TOURING TO SCHOOLS APRIL & MAY 2016
TEACHERS’ STUDY GUIDE FOR KINDERGARTEN TO GRADE 3
BY NATALIE CALLEWAERT & JAMES KENNY
COMMUNITY PARTNERS
Themes
Cultural Heritage
Music/Sound
Creativity
Individuality
Dealing with Fear
You can download the study guide at www.carouselplayers.com
Author and Illustrator
The award-winning book Hana Hashimoto, Sixth Violin is written by Chieri Uegaki, illustrated by Qin
Leng and published by Kids Can Press. It was nominated for the Governor General’s Literary Award
(Children’s Illustration) and it won the Asian/Pacific American Award for Literature (Picture Book
category).
Chieri Uegaki is the author of Rosie and Buttercup and the bestselling Suki's Kimono. Hana Hashimoto,
Sixth Violin was inspired by her late grandfathers — one a true violinist and the other a gifter of fireflies.
Chieri wishes she had continued with her own childhood music lessons so that she, too, could take
requests. She won the Ezra Jack Keats New Writer Award for Hana Hashimoto, Sixth Violin. She lives on
the Sunshine Coast in British Columbia with her husband and their two vocally talented dogs.
Qin Leng was born in Shanghai and moved at a young age to France, and then to Montreal. She now lives
and works as a designer and illustrator in Toronto. Her father, an artist himself, was a great influence on
her. She grew up surrounded by paintings, and it became second nature for her to express herself through
art. She has illustrated numerous picture books all over the world for various publishers. Her books have
been nominated for many prizes, including the prestigious Governor General’s Literary Award.
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Carousel Players is an award-winning professional theatre company for young audiences. We are
committed to the development of new work and the production of theatre that entertains and challenges
our audiences. We present inspiring and creative plays for children aged 5 to 15 years in theatres,
schools and other performance venues. We ensure that our performances, summer theatre school, and
outreach programs can be accessed by all children and families regardless of their socio-economic
background. We believe live theatre develops artistic awareness, learning skills and a sense of wellbeing in children.
Our History
Carousel Players is a non-profit charitable organization founded in 1972 by Desmond Davis, a professor
of Drama at Brock University in St. Catharines. Des and his wife Faye came to Canada from Australia
and created a theatre to serve youth in Niagara. The name for the company is inspired by one of
Canada’s oldest carousels in nearby Port Dalhousie, where you can still enjoy a ride for just a nickel.
Throughout our 44 year history, over 2.8 million students, teachers and families have seen our
productions. We regularly perform in schools across Ontario, and have toured to theatres in London,
Toronto, Orangeville, Port Hope and Midland. We have also toured nationally to theatres and festivals in
Ottawa, Montreal, Winnipeg, Calgary and Vancouver. Our award-winning plays have toured as far away
as England and Japan.
Artistic leaders of the company are Duncan McGregor (1980-1990), Pierre Tetrault (1990-1998), Kim
Selody (1998-2006), Pablo Felices–Luna (2007–2014) and Jessica Carmichael (February 2015- Present).
Carousel Players Staff
Jessica Carmichael (Artistic Director), Jane Gardner (General Manager), Kate Leathers (Production
Manager), Lauren Hundert (Outreach & Marketing Manager), Jordi Mand (Playwright in Residence), Alan
Dyer (Bookkeeper), Marcus Tuttle (Playlinks Coordinator).
Carousel Players Board of Directors
Debra McLauchlan (Chair), Carolyn Mackenzie (Vice-Chair), Corey Miles (Treasurer), Sande Farrauto,
Judi Doyle, Sarah Lynch, Paddy Parr, David Thomas.
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Hana Hashimoto, Sixth Violin
adapted for the stage by Jessica Carmichael
from the book by Chieri Uegaki & Qin Leng (Kids Can Press)
Director – Jessica Carmichael
Set, Props & Costume Designer – Joanna Yu
Sound Designer – Sam Ferguson
Lighting Designer – Kaileigh Krysztofiak
Mom/Jas- Katherine Cullen*
Hana – April Leung
Ojiichan/Kenji – Jeff Yung*
Musician – Allison Scholtens
Stage Manager – Elsa Pihl*
Dramaturge – Cole Lewis
Study Guide – Natalie Callewert and James Kenny
Cover Design – Natasha Pedros
* Member of Canadian Actors’ Equity Association
The Characters
Hana is learning to play the violin. She lives in Canada. Her family background is Japanese-Canadian.
