Adventures of Little Noodle GRADE 5 - Center for Puppetry Arts

Georgia Performance Standards for
Adventures of Little Noodle
GRADE 5
All three areas of programming at the Center for Puppetry Arts (performance, puppet making workshops and
museum exhibits) meet Georgia Performance Standards (GPS). Listed below are sample Georgia Performance
Standards for Grade 5 for all three programming areas. Access a complete list of Georgia Performance
Standards at http://www.georgiastandards.org/.
I. PERFORMANCE
Here are some of the Grade 5 Georgia Performance Standards that can be met in English Language Arts &
Reading, Fine Arts and Health Education when your students attend a 60-minute performance of Adventures
of Little Noodle:
ENGLISH LANGUAGE ARTS & READING: READING
ELA5R1 The student demonstrates comprehension and shows evidence of a warranted and responsible
explanation of a variety of literary and informational texts. The texts are of the quality and complexity
illustrated by the Grade Five reading list.
For literary texts, the student identifies the characteristics of various genres and produces evidence of
reading that:
a. Identifies and analyzes the elements of setting, characterization and conflict in plot.
b. Identifies and analyzes the structural elements particular to dramatic literature (e.g., scenes, acts,
cast of characters, stage directions) in the plays read, viewed, written and performed.
c. Identifies and analyzes the similarities and differences between a narrative text and its film or
play version.
d. Relates a literary work to information about its setting (historically or culturally).
For informational texts, the student reads and comprehends in order to develop understanding and
expertise and produces evidence of reading that:
g. Makes perceptive and well-developed connections.
h. Relates new information to prior knowledge and experience and makes connections to
related topics or information.
FINE ARTS, THEATRE ARTS
TAES5.1 Analyzing and construction meaning from theatrical experiences, dramatic literature, and
Electronic media
a. Applies theatre vocabulary in discussions.
b. Analyzes how theatrical experiences reflect and impact society.
c. Identifies and analyzes the structural elements of dramatic literature such as scenes, acts,
characters and stage directions, in plays read, viewed, written and performed.
d. Analyzes and summarizes theatrical experiences, dramatic literature, and electronic media
experiences.
TAES5.8 Examining the roles of theatre as a reflection of past and present civilizations
a. Describes how theatre arts connect to self and society.

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b. Relates a dramatic work to information about its historic period.
c. Describes cultural influences on theatre.
d. Identifies and/or uses theatre resources in the community.
TAES5.9 Exploring the relevance of theatre to careers
a. Describes major artistic and production careers in theatre: director, actor, (puppeteer), designer,
technician, playwright, and stage manager.
b. Describes skills used in theatre arts that relate to the workplace.
TAES5.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates a response to theatre experiences that is interpretive, evaluative or reflective.
b. Responds to theatre experiences through a variety of media.
TAES5.11 Engaging actively and appropriately as an audience member in theatre or other media
experiences
a. Attends theatre as an audience member.
b. Demonstrates appropriate audience etiquette.
HEALTH EDUCATION
HE5.1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
a. Describe the relationship between healthy behaviors and personal health.
b. Describe ways to prevent common injuries and health problems.
HE5.2: Students will analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
a. Examine the influence of family and peers on personal health behaviors and decisions.
b. Explain how media/technology influences thoughts, feelings, and health behaviors.
c. Describe how the home, school, and community culture can influence personal health.
HE5.3: Students will demonstrate the ability to access valid information and products and services to
enhance [health education].
HE5.4: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
a. Apply effective verbal and nonverbal communication skills to enhance health.
b. Practice nonviolent strategies to manage or resolve conflicts.
HE5.5: Students will demonstrate the ability to use decision-making skills to enhance health.
a. Identify health-related situations that might require a thoughtful decision.
c. List healthy options to a health-related issue or problem.
d. Predict the potential outcomes of each option when making a health-related decision.
e. Choose a healthy option when making a decision.
f. Describe the outcomes of a health-related decision.
HE5.6: Students will demonstrate the ability to use goal-setting skills to enhance health.
HE5.7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risks.

