Lesson Overview:
Within this lesson, students will explore the work of Pulitzer Prize-winning author James Michener. His South Pacific was greatly influenced by the people Michener encountered during his final assignment in World War II. Students will explore the connection between Michener’s text and the music added by Rodgers and Hammerstein to relate this story to a wide audience.
Length of Lesson:
Two 45-minute periods
Instructional Objectives:
Students will:
- appreciate the connection between the lyrics, the musical emotion, and the
text.
- make connections between the musical excerpts and text of South Pacific.
- understand the connections between the creation of the written story and
the creation of the musical lyrics.
- write to persuade and justify connections they discover between the text
and the lyrics found in the songs of the musical South Pacific.
Supplies:
- Computer with Internet access
- VCR or DVD Player
- Logan, Joshua (dir.). South Pacific. DVD or VHS
- Rodgers, Richard and Oscar Hammerstein II. South Pacific: Original 1949 Broadway Soundtrack
- Michener, James. Hague, Michael (ill.). South Pacific
- Videos or recordings of familiar musicals (optional)
Instructional Plan:
Note: The musical South Pacific, and the book on which it is based,
both deal with racial issues and male/female relationships. You should
assess the lesson and the text and make sure it is appropriate for your individual
group of students.
Warm Up
As a class, discuss how the lyrics within a musical can help tell a story
or provide more meaning than the spoken words.
Have students discuss an a song with which they are all familiar. A good example
might be "The Circle of Life" from Disney's animated version (and
musical theatre production) of The Lion King. If possible, you may
wish to play the song or the video for the students. Ask them whether the song
and its lyrics influenced the meaning or emotion of the scene as Simba presented
his son to the animal kingdom at Pride Rock. Other examples of appropriate songs for this activity include:
- "Let's Go Fly a Kite" from Mary Poppins
- "Bibbidi-Bobbidi-Boo" from Disney's Cinderella
- "My Favorite Things" from The Sound of Music
- "The Small House of Uncle Thomas" from The King and I
After the class has discussed an example, have students answer the following
warm-up prompt in writing:
Think about a musical production you have experienced. This could have been
a live show, a video, or even an animated video. Write the title of the production
at the top of the paper. Choose a song from the show and explain how the lyrics
of the song added meaning or emotion to the scene in which the song appeared.
Introductory Activity
Have students listen to three excerpts from the Rodgers and Hammerstein musical,
South Pacific. Suggested listening selections are:
- "Younger Than Springtime"
- "Some Enchanted Evening"
- "I'm Gonna Wash That Man Right Outa My Hair"
Students should participate in a discussion predicting what is going on during
the scene that includes each one of these songs. Ideas should be written on
the board.
Guided Practice
Have students perform basic research on World War II. Tell them that they will
need to bring three facts to class related to one of the following topics.
- Causes that led to World War II
- Key events of the war
- Treatment of Japanese-Americans during and after the war
- Racism in the United States enraged by the war
- Life in the United States during the war
They may use print or Web resources. The following Web resources contain good
information:
At the beginning of the next class session, discuss the facts that the students
have provided.
As a class, read James Michener's text, South Pacific. (Note: The text
listed in the Sources section is an age-appropriate version of this
complex text.)
As they read, student should think about where the listening examples from
the previous activity would fit within the text. Ask them to make a note regarding
where they think the songs would be placed. Have them use the accompanying Song Prediction Chart
to record their notes.
Independent Practice
Following the writing process, (pre-write, rough draft, final copy) students
should prepare an essay that persuades the reader to believe that the musical
excerpts should be placed at specific points within the text of the story South
Pacific. Students should refer to quotes from the text and specific lyrics
from the songs that reinforce their view. Have them share their views in small
groups.
Closure
Show the video South Pacific so that students can reflect on their choices
and predictions. Remember to check the school system list of approved videos
in your district. In some locations, you may only be able to show excerpts of
the film. These excerpts were chosen from scenes that should not be objectionable.
Assessment:
Use the accompanying Assessment Rubric.
Sources:
Print:
- Michener, James. Hague, Michael (ill.). South Pacific. San Diego, CA: Harcourt Brace Jovanovich (Gullivers Books), 1992.
- Mordden, Ethan.Rodgers & Hammerstein. New York: Harry N. Abrams Inc., 1992.
Media:
- Logan, Joshua (dir.). South Pacific. DVD or VHS recording. Twentieth Century Fox, 1958.
- Rodgers, Richard and Oscar Hammerstein II. South Pacific: Original 1949 Broadway Soundtrack. Sony, 1998.
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
