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Through this grant, twenty-five of our freshman students will be able to experience the live arts through a structured performance of “My Fair Lady” by the Naples Players during the first week of April. Beyond its fairy tale aspects, “My Fair Lady” the musical is adapted from Pygmalion, a social commentary on the systems of education and class in Victorian England. The historic, linguistic, and cultural significance of the musical provides plenty of opportunity for a host of topics for classroom discussion, research, speech, essays, and projects, all in line with our Florida Language Arts standards. What a wonderful way to expose our students to theatre within their own community!

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My Fair Lady: Literacy and the Arts Unite!

grant photo
School:
Golden Gate High 
Subject:
Language Arts 
Teacher:
Courtney Cassidy 
Students Impacted:
25 
Grade:
Date:
January 5, 2017

Investors

Thank you to the following investors for funding this grant.

 

CFEF - $25.00

Cole Caruso Family Fund - $375.00

 

Goal

Through this grant, twenty-five of our freshman students will be able to experience the live arts through a structured performance of “My Fair Lady” by the Naples Players during the first week of April. Beyond its fairy tale aspects, “My Fair Lady” the musical is adapted from Pygmalion, a social commentary on the systems of education and class in Victorian England. The historic, linguistic, and cultural significance of the musical provides plenty of opportunity for a host of topics for classroom discussion, research, speech, essays, and projects, all in line with our Florida Language Arts standards. What a wonderful way to expose our students to theatre within their own community!  

 

What will be done with my students

Through funding of this grant, our students will engage in our Florida standards (LAFS) for language arts, writing, and performance standards and skills. One month before the performance, students will engross themselves in research and analysis of the various topics, themes, character analysis, stage directions, and plot components that will be presented through the live production. They will engage in the close reading of small passages. These practice skills will be intertwined with general CCPS-adopted curricular materials and other outside reading materials I feel are appropriate to utilize and strengthen the students’ understanding of standards and skills so that there is a fluid and natural application and synthesis of learned skills from the lessons and performance and our regular curricular materials. After experiencing the live performance, students will reflect on and synthesize their experiences to create an end product (for example: an iMovie mini-play using connotative/denotative vocabulary, strong images, textual evidence to be acted out by, recorded, shared with, and analyzed by other students).  

 

Benefits to my students

Numerous studies have demonstrated a correlation between drama involvement and academic achievement. In addition to having higher standardized test scores than their peers who do not experience the arts, students who participate in drama often experience improved reading comprehension, maintain better attendance records, and stay generally more engaged in school than their non-arts counterparts. Schools with arts-integrated programs, even in low-income areas, report high academic achievement (American Alliance for Theatre and Education, 2016). Since the implementation of the No Child Left Behind Act, there has been a national focus on closing the "achievement gap” between students of varying abilities, socioeconomic status, and geographies among other factors that may directly or indirectly affect a student’s academic success. The arts, including drama, address this issue by catering to different styles of learning, and engaging students who might not otherwise take significant interest in academics. Additionally, research indicates that interaction with drama performances have a particularly positive effect on at-risk youth and students with learning disabilities.

DuPont, S. (2002). The effectiveness of creative drama as an instructional strategy to enhance the reading comprehension skills of remedial readers. Washington, DC: Arts Education Partnership.

Jensen, E. (2001). Arts with the brain in mind. Alexandria, Va., Association for Supervision and Curriculum Development.

Kennedy, J. (2002). The effects of musical performance, rational emotive therapy and vicarious experience on the self-efficacy and self-esteem of juvenile delinquents and disadvantaged children. Washington, DC: Arts Education Partnership, 119-120.
 

 

Budget Narrative

Student tickets are $10 each and they will provide their own transportation to this performance. 

 

Items

# Item Cost
1 25 Student Tickets ($10 each) $240.00
2 4 Chaperone Tickets ($40 each) $160.00
  Total: $400.00

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