1. “The Dragon Who Climbed Mt. Everest” a collaborative project between Theatre Arts and Beginning Orchestra Created for Grades 6-7-8. Can be adapted to all grades. Power Point and lesson created by Judy M. Dove, Theatre Arts Educator Martin G.T. Magnet Middle School 1701 Ridge Road Raleigh, N.C. 27607 jdove@wcpss.net

2. My colleagues who will collaborate with me on the implementation of this puppetry project: Anita Hynus, Orchestra Director Kirt Landry, Technical Theatre Director

3. The Martin Middle School flag that will travel to Mt. Everest with Chip! From http://martinms.wcpss.net/everest.html The Martin Middle School flag that will travel to Mt. Everest with Chip! From http://martinms.wcpss.net/everest.htmlhttp://martinms.wcpss.net/everest.html

4. This Puppetry Project is designed to supplement a whole-school project wherein the students at our school have the opportunity to communicate with climber Ciprian Popoviciu as he attempts to reach the top of Mt. Everest! About the Everest Project from the Martin G.T. Magnet Middle School website: “Martin GT Magnet Middle School is going to Everest! We are “traveling” with Chip Popoviciu, who is a local Cisco engineer. As Chip makes the trek from Raleigh to Nepal, attempting to Summit Everest in May, we will communicate with each other through innovative technologies. We will be blogging about our experiences in the classroom, as we all journey as a team to the top of the world!” For more detailed background information on the Everest project, visit the following website: http://martinms.wcpss.net/

5. Collaborators with the Martin Middle School Mt. Everest Project Everest School Project Coordinator, Lisa Thompson

6. Chip “suited up” for the climb. Photo from Martin Middle School website, Lisa Thompson: http://martinms.wcpss.net/everest.html http://martinms.wcpss.net/everest.html

7. “This morning we were able to see The Big one! It is the peak to the left. Next to it is Lhotse and right most is Ama Dablam. Things are getting exciting!” Created on Saturday, March 29, 2008 5:53 AM EDT by Ciprian Popoviciu https://ciscoeducationclimb.webexone.com/default.asp?link=

8. Map of Tibet http://www.chinacu lture.org/gb/en_ma p/2003- 09/24/content_216 44.htm

9. Sherpa Museum in Namche – Martin Middle flag displayed Photo posted by Ciprian Popoviciu https://ciscoeducationclimb.webexone.com/default.asp?link=

10. Lesson Goals Through use of story-telling, map and globe exploration, puppetry, music, and creative writing, students will review and better comprehend the challenges faced by mountain climbers who attempt to climb Mt. Everest. They will also gain greater familiarity with the geography of the Nepal/Tibet/China area, the folk literature of China, as well as with the political history of the area.

11. Standards Following are selected standards taken from the N.C. Standard Course of Study in the areas of Theatre Arts, Language Arts, Social Studies, and ESL. The standards that will be accomplished with this project will vary according to the area of specialization of the teacher and the specific teaching focus emphasized by each teacher. These standards were listed only to give a round idea of what accomplishments are possible, but they can be deleted or added to as needed. Please see http://www.ncpublicschools.org/curriculum/ for more details about the standards in the different subject areas, and please exercise flexibility in determining how this project might help you to teach your particular students in your specific grade level and subject area. http://www.ncpublicschools.org/curriculum/

12. Standards THEATRE ARTS COMPETENCY GOAL 1: The learner will write based on personal experience and heritage, imagination, literature, and history. (National Standard 1) COMPETENCY GOAL 2: The learner will act by interacting in improvisations and assuming roles. (National Standard 2) COMPETENCY GOAL 3: The learner will design and produce theatre by conceptualizing and realizing artistic interpretations for informal or formal productions. (National Standard 3) COMPETENCY GOAL 5: The learner will research by finding information to support informal or formal productions. (National Standard 5) COMPETENCY GOAL 6: The learner will compare and integrate art forms by analyzing traditional theatre, dance, music, visual arts, and new art forms. (National Standard 6) COMPETENCY GOAL 7: The learner will analyze, critique, and construct meaning from informal and formal theatre, film, television, and electronic media productions. (National Standard 7)

13. Standards (continued) ESL - possible NL 1.03 Demonstrate comprehension of verbal cues of concrete academic concepts and informational materials through non-verbal responses (e.g., pointing, drawing, gesturing). NH 1.02 Demonstrate basic comprehension of oral presentations and instructions through non-verbal and verbal responses. NH 1.03 Begin making connections with informational materials on familiar topics with assistance. IL 1.01 Listen to stories or information and identify key details and concepts through verbal and non-verbal responses. NL 2.03 Recognize and repeat simple vocabulary. NL 2.04 Respond to basic questions such as involving personal details using one or two-word answers. NL 2.05 Begins to recognize and respond basic needs in social and academic settings such as common greetings and commands. NH 2.03 Produce simple vocabulary, such as single words or short phrases, to communicate basic needs in social and academic settings. NH 2.04 Respond to simple questions on familiar topics using short phrases and yes/no answers. NH 2.05 Begin to ask questions to seek information using simple phrases or sentences. IL 2.01 Begin to use some words, phrases, and sentences representing new vocabulary.

