25

GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T OB JEC T I V E : Students will be able to interpret and perform William Shakespeare's written language by examining both traditional and modern day translations of his plays.

Students could name a play written by William Shakespeare YES 31.6%

YES 100%

Post-Residency

31% of the students reported an increased enjoyment in reading texts for their English Language Arts class.

25% of students

reported increased comfortability speaking in front of their class.

Other notable areas of growth in essential skills • Task Prioritization • Imagination • Non-Verbal Communication • Analysis

NO 68.4% Pre-Residency

Post-Residency

Students could translate a line of Shakespeare's writing into contemporary English NO 18.8%

YES 31.6%

The data was collected from a pool of 16 Seventh Grade students at St. Ann School.

NO 68.4% Pre-Residency

YES 81.3% Post-Residency

Shakespeare Performance Assessment Student performances from A Midsummer Night's Dream were scored utilizing a Shakespeare performance assessment rubric Followed Directions: 87.5% of group scored a 4 or better Vocal Techniques: 75% of groups scored a 4 or better Movement (Plot): 75% of groups scored a 4 or better Group Dynamics: 87.5% of groups scored a 4 or better For students' final performances from A Midsummer Night's Dream, the average composite score across both classes was an 86% out of 100%

T HINK T HE AT RE

26

EI G H T H G R A DE SO C I AL S T UDI E S The Trial of Mary Surratt Objective: Students will construct logical arguments, create characters, work as an ensemble,

and deliver persuasive arguments by examining historical testimonies, art, and events during the Civil War in order to participate in a performative mock trial.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary workshop, consisting of four sessions, for a classroom composed of eighth grade students.

The students will participate in a mock trial of Mary Surratt, a suspected conspirator to the Abraham Lincoln assassination of 1865. This educational theatre residency focuses on collaboration, character development, and critical thinking, while incorporating performance and improvisational skills.

DE SCRIP T IO N Title: The Trial of Mary Surratt Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Social Studies Grade: Eighth Grade

Social Studies Standards: • SS.8.A.1.1 ○ Provide supporting details for an answer from text, interview for oral history, check

validity of information from research/text, and identify strong vs. weak arguments.

• SS.8.A.1.4 ○ Differentiate fact from opinion, utilize appropriate historical research and fiction/

nonfiction support materials.

Visual Art Standards: • VA.68.H.1 ○ Through the study of arts, we learn about and honor others and the worlds in which

they lived.

Theatre Standards: • TH.68.S.1 ○ The arts are inherently experiential and actively engage learners in the processes

of creating, interpreting, and responding to art.

• TH.68.S.2 ○ Development of skills, techniques, and processes in the arts strengthens our ability

to remember, focus on, process, and sequence information.

• TH.68.S.3 ○ Through purposeful practice, artists learn to manage, master, and refine simple,

then complex, skills and techniques.

27

GUL F S HORE PL AY H O U SE E DU CAT I O N

UNI T OB JEC T I V E : Students will construct logical ideas, create characters, work as an ensemble, and deliver persuasive arguments by examining historical testimonies, art, and events during the Civil War in order to participate in a performance mock trial.

Students could indicate when the Civil War took place YES 15%

NO 26.3%

Post-Residency

NO 85%

79% of students

reported improved ability to draft and tell a story effectively after the course of the residency.

74% of students

Pre-Residency

YES 73.7% Post-Residency

Students could indicate the two sides that fought in the Civil War

reported improved public speaking and presentation skills after the course of the residency.

NO 25%

YES 100%

95% of students

reported improved knowledge of the Civil War and the Lincoln assassination after the course of the residency.

YES 75%

Other notable areas of growth in essential skills • • • •

Pre-Residency

Articulation Evaluative Skills Handling Ambiguity Meeting Deadlines

The data was collected from a pool of 20 Eighth Grade students at St. Ann School.

Post-Residency

Students could indicate who won the Civil War YES 100%

NO 30%

YES 70% Pre-Residency

Post-Residency T HINK T HE AT RE

28

EI G H T H G R A DE SC IEN CE A Trip Through the Solar System Objective: The students will be able to identify different objects in space and explain their significance to scientific research as a whole through relevant discussion and meaningful participation in content-specific theatre and storytelling activities.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary

workshop, consisting of four sessions, for a classroom composed of eighth grade students. This workshop focuses on the different objects in space and their properties through the lens of theatre arts.

