Standard Songbook Curriculum Guide

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The Standard Songbook Curriculum Guide 2010-2011 THE SONGS DO RE MI (The Sound of Music) (GERSHWIN MEDLEY) FASCINATIN RHYTHM (Lady Be Good) I GOT RHYTHM (Girl Crazy) FIDGETY FEET (Oh Kay!

1 The Standard Songbook Curriculum Guide THE SONGS DO RE MI (The Sound of Music) (GERSHWIN MEDLEY) FASCINATIN RHYTHM (Lady Be Good) I GOT RHYTHM (Girl Crazy) FIDGETY FEET (Oh Kay!) TORTOISE AND THE HARE (STORY MEDLEY) I HAVE CONFIDENCE(Sound of Music) BIDIN MY TIME (Girl Crazy) ASCOT GAVOTTE (My Fair Lady) GO THE DISTANCE (Hercules) LAZY (Holiday Inn) BOOK REPORT (You re a Good Man Charlie Brown) HILLBILLY NAMED PAP(KidsWrites) UGLY DUCKLING (STORY MEDLEY) I STAND FOR MOTHERHOOD (Hello Dolly) NOTHING CAN STOP ME NOW (Roar of the Greasepaint) WHAT IS THIS FEELING(Wicked) I GOT TO BE ME (Golden Rainbow) GORGEOUS(Apple Tree) WHY WE TELL THE STORY (Once on this Island) Skylight Opera Theatre 158 N. Broadway Milwaukee, WI (414) Skylight Opera Theatre is a cultural partner with the Milwaukee Symphony Orchestra s Arts in Community Education Program (ACE)

2 Rhythm: Tempo: Melody: Lyrics: Musical theatre: Opera: Composer: Conductor: Largo: Presto: Costumes: Props: Xylophone: The BASIC CONCEPTS The pattern of beats in a song. The speed of the music. The pattern of notes, the tune. The words of a song. A show performed with song, dance and dialogue. A show that is all sung. A person who writes music. A person who directs an orchestra or chorus, often using a baton. Music that is performed slowly; a slow tempo. Music that is performed fast; a quick tempo. The clothes the actors wear. An object used during a play, opera or musical. A percussion instrument with a series of different sized bars that make different tones when hit with a mallet. Standard Conducting Pattern Activity- Who s the Conductor? Objective: Students will demonstrate their understanding of what a conductor is. Ask students to form a circle. Choose one student to be the detective and ask them to leave the room for a moment. Choose a student in the circle to be the conductor and create a movement that everyone else in the circle can repeat. The detective is then asked to come back into the room to try to figure out who is conducting the movement. As the game progresses, the conductor should slowly change the movement. For example, if the conductor is clapping to start with, perhaps the movement changes to waving or stomping their feet. The rest of the circle must watch the conductor and change their movement when the conductor changes, however they must be careful not to let the detective see who they are watching and give away who is the conductor. The detective is given three chances to identify the conductor. If the detective guesses correctly, then he becomes the new conductor, if he guesses incorrectly, a new conductor and detective are chosen for another round of the game.

Do Re Mi from THE SOUND OF MUSIC Music by Richard Rodgers Lyrics by Oscar Hammerstein The SOUND OF MUSIC is based on the true story of the Von Trapp family and their escape from German-occupied

DO RE MI Let's start at the very beginning A very good place to start When you read you begin with ABC When you sing you begin with do re mi Do re mi Do re mi The first three notes just happen to be

3 Do Re Mi from THE SOUND OF MUSIC Music by Richard Rodgers Lyrics by Oscar Hammerstein The SOUND OF MUSIC is based on the true story of the Von Trapp family and their escape from German-occupied Austria during World War II. Play the movie version of this musical and have students try doing the Solfege movements along with the movie. DO RE MI Let's start at the very beginning A very good place to start When you read you begin with ABC When you sing you begin with do re mi Do re mi Do re mi The first three notes just happen to be Do re mi Do re mi Do re mi fa so la ti Oh let's see if I can make it easier hmmm: Doe, a deer, a female deer, Ray, a drop of golden sun, Me, a name i call myself, Far, a long long way to run, Sew, a needle pulling thread, La, a note to follow so, Tea, a drink with jam and bread, That will bring us back to do oh oh oh! Start Here Solfege, What is it? Solfege is a technique for students to learn sight singing by associating a syllable with each note. By adding visual hand gestures to each note/syllable students are able to see the different physical placements for vocal pitch. Activity Read through the lyrics above and practice using each appropriate hand gesture in the side bar (right) associated with each syllable. Ask your Skylight contact for a copy of the cd for this guide. First ask students to listen to the song, and when they hear each appropriate syllable- make the accompanying hand gesture. After listening a few times, tell students they should feel free to sing along AND make the hand gestures.

