The Emperor`s New Clothes

Transcription

theatre ● dance ● music ● ballet ● visual arts
2012-2013 Season
Arts Access
School Time Program
The Emperor’s New Clothes
Friday, October 12, 2012 | 11:00 a.m.
Margaret Lesher Theatre
at the Lesher Center for the Arts
Field Trip
Sponsor:
Education
Sponsor:
Welcome
Dear Teachers,
We have created the following study
guide to help make your students’ theater
experience as meaningful as possible. For
many, it will be their first time viewing
a live theatrical production. We have
learned that when teachers discuss the
upcoming arts performance with their
students before and after the production,
the experience is more significant and
long-lasting. Our study guide provides
pre and post performance discussion
topics, as well as related activity sheets.
These are just suggestions, so please feel
free to create your own activities and
areas for discussion. We hope you and
your class enjoy the show!
The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents every
year by supporting programs at Walnut Creek’s Lesher Center for the Arts (LCA). Through well-established
business and community partnerships, fundraising
and marketing expertise, we help arts organizations
present professional-level theater, music and dance
performances, visual arts exhibitions, and family
events.
Over the years, the Arts Access School Time Program
has offered students and children in the community
the opportunity to experience high-quality live performances and visual arts exhibits. These programs
engage students in the artistic process, cultivating
an appreciation for the arts by combining education
and entertainment which together help to make the
arts a vital part of our schools and community. Many
of these programs offer funding for low-income
schools, making the arts programs accessible to as
many students as possible. Together with corporate,
foundation and individual partners, the DRAA is able
to make these opportunities possible.
This year’s Arts Access School Time Program would
not be possible without the generous support of Target - Field Trip Sponsor, JP Morgan Chase - Education Sponsor, along with our other season sponsors including First Republic Bank, The Hewlett Foundation, The Dean & Margaret Lesher Foundation, Union Bank and Wells Fargo, and all the individual
donors who support this program.
Table of Contents
Welcome & Program Overview..........................................................................................................2
Preparing Your Students for a Field Trip to the Lesher Center for the Arts......................................3
Theatre Etiquette Guide.......................................................................................................................4
About the Producer..............................................................................................................................5
About the Performance.......................................................................................................................5
About the Art Form...............................................................................................................................7
Educational Activities...........................................................................................................................9
Study Guide Resources.......................................................................................................................18
Content Standards.........................................................................................................................19-20
1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 2
Preparing Your Students for a Field Trip to
the Lesher Center for the Arts
Drop-off and Pick-Up:
Buses should drop off at the Lesher Center for the Arts by pulling directly up
to the curb in front of the theatre on Civic Drive or Locust Street in the designated loading zones, utilizing space efficiently so that the other buses can
unload/load at the same time. As soon as students and chaperones have
off-loaded safely, buses need to depart and find parking near the LCA
to wait until the end of the performance. NO bus parking is available at
the Lesher Center for the Arts. Loading zones are ONLY for loading and
unloading.
Ticket Information:
Tickets are held by the DRAA and distributed to your group on the day of performance by a DRAA
staff member who will be positioned in the area outside the front of the entrance to the theatre. Look
for the brightly colored balloons!!
Tickets should be distributed to each student prior to entering the theatre. Every attendee must have
a ticket in hand before entering the theatre.
All tickets are “GENERAL SEATING”, with no reserved seating available. If you have any special seating needs, please notify the DRAA prior to your performance so we can make the necessary arrangements.
The Auditorium and Seating:
The Lesher Center for the Arts features three distinct theatres providing a space tailored for every
show and audience.
The Hofmann Theatre seats 785 patrons and is the largest of the three theatres in the Lesher Center for the Arts. It features a spacious main floor and
a balcony featuring four sets of box seating areas. The theatre is used for
large-scale productions including musicals, operas, ballets, symphonies and
larger corporate functions.
The Lesher Theatre seats 297 patrons and provides a more intimate space for
mid-sized productions including musicals and plays.
The Knight Stage seats 133 patrons and is a black-box theatre featuring a
space tailored for smaller, more intimate productions and events. Seats can
be added or removed as necessary.