DE SCRIP T IO N

Title: A Trip Through the Solar System Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: Science, ELA, Theatre Grade: Eighth Grade

Science Standards: • SC.8.E.5.7 ○ Compare and contrast the properties of objects in the Solar System including

the Sun, planets, and moons to those of Earth, such as gravitational force, distance

from the Sun, speed, movement, temperature, and atmospheric conditions.

• SC.8.E.5.12 ○ Summarize the effects of space exploration on the economy and culture of Florida.

• SC.8.E.5.10 ○ Assess how technology is essential to science for such purposes as access to

outer space and other remote locations, sample collection, measurement, data

collection and storage, computation, and communication of information.

Theatre Standards: • TH.68.S.1 ○ The arts are inherently experiential and actively engage learners in the processes

of creating, interpreting, and responding to art.

• TH.68.S.2 ○ Development of skills, techniques, and processes in the arts strengthens our

ability to remember, focus on, process, and sequence information.

• TH.68.S.3 ○ Through purposeful practice, artists learn to manage, master, and refine simple,

then complex, skills and techniques.

ELA Standards: • ELA.8.C.1.4 ○ Write expository texts to explain and analyze information from multiple sources,

using relevant supporting details, logical organization, and varied purposeful

transitions.

29

GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T O B JEC T I V E :

Students could list all 8 planets in the solar system

The students will be able to identify different objects in space and explain their significance to scientific research as a whole through relevant discussion and meaningful participation in content-specific and storytelling activities.

NO 45.2%

NO 35.7%

Post-Residency 43% of students reported improvement in their ability to explain how objects in space interact with eachother.

YES 54.8%

54% of students

Students could list 3 objects that scientists use to study the solar system

reported improvement in their understanding of how researchers use different pieces of technology to learn about the solar system.

YES 64.3% Pre-Residency

Post-Residency

NO 3.6%

YES 19.4%

Other notable areas of growth in essential skills • • • •

Imagination Strategic Planning Resourcefulness Innovation

NO 80.6%

YES 96.4%

Pre-Residency

Post-Residency

Students could identify Cape Canaveral as the largest space station in Florida and one of NASA's most successful launch stations NO 100%

The data was collected from a pool of 41 Eighth Grade students at Immokalee Community Academy.

NO 50%

YES 50% Pre-Residency

Post-Residency T HINK T HE AT RE

30

9 - 1 2 T H GR A DE Landscape of Shakespeare Objective: The students will be able to understand and interpret the works of William Shakespeare through textual analysis and performance activities.

Overview: Gulfshore Playhouse Education and ThinkTheatre staff will lead an interdisciplinary workshop, consisting of four sessions, for a classroom composed of 9th-12th grade students.

This educational theatre workshop focuses on the works of William Shakespeare, going over Elizabethan history and how actors approach his plays.

DE SCRIP T IO N

Title: Landscape of Shakespeare Residency: 4 days, 50 minutes each Professional Development: 1 50-minute session Subject: ELA Grade: 9th-12th

ELA Standards: • ELA.10.C.2.1 ○ Present information orally, with a logical organization and coherent focus, with

credible evidence, creating a clear perspective.

• ELA.10.R.1.2 ○ Analyze and compare universal themes and their development throughout a literary

text.

• ELA.12.R.1.3 ○ Evaluate the development of character perspective, including conflicting

perspectives.

Theatre Standards: • TH.912.S.1 ○ The arts are inherently experiential and actively engage learners in the processes of

creating, interpreting, and responding to art.

• TH.912.S.2 ○ Development of skills, techniques, and processes in the arts strengthens our ability

to remember, focus on, process, and sequence information.

• TH.912.S.3 ○ Through purposeful practice, artists learn to manage, master, and refine simple, then

complex, skills and techniques.

31

GUL F S HORE PL AY H O U SE E DU CAT I O N

U NI T O B JEC T I V E :

The students will identify themes and motifs in the works of William Shakespeare through textual analysis in order to create design documents for a hypothetical production.

Students could translate Shakespeare into their own words NO 32.7%

YES 48%

Post-Residency

40% of students

reported increased interest in reading.

NO 52%

42% of students

Pre-Residency

reported increased comfortability speaking in front of their peers.

In a culminating activity, students collaborated on a group presentation to design a contemporary concept production of Macbeth. Groups averaged a score of 82.6% out of 100% on a rubric that assessed their explanation of themes and motifs, aesthetic image collection, and presentation skills.