4 George and Ira Gershwin FASCINATIN RHYTHM from Lady Be Good I GOT RHYTHM from Girl Crazy FIDGETY FEET from Oh, Kay! George and Ira Gershwin were one of the most prolific songwriting teams of the 20th century. George s skill as a pianist and composer, combined with Ira s lyrics created hits that have continued in their popularity up to the present day. After George s untimely death, Ira collaborated with many other composers including Jerome Kern, Kurt Weill and Harold Arlen. Both Gershwin brother s contributions transcended beyond the musicals that the songs were originally written for. Other Gershwin music to check out: Rhapsody in Blue (Instrumental song) American in Paris (instrumental song) Porgy and Bess (African-American folk opera) Later this season Skylight will be producing the musical revue, Gershwin and Friends in the Studio Theatre at the Broadway Theatre Center. For more information contact the box office at (414) TEMPO ACTIVITY Objective: Students will demonstrate their understanding of tempo. Establish a cue that tells students that they are to stop the acting activity. Some suggestions: ~As a signal, the leader claps a simple rhythm. The players must stop and repeat the rhythm. ~Call out the word freeze. ~Blow a whistle. Have students stand next to their desks. Tell them they re going to experiment with real time and fast and slow motion. First, give them a simple activity to act out in real time. Then have them repeat the actions in slow motion. Tell them to imagine they are underwater or moving through jello, and to do the activity in a very slow or largo tempo. Signal them to freeze. Now, when you say Go, they will do the action very fast or in a presto tempo. Then move to the next action, asking them first to pantomime the action in real time, then in largo then presto tempos. Sample actions: ~Brushing your hair ~Eating a sandwich ~Picking up a pencil and writing your name ~Running in place Ask what they think about moving in slow motion. Take suggestions for other actions to pantomime. After they have practiced doing both fast and slow choose one of the activities for them to do such as brushing your teeth and tell them they must listen very carefully while they are doing the activity because you will call out largo or presto and they must respond by doing the activity in that tempo.

5 The TORTOISE AND THE HARE STORY MEDLEY Aesop s Fables are animal stories with a moral, or lesson. Below are some famous fables that are easy and fun to act out. Try developing scenes that are in the story. For instance, what would the other animals say when the Hare is bragging or what would the ants say when the grasshopper doesn t want to store up food for the winter? The Story: THE HARE AND THE TORTOISE The Hare was boasting of his speed before the other animals. "I have never been beaten," said he. "I challenge anyone here to race with me." The Tortoise said quietly, "I accept your challenge." "That is a good joke," said the Hare; "I could dance around you all the way." "Keep your boasting till you've beaten me," answered the Tortoise. "Shall we race?" So a course was set and the race started. The Hare darted almost out of sight at once, but soon stopped and, to show his contempt for the Tortoise, lay down to have a nap. The Tortoise plodded on and on, and when the Hare awoke from his nap, he saw the Tortoise cross the finish line and win the race. The Tortoise said, "Slow and steady wins the race." Another Fable: THE ANT AND THE GRASSHOPPER In a field one summer's day, a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, struggling to carry an ear of corn to the nest. "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" "I am helping to store food for the winter," said the Ant,"and recommend you to do the same." "Why bother about winter?" said the Grasshopper, we have plenty of food for now." But the Ant went on its way and continued its work. When the winter came, the Grasshopper had no food and was dying of hunger, while every day the ants had corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity. Listed below are the songs from our mini-musical of thetortoise and the Hare along with the musicals the songs are from. Check out the cd s or movies and play them for your students to expose them to more musical theatre! THE SONGS: I HAVE CONFIDENCE from THE SOUND OF MUSIC Music by Richard Rodgers Lyrics by Oscar Hammerstein BIDIN MY TIME from GIRL CRAZY Music by George Gershwin Lyrics by Ira Gershwin ASCOT GAVOTTE from MY FAIR LADY Music by Frederick Loewe Lyrics by Alan J. Lerner GO THE DISTANCE from HERCULES Music by Alan Menken Lyrics by David Zippel LAZY from HOLIDAY INN Music and Lyrics by Irving Berlin BOOK REPORT from YOU RE A GOOD MAN CHARLIE BROWN Music and Lyrics by Clark Gesner

