2017/18RESOURCE GUIDE

ONSTAGE

STEV

E WIN

TER

RACHEL NEVILLE

CO

LIN BREN

NA

N

ABOUT OVERTURE CENTER

FOR THE ARTS

Overture Center for the Arts fills a city block in downtown Madison with world-class venues for the performing and visual arts. Made possible by an extraordinary gift from Madison businessman W. Jerome Frautschi, the center presents the highest-quality arts and entertainment programming in a wide variety of disciplines for diverse audiences. Offerings include performances by acclaimed classical, jazz, pop, and folk performers; touring Broadway musicals; quality children’s entertainment; and world-class ballet, modern and jazz dance. Overture Center’s extensive outreach and educational programs serve thousands of Madison-area residents annually, including youth, older adults, people with limited financial resources and people with disabilities. The center is also home to ten independent resident organizations.

RESIDENT ORGANIZATIONS

Bach Dancing and Dynamite Society Children's Theater of Madison

Forward Theater Company Kanopy Dance Company

Li Chiao-Ping Dance Company Madison Ballet

Madison Opera Madison Symphony Orchestra

Wisconsin Academy’s James Watrous Gallery Wisconsin Chamber Orchestra

Internationally renowned architect Cesar Pelli designed the center to provide the best possible environment for artists and audiences, as well as to complement Madison’s urban environment. Performance spaces range from the spectacular 2,250-seat Overture Hall to the casual and intimate Rotunda Stage. The renovated Capitol Theater seats approximately 1,110, and The Playhouse seats 350. In addition, three multi-purpose spaces provide flexible performance, meeting and rehearsal facilities. Overture Center also features several art exhibit spaces. Overture Galleries I, II and III display works by Dane County artists. The Playhouse Gallery features regional artists with an emphasis on collaborations with local organizations. The Wisconsin Academy of Sciences, Arts and Letters’ Watrous Gallery displays works by Wisconsin artists, and the Madison Museum of Contemporary Art offers works by national and international artists.

RESOURCE GUIDE CREDITS

Executive Editor Writer/Designer

Meri Rose Ekberg Danielle Dresden

On the Trail of Big Cats Overture Center – OnStage 1 

Dear Teachers,

In this resource guide you will find valuable information that will help you apply your academic goals to your students’ performance experience. We have included suggestions for activities which can help you prepare students to see this performance, ideas for follow-up activities, and additional resources you can access on the web. Along with these activities and resources, we’ve also included the applicable Wisconsin Academic Standards in order to help you align the experience with your curriculum requirements.

This Educator’s Resource Guide for this OnStage presentation of On the Trail of the Big Cats: Tigers, Cougars, and Snow Leopards is designed to:

• Extend the scholastic impact of the performance by providing discussion ideas, activities and further reading which promote learning across the curriculum;

• Promote arts literacy by expanding students’ knowledge of music, science, storytelling and theatre;

• Illustrate that the arts are a legacy reflecting the values, custom, beliefs, expressions and reflections of a culture;

• Use the arts to teach about the cultures of other people and to celebrate students’ own heritage through self-reflection;

• Maximize students’ enjoyment and appreciation of the performance.

We hope this performance and the suggestions in this resource guide will provide you and your students opportunities to apply art learning in your curricula, expanding it in new and enriching ways.

Enjoy the Show!

Table of Contents

About On the Trail of the Big Cats ........... 2

About Steve Winter Top Predators ............ 3

About Big Cats ...................................4-6

Learning Activity - Food Chain Tag ........7-8

Learning Activity - Introduction to Captive Breeding ................................................9

Discussion Questions & Activities ........... 10

Resources .............................................11

Academic Standards .............................. 12

About Live Performance ........................ 13

Social EmotionalLanguage Arts

Education Categories

Photo by Steve Winter

Science

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On the Trail of Big Cats Overture Center – OnStage 2 

About On the Trail of the Big Cats: Tigers, Cougars, and Snow Leopards

“By saving the world's top predators, we save huge forests, rivers, wildlife, and ultimately, our planet.”

— Steve Winter

Photo by Steve Winter

Other adventures include dealing with floods during monsoon season, camping at 15,000 feet when it’s 40 below zero, and steering clear of poachers hunting the same cats he’s trying to photograph.

