Lesson Overview:
Students will explore the use of music in dramatic productions to produce emotions within members of the audience or to demonstrate emotions of the characters. Students will listen to the "Overture" of the musical The King and I by Rodgers and Hammerstein and will identify the musical elements used to evoke different emotions. They will also watch the video of The King and I and identify which emotions the characters are feeling during particular songs in the musical.
Length of Lesson:
Three 45-minute periods
Instructional Objectives:
Students will:
- appreciate the importance of music within a dramatic production to depict and create emotions.
- understand that the use of different musical elements creates different emotions for the listener.
- compose written responses to questions regarding the emotions depicted and created by music in a dramatic performance, using proper musical terminology.
Supplies:
- VCR or DVD Player
- Video recording of the film version or a stage production of The King and I
Instructional Plan:
Warm Up
Ask students to think about the music they hear on television programs or in films. Ask them: What kind of music is played in a silly comedy show? What does music in a scary movie sound like? What does the music in an action sequence usually sound like? Ask the students to think about whether the music has any impact on how they feel while watching the scene.
Have students brainstorm a list of musical elements that affect the impact that music has on the listener. (If necessary, go over the terms on the Vocabulary list.) Chart the responses on the board.
Next, have students brainstorm a list of emotions (happy, sad, afraid, excited, etc.). Again, chart the responses on the board.
Introductory Activity
Divide the class into small groups, and ask them to discuss personal experiences watching a dramatic performance during which they were affected emotionally by the music. (If possible, ask the students to focus on experiences in a theatrical performance. However, depending on their exposure to the theatre, they may be more capable of discussing examples from film, television, or even commercials.)
Allow each group to share one experience they discussed with the class.
Guided Practice
As a class, view the "Overture" portion of The King and I.
Ask students to discuss their impressions of the overture. Ask them to think about the music in the overture, and based on their impressions, to discuss what might happen in the musical. Which emotions might the characters go through?
Have students identify the musical elements that helped them come to their conclusions. Note whether there are any differences in the students' predictions. Discuss with students whether two people can hear the same piece of music and feel different emotions.
Independent Practice
As a class, watch the video of The King and I.
Stop the video after each song listed on the Check Your Emotions worksheet and give students a few minutes to fill in the form. When the activity is complete, have students discuss their responses, noting similarities and differences among their answers.
As a homework assignment, students should create a list of three examples in which the use of music in a dramatic performance has influenced the emotions of another person. Students may ask family members and friends for responses. Have students write a short paragraph about each interview, focusing on how the musical elements affected the person's emotions.
Assessment:
Evaluate student performance using the accompanying Assessment Rubric.
Sources:
Print:
- Deutsch, Didier. Rodgers and Hammerstein: The Illustrated Songbook. Milwaukee, WI: Hal Leonard Corporation, 1998.
- Mordden, Ethan. Rodgers and Hammerstein. New York: Harry N. Abrams, Inc., 1992.
Media:
- The King and I. Directed by Walter Lang. Twentieth Century Fox, 1956. DVD or Videocassette.
Web:
Authors:
-
Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD
