SEASON 2012-2013 - Lancaster Performing Arts Center, Lancaster CA

SEASON 2012-2013

Education through the Arts CalendarWelcome Back!Lancaster Performing Arts Center offers many ways to integrate the arts into your lesson plans. Our Arts for Youth program is aligned with the content standards for the California Visual and Performings Arts (and more) for K-12 education. It not only teaches about the arts (music, theatre and dance) but also uses the arts as a dynamic tool for teaching and learning all core subjects, such as math, science and literature. Our performances and workshops provide an enjoyable high quality curriculum-based learning experience for all students. Study guides for School Shows may be downloaded from our website - lpac.org. School outreaches may be requested via our order form (page 15). Help with student transportation may be available through our Bus Fund. We also have Master classes at LPAC. Together we can make this the best school year ever!

School Year 2012-2013School Shows PK K 1 2 3 4 5 6 7 8 9 10 11 12 Date AIS* Page

*AIS: Artists in Schools Program available for selected grades. See each individual show’s page (5, 8, 9, 11, and 13) for more details. Preschool/Early Elementary Elementary/Middle School Middle School/High School Elementary through High School AIS: Outreach Workshops

Break of Reality 10/22/2012 3

The Acting CompanyOf Mice and Men

Excerpts from the Nutcracker 12/6-12/7/2012 5

Stone Soup and other stories 2/6-2/7/2013 6

VIDA Guitar Quartet 2/22/2013 7

Improvised Shakespeare 2/26/2013 8

MCT’s Snow White & the Seven Dwarfs

Yana Reznik 4/30/2013 10

Cinderella 5/9-5/10/2013 11

Student Workshops: Master Class for Students

Artists in Schools: Outreach Workshops

David Burnham: Vocal Master Class 2/17/2013 12

Lee Matalon: Jazz Musician Fall and Spring 13

2 LPAC ARTS FOR YOUTH

10/29/2012 4

4/5/2013 9

School ShowsCalifornia Content Standards easily applied in your classroom.All School Shows are approximately 60 minutes. Scheduling transportation: Plan to arrive at least 30 minutes prior to show time and allow 30 minutes for exiting (plan for 2 hours total at LPAC).

Break of RealityMonday, October 22, 20129:15 a.m.breakofreality.comRecommended for grades 5-12


This isn’t your grandma’s classical music! Break of Reality is an American “cello rock” quartet based in New York. Their sound is cinematic, subdued and heavy all at once, and their live audiences are equally diverse; fans of Led Zeppelin, Radiohead, and Yo-Yo Ma are finally getting acquainted.

Break of Reality has given hundreds of performances across the country, from New York City clubs to classical music halls. Along with performing, the group has written music for dance, film, and television, including an Emmy award-winning episode of AIR: America’s Investigative Reports on PBS. Through their affiliation with Pandora Radio, Break of Reality’s music has been streamed over six million times. The band has released three albums, which have sold over 40,000 copies worldwide.

Curriculum Connections: Visual & Performing Arts: Music. History. Music History. Math. Creativity.

Applicable California Core Curriculum Content Standards samples:Visual and Performing Arts: MusicGrade K-12: 3.0 Understanding the historical contributions and cultural dimensions of music. 3.1 Role of Music, Identify the sources of musical genres of the United States, trace the evolution of those genres, and cite well-known musicians associated with them. Grade 3: 4.3 Describe how specific musical elements communicate particular ideas or moods in music. Grade 5: 3.4 Describe the influence of various cultures and historical events on musical forms and styles.Grade 6: 3.5 Classify, by style and genre, a number of exemplary musical works and explain the characteristics that make each work exemplary. 5.1 Describe how knowledge of music connects to learning in other subject areas.Grade 8: 3.3 Diversity of Music, Describe the differences between styles in traditional folk genres within the United States. 4.3 Explain how and why people use and respond to specific music from different musical cultures found in the United States. 4.4 Compare the means used to create images or evoke feelings and emotions in musical works from two different musical cultures found in the United States.Grade 6-12: 4.0 Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

History:Grade 11: 11.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music).

Lesson Plan Ideas:#1: Older students research and assume the identity of a key musician in the history of Classical Music for a monologue prepared for the class.#2: Discuss the four instrument families (brass, string, percussion, and wind) and identify instruments from each by sight and sound.#3: Discuss Audience Etiquette from the Study Guide provided, emphasize what was learned once at LPAC, review and provide feedback regarding student audience behavior once back at school. Write a summary of appropriate audience behavior.#4: Students research and report on traditions and/or cultures in America, including a focus on music.

“…plays with genuine technique, but rocks out like they mean it.” -Time Out New York

“excitement, originality, and an undeniable intensity that louder, heavier bands only dream of. Break of Reality is going to win a Grammy someday. Bank on it.” -Rochester City Newspaper.

School ShowsThe Acting Company presents John Steinbeck’sOf Mice and MenThe Acting CompanyMonday, October 29, 20129:15 a.m.theactingcompany.orgRecommended for grades 8-12


Presented by The Acting Company of New York (of which Kevin Kline was a founding member), Nobel and Pulitzer Prize-winner John Steinbeck’s tale of two drifters is one of the most widely read stories in America. Of Mice and Men tells the tragic story of two California migrant ranch workers during the Great Depression. George and Lennie have delusions of making enough money to buy their own place. Lennie, a man-child, is a little boy in the body of a man. George is ever cautious of his gentle giant friend, dangerously powerful yet in need of constant reassurance.

Although Steinbeck emphasizes dreams throughout this work, his characters are often powerless, due to intellectual, economic and social realities. Fate is felt most heavily as George is left to face the question of how to deal with Lennie who, although in great danger, dreams only of their future, of their farm—as the sound of destiny bounces off the mountains.

Curriculum Connections: Literature, Creative Writing, Cultural studies. English Language Arts, Visual & Performing Arts: Theatre. History. Creativity. Diversity, and Interpersonal Relationships. Courage. Communication. Conflict Resolution.

Applicable California Core Curriculum Content Standards samples:History-Social Science: Grade 11: 11.6 Students analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government. 1. Describe the monetary issues of the late nineteenth and early twentieth centuries. 2. Understand the explanations of the principal causes of the Great Depression and the steps taken by the Federal Reserve, Congress, and Presidents Herbert Hoover and Franklin Delano Roosevelt to combat the economic crisis. 3. Discuss the human toll of the Depression, natural disasters, and unwise agricultural practices and their effects on the depopulation of rural regions and on political movements of the left and right, with particular attention to the Dust Bowl refugees and their social and economic impacts in California. 4. Analyze the effects of and the controversies arising from New Deal economic policies. 5. Trace the advances and retreats of organized labor, including the United Farm Workers. 11.8 Students analyze the economic boom and social transformation of post–World War II America. 1. Trace the growth of service sector. 5. Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War.

Reading Standards for Literature for Grades 6-12: 9. Demonstrate knowledge of eighteenth, nineteenth and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems. Reading, Grades 9-10: 3.2 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic.

Reading, Grades 11 & 12: Narrative Analysis of Grade-Level-Appropriate Text 3.2 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim. 3.3 Analyze the ways in which irony, tone, mood, the author's style, and the "sound" of language achieve specific rhetorical or aesthetic purposes or both. 3.5 Analyze recognized works of American literature representing a variety of genres and traditions: a. Trace the development of American literature from the colonial period forward. b. Contrast the major periods, themes, styles, and trends and describe how works by members of different cultures relate to one another in each period. c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

From the Director: Of Mice and Men continues to fascinate audiences and artists as it shows us ourselves - the workers - and speaks to our shared human condition: to want, to love, to fear and to die.

Workshops and assemblies also available!

“Let’s Make a Ballet”Fall and Spring 45 minute workshops available For Grades K-8 • Maximum of 70 studentsFee: $350 each per workshop or assembly at your school.

School ShowsExcerpts from The NutcrackerAntelope Valley BalletThursday, December 6, 2012Friday, December 7, 201211:00 a.m.avballet.wordpress.comRecommended for all ages, grades K-12


The Nutcracker isn't just a ballet performance; it’s a cherished holiday tradition! Based on the story "The Nutcracker and the Mouse King" written by E.T.A. Hoffmann, The Nutcracker is the story of a young girl who dreams of a Nutcracker Prince and a fierce battle against a Mouse King. The Nutcracker is a spectacular celebration of holiday magic!

Curriculum Connections: Visual & Performing Arts: Dance, Music, Theatre. English Language Arts. Literature. Story writing. Listening & Speaking. Communication. World language - French. Math. Physical Education. Creativity and teamwork. The use of body language, movement and expression as communication instead of words.

Applicable California Core Curriculum Content Standards samples:Physical Education: Grade 1: 4.5 Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity.Grade 4: 4.3 & 4.4 Explain the effects of physical activity on heart rate during exercise, during the recovery phase, and while the body is at rest. 4.17 Explain the effect of regular, sustained physical activity on the body’s ability to consume calories and burn fat for energy. Grade 7: 1.3 Combine manipulative, locomotor, and non-locomotor skills into movement patterns.

Visual and Performing Arts, Dance: Grade K: 5.1: Give examples of the relationship between everyday movement in school and dance movement. Grade 8: 4.3 Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance. ELA-Reading.Grade 9-12 Advanced: Development of Dance Vocabulary: 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail.

