"Texting the Sun"

Download the "Texting the Sun" Study Guide, #1

Download the "Texting the Sun" Study Guide, #2

Download the "Texting the Sun" Study Guide, #3

Download the "Texting the Sun" Study Guide, #4

Welcome to the "Texting the Sun" Study Guide. Based on conversations with educators, we’ve organized this study guide to be flexible and convenient for teachers to use in different ways. Complete each installment as one unit, or pick and choose the best activities for your class.

Each Installment Contains:

• Writing Prompts and Reflection Questions
• Individual Activities
• Group Activities

Media Literacy Related Themes Include:

• Health Impacts of Media Usage and Exposure
• The Power of Choice
• Digital Ethics
• Body Image
• Cyber Bulling
• Relationships and Communication
• Critical Thinking and Media Savvy

Goals:

• To give educators and students opportunities to explore Texting the Sun and issues related to media literacy in greater depth.
• To inspire students to use their creativity and critical thinking skills when interacting with the media influences.
• To give students an opportunity to take meaningful action with regard to their environment, health, and relationships.

If you have any questions about booking a performance of "Texting the Sun" at your school, please see the "book now" button on the right, or contact Bridie at: 503-228-9571 x116, or bridie@octc.org.

Books / Films / Websites / Contact Numbers

Books

• Carlsson-Paige, Nancy. Taking Back Childhood: Helping Your Kids Thrive in a Fast-paced, Media-saturated, Violence-filled World
• Christakis, Dimitri Alexander. The Elephant in the Living Room: Make Television Work for Your Kids
• DeGaetano, Gloria. Parenting Well in a Media Age: Keeping our Kids Human
• Dutwin, David. Unplug Your Kids: A Parent’s Guide to Raising Happy, Active and Well-adjusted Children in the Digital Age
• Hayes, Dade. Anytime Playdate: Inside the Preschool Entertainment Boom, or, How Television Became My Baby’s Best Friend
• Kephart, Beth. Seeing Past Z: Nurturing the Imagination in a Fast-forward World
• Levine, Madeline. See No Evil: A Guide to Protecting Our Children From Media Violence
• Linn, Susan. The Case for Make Believe: Saving Play in a Commercialized World
• Linn, Susan. Consuming Kids: The Hostile Takeover of Childhood
• Louv, Richard. Last Child in the Woods: Saving Our Children From Nature-deficit Disorder
• Schor, Juliet. Born to Buy: The Commercialized Child and the New Consumer Culture
• Steyer, James P. The Other Parent: The Inside Story of the Media’s Effect on Our Children

Films

• "Consuming Kids", available from Media Education Foundation (to find screenings near you: www.consumingkids.bravenewtheaters.com/screenings)
• "Changing Brains: Effects of Experience on Human Brain Development" from the University of Oregon Brain Development Lab (http://changingbrains.org/) Provides the basis for understanding the possible effects of screen time might be on the developing brain.
• "Brain Power" and "Barney vs Power Rangers" two very short films (about 6-8 minutes) from Media Wise. Explore brain development, behavioral cues, and impacts of the content watched by young children. http://www.health.state.mn.us/divs/hpcd/chp/cdrr/obesity/pdfdocs/mediawiseresources.pdf

Websites

• Center for Media Literacy: This site has articles, lesson plans and many activities related to media literacy.
• Center for Screentime Awareness: Learn more about TV Turnoff Week and other activities at this site.
• Media Literacy 101: Welcome to Media Literacy 101, an online primer for parents and teachers on the key concepts of media literacy. We take you through five key concepts of media literacy, explaining each one and providing suggestions for ways to talk with and teach kids.
• Media Literacy Clearinghouse: Great resources for integrating media literacy into the curriculum.
• TV and Me Intermediate (7th-9th grade): Teaching children to be media literate is mandated in every curriculum across Canada. These lesson plans will help our children to ‘watch carefully, think critically and navigate safely’ as they learn what goes on ‘behind the scenes’ in the fascinating world of the media.
• What is Media Literacy?: What do the experts have to say about media literacy? What’s the difference between media literacy and media education? Here are a few answers.
• Campaign for a Commercial-Free Childhood: The mission of this organization is to “reclaim childhood from corporate marketers.” Their website contains many helpful articles and fact sheets.

