Study Guide

October 10, 2014

Outreach Program Greenwood Performing Arts

P.O. Box 50011, Greenwood, SC 29649 Phone # (864) 227-8744

1

Table of Contents

Attending Shows in the Auditorium ----------------------------------------------------------------------3

Before and After the Performance ------------------------------------------------------------------------4

The Cast of Junie B. Jones ---------------------------------------------------------------------------------------5

Musical Numbers ---------------------------------------------------------------------------------------------------6

Behind the Scenes ------------------------------------------------------------------------------------------------ 7

Making an Outline --------------------------------------------------------------------------------------------8 – 9

Theatreworksusa Study Guide ---------------------------------------------------------------------- 10 - 20

Experiencing Live Theatre ------------------------------------------------------------------------------ 21 - 22

GLPA Outreach Evaluation ----------------------------------------------------------------------------------- 23

GLPA Outreach Sponsors ------------------------------------------------------------------------------------- 24

This show is one hour in length, recommended for grades 5K - 5 Curriculum Connections: Communication and Language Arts, Literature-Based, Music,

Relationships & Family.

Thank you very much for your support of

education and the arts.

2

Attending Shows in the Lander University Josephine B. Abney Cultural Center Auditorium

The Lander University Cultural Center Auditorium seats 630 people. This performance hall provides an up-close arts experience. Below are some specific things you should plan for when visiting the auditorium:

Arrival and Departure For a Lander University campus map:

http://www.lander.edu/About-Us/Visitor-Information.aspx

• Plan to arrive at least 15 minutes before the performance. All GPA outreach performances last one hour.

• PLEASE NOTE THIS CHANGE! Buses will turn on Barksdale St. off of Durst Avenue and then left on W. Sproles. Students are to be dropped off as the road curves to the left. Bus drivers will then circle around again, go through the stop sign (Centennial Hall on left), turn left on W. Henrietta and park in the Facilities Operations parking lot or Centennial Hall parking lot. Students will walk up the hill between the Sproles building and the library and enter the Cultural Center doors closest to the Learning Center.

• Remain seated on your bus until a volunteer provides you with a bus number. This is how you will be dismissed. Please make sure everyone in your group knows this number.

• Your group will be escorted into the auditorium by a volunteer. Please stagger chaperones (1 chaperone for every 15 students) throughout the group to help keep children in line and moving quickly to their seats.

• Performances will not be held for late buses or groups. If you arrive late, your group will have to wait until an appropriate break in the program to be seated.

Homeschoolers/Groups Arriving in Cars and Vans

• Due to a new construction project on Lander University’s campus, buses and cars will no longer be able to drive into the PEES circle next to the cultural center to unload or pick up students. Students will now use the Cultural Center entrance that is by the post office and closest to the Learning Center.

• Please allow time to park and walk to the theatre with your group. Limited parking is available on campus and in the visitor parking lot.

• Information on parking is included on the university campus map.

Entering the Auditorium

• After your group has unloaded from the bus with a chaperone, a GPA volunteer will walk you into the auditorium.

• When your volunteer takes you into the auditorium, ushers will seat the children row by row. As a result, your class may not all be seated in the same row. With adequate supervision, a group that is split into two or more rows should have enough chaperones to ensure safety.

• Once your entire group has been seated, feel free to move students to new seats within your space and to send students in small groups to the restroom with an adult.

3

http://www.lander.edu/About-Us/Visitor-Information.aspx

Dismissal

• A GPA representative will come onstage following the performance to dismiss each group. Please stay seated until your bus number has been announced. When your group is dismissed, your volunteer will escort you directly to your bus/car.

• Restroom stops after shows are shows are strongly discouraged, unless an emergency. Before the Performance

•

Performance Study Guides

• Students who are prepared for the GPA Outreach Performances at Lander University enjoy the show and learn more than students who arrive without preparation. GPA encourages every teacher to spend time familiarizing students about the performance by using the study guides posted on the GPA website. Filled with background information, student activities and interdisciplinary lesson plans, these curriculum based guides will enhance your students’ performance experience. Please make sure that every teacher from your group who is bringing students to the outreach performance knows about the available study guides. www.greenwoodperformingarts.org

• The study guides will also include suggested activities you can use before and after the performance. Teachers are encouraged to use the guides as a resource for ideas on how to best prepare students for their theatre experience. One positive benefit is that students who are prepared also behave better!