Application of Choreographic Principles and Processes to Creating Dance: 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods.

Description, Analysis, and Criticism of Dance: 4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical).4.3 Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices.

Development of Life Skills and Career Competencies: 5.4 Determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers.

English Language Arts: Grade K: 2.3 Relate an experience or creative story in a logical sequence.Grade 1: 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending. 2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. 2.4 Provide descriptions with careful attention to sensory detail.

Lesson Plan Ideas#1: Looking at the dances demonstrated, discuss with your students the differences in how the performers store and release energy with their bodies.#2: Read the original story of The Nutcracker prior to attending the show at LPAC. Compare, contrast, and discuss the story with the live production.

School ShowsStone Soup and other storiesPushcart PlayersWednesday, February 6, 2013Thursday, February 7, 20139:15 a.m. & 11:00 a.m.Pushcartplayers.orgRecommended for Grades Pre K - 3


Without a doubt, this familiar brew of favorites will delight very young audiences -- from age 4 to 94! A charming, well-seasoned blend, these carefully selected folk tales from around the world support literacy with an emphasis on the joy of reading. Dynamic, participatory and filled with zesty entertainment, Stone Soup… should not be missed by young viewers!

Curriculum Connections: Visual & Performing Arts: Music, Dance, Theatre, and Visual Art. Language Arts Literacy. Social Studies. History. Cultural Diversity. World Languages. English Language Arts: Reading, Speech.

Applicable California Core Curriculum Content Standards samples:Visual and Performing Arts, Dance: Grade 1: 4.3 Describe how they communicate an idea or a mood in a dance (e.g., with exaggerated everyday gesture or emotional energies).Grade 3: 3.2 Describe and demonstrate ceremonial and folk/traditional dances that show work activities (e.g., harvesting, fishing, and weaving).

History-Social Studies: Grade K-1: 2.2 Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.Grade 1: 1.5, 3 Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.Grade 3: 3.2, 1 Describe national identities, religious beliefs, customs, and various folklore traditions.

World Language: K-12: Cultures Stage IV, 4.3

English Language Arts – Reading: Grade K: Literary Response and Analysis: 3.1 Distinguish fantasy from realistic text. 3.3 Identify characters, settings, and important events. Listening and Speaking: 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.3 Relate an experience or creative story in a logical sequence.

Grade 1: Literary Response and Analysis: 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

Grade 3: Literary Response and Analysis 3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.

“A fantastic teaching tool . . . by far the best program…”

-Third Grade Teacher

School ShowsVIDA Guitar QuartetAntelope Valley Community Concerts AssociationFriday, February 22, 20139:15 a.m. vidagq.comRecommended for Grades 5-12


The VIDA Guitar Quartet brings together four guitarists of exceptional artistry who share a passion for chamber music. The Quartet has rapidly gained a reputation as one of the most dynamic guitar ensembles in the UK, performing at venues including Kings Place (London), the Sage (Gateshead), St George’s (Bristol) and other events such as London Guitar Festival in the Fall, Bath International Guitar Festival, Dillington Guitar Festival, and Winchester Guitar Festival. Individually, the artists are internationally renowned performers and teachers, have won many prizes all over the world, and have been trained at Chetham’s School of Music, the Royal Academy of Music, the Royal College of Music, and in Vigo, Spain, and in Brussels. They have performed in over 20 countries. ‘Love, the Magician’ is the VIDA Guitar Quartet’s debut CD recording with the BGS label with a program of distinctly Andalucian flavor. The VIDA Guitar Quartet plays D'Addario strings.


Applicable California Core Curriculum Content Standards samples:Visual and Performing Arts, Dance - Music: Grade 5-12: 3.0 Understanding the historical contributions and cultural dimensions of music. 3.1 Role of Music, Identify the sources of musical genres of the United States, trace the evolution of those genres, and cite well-known musicians associated with them. Grade 5: 3.4 Describe the influence of various cultures and historical events on musical forms and styles.Grade 6: 3.5 Classify, by style and genre, a number of exemplary musical works and explain the characteristics that make each work exemplary. 5.1 Describe how knowledge of music connects to learning in other subject areas.Grade 8: 3.3 Diversity of Music, Describe the differences between styles in traditional folk genres within the United States. 4.3 Explain how and why people use and respond to specific music from different musical cultures found in the United States. 4.4 Compare the means used to create images or evoke feelings and emotions in musical works from two different musical cultures found in the United States.Grade 6-12: 4.0: Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

History: Grade 11: 11.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music).

Lesson Plan Ideas: #1: Older students research and assume the identity of a key musician in the history of Classical Music for a monologue prepared for the class.#2: Discuss the four instrument families (brass, string, percussion, and wind) and identify instruments from each by sight and sound.#3: Discuss Audience Etiquette from the Study Guide provided, emphasize what was learned once at LPAC, review and provide feedback regarding student audience behavior once back at school. Write a summary of appropriate audience behavior.#4: Students research and report on traditions and/or cultures in America, including a focus on music.

Workshops and assemblies also available!

ISC Improvisation WorkshopFebruary 26, 2013 • Afternoon 45-minute workshop For Grades 5-12 • Maximum of 70 studentsStudents will use a Shakespearean backdrop to explore heightened emotional responses, rich character subtext, finding the game within a scene, and developing a sense of play. The goal of this workshop is to enable students to translate the principles and techniques needed for successful Shakespearean improvisation into all of their work.

“Staggeringly Brilliant” Smart, sophisticated, downright hilarious”

–TimeOut Chicago

“mind-blowing” “It was one of the funniest, most amazing things I’ve ever seen.”

-The Charleston City Paper Online

Based on one audience suggestion (a title for a play that has yet to be written), The Improvised Shakespeare Co. creates a fully improvised play in Elizabethan style. Each of the players has brushed up on his “thees” and “thous” to bring you a morning of off-the-cuff comedy using the language and themes of William Shakespeare. Any hour could be filled with power struggles, star- crossed lovers, sprites, kings, queens, princesses, sword-play, rhyming couplets, asides, insults, persons in disguise and all that we’ve come to expect from the pen of the Great Bard. The morning could reveal a tragedy, comedy, or history. Nothing is planned-out, rehearsed, or written. Each play is completely improvised, so each play is entirely new!

Curriculum Connections: VPA: Theatre. English Language Arts. The spoken Word. Poetry. Literature. Story writing. Creative Writing. Communication. Physical Education. Creativity and teamwork. History. Cultural studies and Diversity.

Applicable California Core Curriculum Content Standards samples: Physical Education: Grade 7: 1.3 Combine manipulative, locomotor, and non-locomotor skills into movement patterns. 4.3 & 4.4 Explain the effects of physical activity on heart rate during exercise, during the recovery phase, and while the body is at rest.

English–Language Arts: Reading: Grade 6: 1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. Grade 7: 1.1 Identify idioms, analogies, metaphors, and similes in prose and poetry. 3.1 Articulate the expressed purposes and characteristics of different forms of prose (e.g., short story, novel, novella, essay). 3.2 Identify events that advance the plot and determine how each event explains past or present action(s) or foreshadows future action(s). 3.3 Analyze characterization as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 3.4 Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness). Grade 8: 3.1 Determine and articulate the relationship between the purposes and different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet). Grade 11 & 12: 3.1 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres. 3.4 Analyze ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions. 3.6 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings (e.g., how the archetypes of banishment from an ideal world may be used to interpret Shakespeare’s tragedy Macbeth). 3.7 Analyze recognized works of world literature from a variety of authors: a. Contrast the major literary forms, techniques, and characteristics of the major literary periods (e.g., Homeric Greece, medieval, romantic, neoclassic, modern).

Lesson Plan Ideas: Allow students the opportunity to practice speech/performance by repeating a well-known prose, such as “To Be or Not to Be”. Stress the importance of personification, sounds, and gestures to evoke emotions.

School ShowsImprovised ShakespeareTuesday, February 26, 20139:15 a.m. improvisedshakespeare.comRecommended for Grades 7-12


Workshops and assemblies

also available!

Tue, April 2 – Thu, April 4, 2013 between 10:00 a.m. - 2:00 p.m.

For Grades K-12Fee: $100 per workshop

or assembly at your school.

Theatrically based enrichment workshops are an age-appropriate, educational, interactive exploration of the performing arts through hands-on activities and coached by MCT’s

professional actors. Workshops are designed to be participatory and to actively introduce a classroom-size group to specific

elements of the topic at hand.

Students age 6-17 may audition to be in MCT’s play (see page 12).

School ShowsSnow White & the Seven DwarfsMissoula Children’s TheatreFriday, April 5, 201311:00 a.m. mctinc.orgRecommended for Grades K-8


A young princess named Snow White finds herself in peril when her step-mother, Queen Bella, is told by her Magic Mirror that the princess is fairer than she! Aided by her two Henchmen and a band of evil Bats, the Queen plots to get rid of Snow White. Snow White escapes from Queen Bella and from the Black Forest Creatures with help from Witless the Woodsman and finds a home with the Seven Dwarfs. When Queen Bella learns of Snow White’s whereabouts, she attempts to poison Snow White. But, Queen Bella’s evil plans are thwarted when Snow White’s fearless Forest Friends, her father King Backwards, the Seven Dwarfs and the Prince come to her rescue.

Curriculum Connections: Literature. English Language Arts. Visual and Performing Arts: Dance, Music. Cultural studies, Diversity. History. Physical Ed. The use of body language, movement and expression as communication instead of words. Interpersonal relationships. Creative Writing and Symbolism. Communication. Values-Based.

Applicable California Core Curriculum Content Standards samples:English Language Arts – Reading: Grade K: 1.1 Identify the front cover, back cover, and title page of a book.Reading Comprehension: 2.2 Use context to make predictions about story content.Literary Response and Analysis: 3.1 Distinguish fantasy from realistic text. 3.3 Identify characters, settings, and important events. Listening and Speaking: 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. 2.3 Relate an experience or creative story in a logical sequence.Grade 4: 3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales. 3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions. 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions. 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales). 3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

Reading Standards for Literature: Grade 2: 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Visual and Performing Arts, Dance: Grades K-12: 3.4 Describe how costumes and shoes influence dance movement.Grades 9-12: 3.2 Describe ways in which folk/traditional, social, and theatrical dances reflect their specific cultural context.

Visual and Performing Arts, Music:Grade 1: 4.2 Describe how ideas or moods are communicated through music

History-Social Science:Grade 3: 3.4, 1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. 2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

Lesson Plan Ideas:Read the original story of Snow White. Compare and contrast this version with another version (allow students to compare many versions of the same folktale).

School ShowsYana ReznikTuesday, April 30, 20139:15 a.m. yanareznik.comRecommended for Grades 5-12


This Russian-born classical pianist has stunned audiences across the globe with her passionate, captivating performances. Not only a pianist but an ambassador and entrepreneur, Ms. Reznik believes in presenting classical music to broader audiences by creating inspiring programming and breaking the boundaries between the performer and the listeners.

Yana was an invited soloist and actress with the Los Angeles Philharmonic for their special Toyota Symphony Concerts and Phil the House Concerts at Disney Concert Hall. She has performed at Lincoln Center, Alice Tully Hall, the Grand Hall of the Moscow Conservatory, the Zipper, Thayer and Steinway Halls in Los Angeles, and has been presented by the Los Angeles Bach Festival, the Maestro Foundation, Laguna Beach Live, Sundays Live at Four (KUSC), the Sunset Series in Los Gatos, Classical Underground, the Colburn Chamber Music Series, the Huntington Arts Festival in New York, Classical Music Encounters of Orange County and the Western Society of Chamber Music to name a few.

Ms. Reznik holds a Bachelor of music degree, a Master of music degree, and a Professional Studies Certificate from the Colburn Conservatory of Music. She has also studied at the Rachmaninoff School of Music in Moscow, Russia and at the Interlochen Arts Academy. In 2000, Ms. Reznik became an assistant conductor to Maestro Glen Cortese and served as pianist, harpsichordist, and organist for the East-West International Symphony Orchestra and Academy in Altenburg, Germany.

As a humanitarian, Yana Reznik created the 'Artistic Voyage' concert series, a visionary gathering of musicians and artists to benefit worthwhile charity organizations around the world. One of Yana's most celebrated achievements has been her work as Artistic Director, pianist and host for the 'Live at the Lounge' – a weekly concert series that featured over 130 world class performers over the last year, who collaborated with Ms. Reznik.


Applicable California Core Curriculum Content Standards samples:Visual and Performing Arts: Music: Grade 5: 3.4 Describe the influence of various cultures and historical events on musical forms and styles.Grade 6: 3.5 Classify, by style and genre, a number of exemplary musical works and explain the characteristics that make each work exemplary. 5.1 Describe how knowledge of music connects to learning in other subject areas.Grade 8: 3.3 Diversity of Music: Describe the differences between styles in traditional folk genres within the United States. 4.3 Explain how and why people use and respond to specific music from different musical cultures found in the United States. 4.4 Compare the means used to create images or evoke feelings and emotions in musical works from two different musical cultures found in the United States.Grade 6-12: 4.0: Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities, and human responses.

History: Grade 11: 11.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g., jazz and other forms of popular music).

Lesson Plan Ideas: #1: Older students research and assume the identity of a key musician in the history of Classical Music for a monologue prepared for the class.

#2: Discuss the four instrument families (brass, string, percussion, and wind) and identify instruments from each by sight and sound.

#3: Discuss Audience Etiquette from the Study Guide provided, emphasize what was learned once at LPAC, review and provide feedback regarding student audience behavior once back at school. Write a summary of appropriate audience behavior.

#4: Students research and report on traditions and/or cultures in America, including a focus on music.

"… the students [were] inspired by you… it was one of their favorite classes! You were terrific in every way and served as a beautiful role model for everyone who was there. Frankly, I doubt there is anything you can't do if you set your mind to it!" - Edna Landau (Career Development Director, Colburn Conservatory)

Yana is a kind and honorable person, responsible and honest." - Paul Coletti (Viola Faculty, Colburn Conservatory of Music)

Workshops and assemblies

also available!