Lighting and Music
The amount of lighting and music in the theatre will vary from time to time as the play or performance
progresses. There may be times where it is almost completely dark. We are aware that this can be an
exciting experience for some children and the level of energy can increase along with their excite1601 Civic Drive ● Walnut Creek CA ● 94596 ● 925.295.1470 ● www.draa.org
P. 3
ment. Music can also be used to create different impressions or communicate certain moods during
the performance which encourages audience participation and spirit.
At the Performance
The live theatre performance is not pre-recorded with mistakes edited out. This makes it more exciting
for an audience. Student’s thoughtful attention and responses have a real effect and contribute to
the quality of the experience. The audience gives energy to the performers who use that energy to
give life to the performance!
Theatre Etiquette Guide
Going to a play is a special experience, one that can be remembered for a long time. Everyone in
the audience has been looking forward to seeing the performance.
There is a big difference in going to a theatre and to a movie. The actors are performing for you live
onstage, and they can see and hear what goes on in the audience just as you can see and hear
them. So, one behaves a little differently than when you are at the movies or at home watching TV.
Some things to remember:
•Stay with your group at all times.
•Lights will dim just before a performance, and then go dark. Show your knowledge by sitting
calmly.
•No talking or whispering during the performance.
•Laughter at appropriate times only.
•Keep body movements to a minimum. You can’t get up and move around during the performance.
•Please use the bathroom or get a drink before seating for performance or at intermission ONLY.
•Show appreciation by clapping. The actors love to hear applause. This shows how much you enjoyed the performance.
•Don’t leave your seat until the performers have taken their curtain call at the end. When the performance ends, wait patiently to exit.
•Be polite and attentive. Everyone in the theater is sharing the same experience and space.
•No taking of pictures or video recording during performance is allowed.
•TURN OFF ALL cell phones, pagers, beepers, alarms, anything that can disturb the production, actors and the audience members during the performance.
P. 4
About the Producer
At a Fantasy Forum Actors Ensemble performance many audience members are able to sit right
on the stage and interact directly with the performers. Fantasy Forum produces four musicals at
the Lesher Center for the Arts each year drawing up to 2,700 patrons to each production. The performances are scheduled throughout the day and early evenings on weekends to accommodate
patrons bringing families for their first live theatre experience. Many of the shows are also scheduled
on Fridays to accommodate school groups.
Once upon a time . . . In May of 1978, Jack Haley, the original Tin Man in The Wizard of Oz, came to
visit and see the Fantasy Forum Actors Ensemble’s production of The Wizard of Oz. This was an honor
and a privilege to learn from his experience and wisdom. This was the first stage production of The
Wizard of Oz that he had ever seen, and his response was one of delight and excitement. He yelled
out answers to questions along with the audience; he laughed, applauded and even stood up to
become a haunted tree when Glinda, the good witch, asked the children to help create the forest.
Many years of Fantasy Forum shows have been presented since 1978 and through lots of encouragement from their supporters and staff, Fantasy Forum has continued to grow. They have watched their
audience members grow up, and fondly remember Jack Haley’s words, “When adults expose their
children to quality theatre, such as Fantasy Forum, the children will develop a sense of worth for the
arts and themselves.”
About the Performance
Guiding Questions:
1. What is the play about?
2. What are some major themes of The Emperor’s New Clothes?
3. Who is the author of the original The Emperor’s New Clothes?
What is the play about?
The main character in The Emperor’s New Clothes is, of course, the Emperor, but in Fantasy Forum’s
version, he also has a beautiful daughter named Alysha who plays an important role in
the story. In this musical version of this popular fairy tale, a young gentleman by the
name of Phillip comes to the Emperor’s kingdom with his friend, Morgan to take
part in a contest. The Emperor is looking for a wonderful new outfit to wear and
whoever creates the best apparel for him to add to his wardrobe will win a fantastic prize. Morgan and Phillip promise the Emperor that they can make a new
suit of clothes that will be unique and will fully delight him. As the story unfolds all
Directed
Scott Denison
sorts
ofbysurprises
take place and lessons are learned by everyone! In the end, the
When the clothes-loving King decrees that he will give his daughter in marriage for the
vain Emperor realizes that it is not
what you wear on the outside that matters, but
most beautiful wardrobe, a most unusual and amusing result occurs. For over 40 years
who you
are
on
the
inside
and
how
treat
is what
important
in
Fantasy Forum
the nationallyyou
acclaimed
Fantasyothers
Forum has been
presenting is
live,really
quality family
musical
ACTORS ENSEMBLE
theatre entertainment
– for theForum
young and atstory,
young heart.
thisThelifetime.
