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[upbeat fiddle music]
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§§
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(female narrator)
IN THIS PROGRAM,
17:00:54:27
WE'LL LOOK AT THREE
ARTS SPECIALIST TEACHERS.
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ALL OF THEM TEACH CLASSES
IN THEIR OWN SPECIALTY AREAS
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AND PLAY SIGNIFICANT ROLES
IN THE DAY-TO-DAY CULTURE
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OF THEIR SCHOOLS.
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IN NEW ORLEANS,
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AMANDA NEWBERRY COLLABORATES
WITH CLASSROOM TEACHERS.
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SHE USES THEATRE TECHNIQUES
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TO SUPPORT AND ENRICH
THE CURRICULUM.
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IN MABLETON, GEORGIA,
MARY PERKERSON
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HELPS CLASSROOM TEACHERS
LEARN BASIC ART TECHNIQUES.
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AND KATHY DeJEAN, A
DANCE SPECIALIST IN NEW ORLEANS,
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WEAVES MOVEMENT INTO EVERY PART
OF HER SCHOOL'S LIFE.
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(DeJean)
MY ROLE IN THIS SCHOOL
IS TO INVESTIGATE
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THE POSSIBILITIES OF DANCE
FOR ANYONE THAT'S INTERESTED,
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A CLASSROOM TEACHER,
A PARENT, A CHILD,
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UM, COMMUNITY RESOURCES
THAT COME INTO THE SCHOOL.
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AND I HELP TO SORT OF
LET EVERYONE UNDERSTAND
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THAT DANCE IS NOT
JUST FOR ON THE STAGE
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BUT THAT DANCE CAN BE DONE
AND SHARED AND EXPLORED BY-17:01:54:03
BY ANYONE.
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SO DO YOU THINK DANCE
IS JUST FOR GIRLS?
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[together]
NO.
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SO WHO ALL CAN DANCE?
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[together]
BOYS.
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AND?
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[together]
GIRLS.
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AND?
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[together]
TEACHERS.
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AND?
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[together]
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BABIES.
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AND?
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[together]
MOMS.
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AND?
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[together]
DADS.
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AND?
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CATS.
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OH, MAYBE
ANIMALS DANCE, HUH?
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IF YOU WANT TO DANCE,
YOU CAN DANCE ANYWHERE.
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YOU CAN MOVE THE DESK.
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YOU CAN GO IN THE HALLWAY.
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YOU CAN GO IN THE CAFETERIA
OR ANY ACTIVITY ROOM.
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YOU CAN EVEN GO OUTSIDE.
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WE DANCE ALL OVER THE PLACE.
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ANYWHERE IN THE ROOM
LOOKING FOR A FREE SPACE.
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I TEACH K THROUGH 8,
AND I'M ON A ROTATING SCHEDULE.
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FREEZE.
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IN THE AFTERNOON,
I'M AT THE ELEMENTARY SCHOOL,
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AND I WORK WITH CLASSROOM
TEACHERS DIRECTLY
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ON INSTRUCTING THEM IN HOW TO
USE DANCE IN THEIR CURRICULUM.
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I WORK SPECIFIC PROJECTS
THAT THEY COME UP WITH
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AND THEN PROJECTS
THAT I ALSO INSTIGATE.
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[drum pounding]
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ARE YOU EXPLORING SPACE
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AND CHANGING YOUR TIMING
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AND FINDING SHAPES
THAT YOU LIKE IN YOUR BODY?
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BEAUTIFUL SHAPES,
GLORY.
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(Neelis)
I REALLY LIKE WORKING
WITH OTHER TEACHERS AND PLANNING
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AND COMING UP
WITH NEW ACTIVITIES,
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NEW IDEAS.
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AND IT'S REALLY KIND OF NEAT
TO DO SOMETHING THAT'S FUN
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AND CREATIVE AND TAKE AN IDEA
THAT YOU'RE TRYING TO GIVE 'EM
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AND TO SEE
LITTLE KIDS GET IT.
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[drum pounding]
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OH, GOOD,
GOOD JOB.
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GO AGAIN.
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bum! bum! bum-bum!
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bum! bum! bum-bum!
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(DeJean)
I THINK THE KEY IS TO LISTEN
TO THE CLASSROOM TEACHER
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AS TO WHAT THEIR NEEDS
ARE WORKING WITH AN ARTIST,
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WORKING WITH AN ARTIST
WITH THEIR CHILDREN,
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UNDERSTANDING THE ART FORM-17:03:49:08
IF THEY'RE NOT SURE ABOUT IT
OR THEY HAVE DOUBTS ABOUT IT-17:03:53:07
AND THEN ALSO
BEING ABLE TO APPLY IT
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IN THE CLASSROOM.
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(Neelis)
GET THE OBJECT TO CHANGE,
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TO MAKE SURE THAT
IF YOU'RE GOING FAST,
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YOU GO SLOW THE NEXT TIME,
OR YOU GO MIDDLE THE NEXT TIME,
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BUT YOU DON'T KEEP
THE SAME SPEED THE WHOLE TIME.
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AND MISS NEELIS IS SAYING
SOMETHING VERY IMPORTANT,
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BECAUSE WE WANT YOU
TO EXPLORE.
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WE'LL SIT DOWN AND LOOK AT
WHAT THE CLASSROOM STANDARDS ARE
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AND MATCH THOSE UP
WITH THE ARTS STANDARDS,
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AND A LOT OF 'EM-IT'S AMAZING-17:04:18:12
ARE CROSSOVERS.
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SO I DO WORK WITH BOTH.
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HOW ELSE COULD YOU MOVE?
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(boy)
SHAKE.
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YOU COULD SHAKE, YEAH.
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DANCE WORDS
ARE ALL THROUGH THE CURRICULUM,
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WHETHER YOU'RE JUMPING
OR HOPPING OR ROLLING
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OR FLYING OR SWIMMING OR-THOSE ARE ACTION WORDS,
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AND THEY'RE
PARTS OF SPEECH.
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SO IF A CLASSROOM TEACHER
REALLY WANTED TO SEE
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THAT THE EDUCATION OF THE
WHOLE CHILD INCLUDES THE ARTS,
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SHE COULD POSSIBLY ACQUIRE
SOME DANCE VOCABULARY
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THAT'S VERY COMMON
TO ANY DANCE FORM
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134
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AND THEN TURN IT OVER
TO THE KIDS TO EXPLORE.
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HOW WOULD
A MOUSE MOVE?
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OKAY, I SEE
A GOOD FACE.
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I SEE GOOD FINGERS.
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I SEE GOOD HANDS.
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NOW, IS A MOUSE
GOING TO BE REALLY HIGH,
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WAY UP HERE?
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[together]
NO.
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HOW'S A MOUSE?
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DOWN HERE.
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LET ME SEE YOU
MOVE LIKE MICE, COME ON.
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KEEP MOVIN'.
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OKAY, THERE'S MICE;
FREEZE.
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THE MOUSE HAS JUST
TURNED INTO A SNAKE.
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HOW WOULD A SNAKE MOVE?
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OOH, OKAY,
YOU'RE SLITHERING.
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NOW, WHAT LEVEL
ARE YOU IN?