6 There once was an ugly duckling With feathers all stubby and brown And the other birds in so many words said, (Quack) - Get out of town!----- (Quack) - Get out, (Quack, Quack) - Get out, (Quack, Quack) - Get out of town! And he went with a quack and a waddle and a quack, In a flurry of eiderdown.---- That poor little ugly duckling--- Went wandering far and near,-- But at every place they said to his face, Now (Quack) - Get out of here!--- (Quack) Get out, (Quack, Quack) Get out, (Quack, Quack) Get out of here! And he went with a quack and a waddle and a quack And a very unhappy tear.---- All through the wintertime he hid himself away,--- Ashamed to show his face,--- Afraid of what others might say,---- All through the winter, in his lonely clump of weed,-- Till a flock of swans - spied him there MEDLEY SONGS: I STAND FOR MOTHERHOOD from HELLO DOLLY Music and Lyrics by Jerry Herman NOTHING CAN STOP ME NOW from ROAR OF THE GREASEPAINT Music and Lyrics by Leslie Bricusse and Anthony Newley LOATHING from WICKED Music and Lyrics by Stephen Schwartz The UGLY DUCKLING STORY MEDLEY Fairytales are stories involving fantastic forces and beings. This fairytale was written by Hans Christian Anderson- also known for writing The Little Mermaid and Thumbelina. Below are the lyrics to the song UGLY DUCKLING composed by Frank Loesser. Listen to the song on the cd and have students walk around the room acting and sounding like ducks. Next, divide the students into two groups- one group of swans (i.e. ugly ducklings) and one group of ducklings and have them act out the song in their new characters. Encourage the students to use their bodies to show how they feel. How do the swans feel when they are being picked on? How do the ducklings use their bodies to show they think they are better than the swans? Discuss how the ugly ducklings felt when they were bullied and how the swans felt and acted when they were teasing the swans. Relate this to their own lives and how they should treat others. And very soon agreed.---- Swan Voice) You re a very fine swan indeed! (Ugly Duck) Swan? -- Me a swan? -- Aw, go on! -- (Swan Voice) You re a swan! --Take a look at yourself in the lake and you ll see! (Own Voice) And he looked, and he saw, and he said, (Ugly Duck) Why, it s me! - I am a swan! Wheeeeeeee! I m not such an ugly duckling,--- No feathers all stubby and brown. For in fact these birds, in so many words said, (Clap) - The best in town!---- (Clap) - the best, (Clap, Clap) - the best, (Clap, Clap) - the best in town.! Not a quack, not a quack, not a waddle or a quack But a glide and a whistle and a snowy white back And a head so noble and high! Say who s an ugly duckling? -- Not I! Not I! I GOT TO BE ME from GOLDEN RAINBOW Music and Lyrics by Walter Marks GORGEOUS from THE APPLE TREE Music by Jerry Bock Lyrics by Sheldon Harnick WHY WE TELL THE STORY from ONCE ON THIS ISLAND Music by Stephen Flaherty Lyrics by Lynn Ahrens