Throughout this magical
Fantasy
the children in the audiBEST in Family Theatre Entertainment!
ence are encouraged to answer questions that help the story along. Through several
original songs, colorful costumes and vibrant storytelling this classic tale comes to life!
October 11 - 13, 2012
P. 5
The best way to familiarize students with the story of The Emperor’s New Clothes is to read the original
version of The Emperor’s New Clothes written by Hans Christian Andersen. There are many versions of
this story available online:
•http://www.online-literature.com/hans_christian_andersen/967/
•http://www.kidsinco.com/2008/07/the-emperor%C2%B4s-new-clothes/
•Story in rebus form: http://www.enchantedlearning.com/stories/fairytale/emperorsnewclothes/
story/
•Online story with pictures and printable book: http://www.schoolexpress.com/storytime/storyemper.php
What are some major themes in The Emperor’s New Clothes?
•Your actions are more important than your appearance.
•Some people care too much about their appearance.
•Honesty is the best policy.
•Trust your own eyes or your own opinion.
•Out of the mouths of babes come truths.
Who is the author of the original The Emperor’s New Clothes?
Hans Christian Andersen (1805-1875), Danish author and poet, wrote many poems, plays, stories and
travel essays, but is best known for his fairy tales of which there are over one hundred and fifty, published in numerous collections during his life and many still in print today. Andersen’s fairy tales of fantasy with moral lessons are popular with children and adults all over the world, and they also contain
autobiographical details of the man himself.
Hans Christian Andersen’s famous children stories include: The Snow Queen, The Little Mermaid,
Thumbelina, The Little Match Girl, and The Ugly Duckling. His poetry and stories have been translated
into more than 150 languages. These stories have inspired movies, plays, and ballets. Source: http://
www.online-literature.com/hans_christian_andersen/
P. 6
About the Art Form
Guiding Questions:
1. What kind of performance will this be?
2. What elements of this performance will you experience?
3. What are some terms that are used in theater production that we use in
everyday speech?
What kind of performance will this be?
Discuss with your students the differences and types of theater productions (play, musical, or ballet).
The Emperor’s New Clothes is a play with music. It is based on a fairy tale, which is a type of short story
that typically features folkloric fantasy characters such as fairies, goblins, elves, trolls, dwarves, giants, mermaids, Gnomes and most often includes magic or enchantment. Often a moral message is
included in the storyline.
During this play the performers may break into song, or even speak directly to the audience. Fantasy
Forum Actors Ensemble creates plays that include interaction between the audience and the performers. At different times, the performers may come off the stage and into the audience asking for
group or individual participation.
What elements of this performance will you experience?
Explain to the students that a theater performance is different from any other multi-media outlet
(concerts, movies, bands, video games, etc). Below are things to expect while experiencing a LIVE
performance.
1. Theater is a live performance with actors performed before a live audience. It can take place
in a setting as simple as your school auditorium, or in a space large enough to seat thousands of
people.
2. There are different styles of theatre which are based on the time period of the play, or the desire
of the director. The Emperor’s New Clothes is a fairy tale, so the settings will reflect that style.
3. Theater has many purposes – to entertain, to educate, to affect social change.
4. Generally, there is an underlying conflict that is resolved or illustrated through the play. This allows
the audience to relate to a character or group of characters and build a personal experience
during the performance.
Elements of producing a play can include live actors, dialogue/language, characters, music, dance,
singing, lighting, setting, costumes, sound effects, and many different career opportunities for theatrical production.
P. 7
Some examples include:
Choreographer: the person who designs or plans the movements, the development, or details of a
dance.
Composer: a musician who writes the music for performance.
Designers: the artists who create and plan the designs for a production.
Director: the person responsible for the interpretive aspects of a stage production; the person who
supervises the integration of all the elements, as acting, staging, and lighting.