“Let’s Make a Ballet”Fall and Spring 45-min workshops

available at your school For Grades K-8 • Max of 70 students

Fee: $350 each per workshop or assembly

This workshop allows young students to use their imagination to create their own story and transform it into a creative ballet,

learning the importance of the use of body language, movement and expression as communication instead of words.

Standard French terminology for ballet movements will also be taught, as well as how the terms translate into English and why they are in French. By the end, students will have helped

Antelope Valley Ballet create a 2 minute ballet! It is recommended to also attend Excerpts from Nutcracker and/or Excerpts from Sleeping Beauty, but not required.

School ShowsCinderellaAntelope Valley BalletThursday, May 9, 2013Friday, May 10, 201311:00 a.m.avballet.wordpress.comRecommended for Grades K-12


Come see the classic rags to riches story of a young girl realizing her dreams. From dancing with a broomstick to magically entering the ballroom en pointe in fanciful slippers, Cinderella discovers her dreams have come true within the arms of a Prince.

This enchanted fairytale is a shortened version of the full-length public show ballet, with original choreography, that will come to life through the performance of local artists under the artistic direction of Kathleen Burnett.

Curriculum Connections: ELA, Literature, Creative Writing. Story Writing. VPA: Music, Theatre, and Dance. Math, World Language - French, Physical Education. Communication, Creativity and teamwork. The use of body language, movement and expression as communication instead of words.

Applicable California Core Curriculum Content Standards samples:English Language Arts: Grade 1: 3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending. 3.2 Describe the roles of authors and illustrators and their contributions Grade 2: 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.Grade 3: 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). 3.4 Determine the underlying theme or author’s message in fiction and nonfiction textGrade 4: 3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions. 3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

Physical Education: Grade 1: 4.5 Explain how the intensity and duration of exercise, as well as nutritional choices, affect fuel use during physical activity. 4.17 Explain the effect of regular, sustained physical activity on the body’s ability to consume calories and burn fat for energy. 4. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.Grade 4: 4.17 Explain the effect of regular, sustained physical activity on the body’s ability to consume calories and burn fat for energy. PVA-Dance.

Visual and Performing Arts, Dance:Grades K-12: 3.0 Understanding the Historical Contributions and Cultural Dimensions of Dance. Students analyze the function and development of dance in past and present cultures throughout the world, noting human diversity as it relates to dance and dancers. 3.1 Describe commonalities among and differences between dances from various countries. 3.4 Describe how costumes and shoes influence dance movement.Grade K: 5.1 Give examples of the relationship between everyday movement in school and dance movement. Grade 8: 4.3 Describe and analyze how differences in costumes, lighting, props, and venues can enhance or detract from the meaning of a dance. Grades 9-12: 3.2 Describe ways in which folk/traditional, social, and theatrical dances reflect their specific cultural context. Dev. of Dance Vocab.: 1.5 Select specific dance vocabulary to describe movement and dance elements in great detail.Application of Choreographic Principles and Processes to Creating Dance: 3.4 Explain how dancers and choreographers reflect roles, work, and values in selected cultures, countries, and historical periods. Description, Analysis, and Criticism of Dance: 4.2 Use selected criteria to compare, contrast, and assess various dance forms (e.g., concert jazz, street, liturgical). Analyze evolving personal preferences about dance styles and choreographic forms to identify change and development in personal choices. Development of Life Skills and Career Competencies: 5.4 determine the appropriate training, experience, and education needed to pursue a variety of dance and dance-related careers.

Lesson Plan Ideas:# 1: This is a creative adaptation of the original tale offering a different interpretation of story and characters. Use this opportunity to teach Creative Writing, Imagery, and Literature. # 2: Compare and contrast the Original tale with this rendition. Compare and contrast this version with several versions of the same story.#3: Looking at the dances demonstrated, discuss with your students the differences in how the performers store and release energy with their bodies.

Student WorkshopsMaster Class for StudentsDavid BurnhamClassic PianoShow: Sunday, February 17, 2013 at 3:00 p.m.Workshop: Sunday, February 17, 2013 at 5:00 p.m.Price: $25davidburnham.comRecommended for Grades 4-11The idea for Camp Sing (Reality Show) came from Mark Vogel’s experience as a teenager touring with and conducting the celebrated performance group, The Young Americans. He wanted to bring the same artistic outlet to young performers today and knew exactly how to achieve it.