YES 67.3% Post-Residency

Students could identify if a provided text was written in iambic pentameter NO 50.7%

YES 49.3%

NO 13.5%

YES 86.5% Pre-Residency

Post-Residency

Other notable areas of growth in essential skills • • • •

Public Speaking Collaboration Abstract Thinking Giving and Receiving Feedback

The data was collected from a pool of 52 Ninth Grade students at Gulf Coast High School.

T HINK T HE AT RE

32

9 - 1 2 T H G R A DE AP 2-D Art: The Art of Scenic Design Objective: At the end of five sessions, students will be able to create an original scenic design for the short play Return of the Living by Eric Appleton.

Overview: Over the course of four weeks, students will learn to read a script critically and then

utilize the elements of design to create a scenic design for a given play. The students’ designs will use thoughtfully selected visual metaphors to help communicate the overall themes of the play.

As part of the design process, students will gather research images, create drafts and renderings, and create one scenic painting sample for their design. At the end of their four weeks, students will create a cohesive concept statement that will accompany their work.

DE SCRIP T IO N

Title: The Art of Scenic Design Time: 5 Sessions, 50 minutes each Subject: AP 2-D Art Grade: 9-12th

VA Standards: • VA.912.C.1.2 ○ Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme.

• VA.912.C.1.4 ○ Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.

• VA.912.S.1.2 ○ Investigate the use of technology and other resources to inspire art-making decisions.

• VA.912.S.2.3 ○ Demonstrate visual-thinking skills to process the challenges and execution of a creative endeavor.

• VA.912.O.2.4 ○ Concentrate on a particular style, theme, concept, or personal opinion to develop artwork for a portfolio, display, or exhibition.

• VA.912.O.3.1 ○ Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.

• VA.912.H.3.1 ○ Synthesize knowledge and skills learned from non-art content areas to support the processes of creation, interpretation, and analysis.

33

GUL F S HORE PL AY H O U SE E DU CAT I O N

AP BIG IDE A S AP SKILL S & BIG IDE A S • 1.B ○ • 2.A ○ • 2.C ○ • 3.B ○ • 3.D ○ • 3.F ○

Describe how inquiry guides investigation through art and design.

Formulate questions or areas of inquiry that guide a sustained investigation through art and design.

Make works of art and design that demonstrate synthesis of materials, processes, and ideas.

Describe, in writing, how a sustained investigation through art and design shows evidence of practice, experimentation, and revision guided by questions or inquiry.

Describe how works of art and design demonstrate synthesis of materials, processes, and ideas.

Present works of art and design for viewer interpretation.

RE S I D E N CY B RE A KD OWN 3 1

2

Students will learn about the different types of stage configurations and begin creating preliminary sketches of their scenic design.

Intro to Scenic Design

Students will explore the role of a scenic designer and how metaphor is used to communicate story, theme, and mood through visual design.

• Students come up with a central metaphorical theme statement for a story.

• Students will learn how to represent metaphorical themes in a scenic design.

Given Circumstances/Gathering Inspiration Students will learn about given circumstances, or the “rules” of a world based on the information in a text.

• Students will use the given circumstances of the play to ask questions related to the scenery.

• Students will then discuss how scenic designers create concept imagery for their designs.

• Students will also create a concept statement for their design.

Stage Configurations/ Preliminary Sketches

4

Scenic Painting/Painting Elevations

Students will learn the basics of painting for the stage.

• Students will paint a sample of one of the textures from their renderings.

5

6

Scenic Painting Presentations

Students will put the final touches on their renderings and painting samples.

Once complete, students will present their work to the class, describing the overall concept and metaphorical meaning of their design.

Assessment

Students' final portfolio will consist of their renderings, their painting samples, and their written concept statement. They will be assessed using the 2024 AP Scoring Guidelines and Rubric.

T HINK T HE AT RE

34

9-12T H GR ADE AP English Language and Composition: Rhetoric & Performance: Verbatim Theatre Objective: Students will examine the use of rhetorical devices in a course-appropriate short piece of nonfiction through experimentation with performance activities to argue their unique interpretation of the piece with textual evidence.

