Learning Objectives

• Experience a theater performance that takes you on a journey of discovering who you are and the power of friendship.
• Understand what it means to embrace your unique qualities while staying true to your roots as it relates to Finn.
• Examine how theater and various production elements contribute to the development of the setting and plot of a story.

Education Standards Alignment

• Music - Responding (MU:Re8.1.4.a): Demonstrate and explain how the expressive qualities (such as dynamics, tempo, and timbre) are used in performers’ and personal interpretations to reflect expressive intent.
• Theater - Responding (TH:Re8.1.3.b): Consider multiple ways to develop a character using physical characteristics and prop or costume design choices that reflect cultural perspectives in drama/theatre work.
• Theater - Connecting (TH:Cn10.1.5.a): Explain how drama/theatre connects oneself to a community or culture.

Common Core Standards

• CCSS.ELA-Literacy.RL.3.5:Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
• CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
• CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
• CCSS.ELA-Literacy.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

(Social and Emotional Learning)

• Self-Awareness: The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.
  • Identifying personal assets
  • Demonstrating honesty and integrity
• Relationship Skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.
  • Developing positive relationships
  • Showing leadership in groups
  • Seeking or offering support and help when needed
  • Standing up for the rights of others

What to Expect

Performance

• The performance is approximately 60 minutes in length.
• The story is told through dialogue, sound effects, projections, lighting effects, dance, and lots of music.

Performers

• The characters in the story are:
• Finn: A young shark who just wants to be his true self. He loves sparkles and bright colors despite being a shark. Finn is the protagonist.
• Aggie: The leader of the Shark Guard and Finn’s older sister.
• Seasil: A regal tang fish who becomes friends with Finn. Seasil wants to shake up the regal tang tradition and do a different dance for the jubilee.
• Auntie: Seasil’s aunt. A staunch keeper of tradition who initially disapproves of Seasil's new dance.
• Bruce: A shark with a big appetite. Member of the Shark Guard. Friends with Roscoe and Lola.
• Roscoe: An impulsive member of the Shark Guard. Friends with Bruce and Lola.
• Lola: A competitive shark with a lot of confidence. A member of the Shark Guard. Friends with Bruce and Roscoe.
• The other characters in the story are vibrant sea creatures who attend the Jubilee and live under the sea.

Sound

• The music and soundscapes throughout the performance include musical theater songs inspired by ’90s pop music and Disney songs.
• Some songs have an upbeat tempo and others have a slow tempo to highlight the scene's emotions.
• Characters occasionally talk or sing loudly in songs to communicate how they are feeling.
• The music and sound effects may change volume, from soft to loud, or from loud to soft.

Visuals

• Projections indicate location changes and create the feeling of being underwater.
• The scenery and costumes have lots of sparkles, glitter, and colorful patterns.
• Fog and haze effects will be used in the production.

Lighting

• Lighting and color changes are used to enhance the mood of the scene.
• Light changes occur throughout the show to set the location of the scene and show the mood or feeling of the scene.
• The lighting may be darker in scenes that take place deeper in the ocean.

What to Bring

• Everyone is encouraged to bring any sensory or accessibility tools that will help make the experience most comfortable for them. A few suggestions of items audience members may find useful include noise-canceling headphones, sunglasses or visors, fidgets, and communication devices.

Resources

• Review our .

Look and Listen for

Before you watch the performance, check out this list of important moments and ideas. Look and listen for:

• How the songs allow a moment for you to reflect on and connect to the character’s emotions
• How the costumes help you understand the various types of sea life characters
• How the props, projections, and scenery help you understand the different settings under the sea
• How the actors move like the sea creatures they are portraying
• How the actors and crew use lighting and projection effects to illustrate the setting of the sea

Think About

After you’ve experienced the performance, consider these questions:

• Why do you think the playwright used the sea as the setting of this story?
• How did the songs help you connect with the characters?
• How do dance and movement help tell the story of Finn?
• In the story, Finn wants to show his uniqueness while carrying on his family legacy. Has there ever been a time when you struggled or were embarrassed to show your talents?
• Finn finds a true friend in Seasil. What are some of the qualities in Seasil that make her a true friend?