14. Standards (continued) Language Arts 1.01 Narrate an expressive account which: creates a coherent organizing structure appropriate to purpose, audience, and context. orients the reader/listener to the scene, the people, and the events. engages the reader/listener by establishing a context and creating a point of view. establishes the significance of events 1.02 Respond to expressive materials that are read, heard, and/or viewed 1.03 Interact in group settings 1.04 Reflect on learning experiences

15. Language Arts standards (continued) 2.01 Respond to informational materials that are read, heard, and/or viewed 3.02 Explore and analyze the problem-solution process 3.03 Study and create arguments that evaluate 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) 6.01 Model an understanding of conventional written and spoken expression 6.02 Continue to identify and edit errors in spoken and written English

16. Standards (continued) Social Studies 1.02 Generate, interpret, and manipulate information from tools such as maps, globes, charts 2.01 Identify key physical characteristics such as landforms, water forms, and climate 3.01 Identify ways in which people of selected areas in …Asia…have used, altered, and adapted to their environments in order to meet their needs … 7.01 Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues. 11.02 Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values, and beliefs in creating different cultural responses. 12.02 Describe the relationship between and cultural values of selected societies of … Asia … and their art, architecture, music, and literature, and assess their significance in contemporary culture.

17. Materials needed Teacher Materials Globe and/or world map Computer with internet access and word processing, or media center resources Basic craft materials to make selected puppets A space in which to share the students’ work Simple percussion and/or string instruments to create rhythms and sound effects Other performance accessories as needed. Student Materials Paper and pencil

18. Duration of lesson: 5 week minimum; can extend to a 9-week quarter. This lesson is flexible, depending on how elaborate you wish to make the puppets, how detailed the story, and how polished the final performance assessment. Allow a minimum of one week each for research/geography/background of the area; one week for brainstorming and writing the story; one week for creating the puppets (this would be for very simple puppets) one week to incorporate the story with the music; and one week to rehearse and perform.

19. Getting Started: Tell the students that they will work together as a “Storytelling Team” to write an original folktale …..

20. Starring….. As the Mountain Climber….. The Dragon…… http://www.crystalinks.com/chinadragons.html

21. … and the YAK as the Sherpa! Photo by Ciprian Popoviciu https://ciscoeducationclimb.webexone.com/default.asp?link=

22. Procedure  Students will review the location of Mt. Everest on a world map and on a globe.  They will study selected folk tales of Tibet, Nepal, and China.  Theatre students will write their own folk tale with a dragon as a protagonist. (In Asia, dragons are good, wise spirits.) The students will research their facts on the computer (use of technology) as they write a tale of how the Dragon, advised by his Sherpa friend the Yak, attempts to climb Mt. Everest. Students will study plot structure and character motivation and conflict as they help the Dragon to make choices to further the action (Language Arts). Students will incorporate into the Dragon’s climb many of the facts that they learned in the Mt. Everest assembly (Science/Social Studies). The Dragon will essentially have to overcome many of the challenges that Chip is facing on his actual climb.  Details of the story are forthcoming as they will be created by the students.

23. Procedures (continued)  Theatre students will next create shadow and rod puppets in the style of Asian puppets which they will use to tell the story.  Elements of Asian theatre arts, such as the Chinese Ribbon Dance and Dragon Parade, will be used to help bring the students’ original story to life.  Orchestra students will write an original composition based on the traditional musical style of the area. Using string and percussion instruments, they will accompany the student puppeteers in a live performance as the students tell their original tale of how and why the Dragon climbed Mt. Everest.  Video Production students will videotape the final production, and post it to the Martin website (use of technology). Technical Theatre III will assist with various technical needs, from lighting and sound to basic carpentry and construction.

24. Key Focusing Questions Where is Mt. Everest? Where is Nepal? Tibet? What is the relationship of these two countries with China? How does Asia view the dragon, as opposed to the Western view of the dragon? What is a Sherpa? What are some of the challenges, both physical and mental, that a climber must be prepared to face when attempting to climb a mountain such as Mt. Everest?

25. Key Questions continued: What is a yak? What is the climber’s jacket lined with? What kinds of temperatures must they protect themselves from? How do they carry their gear up the mountain? What kinds of gear do they take? What are some things climbers will do to lighten their load? What is a base camp? What steps are taken to allow the body to adjust to the different atmosphere (pressure and oxygen level)? What do they eat? Drink? What are some natural disasters that a climber might face? How does he or she prepare for these? What is an ice fall? How do they get across the ravines? How long does it take to climb to the top?

