2016/17 RESOURCE GUIDEB r o w n B e a r , B r o w n B e a r & O t h e r T r e a s u r e d S t o r i e s

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ABOUT OVERTURE CENTER

FOR THE ARTS

Overture Center for the Arts fills a city block in downtown Madison with world-class venues for the performing and visual arts. Made possible by an extraordinary gift from Madison businessman W. Jerome Frautschi, the center presents the highest-quality arts and entertainment programming in a wide variety of disciplines for diverse audiences. Offerings include performances by acclaimed classical, jazz, pop, and folk performers; touring Broadway musicals; quality children’s entertainment; and world-class ballet, modern and jazz dance. Overture Center’s extensive outreach and educational programs serve thousands of Madison-area residents annually, including youth, older adults, people with limited financial resources and people with disabilities. The center is also home to ten independent resident organizations.

RESIDENT ORGANIZATIONS

Bach Dancing and Dynamite Society Children's Theater of Madison

Forward Theater Company Kanopy Dance Company

Li Chiao-Ping Dance Company Madison Ballet

Madison Opera Madison Symphony Orchestra

Wisconsin Academy’s James Watrous Gallery Wisconsin Chamber Orchestra

Internationally renowned architect Cesar Pelli designed the center to provide the best possible environment for artists and audiences, as well as to complement Madison’s urban environment. Performance spaces range from the spectacular 2,250-seat Overture Hall to the casual and intimate Rotunda Stage. The renovated Capitol Theater seats approximately 1,110, and The Playhouse seats 350. In addition, three multi-purpose spaces provide flexible performance, meeting and rehearsal facilities. Overture Center also features several art exhibit spaces. Overture Galleries I, II and III display works by Dane County artists. The Playhouse Gallery features regional artists with an emphasis on collaborations with local organizations. The Wisconsin Academy of Sciences, Arts and Letters’ Watrous Gallery displays works by Wisconsin artists, and the Madison Museum of Contemporary Art offers works by national and international artists.

RESOURCE GUIDE CREDITS

Executive Editor Writer/Designer

Alanna Medearis Jim Burling

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Dear Teachers,

In this resource guide you will find valuable information that will help you apply your academic goals to your students’ performance experience. We have included suggestions for activities which can help you prepare students to see this performance, ideas for follow-up activities, and additional resources you can access on the web. Along with these activities and resources, we’ve also included the applicable Wisconsin Academic Standards in order to help you align the experience with your curriculum requirements.

This Educator’s Resource Guide for this OnStage presentation of Brown Bear Brown Bear & Other Treasured Stories is designed to:

• Extend the scholastic impact of the performance by providingdiscussion ideas, activities and further reading which promotelearning across the curriculum;

• Promote arts literacy by expanding students’ knowledge of music,science, storytelling and theatre;

• Illustrate that the arts are a legacy reflecting the values, custom,beliefs, expressions and reflections of a culture;

• Use the arts to teach about the cultures of other people and tocelebrate students’ own heritage through self-reflection;

• Maximize students’ enjoyment and appreciation of theperformance.

We hope this performance and the suggestions in this resource guide will provide you and your students opportunities to apply art learning in your curricula, expanding it in new and enriching ways.

Enjoy the Show!

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Arts

Table of Contents

About the Mermaid Theatre ..................... 2

About Eric Carle ..................................... 3

Before the Show: Discussion and Elements of Theater ..................................................4

Puppety: a World-wide Art Form ...............5

Activity: Make a Mask, Make a Character ...6

Focus On: Arts Integration ....................... 7

Activity: Conservation and Collage ............8

Books to Read ...................................... 10

Academic Standards ...............................11

About Live Performance ........................ 12

Social Emotional Social Studies

Language Arts Science

Education Categories

Caption

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About Mermaid TheatreNow in its thirty-seventh season, Mermaid Theatre of Nova Scotia ranks among North America’s most respected creators of family entertainment. Nearly four million young people around the world have delighted in Mermaid’s unique adaptations of children’s literature. Mermaid Theatre’s choice of material is based on the belief that young people benefit greatly, both in their emotional and aesthetic development, from early exposure to literature, the arts, and the power of imagination. Mermaid Theatre of Nova Scotia has their own production studio, which creates all the puppets and props used in the company’s productions. Mermaid Theatre is best known for its unusual mix of striking visual images, evocative original music, scripts whose language is moderately demanding, and puppets and staging which draw young spectators into a world of fantasy and wonder.