He’s also had some funny experiences, such as mishaps with remote-controlled cameras, and waiting on a Southern California hillside to catch a shot of a cougar under the famous “Hollywood” sign.

Throughout it all, Winter’s mission is to share the beauty of big cats while supporting efforts to save them.

Get ready to take a thrilling journey into the world of big cats with award-winning National Geographic photographer Steve Winter.

From trekking high in India’s Himalaya in search of rare snow leopards and stalking the elusive jaguar through Latin American jungles to chronicling the nocturnal activities of the “American lion” or cougar, this determined explorer ventures far and wide to come face to face with his subjects.

This is not always an easy job. These big felines may be endangered, but they’re hardly pussycats. They’re still wild, unpredictable creatures and they need to be approached carefully.

Plus, where they live can be even more dangerous! Winter has been attacked by angry 5,000 pound rhinos and gotten stuck in quicksand.

On the Trail of Big Cats Overture Center – OnStage 3 

About Steve WinterSteve Winter has been stalked by jaguars in Brazil, charged by a grizzly in Siberia, and trapped in quicksand in the world’s largest tiger reserve in Myanmar. He’s flown over erupting volcanoes and visited isolated villages where residents had never before seen a blond foreigner—or a camera.

Growing up in Indiana, Winter dreamed of traveling the world as a photographer for National Geographic. When he was seven, his father gave him his first camera and later taught him the basics of photography.

After graduating from the Academy of Art and the University of San Francisco, Winter started work as a photojournalist for Black Star Photo Agency. To this day, he always strives to take photographs that tell stories.

In 1991, Winter began shooting for the National Geographic Society. He has covered many subjects for National Geographic magazine, including Cuba, Russia’s giant Kamchatka bears, tigers in Myanmar’s Hukawng Valley, and life along Myanmar’s Irrawaddy River.

He has won numerous awards for his photographs, including BBC Wildlife Photographer of the Year for an image you’ll see in the show. His decade-long project to document the world’s shrinking but resilient tiger species recently culminated in the National Geographic book, Tigers Forever, co-authored with Sharon Guynup.

Winter lives in Hoboken, NJ, with his partner Sharon, his son, two dogs, and his not-so-big-cat, “Punkin.”

Background and Information

Photo by Sharon Guynup

Photo by Steve Winter

Why Protect Top Predators?In the world of nature, predators are creatures that kill and eat other creatures to survive. Top predators, also called apex predators, are at the top of the food chain, which means they eat smaller creatures that eat still smaller creatures, and so on, through many levels until the smallest creature, who depends on plants.

But just because top predators can be big and strong with very sharp teeth doesn’t mean they are invulnerable. If populations of top predators drop too low, that affects the whole ecosystem. For example, when the population of gray wolves dropped in places like Yellowstone Park, the number of deer in the park went through the roof. Without enough wolves to keep them in check, deer ate so many small plants and stripped the bark off so many trees that forests within the park were damaged. However, since wolves were reintroduced to Yellowstone, some of the damaged forests seem to be recovering.

The big cats are frequently top predators in the regions where they live, and some experts say it’s impossible to tell what kind of an effect their disappearance would have on the web of life in these areas. Protecting these majestic creatures preserves their beauty, and our planet.

On the Trail of Big Cats Overture Center – OnStage 4 

About Big CatsThe term “big cats” is commonly used to describe lions, tigers, jaguars, and leopards. These are the four members of the genus panthera, which means that they have some common characteristics – one of which is the ability to roar. Cougars and the snow leopard are sometimes included in this group, even though the structure of their throats and voice boxes doesn’t quite let them roar.

TigersThe tiger is the largest of the big cats, although an individual lion can sometimes be bigger than an individual tiger. The Siberian tiger can be up to 11 feet long and weigh 800 pounds. The only bigger carnivores on land are the polar bear and the brown bear. Tigers are known for their distinctive striped coats, white bellies, and black and white tails. They have the largest fangs of any of the big cats.