Ojiichan is Hana’s Grandfather. He is a former member of the Kyoto Orchestra. He lives in Japan.
Kenji is Hana’s older brother. He likes to plays soccer.
Mom is Hana and Kenji’s single parent. Ojiichan is her father-in-law. She used to live in Japan.
Jas is Hana’s best friend. She loves to dance. Her family background is Iranian-Canadian.
Rabbit lives in the moon. Rabbit plays violin. Only Ojiichan and Hana see Rabbit.
The Playwright
Jessica Carmichael is of Scottish, Irish, Polish and Métis Heritage. She is the Artistic Director of Carousel
Players. She graduated from the National Theatre School of Canada, the Royal Academy of Dramatic Art,
King’s College London & the University of Alberta. Recent directing credits include: Spelling 2-55 (Carousel Players), CLGA Unarchived (Buddies Rhubarb festival, co-director), Savage (Native
Earth), Treaty No. 9 (Aluna Theatre / Rutas Panamericanas), girls!girls!girls! (SummerWorks 2013, codirector). Jessica wishes to thank the many artists who helped with the workshopping of Hana Hashimoto,
and a big thank you to the cast, creative team & Carousel Staff for their support of this production.
The Story
Hana Hashimoto has signed up to play violin for a talent show at her school. Problem is—she just started
lessons. Her brother thinks she’ll be a disaster! Inspired by her Grandfather in Japan, Hana practices
leading up to the big night. When the Talent show arrives and Hana is overcome with nerves. She calls
upon the connection to her Grandfather and her own imagination to help.
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Playwright Notes
Upon first reading Hana Hashimoto, Sixth Violin, I was struck how the title character’s inspiration to play
the violin, was drawn from a personal and playful connection with her grandfather. Their bond, and what
Hana gleans from it, resonated with me quite personally. My grandpa was a very skilled violinist. He asked
my parents when I was six if he could teach me to play the violin. They of course said yes. My Grandpa
then took me to buy my first violin. He came three times a week to my house to teach for an hour. By the
time I was 10, I had begun taking lessons at school as well, and meeting with my Grandpa once a week.
When I was 11, my Grandpa was diagnosed with cancer. I had one more year with him, before he was too
weak to come and teach me. The last time I ever played for him was the night he died. Although I regret
putting my instrument down, the memories of those afternoons are often with me and fill me with great
joy. I forged a significant bond with my Grandpa through our shared interest in music and playing the
violin. It is a bond that I reflect upon as significant in shaping my life as an artist and person. As I raise my
own daughter I think of those afternoons. I think of my family who live across the country— some across
an ocean—from us. My daughter and I, like Hana and Kenji in the play, see our family but once a year. In
the hectic speed of our fast changing world, with skype and smartphones at our fingertips, it is important
for me to ask where I continue to draw inspiration from and how to form connections with family that are
far away. Adapting this story to the stage has deepened that need. I thank Chieri Uegaki deeply for creating
it. I dedicate this piece to my daughter, my best friend and my late grandfather, whose hearts and minds
inspire me. Jessica Carmichael
TABLE OF CONTENTS
Pre-Performance Activities
Soccer Warm-Up (Physical Education/Mathematics) ..................................................................................... 5
Far-Away Travel (Visual Arts/Social Studies)................................................................................................... 6
Origami (Visual Arts/Social Studies) ............................................................................................................... 7
Celebrate the Seasons (Drama/Social Studies) .............................................................................................. 9
Sound Out! (Language Arts) ........................................................................................................................ 10
Post-Performance Activities
Cherry Blossom Tree (Visual Arts/Social Studies) ......................................................................................... 11
A Message to Ojiichan (Language Arts/Visual Arts/Drama)........................................................................... 12
Create an Instrument (Visual Arts/Science/Music) ........................................................................................ 13
Draw Your Lunch (Visual Arts/Health) .......................................................................................................... 14
Bunny, Bunny! (Physical Education/Drama) ................................................................................................. 16