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(student)
THE LOW LEVEL.
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YOU'RE IN THE LOW.
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YOU'RE ON THE BOTTOM.
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OKAY, YOU'RE NOW-17:05:24:27
(DeJean)
DANCE IS ABOUT MOVING.
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IT'S ABOUT
COMMUNICATING THROUGH MOVEMENT.
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AND THE KIDS ARE GREAT
AT DOING THAT.
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SO THE TWO WORDS I'M GOING TO
ASK YOU TO REFLECT ON RIGHT NOW:
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ASYMMETRICAL AND SYMMETRICAL,
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WHAT DO THOSE WORDS MEAN?
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IF I WERE TO TRY
TO INTEGRATE MATH,
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I PROBABLY WOULD BEGIN WITH
SOME BASIC GEOMETRY,
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WHICH I INTRODUCE
IN KINDERGARTEN.
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AND GO FROM THERE IN TERMS OF
SPATIAL RELATIONSHIPS
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AND REPEATING PATTERNS
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WHICH OCCUR THROUGHOUT
K THROUGH FIFTH CURRICULUM.
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WHAT DOES
ASYMMETRICAL MEAN?
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IT MEANS THAT ONE SIDE--
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BOTH SIDES ARE DIFFERENT.
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BOTH SIDES
ARE DIFFERENT, GOOD.
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NOW, SO-SO FROM THAT,
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CAN YOU CONCLUDE
WHAT SYMMETRICAL MEANS?
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WHAT DOES
SYMMETRICAL MEAN?
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SYMMETRICAL MEANS IT'S THE SAME
LENGTH ON BOTH SIDES.
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(DeJean)
SAME AS IN BOTH SIDES,
ALL RIGHT.
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SO CAN YOU IDENTIFY
SYMMETRY IN HERE,
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SYMMETRICAL SHAPES?
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UM, SOME OF THE PEOPLE, LIKE,
FACE DIFFERENT,
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BUT OTHERS FACE THE EXACT SAME,
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LIKE THE MEN
FLOATING IN THE AIR.
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I DON'T THINK BOTH SIDES
ARE THE SAME,
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BECAUSE ON YOUR
RIGHT SIDE OF THE PICTURE,
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THERE'S, LIKE,
A BUILDING ON THE SIDE,
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AND ON THE OTHER SIDE,
THERE'S NO BUILDING.
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(DeJean)
MAYBE IT'S WHAT WE WOULD CALL
NEARLY SYMMETRICAL, RIGHT?
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ALMOST THERE.
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AND AS YOU TAKE THAT
SLOW-MOTION SHAPE CHANGE,
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CAN YOU DECIDE WHETHER
YOU'RE GOING TO LAND
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IN A SYMMETRICAL,
BALANCED SHAPE
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OR AN
ASYMMETRICAL SHAPE?
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[drum pounding]
17:07:02:29
[pounding stops]
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OOH, AND LET'S
LOOK AROUND.
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I SEE-17:07:08:21
LET'S SEE WHAT I SEE.
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I SEE ASYMMETRY
FROZEN RIGHT HERE.
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WONDERFUL.
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OOH, I SEE
A SYMMETRICAL SHAPE RIGHT HERE.
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IF I WERE JUST TO SLICE B.J.
IN HALF RIGHT HERE,
17:07:21:06
ONE SIDE IS THE SAME
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192
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193
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194
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AS THE OTHER.
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AND TURN IT AROUND.
17:07:26:28
THE KINDERGARTEN/FOURTH GRADE
COLLABORATION IS,
17:07:30:16
FOR ME,
A VERY EXCITING PROJECT.
17:07:34:01
THE KINDERGARTENERS
AND THE FOURTH GRADERS
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WORK TOGETHER
THREE TIMES A WEEK.
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SO HUNTER IS
REMEMBERING THE SEQUENCE,
17:07:41:27
WHICH IS VERY IMPORTANT
IN TELLING A...
17:07:42:26
[together]
STORY.
17:07:44:14
STORY, OKAY.
17:07:46:28
THE COLLABORATORS
ARE A KINDERGARTEN TEACHER,
17:07:50:19
KATHY GUIDRY; FOURTH GRADE
TEACHER CAROLYN DuBOIS;
17:07:55:11
DRAMA ARTIST AMANDA NEWBERRY;
AND MYSELF, DANCE ARTIST.
17:07:57:18
AND THE FOUR OF US
WORK TOGETHER
17:08:01:12
ON HOW TO DISTRIBUTE THE LESSON
AND WHAT WE FEEL THE KIDS-17:08:03:21
WHAT DIRECTION
THEY NEED TO GO IN
17:08:07:09
AND WHERE THEY'RE
GOING TO ACTUALLY END UP.
17:08:09:22
SO WE'RE VERY INTERESTED
IN THE PROCESS,
17:08:13:15
NOT SO MUCH THE END PRODUCT,
BUT THE JOURNEY GETTING THERE.
17:08:18:12
ZOE JUST WANTED TO FORGET
HER PARENTS IGNORE HER,
17:08:20:20
IGNORED HER.
17:08:24:05
SO WE'RE ALWAYS
LOOKING AT--AT WHO?
17:08:25:11
[together]
ZOE.
17:08:27:15
ZOE,
OKAY.
17:08:30:04
(DeJean)
IT IS A LOT OF WORK,
AND IT'S VERY TIME CONSUMING,
17:08:31:24
BUT I THINK THE REWARD
IS SO GREAT,
17:08:34:22
ESPECIALLY WHEN A PARENT
CAN COME TO YOU AND SAY,
17:08:37:06
"LOOK, MY CHILD IS
HAVING TROUBLE READING."
17:08:41:08
AND THEN YOU CAN, MAYBE,
IDENTIFY WHAT THE PROBLEM IS
17:08:42:09
IN A DIFFERENT WAY.
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226
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HOW DID SHE FEEL THEN?
17:08:46:15
A LOT OF TIMES, IF THEY'RE
HAVING TROUBLE IN READING,
17:08:48:26
IT MAY BE
A SPATIAL PROBLEM.
17:08:50:28
AND SO WE LOOK
AT HOW THEY RELATE
17:08:55:10
SEEING THE SPACES AROUND
THE LETTERS AND THE SHAPES.
17:08:59:14
[drum pounding]
17:09:01:06
OKAY, STAND VERY TALL.
17:09:02:18
THERE'RE VISUAL LEARNERS.
17:09:05:10
THERE ARE AURAL LEARNERS.
17:09:08:14
THERE ARE TACTILE LEARNERS.
17:09:10:04
I'M ACCOMMODATING
ALL THE DIFFERENT
17:09:11:07
LEARNING STYLES IN HERE.
17:09:12:24
HOW DID IT FEEL?
17:09:16:01
IT FELT LIKE I WAS STANDING
IN A WORLD OF CANDY.
17:09:17:11
OH.
