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CIRCA STUDY GUIDE

CIRCA

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Student Matinee

THU / MAR 13 11 AM THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560


CIRCA STUDY GUIDE

EDUCATION AND OUTREACH STAFF Amy Kirkland, Associate General Manager Carolyn Palmer, Artistic Programming Manager Alisa De Los Santos, Education and Outreach Coordinator Klarissa Leuterio, Education and Outreach Assistant Jackie Rosas, Education and Outreach Assistant CONSULTANTS Jonathan Ng, Designer

THE BROAD STAGE 1310 11th Street Santa Monica, CA 90401 Box Office 310.434.3200 Fax 310.434.3439 info@thebroadstage.com thebroadstage.com

Education and Outreach at The Broad Stage is supported in part by Austin and Virginia Beutner, Eisner Foundation, Los Angeles County Board of Supervisors through the Los Angeles County Arts Commission, City of Santa Monica and the Santa Monica Arts Commission, Herb Alpert Foundation, John W. Carson Foundation, The Rosalinde and Arthur Gilbert Foundation, The Green Foundation, SMC Associates, Matthewson Charitable Trusts, The Roth Family Foundation, Bank of the West, the Ralph M. Parsons Foundation and the Dwight Stuart Youth Fund.

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EDUCATION & OUTREACH Phone 310.434.3560 education @thebroadstage.com thebroadstage.com/artsed


CIRCA STUDY GUIDE

Greetings from The Broad Stage! Dear Educators, We can’t wait to share this performance of CIRCA with you and your students! This largescale creation for seven nimble performers comes to us all the way from Brisbane, Australia. As a bold new vision of contemporary circus that blends bodies, lights, sounds and skills into a seamless whole of movement and acrobatics, many elements of CIRCA often beg the question: “How did they do that?”

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We provide study guides to support your efforts not only in preparing students for this particular program, but in integrating the arts into other aspects of your students’ day to day learning process. They contain teaching resources for you to use in your classroom and each lesson is based on California Core and VAPA State Standards. Thank you for taking this journey with us and for your continued dedication to your students’ academic and artistic development. We’ll see you at CIRCA! Sincerely, Alisa De Los Santos Education & Outreach Coordinator Delossantos_Alisa@smc.edu

Klarissa Leuterio Education & Outreach Assistant Leuterio_Klarissa@smc.edu

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In addition to the awe-inspiring extremes of the human body, the performers explore elements of the human condition, such a strength and vulnerability, love and despair, encouraging the students to experience the piece emotionally and thematically, as well as visually. In preparation for the performance, we ask that you take a few minutes to look through this study guide. It contains exercises designed to deepen students’ experience of the performance by challenging students to take ownership of their own tools of express an idea and create a short piece in the same vein as CIRCA.


CONTENTS

Contents Lesson 1: Circus Predictions Worksheet 1: Circus Images Worksheet 2: CIRCA Sneak Peek

Lesson 2: Make Your Move Worksheet 3: CIRCA Director’s Note

Lesson 3: The Circus Came to Town

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Appendix California State Standards

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Worksheet 4: My Review


LESSON 1

Circus Predictions (Pre-Show, 45 minutes) Grade Levels 6-8 Materials: Whiteboard and whiteboard markers, Worksheet 1: Circus Images, Worksheet 2: CIRCA Sneak Peek, writing paper, pens or pencils Goals: 1) Students will explore some elements of a traditional circus. 2) Students will make predictions about the CIRCA performance. 3) Students will compare and contrast production elements in the context of performance images.

PART 1 Engagement Tell students that they will be attending a show at The Broad Stage entitled CIRCA.

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Make a list of the ideas on the whiteboard together as a class. Distribute Worksheet 1: Circus Images and discuss if there are similarities and differences between the ideas up on the whiteboard and the images on the worksheet. Brainstorm how the performance that the students will be seeing at The Broad Stage could be similar or different from the “traditional” circus. Keep in mind that while there are many things that can happen onstage, the theatre does have some limitations.

PART 2 Activity Explain to students that CIRCA is a modern take on a circus, using only the performers’ bodies and some simple circus equipment. (There are no elephants or fire jugglers involved!) Distribute Worksheet 2: CIRCA Sneak Peek and have students compare and contrast the images on Worksheet 1 and Worksheet 2. Instruct students to write a few paragraphs in response to the following prompt:

• Were you correct in your predictions of what elements of traditional circus would

be featured in CIRCA? How does CIRCA differ from what you expected? Why do you think this troupe decided to portray circus acts in this particular way? If you were a performer in a circus, what elements of the circus would you like to perform and why?

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Ask what ideas or images does the name CIRCA bring up in your mind? (i.e., circus, animals, acrobats, fire-breathers, etc).


LESSON 2

Make Your Move! (Pre or Post-Show, 60 minutes) Grade Levels 6-8 Materials: Worksheet 3: CIRCA Director’s Note, pencils or pens, whiteboard and whiteboard markers Goals: 1) Students will participate in movement based warm-up exercises. 2) Students will explore themes and ideas expressed in CIRCA. 3) Students will create and perform a short dance piece that explores a theme.