The company’s creative ambition is to produce work which is quality theatre — entertaining, informative, and stimulating to all the senses — along with the goal of encouraging literacy and generating enthusiasm for the art of reading. Extensive international engagements allow the company to play an important ambassadorial role for the Province of Nova Scotia and for Canada. Mermaid Theatre’s Institute of Puppetry in Windsor, Nova Scotia, offers puppetry instruction at both community and professional levels. The Institutes’ touring programs entertain and educate students and teachers throughout Nova Scotia. In addition, Mermaid is committed to providing dynamic outreach opportunities for the region’s adolescents through its youth theatre program.

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Eric Carle is the creator of brilliantly illustrated and designed picture books for very young children. His best-known work, The Very Hungry Caterpillar, has been translated into more than 47 languages. Carle was born in Syracuse, New York. In 1929, Eric Carle moved with his parents to Germany when he was six years old; he was educated there, and graduated from Akademie der bildenden Künste, the art school in Stuttgart. He returned to New York in 1952 and got a job as a graphic designer for The New York Times.

A few years later, he met Bill Martin, Jr., who asked him to illustrate his first book—Brown Bear, Brown Bear, What Do You See?—and Carle’s career in children’s literature was born. Since 1969, Eric Carle has written and illustrated more than 60 books. His most popular ones, such as The Very Hungry Caterpillar, have been translated into more than 25 languages.

Eric Carle’s art work is created in collage technique, using hand-painted papers, which he cuts and layers to form bright and cheerful images. Children often send him pictures they have made themselves which were inspired by Carle’s illustrations. Much of Carle’s books’ appeal lies in his intuitive understanding of and respect for children, who sense in him instinctively someone who shares their most cherished thoughts and emotions.

In these excerpts of an interview with Eric Carle, he discusses his artistic technique and the sources of inspiration for his books:

My pictures are collages. I didn’t invent the collage. Artists like Picasso and Matisse and Leo Lionni and Ezra Jack Keats made collages. Many

children have done collages at home or in their classrooms. In fact, some children have said to me, ”Oh, I can do that.” I consider that the

highest compliment. I begin with plain tissue paper and paint it with different colors, using acrylics. Sometimes I paint with a wide brush,

sometimes with a narrow brush. Sometimes my strokes are straight, and sometimes they’re wavy. Sometimes I paint with my fingers. Or I paint on a piece of carpet, sponge, or burlap and then use that like a stamp

on my tissue papers to create different textures.

These papers are my palette and after they have dried I store them in color-coded drawers. Let’s say I want to create a caterpillar: I cut out a

circle for the head from a red tissue paper and many ovals for the body from green tissue papers; and then I paste them with wallpaper glue

onto an illustration board to make the picture.

When I was a small boy, my father would take me on walks across meadows and through woods. He would lift a stone or peel back the

bark of a tree and show me the living things that scurried about. He’d tell me about the life cycles of this or that small creature and then he would carefully put the little creature back into its home. I think in my books I honor my father by writing about small living things. And in a

way I recapture those happy times.

About Eric Carle

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Brown Bear Brown Bear & Other Treasured Stories may be the first theatrical experience for many young children. You can introduce the styles and norms of live theater to your students by using some of the following discussion questions or activities:

Questions about Theater Basics

• What is a play? Have you ever been to a play? What was it like?

• The play we are going to see is based on stories like Brown Bear Brown Bear and the Hungry Caterpillar. Have any of you read these books?

• This is a live show. This means the actors are in the same room with us, acting out the show as we watch. How is this different from television or movies? Explain that television is filmed or taped before we see it. We can’t interact with the actors on TV. They can’t hear us or respond to us in any way. In a live performance, the actors can hear us laugh or clap, and that participation actually helps make the show better.

• We will be going to Overture Center on a field trip to see a play. What kinds of rules would be helpful for our class? Write the rules for a field trip on chart paper and practice reading them together.

• Discuss with the children how they will get to the theater. Explain any special rules for riding in buses or cars.

