Off-Campus Performance

Provider: Embracing Our Differences and Sarasota Youth Opera

Contact: Brenna Wilhm

Starting cost per student: $0

Additional Info: transportation provided courtesy of Embracing Our Differences

Max. Capacity: 1030

Transportation Needed?  Yes

Who Arranges Transportation? School

Is Financial Assistance Offered?  Yes


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Location:  Sarasota Opera House, 61 North Pineapple Avenue, Sarasota, FL 34236

Performance Date:  Friday, November 15, 2019 

Performance Time:  Arrive by 10:00 am; Performance starts at 10:30am; 90-minute run time, one intermission.

Cost:  FREE (transportation provided courtesy of Embracing Our Differences & tickets provided courtesy of the Sarasota Opera)  Click HERE to sign up for a transportation code. (Space is strictly limited.)

Intended Audience:  Grades 5-8

Embracing Our Differences is proud to partner with the Sarasota Youth Opera to bring Brundibár to students in Sarasota and Manatee counties. Brundibár is a children’s opera written by composer Hans Krása and writer Adolf Hoffmeister in 1938 and performed by the children of Theresienstadt concentration camp in Terezín, Czechoslovakia. The name comes from a Czech colloquialism for a bumblebee. The plot of the opera shares elements with fairy tales such as Hansel and Gretel and The Town Musicians of Bremen. Anika (Anette in English) and Pepicek (Little Joe) are a fatherless sister and brother. Their mother is ill and the doctor tells them she needs milk to recover – but they have no money. They decide to sing in the marketplace to raise the money but the evil organ grinder, Brundibar (who represents Hitler) chases them away. However, with the help of a fearless sparrow, keen cat, a wise dog and the childen of the town, they are able to chase away Brundibar. The opera contains obvious symbolism in the triumph of the helpless and needy children over the tyrannical Brundibar, but has no references to the conditions under which it was written and performed. The production will include an original prologue containing quotes from children throughout history, from the Holocaust to present day, that address the larger social message of Brundibár.

 Brundibár & The Holocaust     

In August 1942, composer Hans Krása was deported to Terezín, followed by many of the adults and children with whom he had worked with in Prague. Rudolf Freudenfeld-Franěk brought the piano score with him to the ghetto and started rehearsals in the attic of the Dresden Barracks. Transports continually intervened in his work, and the children taken away to concentration camps in the East had to be replaced by newly-arriving children. After more than two months of rehearsals, the premiere took place on September 23, 1943 in the Magdeburg Barracks. Brundibár was a huge success and there were around 55 performances between then and Autumn 1944, when the last transports left Terezín.

In spring 1944, the Terezín ghetto was preparing for a visit from the International Red Cross committee, to assess its function as a “model“ ghetto. Brundibár was chosen as the production to be put on for the committee with the closing scenes of Brundibár filmed for the propaganda film Theresienstadt, or “The Führer Has Given the Jews a Town”.

Since 1984, Sarasota Youth Opera (SYO) has given young people age 8 to 18 an opportunity to experience the magic of opera. SYO is the only program in the United States committed to presenting annual, full-scale opera productions for young voices with professional musicians, direction, and costume and scenic design. Embracing Our Differences is proud to collaborate with area arts organizations to bring our message of “diversity and inclusion” to children through the arts. 

*Teachers may request a Holocaust survivor (either 1st or 2nd generation) speak to their classroom(s) prior to the performance, courtesy of The Jewish Federation of Sarasota- Manatee