After building the team behind Camp Sing, they all went to work to create the best Camp Sing experience they could. After months of preparation, they moved into the Studio at Sage Hill School for the summer of 2010 where their first Camp Sing would be held. Not knowing what to expect, at the end of the first week, Mark and his teaching partner David Burnham were blown away. The talent and focus each performer brought to the Camp raised the bar higher than the team had ever expected. Not only were the young performers ambitious and ready to learn, they created a supportive atmosphere that television wants to capture on camera for audiences to experience Nationwide.

Camp Sing led by master teacher David Burnham aspires to train young performers that dream of going into the entertainment industry and will provide the exposure needed to succeed in the business.

AuditionsMissoula Children’s Theatrewww.mctinc.org

Monday, April 1, 2013 from 4:00 – 6:00 p.m. Arrive at LPAC by 3:45 p.m. Audition will be CLOSED promptly at 4:00 p.m. Use rear entrance.

Audition for the Missoula Children's Theatre production of Snow White (see page 9 for details)! There are roles for students Kindergarten through 12th Grade. Approximately 50-60 local students will be cast to appear in the show with the MCT Tour Actor/Director. There is no guarantee that everyone who auditions will be cast in the play. Students and their accompanying chaperone (only one chaperone per child allowed) must arrive by 3:45 p.m. and stay for the entire two-hour session. The first rehearsal begins approximately 15-30 minutes after the audition. Note: NO food and NO beverages allowed in the theatre!

This is a group audition - no advance preparation is necessary, but a smile and lots of energy never hurts! Students should just be ready to come and have a good time! There is no charge for participation. If your child is cast, rehearsals will be conducted every day from 3:00-7:30 p.m. Monday, April 1 – Thursday, April 4. Although not all cast members will be needed at every session, those auditioning must have a clear schedule for the entire week and if selected, be able to attend all rehearsals required for their role. A detailed rehearsal schedule will be distributed at the conclusion of the audition. Cast members scheduled for the full 4½ hours of rehearsal will be asked to bring a sack lunch, dinner or snack to be eaten in the Black Box.

Performances will be held at LPAC on Friday, April 5, 2013 at 11:00 a.m. &7:00 p.m. The students in the cast will be called for dress rehearsal before the performance that day. All those cast must be available for all scheduled rehearsals and performances.


Workshop is limited to 40 participants. This is a closed workshop. Parents/guardians

cannot attend.

Artists in Schools: Outreach WorkshopsLee Matalon: Jazz Musician“Interpretation of the Jazz Idiom”leematalon.comFall and Spring 45 minute workshops available at your schoolDesigned for musicians enrolled in a band programRecommended for Grades 6-12


Students will learn phrasing of Jazz music, Jazz improvisation and fundamentals of group performance including: balance, interpretation of musical markings and expression of musical phrasing.

Curriculum Connections: Visual & Performing Arts: Music. Math.

Applicable California Core Curriculum Content Standards samples:Mathematics: Grade 7: 1.2: Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating decimals) and take positive rational numbers to whole-number powers.

Visual and Performing Arts-Music: Grade 9-12 – Proficient: 1.2 Transcribe simple songs when presented aurally into melodic and rhythmic notation (level of difficulty: 1 on a scale of 1-6). 1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures. 2.9 Improvise harmonizing parts, using an appropriate style. 2.10 Improvise original melodies over given chord progressions.

From the LPAC Foundation PresidentSince its inception in 1989, the LPAC Foundation has developed a multifaceted giving program for donors of all levels. The Foundation, in partnership with the community, supports the theatre through amenities, sponsorships, Donor Wall, Name a Seat, the Mayor’s LPAC Gold Club and Arts for Youth partnerships as well as our Annual Gala and Grand Auction. Specifically, your support provides ticket scholarships and bus funding assistance to thousands of Antelope Valley students, funds outreaches and workshops on local school campuses, and also enables us to contribute towards capital and facility enhancements at LPAC, providing a beautiful venue which will continue to serve the community for many years to come. From the youngest students, to the developmentally challenged and special needs community, to the LPAC’s seasoned patrons, we believe that bringing the gift of the performing arts enriches the lives of individuals as well as the community. Please consider becoming one of our partners, or reaffirm your commitment to supporting the arts in our community by requesting additional information or contributing today.

Best regards,

Louis V. “Lou” Bozigian, President

R. Steven Derryberry, First Vice PresidentJohn Porter, Ed.D., Second Vice PresidentTimothy W. Doerfler, TreasurerBerna Mayer, SecretaryInpamani S. Arul, M.D., DirectorMarco Johnson, DirectorThe LPAC Foundation

44933 Fern Avenue (661) 723-6082Lancaster, CA 93534 lpacf.org

*For additional AIS programs, see individual pages (5, 8, 9, and 11).

Marilyn A. Norris, DirectorMichelle Shaver, DirectorBecky Smith, DirectorMark E. Thompson, DirectorJulie Secory, Administrative Assistant

Important InformationPoliciesPlease read carefully prior to making reservations and communicate to chaperones.