Learn about Bioluminescence

In Finn, we come across some sea life that uses bioluminescence to light up the ocean and shine a spotlight on Finn’s talents. Bioluminescence is an amazing adaptation of many sea creatures deep in the ocean and you can learn more about it at . It answers some basic questions and provides a video to watch these creatures in action!

Learn about Projection and Lighting

In Finn, the journey takes us deep into the ocean, and the immersive experience is brought to life through the creative use of projections and lighting. The designers skillfully use projection to create the illusion of being underwater, and lighting to show the cool colors of the ocean’s depths. Together, these elements help to transport you to the deep sea. In , you can see how other designers have used projections and lighting to create fun effects for music videos. Also check out the Kennedy Center’s What I Do video featuring David Bengali. These videos may inspire you to try it as well!

Friendly Hands

Two major themes in Finn are friendship and celebrating your uniqueness. In , students will design their own unique handprint to showcase what makes them special, while exploring how each of their unique qualities can come together to build a strong, supportive community. It’s a great way to celebrate individuality and friendship!

Learn about Sharks

Sharks, like Finn, are amazing creatures. They are the predators of the sea and the top of the food chain, something Finn’s sister, Aggie, is proud of. They are also part of what keeps balance in the marine ecosystem. Learn more about some of the !

“Sparkle and Shine”

In an ocean that’s fluorescent and brilliantly colored, why should Finn hide his sparkle? In Finn declares his new resolve to show the world that he can be a shark and embrace who he is truly meant to be.

Deep Sea Spotlight

Help your students share their unique talents by giving them an opportunity to perform or demonstrate something that excites them. For a more dramatic and Finn-inspired experience, create a stage in a darkened room with volunteer “angler fish spotlight operators” holding flashlights on the performer. Afterward, the class can applaud and give positive feedback. This creates a special moment for students to shine and celebrate their unique abilities.

Ocean Buddy Swim

Give students an opportunity to cut out a paper fish and design it any way they want. Have them write down three things they like or are good at doing on the back. Strategically pair students to become “swimming buddies.” Each pair takes turns introducing themselves and sharing their fish before taping their fish onto an “ocean wall” where all of the pairs’ fish swim together, symbolizing their newfound friendships. If there is time, have each student introduce their new buddy to the class!

Sharks and Jellyfish

Give students some time to reflect on the supportive people and strengths in their lives (represented by sharks) and the challenges or obstacles they face (represented by jellyfish). Each student will then create an “ocean” scene, using shark cutouts to write down their supports and jellyfish cutouts to represent their challenges. The activity will help students visualize both the positives and difficulties in their lives, recognizing that while obstacles exist, they have support systems to help them. Just like how Seasil had Finn to help take on the jellyfish in the play, students also have support systems in their lives to help when difficulties arise.

Kennedy Center Education

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Generous support for educational programs at the Kennedy Center is provided by the U.S. Department of Education.

Gifts and grants to educational programs at the Kennedy Center are provided by The Paul M. Angell Family Foundation; Bank of America; Capital One; The Morris and Gwendolyn Cafritz Foundation; Carnegie Corporation of New York; The Ednah Root Foundation; Harman Family Foundation; William R. Kenan, Jr. Charitable Trust; the Kimsey Endowment; The Kiplinger Foundation; Laird Norton Family Foundation; Lois and Richard England Family Foundation; Dr. Gary Mather and Ms. Christina Co Mather; The Markow Totevy Foundation; Dr. Gerald and Paula McNichols Foundation; The Morningstar Foundation; Myra and Leura Younker Endowment Fund; The Irene Pollin Audience Development and Community Engagement Initiatives;

Prince Charitable Trusts; Dr. Deborah Rose and Dr. Jan A. J. Stolwijk; Rosemary Kennedy Education Fund; The Embassy of the United Arab Emirates; The Victory Foundation; The Volgenau Foundation; Volkswagen Group of America; Jackie Washington; GRoW @ Annenberg and Gregory Annenberg Weingarten and Family; Wells Fargo; and generous contributors to the Abe Fortas Memorial Fund and by a major gift to the fund from the late Carolyn E. Agger, widow of Abe Fortas. Additional support is provided by the National Committee for the Performing Arts..

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