Tigers are meat-eaters and they usually ambush their prey, hidden by their stripes as they lie in wait. Their diet consists of deer, wild pigs, antelope, and water buffalo. They may also attack livestock and humans. They are mainly active at night. Tigers are also good swimmers and can even hunt while they’re swimming. Tigers rarely fight each other for food and may even share it at times, but they are responsible for more human deaths than any other of the big cats.

A typical tiger litter consist of 3-4 cubs, who stay with their mother for about 2 1/2 years. Tigers live in just 4% of the areas where they once roamed, and are found in 11 countries in South and Southeast Asia, eastern Russia, and China. With less than 3,900 tigers living in the world today, they are the big cats most at risk of extinction.

Photo by Steve Winter

The pressures they face include:

• Poaching for the illegal wildlife market, particularly traditional medicines

• Attacks from humans, if livestock and communities are threatened

• Loss of habitat, frequently to large plantations

• Over-hunting of tigers’ prey, like wild pigs and deer

Photo by Steve Winter

On the Trail of Big Cats Overture Center – OnStage 5 

Snow LeopardListed as an endangered species since 1972, snow leopards are very rare, with only 3,500 – 7,000 thought to be living in the wild, although since they are very shy it is hard to get an accurate estimate. In addition to differences in anatomy, perhaps their shyness is why they don’t roar, unlike other big cats. Snow leopards are fast and quiet creatures, with long tails, strong hind legs, and big feet, like snowshoes, that can help them jump as far as six times their body length, about 30 feet.

Photo by Steve Winter

Snow leopards weigh 60-100 pounds and are close to 2 feet tall at the shoulder. They sleep with their big, strong tails wrapped around them, for extra warmth. Their peak hunting times are dawn and dusk, when they follow and surprise their prey, which includes wild sheep, goats, hares, some birds, and rodents. Female snow leopards typically give birth to a litter of 2-3 cubs, in a den lined with their fur. Cubs only stay with their mothers through their first winter, although they start hunting at three months.

Snow leopards live in the cold, mountainous regions of Central Asia. China is home to 60% of the snow leopard population, with the rest found at high altitudes (9,800 and 17,000 feet) in the rocky cliffs of Afghanistan, Russia, and Kazakstan.

Photo by Steve Winter

Their preferred habitat makes them vulnerable to the rising temperatures of climate change, which forces them further up the mountains, where prey is more scarce. Snow leopards have very beautiful fur, which unfortunately makes them a target for poachers, and their bones are sought after in the black market for traditional medicines.

On the Trail of Big Cats Overture Center – OnStage 6 

Male cougars weigh 130-260 pounds and females weigh 80-160 pounds. Although cougars are quite big, they’re not considered big cats because they don’t roar. The typical cougar litter consists of 2-4 kittens. Cougar kittens have spots, although adults don’t, and start learning how to hunt after they’re about two months old. They stay with their mothers until they’re 1 1/2 - 2 years old.

Roughly 30,000 cougars live in the western United States. There are less than 100 known surviving Florida panthers, a critically endangered subspecies of this big cat. Habitat loss due to expanding human populations, plus hunting by poachers and farmers protecting livestock, are big threats for cougars.

JaguarsJaguars, the third largest of the big cats after tigers and lions, are the biggest cat in the Americas. They weigh 80-210 pounds and are 3 1/2 to over 6 feet long, standing 2 to 2 1/2 feet high at the shoulder. Their spotted coat ranges from yellow and tan to rusty brown or black in color.

Jaguars are the top predators in their range and live solitary lives. One to four kittens are born in an average jaguar litter, and they stay with their mother until they’re 1 – 1 1/2. These stocky cats will eat almost anything they catch, but their usual prey is deer, tapir, sloths, monkeys, crocodiles, snakes, turtles, frogs, and fish.

Their jaws are so powerful they can crack a turtle’s shell or send their fangs right into a creature’s skull. They hunt on the ground, or jump from trees, or while they’re swimming – and they seem to really enjoy the water. They are the least likely of the big cats to attack a human.

Once jaguars roamed from Argentina as far north as the Grand Canyon in Arizona, but today they’re endangered and only 15,000 are thought to remain in the wild. Loss of habitat, due to growing farms and human communities, and over-hunting by poachers seeking their pelts, are the main threats to these big cats.