17:09:19:06
I ALSO GET FEEDBACK
FROM CLASSROOM TEACHERS
17:09:21:01
THAT DANCE IS VERY GOOD
FOR THOSE CHILDREN
17:09:22:24
WHO ARE
SOMEWHAT RESERVED AND SHY,
17:09:26:27
THAT THEY COME THROUGH A PROCESS
OF UNDERSTANDING THAT
17:09:28:19
THERE IS
A PLACE FOR THEM
17:09:32:02
AND A SPACE FOR THEM
WITHIN THE CLASSROOM
17:09:35:00
AND THAT NOT EVERYONE
HAS TO BE LOUD AND BOISTEROUS
17:09:37:05
BUT THAT YOU CAN
BE MORE RESERVED
17:09:40:01
AND THEN ALSO FEEL LIKE,
17:09:42:23
"OH, I DO HAVE SOMETHING
VALUABLE TO SHARE."
17:09:46:17
HMM, WHAT'S A JOURNEY,
JOSIE?
17:09:49:11
IF YOU'RE GOING, WELL,
SAY IF YOU WERE GOING
17:09:51:09
TO TRAVEL TO AFRICA,
THEN YOU'D HAVE TO GO-17:09:56:00
YOU'D HAVE TO ALSO FIGURE OUT
WHAT YOU WERE TAKING,
17:09:59:14
AND YOU'D HAVE TO MAKE A JOURNEY
AND GO THROUGH DIFFICULT THINGS.
17:10:00:28
OH.
17:10:04:23
I THINK THEY DISCOVER
A WHOLE NEW WORLD OUT THERE.
17:10:07:03
THEY MAKE CONNECTIONS
ABOUT THEIR LIFE,
17:10:12:21
ABOUT THEIR FEELINGS,
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258
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ABOUT WHAT CURRICULUM THEY'RE IN
17:10:14:19
AND THAT
CONNECTION TO SCHOOL.
17:10:16:04
WHAT IS YOUR PURPOSE?
17:10:18:16
THAT'S THE BEGINNING
OF YOUR STORY.
17:10:24:03
(Perkerson)
WE ARE GOING TO
17:10:26:14
MAKE YOUR OWN COLORS
IN JUST A MINUTE.
17:10:29:08
WE'RE STARTING OFF
WITH THE PRIMARY COLORS,
17:10:31:08
WHICH ARE BASICALLY
THE COLORS
17:10:35:13
THAT YOU CANNOT MAKE
FROM TWO OTHER COLORS.
17:10:38:02
THE TEACHERS COME TO ME AND SAY
THAT THEY WANT MORE KNOWLEDGE
17:10:40:21
IN THIS PARTICULAR AREA
OR THAT PARTICULAR AREA,
17:10:42:21
AND THEN I'LL CREATE
A WORKSHOP BASED ON THAT.
17:10:46:08
SO REALLY, THE TEACHERS
ARE DEMANDING IT.
17:10:49:14
I SHOW THE TEACHERS
SOME BASIC TECHNIQUES
17:10:52:09
AND EXAMPLES OF DIFFERENT
ART PROJECTS THAT THEY CAN USE
17:10:53:21
IN THEIR CLASSROOM,
17:10:56:00
AND THEY TAKE THAT AND
RUN WITH IT IN THEIR CLASSROOM,
17:10:58:15
AND IT'S BEEN WORKING
REALLY WELL.
17:11:01:25
UM, MIX ALL THE COLORS
THAT ARE IN THE BIG CIRCLES.
17:11:03:22
IF YOU WANT TO,
YOU CAN MAKE-17:11:05:12
WHEN YOU'RE TRYING
TO MAKE ORANGE,
17:11:06:27
IF YOU HAVE
TOO MUCH RED IN THERE,
17:11:08:22
IT JUST LOOKS RED.
17:11:12:26
IF YOUR STUDENTS EVER ASK YOU,
"WELL, HOW DO I MAKE BROWN?"
17:11:15:24
IF YOU ADD TWO
COMPLEMENTARY COLORS TOGETHER,
17:11:18:18
THAT WILL MAKE BROWN.
17:11:22:23
HUH, I DON'T USUALLY PAINT
IN MY CLASS.
17:11:25:11
I JUST DIDN'T DO IT,
17:11:29:05
BECAUSE I JUST WASN'T
REALLY EXPOSED TO IT, I GUESS.
17:11:31:29
(Perkerson)
AND THEY'RE INTEGRATING
WHAT THEY'RE LEARNING
17:11:33:14
AS FAR AS
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262
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266
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273
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286
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287
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288
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289
17:12:50:03
THE ACADEMIC CURRICULUM
17:11:35:21
IN WITH THESE ART PROJECTS
THAT THEY'RE TEACHING
17:11:38:00
SO THAT THEY'RE USING
THEIR TIME REAL WISELY.
17:11:40:24
THEY DID A CHEROKEE ROSE,
17:11:42:18
AND THEY HAD TO HAVE
SEVEN PETALS ON IT.
17:11:44:06
THE CENTER HAD TO BE GOLD,
17:11:47:23
AND YOU SHOULD SEE
SOME OF THE ARTWORK THEY DID.
17:11:48:23
THEY WERE SO PROUD.
17:11:50:01
THEY DIDN'T
WANT TO END.
17:11:51:16
THEY HAD A GREAT TIME
DOING THE ROSES
17:11:53:18
AND THE INDIAN SCENES.
17:11:55:28
(Perkerson)
SO Y'ALL ARE WORKING
WITH SOCIAL STUDIES.
17:11:57:12
WONDERFUL.
17:12:01:00
SO WHAT I WANT US TO DO
IS DRAW HIS BODY,
17:12:02:10
AND HIS BODY'S SO EASY.
17:12:04:15
IT'S JUST A BIG CURVE.
17:12:06:17
WE START AT HIS FOREHEAD
AND DRAW
17:12:09:00
A NICE BIG CURVE
LIKE THAT.
17:12:11:08
THERE'S HIS BODY.
17:12:13:19
IF YOU WANT TO PUT
SOME STRIPES ON YOUR CAT,
17:12:15:15
YOU CAN PUT
SOME STRIPES.
17:12:18:04
ANIMATION IS ONE OF THE
VARIOUS CAREERS
17:12:20:27
THAT ARE AVAILABLE
TO AN ARTIST,
17:12:23:09
AND I'M LETTING
THE STUDENTS EXPLORE THAT
17:12:25:06
BY MAKING
AN ANIMATION CEL.
17:12:31:11
THE NEXT STEP IS TO TRACE YOUR
DRAWING ONTO THE CLEAR PLASTIC.
17:12:33:02
AND FOR THIS,
YOU'RE GOING TO HAVE TO
17:12:38:09
REALLY BE PATIENT
AND NOT MOVE YOUR PLASTIC.
17:12:41:06
REMEMBER, WE'RE ALL PRETENDING
LIKE WE'RE ANIMATORS TODAY.
17:12:46:16
MY GOAL IS TO, BASICALLY,
INCREASE THEIR SELF-ESTEEM
17:12:50:01
AND INCREASE THEIR
APPRECIATION OF THE ARTS.
17:12:52:09
WE ALSO DO
A LOT OF LITERACY.
