StandardS addreSSed by attending thiS performance

Common Core State StandardS:common core State Standards:english Language arts: Speaking and Listening (CCSS.eLa-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

new mexICo Content StandardS:Social Studies: history & geographyContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in new mexico, United States, and world history in order to understand the complexity of the human experience. Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments.fine arts: Theatre & musicContent Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.Content Standard IV: observe, discuss, analyze, and make critical judgments about artistic works.Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.new mexico Content Standards and Common Core State Standards are provided for both attending the performance and each activity presented. For specific standards at your grade level, please consult the standards online for attending the show and all activities in this guide. For new mexico State Standards: www.ped.state.nm.us/standards/index.html

Selected Dreamcatchers materials provided by american Family Theater Inc., scholastic.com, the national Park Service, and other resources noted throughout the guide.

all popejoy Schooltime Series productions are designed to integrate the arts into classroom instruction. each production is selected with youth and family audiences in mind, from titles and materials that reflect the cultural diversity of our global community. These professional performing artists create educational experiences designed to encourage literacy, creativity, communication, and imagination. These productions purposefully target specific grade ranges. Please review these materials to make sure the recommendations and content are appropriate for your group. we then encourage educators to use our suggestions as springboards into meaningful, dynamic learning, thus extending and anchoring the performance experience.

Presented by American Family Theater, Inc.

ELLIS ISLANDELLIS ISLANDa high-spirited musical about courage, hope, and thechallenges of the immigration experience, ellis island celebrates the multicultural foundations of our nation with wonder, terrific action, and lots of heart. experience the journey from home across the pond to the U.S. in the early twentieth century alongside a group of immigrants as they demonstrate the value of perseverance, tenacity, and optimism in the pursuit of one’s dreams. ellis island is largely based on historical realities, helping students understand how each new generation of immigrants redefines the american dream.Stay for our 15-minute Q & A session with the cast after the 12:15pm performance.

monday, march 10, 2014 10:15am & 12:15pm grades: 3 - 6 Curriculum: English Language Arts, Social Studies/History & Geography, Fine Arts/Theatre, Music & Dance

IN thIs Issue of DrEAMCAtCHErS–

Introduction / Synopsis ....................... 2Vocabulary ............................................. 2Interesting Facts .................................... 3activities ................................................. 4 Board of Special Inquiry ................. 4 Immigrant Case Study Handout ... 5 my experience Coming to america 6 Bonus explorations ........................... 7 outreach activities ...................... 7 resources & websites ................. 8 about the Company ..................... 8 etiquette .......................................... 9 Credits ............................................. 9

Dreamcatchers are produced by the education department of Popejoy Hall, albuquerque, new mexico pjoyedu@unm.edu, www.schooltimeseries.com, facebook.com/schooltimeseries

INtroDuctIoN/SyNopSIS

How far would you travel to find a better life? what if the journey took weeks under difficult conditions?  If you answered “whatever it takes,” you echo the feelings of the 12 million immigrants who came to america between 1892 and 1954. ellis Island afforded them the opportunity to attain the american dream for themselves and their descendants.ellis Island was the former federal immigration processing station which processed over 12 million third-class and steerage immigrants between 1892 and 1954. It was named after the last private owner of the island, Samuel ellis. The island was added to the national Park System in may of 1965 by Presidential Proclamation; however it took over a quarter of a century for part of the island to be restored. In September of 1990, the main Building opened as the ellis Island Immigration museum. The park, comprised of Liberty and ellis Islands, is administered by the national Park Service, an agency of the U.S. department of the Interior.The play presented through the Schooltime Series is a musical. This means the story line is being advanced through dialogue, music, and song. This is a fictional account of what happened at ellis Island. while the characters are fictional, what they went through to find a new and better life in american is true.