CougarsCougars are a big cat with many names. They’re also known as pumas, catamounts, mountain lions, and sometimes panthers. Their hind legs are longer than their front legs, which makes it possible for them to jump up to 15 feet high and leap 30 feet horizontally.

Cougars live in many different environments and eat different creatures, depending on what is available. They frequently hunt deer, rabbits, raccoons, beavers, squirrels, mice, and even porcupines. They often attack their prey from the back and, if they have a large kill, they will bury it so they can come back later and eat it.

Photo by Steve Winter

Photo by Steve Winter

On the Trail of Big Cats Overture Center – OnStage 7 

Activity - Food Chain Tag By Kathryn Gregory, Teacher.org

Grade Level: 3 - 4

Objective: Students will learn a brief background about energy transfer between the sun, producers, primary consumers, and secondary consumers. Students will be able to interact in a way that shows their understanding of the concept.

Length of Time: 20-40 Minutes

Materials Needed:

A court with boundaries for the tag-game

Paper and pencil

Introduction:

Ask students if they have ever seen a wild rabbit in your city. In a movie? In a book?

What do they think they eat? (plants)

Do the rabbits have to be afraid of anything? Predators?

Students may answer foxes, mountain lions, birds. If students don’t suggest it, suggest the Hawk.

Modeling & Guided Practice

On the board, draw a pyramid that has 3 sections.

In the bottom, biggest part of the pyramid, write producers.

In the middle level of the pyramid, write primary consumers.

In the top level of the pyramid, write secondary consumers.

Ask students where they think the rabbit fits into this pyramid. The rabbit is a primary consumer and an herbivore because it eats only plants.

Ask students where the food that rabbits eat should be. Plants go on the bottom level because they are producers.

Ask students which animals belong in the top level. Hawks and foxes are carnivores and belong there along with other animals that eat plant eaters.

Explain that the sun is also important because it gives energy to the producers (plants). You may wish to explain that tertiary consumers eat both omnivores and carnivores, like mountain lions that may eat the rabbits or the foxes.

Photo by Steve Winter

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Independent Practice

Explain that students will now play a tag-like game in which they will play the roles of hawks, rabbits, plants and 1 sun.

Assign about 1⁄2 the class to be plants. They keep their arms to their side and try to avoid being “eaten” (tagged) by the rabbits. If “eaten” by a rabbit, a plant converts to rabbit.

Assign about 1⁄4 of the class to be rabbits. They should put their hands to their heads like bunny ears and try to “eat” (tag) the plants and avoid being “eaten” by the hawks. If “eaten” by a hawk, a rabbit converts to a hawk.

Assign about 1⁄4 of the class to be hawks. They run around waving their arms like wings and try to “eat” (tag) the rabbits and avoid being tagged by the sun. If tagged by the sun, a hawk converts to a plant.

Assign 1 student to be the sun. The sun can tag the hawks and convert them back into plants. The sun does not have to have a hand motion, but all students should know who the sun is.

Explain that the sun is the most powerful of all. In this game, students will pretend that there is no water, and without water, animals will die of dehydration. After a long process, dead, decomposed animals eventually return to the soil and nourish plants. And the sun gives energy to these plants.

As a review:

Hawks wave their arms like wings and hunt the rabbits and avoid the sun. When tagged by the sun, turns into a plant.

Rabbits make bunny ears on their heads, hunt the plants and avoid the hawks. When tagged by a hawk, turns into a hawk.

Plants keep their hands to the side and avoid the rabbits and don’t hunt anything. When tagged by a rabbit, turns into a rabbit.

The sun can only tag the Hawk, converting them to a plant. The sun has no predators.

Closing

When you return to the classroom, have students draw a pyramid on a small “exit card” (a piece of scrap paper). Instruct students to label each section of the pyramid with examples of consumers (different types of plants), primary consumers (animals that only eat plants) and secondary consumers (animals that eat other animals).

Have students write their name on their exit card and exchange it with a partner. Tell the partner to read it and make sure it is correct and when both partners agree that they both have accurate pyramids, they can turn in each other’s cards. (Partner A will turn in Partner B’s card only when Partner A believes it is 100% correct and vice versa).