Facing Fear (Language Arts/Health) ............................................................................................................. 17
Interpretive Movement (Drama/Music/Dance)....………………………………………………………………….18
30-Second Talent: Show and Tell ................................................................................................................ 19
Creating a Storm (Music) ............................................................................................................................. 20
Violin Connect the Dots (Language Arts/Mathematics) ................................................................................. 21
Assessment Rubrics for the following lesson plans: Sound Out!, Cherry Blossom Tree, A Message to Ojiichan
can be downloaded from Carousel Players’ website at www.carouselplayers.com
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Pre-Performance Activities
Soccer Warm-Up
Curriculum Connections: Physical Education and Mathematics
Purpose: Kenji, a main character in Hana Hashimoto, Sixth Violin, is hoping to try out for the
school’s soccer team. This activity introduces students to the notion that practice is an
important element of developing skill in any area. The goal of the exercise is to warm up the
class physically, work on counting through tactile learning, and introduce Kenji’s favorite
sport.
Materials: soccer balls (one for each group of three in the class)
Procedures:
1. Lead the students through a series of stretches in accordance with the Daily
Physical Activity in Schools, Grades 1- 3 Resource guide. These include: lunges,
calf stretches, butterfly stretches, side bends, and neck stretches. Introduce the
importance of stretching before physical exercise.
2. Assign the students to groups of three and provide each group with a soccer ball.
3. In their groups, have students practice kicking the ball to each other for a few
minutes.
4. In their groups, instruct students to count together how many passes they can
complete in two minutes.
5. Next, ask them to count together how many times they can keep the ball in the air
in two minutes.
6. Ask the groups to assign one group member as goalie. Have the remaining two
group members pass the ball a few times and try to score on the goalie. After two
minutes, switch goalies. After two minutes, switch again.
7. As a cool-down activity, ask the class circle the gymnasium, starting in a slow jog
and gradually slowing down, according to your signal, to a comfortable walk.
8. Bring the class back together. Ask students to identify
challenges they met in: (a) passing and receiving the
ball, (b) keeping the ball in the air, and (c) scoring and
defending.
9. Explain to the class the importance of practice, not
only in sports but also in schoolwork and creative
outlets (such as practicing an instrument) etc. End with
the notion that practice is vital to improving and
overcoming our fears. Once the students enter the
world of the play, this will familiarize them with Kenji’s
fear of failure.
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Far-Away Travel
Curriculum Connections: Social Studies
Purpose: Hana and Kenji, main characters in Hana Hashimoto, Sixth Violin, enjoy visiting
their grandfather in Japan. This activity allows students to appreciate the distance between
Canada and Japan, and recognize problems involved in long-distance travel.
Materials: Internet access to maps, time zones, and airlines
Procedures:
1. Tell the class that they will be meeting family members in Hana Hashimoto, Sixth
Violin who live very far apart in Toronto and Kyoto, Japan.
2. Ask students what continents hold Toronto and Kyoto, Japan.
3. Ask students to find Toronto and Kyoto on a map of the world.
4. Determine with students the distance between the two cities.
5. Explain the concept of time zones. Using the internet, show students a map depicting
the time zones for Toronto and Kyoto. Ask why it might be difficult to telephone
between the two cities. Tell students to listen in the play for an example of when time
zones make communication difficult.
6. Using the Air Canada or Air Japan websites, investigate possible flight times and
costs from Toronto to Kyoto. Ask students why making frequent trips between the
countries might be difficult for characters in the play.
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Origami
Curriculum Connections: Visual Arts and Social Studies
Purpose: Hana Hashimoto, Sixth Violin takes place in both Canada and Japan, and is
inspired by several Japanese cultural elements. The purpose of this activity is to introduce
students to the art of Japanese paper folding. By following instructions through a hands-on
approach to learning a new skill, the students will develop an understanding of their own
abilities to learn from other cultures, while opening a discussion about unique cultural
practices.