After the Performance

• Post-Performance Activities

• When students leave Lander University, they return to school with a great level of excitement. Greenwood Performing Arts Outreach Program encourages every teacher to take advantage of this and to continue the theatre experience upon returning to the classroom. Talking and writing about the performance helps students develop the ability to form individual aesthetic judgment in response to professional live theatrical productions. Suggested post-performance activities are also included in the study guide. Please encourage students to discuss the performance and respond critically through discussion and writing. Please share students’ responses with GPA!

• Performance Evaluations

• Teacher feedback is a crucial part of the continuous development of the GPA Outreach Program. Encourage participating teachers to share their response with GPA programming by using the evaluation form. A blank evaluation form is provided in the study guide and will also be emailed to teachers after each performance. Evaluations may also be done online from the Outreach Program section on the GPA website.

4

http://www.greenwoodperformingarts.org/

Barbara Pasternack Ken Arthur Artistic Director Producing Director

Presents

JUNIE B. JONES Book and Lyrics by Music by Marcy Heisler Zina Goldrich

Based on the Junie B. Jones series of books by

Barbara Park Published by Random House Books for Young Readers

Scenic Design by Costume Design by Luke Hegel-Cantarella Lora LaVon

Music Direction by Orchestrations by Stage Manager Logan Culwell Scott Davenport Richards Ashley Holmes

Originally Directed by Originally Choreographed by Assistant Director/ Choreographer Peter Flynn Devanand Janki Tiffany Chalothorn

Directed and Choreographed by Robert Tatad

CAST (alphabetical by role)

Herb & Others ……………………………………………………………………Nathan Jentink

Junie B. Jones ……………………………………………………………………..Sarah DeNight

Lucille & Others ………………………………………………………………….Kristian Espiritu

May & Others …………………………………………………………………………Elyse Beyer

Mr. Scary & Others ………………………………………………………………….Will Boyajian

Sheldon & Others ……………………………………………………………..Ian Coulter-Buford

5

MUSICAL NUMBERS

“Top Secret Personal Beeswax” ………………………………..Junie B, Company

“Lucille, Camille, Chenille” ................................................Lucille, Camille, Chenille

“You Can Be My Friend” ………………………………….Junie B, Herb, Company

“Time to Make a Drawing ……………………………………… Junie B, Company

“Now I See” ……………………………………………………..Junie B, Company

“Lunch Box” ……………………………………………………..Junie B, Company

“Gladys Gutzman” ………………………………………………………..Company

“Kickball Tournament” …………………………………………José, Herb, Lennie

“Sheldon Potts’ Halftime Show …………………………………………...Sheldon

“When Life Gives You Lemons” …………………………..Daddy, Mother, Junie B

“Kickball Tournament (Reprise)” ……………………….Lucille, Camille, Shenille

“When Life Gives You Lemons (Reprise)” ………………………Junie B, Company

“Writing Down the Story of My Life” …………………………..Junie B, Company

The taking of pictures and/or making of visual or sound recording is expressly forbidden.

Behind the Scenes

6

When you go to the theater, all you will see are the actors. But in fact it takes MANY more people to create magic on the stage. See if you can match the number (job title) to the letter (description of job). 1. Sound Engineer

2. Costume Designer 3. Properties Manager 4. Technical Director 5. Scenic Artist 6. Master Electrician 7. Light Designer 8. Master Carpenter 9. Actor 10. Artistic Director 11. Set Designer 12. Stage Manager _____a. finds or creates all props or small items used on stage. _____b. paints all scenery; implements any unique painted effects. _____c. maintains lighting equipment, hangs, focuses, programs and runs the light board. _____d. designs the scenery used in a show. _____e. maintains all sound equipment, monitors microphones and runs sound board during performances. _____f. responsible for selecting shows each season. Oversees hiring of directors, designers and actors. ____g. oversees set construction and the hiring of scene shop and backstage crew. _____h. hired to play a role on stage. _____i. designs all costumes worn onstage. _____j. oversees all rehearsals and is in charge of all aspects of the show during performances. _____k. creates all lighting effects on stage. _____l. builds scenery and supervises other carpenters.