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a. Practice responsible personal health choices.
b. Demonstrate a variety of healthy practices and behaviors to preserve or enhance personal health.
c. Perform a variety of behaviors that prevent or decrease health risks.
HE5.8: Students will demonstrate the ability to advocate for personal, family, and community health.
b. Illustrate how to assist others to make positive health choices.
II. PUPPET-MAKING WORKSHOPS
Here are some of the Grade 5 Georgia Performance Standards that can be met in Fine Arts and Mathematics
when your students participate in a one-hour Create-A-Puppet Workshop to construct their very own Little
Noodle Rod Puppet:
FINE ARTS, THEATRE ARTS
TAES5.10 Critiquing various aspects of theatre and other media using appropriate supporting evidence
a. Generates a response to theatre experiences that is interpretive, evaluative or reflective.
b. Responds to theatre experiences through a variety of media.
FINE ARTS, VISUAL ARTS: CONNECTIONS
VA5C.1 Applies information and processes from other disciplines to enhance the understanding and
production of artworks.
a. Makes interdisciplinary connections applying art skills, knowledge, and ideas to improve
understanding in other disciplines.
MATHEMATICS: PROCESS STANDARDS
M5P1. Students will solve problems (using appropriate technology).
b. Solve problems that arise in mathematics and in other contexts.
c. Apply and adapt a variety of appropriate strategies to solve problems.
M5P3. Students will communicate mathematically.
b. Communicate their mathematical thinking coherently and clearly to peers,
teachers, and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
M5P4. Students will make connections among mathematical ideas and to other disciplines.
a. Recognize and use connections among mathematical ideas.
c. Recognize and apply mathematics in contexts outside of mathematics.
III. MUSEUM
Here are some of the Grade 5 Georgia Performance Standards that can be met in Fine Arts when your
students tour our Special Exhibit Gallery and global puppetry Museum featuring the Center’s
permanent collection: PUPPETS: The Power of Wonder and the new Passports exhibit:
FINE ARTS, VISUAL ARTS: CONTEXTUAL UNDERSTANDING
VA5CU.1 Investigates and discovers personal relationship to community, culture, and the world through
creating and studying art.
a. Recognize the unique contributions of contemporary and historical artists and art form.

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b. Explores and articulates ideas, themes, and events from diverse cultures of the past and present.
VA5CU.2 Views and discusses selected artworks.
a. Identifies elements, principle themes, and/or time period in a work of art.
b. Investigates how art history shapes contemporary life.
c. Discusses how social events inspire art from a given time period.
FINE ARTS, VISUAL ARTS: ASSESSMENT and REFLECTION
VA5AR.2 Uses a variety of approaches to understand and critique works of art.
a. Develops multiple strategies for responding to and reflecting on artworks (e.g., formal and
informal art criticism techniques).
b. Explains features of a work, including media, subject matter, and formal choices, that
influence meaning.
c. Distinguishes between representational, abstract art and non-objective forms.
d. Analyzes and assesses an artist’s intent by looking past the superficial and readily apparent
meaning in an artwork and scrutinizing not only what is present but what is missing.
e. Interprets and evaluates artworks through thoughtful discussion and speculation about the
mood, theme, and intentions of those who created a work of art.
VA5AR.3 Explains how selected principles of design are used in an artwork to convey meaning and
how they affect personal responses to and evaluation of the artwork.
a. Uses art terms with emphasis on the elements of art: line, shape, form, color, space, value,
texture.
b. Uses art terms with emphasis on principles of design: balance, proportion, rhythm,
emphasis, unity, contrast.
d. Explains how the relationship of size between objects affects the scale and proportion in a
work of art.
n. Analyzes proportion in artworks as the relationship of one part to another or to the whole.
FINE ARTS, VISUAL ARTS: CONNECTIONS
VA5C.1 Applies information and processes from other disciplines to enhance the understanding and
production of artworks.
b. Makes interdisciplinary connections applying art skills, knowledge, and ideas to improve
understanding in other disciplines.