EATS: Learning-Focused Strategies Lesson Plan Teacher: D. LeNoir Unit: Musical “Singin’ in the Rain” Class: 6th Grade Music Date of lesson:______ Concepts: d. e. a. b. c. Objectives: Music Standards: Expression through music and dance. Song a. meaning b. emotion c. story Dance a. movement b. expression Theatre scenery colors mood 1920s culture and historical events Students will be able to: answer questions about Singin’ in the Rain. answer essential questions using RARE. discuss and describe song’s meaning, story, and emotion song is conveying. discuss and describe dance movements and how it relevant to expressing the music discuss and describe how the scenery and background colors sets the mood for a scene, music, and lines being spoken or sung define characteristics of a musical. describe the difference between a play and musical. describe how music and movement tell the story. describe and explain facts about the 1920s culture. Describe and explain 1920s historical events. Music Standard VII: Evaluating music and musical performances Music Standard VIII: Making connections between music, the other arts, and other curricular areas Music Standard XI: Understanding music in relation to diverse cultures, times, and places Theater Standard VI: Comparing and integrating art forms. Theater Standard VIII: Understanding theatre works in relation to cultures, times, and places Dance Standard III: Understanding dance as a way to create and communicate meaning Dance Standard VII: Making connections between dance and other disciplines NEW MUSIC STANDARDS MU:Cn11.0.6 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. #MU:Re7.1 Process Component: GMS-Select - Choose music appropriate for a specific purpose or context. Anchor Standard: Perceive and analyze artistic work. Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. Essential Question: How do individuals choose music to experience? Grade 6 MU:Re7.1.6a Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose MU:Re7.2 Process Component: GMS-Analyze - Analyze how the structure and context of varied musical works inform the response. Anchor Standard: Perceive and analyze artistic work. Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. Essential Question: How does understanding the structure and context of music inform a response? MU:Re7.2.6 a.Describe how the elements of music and expressive qualities relate to the structure of the pieces b.Identify the context of music from a variety of genres, cultures, and historical periods. #MU:Re8.1 Process Component: GMS-Interpret - Support interpretations of musical works that reflect creators’/performers’ expressive intent. Anchor Standard: Interpret intent and meaning in artistic work. Enduring Understanding: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. Essential Question: How do we discern the musical creators’ and performers’ expressive intent? MU:Re8.1.6 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent. TH:Cn11.1 Process Component: Interrelate Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Theatre artists understand and can communicate their creative process as they analyze the way the world may be understood. Essential Question: What happens when theatre artists allow an understanding of themselves and the world to inform perceptions about theatre and the purpose of their work? TH:Cn11.1.6 a. Identify universal themes or common social issues and express them through a drama/theatre work. TH:Cn11.2 Process Component: Research Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions to inform their own work. Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood? TH:Cn11.2.6 b. Investigate the time period and place of a drama/theatre work to better understand performance and design choices. TH:Pr4.1 Process Component: Select Anchor Standard: Select, analyze, and interpret artistic work for presentation. Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. Essential Question: Why are strong choices essential to interpreting a drama or theatre piece? Grade 6 TH:Pr4.1.6 a. Identify the essential events in a story or script that make up the dramatic structure in a drama/theatre work. Process Component: Evaluate Anchor Standard: Apply criteria to evaluate artistic work. Enduring Understanding: Theatre artists apply criteria to investigate, explore, and assess drama and theatre work. Essential Question: How are the theatre artist's processes and the audience's perspectives impacted by analysis and synthesis? Grade 6 TH:Re9.1.6 Identify a specific audience or purpose for a drama/theatre work. DA:Cn10.1 Process Component: Synthesize Anchor Standard: Synthesize and relate knowledge and personal experiences to make art. Enduring Understanding: As dance is experienced, all personal experiences, knowledge, and contexts are integrated and synthesized to interpret meaning. Essential Question: How does dance deepen our understanding of ourselves, other knowledge, and events around us? DA:Cn10.1.6 a.Observe the movement characteristics or qualities observed in a specific dance genre. Describe differences and similarities about what was observed to one’s attitudes and movement preferences. DA:Cn11.1 Process Component: Relate Anchor Standard: Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Enduring Understanding: Dance literacy includes deep knowledge and perspectives about societal, cultural, historical, and community contexts. Essential Question: How does knowing about societal, cultural, historical