Describe the Elements of Theater

You will be going to a theater, a special place people go to watch plays(a kind of story), watch dance or listen to music. An usher will seat you. An usher is a person who works at the theater and helps the visitors find their way.

On the stage you will see background, such as rocks or trees. These things are called scenery. They help you to know where the story takes place. The costumes will help you to know about the people. Discuss costumes the children have worn at Halloween. How did the costumes make you look like someone else?

You will also hear music, which will help tell the story. For example, very soft and slow music might be played when someone is sleeping. Loud noisy music might be played when there is a storm in the story.

When the show is over, you can clap you hands if you liked the show. This is called applause.

Included at the end of the performance is time for the students to see the performers. The puppeteers will come back onstage to demonstrate to the audience how some of the puppets work and how they create some of the special effects.

Before the Show: Discussion and Elements of Theater

What is “Black Light?

Black light allows us to see things that are normally invisible. This is possible with the use of phosphor, which is a substance that can emit light when irradiated with particles of electromagnetic radiation.

Materials such as fluorescent paint, invisible ink, laundry detergents, and highlighters are all examples of materials that contain phosphors. Even some natural materials, like your teeth and fingernails, contain phosphors. When these materials are in a very dark room, it is difficult to see them. However, when black light is shined on them, the phosphors emit visible light which makes the objects glow in the dark.

The puppets in the performance will seem to leap and float about the stage all on their own because they are painted in fluorescent colors that glow in the black light. The puppeteers are almost invisible because they wear black from head to toe and blend into the black drapes that are the background for the set.

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A puppet is a figure whose movements are controlled by someone through, strings, rods, or hand movements. To better understand puppets and their existence in today’s world, it is important to look at the history that brought about this form of entertainment.

Some of the earliest kinds of puppets were tribal ritual masks with hinged jaws or jointed skulls used in religious ceremonies. Puppets seemed to have evolved from these masks to doll like figures with moving limbs. Native Americans used puppets in their corn festivals and ceremonial dances. Egyptians made jointed puppets from terracotta. Puppet theater in Greece is mentioned in both Aristotle and Plato’s writings.

The Chinese made shadow puppets: translucent figures colored in with paints. These puppets are placed in front of a screen with light passing through it. The shadow of the figures appear clearly to the audience on the other side. They usually have three rods or strings attached to them. The puppeteer uses one hand to control the rod attached to the neck and the other hand to control the rods attached to its wrists. Turkish puppeteers added waist movement to their shadow puppets and began controlling arm movements from the side, rather than the bottom, as the Chinese had done. Three dimensional rod puppets also evolved from shadow puppet, and continued the technique of using rods for controlling particular parts of the puppet’s body.

In Europe during the medieval era, the Christian church used puppets to spread church doctrine. Monks and priests were the puppeteers. Generally, marionettes, small jointed figures operated with strings, were used to enact the story. Italian marionettes and the English Punch and Judy were popular in the Renaissance.

The Bunraku Puppet Theater of Japan has been in existence continuously since the 17th century. In the early days of Bunraku, the greatest playwrights often preferred writing for puppets rather than for live actors, as their movements could be precisely controlled and planned.

Masks and puppets live in a world of heightened reality. Used with art and skill, they can expand boundaries, free the imagination, inspire dreams, transform possibilities, and teach us about ourselves.

Puppetry: a Worldwide Art Form

Punch and Judy, Andrew Howe, Flickr

Kyōto - Gion: Gion Corner - Bunraku, Wally Gobetz, Flickr

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Ages 4-6

Purpose: To prepare students for a theatrical performance that uses puppets, and to practice inventing their own animal characters.

Objectives: The students will understand how puppets can be used to tell a story. The students will use oral speaking skills to tell a story.

Materials:

• Plenty of space to move around safely

• Paper plates

• Colored paper

• Markers, crayons, or paint if you’re feeling daring

• Magazines

Procedure:

1. Brainstorm and Improvise — Explain that puppets are people operated by people who use crafts to pretend to be something else. In Brown Bear Brown Bear, people called puppeteers will pretend to be different animals. How might you use an object in the room to pretend to be a mouse? A fox? An owl? A squirrel? Have your students demonstrate their version of these movements. Then try sounds. What sound do these animals make: cat, dog, cow, duck, rooster, horse, lion?