Overview: Over the course of five 50-minute sessions, Gulfshore Playhouse Education staff members will guide AP English Language and Composition through the process of constructing Verbatim Theatre from short pieces of nonfiction (interviews, opinion pieces, speeches, etc.), either provided or approved by the classroom teacher in order to develop a greater understanding of the rhetorical devices and situation employed and responded to by the authors. Students will culminate this process by crafting a concept statement for the play, addressing their deeper understanding of the arguments.

DE SCRIP T IO N

Title: Rhetoric & Performance: Verbatim Theatre Time: 5 Sessions, 50 minutes each Subject: AP English Language and Composition Grade: 9-12th

ELA Standards: • ELA.12.R.2.4 ○ Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.

• ELA.12.R.3.4 ○ Evaluate rhetorical choices across multiple texts.

Theatre Standards: •

TH.912.C.1.1 ○ Devise an original work based on a global issue that explores various solutions to a problem.

• TH.912.F.1.3 ○ Stimulate imagination, quick thinking, and creative risk-taking through improvisation to create written scenes or plays.

35

GUL F S HORE PL AY H O U SE E DU CAT I O N

AP SKILL S & BIG IDE A S • RHS.1.A ○ Identify and describe components of the rhetorical situation: the exigence, audience, writer, purpose, context, and message.

• RHS.1.B ○ Explain how an argument demonstrates understanding of an audience’s beliefs, values, or needs.

• CLE.3.A ○ Identify and explain claims and evidence within an argument.

• REO.5.B ○ Explain how the organization of a text creates unity and coherence and reflects a line of reasoning.

• STL.7.A ○ Explain how word choice, comparisons, and syntax contribute to the specific tone or style of a text.

• STL.7.C ○ Explain how grammar and mechanics contribute to the clarity and effectiveness of an argument.

33/37 Students reported an

improvement in their confidence in analyzing and synthesizing texts for their English class.

"

This residency taught me to first read for understanding the go back to look for key points and discussing findings in a group.

"

P O S T-RE SI DEN CY AT A G L ANCE

It showed how to analyze text more in depth and create new ideas about texts. It also showed me how to use evidence for a topic that might not directly relate.

"

19/37 Students reported an

improvement in their confidence in working in groups.

"

23/37 Students met expectations, meaning they could synthesize

information across multiple sources, evaluate the validity of authors' claims, and make/ defend their own claims.

T HINK T HE AT RE

36

9 - 12T H G R A DE AP English Literature: Word for Word: Poetry & Performance Objective: Students will examine the use of literary devices in a course-appropriate poem

through experimentation with performance and visual mediums to argue their unique interpretation of the poem with textual evidence.

Overview: Over the course of five 50-minute sessions, Gulfshore Playhouse Education staff

members will introduce AP English Literature and Composition students to a variety of theatrical performance techniques in order to collectively devise a word-for-word theatrical staging of “One Art” by Elizabeth Bishop in order to develop a greater understanding of the literary devices employed in the poem. In order to establish their understanding of the thematic content of the poem, students will additionally collect an assortment of images to craft a theoretical design presentation and apply writing skills with a detailed “script analysis” and directorial concept statement.

DE SCRIP T IO N Title: Word for Word: Poetry & Performance Time: 5 Sessions, 50 minutes each Subject: AP English Literature Grade: 9-12th

ELA Standards: •

ELA.12.R.1.1 ○ Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.

• ELA.12.R.3.4 ○ Evaluate rhetorical choices across multiple texts.

Theatre Standards: •

TH.912.C.1.8 ○ Apply the components of aesthetics and criticism to a theatrical performance or design.

• TH.912.S.1.8 ○ Use research to extract clues in dramatic texts to create performances or technical elements, choosing those that are most interesting and that best convey dramatic intent.

• TH.912.O.1.1 ○ Research and analyze a dramatic text by breaking it down into its basic, structural elements to support development of a directorial concept, characterization, and design.

• TH.912.F.1.3 ○ 37

Stimulate imagination, quick thinking, and creative risk-taking through improvisation to create written scenes or plays.

GUL F S HORE PL AY H O U SE E DU CAT I O N

AP SKILL S & BIG IDE A S • STR.3.C ○ • FIG.5.B ○ • FIG.6.B ○ • LAN.7.C ○ • LAN.7.D ○

Explain the function of structure in a text.

Explain the function of specific words and phrases in a text.

Identify and explain the function of a metaphor.

Develop commentary that establishes and explains relationships among textual evidence, the line of reasoning, and the thesis.

