MERRY-ANDREW AFOOT    MEETING STANDARDS

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LinksText Box: COLORADO STANDARDS   Below is a  list of some of the educational standards set by the Colorado Department of Education, along with an explanation of how Merry-Andrew Afoot helps meet those standards.  For a complete list of Colorado standards click on this link:   http://www.cde.state.co.us/cdeassess/UAS/Printable_Standards.html             Reading and Writing   Standard 1   GRADES K-4 In grades K-4, what the students know and are able to do includes • using a full range of strategies to comprehend materials such as directions, nonfiction material, rhymes and poems, and stories.   Merry-Andrew Afoot helps meet this standard in the poetry filled-play A COWBOY’S TAIL, as well as in creative dramatics workshops.     Standard 2   GRADES K-4 In grades K-4, what students know and are able to do includes • generating topics and developing ideas for a variety of writing and speaking purposes (for example, telling a story, publishing a class newsletter, writing a letter to an adult, writing or orally presenting a book report, creating and producing a play, introducing a speaker or an event, narrating a presentation); Colorado Content Standards Adopted 7-13-95 Reading/Writing - 7 • organizing their speaking and writing; • choosing vocabulary that communicates their messages clearly and precisely; • revising and editing speech and writing; and • creating readable documents with legible handwriting or word processing at the appropriate time.   Merry-Andrew Afoot’s creative dramatics workshops include retell and identifying parts of a story, which help students organize their speaking and writing; choose vocabulary that communicates their messages clearly and precisely; and revise and edit their speech.  And of course, seeing a play or workshop helps generate topics and develop ideas for a variety of writing and speaking purposes.   Standard 4   GRADES K-4 In grades K-4, what students know and are able to do includes • recognizing an author's point of view; • predicting and drawing conclusions about stories; • differentiating between fact and opinion in written and spoken forms; • using reading, writing, speaking, and listening to define and solve problems; • responding to written and oral presentations as a reader, listener, and articulate speaker; • formulating questions about what they read, write, hear, and view; and • using listening skills to understand directions.   Because Merry-Andrew Afoot workshops are participatory, students use listening skills to understand directions; use speaking, and listening to define and solve problems.  Seeing a performance gives students an opportunity to respond to written and oral presentations as a, listener, and articulate speaker; and formulate questions about what they hear, and view.         Standard 6   GRADES K-4 In grades K-4, what students know and are able to do includes • reading, responding to, and discussing a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading; • reading, responding to, and discussing literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written; • recognizing the concept of classic or enduring literature, and reading and listening to classic works; • using new vocabulary from literature in other context.   Merry-Andrew Afoot workshops and plays help students respond to and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems; respond to and discuss literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written; use new vocabulary from literature in other contexts.         Theater   Standard 1   In grades K-4, what students know and are able to do includes · accepting responsibilities and demonstrating respect for others in dramatic activities · knowing how to participate effectively within the group · demonstrating problem solving skills through group interaction · sharing constructive opinions of the group activity       Standard 2   In grades K-4, what students know and are able to do includes · telling stories · developing skills in rhythmic movement, pantomime, vocal exercises, story interpretation, and improvisation through guided dramatic play · using role-playing to develop confidence and understand human behavior · planning and recording improvisations based on personal experiences and imagination   Standard 5   In grades K-4 what students know and are able to do includes · expressing impressions and observations related to dramatic activities and performance · understanding the form of dramatic structure · demonstrating responsible audience behavior   Standard 6   In grades K-4, what students know and are able to do includes · creating dramatic activities to understand other disciplines · identifying relationships between theatre and other disciplines     Merry-Andrew Afoot plays and workshops help meet all of the above standards for primary students.         Text Box: (303) 783-0720 merryafoot@comcast.net  

 

WHY INCLUDE CREATIVE DRAMATICS IN PRIMARY CLASSROOMS?

 

Many teachers are hesitant to include creative dramatics or live performances in their classroom curriculum because:

 

1) The value of creative dramatics cannot be assessed.

 

2) Often teachers do not understand how creative dramatics fits in with state and district educational standards.

 

Here are SOME reasons to include creative dramatics or live performances in a primary classroom:

 

*  STANDARDS  Creative Dramatics and performances DO fall within educational standards.  Click Here to see how Merry-Andrew Afoot can help meet standards established by the Colorado Department of Education.

 

 

*  COMPREHENSION  For years research has shown that when children perform the stories they read - even just a few - their comprehension for ALL reading improves. This is because when children act out storybooks, their imagination kicks into high gear and they begin forming vivid, mental images of the reading material, which is a vital skill in building comprehension. As their mental-imaging muscles develop, their comprehension improves for everything they read.

 

*  VERBAL SKILLS  Creative Dramatics are so exciting that most students continue talking about the activities  long afterward, helping to stimulate the verbal skills that are vital to reading and writing.

*  LEARNING STYLES  Plays and creative dramatics incorporate a variety of learning styles including kinetic, verbal, auditory and visual.