290
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292
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293
294
295
296
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299
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300
301
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302
303
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304
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305
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306
307
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308
309
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310
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311
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313
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314
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315
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316
317
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318
319
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320
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321
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322
17:14:14:29
17:12:55:25
THAT'S OUR SCHOOL IMPROVEMENT
GOAL IS TO INCREASE LITERACY.
17:12:57:28
GOOD JOB.
17:12:59:24
OKAY, BOYS AND GIRLS,
GET YOUR BOOKS.
17:13:01:21
GET READY FOR DEAR TIME.
17:13:02:25
THE BELL'S GONNA RING.
17:13:05:05
DEAR TIME IS
17:13:07:14
"DROP EVERYTHING AND READ"
TIME AT OUR SCHOOL.
17:13:09:27
IT'S FOR 15 MINUTES
AT THE END OF THE DAY,
17:13:13:11
AND WE HAVE A LOT OF
DIFFERENT TYPES OF BOOKS.
17:13:17:15
SOME OF 'EM ARE JUST ART BOOKS,
AND SOME OF THEM ARE
17:13:19:28
HOW-TO-DRAW-THINGS BOOKS.
17:13:22:27
AND THE STUDENTS ARE
EITHER READING THE STEPS
17:13:24:12
ON HOW TO DRAW A PICTURE,
17:13:27:21
OR THEY ARE READING
ABOUT VARIOUS FAMOUS ARTWORKS.
17:13:31:01
WE ARE ALWAYS INTEGRATING
LITERACY WITH OUR ARTWORK.
17:13:33:10
WE DO BOOK REPORTS
ON ARTISTS.
17:13:34:28
WE DO RESEARCH ON ARTISTS.
17:13:37:07
SOMETIMES WE WRITE POETRY
ABOUT DIFFERENT ARTISTS
17:13:38:21
AND DIFFERENT ARTWORKS.
17:13:41:05
SOMETIMES THEY WRITE STORIES
AND ILLUSTRATE IT.
17:13:45:13
SO LITERACY HAS BEEN REALLY EASY
TO INTEGRATE WITH THE ARTS.
17:13:50:07
WE HAVE MADE OUR BOOKS,
AND OUR BOOKS HAVE
17:13:54:05
LOTS OF WONDERFUL PAGES INSIDE
THAT WE CAN WRITE OUR STORY ON.
17:13:56:13
AND WE'RE GOING
TO THINK ABOUT SOME THINGS
17:13:59:06
THAT MARTIN LUTHER KING, JR.
DID DURING HIS LIFE,
17:14:01:10
AND I'M GOING TO WRITE 'EM
UP ON THE CHALKBOARD
17:14:02:21
TO HELP YOU REMEMBER.
17:14:04:20
AND THEN YOU'RE GOING TO
WRITE A STORY
17:14:06:26
ABOUT MARTIN LUTHER KING, JR.
17:14:09:18
AND THE THINGS THAT
WE TALKED ABOUT IN THE BOOK.
17:14:11:29
OKAY, AND THEN,
AFTER WE WRITE OUR STORY,
17:14:14:27
WE CAN START DRAWING
SOME PICTURES TO GO WITH IT.
17:14:20:01
OKAY, SO LET'S QUIETLY GO BACK
TO YOUR ASSIGNED SEATS.
323
17:14:20:03
324
325
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17:14:23:11
326
327
17:14:25:03
17:14:26:26
328
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329
330
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331
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332
333
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334
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335
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336
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338
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339
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340
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341
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342
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343
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345
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347
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349
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350
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351
352
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17:15:26:15
353
17:15:30:25
354
17:15:33:18
17:14:22:02
SO WE'RE GOING TO WRITE
IN OUR BOOKS
17:14:23:09
SOME DIFFERENT THINGS
17:14:25:01
ABOUT MARTIN
LUTHER KING, JR.
17:14:26:24
AND YOU GET TO WRITE
17:14:28:23
WHATEVER PART OF HIS LIFE
YOU WANT TO WRITE ABOUT.
17:14:31:12
IF YOU WANT TO WRITE ABOUT
HOW HE WAS CHANGING SOME LAWS
17:14:32:27
TO HELP MAKE
17:14:35:06
THE WORLD A BETTER PLACE,
YOU CAN WRITE ABOUT THAT.
17:14:38:24
IF YOU WANT TO WRITE ABOUT
HOW HE WAS A WONDERFUL LEADER,
17:14:40:10
YOU CAN WRITE ABOUT THAT.
17:14:44:09
THEN AFTERWARDS, AFTER
YOU FINISH WRITING YOUR STORY,
17:14:47:12
YOU CAN TAKE YOUR MARKERS
AND START TO DRAW PICTURES
17:14:50:18
TO GO WITH YOUR STORY
JUST LIKE THE BOOK I READ TO YOU
17:14:52:16
HAD PICTURES
TO GO WITH THE WORDS.
17:14:54:10
OKAY, SO LET'S GET STARTED
17:14:55:28
WRITING SOME
WONDERFUL STORIES
17:14:58:28
ABOUT MARTIN
LUTHER KING, JR.
17:15:01:06
PROBABLY, ONE OF THE MOST
IMPORTANT THINGS IS,
17:15:04:14
WE ARE INTEGRATING
WRITING WITH ART,
17:15:09:25
AND STUDENTS ARE THINKING ABOUT
WHAT THEY'VE JUST LEARNED ABOUT
17:15:12:02
WHEN I WAS READING THEM
THIS STORY
17:15:13:24
AND WRITING THEIR THOUGHTS.
17:15:15:23
PROBABLY WHAT-THEY'RE PROBABLY WRITING
17:15:17:19
WHAT THEY CAN
MOST RELATE TO.
17:15:20:12
OH, TERRANCE, ARE YOU
DRAWING A PICTURE OF HIM
17:15:21:16
AS A PREACHER TOO?
17:15:22:27
(Terrance)
YEAH.
17:15:25:04
VERY GOOD,
AND HE'S GOT HIS MICROPHONE.
17:15:26:13
EXCELLENT.
17:15:30:23
(woman)
OKAY, AND THIS IS BLACK.
17:15:33:16
WE'RE GOING TO MAKE
THESE LITTLE BALLS ORANGE.
17:15:37:19
(Perkerson)
THE TEACHERS ARE CREATING
355
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356
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357
17:15:44:22
358
17:15:46:19
359
17:15:51:24
360
17:15:55:03
361
362
17:15:57:01
17:15:58:29
363
17:16:02:21
364
17:16:05:04
365
17:16:08:03
366
367
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17:16:12:03
368
369
370
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371
372
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373
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374
17:16:30:11
375
376
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17:16:35:23
377
17:16:37:27
378
17:16:39:19
379
17:16:41:10
380
17:16:43:23
381
17:16:45:23
382
17:16:48:07
383
384
17:16:50:04
17:16:51:20
385
17:16:53:28
A MURAL OF LITERACY,
17:15:42:04
AND EACH PART OF THE PAINTING
REPRESENTS A DIFFERENT BOOK.
17:15:44:20
SO WE'VE TRIED TO INCORPORATE
ALL THE DIFFERENT SUBJECTS
17:15:46:17
THAT THE CHILDREN
ARE LEARNING ABOUT
17:15:51:22
IN ELEMENTARY SCHOOL TO GO WITH
OUR BASIC THEME OF LITERACY.