7

Making an Outline A good outline is important when writing a book report. Read a Junie B. Jones book and then fill in the blanks in the following outline. OUTLINE TITLE: ______________________________________________________________________ AUTHOR: ___________________________________________________________________ A. Introduction (1 sentence) _____________________________________________________________________________ _____________________________________________________________________________ B. Character’s Names: 1. _________________ 2. _________________ 3._________________ Short description character 1: 1.___________________________________________________________________________ Short description character 2: 2.___________________________________________________________________________ Short description character 3: 3. ___________________________________________________________________________ C. Plot (3 sentences) 1. __________________________________________________________________________ __________________________________________________________________________ 2. __________________________________________________________________________

__________________________________________________________________________

3. __________________________________________________________________________ D. Setting (3 description phrases) 1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________ __________________________________________________________________________

3. __________________________________________________________________________

__________________________________________________________________________ 8

E. Conflict (2 sentences) 1. __________________________________________________________________________

__________________________________________________________________________

2. __________________________________________________________________________ __________________________________________________________________________

F. Resolution (2 sentences)

1. ________________________________________________________________________ ________________________________________________________________________

2. _______________________________________________________________________

________________________________________________________________________

G. Theme (2 sentences) 1. ____________________________________________________________________________ ______________________________________________________________________________ 2. ____________________________________________________________________________ ______________________________________________________________________________ H. Conclusion (1 sentence) 1. __________________________________________________________________________

__________________________________________________________________________

9

Study Guide

DEAR TEACHER: We have created the following study guide to help make your students’ theater experience with Theatreworks USA’s production of Junie B. Jones 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 play with their students before and after the production, the experience is more significant and long-lasting. Our study guide provides pre and post production discussion topics, as well as related activity sheets. These are just suggestions; please feel free to create your own activities and areas for discussion. We hope you and your class enjoy the show!

THE STORIES Theatreworks USA’s musical is based on several books about Junie B’s first grade experiences, specifically, Junie B, First Grader (at last!), Junie B, Boss of Lunch, and Junie B, One-Man Band. The connective tissue tying these stories together is a fourth book, Top-Secret Personal Beeswax: A Journal by Junie B (and Me!), which features diary entries by Junie, which are designed to give children ideas for their own writings. TOP-SECRET PERSONAL BEESWAX: A JOURNAL BY JUNIE B (AND ME!) Our musical opens with Junie celebrating her new top-secret personal beeswax journal, a gift from her mother, in which she can write and doodle anything, from her unique observations about the world, to drawings of wiener sausages. JUNIE B, FIRST GRADER (AT LAST!) It’s Junie B’s first day of first grade, and a lot of things have changed for her: Junie’s kindergarten best friend, Lucille, doesn’t want to be her best pal anymore, and on the bus Junie makes friends with the new kid at school, Herb. Also, Junie has trouble reading the blackboard and needs glasses. She is afraid of being teased by the other children because of her new eyewear, until Herb borrows Junie’s glasses and declares that her eyes “must be very special” if she can see through them. JUNIE B, BOSS OF LUNCH While basking in the joy of having a brand new lunch box, Junie B notices that in first grade, most of the other children buy their lunches from Gladys Gutzman, who brought her kindergarten class cookies last year. When Junie B complains about no cookies in first grade, Mrs. Gutzman offers her an assistant position, folding napkins and welcoming the other schoolchildren to the lunchroom. But when Junie B smells lunch and loudly announces her distaste for the smell of tuna noodle casserole, the entire class foregoes their meal, and is angry at Junie B. Mrs. Gutzman arrives at Junie B’s class that afternoon, and asks her help in distributing cookies, and her class forgives her. JUNIE B, ONE MAN BAND Junie B prepares for the first grade kickball tournament by kicking her mother’s watering can and badly stubs her toe. Since she and her injury-prone classmate Sheldon can’t play, the teacher, Mr. Scary, suggests that they perform a halftime show. Junie’s father suggests that she make the best of an unfortunate situation, and learn to juggle for the halftime show. As much as she practices, she can’t get the hang of it. On the day of the tournament, the large crowd intimidates Sheldon, and he runs away, leaving Junie B by herself. The restless crowd throws biscuits at her, and Junie tries to juggle one more time, and is successful! Her proud family and friends rush onto the field to congratulate her. Junie has filled all the pages in her journal with her adventures, and Herb lends her more paper. The show closes with the entire company urging the audience to keep journals and to write down the story of their lives.