Contact Numbers

FAQ

Is it okay for the actors to perform on the floor--do they need a stage?

The floor actually works very well and we often perform in gymnasiums without stages. It works very well if the actors can be close to the audience, so as long as the students in the back can see, and there is a 20X20 cleared playing area for the actors and their set and equipment—very important-- the floor is great. The other nice thing about performing on the floor is that the actors don't have to adjust to lighting variables (bright areas and dark areas) the way they do on a stage. Please do make sure that the space is closed to student traffic during the performance, and if possible silence additional bells during the performance.

I’m having trouble submitting the online form what? Can I book over the phone?

First, be sure you click “Submit” at the end of the form. If you’re having trouble with the form, do give us a call so we can help you.

How long is the performance?

The running time for the performance is approximately 55 minutes. When requesting a performance time for your school please leave at least 5 -10 minutes before a school bell would ring (e.g. performing from 1:20- 2:20 if the final bell rings at 2:25). That way students and performers won’t risk having the ending of the show interrupted if the start of the assembly is delayed a few minutes.

Is it o.k. to schedule a performance for just my 6th (7th, or 8th) graders?

Because we offer our programs at no charge to schools, it’s important that we make the best possible use of our resources. For that reason, we like to perform for as many grades as possible when we visit your school.

What happens if we can’t fit all grades in one assembly?

We’re happy to perform more than once on a single visit to accommodate all of your students. Just let us know you’d like more than one performance and we’ll help you work out the timing.

We can’t schedule all our students on the same day. Can you come back to our school more than once?

Unfortunately our resources are such that we can only offer a single visit per school at this time. You can, however ask to be put on our waiting list. If we have a last minute cancellation in your area we may be able to return.

We don’t have the minimum audience size of 50. Is there any way our students can see "Texting the Sun"?

There are a couple of options in this situation. First, please notify us of your interest. We can keep a waiting list in the event we have a last minute cancellation near your school, and we can notify you if we schedule any public performances. Second, contact a school near yours and ask them if they’d be willing to book a performance and allow your students to attend, or, if you have a suitable performance space, invite another school to attend a performance at your school (if you do this, be sure they or you let us know – it’s always helpful to know the schools willing to create these kinds of partnerships).

The Play:

Does "Texting the Sun" tell our students to turn off their cell phones (TV, computer, etc.)?

"Texting the Sun" is not a “message-based” production, but rather a narrative that addresses media literacy through story and relationships. It is designed to raise questions and be a springboard for conversations about Media Literacy. While we all have moments where we’d like to tell someone to get off their cell phone, take off their headphones, or shut off the T.V., "Texting the Sun" is not a vehicle for that message. Rather, our hope is to inspire a movement of balance, awareness, critical thinking, and empowered decision making.

What themes are addressed in "Texting the Sun"?

"Texting the Sun" will inspire an infinite variety of themes. Some of the questions likely to be raised by the production are: How can young people and adults learn to experience media in a balanced way? Is there “good” and/or “bad” media? How does our media-saturated culture impact interpersonal communication and relationships? What are some of the potential health impacts (mental, physical, and emotional) of media absorption? Issues raised in the play include cyber-bulling, plagiarism, family communication, peer pressure, media pressure, finding balance, and body-image.

How can I prepare my students for seeing "Texting the Sun"?

We strongly encourage you to have a discussion with your students before and after they see "Texting the Sun." If you need suggestions for how best to facilitate this discussion, we have provided discussion and writing prompts as well as activities in our study guide installments for teachers available at www.etpnorthwest.org.

How do we continue the conversation after our students see the play?

We know that it can be difficult to set aside extra class time during the school day and that is why we’ve designed the study guide resources with activities that take as long as week or as little as 10 minutes, to provide the opportunity for critical thinking and reflection about the issues in "Texting the Sun." Because media literacy encompasses so many challenging issues facing young people from body image to cyber-bullying, we hope that once back in their classes students will have time for a follow-up discussion with their teachers and peers.

Intended Audience:

What grades should attend?