17:15:55:01
THIS IS, LIKE,
A SEA GREEN OR SOMETHING,
17:15:56:29
BUT ADD A LITTLE BIT
AT A TIME SO IT DOESN'T
17:15:58:27
GET TOO DARK TOO FAST.
17:16:02:19
THEY'RE GETTING SOME
BASIC PAINTING TECHNIQUES
17:16:05:02
THAT THEY CAN THEN USE
IN THEIR CLASSROOM
17:16:08:01
TO HELP INSTRUCT STUDENTS
DURING THEIR ART HOUR,
17:16:10:07
WHICH IS SOMETHING
THAT WE HAVE AT OUR SCHOOL
17:16:12:01
WHERE ONE HOUR EACH WEEK,
17:16:15:25
STUDENTS ARE WITH
THEIR REGULAR ED TEACHER
17:16:17:04
LEARNING ABOUT ART.
17:16:22:05
[knocking]
17:16:24:26
I WAS WONDERING IF
YOU HAD EVERYTHING YOU NEEDED
17:16:26:03
FOR ART HOUR.
17:16:27:23
WE HAVE EVERYTHING
WE NEED TODAY.
17:16:30:09
WE'RE TAKING THESE,
AND WE'RE ACTING AS SEEDS,
17:16:33:26
AND WE'RE GOING TO DO COLLAGES
OF THE DIFFERENT STAGES
17:16:35:21
OF PLANTS OR FLOWERS,
17:16:37:25
SO WE GOT THESE
OUT OF THE ART CLOSET.
17:16:39:17
SO WE'RE GOING TO
GLUE THOSE DOWN FIRST,
17:16:41:08
AND THESE ARE
GONNA BE OUR SEEDS,
17:16:43:21
AND THEN WE'RE GOING TO TAKE
THOSE AND TRANSFORM THEM INTO,
17:16:45:21
EVENTUALLY,
FLOWERS AND FULL-GROWN PLANTS.
17:16:48:05
(Perkerson)
WONDERFUL, SO YOU'RE
INTEGRATING YOUR
17:16:50:02
SCIENCE ACTIVITY
IN WITH YOUR ART CLASS?
17:16:51:18
YES.
17:16:53:26
I AM GOING AROUND
FROM CLASSROOM TO CLASSROOM,
17:16:57:25
MAKING SURE THAT EVERYBODY
386
17:16:57:27
387
17:17:01:25
388
17:17:04:26
389
390
17:17:06:11
17:17:07:20
391
17:17:10:00
392
17:17:12:28
393
17:17:15:04
394
17:17:18:08
395
17:17:21:06
396
397
398
17:17:22:23
17:17:23:23
17:17:25:06
399
400
17:17:27:13
17:17:28:19
401
17:17:29:29
402
17:17:32:09
403
17:17:34:26
404
17:17:38:11
405
406
407
408
17:17:41:12
17:17:42:21
17:17:43:21
17:17:45:15
409
17:17:47:26
410
411
17:17:49:15
17:17:51:05
412
17:17:53:11
413
414
17:17:57:12
17:17:58:21
415
416
17:18:00:27
17:18:02:04
417
418
419
17:18:03:00
17:18:04:00
17:18:05:12
HAS ALL THE ART SUPPLIES
17:17:01:23
THAT THEY NEED FOR ART HOUR
AND MAKING SURE THAT EVERYBODY
17:17:04:24
IS SET AS FAR AS THEIR IDEAS
AND WHAT THEY'RE GOING TO DO.
17:17:06:09
I NEED TO MAKE SURE
THAT EVERYBODY
17:17:07:18
HAS THEIR MATERIALS SET,
17:17:09:28
AND SOMETIMES TEACHERS
MIGHT HAVE FORGOTTEN
17:17:12:26
TO GET PINK CONSTRUCTION PAPER
OR MASKING TAPE
17:17:15:02
OR LITTLE THINGS
LIKE THAT.
17:17:18:06
SO I'M HERE TO HELP THEM MAKE
SURE EVERYTHING RUNS SMOOTHLY.
17:17:21:04
I WAS JUST MAKING SURE
THAT YOU HAD
17:17:22:21
EVERYTHING YOU NEED
FOR ART HOUR.
17:17:23:21
I THINK WE DO.
17:17:25:04
WE'RE FINE.
17:17:27:11
OKAY, AND WHAT KINDS OF
WONDERFUL THINGS ARE YOU DOING
17:17:28:17
DURING ART HOUR?
17:17:29:27
TODAY,
WE'RE GOING TO MIX PAINT.
17:17:32:07
WE'RE GOING TO SHADE
AND TINT USING BLACK AND WHITE,
17:17:34:24
AND WE'RE ALSO GOING TO LOOK
AT SOME PAINTINGS FROM PICASSO
17:17:38:09
THAT HE DID
DURING HIS BLUE PERIOD.
17:17:41:10
WONDERFUL.
IT SOUNDS VERY INTERESTING.
17:17:42:19
WELL, I'LL SEE YOU GUYS LATER.
17:17:43:19
OKAY.
17:17:45:13
SOUNDS LIKE YOU'RE ALL SET.
17:17:47:24
(Conner)
WHAT YOU'RE GOING TO DO
17:17:49:13
IS DECIDE
WHAT COLOR YOU WOULD LIKE,
17:17:51:03
AND YOU'RE GOING TO COME BACK,
17:17:53:09
AND YOU'RE ONLY GOING TO HAVE
THE PRIMARY COLORS.
17:17:57:10
SO THINK ABOUT
THE COLOR YOU NEED TO MAKE.
17:17:58:19
IF YOU WANT PURPLE,
17:18:00:25
WHAT TWO COLORS
DO YOU NEED TO MIX?
17:18:02:02
MICHELLE?
17:18:02:28
(Michelle)
RED AND BLUE.
17:18:03:28
RED AND BLUE.
17:18:05:10
YOU NEED TO MIX RED AND BLUE.
17:18:09:01
GET IT THE PURPLE
420
17:18:09:03
421
422
17:18:11:01
17:18:12:16
423
17:18:14:03
424
17:18:15:20
425
17:18:18:14
426
17:18:20:21
427
17:18:22:08
428
17:18:25:20
429
17:18:29:07
430
17:18:32:28
431
17:18:37:10
432
17:18:40:17
433
17:18:46:12
434
435
17:18:49:06
17:18:51:02
436
17:18:53:12
437
17:18:56:19
438
17:19:01:23
439
17:19:04:25
440
17:19:08:01
441
17:19:11:11
442
17:19:16:04
443
17:19:17:28
444
445
17:19:21:15
17:19:23:15
446
447
448
17:19:25:07
17:19:27:28
17:19:29:20
449
17:19:31:29
THAT YOU WOULD LIKE,
17:18:10:29
AND THEN YOU'LL USE
THE BLACK AND THE WHITE
17:18:12:14
TO SHADE OR TINT IT.
17:18:14:01
AND FORM A LINE OVER HERE
WHERE TREY IS.
17:18:15:18
MAKE SURE WE PUSH IN
OUR CHAIRS.
