|
Why Do
These Characters Act This Way?
|
| Length: |
1-2
class periods |
| Grades: |
5-8
|
| Subjects: |
Language
Arts, Performing Arts
|
| Subtopics: |
Theater,
Music, Literature |
| Intelligences
Being Addressed: |
Interpersonal,
Intrapersonal, Musical/Rhythmic, Verbal/Linguistic |
| Dimensions
of Learning: |
Acquisition and integration of knowledge, Extension and refinement
of knowledge |
| Overview: |
Using
the individual characteristic drawing from the last lesson, students
will expand on the character development of both Rigoletto and
Gilda. They will do this through analyzation of the music, the
libretto, and the story line.
|
| Equipment:
|
TV/video
player
CD player
|
| Materials: |
The
Black Dog Opera Library Series CD starring Pavoratti (Jean Pierre
Ponelle film version) |
| Hand
Outs: |
Rigoletto's
Story; Part
1 and Part
2 |
| Student
Supplies: |
Pencil
and paper |
| Teacher
Internet Resources: |
Lesson
and Extension-Specific Resources: See unit overview
General Internet Resources: See unit overview
|
National
Standards for Arts Education:
|
Music
5-8, Standards 6,7,8,9 |
| Instructional
Objectives: |
Students
will demonstrate the relationship between characters and plot
development.
|
| Strategies: |
Teacher-directed
instruction/discussion
Cooperative groups
Critical thinking strategies
Group discussion
Guided activity
Independent student work
|
| Instructional
Plan: |
1.
To begin, discuss the students' drawings of Rigoletto. How do
they see him as a character? What are his good points and his
bad points?
2.
Return to the story map that the students constructed in the last
lesson. Follow the character Rigoletto through the events
of the story. At each event ask the following questions: How
does he feel? Why does he feel this way? (Example: In the opening
scene, Rigoletto feels happy because he gets to make fun of anyone
he wants, and the Duke will protect him.)
3.
As a group or on their own, have the students repeat this process
for the Duke and for Gilda.
4.
Read the libretto for the following selections and then listen
to the arias:
The Duke's Philosophy (CD1, Tr3), The Duke Grieves Over the Loss
of Gilda (CD2, Tr1 and 2), The Duke's Song (CD2, Tr12). What do
these pieces of music tell us about the Duke? Do you think that
he is really as sad as he seems in the second selection?
5.
Replay Gilda's declaration of Love (CD1, Tr16). What does this
music tell us about Gilda?
6.
On a sheet of paper, ask the students to describe ways in which
the tragedy of the story could be avoided. If they were the Duke,
how would they act differently? If they were Rigoletto? If they
were Gilda?
|
| Assessment:
|
Do
the students' papers reflect an understanding of how the character
flaws in each individual contribute to the unfolding of the tragedy?
|
| Extensions: |
Continue to lesson
4.
|
| Teacher
References: |
Black
Dog Opera Series Rigoletto CD
|
| Author:
|
ARTSEDGE |
| Submission
Date: |
November
1, 2000 |
|
©
ARTSEDGE, 2000
|
|
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