With the consultation of educators and health experts, "Texting the Sun" was designed specifically for middle school students (grades 6-8). This is a thoughtful exploration of the complex subject of media literacy: how media saturation impacts interpersonal communication, relationships, health, connection with family, school, and the world around us. "Texting the Sun" is a mix of both drama and comedy that focuses on the journey of two middle school students, along with their parents & teachers as they navigate the complexities of a media obsessed culture.

Can I include my 4th and 5th graders?

We are designing a new program for upper elementary students that will be introduced next school year. For now, we prefer to limit attendance to the grades this show was designed for. "Texting the Sun" definitely addresses media literacy from the perspective of middle school students. If you feel like your 5th graders are particularly sophisticated and have experience attending theatre, please contact us to discuss special accommodations.

Will my 8th graders feel the show is too young for them?

Definitely not. "Texting the Sun" has comedic elements, but is a sophisticated, age-appropriate exploration of media literacy. This is not a “cartoon” or game show approach, but a narrative, theatrical, story and relationship-based investigation of the challenges of finding balance in a dizzying storm of media influences.

Teaching Artist Workshops:

What’s this I hear about workshops?

We have designed a variety of optional workshop to accompany performances of “Texting the Sun”. These will be taught by our teaching artists (the performers in the show) offered, through an application process, to a limited number of schools. If you’re interested in scheduling workshops at your school, contact Bridie at 503-228-9571 x116, Bridie@octc.org.

Why do I have to apply to have workshops?

Of course we’d love to offer these workshops to every school that asks, but because we have limited resources, a large service area, and finite tour dates, we will not be able to accommodate every request. Your application also helps us get to know your school better and prepare the teaching teams to visit your students.

What happens if I’m not selected for workshops?

In addition to the workshops we have a variety of media literacy related resources for educators (see the “Educators” page on our website) to explore the themes in “Texting the Sun.” Our study guide installments contain writing and discussion prompts, and activities—like creating a school cyber-bullying code—which teachers can select to suit their needs and available class time. A number of schools have participated in a follow up activity (see study guide installment #4) which asks students to write a brief letter of advice to one of the characters in the play. Not only is this a way for students think critically about the performance and reflect on what they’ve seen, but it’s a valuable assessment tool for us, revealing what issues resonate most with our audiences.

Additional Questions:

If you have any additional questions please don't hesitate to contact us. Thanks again for supporting educational theatre opportunities for your students and we look forward to visiting your students!

Some thoughts on theatre for youth from playwright, Matt Zrebski

As a theatre practitioner, I am devout in my determination to balance my time between
professional "adult" and youth/educational theatre. When a colleague asks me, "Wouldn't it be
great if you could stop these teaching gigs?"...or, "Don't you hate writing a play and directing for
young audiences?"...my response is always a firm, "Not at all!" I will always seek out
opportunities to work with young people. It is a sacred part of my personal mission. Sacred.

Arts education and exposure is critical to the development of a thoughtful society, and it is often
through the arts that young people develop their most valuable standards of conduct as well as a
nuanced view of the world around them. And as theatre often provides a large tent where under
people of various stripes may commune - the theatre arts often serve to save young outcasts from
a downward spiral. The number of kids I have seen find their voice - find their esteem - find
their passion through theatre...well, they number too many to count. But I'm not speaking only
of those who actively participate in theatre...but also of those who simply learn to love being in
the audience. That young people have the opportunity to be touched by theatre in some way
along their journey is everything. And this fills me with great purpose.

As a playwright, staying in touch with the "young voice" is thrilling. It forces me to observe
with the most thoughtful eyes and ears the world of the younger generations. And if I can
capture that world - capture the concerns, conflicts, desires, and love of youth through a play -
and in turn help expose audiences to that world - I have really accomplished something. I can't
think of anything more exciting...and maybe more important.

Being asked to write "Texting the Sun" has been a huge responsibility - and a perfect example of
this. In paying close attention to what thirteen and fourteen year olds are writing and talking
about...in interviewing teachers and counselors of adolescents...in studying the many facets of
efforts to make people more media literate...I hope to have accomplished a theatrical work that
never preaches, never patronizes, but always begs us to take a closer look at what is happening
around us. This new century is full of new complexities and chaos - and young and old alike
must learn to navigate through the storm...