VocAbuLAry(from www.wordcentral.com)deport: expel (a foreigner) from a country, typically on the grounds of illegal status or for having committed a crime; send back to the country of originemigration: Leaving a country to live elsewheregauntlet: an intimidating or dangerous crowd, place, or experience one goes throughimmigration: Coming to a country from another to live thereSamuel ellis: a merchant from new York who bought “oyster Island” in the 18th century and changed the nameSymbol: Something real that stands for or suggests another thing that cannot in itself be pictured or shown. For example: The Statue of Liberty is a symbol of freedom, liberty, and justice.Visa: a mark on a passport that is a sign of approval and permission for a traveler to go ahead

2. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

http://www.latinamericanstudies.org/ellis-island.htm

http://www.nps.gov/elis

nPS photo

3.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

INtErEStINg FActS(http://www.scholastic.com and ellisisland.org)

� albert einstein came to ellis island in 1902 from berlin, germany, by way of a ship called the rotterdam.� annie moore was the first arrival to ellis island. She was only 15 when she and her two brothers made the 12-day journey from ireland to america in 1892.� dutch settlers called the island oyster island because of the abundance of oyster beds nearby. � The unofficial motto of ellis island workers was “Keep it moving!” Workers were trying to keep the line moving because the station was overcrowded. � The immigration station was designed to process 5,000 people per day. but during the peak immigration period, more than 11,000 immigrants arrived every day.� a fire destroyed the main building on ellis island in 1897, as well as immigration records that dated back to 1855.� for 30 cents, an immigrant could purchase bread, cheese, sausage, and lemonade at the concession stand.� after World War i and the russian revolution, there was a widespread fear of communism; it was called the “red Scare.” immigration officials tried to keep out communists, who were also known as “radicals” and “undesirables.”� first- and second-class passengers were not required to go to ellis island for immigration processing. � officials thought that if an immigrant could afford a first- or second-class ticket they probably were not sick or in financial trouble, conditions which could make them a burden on american society.� before 1907, many children made the trip to america alone. � The highest number of immigrants came through the ellis island immigration station in 1907. in that year 1,004,765 immigrants arrived.� after 1917, the U.S. government required immigrants to be literate; this meant they had to be able to read and write in their native language. Literacy was determined in the great hall during the inspection process.

� ellis island was originally 3.3 acres. over the years, it grew to its current size of 27.5 acres. That’s eight times bigger! how did this happen? rock and earth taken from massive construction projects, such as the building of new york city’s subway tunnels, was added as landfill around the original island.� in 1965, president Lyndon b. Johnson signed a proclamation to make ellis island a national monument.� before ellis island opened as the first federal immigration station, immigrants arriving in new york city were processed at castle garden, located at the tip of manhattan. more than 11 million immigrants came through castle garden from 1820 to 1892.� ellis island is currently closed. hurricane Sandy hit ellis island on october 29, 2012. it still requires major repairs. The park will reopen ellis when they can ensure public safety and restore basic services.

inSpection proceSS: medical examinations: physical mental immigrants with diseases were given different chalk markings, which denoted the disease they carried.

Legal examination: name? age? Where are you from? What are you going to do in america? do you have a job waiting for you? do you have money? can you read and write? do you have a criminal record? in total there were 29 questions you had to answer. if you did not answer them all correctly you were detained for further examination.

http://www.nps.gov/ nPS photo

INtErEStINg FActS

4. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

ActIVItIES 

boArD oF SpEcIAL INquIry(adapted from http://www.nps.gov/elis/forteachers/upload/board-of-Special-inquiry-grades-4-7-on-site.pdf)

 grades: 4 – 7coNtExt:

describe that the passengers had just undergone a long sea voyage in the belly of the ship, without windows, running water, bathroom facilities, or the ability to bathe or wash clothes. They were crowded together and often couldn’t communicate because so many different languages were being spoken. Some were hungry or sick from the voyage and unsanitary conditions. Those traveling with family were lucky, as many made the trip alone.For many newly arrived passengers, immigrant processing was a very difficult experience. They endured a gauntlet of medical examinations and hours of waiting, only to have a 60-second legal inspection that would determine whether or not they could actually enter the country.Immigrants who failed the initial inspection at the Great Hall had to undergo a more lengthy interrogation at the Board of Special Inquiry. Immigrants had about 10-minutes total to convince two or three adjudicators (people who make a formal judgment or decision about a problem or disputed matter) that they were upstanding individuals who should be allowed to enter the United States. each adjudicator hears up to 200 cases per day. In this activity, students will get the chance to play the role of an inspector hearing the pleas of five immigrants.

objEctIVES: at the end of the lesson, students will be able to:�investigate several reasons as to why select immigrant groups were admitted and others were not, according to U.S. immigration policy.�interpret some requirements in federal immigration policy and its impact on newly arrived immigrants.�analyze how the federal government has used immigration policies to screen individuals arriving in this country.

