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Story Ship

Story Ship

Sean Driscoll’s Story Ship Offers:

Immersive educational children’s shows and workshops using the latest technology combining robots, comedy theater, music, animation, puppets and magic.

Interactive animated shows – animated stories on a big screen with characters that talk with the audience and

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"Super Me" Anti-Bullying


Program Description

“Super Me” (Anti-Bullying Super Power Training)

Available Live In Person or Virtually

“Super Me!

Live Immersive Adventure

  • Highly Interactive Experience

  • Utilizes CASEL’s Social Emotional Learning Framework

  • Large Video Screen With Interactive Animation & Live Characters

  • Puzzles

  • Amazing Magic

  • Movement

  • Real World Solutions to Real World Problems

“Super Me” is a fast-paced


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Program Detail

Program type: Assembly/Performance, Virtual/Online Program
Artistic Discipline: Dance, Media, Multi-discipline, Multi-media, Music, Puppetry, Theater
Cultural Origin: American
Subject: Dance, Engineering, English, History, Language Arts, Literacy, Math, Music, Other, Science, Social Studies / History, Technology, Theatre Arts, Visual Arts
Population Served Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Kindergarten, Pre-K
Bilingual: No
Length of :Program 45 - 50 minutes
Space / technical requirements:

Setup Time: 1 hour
Tech Requirements: One electrical outlet. We bring the rest.
Space: We can size up or size down the show for most any space.



Fees / Ticketing:

Same School / Venue: One Show: $895 · Two Shows: $1,195 · Three Shows: $1,295

Two or More Schools or Venues in Your Area Block Booking On Same/Consecutive Day(s): One Show: $795 · Two Shows: $1,095 · Three Shows: $1,145


NC Standard Course of Study:

The show focuses on CASEL’s Social Emotional Learning Framework. Students observe and take part in theatrical games that teach competency in Self-Management, Self-Awareness, Responsible Decision Making, and Relationship Skills. NC does not currently have a working SEL curriculum listing.

Reading R7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Speaking and Listening SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Speaking and Listening SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

NC Essential Standards:

The show focuses on CASEL’s Social Emotional Learning Framework. Students observe and take part in theatrical games that teach competency in Self-Management, Self-Awareness, Responsible Decision Making, and Relationship Skills. NC does not currently have a working SEL curriculum listing.

Dance:Creation & Performance 2: Understand how to use performance values (kinesthetic awareness, concentration, focus, and etiquette) to enhance dance performance.

Theater: Communication 1: Use movement, voice, and writing to communicate ideas and feelings.

Visual Arts: Critical Response 1: Use critical analysis to generate responses to a variety of prompts.


Theater Standards

Self-Awareness:  1.CU.2.2 – Use appropriate responses to the director or acting coach.


Social Awareness:  1.A.1.1 – Analyze texts in terms of the relationships among characters, setting, and events.


Responsible Decision-Making: 1.CU.2.1 – Understand how to use appropriate behavior as an audience



Self-Awareness: 3.A.1.2 – Evaluate informal or formal theatre productions in terms of the

emotions or thoughts they evoke.


Responsible Decision-Making: 3.CU.2.1 – Illustrate theatre etiquette appropriate to the performance



Social Awareness: 4.A.1.1 Analyze texts or scripts in terms of specific character traits and

relationships among them.


Relationship Skills: 5.A.1.1 – Analyze texts or scripts in terms of setting, characters,

sequence of events, main idea, problem, solution, and their






ELA Standards

  • When analyzing characters and/or individuals in texts, ask students to discuss how characters and/or individuals used their awareness of emotions to guide decision-making and connect this to their own personal experiences.
  • Guide students to think through and suggest alternatives when students encounter challenges in their reading, writing, speaking, and/or listening.


(R.3, R.10, W.1, W.2, W.3, SL.1)



  • Explicitly teach social-awareness vocabulary words and phrases on a regular basis: empathy,

perspective, diversity, respect for others, appreciation, etc.

  • Require students to use social-awareness vocabulary in authentic writing and speaking situations.

(L.4, L.6)



  • Take anecdotal and observational notes about students’ use of social-awareness vocabulary and strategies while reading, writing, speaking, and listening (perspective-taking, empathy, appreciation of diversity, and respect for others).
  • Model social-awareness by using the think aloud strategy when analyzing the behaviors of characters or individuals in a text.

(R.1, R.4, R.3, L.4, SL.1)


  • Select informational texts that exemplify how a lack of teamwork and/or communication resulted ina negative outcome.

(R.2, R.4)



  • When reading, watching, or listening to texts, focus students’ attention on the words and phrases authors, characters, and/or individuals use to convey honesty, take responsibility for actions, and/or show consideration for the well-being of others.

(R.4, L.4, L.6)


  • Assign tasks that allow students to reconstruct the decision-making process of a character in a literary text.
  • Assign tasks that ask students to trace the decision-making process of an individual during a critical historical event.
  • Encourage student discourse around evaluating the effects of consequences that

characters/individuals faced as a result of decisions they made.

(R.3, SL.3)



Supporting Materials


Conducts educational programming for 2 or more years: Yes
Performs criminal background checks on staff with youth contact: Yes
Maintains general liability insurance (Individuals and organizations listed in this Directory can provide proof of insurance upon request. ASC does not hold copies of current documentation for providers): Yes
Three letters of recommendation / references available: Yes
Provides study guides for teachers and or students: Yes
Connects to State and or Common Core Curriculum Standards: Yes
Provides tools to assess student learning (workshops and residencies): Yes
Conducts ongoing assessments of program quality: Yes



  • "Super Me!" Story Ship's Anti-bullying Immersive Stage Adventure


Ballentine Elementary
Shannon Page
1651 North McLaurinFuquay Varina, NC 27526

Lady’s Island Elementary
Lynda McLain
73 Chowan Creek Bluff?Beaufort, SC 29902

South Side Middle
Gloria Turner
2000 East Howe Springs Road
Florence, SC 29595

Orange Grove Elementary
June Allen
1449 Joy Ave.
Charleston, SC 29407

Honea Path Elementary
Melanie Hahn
806 East Great Street
Honea Path, SC 29654

Cancellation Policy

Must cancel within two weeks of performance date or full payment is due. Must reschedule as soon as possible on mutually approved date.