Materials: paper, websites and templates (provided below)
Procedures:
1. Use instructions provided on the websites and templates provided below to guide
students in creating two origami figures: Lady Bug and Paper Cup.
Lady Bug: https://www.youtube.com/watch?v=uxML_YbPPJk
Paper Cup: https://www.youtube.com/watch?v=Eo24D_mwP7U
2. Allow students to individualize their creations by decorating them with stickers,
crayon etc.
3. Display the students’ work around the room. Draw attention to the fact that, although
they followed the same procedures to create their lady bugs and cups, their
decorations make each piece unique.
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Lady Bug
Paper Cup
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Celebrate the Seasons
Curriculum Connections: Drama and Social Studies
Purpose: In Hana Hashimoto, Sixth Violin, Hana’s mother tells us that spring is finally here.
Elements of nature are an important aspect of the play. This activity allows students to
express their understanding of Canadian seasons through discussion and movement.
Materials: none for the main activity; art supplies for the extension activity.
Procedures:
1. Tell the class that the play they are going to see happens in early springtime. Ask for
volunteers to identify signs of spring.
2. Ask the class to name the four seasons, in order, beginning with spring. If the play
takes place in early spring, what season have the characters just experienced?
3. Starting with spring, ask students to identify elements of weather associated with
each season.
4. Now ask them to describe the appearance of a large oak tree during each season.
5. Finally, ask students to list human activities associated with each season.
6. Assign students to groups of approximately four. Assign each group a season.
7. In their groups, instruct students to create a calendar picture, using their bodies, that
depicts the season they have been assigned.
8. Display the “calendar pictures” for the class. Ask classmates to “read” the picture by
identifying activities displayed, and make inferences about the season depicted.
Extension:
1. Create a weather chart for the four seasons, and invite students to draw images
depicting weather for each one.
2. Create a seasonal cycle chart for an oak tree, and invite students to draw images of
the tree during each season.
3. Create a seasonal activity chart for the students’ grade level. Invite students to draw
images depicting activities that correspond with each season.
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Sound Out!
Curriculum Connections: Language Arts
Purpose: Ojiichan, a main character in Hana Hashimoto, Sixth Violin, is a Japanese musician
who listens carefully to the world around him. The purpose of this exercise is for students to
develop awareness of sounds, from both nature and objects created by people.
**An assessment rubric tool for this lesson is available Carousel Players’ website at www.carouselplayers.com.
Materials: objects that make sound
Procedures:
1. Introduce the idea that a main character in the play you are going to see is a musician
who carefully notices and creates sound.
2. Tell the class that this character might ask them about some sounds in the play.
Explain that you are going to help them practise making and identifying sounds.
3. Begin by asking, “What sound does (an animal of your choice) make?” Have the class
create the sound together. Invite different students to suggest different animals for
the class to communicate through sound.
4. Take the class through an imaginary trip to a location associated with animal sounds:
a zoo, a farm, a pet store. As you introduce the animals they meet, have the class
create the sound associated with each animal.
5. Now ask the class what aspects of nature, besides animals, create sound. This
should lead to a discussion of weather. Ask students to create the sound of wind,
rain, and thunder.
6. Ask the students to close their eyes and listen to every sound they can hear in the
classroom. After about a minute of listening time, ask volunteers to offer their ideas.
Classify their answers according to sounds from nature (or living things) and sounds
from human-made objects.
7. Ask the students to close their eyes again, and invite them to identify sounds you
make with various objects. Examples include: hitting chalk board erasers, crumpling
or ripping paper, tapping a pencil on a desk, shaking coins, opening a door or window,
etc.
8. Invite a few volunteers to create sounds for the class to identify with their eyes shut.
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Post-Performance Activities
Cherry Blossom Tree
Curriculum Connections: Visual Arts and Social Studies
Purpose: Ojiichan talks about the cherry blossom trees he encounters in Japan. In this
activity, students will learn the importance of cherry blossoms in Japanese culture.