17:18:18:12
WHAT COLOR
DO YOU WANT TO USE?
17:18:20:19
YOU'RE TRYING TO MAKE ORANGE;
WHAT DO YOU NEED?
17:18:22:06
(student)
RED AND YELLOW.
17:18:25:18
OKAY,
RED AND YELLOW.
17:18:29:05
(Perkerson)
THE ENTHUSIASM OF THE STUDENTS,
17:18:32:26
THEIR PARTICIPATION
IN THE ART PROJECTS
17:18:37:08
THAT WE HAVE BEEN DOING
HAS GREATLY INCREASED.
17:18:40:15
IT GIVES THEM
A SENSE OF SELF-CONFIDENCE,
17:18:46:10
THAT THEY CAN ACCOMPLISH THINGS,
THAT THEY CAN FINISH A PROJECT
17:18:49:04
AND HAVE IT LOOK NICE
AND FEEL GOOD ABOUT THEMSELVES.
17:18:51:00
THAT GIVES THEM A SELF-ESTEEM,
17:18:53:10
AND THAT'S REALLY
WHAT I'M STRIVING FOR.
17:18:56:17
NOT JUST TO HAVE
A SENSE OF ART APPRECIATION,
17:18:59:20
BUT TO ALSO BUILD
THAT SELF-CONFIDENCE.
17:19:04:23
WE'RE GOING TO WRITE
IN OUR HEAD.
17:19:07:29
WE'RE GOING TO DO
AN IMPROVISATION.
17:19:11:09
WHO CAN REMEMBER
WHAT IMPROVISATION IS?
17:19:16:02
MAKING UP THE WORDS
AS YOU GO ALONG.
17:19:17:26
(Newberry)
AS YOU GO ALONG,
CORRINE?
17:19:21:13
RIGHT--RIGHT WHEN-RIGHT WHEN IT HAPPENS.
17:19:23:13
RIGHT WHEN IT HAPPENS.
17:19:25:05
WHAT I REALLY THING
MY ROLE IS,
17:19:27:26
IS I'M HERE TO SHOW HOW
17:19:29:18
YOU CAN TEACH THROUGH THEATRE.
17:19:31:27
IT'S--IT'S JUST
A MATTER OF LOOKING AT
17:19:34:25
WHATEVER THEY'RE LEARNING,
450
451
17:19:34:27
17:19:36:09
452
17:19:39:29
453
17:19:41:18
454
17:19:43:04
455
456
17:19:44:27
17:19:46:04
457
17:19:47:27
458
17:19:51:02
459
17:19:55:08
460
461
17:19:58:26
17:20:00:08
462
17:20:02:08
463
464
17:20:04:04
17:20:06:03
465
17:20:08:13
466
17:20:11:00
467
468
17:20:13:05
17:20:14:21
469
17:20:17:07
470
17:20:19:21
471
17:20:22:10
472
17:20:24:20
473
17:20:27:21
474
17:20:30:13
475
476
17:20:32:05
17:20:33:12
477
17:20:35:02
478
17:20:36:16
479
17:20:40:02
480
17:20:42:00
WHATEVER THE CURRICULUM IS
17:19:36:07
AND SORT OF SAYING,
17:19:39:27
"OKAY, HOW CAN WE FIT
DRAMA INTO THIS?
17:19:41:16
"HOW ARE THEY GOING TO
LEARN HANDS ON?
17:19:43:02
"HOW ARE THEY
GOING TO EXPERIENCE
17:19:44:25
WHATEVER IT IS
THAT THEY'RE LEARNING?"
17:19:46:02
WHY?
17:19:47:25
WHEN YOU'RE WRITING A STORY,
AND IF YOU ARE
17:19:51:00
PUTTING CHARACTERS
IN YOUR STORY,
17:19:55:06
AND YOU HAVE CHARACTERS
THAT COME IN AND SAY SOMETHING,
17:19:58:24
WHERE DO WE FIND
THAT INFORMATION?
17:20:00:06
WHERE DOES THAT COME FROM?
17:20:02:06
(student)
UM, IMAGINATION?
17:20:04:02
(Newberry)
OUR IMAGINATION.
17:20:06:01
I HAVE HAD TEACHERS WHO SAY,
17:20:08:11
"LOOK, I WOULD LOVE
TO HAVE DRAMA,
17:20:10:28
"BUT DON'T MAKE
ME DO ANYTHING."
17:20:13:03
YOU KNOW, IT'S LIKE,
"DON'T PUT ME UP THERE,"
17:20:14:19
BECAUSE I DO.
17:20:17:05
YOU KNOW, I THINK THAT
IT'S GREAT FOR THE STUDENTS
17:20:19:19
TO SEE THE TEACHER
IN A DIFFERENT ROLE,
17:20:22:08
BECAUSE THEY SEE ANOTHER SIDE
OF THEIR TEACHER.
17:20:24:18
IF YOUR TEACHER
IS WILLING TO DO IT,
17:20:27:19
WELL, GOSH,
THEN SO AM I.
17:20:30:11
I HEARD THERE WAS
AN ALARM HERE.
17:20:32:03
AN ALARM,
ALARM?
17:20:33:10
DID YOU HEAR AN ALARM?
17:20:35:00
(Newberry)
I DIDN'T HEAR AN ALARM.
17:20:36:14
WELL,
WE DIDN'T HEAR IT,
17:20:40:00
BUT PERHAPS
YOU'D LIKE TO INVESTIGATE.
17:20:41:28
WHY DON'T YOU TALK
TO MY SISTER ABOUT IT,
17:20:43:24
AND I'LL GO
481
17:20:43:26
482
17:20:45:28
483
484
17:20:48:23
17:20:50:00
485
17:20:51:24
486
487
17:20:53:27
17:20:55:07
488
489
17:20:57:08
17:20:58:10
490
17:21:01:12
491
17:21:04:17
492
493
494
17:21:08:05
17:21:09:15
17:21:10:20
495
17:21:12:15
496
497
17:21:15:18
17:21:17:01
498
17:21:19:23
499
17:21:22:07
500
17:21:24:26
501
502
17:21:28:04
17:21:29:18
503
17:21:32:07
504
17:21:34:09
505
17:21:37:09
506
507
17:21:39:28
17:21:42:20
508
17:21:45:14
509
17:21:47:23
510
17:21:52:10
LOOK AROUND THE HOUSE.
17:20:45:26
SORRY,
I MUST BE LEAVING.
17:20:48:21
(Newberry)
I WILL ASK THE TEACHER WHAT
THEY WOULD LIKE ME TO TEACH.
17:20:49:28
WE TALK.
17:20:51:22
I MEAN,
WE GET TOGETHER BEFOREHAND.
17:20:53:25
WE DECIDE WHAT CURRICULUM
THEY'RE GETTING STUCK ON.
17:20:55:05
[knocking]
17:20:57:06
HOLD ON;
I NEED TO GET THE DOOR.
17:20:58:08
HI.
17:21:01:10
HELLO, I'M DETECTIVE
ROBERT SMITH.
17:21:04:15
(Newberry)
HOW CAN WE MAKE THAT
EXPERIENTIAL FOR THEM?