PART 1 Engagement Ask students if any have experience dancing, practicing karate, playing a sport, etc. Take suggestions of what the students do to get ready to play/practice (put on special clothes or equipment, stretch, warm-up, etc). Explain that the dancers and acrobats of CIRCA have to warm-up and stretch to get their muscles ready for the work they are going to do. This is important in preventing injury. Complete some or all of the following warm-ups and games with your students. Game of Ten Each set of movements are done to a count of 10.

• In a circle, shake out hands (for count of 10), legs (for count of 10), arms (for count of 10), and whole body for a count of 10.

• Stretch for 10 in various directions. • Roll down through the spine to the floor for a count of 10. • Push-ups, 10 times. • Roll over, sit-ups, 10 times. • Stand up slowly for a count of 10 and shake the body out again. • Take suggestions of stretches from students. Hold the stretches for 10 seconds. Move it! • In a circle, have each student stand shoulder to shoulder, with a straight posture and hands out of their pockets.

• Students one by one, will turn to their right, look that person in eye, and create a

dance move or gesture that is uniquely their own (ie., if one student spins around, that move cannot be repeated by another student).

• When everyone in the circle has gone, evolve the activity by adding tempo; (eg., move the movements through the circle faster, or slower)

• Add the element of switching directions and sending moves across the circle, using eye contact.

• Make sure the students keep going, regardless of laughter, until each round complete. THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

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Remind students that CIRCA is a modern day circus show that incorporates many of the elements of dance.


LESSON 2

PART 2 Activity Distribute Worksheet 3: CIRCA Director’s Note to students and read aloud as a class. Ask students if anything stands out to them about the note. What are their thoughts? Do they notice anything interesting or unexpected in the note? Instruct students to take a few minutes to re-read the worksheet on their own and circle words that are opposites of each other, descriptors, and action words. Create a list on the whiteboard of the words that students circled. Based on that list, discuss with the class what they think the show might be about. What kinds of themes, issues, and ideas do you predict that the performers will explore? Group students into sets of about 4. Task students with creating a short (30 seconds – 1 minute) of a movement piece that explores one of the following:

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Share work with the rest of the class and have students guess what each piece as about. Discuss what elements were successful in each piece in communicating the theme or topic of the piece.

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• A single theme (such as one mentioned in Worksheet 3) • Two opposite forces • An action word


LESSON 3

The Circus Came to Town (Post-Show, 45 minutes) Grade Levels 6-8 Materials: Worksheet 4: My Review, pens or pencils Goals: 1) Students will write a review of the performance of CIRCA.

PART 1 Engagement Discuss the shared experience of seeing CIRCA at The Broad Stage. Start with getting on the bus at school, arriving at the theater, etc… Ask students if there was anything that stood out to them during the performance? Was it what they expected?

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PART 2 Activity Distribute Worksheet 4: My Review. Write a review, using the Worksheet as a guide, of CIRCA that gives a future audience member an idea of what they will be seeing.

PART 3 Reflection Share students’ reviews with the class and discuss the overall reaction to the performance.

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Discuss some of the themes or ideas that were explored during the performance. What did they think the director was trying to say with some of the pieces?


WORKSHEET 1

Circus Images

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WORKSHEET 2

CIRCA Sneak Peek

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WORKSHEET 3

CIRCA Director’s Note In the circus we don’t need words to communicate. Instead we have the most magnificent expressive vehicle of all – the human body. Our bodies speak of pain and joy, of hope and despair, of love and loss, of courage and timidity. The list goes on and on and the words pile up. So at the end of the day when we talk about our shows we have a big pile of pitiful words and 75 minutes of powerful, visceral and immediate human action. CIRCA contains little or no set, characters, storyline or theme. It has the barest of costumes and basic lights, circus equipment and choreographic languages. There is nothing up our sleeves (and we don’t even have sleeves!). We also don’t use words.

In the incandescence of live performance I hope this courage, openness and humanity find a way into our audiences’ hearts. I love the ideas that went into making the work (how many circuses have scenes named after books of poetry by Paul Celan?) and I love that these are part of the lived fabric of the show – something to be watched and savored rather than understood or written about. For if anything, CIRCA is like a meal. Full of ingredients and flavors you know but in combinations that are utterly new and often disconcerting. I hope you enjoy. - Yaron Lifschitz, Director

Director: individual who guides and unifies the creation of a piece of performance art

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Instead we have an ensemble of artists who can move, think and feel. Who make choices, improvise, explore. Who understand that strength and vulnerability are not opposites. Who know that their failure and effort is as valid and compelling as their successes.


WORKSHEET 4

My Review 1. Title of your review 2. Your name (by line) 3. Introduction: a. Title of the piece b. What genre of performance is it? c. Name of the performing group d. Name of the director 4. Theme: a. What were the ideas or themes explored in the piece? 5. Production Values: a. Describe costumes and lighting and music. b. Does it all work together? What effect does it achieve?