151 West 26th Street New York, NY, 10001 212.647.1100 www.TWUSA.org

PRE-PERFORMANCE DISCUSSION 1. If time permits, read Junie B, First Grader (at last!), Junie B, Boss of Lunch, and/or Junie B, One-

Man Band with your class. (Our show is based very closely on these books, and the students will enjoy hearing familiar dialogue and seeing the situations depicted in the books in our show.) Explain that they will see a musical (a live dramatic presentation that uses dialogue, songs, and dancing) to tell a story based on these books. What do students expect of the live performance after reading the books?

2. Junie B. Jones has a very unique way of speaking. She adds many parenthetical statements to

the end of sentences, sometimes uses malapropisms (incorrect usage of a word), and occasionally uses poor grammar (much of this has improved in first grade, since the early kindergarten books). While students may find her use of language humorous, stress that it is not correct. While reading the books, you may ask them to identify Junie’s grammatically incorrect phrases, and as a follow-up, you may use the attached worksheet: Junie-Speak 101 (appropriate for grades 2 and up).

3. Throughout the show, Junie B Jones keeps a “top-secret personal beeswax” journal, in which she

writes about everything she says and does, and also her feelings, drawing, and anything else she can imagine. Do any of your students keep journals? What kinds of things do they write in them? Are their journals private?

4. In our play, there are fewer actors than characters. Ask your students to watch closely to see if

they can tell which actors play more than one role (for example: Mr. Scary is also Mr. Woo, Junie’s father, and Gladys Gutzman.)

POST-PERFORMANCE DISCUSSION 1. As soon as possible after the performance, engage your students in conversation about the

production. How did the musical differ from the books? How were they similar? Discuss the fact that adult actors played children – why do they think the casting was done in this way? Why wasn’t Junie’s dog Tickle in the show? Why do they think some episodes from the book were omitted in the play? Who was their favorite character and why?

2. Junie B has to acclimate herself to many changes in first grade: a new teacher, a new bus friend,

and new glasses. What kind of changes have the students experienced (for example, getting a new baby in the family, or moving to a different city or school)? Compare their adventures to Junie B’s. Can change be good? Bad? Both at the same time?

3. When she gets her new glasses, Junie B worries that no one will like her because of the way she

looks, and that no one will want to be her friend. She doesn’t want to be different from her classmates (who in fact, are all unique in their own way!) Talk about Junie B’s schoolmates and the things that make them special. For example: Sheldon is allergic to glue, dairy, and artificial meat; Camille and Chenille are twins; Herb is the “new kid” at school; José can speak Spanish. List some ways that being different can be good – and ways that having things in common can be good.

4. When Junie B helps Gladys Gutzman in the school cafeteria, she doesn’t like the smell of lunch,

and loudly announces it as “tuna noodle stinkle.” What do your students do when they are asked to eat something that smells or looks unusual? Have they ever eaten something that looked or

smelled questionable, but discovered they loved it? How about other nerve-racking new experiences – like the diving board at the pool or going in an airplane for the first time? How did your students feel before, during, and after these adventures?

5. Junie B is very disappointed that she can’t play in the kickball tournament, due to her “smashed

piggy toe.” Her parents tell her the proverb: “when life gives you lemons, you make lemonade.” What do they mean by this? Discuss times when your students ever had to make the best out of a bad situation. Can your students think of any other proverbs, and what they mean? (ie: “Where there’s a will, there’s a way,” or “Man does not live by bread alone.”)