LAFS LAFS.K12.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
LAFS LAFS.K12.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS LAFS.K12.R.1.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
LAFS LAFS.K12.R.1.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
LAFS LAFS.K12.R.3.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
LAFS LAFS.K12.R.3.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
LAFS LAFS.K12.SL.1.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
MU.C.1.2 MU.1.C.1.2 Respond to music from various sound sources to show awareness of differences in musical ideas.
MU.C.3.1 MU.1.C.3.1 Share different thoughts or feelings people have about selected pieces of music.
MU.F.1.1 MU.1.F.1.1 Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.
MU.F.2.1 MU.1.F.2.1 Describe how he or she likes to participate in music.
MU.H.1.2 MU.1.H.1.2 Explain the work of a composer.
MU.F.3.1 MU.1.S.3.1 Sing simple songs in a group, using head voice and maintaining pitch.
MU.C.1.2 MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.
MU.C.3.1 MU.2.C.3.1 Discuss why musical characteristics are important when forming and discussing opinions about music.
MU.F.2.1 MU.2.F.2.1 Describe how people participate in music.
MU.F.3.1 MU.2.S.3.1 Sing songs in an appropriate range, using head voice and maintaining pitch.
MU.C.1.2 MU.3.C.1.2 Respond to a musical work in a variety of ways and compare individual interpretations.
MU.C.3.1 MU.3.C.3.1 Identify musical characteristics and elements within a piece of music when discussing the value of the work.
MU.F.2.1 MU.3.F.2.1 Identify musicians in the school, community, and media.
MU.H.1.2 MU.3.H.1.2 Identify significant information about specified composers and one or more of their musical works.
MU.S.3.1 MU.3.S.3.1 Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
MU.C.1.2 MU.4.C.1.2 Describe, using correct music vocabulary, what is heard in a specific musical work.
MU.C.3.1 MU.4.C.3.1 Describe characteristics that make various musical works appealing.
MU.F.2.1 MU.4.F.2.1 Describe roles and careers of selected musicians.
MU.F.3.1 MU.4.F.3.1 Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.
MU.S.3.1 MU.4.S.3.1 Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
MU.C.1.2 MU.5.C.1.2 Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
MU.C.3.1 MU.5.C.3.1 Develop criteria to evaluate an exemplary musical work from a specific period or genre.
MU.F.2.1 MU.5.F.2.1 Describe jobs associated with various types of concert venues and performing arts centers.
MU.F.3.1 MU.5.F.3.1 Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
MU.0.3.2 MU.5.O.3.2 Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
SC SC.1.L.14.1 Make observations of living things and their environment using the five senses.
SC SC.1.P.13.1 Demonstrate that the way to change the motion of an object is by applying a push or a pull.
SC SC.2.N.1.5 Distinguish between empirical observation (what you see, hear, feel, smell, or taste) and ideas or inferences (what you think).
SC SC.35.CS-PC.1.2 Describe responsible uses of modern communication media and devices.
SC SC.K2.CS-CS.1.3 Describe how models represent a real-life system (e.g., globe or map).
SC SC.K2.CS-PC.1.2 Describe the attributes of a good digital citizen: one who protects private information, balances time online, reports cyberbullying, and recognizes inappropriate content/contact.
SS.A.2.1 SS.1.A.2.1 Understand history tells the story of people and events of other times and places.
SS.A.2.2 SS.1.A.2.2 Compare life now with life in the past.
SS.C.1.1 SS.1.C.1.1 Explain the purpose of rules and laws in the school and community.
SS.C.2.3 SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community.
SS.C.1.2 SS.2.C.1.2 Explain the consequences of an absence of rules and laws.
SS.C.1.1 SS.3.C.1.1 Explain the purpose and need for government.
SS.C.2.2 SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems.
TH.C.1.2 TH.1.C.1.2 Draw a picture from a favorite story and share with the class why the scene was important to the story.
TH.O.2.1 TH.1.O.2.1 Describe in words or by drawing a picture, the most exciting part in the story line of a play.
TH.S.1.1 TH.1.S.1.1 Exhibit appropriate audience etiquette and response.
TH.S.1.3 TH.1.S.1.3 Explain personal preferences related to a performance.
TH.S.3.1 TH.1.S.3.1 Use simple acting techniques to portray a person, place, action, or thing.
TH.S.3.2 TH.1.S.3.2 Describe characters and plot development discovered during dramatic play.
TH.C.1.1 TH.2.C.1.1 Describe a character in a story and tell why the character is important to the story.
TH.C.1.2 TH.2.C.1.2 Respond to a play by drawing and/or writing about a favorite aspect of it.
TH.C.2.1 TH.2.C.2.1 Discuss the purpose of a critique.
TH.C.3.1 TH.2.C.3.1 Identify important characteristics to discuss when sharing opinions about theatre.
TH.F.2.1 TH.2.F.2.1 Identify the jobs people can have in a theater.
TH.H.1.2 TH.2.H.1.2 Explain how to respond as an audience member in a different way, depending on the style of performance.
TH.H.3.1 TH.2.H.3.1 Create dialogue for characters from a story.
TH.0.2.1 TH.2.O.2.1 Re-tell what happened in the beginning, middle, and end of a story after viewing a play.
TH.S.1.1 TH.2.S.1.1 Exhibit the behavior necessary to establish audience etiquette, response, and constructive criticism.
TH.S.2.1 TH.2.S.2.1 Collaborate with others to perform a scene and solve challenges.
TH.C.1.1 TH.3.C.1.1 Create an imaginative costume piece or prop out of everyday items found around the classroom or at home and use it as the basis to tell an original story.
TH.C.1.2 TH.3.C.1.2 Watch a play and describe how the elements of light, costumes, props, and sound influence the mood of the production.
TH.F.1.1 TH.3.F.1.1 Create and/or collect appropriate props and costumes and use them to help tell a story.
TH.0.1.2 TH.3.O.1.2 Discuss why costumes and makeup are used in a play.
TH.0.2.1 TH.3.O.2.1 Describe what happened in a play, using age-appropriate theatre terminology.
TH.S.1.1 TH.3.S.1.1 Demonstrate effective audience etiquette and constructive criticism for a live performance.
TH.S.1.3 TH.3.S.1.3 Evaluate a performance, using correct theatre terms, and give specific examples to support personal opinions.
TH.C.2.1 TH.4.C.2.1 Provide a verbal critique to help strengthen a peer's performance.
TH.C.2.3 TH.4.C.2.3 Describe the choices perceived in a peer's performance or design.
TH.C.3.3 TH.4.C.3.3 Define the elements of a selected scene that create an effective presentation of an event or person.
TH.F.2.1 TH.4.F.2.1 Identify the types of jobs related to putting on a theatre production and compare them with other arts-related and non-arts performances or events.
TH.O.2.1 TH.4.O.2.1 Write a summary of dramatic events after reading or watching a play.
TH.S.1.1 TH.4.S.1.1 Exhibit proper audience etiquette, give constructive criticism, and defend personal responses.
TH.S.1.3 TH.4.S.1.3 Use theatre terms to evaluate a live performance and discuss the qualities that directly impacted the audience's response to the production.
TH.C.1.1 TH.5.C.1.1 Devise an original performance piece based on an age-appropriate theme or social issue relevant to the school climate and explore different solutions and endings.
TH.C.2.4 TH.5.C.2.4 Identify correct vocabulary used in a formal theatre critique.
TH.F.2.1 TH.5.F.2.1 Identify jobs in the community that are associated with or impacted by having a theater in the neighborhood.
TH.O.3.2 TH.5.O.3.2 Explore how theatre can communicate universal truths across the boundaries of culture and language.
TH.S.1.3 TH.5.S.1.3 Evaluate a performance, using theatre terminology, and articulate emotional responses to the whole and parts of dramatic performances.

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