7 The Hillbilly Named Pap From KIDSWRITES Music by Tony Clements Lyrics by C. Forecki, B. Coste, A. Stazck, J. Golubsk - St. Leonards, Muskego - Grade 5 The Hillbilly Named Pap is a song that tells a story. A story has characters and a beginning, middle and end. In the song, there is a family composed of Pap, his wife Millie, and their children Chili and Doolie. The characters do things like play a banjo and cook stew. Something happens at the end, their house burns down. Try writing a poem that tells a story. During the performance we will be selecting volunteers to play the characters of Pap, Millie, their two kids Chili and Dooley and two students play a house. Prepare your students before the show by having them practice acting out the various parts of the story in parenthesis in bold below. The Hillbilly Named Pap There was a hillbilly named Pap, Hillbilly named Pap There was a hillbilly named Pap, Hillbilly named Pap, Hillbilly named Pap There was a hillbilly named Pap, (PAP pretends to play the banjo) when he walked down the road there was a snap. He played the banjo and ate raccoon, Late at night he howled at the moon. (PAP howls at the moon) chorus He had a wife her name was Millie, (MILLIE stirs a stew) she was proud to be married to that hillbilly, Every night for dinner she made a stew One night Pap ate too much and he turned blue. (PAP turns blue) chorus They had two weird kids named Chili and Dooley, (KIDS gallop like donkeys) who rode to school on a stubborn mulie. Their house was very big and brown. (KIDS sit on their knees in front of Millie and Pap) It was really nice, till it burned down. (HOUSE stands facing each other with arms in the air creating a house and then burns down) Banjo KIDSWRITES is a creative writing and performance program for students in grades 4-7. Students participate in creative writing workshops, writing is selected and performed by Skylight artists in a musical performance. Tour dates for this year s show, KidsWrites: Past, Present, Future are March 21- April 19 For more information, or to schedule a performance at your school, contact Corinne Gilbert at (414) or edadmin@skylightopera.com.

8 OTHER MUSIC GAMES AND IDEAS Musical Elements Song Here s a fun way to remind students of some of the vocabulary taught in the show. Have students say the words and demonstrate the meaning using their bodies. The words are sung to the tune of Twinkle, Twinkle Little Star: Pitch means sounds are high or low. Tempo means go fast or slow. Dynamics can go with a BANG! Or make a sound as quietly as you can. Pitch means sounds are high or low. Tempo means go fast or slow. Rhythm makes a pattern of sounds. (Clap clap-clap clap clap/clap-clap clap claap) Pulse will keep a steady beat Sounds like slowly marching feet. Rhythm makes a pattern of sounds. (Clap clap-clap clap clap/clap-clap clap claap) Another Important Music Word Dynamics- the loudness or softness of a sound or note. Although the word dynamics is not specifically covered in our show, it is an important part of singing any song. The activity below is a fun and easy way to have students experiment with soft and loud. Dynamics Activity Objective: Students will demonstrate their understanding of dynamics. This games involves teamwork, listening and focus. Explain that the dynamics of a song is how softly or loudly a sound is and they are going to practice being soft and loud. Have students sit or stand in a circle and ask everyone to count in order until each student has a number. Choose a student to start and ask them to say their number as softly as possible. The person to their left will then say their number just a tiny bit louder and this progresses around the circle until you reach the last person who is loudest of all. Make sure that they are getting gradually louder with the goal of making the last person in the circle as loud as possible. After students are comfortable with numbers, have them try saying theirn name orcome up with a different sound that they make when it is their turn. ACTIVITY- Animal Characters Objective: Students will use their bodies to create a character. Tell students to create characters from a standing position, not from crawling on the floor. (For younger students choose one animal they can all act out together.) Have the students stand. If you were an animal, what kind would you be? Show me how these animals move. Think of different types- jungle, forest, farm and domestic. How does a horse move? Ex: Chicken, dog, cat, fish etc. What sounds do they make? Encourage them to be the animal and give them specific things to perform. Show how they run, walk, eat, find food, communicate with other animals. Ask students to make their characters more and more human. This can be done multiple times with different animals or characters from other stories.

The Standard Songbook Curriculum Guide

The Standard Songbook Curriculum Guide 2012-2013 THE SONGS DO RE MI (The Sound of Music) HANSEL AND GRETEL DANCE DUET STORY MEDLEY #1 - THE BOY WHO CRIED WOLF LONELY GOATHERD (The Sound of Music) KIDS