Intended for school groups of 10 or more. One adult per every 10 students required. To assist with this, for every 10 seats purchased, one chaperone is free. A minimum of a 10% deposit is required to make a reservation to attend a performance. If your school pays with a Purchase Order, a 10% deposit is not necessary. We do require the P.O.# in order to secure your reservation. While purchase orders are accepted, full payment is required via credit card, cash or check within 30 days from the date you place your order and always before show date. No refunds or exchanges. Lack of full payment is NOT considered cancellation. Please make every effort to contact us if you know your group (or some) will not be able to attend. Performances are for students PK-12 and are not appropriate for infants and toddlers. We understand the challenges in transportation and the need for drivers; however, out of courtesy for our audience and performers, we ask that adults with small children utilize our lobby or arrange for childcare. Also, please keep in mind that all persons attending must pay (infants and toddlers as well). Showtimes are 9:15 a.m. and/or 11:00 a.m. unless otherwise specified. Shows begin promptly. Please arrive 30 minutes prior to showtime to allow for seating, which is FIRST COME, FIRST SERVED. A photographer may be present during educational programs and all children may be photographed.

Contact UsQuestions or comments? We are here to help! For information about Arts for Youth presentations, scholarships, bus funding, school shows (including payments or seating) Artists in School (outreaches), Student Workshops (Master Classes), auditions, and general questions, contact the Arts for Youth office at (661) 723-5876 or [email protected].

To purchase seats, contact the Box Office at (661) 723-5950.


*FREE Addt’lSchool Shows Grade Day Date Time Students Adults Adults

Arts for Youth Program Order Form 2012-2013

Step 1 Important! Payment by check (made payable to the City of Lancaster) or credit card, is due 30 days from the day the order is placed. All orders require a minimum 10% deposit at the time of reservation. No refunds and no exchanges issued. Please make a copy of this order form for your records. Thank you! (All shows are approximately 60 minutes.)

School: Grade Level:Teacher(s) Name:Billing Address: City: Zip:Phone (day): Fax: Email:

Step 2


Break of Reality 6-12 Mon 10/22/12 9:15 a.m.

Of Mice and Men 8-12 Mon 10/29/12 9:15 a.m.

Excerpts from the Nutcracker K-12 Thu 12/06/12 11 a.m.

Excerpts from the Nutcracker K-12 Fri 12/07/12 11 a.m.

Stone Soup and other Stories PK-3 Wed 02/06/13 9:15 a.m.

Stone Soup and other Stories PK-3 Wed 02/06/13 11 a.m.

Stone Soup and other Stories PK-3 Thu 02/07/13 9:15 a.m.

Stone Soup and other Stories PK-3 Thu 02/07/13 11 a.m.

Vida Guitar Quartet 5-12 Fri 02/22/13 9:15 a.m.Improvised Shakespeare 7-12 Tue 02/26/13 9:15 a.m.

Snow White K-8 Fri 04/05/13 11 a.m.

Yana Reznik 5-12 Tue 04/30/13 9:15 a.m.

Cinderella K-12 Thu 05/09/13 11 a.m.

Cinderella K-12 Fri 05/10/13 11 a.m.

TOTAL SEATS

PRICE EACH x $5.00 FREE! x $5.00

TOTAL PRICE $ FREE! $

TOTAL DUE FOR SCHOOL SHOWS $ALL SALES ARE FINAL

Artists in Schools Grades Students Day DateImprov Shakespeare 7-12 Tue 2/26/13

Lee Matalon: Jazz Musician 6-12“Interpretation of the Jazz Idiom”

Antelope Valley Ballet: “Let’s Make a Ballet” K-8

Missoula Children’s Theatre K-12 Tue-Thu 4/2-4/4/13

Step 3

Student Workshops Day Date Time Age Qty Price CostDavid Burnham: Master Class Sun 2/17/13 5 p.m. 9-16 yrs

Step 4

Payment Due 30 days from receipt of orderSchool Shows $

Step 5

Student Workshops $GRAND TOTAL $

Special NeedsWheelchair

Step 6

Visually ImpairedHearing Impaired

Other:

FOR OFFICE USE ONLY

Res. Dt:Dep: Bal: Due Dt: Inv: Tsk: Conf: Pd:

Total

*One adult per every 10 students is free.

Residential Customer44933 Fern AvenueLancaster, CA 93534-2461

LPAC.org (661) 723-5950

PRSRT STDU.S. POSTAGE

PAIDLancaster, CAPermit No. 48

Art engages upliftsand inspires us all....

Arts for Youth

Documents

SEASON 2012-2013 - Lancaster Performing Arts Center, Lancaster CA