Assessment & Evaluation

The teacher can observe students interacting during the game. Teacher can collect exit cards after a debrief of the game to quickly check that each student remembers the vocabulary.

Modification & Differentiation

The teacher can assign students to partner “guides” to help them throughout the game.

On the Trail of Big Cats Overture Center – OnStage 9 

Activity - Introduction to Captive BreedingWritten by Rhonda Lucas Donald Edited by Christina Riska Simmon Adapted from National Geographic Xpeditions lesson

Grade Level: 9-12

Objective: Students will explain the human-induced causes of species becoming endangered or threatened, leading to extinction.

Materials Needed:Paper, pencils, pens, access to the World Wildlife Fund website and the Internet for research.

Directions

1. Discuss students’ opinions of zoos. Ask students to share how they feel about zoos. Have students explain their answers. Keep the discussion short and tell students you will revisit this question at the end of the activity.

2. Activate students’ prior knowledge about endangered and threatened species. Ask students what endangered or threatened species they know of, why this species is in trouble and how can we protect it? Have students look up tigers, pandas, and great apes on the World Wildlife website to find out the human-induced causes of these particular mammal species becoming endangered, threatened, or extinct. They should find the following information:

• Tigers: poisoned, trapped, snared, shot, and captured by humans• Pandas: suffering habitat loss due to roads and railroads

• Great Apes: suffering habitat loss due to agriculture, mining, and logging; killed for bushmeat trade

Point out to students that for some critically endangered species, such as Siberian tigers, there are more members in captivity than in the wild—mainly in zoos. Emphasize to students that mammals are not the only threatened or endangered species. If time allows, have students also research examples of endangered bird species, such as the Spix's macaw, or reptile or amphibian species.

3. Introduce the topic of captive breeding. Explain to students that many zoos, aquariums, and other institutions are involved in captive-breeding programs that try to breed endangered or threatened animals with the following purposes:

• To create a sizable, stable, and healthy population in order to avoid extinction

• To reintroduce species back into their natural habitats, when conditions allow

Invite students to share what they know, if anything, about these programs. Tell students that captive breeding has saved some species from extinction, including black-footed ferrets and California condors.

4. Revisit students’ opinions of zoos. Revisit Step 1 of the activity. Ask students to share how they feel about zoos. How has your opinion about the value of zoos changed, if at all? Why?

Photo by Steve Winter

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Discussion Questions & Activities

Activities1. If access to cameras is possible, ask students to take photographs that tell a story, and share them with the class.

2. Ask students to think of a special image from the presentation. Then, ask them to write essays from the perspective of the creatures in the photos. What were they doing? Where were they going? What were they thinking and feeling?

3. Make a collage bulletin board. Provide an assortment of publications with photos and headlines. Ask students to cut out words and images they think relate to the issues brought up in the presentation. Have students present their cutouts to the class, and explain the links. Then arrange the images.

Photo by Steve Winter

Discussion Questions1. Can photographs tell stories? How?

2. What is one image from the presentation that really sticks in your mind? Try describing what makes it so special.

3. Being a photographer is Winter’s dream job. What is your dream job?

4. What are human beings doing to make life difficult for big cats?

5. What could humans do to make life easier for big cats?

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Books• Big Cats, by Seymour Simon

• Wild About Big Cats: Amazing Facts & Pictures about Big Cats for Kids by Auntie M

Websites• Animal Facts Encyclopedia – A comprehensive resource

• Big Cats in the Classroom – A collection of activities and videos from National Geographic

• Big Cat Rescue – An organization devoted to saving big cats abandoned by performing acts, owners, and others

• Big Cats Video – A brief video from National Geographic

• Big Cat Week – An initiative from National Geographic, with links to videos, online quizzes, and more

• Defenders of Wildlife – Information on the big cats and efforts to protect them

• National Geographic Society Big Cats Initiative

• Panthera, an organization devoted to protecting the world’s 40 wild cat species

• Predator Defense, an organization established “to protect native predators and end America’s war on wildlife”