2. Family Puppets - Have the children cut out pictures of family members in parents magazines. Have the children glue them to a piece of heavy paper. When the glue is dry, cut out the pictures from the heavy paper and attach the pictures to a Popsicle stick or straw with tape to make a puppet.

3. Paper Plate Faces - Have the children draw facial features onto a paper plate to make a face. Supply the children with yarn or Easter grass for hair. You can also have the children cut out facial features from a magazine and have them glue them onto a paper plate for a funny face.

4. Puppet Performance — Give the students a chance to move as their animal while wearing the masks. Ask them: how did wearing the mask change how you moved? Did it make it easier, harder, or just different?

5. Add Music — You can play different melodies and ask your students how it affects their movements. You can also Create rhythm instruments, such as shakers, using easily obtained materials such as empty pop cans, plastic bottles and aluminum foil pie tins. Gather dried beans, peas, rice or small pebbles. Place dried beans, rice or pebbles in pop cans, plastic bottles or between aluminum pie tins. Cover holes with masking tape or tape pie tins together. Cover with fabric or construction paper and decorate with markers or yarn.

Activity: Make a Mask, Make a Character

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Focus On: Arts IntegrationAs you know, the experience of attending an arts performance can have a lasting impact on your students. This guide is designed to help you extend the scholastic aspect of the performance before and after in your classroom. Additionally, live performances like the one your students will be attending provide great opportunities for deep, interdisciplinary lessons using an arts integration approach.

About Arts Integration

Across the nation there has been a growing interest in arts integration as an approach to teaching in which the arts leverage learning in other subject areas such as science, language arts, mathematics, and social studies.

At Overture Center, we are excited by the possibilities arts integration can bring to a school to:

• Motivate students to engage more fully with the related subject area, encouraging joyful, active learning.

• Extend how learners process and retain information by combining several learning modalities (visual, aural, and kinesthetic) and thus, reaching a wider range of students.

• Make content more accessible and allow for personal connections to content.

• Help students understand and express abstract concepts.

Through this model, the arts become the approach to teaching and the vehicle for learning. Students meet dual learning objectives when they engage in the creative process to explore connections between an art form and another subject area to gain greater understanding in both. For example, in a social studies classroom, students can meet objectives in both theater and social studies by dramatizing a historical event. By mutually reinforcing objectives in both theater and social studies, students gain a deeper understanding of the content and are able to demonstrate their learning in an authentic context.

Arts Integration Resources and Activities:

Overture Center offers a variety of Professional Development Workshops for Teachers in Arts Integration each year. To find out about our next workshops and other resources for your teaching, visit overture.org/residencies. For more information on Arts Integration, please visit ArtsEdge, The Kennedy Center’s online resources (https://artsedge.kennedy-center.org/educators/how-to/series/arts-integration/arts-integration).

The following sample activity was developed to give you a taste of an arts integration lesson and to encourage arts integration in your classroom.

The Kennedy Center’s Definition for Arts Integration

Arts Integration is an APPROACH to TEACHING

in which studentsconstruct and demonstrate

UNDERSTANDINGthrough an ART FORM.

Students engage in aCREATIVE PROCESS

which CONNECTSan art form and another subject area

and meets EVOLVING OBJECTIVES

in both.

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Activity: Conservation and CollageAges 4-8

Purpose: Practice observing nature and demonstrate an understanding of the art form of collage.

Objectives:

Science: Students will practice observational science and use colors and shapes to categorize and file data about different natural phenomena and animals. Students will discuss the observation, care, and preservation of animals.

Arts: Students will learn about collage as an art form and how to use collage to reflect their observations and emotions. They will explore different shapes, colors, and textures and juxtapose objects that seemingly do not go together. Students will apply their own practice to further observations of art and collage.

Materials:

• Ideally an outside area, though if one is not available some items mentioned in the procedure could be brought into the classroom.

• Collage materials of your choice; construction paper, markers, crayons, magazines, gluesticks, etc.