Musical director: the person who is responsible for rehearsal and performance of all music in the
play.
Playwright: the person who creates (writes) the script for a play or stage production.
Producer: the person who provides the general supervision of a production and is responsible for
raising money, hiring technicians and artists, etc.
Stage manager: an assistant to the director of a play, in overall charge backstage during the actual performances.
Public relations/business director: the people who advertise and publicize the production and
have oversight for royalties, press releases, photos, public service announcements, ticket sales, box
office management, house management and even ushering.
Technicians: skilled theater artists, working prior to the production to create the sets, costumes,
props, special effects, lights, sound, and make up for a production.
Stage Crew: skilled theater technicians who work during the performance to ensure that all elements of the production appear on stage as planned by the director and designers (lights, sound,
costumes, make up, props, and special effects).
What are some basic terms that are used in theater production?
The following is a list of theatrical terms to introduce your students to some basic parts of a theatre
performance.
Act: a major division of a play. Acts may be further divided into scenes; may be used to indicate a
change in time or place.
Antagonist: the principal character who is in direct opposition to the protagonist or hero of a narrative or drama.
Audition: the opportunity to read for a part in a play.
Blocking: blocking is the process of planning where, when, and how actors will move about the
stage during a performance. A term coined by W.S. Gilbert, who used small wooden blocks to represent actors, moving these about on a miniature of a set of a planned work.
House: the place where the audience sits to enjoy the performance on stage.
Improvisation: the act of composing and performing during the play without previous preparation.
Protagonist: the main character in a play.
Scene: a part of a play that constitutes a unit of development or action, as a passage between
certain characters.
Seating: orchestra, mezzanine, balcony, box seating, loge.
Wings: “In the Wings” is an expression from the theater, referring to the areas on the sides of the
stage hidden from the audience.
P. 8
Educational Activities
Before the Performance Ideas
•Discussion Question: Have you ever seen live theatre before? What do you think makes a good
performance?
•Review/Discuss Vocabulary list below. You may also wish to review Hans Christian Andersen’s original story or an abridged version for younger readers, although it is not necessary in order to understand the play. (A film version, of which there are many, would be interesting to compare to the
play. We suggest that students view a film adaptation after seeing the play -- to avoid confusion
and to preserve the element of surprise!)
•Review and discuss the role of an emperor and his court.
•Discuss further the life of Hans Christian Andersen and review some of his books. Discuss why he
was so famous. http://www.online-literature.com/hans_christian_andersen/
•The genre of The Emperor’s New Clothes is a fairy tale. Have your students look up the word in the
dictionary. Ask your students what it means and have them make a list of other fairy tales stories;
discuss examples of fantasy, fairy tales, and reality.
•In journals or with partners, discuss the following questions: Have you ever been tempted to tell
someone what you think they wanted to hear, instead of what you know is the truth? Why do you
think people do this?
Vocabulary:
Loom: a textile machine for weaving yarn into a textile.
Chamberlains: people who manage a king’s household
Courtiers: attendants at a royal court
Dreadful: awful
Exquisite: extremely beautiful
Procession: formal parade
Swindler: one who cheats another out of something, especially money?
Weavers: people who make cloth
Emperor: the male ruler of an empire.
Simpleton: a person lacking intelligence or common sense
Impostor: a fake or a copy, or someone who pretends to be someone/ something he isn’t.
Weave: a pattern of weaving or structure of a fabric
After the Performance Ideas
•Discuss your favorite scene from the play.
•What occupations or jobs would be necessary to produce this play?
•How is “live” theatre different than watching television or movies?
P. 9
•Discuss the differences in characters, setting, plot, and audiences.
•What are some things that live theatre can accomplish that movies and television cannot? What
are some of its limitations?
•Word Search and maze (template attached).
Other Activities Ideas…
Artistic Expression
•Using visual art supplies (i.e.: feathers, glitter, clay, colored paper, etc), create a character that
you can see coming alive on stage.
•Create a setting for your own fantasy (template attached).
•Create a map or diorama of the setting of the performance.
•Have students draw, paint or color a scene that they liked best.
