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Do my list of research topics in accounting pdf capstone security concepts dachau concentration camp essay when the opportunity came along to present a series of classes for some children here in San Jose this NEA grant I was interested in putting the issue of the environment as a part of it because I feel this is a critical issue of our time the overriding issue and one that I think the children are aware of especially in California after four years of drought that would be a good thing to integrate into a performing arts class of dance and theater but around the subject that's very important and very real to them at this time one of the opportunities and challenges of this class sequence which really was a fairly brief time with the children was to integrate the foundational experiences and dance and acting voice in the body with our subject and I think we did a pretty good job of it first time out one example we spent a day we're part of the day the kids went outside of the multi-use room where we worked to look at some forms and shapes and textures they looked at some of the trees nearby they they felt the bark they they looked at plants whether they were grasses or leaves or some of these little thistle like balls that were seed pods and they had a few simple things to fill out and these are this gave him a chance to connect issues of form and line in shape with those realities out in the environment and we brought those in and improvised around those to translate it back into dance and theater but drawing from a time outside and just putting attention to things they take for granted because they're walking around them everyday at their school site we decided to explore it in a way where we asked ourselves a simple question which was how does your environment affect the way you act what you do if it's raining you have to seek shelter if it's a drought you have to find water and so we try to translate this idea of what the environment means to us and how it affects our daily lives and how it affects what we do and so we translated that or explored that and move that into the realm of both both drama and movement we were fortunate to have rigged and bomb Gowen garten who is a professional artist who works in costuming and fabrics and sculpture to come and work with us for two days and she brought materials for the students to make some masks and some simple kind of pancho like costumes as a way to bring in many natural artifacts that she found at the base of the mask were these palm fronds that served as our hard surface which they glued moss and grasses and leaves and stones and twigs and came up with the most wonderfully inventive creations that we let them just go with their their impulses instead of saying you have to make a face you have to make this and many did make a face but some did not and it was wonderful to see them engaged with that and with the materials this let them access their imagination which is at the heart of the Performing Arts or any art form and from those creations then we built the latter half of the class in terms of going back to what Jeff said thinking about their creatures as their imaginary creatures as living in an environment in some of the situation's they would encounter in that environment so it became a question of using your mask or using your costume whatever it happened to be in finding movement that would go with that finding a voice that that this creature would sound like and then we talked a lot about well the we put them into groups and together we said in the small group we said what kind of an environment could these creatures exist in together could they live in together and then we talked about again how would how do you act as your creature given that environment how do you look for how do you where do you sleep and how do you interact with each other so it ended up becoming a very kind of creative exploration of them working together to to find what they can do with these with these masks and these costumes each student found some vocal tones some very muted some very loud and boisterous along with along with ways of moving that were benefited by their customer we decided to video this because they tended to do good work in small groups and then when we would want to present to the whole group that gets shy and we understand that so that was how we strategize to give them the most freedom to explore their ideas one of our students who tended to be wanted to pull against the grain and that's always an interesting challenge Adelaide ax was a tree which trees you know don't move a whole lot it first thought but she got into the set fact of the winds pulling and the tension of the structure pulley against the roots so however they interpreted they did get into some movement material and some great vocal material I know my group really enjoyed working with each other and actually really did build off the ideas that the others gave them I had a couple of young guys who I mean wait day what they decided on they wanted to be in the forest but they each wanted to have a little different piece of the force one of them wanted to be in a tree one of them wanted to be in a cave one of them wanted to be somewhere else so they they talked about that they talked about what their kind of sub environment within the larger environment of the fourth would be like and and but then they also wanted to come together and interact with each other after they they came out of their little environment and to get together they wanted to go hunting together for food and so I think the interaction with with each other was was fun for them and I think it spurred a sport each other on quite a bit so to what was intention with this whole project again we had eight sessions total Regan was with us for two days and though were predominantly consumed with making the masks and costumes so six sessions I think we really created a foundation for them to think about dance and and vocals and theater because that's a huge subject in and of itself and they started to they would we see moments of genuine exploration and they tap into their imagination and they'd be fully with us and and then we would go into the concept which they integrated as well but that was like a whole nother subject matter so I think in the short time that we had to be with them we really did provoke some experiences that were important and some real thinking about the environment which is actually you know the ultimate goal between this for this project the issue of environmental degradation is in all ways impacts the poor communities more directly whether there's a polluting plant there whether it's on a refinery they have to live in those places that are less desirable that's not necessarily case with this part of san jose but wastefulness is something you know we've had examples in here in the bay area where fierce various well known affluent people are ignoring the water restrictions they're going to water their acre of green lawn taking no matter what happens well that's an example of sense of privilege entitlement which these children don't have the opportunity to do so to make them aware about issues and environment is something they're going to live in they're going to grow into this world that we we have to be be careful with them and do all the weekend it I deal with that the whole issue you see the joy again you see the goofing around you know while you're trying to wrangle it in the class it can be frustrating but what I was making the video I was cracking up if the things of your kids were doing and just to be have fun just to enjoy the movement and be crazy and goof up and laugh at each other is really a joyous thing just just accessing joy is something that is not as much of that as we should like in a way that's genuine and and simple you do my capstone cottages apartments san marcos Bank Street College of Education.