26. Students develop a greater understanding of a logical sequence of events as well as basic plot structure through storytelling. Photo: Judy Dove

27. Masks and Puppets will be made of various materials according to the budget of the program and the needs/abilities of the students. Photo: Robin O’Connor Puppets made by Martin Middle School Theatre Arts students for A Midsummer Night’s Dream.

28. Here I am bringing Chuckie- san, a modified Bunraku, into this world…. Different types of puppets can be made, from the more elaborate…. Asian Puppetry workshop led by Lisa Sturz, Red Herring Puppets, of Asheville, N.C. sponsored by N.C. Theatre Arts Educators photos: Lyn Carlisle

29. To the simple and inexpensive. Photo: Judy Dove

30. Percussion instruments for sound effects. String instruments will be added. Photo: Judy Dove

31. Culminating Activities Students will share their story through performance with other students in the school, thus helping to spread the information to other students.

32. Assessment A test/quiz/quiz-bowl type of assessment to measure factual information will be given. Students will write a reflective paper based on concepts derived from the lesson (see last slide).

33. Supplemental Resources and Relevant Websites “The Snow Dragon”, an on-line diary account of a climber’s sighting of a cloud, at the top of the Himalayas, that was shaped like a Chinese dragon. http://dougrogers.wordpress.com/2008/01/06/the-snow-dragon/ Martin Middle School website for information about the school-wide Everest Project: http://martinms.wcpss.net/everest.html http://martinms.wcpss.net/everest.html Folktales from China http://209.85.165.104/search?q=cache:6yNKtDEhd7sJ:www.pitt.edu /~dash/china.html+Chinese+mountain+folk+tales&hl=en&ct=clnk&cd =9&gl=us http://209.85.165.104/search?q=cache:6yNKtDEhd7sJ:www.pitt.edu /~dash/china.html+Chinese+mountain+folk+tales&hl=en&ct=clnk&cd =9&gl=us Images of Chinese puppets: http://chinesepuppetry.com/default.aspxhttp://chinesepuppetry.com/default.aspx

34. All About Chinese Dragons http://www.crystalinks.com/chinadragons.htmlhttp://www.crystalinks.com/chinadragons.html Caution Teachers – this is a great site, containing much information about Chinese Dragons, including folk tales, but be careful of the live chat link attached to the bottom of the site. Everest Film website: http://www.everestfilm.com/index.htmlhttp://www.everestfilm.com/index.html “A Brief Introduction of Chinese Puppetry” http://www.chinaculture.org/gb/en_madeinchina/2005-12/05/content_76665_3.htm http://www.chinaculture.org/gb/en_madeinchina/2005-12/05/content_76665_3.htm Map and information about Tibet: http://www.chinaculture.org/gb/en_map/2003- 09/24/content_21644.htmhttp://www.chinaculture.org/gb/en_map/2003- 09/24/content_21644.htm “Collection of Chinese Folktales” http://209.85.165.104/search?q=cache:7Wc9zqSOmH8J:www.chinaculture.org/gb/e n_artqa/2005- 08/17/content_65099.htm+Chinese+folktales&hl=en&ct=clnk&cd=8&gl=us http://209.85.165.104/search?q=cache:7Wc9zqSOmH8J:www.chinaculture.org/gb/e n_artqa/2005- 08/17/content_65099.htm+Chinese+folktales&hl=en&ct=clnk&cd=8&gl=us “Dragon’s Tale” http://www.rvccarts.org/08StudyGuides/080418DragonsTale.pdf http://www.rvccarts.org/08StudyGuides/080418DragonsTale.pdf

35. Puppet Building sites Simple puppet designs http://www.gis.net/~puppetco/page58.htmhttp://www.gis.net/~puppetco/page58.htm Books on puppetry from Puppeteers of America http://pennybiz.net/store/merchant.mvc?Screen=CTGY&Store_Code =PS&Category_Code=construction http://pennybiz.net/store/merchant.mvc?Screen=CTGY&Store_Code =PS&Category_Code=construction Shadow puppetry site http://www.shadowlight.org/slp/http://www.shadowlight.org/slp/ Puppeteers of America, professional puppetry organization http://www.puppeteers.org/ http://www.puppeteers.org/ Making simple puppets http://www.makingfriends.com/readers_puppets.htm http://www.makingfriends.com/readers_puppets.htm Making a simple Chinese dragon puppet (with photos of the real thing) http://www.show.me.uk/site/news/STO971.htmlhttp://www.show.me.uk/site/news/STO971.html Red Herring Puppets http://www.redherringpuppets.com/http://www.redherringpuppets.com/

36. Reflecting on the activity: Ask your students: “What is your personal goal or challenge? For the day? For the year? For life? What strengths will you need to achieve your dream? Why do you want to achieve this goal? Who are your personal Sherpas – the people who will help you get there?” Write about it and share it with us.

37. Good luck Chip! We’re with you all the way! And students – guide your dragon safely to the top, remembering all the things you learned from Chip!