Students will launch the folktale performance project by exploring Asian folktale excerpts, pentatonic xylophone sounds, movement, and dialogue prompts, then use first audience evidence to notice what makes a story-and-sound experience clear, respectful, and emotionally effective.

Students will gather and analyze evidence from folktales, listening experiences, peer interviews, and community voices to understand audience needs, cultural context, and emotional impact before defining performance problems to solve.

Students will synthesize research and rehearsal evidence into a clear design direction for a folktale skit with pentatonic accompaniment. They will sort patterns from user interactions, define an audience-centered How Might We statement, map how storytelling and music should work together, and build a team design brief that will guide later prototyping.

Students will generate several scene-and-sound ideas, test them against audience needs and folktale evidence, and develop a low-fidelity skit prototype with pentatonic accompaniment that improves through feedback and revision.

Students will use structured critique, rehearsal evidence, and authentic user feedback to complete two revision cycles on their folktale skit and pentatonic accompaniment, then present a refined run-through with a short design-journey explanation before the final exhibition phase.

Students will present their finished folktale skits with live pentatonic xylophone accompaniment to families, school community members, and invited cultural partners, then analyze audience feedback and their own collaboration to name evidence of growth and next steps.