MAtErIALS:q five immigrant case studies – handout copied and cut into individual blocks q pen and paper

procEDurES: 1. explain to the students that five of them will be playing the role of the immigrants. The rest of the class will be the adjudicators or inspectors that hear their cases. 2. Break the class into groups to be the panel. 3. Have each of the five students playing the immigrants leave the classroom. In the hall give them one of the profiles from the case study handout provided. 4. each of the panels will ask their immigrant the same series of questions.

5. each immigrant will answer based on their profile. 6. while each group is paying careful attention to the case studies and recording the answers, remind the inspectors that in order to enter this country each immigrant:

7. when the interview is over have the immigrant go to a row of seats set aside from the panel. They will not know their fate until later. 8. tell the students to discuss among themselves whether or not the immigrant they just interviewed passed the process or must go on to review to plead their case. 9. when they have finished with one immigrant, they may call the next one waiting in line. This way each group may interview multiple immigrants. 10. as time permits, it would be good to have each group interview all five immigrants. minimally, they should do two. 11. explain to students that they must present at least three reasons to support their position. 12. when ready, call each immigrant to stand before one of the panels. one person will serve as a spokesperson reading their decision about whether or not that immigrant may enter the country. 13. Have the class review each response and whether or not they agreed with the panel that made the judgment. discuss. 14. The immigrants who are allowed to enter the country will be allowed to exit the room and wait in the hall. The immigrants who were not passed will go back to the chairs to wait. 15. Bring the students back into the classroom to sit with the panels. They are now in the United States. 16. with the time remaining, ask the students to consider why the United States required these standards to enter the country. How did the time period affect these decisions? what do they think the federal government wants newly arrived immigrants to have today? do they think it would be easier today or in the past? do they think these requirements were fair? are they fair today?ExtENSIoN ActIVIty:Èhave students create their own identity as an immigrant. They may want to use information from their actual family. They will write a short biography including the information required by the panel, but also including where they are coming from, why they are emigrating, whether or not they have family here, what they used to do as a profession, etc. and what they hope to do here. The class can create a questionnaire they will each complete. Then have them take turns being the panel and being the immigrant. What will they do if they cannot enter the country? What do they think happened to those who were returned?

ASSESSMENt: QQuality of participation

a.    what is your name? b.    How old are you?

c.    what is your final destination? d.    Have you been arrested?

e.    do you have a job? f.     How much money do you have?

• Hadtobealaw-abidingcitizenintheirpreviouscountry •Hadtohave$25ormore • Couldnothaveajob

common core State StandardS

english Language arts:reading Standards for Literature (CCSS.eLa-Literacy.rL)Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Speaking and Listening (CCSS.eLa-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.  

neW meXico content StandardS

fine arts: TheatreContent Standard II: Use dance, music, theatre/drama and visual arts to express ideas.Content Standard III: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as other content areas. Content Standard VI: Show increased awareness of diverse peoples and cultures through visual and performing arts.

5.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

IMMIgrANt cASE StuDy HANDout Answers name: Daniel PappasAge: 25 Final Destination: New York CityHave you ever been arrested? NoDo you have a job? YesHow much money do you have? $26.00

name: Irene VacekAge: 36Final Destination: Chicago, IllinoisHave you ever been arrested? NoDo you have a job? No How much money do you have? $10.75

name: Anthony SantoniAge: 20Final Destination: Lowell, MassHave you ever been arrested? NoDo you have a job? NoHow much money do you have? $25.00

name: John MooreAge: 47Final Destination: IowaHave you ever been arrested? YesDo you have a job? NoHow much money do you have? $27.50

name: Anna GoldmanAge: 12Final Destination: New York CityHave you ever been arrested? NoDo you have a job? NoHow much money do you have? $5.00

During the legal inspection, the inspector would have the ship’s manifest in front of him in the Registry Room. This record contained the answers to questions the immigrants answered at their port of departure. The inspectors would ask the immigrants specific questions from the manifest.