17:21:08:03
HOW CAN WE ACTUALLY
MAKE IT REAL FOR THEM?
17:21:09:13
OH, COME ON IN.
17:21:10:18
HMM.
17:21:12:13
SORRY, I MUST
BE LEAVING.
17:21:15:16
(Newberry)
AND THIS HERE'S
MR. REYNAUD'S CLASS,
17:21:16:29
AND WE'VE BEEN LOOKING AT
17:21:19:21
LEGENDS
AND FAIRY TALES.
17:21:22:05
AND THEY HAVE CREATED
THEIR OWN FAIRY TALE HERE.
17:21:24:24
AND THE TITLE,
WHICH IS ON THE BOARD,
17:21:28:02
IS HOW THE CRAWFISH BOIL
CAME ABOUT.
17:21:29:16
SO IT'S A
17:21:32:05
HANDS-ON EXPERIENCE
OF THEIR OWN STORY.
17:21:34:07
IN YOUR CLASSROOM,
YOU'RE CONSTANTLY LOOKING
17:21:37:07
FOR NEW THINGS TO MAKE
WHAT YOU'RE DOING, YOU KNOW,
17:21:39:26
VIVID AND EXCITING
AND CHALLENGING AND MEANINGFUL
17:21:42:18
AND FUN.
17:21:45:12
AND THE ARTS ARE-THEY'RE GOOD MATERIALS.
17:21:47:21
YOU KNOW, SOMETHING
TO ADD TO YOUR REPERTOIRE.
17:21:52:08
SO I'M GOING TO ASK YOU ALL NOW
WHAT A FAIRY TALE IS.
17:21:54:14
A FAIRY TALE,
WHAT'S A FAIRY TALE?
511
17:21:54:16
512
17:21:59:21
513
17:22:02:16
514
17:22:04:15
515
17:22:07:09
516
517
17:22:11:09
17:22:12:16
518
17:22:13:25
519
17:22:15:26
520
17:22:18:16
521
17:22:22:07
522
17:22:26:25
523
17:22:28:11
524
525
17:22:29:17
17:22:32:28
526
527
17:22:38:18
17:22:39:18
528
17:22:41:01
529
530
531
17:22:43:10
17:22:44:28
17:22:46:16
532
533
17:22:48:11
17:22:50:01
534
17:22:52:09
535
17:22:55:27
536
17:22:57:16
537
17:22:59:01
538
17:23:00:13
539
17:23:01:25
540
17:23:03:29
541
17:23:05:16
17:21:59:19
A FAIRY TALE IS A STORY
THAT'S NOT REALLY TRUE.
17:22:02:14
(Newberry)
THEY'VE ALREADY BEEN LOOKING,
WITH MR. REYNAUD,
17:22:04:13
ABOUT THE PATTERNS
OF A FAIRY TALE
17:22:07:07
AND THE DIFFERENT COMPONENTS
THAT ARE IN A FAIRY TALE.
17:22:11:07
OKAY, WHAT DOES THE-WHAT HAPPENS IN A FAIRY TALE?
17:22:12:14
THERE'S A MORAL.
17:22:13:23
(Newberry)
THAT'S RIGHT.
17:22:15:24
WE CAN GET
A LESSON FROM IT.
17:22:18:14
THEY'LL BE BRAINSTORMING WHAT
THEY WANT IN THEIR FAIRY TALE.
17:22:22:05
SO IT--IT'S
ANOTHER FORM OF WRITING.
17:22:26:23
AND THE ANT TOLD US
THAT WE HAD TO FIND WHO?
17:22:28:09
(student #1)
THE INSECTS.
17:22:29:15
(student #2)
THE DRAGON.
17:22:32:26
THE DRAGON, OKAY.
17:22:38:16
WE HAVE TO FIND THE DRAGON, AND
THE DRAGON WILL TELL US WHAT?
17:22:39:16
YES.
17:22:40:29
WHERE
THE CRAWFISH IS.
17:22:43:08
WHERE
THE CRAWFISH IS.
17:22:44:26
OKAY, ARE WE READY?
17:22:46:14
YEAH.
17:22:48:09
THIS IS WHERE WE'RE COMING
TO THE VERY BEGINNING
17:22:49:29
OF OUR JOURNEY.
17:22:52:07
AND IT'S VERY TREACHEROUS,
BECAUSE IT'S A BRIDGE,
17:22:55:25
A RICKETY OLD BRIDGE
THAT THEY'RE GOING TO GO OVER
17:22:57:14
BEFORE THEY
GET TO THE DESERT.
17:22:58:29
SO WE'RE GOING
TO START RIGHT NOW.
17:23:00:11
ARE YOU READY,
EVERYBODY?
17:23:01:23
(student)
YES.
17:23:03:27
WHAT MIGHT BE
UNDERNEATH THIS BRIDGE?
17:23:05:14
[together]
WATER.
17:23:07:14
WATER,
542
543
17:23:07:16
17:23:08:17
544
17:23:09:27
545
17:23:11:13
546
547
548
549
17:23:17:15
17:23:18:27
17:23:19:28
17:23:21:18
550
17:23:23:21
551
552
553
17:23:27:13
17:23:28:25
17:23:30:03
554
17:23:33:02
555
556
557
558
17:23:34:23
17:23:35:23
17:23:36:25
17:23:38:00
559
17:23:39:21
560
17:23:41:12
561
17:23:43:16
562
17:23:47:24
563
17:23:49:08
564
565
17:23:50:22
17:23:52:01
566
17:23:55:28
567
17:23:58:13
568
17:24:00:20
569
570
17:24:02:16
17:24:03:21
571
572
17:24:07:18
17:24:11:22
573
17:24:16:00
574
17:24:18:05
HOW HIGH UP ARE WE?
17:23:08:15
HOW HIGH UP ARE WE?
17:23:09:25
(student)
HIGH.
17:23:11:11
(Newberry)
HIGH, HIGH, HIGH.
17:23:17:13
THE CLASSROOM HAS BEEN CREATED
INTO A LOT OF ENVIRONMENTS
17:23:18:25
FOR THEM TO EXPERIENCE.
17:23:19:26
ARE YOU READY?
17:23:21:16
GROUP ONE.
17:23:23:19
LET MISS NEWBERRY GO,
AND THEN YOU'RE GOING TO COME.
17:23:27:11
ONCE YOU GET OVER THE BRIDGE,
WHERE ARE YOU?
17:23:28:23
IN THE DESERT.
17:23:30:01
IN THE DESERT.
17:23:33:00
OH, GOSH,
IN THAT HOT DESERT.
17:23:34:21
WHAT MIGHT BE
AROUND YOU?
17:23:35:21
SNAKES.
17:23:36:23
SNAKES?
17:23:37:28
DO YOU LIKE THOSE SNAKES?
17:23:39:19
[together]
NO.
17:23:41:10
(student)
'CAUSE THEY'RE
RATTLESNAKES.
17:23:43:14
'CAUSE THEY'RE
RATTLESNAKES.