• Eric Carle Museum of Picture Book Art

Procedure:

1. Ask your students: Where do animals live? We see animals around us all the time, but we don’t always see where their homes are. Take your students outside and ask them to sit under a tree. Who else is there? A tree can be an apartment building for many kinds of animals. Can they count the number of creatures they observe? Squirrels, birds, chipmunks, mice, ants? Can they imagine what their homes are like? Discuss with your students the habitat of their animal neighbors.

2. Conduct an outdoor Treasure Hunt. They’ll be looking for:

• Numbers – find leaves with 1/2/3/4/5/6 points.

• Colors – find examples in nature of red, yellow, blue, brown, green, and anything else.

• Shapes – find an example of a circle, square, rectangle, oval, star, spiral.

• Textures – find examples of hard, soft, wet, dry, prickly, smooth.

• Note: students could observe or record what they see but should not pull leaves, pick plants, or eat berries!

Arts Integration Activity

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3. When you return, tell your students that you will be recording what you saw in a collage, and what a collage is. Explain how collage artists mix paper of different colors, shapes, sizes, and patterns. You may also want to have them compare and contrast collages by different illustrators. How are they alike or different? What materials were used? What mood or feeling do the illustrations communicate? The use of color and shape can also communicate feelings like bright colors and shapes communicating playfulness of music and bright colors communicate joy while wavy lines communicate energy or improvisation. You can also explain and explore different forms of collage like a wood collage, film collage, sound collage (hip hop samples), photomontage (explain that the photos together can be more powerful than each photo displayed alone to communicate a feeling/idea), etc.

4. Invite students to create collages in the style of Eric Carle’s illustrations. Have students begin by painting an entire sheet of drawing paper with just water. Then ask students to paint the paper a primary color of tempera paint using long horizontal strokes. They can overlap other primary colors on their paper to make secondary colors (purple, green, orange). Once the papers are completely dry, invite students to cut them into shapes, arrange them into a picture, and glue them to a thicker sheet of paper. Students may choose to imitate an illustration from one of Eric Carle’s books or to create a scene of their own. Visit the official Eric Carle website (eric-carle. com) for examples and step-by-step instructions.

5. As children create their collages, encourage them to think about the elements they incorporate into their works. Have them explore different shapes, colors, and textures and juxtapose objects that seemingly do not go together. Have them think of a clear idea they want to communicate and create a work that shares that idea.

6. Using the Eric Carle Museum of Picture Book Art as inspiration, display your students’ favorite picture book illustrations throughout the room to create your own art gallery. Encourage students to describe all aspects of what they see in the pictures, including form, medium, color, texture, and content. Assign each student an illustration and ask students to write or tell a story using the illustration as a starting point,

Reflection:

Discuss with your students different activities their community could undertake to preserve or enhance the natural environment around them. Create a community garden, park or preserve? Create a conservation center for animals? Conserve woodland areas against future development? Why do they think these different activities would be of value?

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Books to ReadCarle, Eric. The Art of Eric Carle. New York, Philomel Books, 1996. Ages 10 and up, but could use illustrations for much younger students in an activity.

This book includes a biography of Carle, photos of the author and samples of his artwork. Illustrations include how to make colored tissue paper and how to make a caterpillar.

DePaola, Tomie. The Cloud Book. New York, Holiday House, 1975. Ages 3-7

This informational book by a favorite children’s author is a good introduction to types of clouds. It can serve as a useful introduction to making observations about nature, and tracking changing phenomena.

Kepler, Lynne, and Joan Novelli. A Year of Hands-on Science. New York, Scholastic Professional Books, 1996. Ages 5-8

Activities, experiments, and resources for many creative nature explorations make this a useful book with many connections to the nature inspired works of Eric Carle.

Marzollo, Jean, and Jerry Pinkney. Pretend You’re a Cat. New York, Dial Books for Young Readers, 1990. Ages 3-7

Rhyming verses ask the reader to purr like a cat, scratch like a dog, leap like a squirrel, and bark like a seal.

Rohmer, Harriet, and Julie McLaughlin. Heroes of the Environment: True Stories of People Who Are Helping to Protect Our Planet. San Francisco, Chronicle Books, 2009. Ages 8-12

True stories of 12 people from across North America who have done great things for the environment. Features stories about a teenage girl who figured out how to remove an industrial pollutant from the Ohio River, a Mexican superstar wrestler who works to protect turtles and whales, and a teenage boy from Rhode Island who helped his community and his state develop effective e-waste recycling programs.

