after | black violin · reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

16The New VICTORY® TheATeR / NewVICTORYSChOOLTOOLS.ORG © The New 42Nd STReeT, INC.

• Performancereflection

• in-classroomWorkshoPextension:GenreGeneration

• classroomconnections:remixthecurriculum

• creativityPaGe:viPaccesstoBlackviolin

AFTER

BEFORE BEYOND

after | black violinINSIDE EN ROUTE

AFTER provides teachers engaging, ready-to-implement classroom activities that offer the opportunity to reflect on and extend the experience of attending the performance. Actively reflect on the performance, make connections to your curriculum, and follow up on the New Victory classroom workshop, using this tool to increase the impact of the theater-going experience. This section also includes Creativity Pages that provide students the opportunity to individually reflect on and develop an aesthetic response to the show content.

makinGconnectionstolearninGstanDarDsNew Victory School tool Resource Guides align with the Common Core State Standards, New York State Learning Standards and New York City Blueprint for Teaching and Learning in the Arts. We believe that these standards support both the high quality instruction and deep engagement that The New Victory Theater strives to achieve in its arts education practice.

Whatis“after”Blackviolin?

®

Photos: Sandra C. Roa

This section is part of a full New Victory® School toolTM Resource Guide. For the complete guide, including information about the New Victory Education

Department check out: neWvictoryschooltools.orG

COMMON CORESpeaking and Listening Standards: 1, 4Language Standards: 3

NEW YORK STATE STANDARDSArts Standards: Standard 1; Standard 4English Language Arts Standards: Standard 1; Standard 4

BLUEPRINT FOR THE ARTSMusic Standards: Music Making; Making Connections; Developing Music Literacy

Photos: Colin Brennen


Following your trip to the New Victory, you may find that your students want to discuss and share their own opinions of the performance. Reflecting on the show and voicing an aesthetic response is an important part of the live performance experience. Allowing your students the opportunity to articulate their own thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

1. Provide students (either as one large group or in small groups) with large pieces of paper. Draw an image of an iPod on each (see example).

2. On the inside of the iPod screen, ask students to write or draw words/images they remember from the performances they saw; on the outside of the screen, ask the students to write feelings/ opinions they had about seeing the performance.

3. Once the students have offered their reflections on the paper, display the various pages around the room, and ask the students to take a “gallery walk” to look at all of the responses.

4. As a full class, reflect on their responses.

5. If you have taken your class to other performances this year, ask your students how their experience at BLACK VIOLIN was different than their visit to the other performances.

Performancereflection

AFTER

BEFORE BEYONDINSIDE EN ROUTE

teachertiP Engaging in dialogue, asking questions and recalling observation are skills that we believe should be fostered and encouraged. When leading a performance reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

after | black violin





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1. In the New Victory Pre-Show Workshop, students explored the distinctions between the genres of classical, jazz and hip-hop music.

2. In small groups, ask students to brainstorm a list of all of the musical genres they can think of in addition to the three above (e.g. country, funk, swing, etc.).

3. Ask your students to write a list of adjectives under each genre.

4. Once they have created this list, ask them to draw lines connecting any of the genres they feel have something in common, and write a small description of that connection.

5. If you have the technology resources in your classroom, ask students to find a song that matches each of the genres they’ve brainstormed.

6. Now, it is their chance to create a brand new sound. Ask the students to imagine creating a new genre of music that incorporates three of the genres on their list.

7. Ask the students to come up with a name for the new genre and write a description of the sound using adjectives from their lists (e.g. this new genre of music has the beat of funk with the soulfulness of country mixed with the pulse of electronica).

8. Finally, ask students to create a 30-second commercial clip performance advertising this new type of music to a wider audience. How would they describe it? How would they get people excited about it? Are there any popular artists they imagine collaborating with to create this sound? Encourage them to be as creative as possible!

9. Allow the students to perform their commercials and present their genres to each other.

10. Following the commercials, ask the students: Which genres were you excited to hear? Which genres surprised you? How do you think musical genres are created?

in-classroomWorkshoPextensionGenreGeneration

AFTER


The following activity will allow you to build on the musical style skills and ensemble work explored in the New Victory Pre-Show Workshop* for BLACK VIOLIN.

(*Did you book an in-classroom workshop led by New Victory Teaching Artists? This is a FREE and highly recommended component of your partnership with the New Victory. For more information, please contact the Education Department at [email protected].)







This activity will explore the sound and music that this show offers and connect it to your ELA curriculum.

Create a soundtrack for your curriculum.

1. Either in small groups or as a full class, choose a book you are currently reading, or a period in history that you are studying.

2. Break down the plot of the book or the event in history into 5 distinct events.

3. Write a small description for each of the events: What happens in that section? What is the feeling of that section? What images or sounds does it evoke?

4. Now, get creative. Choose a popular song that in some way matches the feel or mood, or relates in some way to that section (e.g. Studying the French Revolution? What about “Satisfaction”?)

5. Find a song that works for each of the events.

6. Try to find all of these songs, and listen to them as a class! Did you discover anything new about the book or historical event that you didn’t see before?

7. Send us your playlists and the book or historical event that inspired them at [email protected]. We’ll share them on our social media platforms!

BONUS: Create a specific playlist for a character in a book! What would this character listen to if he or she had access to a CD player or iPod? Use this activity for character analysis.

classroomconnectionsremixthecurriculum

AFTER







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© The New 42Nd STreeT, INc.

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Documents

after | black violin · reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)