• World Wildlife Fund – Website of a major wildlife conservation organization

• Endangered Species – A fun website from the U.S. Fish & Wildlife Services, with online educational games

Resources

Photo by Steve Winter

On the Trail of Big Cats Overture Center – OnStage 12 

Common Core State Standards for English Language Arts & LiteracySpeaking & Listening Standards K-5

1. Engage effectively in collaborative discussion

2. Determine the main ideas and supporting details of a presentation

3. Ask and answer questions about information from a speaker

Theatre:A.4.1 Attend a live theatre performance and discuss the experience

D.4.4 Share their comments constructively and supportively within the group

Life & Environmental ScienceThe Characteristics Of Organisms

F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive

F.4.2 Investigate how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)

Organisms And Their Environment

F.4.4 Using the science themes, develop explanations for the connections among living and non-living things in various environments

Science in Personal and Social Perspectives

H.4.1 Describe how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care

H.4.4 Develop a list of issues that citizens must make decisions about and describe a strategy for becoming informed about the science behind these issues.

Life ScienceSCI.LS1. Structure and Processes

SCI.LS1.B.m Animals engage in behaviors that increase the odds of reproduction. An organism’s growth is affected by both genetic and environmental factors.

SCI.LS1.C.5 Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival.

SCI.LS1.D: Information Processing

SCI.LS1.D.4 Different sense receptors are specialized for particular kinds of information; animals use their perceptions and memories to guide their actions.

SCI.LS.2 Ecosystems

SCI.LS2.A.5 The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil.

SCI.LS2.A.m Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.

SCI.LS.4 Evolution

SCI.LS4.C.3 Particular organisms can only survive in particular environments.

SCI.LS4.C.m Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.

Academic Standards

On the Trail of Big Cats Overture Center – OnStage 13 

About Live PerformanceTheater, unlike movies or television, is a LIVE performance. This means that the action unfolds right in front of an audience, and the performance is constantly evolving. The artists respond to the audience’s laughter, clapping, gasps and general reactions. Therefore, the audience is a critical part of the theater experience. In fact, without you in the audience, the artists would still be in rehearsal!

Remember, you are sharing this performance space with the artists and other audience members. Your considerate behavior allows everyone to enjoy a positive theater experience.

Prepare: Be sure to use the restroom before the show begins!

Find Your Seat: When the performance is about to begin, the lights will dim. This is a signal for the artists and the audience to put aside conversations. Settle into your seat and get ready to enjoy the show!

Look and Listen: There is so much to hear (dialogue, music, sound effects) and so much to see (costumes, props, set design, lighting) in this performance. Pay close attention to the artists onstage. Unlike videos, you cannot rewind if you miss something.

Energy and Focus: Artists use concentration to focus their energy during a performance. The audience gives energy to the artist, who uses that energy to give life to the performance. Help the artists focus that energy. They can feel that you are with them!

Talking to neighbors (even whispering) can easily distract the artists onstage. They approach their audiences with respect, and expect the same from you in return. Help the artists concentrate with your attention.

Laugh Out Loud: If something is funny, it’s good to laugh. If you like something a lot, applaud. Artists are thrilled when the audience is engaged and responsive. They want you to laugh, cheer, clap and really enjoy your time at the theater.

Discover New Worlds: Attending a live performance is a time to sit back and look inward, and question what is being presented to you. Be curious about new worlds, experience new ideas, and discover people and lives previously unknown to you. Your open mind, curiosity, and respect will allow a whole other world to unfold right before your eyes!

Please, don’t feed the audience: Food is not allowed in the theater. Soda and snacks are noisy and distracting to both the artists and audience.

Unplug: Please turn off all cell phones and other electronics before the performance. Photographs and recording devices are prohibited.

Help make arts experiences real for hundreds of thousands of people at overture .org/ sup port

SPONSORS

Series funder American Girl’s Fund for Children with additional support from the DeAtley Family Foundation, Kuehn Family Foundation, A. Paul Jones Charitable Trust, Promega Corporation, Wisconsin Arts Board with funds from the State of Wisconsin and the National Endowment for the Arts, Stoughton Trailers, LLC, Nancy E. Barklage & Teresa J. Welch and by contributions to Overture Center for the Arts.

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