•Have students create new clothes for paper dolls. http://familycrafts.about.com/od/paperdolls/
tp/paperdolls.htm
Creative Dramatics
•Have your students re-enact scenes from the performance. First, have the students discuss specific
scenes ... Who were the characters? Where did it take place? What happened? Simple masks
can be made to represent the various characters.
•Students can act out or sing their favorite part of the performance.
•Have students write their own dialogue of a life lesson they learned. Act it out with a partner or
group.
•Have students partner up and change places with each other for a day.
Creative Writing
•Write a paragraph on a character from the play using their character traits (not just their physical
traits, rather what’s on the inside--clever, boastful, caring, hard working, etc.).
•Write a thank you note to the sponsors and/or the performers (template attached).
•Compare and contrast the three characters from the play. What are their main similarities? What
are their main differences?
•Write an invitation to a classmate to come to the Emperor’s parade.
•Write a letter to your favorite character (template attached).
•Write your own fantasy setting (template attached).
•Have students pretend they work for a newspaper and write a review of the performance.
•Write a persuasive essay to the weavers convincing them not to deceive the Emperor (template
attached).
•Write an acrostic poem about the Emperor. Begin each line with a word or phrase that starts with
the letter on that line (template attached).
Dear Diablo Regional Arts Association,
Dear (who was your favorite character?)___________________________,
I am (how old are you?)_________ and in the ________ grade at (school name?) __________________
__________________________________________________________________________________________.
I came to see you on stage at The Emperor’s New Clothes at the Lesher Center for the Arts on
(date) _________________! I thought the play The Emperor’s New Clothes was (how did it make you
feel and why?)_______________________________________________________________________________
_____________________________________________________________________________________________.
My favorite part of the play was (what was something that was real to you?) ____________________
___________________________________________________________________. I really liked your character
because (what was it that made you like them?) _____________________________________________
___________________________________________________________. The set looked like (what did you
see?) _____________________________________________________________________________________.
The music sounded like (what did you hear?) __________________________________________________
______________________________________________________. Something else that I really loved about
the play was ________________________________________________________________________________
____________________________________. I would like to come back to the Lesher Center for the Arts
and see (what is a play that you think is fun?) __________________________________________________
______________________________________________________________________________________________.
Love,
______________________________
Name: ______________________ Date: _________________
Directions: Create your own fantasy setting.
Where and when would it take place?
Write a few sentences about your unique fantasy.
Name: ______________________ Date: _________________
Directions: Write a persuasive essay to the weavers convincing them not to deceive the Emperor.
N
Name: ___
__________
_________
___ Datee: ___________________ Fantassy Acro
ostic D
Directions:: Write an acrostic po
oem aboutt the Emperor. Begin each line w
with a worrd or p
phrase thatt starts witth the lette
er on that lline. EE _____
________
________
________
_________
______________________________ M
M _____
________
________
________
______________________________________ P
P _____
________
_________
________
______________________________________ EE _____
________
_________
________
______________________________________ R
R _____
________
_________
________
______________________________________ O
O _____
_________
________
________
_____________________________________ R
R _____
________
________
________
______________________________________ Can you help the Emperor find his clothes?
Emperor’s Word Find
CLEVER
CLOTHES
EMPEROR
FAMILY
GREED
HONESTY
INVISIBLE
LAZY
LESSON
LOOM
MIRROR
PRIDE
RUSSIA
TAILOR
VANITY
Study Guide Resources
Brockett, Oscar G.
The Essential Theatre
Holt Rinehart & Winston,
1966 ISBN 0-15-501598-2
Abel, Lisa, ed.
Theatre: Art in Action
National Textbook Company,
N 0-8442-5307-3
Websites
•www.vocabulary.com/lists/40089
•http://www.kidsinco.com/2008/07/the-emperor%C2%B4s-new-clothes/
•http://freewordsearch.net/puzzle/Emperors-New-Clothes/
•http://www.mponstage.com/productions/childrenstheatre/emperor/teachers/index.php
•http://www.theatrecrafts.com/page.php?id=30
•http://www.speakaboos.com/game/crossword-puzzles/the-emperors-new-clothes- Online crossword puzzle.
•http://www.walnutstreettheatre.org/education/pdf/new-clothes.pdf- Additional activities
•http://www.mponstage.com/productions/childrenstheatre/emperor/teachers/index.php coloring
page and more.