**An assessment rubric tool for this lesson is available on the website of Carousel Players at www.carouselplayers.com.
Materials: Examples of cherry blossom trees from the Internet, construction paper, tissue
paper, pipe cleaners, cotton balls, glue, tape, any other appropriate visual arts materials.
Procedures:
1. Explain to students the meaning and importance of the cherry blossoms in Japanese
culture:
a. In Japan, cherry blossoms symbolize clouds because of the way they bloom
all together at once. They also represent the nature of life: beautiful but
temporary.
b. This could be a time to discuss with students the concept of mortality. If your
students are not ready to discuss the idea of human mortality, focus on the
idea of plant and/or animal mortality.
2. Show the class some examples of cherry blossom trees found on the internet.
3. Assign students to pairs and provide each pair with art supplies.
4. Instruct pairs to create their own cherry blossom trees. Remind them of the
appearance and symbolism of the trees in Japanese culture.
5. Display the students’ cherry trees around the classroom.
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A Message to Ojiichan
Curriculum Connections: Language Arts, Visual Arts and Drama
Purpose: This writing-in-role (and/or drawing-in-role) activity encourages students to retell
aspects of the plot by taking the perspective of a character from the play.
**An assessment rubric tool for this lesson is available Carousel Players’ website at www.carouselplayers.com.
Materials: Paper and pencils; art supplies for drawing
1. Remind the class that Hana and Kenji could only see their grandfather (Ojiichan) in
person if they flew on an airplane to Japan.
2. Invite students to pretend to be either Hana or Kenji, as they choose.
3. Instruct the students to write a letter and/or draw a picture to Ojiichan about events
involving Hana or Kenji during the time of the play. For students choosing to be Hana,
tell/show Ojiichan about preparing for and playing in the talent show. For students
choosing to be Kenji, tell/show Ojiichan about soccer, and warn him about Hana’s
idea to play violin in a talent show.
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Create an Instrument
Curriculum Connections: Visual Arts, Science, and Music
Purpose: The creation of sound is an important aspect of Hana Hashimoto, Sixth Violin, as
Hana uses her violin in an unconventional way to play different effects. Building and using
their own instruments, students will learn how sound is created through the movement of
energy.
Materials: Internet pictures of different instruments, empty facial tissue boxes, toilet paper
tubes, elastic bands, scissors, tape, construction paper, markers, glue, and any other art
materials.
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
Show students examples of different musical instruments from the Internet.
Classify the instruments into strings, brass, woodwind, and percussion.
Distribute supplies for building an instrument.
Invite students to build either a guitar or violin by following these steps:
a. Poke three holes into each end of the facial tissue box and string a cut elastic
band through each hole.
b. Secure at each end.
c. Place a toilet paper tube at one end of the box.
d. Secure the tube with tape (or glue if using multiple periods for this activity).
e. Use construction paper and markers or any other supplies to decorate.
If the student wishes to build an instrument other than a guitar/violin, this can be done
using other materials. A clarinet, flute or saxophone could be built using scissors and
varied numbers of tubes taped together. A French horn could be built using a facial
tissue box, toilet paper tubes, and more construction paper, just placed in a different
way.
Students can use these materials and their imaginations to build just about any
instrument they wish.
Once the instrument is built, instruct the students about the energy of sound wave
vibrations. Explain that sound is created by the energy used to pluck the strings or
blow into the instrument.
Allow the students to experiment with “playing” their instruments. Ask them to
identify the sounds they create (like Hana did in the play).
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Draw Your Lunch
Curriculum Connections: Visual Arts and Health
Purpose: Eating is a recurring event in Hana Hashimoto, Sixth Violin. This activity invites
students to create a visual depiction of a healthy lunch for school.
Materials: Crayons/Pencil Crayons, a chart of Health Canada’s Food Pyramid
Procedures:
1. Ask students to recall what Hana and her friend Jas ate for lunch in the play. Ask if
anyone is familiar with the food they brought to school.
2. Create lists of students’ favourite and least favourite food on the board.
3. Categorize items on the lists according to healthy and unhealthy choices.
4. Show students a copy of Health Canada’s Food Pyramid.
5. With the students, determine how many of their healthy favourite food items they
should be eating regularly.
