Sentences with phrase «school theater group»

Not exact matches

For schools, theater groups, young producers, directors and performers, BroadwayHD provides a crisp, clear digital way to study the craft from the best in the business — and even go backstage.

It also provided a cooperative boardinghouse, theater workshops, music schools, language classes, reading groups and handicraft centers.

Plan intermittent structured activities such as day camp, vacation Bible school, various recreation programs (like tennis lessons, swimming lessons, a computer workshop, a children's theater group or a summer sports leagues) provided by schools, churches, and community recreation departments.

Calendar, language school, dance theater, special groups, scholarships, and donations.

After escaping the school, he and Smike happen upon a theater group, led by Vincent Crummles (Nathan Lane).

Continuing my effort to study how cultural experiences affect students, I am conducting an experiment in which school groups can win free tickets to see live theater performances.

Independent schools often have excellent facilities, such as labs, computers, sports fields, and theaters that public schools lack due to underinvestment, and strong faculty interested in teaching a more diverse group of students.

In this adopted parcel of land between the school grounds and a town park, a group of the school's students are poised with their mentors to present an original musical theater piece.

Of course, student groups were not randomly assigned to read or watch the movies, so we can't have the same confidence in identifying causal relationships, but we can use information about reading and watching movies to try to separate the extent to which the benefits we observed were produced by seeing a live theater production, or by having read and watched movies of those same works in school.

For example, with our limited number of school groups we can not know whether minority students, female students, younger students, low - income students, or rural students receive different benefits from seeing live theater.

The group, recently named one of 10 finalists Dean's Challenge at HGSE, are working toward developing either a toolkit or curriculum for teachers that will incorporate theater exercises that build community and empathy in schools.

It had all the ingredients of arts education advocacy and some enticing rebelliousness as well: a caring teacher who doesn't give up on sliding students, a bad kid with a heart and a brain, a visiting artist in a tough school, and a minority group member defying administrative powers for love of theater.

Because the randomized controlled trial approach has the important feature of generating comparable treatment and control groups, we can use a straightforward set of analytic techniques, designed for use in social experiments, to estimate the impact of a school field trip to see live theater on student outcomes.

If anyone wonders how a nonprofit group in Philadelphia got federal money to hire a theater troupe to teach «anger management» and «empathy training» to middle schoolers, the answer is church burnings.

Sarah began her career in education at the Bridgespan Group in Boston, advising nonprofits in strategy, and she discovered her passion for education through teaching a theater program in Boston Public Schools in college.

Students could use the money to pursue private or group voice, dance or music lessons, attend theater training camps, conferences or participate in special training opportunities through after school or intensive summer programs.

She founded two arts education programs with the Wooster Group: an in - school theater curriculum at Dr. Sun Yat Sen Middle School in New York's Chinatown that launched in 1992 and the Summer Institute, a free three - week workshop for public high school students in New York that opened inschool theater curriculum at Dr. Sun Yat Sen Middle School in New York's Chinatown that launched in 1992 and the Summer Institute, a free three - week workshop for public high school students in New York that opened inSchool in New York's Chinatown that launched in 1992 and the Summer Institute, a free three - week workshop for public high school students in New York that opened inschool students in New York that opened in 1997.

Cal Arts plays a role in this as a kind of theater school to this ambitious group of New York artists.

Did you enjoy building stage sets for the theater group or work as a deejay for your school radio program?

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

Getting involved in the school bake sale, helping out the local theater group, or planting flowers at the community gardens are all great ways to branch out.