Select and use relevant and sufficient evidence to both develop and support a line of reasoning.

RE S IDE N CY AT A GL ANCE Students could assess and state the thematic meaning of a poem and point to specific evidence to support their claim.

YES 26%

NO 29.6%

NO 74%

YES 70.4%

Pre-Residency

Post-Residency

69/78 Students identified that they experienced some level of growth in their ability to analyze poetry.

56/78 Students identified that they experienced some level of growth in their comfortability collaborating with a group.

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9 - 12T H G R A DE AP US History: History in Action Objective: Students will identify, explain, and explore historical concepts by creating theatrical scenes and design elements that defend their arguments about the significance of various historical events, developments, and processes.

Overview: Over the course of four class sessions, Gulfshore Playhouse Education staff members

will guide AP United States History students in employing theatrical techniques to explore and analyze historical concepts like change vs continuity, cause and effect, context, and significance of a historical event, development, or process. Students will create scenes and design poster boards of theatrical design elements to make a claim or an argument regarding their topic. To deepen their understanding, students will engage in historical research (including primary and secondary sources), script creation, and theatre design visualization (costumes, set, lighting, sound, etc.), culminating in a presentation that showcases their analytical and creative skills. This structured approach will have students develop a more profound comprehension of historical processes and their impacts, all while enhancing critical thinking, collaboration, and creative expression.

DE SCRIP T IO N Title: History in Action Time: 4 Sessions, length of class session Subject: AP US History Grade: 9-12th

Florida Social Studies Standards: •

SS.912.A.1 ○ Use research and inquiry skills to analyze American history using primary and secondary sources.

Theatre Standards: •

TH912.H.3.3. ○ Apply knowledge of non-theatre content areas to enhance presentations of characters, environments, and actions in performance.

• TH912.F.1.1. ○ Synthesize research, analysis, and imagination to create believable characters and settings.

• TH912.O.3.4. ○ Create a performance piece to document a significant issue or event.

39

GUL F S HORE PL AY H O U SE E DU CAT I O N

AP SKILL S & BIG IDE A S APUSH Historical Thinking Skills • 1.A. ○ • 1.B ○ • 4.A. ○

Identify a historical concept, development, or process.

Explain a historical concept, development, or process.

Identify and describe a historical context for a specific historical development or process.

APUSH Reasoning Processes •

2.i ○

• 2.iv. ○ • 3.iii. ○

Describe the causes and/or effects of a specific historical development or process.

Explain how a relevant context influenced a specific historical development or process.

Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

RE SIDEN CY BRE AKDOWN 1

Research & Discovery

Students are assigned a historical figure, law, or event.

• Must gather one primary source and one secondary source.

• Learn how to evaluate historical materials for authenticity and bias.

• Frame the topic with essential historical concepts: ○ Change vs. Continuity ○ Cause and Effect ○ Significance ○ Context

2

Scene Creation

Groups write and craft original scenes centered around their topics.

• Elements of the scene: ○ Dialogue, Characters, Setting, and Staging • Blend historical accuracy with creative freedom ○ Use imagination and hypotheticals to dramatize real events. ○ Embed theatrical techniques to highlight arguments.

3

Rehearsal & Refinement

Groups rehearse their scenes and refine performance elements.

• Blocking, voice projection, prop use, tone, and pacing.

• Embed design elements (lighting, sound, costumes, set pieces) with symbolic value.

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Performances & Feedback

Each group performs their scene in front of the class.

• Class discussion and peer feedback ○ How well did the scene illuminate the historical concepts? ○ Was the argument theatrically persuasive?

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Seussical JR. Photo by Matthew Schipper.

EDUCAT ION OF T HE AR T S Pre-professional training through theatre productions, classes, and summer camps gives students the opportunity to grow as performers and as people. Our programs are built to improve performance skills, build confidence, encourage selfexpression, and inspire artistic growth. Whether you’re an experienced performer or you’ve never set foot on stage, each season, we offer a range of theatre classes, camps, and performance opportunities for students at every stage.

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GUL F S HORE PL AY H O U SE E DU CAT I O N

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Remember: The Story of Abe Price.

EDUCAT ION AROUND T HE AR T S ArtReach, our community partnership program, strengthens the fabric of our region by bringing the transformative power of live theatre and education to communities, providing workshops, performances, and engagement opportunities to inspire and enrich lives.

Our Community Partners

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