6. Distribute the tray template provided below. Using the Health Canada Food Pyramid
as a guide, ask students to select five items they might bring to school for a healthy
lunch and snack.
7. Instruct students to draw and label the items on the tray template.
8. In pairs or groups of three, ask students to compare their lunch trays.
9. Remind the class that Hana and Jas brought lunches to school that reflected their
cultural heritage. Ask students to describe any distinctive food their families eat,
either on special occasions/holidays, or on a regular basis.
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Bunny, Bunny!
Curriculum Connections: Physical Education and Drama
Purpose: A rabbit is a recurring image in Hana Hashimoto, Sixth Violin. This activity invites
students to consider the role of the rabbit in the play and then participate in a fun and
physically active game.
Materials: open space
Procedures:
1. Recall with the class the image of the rabbit in the play. When did it appear? What
did it do? Why do you think the playwright, Jessica Carmichael, included a rabbit in
the play? (There was no rabbit character in the original story book.)
2. Select one student to be the Bunny for the game that follows and place that student
in the middle of an open space. The Bunny can move only by hopping, but can hop
in any direction.
3. Line the rest of the class up at one end of the space, facing the Bunny.
4. Call “Bunny, Bunny”. This is the signal for the class to pass the Bunny and get to the
other side of the space. Students can move any way they want, but must move
forward or to the side, not turn around and go back where they came from.
5. Whenever someone is touched by the Bunny, that person’s feet become frozen to
the floor with arms stuck straight out: The person has been turned into a Carrot by
the Bunny.
6. Carrots can tag other students by touching them
with their hands as they pass. Carrots cannot move
their feet, however.
7. For each pass across the space, turn the Carrots to
face the oncoming group of students.
8. The final student remaining at the end of the game
becomes the Bunny for the next round.
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Facing Fear
Curriculum Connections: Language Arts and Health
Purpose: This discussion-based activity explores Hana and Kenji’s fear of performing and
failing.
Materials: none
Procedures:
1. Ask the students to recall Hana and Kenji’s main interests (violin and soccer).
2. Ask how these interests led to a fear for each character (Hana was afraid to sound
terrible at the talent show; Kenji was afraid to try out for the soccer team.)
3. Draw attention to the fact that our greatest interests can cause us to feel both positive
and negative emotions.
4. Lead the class through the following questions:
a. Why did Hana feel afraid?
b. How did she overcome her fear?
c. Do you think that Kenji eventually tried out for the soccer team? Why or why
not?
d. Was Kenji a good brother to Hana when he told her she shouldn’t play in the
talent show? Why or why not?
e. Recall different times when Hana mentioned Kenji’s soccer try-outs (she called
him a “soccer coward”, she said he was “scared” and jealous because she is
braver than he is, she said he was worried about what his friends would say if
he didn’t make the team.) Was Hana being a good sister?
f. How could Hana have been more encouraging to Kenji?
5. Ask the class what activities they participate in. Ask if anything about these activities
has ever made them feel nervous or frightened. Ask what helped overcome their
fears.
6. End the discussion by asking the class what the play has taught them about fear.
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Interpretive Movement
Curriculum Connections: Drama, Music and Dance
Purpose: Hana didn’t follow conventional ideas when it came to her Talent Show
performance. Rather, she interpreted sounds she heard and played them her own way on
the violin. Interpreting through art helps develop creativity and imagination. This activity
invites students to interpret music through movement.
Materials: Instrumental music. Examples can be found on youtube.com (Suggestion:
Mendelssohn’s Violin Concerto in E minor, Op. 64—heard in the play)
Procedures:
1. Explain to students that they are going to use their imaginations and sense of hearing
to create a story in their mind.
2. Play a section of classical music (no more than 2 minutes in length) while students sit
with their eyes closed and imagine events that the music suggests to them.
3. Allow students to talk about what they imagined. This discussion could take place in
pairs, in small groups, or as an entire class.
4. Assign students to groups of three or four. Instruct each group to decide on an event
they will portray through movement to the music they heard.