6. Junie B and Sheldon perform at the halftime show during the first grade kickball tournament. To

prepare, Junie B learns how to juggle, and practices constantly to get it right. (Another proverb: “Practice makes perfect!”) Have your students ever had to practice for something (like for a soccer game, a choir concert, or even their spelling words)? Was that difficult for them? Did practicing help them achieve their goals? Why or why not?

7. Junie B Jones is a feisty first grader, and sometimes she makes mistakes or gets in trouble. But

she always learns something. What lesson did she learn after she got her glasses? After helping Mrs. Gutzman? After the big halftime show? What does she learn from keeping a journal?

ACTIVITIES (Note to teachers: some of these activities (and work sheets) are designed for older students, and some are intended for younger children – please use your judgment in deciding which are appropriate for your class.) 1. CREATIVE DRAMATICS: JUNIE B, STAR OF THE WHOLE ENTIRE CLASSROOM! Your class

probably noticed the similarity between the Junie B books and our stage production. Your class can make their own Junie B play! Select one of the books in the series, and assign different chapters to each student, or groups of students, to dramatize. (Your students may want to look at published plays, to get an idea about clear formatting.) When all the groups have finished with their section, they can read them aloud for the class. If time and resources permit, they can even create simple props and costume pieces and perform for other classes, or for their parents.

2. MEMORY GAME: BABY’S GOT A BRAND NEW LUNCHBOX! Direct the class to sit in a circle,

and instruct the first student to fill in the blanks: “In my lunchbox, I’ve got ______________.” Going around the circle, the next student mentions the first item, plus a second. The next student mentions the first two items in order, plus a new lunch food, and so forth, so that by the end the circle might say “In my lunchbox, I’ve got an apple, a sandwich, milk, cookies, a fruit bar, chips, pizza…” et cetera. For an extra challenge, you might try eliminating students when they are incorrect – the last one in the circle who can remember all the food is the winner!

3. JOURNAL ACTIVITIES: WRITING DOWN THE STORY OF MY LIFE As Junie B sings in our show,

“I am writing down the story of my life: what makes me scared or nervous, what makes me sad or blue.” Your class can keep their own top-secret personal beeswax journals, and write (and draw) in them daily. You may wish to give them suggested topics to get them started. As Junie B and company sing:

“If I want to draw a weiner sausage Or a picture of a beautiful day, Or list my favorite colors and foods, Everything I want is A-OK.”

“Your favorite kind of popsicle, your allergy to glue, How much you love your family, or what friendship means to you, A picture of spaghetti or a lovely mountain view, No matter what you think or dream or feel or say or do!”

Older students can write about their lives, likes, and dislikes, and younger students who don’t yet have writing skills may draw.

4. OUTDOOR FUN: KICKBALL TOURNAMENT During recess, split your class into teams, and have

your own kickball game. The students can name their teams after characters in the books. For example, the Purple Glasses, or The Sugar Cookies, or The Tuna Noodle Stinkos. If the children want to, they can even put together their own halftime show, like Sheldon and Junie B, or be cheerleaders, like Lucille, Camille, and Chenille, or read the rules of the game, like May.

JUNIE-SPEAK 101! Junie B. Jones has a very unique (unusual) way of speaking. Sometimes, her grammar is not exactly perfect. And sometimes Junie B. mispronounces words. Below are several phrases from the books featured in TheatreworksUSA’s musical. Rewrite the sentences to make them grammatically correct. (We’ve underlined the incorrect phrases, to give you a head start!) You can also read the Junie B. Jones books and pick out incorrect phrases of your own! 1) Me and Herb walked to Room One. 2) I quick opened my journal. 3) It was the funnest dream I ever had. 4) I do not know him that good. 5) ‘Cause this wasn’t as hard as I thought. 6) Mother made me pasketti and meatballs. 7) He played the cymbals very good. 8) Here is the bestest part of all! 9) This year shalt be no different! 10) My forehead had drops of sweaty.

JUNIE B’S WACKY STORY! Here’s a story about Junie, and it’s up to you to fill in the blanks! Under each blank is the name of a “part of speech.” Pair up with a classmate and ask each other for each item in this list of types of words. Then fill these words into the blanks of the story, and read your crazy stories out loud!