Daniel PappasWould be detained for further investigation because he has a job waiting for him in America. He was violating the Contract Labor Law of 1885.

Irene VacekWould be detained because She does not have enough money to enter America. The legal inspectors at Ellis Island did not want Let anyone into America could possibly become a public charge, a person dependent on the government.

Anthony SantoniWould be allowed to enter the country as long as he passed his medical inspection. He has money to support himself while he looks for a job and he is not a criminal. He is a Perfect candidate for entry into America.

John MooreWould be detained for further investigation because he has a criminal past.The legal inspectors did not want to let any criminals into America. They only wanted law abiding people.

Anna GoldmanWould be admitted into America. Because she is still a child, a family member who was already living in America would meet her at Ellis Island. After being released to her family, they would travel together to their destination.

nPS photo Dutch Immigrant Dingenis Glerum with his wife and 11 children, http://www.nps.gov/

6. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

common core State StandardS

english Language arts:reading Standards for Literature (CCSS.eLa-Literacy.rL)Integration of Knowledge and Ideas: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Writing (CCSS.eLa-Literacy.w)Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Speaking and Listening (CCSS.eLa-Literacy.SL)Comprehension and Collaboration: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

My ExpErIENcE coMINg to AMErIcAgrades: 3 - 6

objEctIVES:�Students will imagine they have just arrived on ellis island in 1892.�Students will create an immigrant character.�Students will experience what it was like to leave their home and travel to a new land.MAtErIALS:q access to the internet qpen and paperprocEDurES: 1. explain to the students that they will create a character that has just arrived on ellis Island in 1892. They may make up a character, view interviews of actual immigrants at www.ellisisland.org, or interview family members to help create their character. 2. The students will compose a letter from the perspective of their character. 3. They may write to a family member back in their home country or to another immigrant they made friends with on the ship. 4. to create their characters have the students consider for themselves and who they writing: a.    Their country of origin b.    Gender, age, health c.    Their name – did it change at ellis Island? d.    education level e.    occupation f.     why they left their country g.    Their hopes and dreams in america h.    Language spoken, understood, written i.     The relationship between the two characters j.     How did they spend their time on the journey? now that they are in america? k.    what have they seen? l.     did they travel alone or with others? m.  what were the conditions on the ship like? n.    were other passengers friendly or not? o.    what happened on ellis Island? 5. encourage the students to be creative! 6. Have the students take turns reading letters they received from loved ones or friends. They can either put their letters in a box and each class member picks one out of the “mail” to read for buddies, or small groups can exchange the letters among themselves. 7. Have the class discuss the different experiences they read about. what was different? what was the same? what would it be like to leave home and know you will never see your family again? You cannot call them; they will not be able to visit for years, or at all. mail takes months or weeks to arrive or they do not know how to read and write. 8. Have students display their letters in the classroom.

ExtENSIoN ActIVItIES:Èhave students draw a picture of what they have experienced on their travels to america, at ellis island, or at their new home in america.Èconsider putting the letters together into a reader’s Theater format and present their letters to other classes.ASSESSMENt: Q Quality of participation

 

nPS photo, http://www.nps.gov/

7.P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

 boNuS ExpLorAtIoNSÈInvite students to make a family tree. You may want to share a few examples or draw your own family tree as a demonstration. encourage children to interview family members and write short descriptions on their family trees. Challenge them to go back as far as they can. Some students may even be able to trace their ancestors to ellis Island! Invite students to share their family trees with the whole class.ÈInvite your class to record an oral history from a relative or member of the community. They can use the video function of a digital camera or camcorder and record the subject discussing his or her family history or what life was like when he or she was young. encourage your students to take photographs, draw pictures, or take notes. How is their life different from that of the subject when he or she was growing up? Help them make connections and understand how times have changed.Èwould your students want to start a new life in a new country? why or why not? what would be the most exciting part about moving? what would be the most challenging part? discuss with your class and create a pros-and-cons chart or other graphic organizer together. Then have them write a paragraph using information from the chart. Be sure they proofread their work for errors in grammar, usage, and mechanics.Èimmigration Simulation day: a day in the Life of an ellis island immigrant This is a half day lesson where students transition between four stations to experience a day in the life of an immigrant arriving at ellis Island. http://www.character.org/lessons/lesson-plans/elementary/uthoff-valley-elementary-school/