5. Instruct groups to determine a character for each group member.
6. Tell the class that their movement performance should have a beginning, a middle,
and an end. Important: The movement performances can be practised and
performed with or without the music, depending on the teacher’s choice.
7. Lead the groups through a practice of the beginning only. This section will establish
who the characters are and start the event.
8. Repeat the beginning three times.
9. Now lead students through a practice of the middle. This section will communicate
the major portion of the event. If there is a conflict, this section will raise the conflict
to its peak.
10. Repeat the middle three times.
11. Practice the beginning and middle sections together, once.
12. Now ask groups to decide how to end their performance. Lead them through the
ending. This section should clearly outline to the audience how the event ends. If a
conflict is resolved, we should understand how it turned out.
13. Repeat the end section three times.
14. Practice the entire sequence (beginning, middle, and end) once.
15. Invite groups to show their performance to the class.
16. Ask students to analyze each performance by interpreting the “story” presented.
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30-Second Talent: Show and Tell
Curriculum Connections: Dependent on student skill set
Purpose: Hana experienced a range of emotions and responses to the school talent show.
This exercise invites students to perform briefly in front of their peers, and discuss the
emotions associated with public performance.
Materials: none
Procedures:
1. Ask students to think about what talents they have. Can they sing? Dance? Draw?
Play an instrument? Swim? Play a sport? Spell difficult words? Solve number
problems? Take care of pets? Build models? Etc.
2. Tell students that they will have one day to prepare for a 30-second Show and Tell
Talent Show. Allow them a day to think about and prepare their 30-second
“performance”. (A performance might be an actual display of talent, like singing or
dancing, or it could be a “show and tell” visual display or an explanation of a skill.)
3. On performance day, map out for students where the “stage” area in the classroom
will be.
4. Allow students 30 seconds to display their talents. Keep in Mind: Students have only
30 seconds to perform. Thirty seconds allows the entire class to perform and relieves
pressure from students who may feel shy. Performances may take less than 30
seconds, but not more.
5. Include a self-reflective component to this activity. Ask students to identify ONE word
to describe the experience of performing their talent to the class.
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Creating a Storm
Curriculum Connections: Music
Purpose: This culminating activity is a peaceful and rhythmic way to end the students’
experience of Hana Hashimoto, Sixth Violin.
Materials: none
Procedures: Teacher is the “conductor”. Students should be organized in either a circle or
in “audience” formation facing the teacher. Everyone MUST be very quiet, making only the
sounds indicated by the teacher.
1. Silence.
2. “Conductor” tells the students to slowly rub their hands together.
3. One student at a time, tell the class to gradually speed up the motion of rubbing their
hands together. Indicate when each person should start by pointing a finger around
the circle.
4. One student at a time, switch to snapping fingers.
5. Speed up this motion.
6. One student at a time, switch to slapping their thighs with their hands (as if banging
on a drum).
7. Speed up this motion.
8. One student at a time, switch to stomping feet on the ground. Build this sound to a
crescendo.
9. Gradually return to slapping thighs again and start to lower the volume.
10. Gradually return to snapping fingers again, becoming softer and slower.
11. Gradually return to rubbing hands together again, becoming even softer and slower.
12. Silence.
*At any point the “conductor” can play with speed and volume by using hand signals.
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Violin Connect the Dots
Curriculum Connections: Language Arts and Mathematics
Purpose: With the attached Connect the Dots template, students will solve addition and
subtraction problems in order to construct Ojiichan’s violin. The second attached template,
Spell Out the Message, invites students to use numbers to decode a word problem.
Materials: Help Ojiichan Play his Violin! Template; Spell Out the Message Template
(attached)
Procedures:
1. Distribute the Help Ojiichan Play his Violin! Template.
2. Instruct students to complete each addition or subtraction problem before
connecting the dots clockwise.
3. Explain that the answers to addition and subtraction problems correspond to letters
in the Spell Out the Message Template.
4. Invite students to decode the Spell Out the Message problem. (Answer is Hana
Hashimoto).
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Help Ojiichan Play his Violin!
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