1) Person’s name: _________________________ 2) Place 1: _________________________ 3) Place 2: _________________________ 4) Exclamation: _________________________ 5) Noun 1 (plural): _________________________ 6) Noun 2: _________________________ 7) Noun 3: _________________________ 8) Noun 4: _________________________ 9) Adjective 1: _________________________

10) Adjective 2: _________________________ 11) Adjective 3: _________________________ 12) Adjective 4 (with -est): __________________ 13) Verb 1: _________________________ 14) Verb 1 (past): _________________________ 15) Verb 2: _________________________ 16) Adverb: _________________________ 17) Weather condition: _______________________ 18) Body part: _________________________

_______________________________________________________________________________ One day, Junie B. Jones and _________________________ decided to go to the _________________________. When Person’s name Place 1 they got there, Junie B. said “_________________________! Would you look at all these Exclamation _______________________!” Noun 1 (plural) _________________________ said “Let’s _________________________ over them!” Junie B. said “Hurray, hurray! Proper name Verb 1

That’s a _________________________ idea!” _________________________ and Junie B. Adjective 1 Person’s name _________________________ Adverb _________________________and _________________________, until they were very _________________________.

Verb 1 (past tense) Verb 1 (past tense) Adjective 2 Just then, a _________________________ _________________________ appeared in the sky! Adjective 3 Noun 2 “Uh-oh,” _____________ said. “It looks like “It’s going to _________________________!” Person’s name Weather condition Junie B. and _________________________ rode their Person’s name

bicycles to the _________________________ and waited for the _________________________ Place 2 Weather condition to __________________.

Verb 2

While they were there, Junie B. bought _________________________ a _________________________. “Thank you, Person’s name Noun 3 Junie B,” _________________________ said. “I’ve always wanted a _________________________!” Just then,

Person’s name Noun 3 Junie woke up in her _________________________and rubbed her _________________________. She said, “That Noun 4 Body part was the _________________________ dream ever, I tell you!” Adjective 4 with -est

WORD FUN WITH JUNIE B!

Here’s a crossword puzzle, full of words from Junie B. Jones! Word are hidden up-and-down, left-to-right, and even diagonally! Be sure and cross out words on the word list after you find them in the puzzle!

S H E V H J X M G Q O B Y L W D H H E R B Z C B B U E V C H T S E R E T E N R M O A W C E C C J B C F B O B R A S V N C S H S G K N K R W F X Y B B S T I N K Y A N P M L O P D E A I B X A D B R X D B S G C R A S V A G A B N D E K S H M R L Z J U N I E B J O N E S F D T J Y E A C L S J Q J O U R N A L B A F Y V D F I E V G L A S S E S

WORD LIST:

Beeswax Cookies Cymbals

Glasses Herb

Hola (José sometimes says this – Spanish for “hello!”)

Journal Junie B. Jones Kickball

Lemon Lunchbox Mr. Scary Stinky

BIBLIOGRAPHY There are currently (as of summer 2008) 27 books in the Junie B. Jones series by Barbara Park, illustrated by Denise Brunkus, published by Random House, plus a fill-in-the-blanks journal that students can complete; in 17 of these books, she is in kindergarten, and in 6 (and counting!) she is in first grade. Some of our favorites are:

• Junie B, First Grader (at last!), 2001 • Junie B, First Grader: Boss of Lunch, 2002 • Junie B, First Grader: Toothless Wonder, 2002. • Junie B, First Grader: One-Man Band, 2003. • Junie B, First Grader: Cheater Pants, 2003. • Top-Secret Personal Beeswax: A Journal by Junie B (and Me!), 2003. •

INTERNET Visit Junie B. Jones at her home on the world wide web. This site has a letter to children from Junie B, a list of all the Junie B books, a biography of author Barbara Park, and several fun activity sheets (we’ve incorporated some of our favorite activity sheets into this study guide). www.randomhouse.com/kids/junieb Random House has another site, especially designed for teachers, which feature study guides for using the books in the classroom: www.randomhouse.com/teachers/junieb/act9.html This site includes an interview with Barbara Park, and games based on the book series www.kidsread.com/series/series-juni.asp Another interview with Barbara Park: www.rif.org/readingplanet/bookzone/content/park.mspx

http://www.randomhouse.com/kids/juniebhttp://www.kidsread.com/series/series-juni.asphttp://www.rif.org/readingplanet/bookzone/content/park.mspx

Experiencing Live Theatre

To the Teacher

Please share the following information with your students prior to your visit to Lander University. Many of the outreach performances will involve audience participation. Students should be prepared to behave appropriately given the nature of the performance and the requests of the artist on the stage.