17:23:47:22
ONCE THEY GET INTO THE DRAMA,
ONCE THEY FORGET,
17:23:49:06
YOU KNOW,
THAT THEY'RE IN-17:23:50:20
THEY'RE ACTUALLY
IN THE CLASSROOM,
17:23:51:29
THEY CAN SEE IT.
17:23:55:26
THEY ACTUALLY BELIEVE
THAT IT'S HAPPENING.
17:23:58:11
AND YOU CAN-YOU HAVE TO BE VERY GUIDED.
17:24:00:18
I'M GOING TO BE THE ONE
WHO'S GOING TO BE LEADING,
17:24:02:14
AND THEN MR. REYNAUD
WILL BE AT THE BACK
17:24:03:19
SO WE HAVE CONTROL.
17:24:07:16
BUT WE WILL BE
TAKING OUR OWN ROLES.
17:24:11:20
OH, MY GOODNESS.
17:24:15:28
HE REALLY LOOKS AS IF
HE'S LOOKING FOR WATER THERE.
17:24:18:03
AND IF WE WERE GOING
TO DO THIS AS A PERFORMANCE,
17:24:20:11
THEN I WOULD--I WOULD
LOOK AT IT QUITE DIFFERENTLY.
575
576
17:24:20:13
17:24:22:19
577
17:24:25:27
578
17:24:28:01
579
580
17:24:30:02
17:24:31:21
581
17:24:33:16
582
583
584
17:24:36:18
17:24:38:01
17:24:41:05
585
17:24:47:02
586
17:24:48:20
587
17:24:50:13
588
17:24:53:07
589
17:24:56:15
590
591
17:24:58:18
17:25:00:02
592
17:25:02:10
593
594
17:25:07:14
17:25:09:13
595
17:25:13:09
596
17:25:17:11
597
598
17:25:21:08
17:25:22:24
599
17:25:26:19
600
17:25:28:19
601
17:25:32:25
602
17:25:35:16
603
17:25:38:09
604
17:25:40:25
605
606
17:25:43:05
17:25:47:20
17:24:22:17
THIS IS AN EXPERIENCE.
17:24:25:25
LAST GROUP,
OVER YOU COME.
17:24:27:29
IT'S GREAT FOR CHILDREN
TO HAVE A PERFORMANCE
17:24:30:00
THAT THEY CAN SAY,
"LOOK WHAT WE DID,"
17:24:31:19
YOU KNOW.
17:24:33:14
BUT IT'S THE ACTUAL
LEARNING EXPERIENCE
17:24:36:16
OF THE PROCESS
THAT IS WHAT IT'S ALL ABOUT
17:24:37:29
IN MY EYES.
17:24:41:03
THE NEXT LEG OF OUR JOURNEY
17:24:47:00
IS THAT WE ARE GOING
TO CLIMB OVER THE MOUNTAIN.
17:24:48:18
ALL THE DRAMA
THAT WE DO IS, I THINK,
17:24:50:11
HAS GOT A TREMENDOUS
EFFECT ON THE KIDS,
17:24:53:05
BECAUSE THEY GET TO SEE
A DIFFERENT SET OF LIMITS.
17:24:56:13
IN CLASS, WE'VE GOT
THESE VERY CLEAR STRUCTURES,
17:24:58:16
AND IN THE DRAMA,
IT'S A NEW SET OF LIMITS.
17:24:59:28
IT'S FAIRLY NEW TO 'EM.
17:25:02:08
THEY DON'T KNOW
EXACTLY HOW FAR THEY CAN GO,
17:25:04:14
AND THAT'S KIND OF
AN EXCITING FEELING FOR A KID.
17:25:09:11
WHOA.
17:25:13:07
(Newberry)
THINK WHAT IT'S LIKE
AS YOU GO THROUGH THE CAVE.
17:25:17:09
IF THERE'S COBWEBS,
IF THERE'S BATS,
17:25:21:06
AND LADYBUGS,
DID WE SAY?
17:25:22:22
NOW, IN THIS FOREST OF CHAIRS,
17:25:26:17
WE HAVE STEPPING STONES
WITH NUMBERS ON THEM.
17:25:28:17
I WANT TO KNOW
WHAT KIND OF CREATURES
17:25:32:23
ARE IN THIS
FOREST OF CHAIRS.
17:25:35:14
OH, GOSH, THE TIMES WE DREAM
ABOUT HAVING AN AUDITORIUM.
17:25:38:07
YOU KNOW, BECAUSE
WE'RE IN THE CAFETERIA,
17:25:40:23
UNDER STAIRWELLS,
ANY SPACE.
17:25:43:03
YOU KNOW, I MEAN,
I USE EVERY AVAILABLE SPACE.
17:25:47:18
TELL ME ABOUT THE CAVE.
17:25:49:22
WE NEED TO HEAR
607
17:25:49:24
608
609
17:25:54:29
17:25:57:06
610
611
17:26:00:04
17:26:01:17
612
17:26:04:00
613
17:26:05:14
614
17:26:07:10
615
17:26:09:19
616
17:26:11:20
617
17:26:15:06
618
17:26:17:13
619
17:26:18:28
620
621
17:26:20:27
17:26:22:12
622
17:26:25:17
623
17:26:30:16
624
625
626
627
628
629
630
17:26:33:13
17:26:36:16
17:26:37:18
17:26:38:27
17:26:40:24
17:26:41:24
17:26:45:07
ABOUT THE CAVE NOW.
17:25:54:27
THERE WAS A SPOOKY ROOM,
AND--AND I GOT SPIDER WEBS
17:25:57:04
ALL OVER BETWEEN MY TOES.
17:26:00:02
THERE WAS A LOT OF BATS,
AND IT WAS DARK,
17:26:01:15
BUT I SAW LOTS OF EYES,
17:26:03:28
AND I WAS WONDERING
WHAT THEY WERE.
17:26:05:12
AND THEN
THEY STARTED EEKING,
17:26:07:08
AND I HURRIED UP
AND RAN OUT.
17:26:09:17
(Newberry)
IT'LL BE INTERESTING
TO SEE THE STORIES
17:26:11:18
THAT THEY COME UP WITH
AND SEE IF IT'S ENRICHED
17:26:15:04
THEIR WRITING ANY MORE OR
THEIR--THEIR DRAWINGS ANY MORE.
17:26:17:11
HOW ARE WE GOING
TO GET TO THE SWAMP?
17:26:18:26
(student)
YOU CAN FLY ON MY BACK.
17:26:20:25
HUH, WE'RE GOING TO FLY
ON THE DRAGON'S BACK.
17:26:22:10
LET'S GO.
17:26:25:15
I THINK THEY LEARN
MUCH QUICKER THROUGH DRAMA.
17:26:30:14
CHILDREN THAT DON'T GET AS MUCH
FROM--FROM BEING TAUGHT ORALLY
17:26:33:11
OR FROM READING, I THINK,
THROUGH DRAMA,
17:26:36:14
THEY--THEY LIVE IT.
17:26:37:16
HOLD ON.
17:26:38:25
LOOK DOWN BELOW.
17:26:40:22
WHAT CAN YOU SEE?
17:26:41:22
OH, MY GOSH.
17:26:45:05
HOW HIGH UP ARE YOU ALL?
17:26:46:13
OOOH.