Schwartz, Harriet Berg, and David Catrow. Backstage with Clawdio. New York, Knopf, 1993. Ages 3-7

Clawdio the cat lives in a theater. He narrates his story and explains what it is like backstage, sharing many aspects of a theater performance.

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English Language Arts

A.4.1 Discern how written texts and accompanying illustrations connect to convey meaning

A.4.4 Read to acquire information

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes

C.4.3 Participate effectively in discussion

D.4.1 Develop their vocabulary of words, phrases, and idioms as a means of improving communication

C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals

C.8.9 Describe the role of international organizations such as military alliances and trade associations

F.4.1 Conduct research and inquiry on self-selected or as signed topics, issues, or problems and use an appropriate form to communicate findings

Science

A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed

A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now

A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred

C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations

C.4.8 Ask additional questions that might help focus or further an investigation

D.4.6 Observe and describe physical events in objects at rest or in motion

Social Studies

A.8.7 Describe the movement of people, ideas, diseases, and products throughout the world

C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals

Theatre:

A.4.1 Attend a live theatre performance and discuss the experience

• explain what happened in the play

• identify and describe the characters

• say what they liked and didn’t like

• describe the scenery, lighting and/or costumes

D4.1 Explain strengths and weakness of their own work and that of others

D.4.2 Identify strengths (what worked) and weaknesses (what didn’t work) in character work and scenes presented in class

D.4.3 Identify what they need to do to make their character or scene more believable and/or understandable

D.4.4 Share their comments constructively and supportively within the group

Visual Art

K.4.3 Use what they are learning about life, nature, the physical world and people to create art

Academic Standards

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About Live PerformanceTheater, unlike movies or television, is a LIVE performance. This means that the action unfolds right in front of an audience, and the performance is constantly evolving. The artists respond to the audience’s laughter, clapping, gasps and general reactions. Therefore, the audience is a critical part of the theater experience. In fact, without you in the audience, the artists would still be in rehearsal!

Remember, you are sharing this performance space with the artists and other audience members. Your considerate behavior allows everyone to enjoy a positive theater experience.

Prepare: Be sure to use the restroom before the show begins!

Find Your Seat: When the performance is about to begin, the lights will dim. This is a signal for the artists and the audience to put aside conversations. Settle into your seat and get ready to enjoy the show!

Look and Listen: There is so much to hear (dialogue, music, sound effects) and so much to see (costumes, props, set design, lighting) in this performance. Pay close attention to the artists onstage. Unlike videos, you cannot rewind if you miss something.

Energy and Focus: Artists use concentration to focus their energy during a performance. The audience gives energy to the artist, who uses that energy to give life to the performance. Help the artists focus that energy. They can feel that you are with them!

Talking to neighbors (even whispering) can easily distract the artists onstage. They approach their audiences with respect, and expect the same from you in return. Help the artists concentrate with your attention.

Laugh Out Loud: If something is funny, it’s good to laugh. If you like something a lot, applaud. Artists are thrilled when the audience is engaged and responsive. They want you to laugh, cheer, clap and really enjoy your time at the theater.

Discover New Worlds: Attending a live performance is a time to sit back and look inward, and question what is being presented to you. Be curious about new worlds, experience new ideas, and discover people and lives previously unknown to you. Your open mind, curiosity, and respect will allow a whole other world to unfold right before your eyes!

Please, don’t feed the audience: Food is not allowed in the theater. Soda and snacks are noisy and distracting to both the artists and audience.

Unplug: Please turn off all cell phones and other electronics before the performance. Photographs and recording devices are prohibited.

Help make arts experiences real for hundreds of thousands of people at overturecenter .org/ sup port

SPONSORS

Sponsored by American Girl's Fund for Children. Additional funding provided by the DeAtley Family Foundation, Kuehn Family Foundation, A. Paul Jones Charitable Trust, Promega Corporation, Wisconsin Arts Board with funds from the State of Wisconsin and the National Endowment for the Arts, Green Bay Packaging/George F. Kress Foundation, Nancy E. Barklage & Teresa J. Welch, and by contributions to Overture Center for the Arts.

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