Preparing Students to be Audience Members

A theatre is an energetically charged space. When the “house lights” go down everyone feels a thrill of anticipation. By discussing appropriate audience behavior as a class ahead of time, the students will be much better equipped to handle their feelings and express their enthusiasm in acceptable ways during the performance.

Audience Members Play an Important Role

Until an audience fills the auditorium the performers are only rehearsing. When there is a “great house” (an outstanding audience) it makes the show even better because the artists feel a live connection with everyone who is watching them. The most important quality of a good audience member is to respond appropriately to what’s happening on the stage. Sometimes it’s important to be very quiet, but other times it’s acceptable to laugh, clap or make noise! By coming to the Lander University Cultural Center Auditorium, students will have the opportunity to practice being good audience members.

Key Words:

Concentration: Performers use concentration to focus their energy on stage. If the audience watches in a concentrated and quiet manner, the performers “feel” this support and are able to do their very best!

Quiet: The theatre is a very “live space”. This means that sound carries very well all over the auditorium. Theaters are designed this way so that the voices of singers and actors can be heard. It also means that sounds in the audience like whispering, talking or rustling papers, can be heard by other audience members and the performers on stage! Behavior like this can destroy everyone’s concentration and spoil the performance. Do not make any unnecessary noise that would distract the people sitting around you. Be respectful and listen to the performers on stage!

Respect: The audience shows respect for the performers by being attentive. The performers show respect for their art form and for the audience by doing their best possible work. Professional actors and musicians always show up for work ready to entertain you. As a good audience member you have a responsibility to bring your best behavior to the theatre as well. Doing so shows respect for the actors who have rehearsed long hours to prepare for this performance. 21

http://rds.yahoo.com/_ylt=A0PDoX5JOQtODHYABLqJzbkF;_ylu=X3oDMTBpZm5udGl1BHBvcwM1BHNlYwNzcgR2dGlkAw--/SIG=1jlr1usat/EXP=1309387209/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?p=clipart+stage&ei=utf-8&fr=yfp-t-701&w=600&h=464&imgurl=www.leroc-in-bristol.co.uk/Resources/Clip_Sources/Th_Stage02.jpg&rurl=http://www.leroc-in-bristol.co.uk/Resources/Resources_Clipart_ShowSingle.asp?ClipID=4110675&size=127KB&name=free+clipart+ima...&p=clipart+stage&oid=bb2a57513038f066833bf8e642f109e3&fr2=&no=5&tt=29700&sigr=12rqot20g&sigi=1202m535l&sigb=12iqp7ht9&.crumb=GiaG5RdKddf

Appreciation: Applause is the best way for an audience to share its enthusiasm and to show the performers how much they are appreciated. In a musical or opera it’s not usually acceptable to applaud in the middle of a song. However, it is appropriate to applaud at the end of each song. When the program has finished it is customary to continue clapping until the curtain drops or the lights on stage go dark. During the curtain call the performers will bow to show their appreciation to the audience. If you really enjoyed the performance you may want to thank the artist with a standing ovation!

Common Sense: If audience members conduct themselves in orderly, quiet ways and each person respects the space of those around them, everyone will be able to fully enjoy the performance experience.

Rules of Behavior:

• Students should enter and exit the building in an orderly and quiet fashion.

• Please get rid of any gum, food and drinks before entering the auditorium.

• Use the restroom after you are seated but before the performance begins. Do not get up to use the restroom during the performance unless there is an emergency.

• Whisper while waiting for the show to begin.

• Students should remain quiet during the performance.

• Students should realize that they are part of the performance. Listen and watch

attentively to what is happening on the stage. The performers have worked hard to get the show ready!