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7. The Director: a. Did the director surprise you with any innovative show elements? b. Was the show easy to understand or were there confusing elements? 8. Personal Opinion - Make sure to give reasons to back up your opinion: a. What did you think of the performance as a whole? b. Would you recommend the show? c. What did you particularly enjoy? d. Was there anything that you did not enjoy? If so, how would you change it?

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6. The Artists: a. Did the artists deliver strong performances? b. Were there any remarkable performances within the ensemble?


CIRCA STUDY GUIDE

California Common Core and VAPA Standards Addressed

LESSON 1

Grade 7 COMMON CORE

Grade 6 COMMON CORE

WRITING

WRITING 1. Write arguments to support claims with clear reason and relevant evidence. A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

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D. Establish and maintain a formal style. E. Provide a concluding statement or section that follows from the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

A. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. CA B. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CA C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. D. Establish and maintain a formal style. E. Provide a concluding statement or section that follows from and supports the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress towards specific goals and deadlines, and define individual roles as needed. C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. D. Acknowledge new information expressed by others and, when warranted, modify their own views

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C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

1. Write arguments to support claims with clear reasons and relevant evidence.


CIRCA STUDY GUIDE

California Common Core and VAPA Standards Addressed

Grade 8 COMMON CORE

LESSON 2 Grade 6 COMMON CORE

WRITING 1. Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

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D. Establish and maintain a formal style. E. Provide a concluding statement or section that follows from and supports the argument presented. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. READING 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. VISUAL AND PERFORMANCE ARTS 2.0 CREATIVE EXPRESSION 2.2 Compare and demonstrate the difference between imitating movement and creating original material. 2.4 Demonstrate the ability to coordinate movement with different musical rhythms and styles (e.g., ABA form, canon). 2.8 Demonstrate an ability to cooperate and collaborate with a wide range of partners and groups (e.g., imitating, leading/following, mirroring, calling/ responding, echoing, sequence building).

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C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

SPEAKING & LISTENING


CIRCA STUDY GUIDE

California Common Core and VAPA Standards Addressed

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS 5.2 Describe the responsibilities a dancer has in maintaining health-related habits (e.g., balanced nutrition, regular exercise, adequate sleep).

Grade 7 COMMON CORE SPEAKING & LISTENING

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A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress towards specific goals and deadlines, and define individual roles as needed. C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. D. Acknowledge new information expressed by others and, when warranted, modify their own views READING 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. VISUAL AND PERFORMANCE ARTS 2.0 CREATIVE EXPRESSION 2.1 Create, memorize, and perform improvised movement sequences, dance studies, and choreography with dynamic range and fulfillment.

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. READING 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. VISUAL AND PERFORMANCE ARTS 2.0 CREATIVE EXPRESSION 2.3 Apply basic music elements to the making and performance of dances (e.g., rhythm, meter, accents). 2.5 Demonstrate performance skill in the ability to project energy and express ideas through dance.

2.4 Demonstrate skill in using ideas and themes to develop simple dance forms (e.g., rondo, ABA form). 2.5 Demonstrate performance skill in the ability to interpret and communicate through dance.

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1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Grade 8 COMMON CORE


CIRCA STUDY GUIDE

California Common Core and VAPA Standards Addressed

LESSON 3

VISUAL AND PERFORMANCE ARTS

Grade 6 COMMON CORE

1.0 ARTISTIC PERCEPTION 1.5 Describe and analyze movements observed and performed, using appropriate dance vocabulary.

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly

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B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. WRITING 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, track progress towards specific goals and deadlines, and define individual roles as needed. C. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. D. Acknowledge new information expressed by others and, when warranted, modify their own views WRITING

A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/ or characters.

A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/ or characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

E. Provide a conclusion that follows from the narrated experiences or events. THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

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A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Grade 7 COMMON CORE


CIRCA STUDY GUIDE

California Common Core and VAPA Standards Addressed

C. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

B. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

D. Provide a conclusion that follows from and reflects on the narrated experiences or events.

C. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

VISUAL AND PERFORMANCE ARTS 1.0 ARTISTIC PERCEPTION

Grade 8 COMMON CORE

E. Provide a conclusion that follows from and reflects on the narrated experiences or events VISUAL AND PERFORMANCE ARTS 1.0 ARTISTIC PERCEPTION

SPEAKING & LISTENING 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed.

1.4 Analyze gestures and movements viewed in live or recorded professional dance performances and apply that knowledge to dance activities. 1.5 Identify and analyze the variety of ways in which a dancer can move, using space, time, and force/energy vocabulary. 4.0 AESTHETIC VALUING 4.1 Identify preferences for choreography and discuss those preferences, using the elements of dance. 4.3 Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance.

C. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. D. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. WRITING 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. A. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. THE BROAD STAGE AT THE SANTA MONICA ARTS CENTER 1310 11TH ST., SANTA MONICA, CA 90401 / 310.434.3560

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1.5 Use appropriate dance vocabulary to describe everyday gestures and other movements observed in viewing live or recorded dance performances.

D. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Profile for The Broad Stage

Circa (Grades 6-8)  

Circa (Grades 6-8)