outrEAcH ActIVItIESmemorials around albuquerque and new mexico include Soldiers and Sailors Park, Vietnam Veterans’ memorial Park, USS Bullhead Park, Flame of Hope (in the airport), Bataan memorial Park, richard rocco memorial, and The Veterans’ memorial Park. to find out where the parks are as well as other parks around new mexico visit http://www.dvs.state.nm.us/nm_memorials.html

The Los Lunas museum of Heritage & arts connects the present generation to the history of Los Lunas, surrounding communities, and the state of new mexico, inspiring a deeper appreciation and understanding of the area’s rich heritage.http://www.loslunasnm.gov/index.aspx?nid=104Contact: andrea Chavez251 main St. Se Los Lunas, nm, 87031Hours: tuesday – Saturday, 10:00am – 5:00pm

Become a national Park web ranger and learn about the U.S. Park systemhttp://www.nps.gov/webrangers

8. P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S P O P E J O Y S C H O O L T I M E S E R I E S P R E S E N T S ELLIS ISLANDELLIS ISLAND

rESourcES & WEbSItESScholastic booklist about immigration – for more books options, summaries, and links to teacher talks and guides, go to: http://www.scholastic.com/ups/booklists/51141763e4b09a5523346bb9

At Ellis Island: A History in Many Voicesby Louise Peacock, illustrated by walter Lyon Krudopinterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/ellis-island-3

Becoming a Citizen (a true Book)by Sarah de Capuainterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/becoming-citizen

Coming to America: The Story of Immigrationby Betsy maestro, illustrated by Susannah ryaninterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/coming-america

Downtown Boyby Juan Felipe Herrerainterest Level: grades 3 – 8http://www.scholastic.com/teachers/book/downtown-boy

Dreaming of America: An Ellis Island Storyby eve Buntinginterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/dreaming-america

Ellis Island (a true Book – american History)by elaine Landauinterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/ellis-island-1

How People Immigrate (a true Book)by Sarah de Capuainterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/how-people-immigrate

If Your Name Was Changed at Ellis Island by ellen Levine, illustrated by wayne Parmenterinterest Level: grades 3 – 5http://www.scholastic.com/teachers/book/if-your-name-was-changed-ellis-island

Island of Hope: The Story of Ellis Island and the Journey to Americaby martin w. Sandlerinterest Level: grades 4 – 8http://www.scholastic.com/teachers/book/island-hope

Games for younger kids (grades: 2 – 5): be a ship’s captain from Ireland to ellis Island, see what it was like for passengers and crew on a ship, steer a ship of your own, and more!

http://www.bbc.co.uk/northernireland/schools/4_11/tandy/games.shtml

a full teachers guide with resources and historical background on immigrationhttp://www.loc.gov/teachers/classroommaterials/primarysourcesets/immigration/pdf/teacher_guide.pdf

Check out historical and current information about immigration at http://www.migrationinformation.org/resources/unitedstates.cfm

Facts, activities, statistics and more at www.nps.gov/ellis

Virtual tour, immigrant today stories and facts/statistics http://teacher.scholastic.com/activities/immigration/

ellis Island archives, statistics, photos, and interviews http://www.ellisisland.org

Famous arrivals into ellis Island http://www.ellisisland.org/genealogy/ellis_island_famous_arrivals.asp

Immigration presentationhttp://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/

american memory timeline: Immigrants in the Progressive era http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/progress/immigrnt/

Lesson: Immigration History Firsthandhttp://www.loc.gov/teachers/classroommaterials/lessons/firsthand/

Selected Images of ellis Island and Immigrationhttp://www.loc.gov/rr/print/list/070_immi.html