• Students should stay seated at all times, not kneeling in the seats or putting feet up

on the seat in front of them.

• Students should laugh and respond appropriately.

• If the students really enjoyed the performance, they may clap as loudly and as long as they like. This shows the performers appreciation for their hard work.

• Enjoy the show!

22

http://rds.yahoo.com/_ylt=A0PDoTGHOAtOqmgAFqSJzbkF;_ylu=X3oDMTBpc2ozM2gzBHBvcwM0BHNlYwNzcgR2dGlkAw--/SIG=1ihl6qbmb/EXP=1309387015/**http:/images.search.yahoo.com/images/view?back=http://images.search.yahoo.com/search/images?p=clapping+hands&ei=UTF-8&fr=yfp-t-701&w=570&h=597&imgurl=www.clker.com/cliparts/5/b/5/6/1264247144596627768clapping_hands.jpg.svg.hi.png&rurl=http://www.clker.com/clipart-49611.html&size=51KB&name=Clapping+Hands+c...&p=clapping+hands&oid=5d8f8b4f3491e582ccd26811d692455f&fr2=&no=4&tt=37000&sigr=1175f445n&sigi=12f71cu1c&sigb=12j5bjndk&.crumb=GiaG5RdKddf

Outreach Performance Evaluation 2014-2015

It is our desire to provide high-quality, educational and professional productions for your students. Please take some time after you return to school to complete this evaluation and send it back to GPA.

School Name: ____________________________ District: ______________________Grade level______

Teacher: ______________________________________ Email: _________________________________

Name of performance: _______________________________________________Show time:__________

Please rate today’s performance. Poor – Average - Excellent

How would you rate the educational value of the performance? 1__ 2__ 3 __ 4__ 5__

How would you rate the entertainment value of the performance? 1__ 2__ 3__ 4__ 5__

How would you rate the students’ impressions of the performance? 1__ 2__ 3__ 4__ 5__

How would you rate the performance overall? 1__ 2__ 3__ 4__ 5__

Would you return with a new group of students to see this production in the future? ___yes___no

Why or why not? Please share some comments about this production. _____________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________

Please rate the GPA Study Guide Poor – Average - Excellent

How would you rate the GPA Study Guide? 1__ 2__ 3__ 4__ 5__

If you did not use the GPA Study Guide, please check. ____ I did not use the GPA Study Guide.

Did you use any of the following sections of the GPA Study Guide? Background Information on the Performance ___yes ___no Pre-performance Activities ___ yes ___no Post-Performance Activities ___yes ___no

Please share some comments about the GPA Study Guide. _____________________________________________________________________________________

_____________________________________________________________________________________

What types of programs would you like to bring students to see? _____________________________________________________________________________________

Please share some general comments about your experience with the GPA Outreach Program. _____________________________________________________________________________________

Greenwood Performing Arts, P.O. Box 50011, Greenwood, SC 29649

Phone: (864) 227-8744 Thank you for supporting the arts

23

GPA gratefully acknowledges the supporters of our Outreach program:

South Carolina Arts Commission National Endowment for the Arts

Outreach Season Sponsors ($3000-5000)

Outreach Show Sponsors ($500-2999)

Junie B. Jones – Greenwood Woman’s Club Rhonda Vincent & the Rage – Stockman Lands

Fly Guy & Other Stories – Jack & Barbara Parham

Outreach Donors ($100 or more)

Jim & Margaret Anderson Becky Bryson

Ray & Mary Gillespie Norma T. Hines Joyce & Phil Nickles Amber Scates Don & Betty Youngs

Lander University

24

Theatreworks Junie B. Jones study guide.pdfStudy GuideThe StoriesTheatreworks USA’s musical is based on several books about Junie B’s first grade experiences, specifically, Junie B, First Grader (at last!), Junie B, Boss of Lunch, and Junie B, One-Man Band. The connective tissue tying these stories together is a...

Pre-Performance DiscussionPost-Performance DiscussionACTIVITIES

Junie-speak 101!Noun 4 Body partBibliographyInternet

Lemon Lunchbox Mr. Scary Stinky