•http://freewordsearch.net/puzzle/Emperors-New-Clothes/ word search
•http://www.speakaboos.com/worksheet/lesson-plans/the-emperors-new-clothes lesson plans
Books
•The Emperor’s New Clothes by Hans Christian Andersen and Virginia Lee Burton
•The Emperor’s New Clothes: A Tale Set in China by Demi
•The Emperor’s New Clothes by Sarah Joy
Videos
• Super Why! Volume 2- One episode based on The Emperor’s New Clothes. http://www.amazon.
com/The-Emperors-New-Clothes-HD/dp/B007C1TZ6U/ref=sr_1_16?ie=UTF8&qid=1344732621&sr=816&keywords=emperor%27s+new+clothes
•The Emperor’s New Groove: Disney movie.
• The Emperor’s New Clothes: U-tube story 6:11 min long at http://www.youtube.com/
watch?v=KvRpN5Y23UE
•The Emperor’s New Clothes: Same story on a non u-tube site http://www.speakaboos.com/story/
the-emperors-new-clothes/ .
•Online quiz to go with both videos: http://www.speakaboos.com/worksheet/quiz-whiz/the-emperors-new-clothes
•The Emperor’s New Clothes: U-tube video 8:28 min long http://www.youtube.com/
watch?v=mDh9UtOVfmQ
P. 18
Content Standards
California Department of Education Curriculum Development Resources
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.
(based on Visual Arts and ELA Grades K-12; Refer to http://www.cde.ca.gov/be/st/ss/ for specific
grade level subsets)
The Visual and Performing Arts Content Standards for California Public Schools, Prekindergarten
Through Grade Twelve, represents a strong consensus on the skills, knowledge, and abilities in dance,
music, theatre, and the visual arts that all students should be able to master at specific grade levels,
prekindergarten through grade twelve, in California public schools.
DANCE
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information through the Language and Skills
Unique to Dance
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Dance
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Dance
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments about Works of Dance
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Dance to Learning in Other Art Forms and Subject
Areas and to Careers
MUSIC
Unique to Music
Creating, Performing, and Participating in Music
Understanding the Historical Contributions and Cultural Dimensions of Music
Responding to, Analyzing, and Making Judgments about Works of Music
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
P. 19
THEATRE
Unique to Theatre
Creating, Performing, and Participating in Theatre
Understanding the Historical Contributions and Cultural Dimensions of Theatre
Responding to, Analyzing, and Critiquing Theatrical Experiences
Connecting and Applying What Is Learned in Theatre, Film/Video, and Electronic Media to Other
Art Forms and Subject Areas and to Careers
VISUAL ARTS
Unique to the Visual Arts
Creating, Performing, and Participating in the Visual Arts
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Responding to, Analyzing, and Making Judgments about Works in the Visual Arts
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas
and to Careers
The English–Language Arts Content Standards for California Public Schools, Kindergarten Through
Grade Twelve represents a strong consensus on the skills, knowledge, and abilities that all students
should be able to master in language arts at specific grade levels during 13 years in the California
public school system.
ELA-READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
2.0 Reading Comprehension
3.0 Literary Response and Analysis
ELA-WRITING
1.0 Writing Strategies
2.0 Writing Applications (Genres and Their Characteristics)
P. 20
About DRAA and Arts Access
The Diablo Regional Arts Association (DRAA) enriches the lives of thousands of East Bay residents
every year by supporting programs at Walnut Creek’s Lesher Center for the Arts (LCA). Through wellestablished business and community partnerships, fundraising and marketing expertise, we help arts
organizations present professional-level theater, music and dance performances, visual arts exhibitions, and family events.
Over the years, the Arts Access School Time Program has offered students and children in the community the opportunity to experience high-quality live performances and visual arts exhibits. These
programs engage students in the artistic process, cultivating an appreciation for the arts by combining education and entertainment which together help to make the arts a vital part of our schools
and community. Many of these programs offer funding for low-income schools, making the arts programs accessible to as many students as possible. Together with corporate, foundation and individual
partners, the DRAA is able to make these opportunities possible.
P. 21

The Emperor`s New Clothes

Transcription

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