From Haven to Home: 350 Years of Jewish Life in americahttp://www.loc.gov/exhibits/haventohome/haven-haven.html

read interviews with today’s immigrants athttp://www.loc.gov/teachers/classroommaterials presentationsandactivities/presentations/immigration/interv/toc.php

Learn about today’s immigration and customs department at http://www.ice.gov/

Learn about 19th and 20th century immigration laws and customs at http://www.ellisisland.org/, http://www.nps.gov, and http://www.loc.gov

About tHE coMpANy

(from http://www.americanfamilytheater.com)american Family Theater (aFt), the nation’s premier producer of musicals for families and young audiences, performs in over 300 venues each year. aFt’s award-winning productions reflect a critically acclaimed commitment to full-scale presentations that involve the talent and creativity of outstanding directors, designers, composers, performers, and technical personnel. all aFt musicals capture the spirit of timeless classics that provide the excitement and magic found only in the live-on-stage experience. as the leading champion of theater as a superb activity for families and students to share and cherish every tour, aFt entertains and enriches audiences at performing arts centers, theaters, school auditoriums, museums, university theaters, arenas and more.

International Performing Arts for YouthprodUce • promote • preSent

Adult SuperviSion

required

You, whoever you are! All you continentals of Asia, Africa, Europe, Australia, indifferent of place!

All you on the numberless islands of the archipelagoes of the sea! All you of centuries hence when you listen to me!

All you each and everywhere, whom I specify not, but include just the same! Health to you! Good will to you all, from me and America sent!

Each of us is inevitable, Each of us is limitless—each of us with his or her right upon the earth,

Each of us allow’d the eternal purports of the earth, Each of us here as divinely as any is here.

– walt whitman

The Popejoy Mission: To provide access to the performing arts for all New Mexicans.

The popejoy Schooltime Series is supported in part by awards from :The Eugene and Marion Castiglia

Popejoy Children’s Schooltime EndowmentThe Popejoy Schooltime Education Endowment

Thank You!

theatre Etiquettemusic, theater, dance, and opera are collaborative arts. This means they require the cooperation of many people: the directors, the performers, and the audience. Live performances can transport you to other times and places, but to do so, they require you, the audience to listen, observe, discover, and imagine.

a poster of Theater etiquette is included on the website. please post it and discuss it with your students before coming to the performance.•Seeing a live performance is a special experience. although it is not required, many people enjoy dressing up when they attend the theater.•Gentlemen should remove hats or caps when inside the building.•Please enjoy your food, drink, and gum in the lobby.•Please allow ushers to seat your entire group before rearranging students and/or taking groups to the restroom.•Photography and recordings of the shows, as well as cell phones, texting, or gaming are all strictly prohibited during the performances.•Crying babies, unhappy siblings, and other loud noises disturb the actors and the other patrons. Please be considerate and leave the hall during these periods. You may still enjoy the show in the lobby via our large screen monitors.•Some shows are interactive, and involve audience participation; some are not. discuss with your class how to know the difference, as well as what is appropriate conduct in a theater, versus at a sports arena or outdoor concert.•during a musical, it is appropriate to clap at the end of a song. during a ballet or dance performance, it is appropriate to clap at the end of the number.•Curtain calls occur when the show has ended and the cast comes forward to take their bows. The best way to show the performers how much you appreciate their hard work is to stay at your seats and clap until the actors leave the stage, or until the curtain comes down and the house lights come on.•at the end of the show, after the applause, remain in your seats until you are dismissed from the theater.•If you are staying for the Question & answer session, remain in your seats until the house clears and then move down front toward the stage.Wandering chiLdren for the safety of our precious little ones, Unm requests school identifiers. When students are too scared to tell us their school name or teacher, school identifiers give us a quick and easy way to reunite them with their class groups. examples of suitable identifiers include matching t-shirts, homemade headbands, hats, scarves, lanyards, and school badges. be creative!the kiosk in the lobby is our rendezvous point. please immediately report a separated child to the usher at the kiosk. Staff will search for and bring lost children there first.please visit our website at http://schooltimeseries.com/house-policies for detailed information about etiquette, Safety, and house policies.

The Schooltime Series is a proud member of

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