and community experiences expand dance literacy? DA:Cn11.1.6 a.Interpret and show how the movement and qualities of a dance communicate its cultural, historical, and/or community purpose or meaning. DA:Cr1.1 Process Component: Explore Anchor Standard: Generate and conceptualize artistic ideas and work. Enduring Understanding: Choreographers use a variety of sources as inspiration and transform concepts and ideas into movement for artistic expression. Essential Question: Where do choreographers get ideas for dances? DA:Cr1.1.6 a.Relate similar or contrasting ideas to develop choreography using a variety of stimuli (for example, music, observed dance, literary forms, notation, natural phenomena, personal experience/recall, current news or social events). #DA:Re8.1 Process Component: Interpret Anchor Standard: Interpret intent and meaning in artistic work. Enduring Understanding: Dance is interpreted by considering intent, meaning, and artistic expression as communicated through the use of the body, elements of dance, dance technique, dance structure, and context. Essential Question: How is dance interpreted? DA:Re8.1.6 a.Explain how the artistic expression of a dance is achieved through the elements of dance, use of body, dance technique, dance structure, and context. Explain how these communicate the intent of the dance using genre specific dance terminology. DA:Re9.1 Process Component: Critique Anchor Standard: Apply criteria to evaluate artistic work. Enduring Understanding: Criteria for evaluating dance vary across genres, styles, and cultures. Essential Question: What criteria are used to evaluate dance? DA:Re9.1.6 a.Discuss the characteristics and artistic intent of a dance from a genre, style, or cultural movement practice and develop artistic criteria to critique the dance using genre-specific dance terminology. Unit Essential Question Materials: In what ways does music and dance enhance the story line of a musical? How is a musical different from a play? How is music shaped by the text? If a song was a person who would it be? What musical elements are found in a musical theatre production? How would one write a story with music? If a song was a person, who would it be? Singin’ in the Rain Musical, paper, pencil, PowerPoint, Projector, viewing guide EATS: Learning-Focused Strategies Lesson Plans Teacher: D. LeNoir Unit: Musical Singin’ in the Rain Class: 6th Grade Music Date of lesson:______ DAY 1 1-20 CONCEPT: expression through music and dance DAY 2 21-50 CONCEPT: expression through music and dance DAY 3 50-120 CONCEPT: expression through music and dance DAY 4 120-end CONCEPT: expression through music and dance DAY 5 CONCEPT: expression through music and dance musical, music, and dance musical, music, and dance Musical, music, and dance Musical, music, and dance Musical, music, and dance 1920 culture and historical events ESSENTIAL QUESTION: 1920 culture and historical events ESSENTIAL QUESTION: 1920 culture and historical events How are thoughts expressed through music and dance? Who is Donald Lockwood and Cosmo Brown and how would you describe him? ACTIVATING STRATEGY: Complete Character Chart for Don Lockwood and Cosmo Brown What is the difference between a silent film and a talking picture? 1920 culture and historical events ESSENTIAL QUESTION: How would you predict the musical Singin’ in the Rain will end? How would you describe a silent movie? VOCABULARY: Silent Movie, expression, dance VOCABULARY: VOCABULARY: TEACHING STRATEGIES: THUMBS UP THUMBS DOWN THINK-WRITESHARE: Don Lockwood worked for Monumental Pictures as a stunt man and then became an actor. VOCABULARY: Don Lockwood, Cosmo Brown, Lina Lamont, Kathy Seldon, expression, dance TEACHING STRATEGIES: 1920 culture and historical events ESSENTIAL QUESTION: What idea is Donald Lockwood trying to explain to his boss R.F. in the song “The Old Broadway”? ACTIVATING STRATEGY: THINK-WRITE Students will answer essential question in their learning log. During the performance of “Singin’ in Rain, how is song and dance used to enhance Don, Kathy, and Cosmo’s feelings and ideas ? TEACHING STRATEGIES: TEACHING STRATEGIES: TEACHING STRATEGIES: Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Teaching Strategy #2: Students will take notes while watching the musical “Singin’ in the Rain”. Teaching Strategy #2: Students will take notes and complete a character chart while watching the musical “Singin’ in the Rain”. Teaching Strategy #2: Students will take notes and complete a character chart while watching the musical “Singin’ in the Rain”. Teaching Strategy #2: Students will take notes while watching the musical “Singin’ in the Rain”. Teaching Strategy #2: Students will take notes while watching the musical “Singin’ in the Rain”. Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes and character chart. Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes. Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes. ACTIVATING STRATEGY: THINK-WRITE Students will answer essential question in their learning log. What is the difference between a musical and a movie? VOCABULARY: Musical, Scene, Overture, Mood, expression, enhance Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes. Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes and character chart. ESSENTIAL QUESTION: ACTIVATING STRATEGY: THINK-WRITE-PAIR SHARE Students will answer essential question in their learning log. ACTIVATING STRATEGY: Pair-Share Students will answer essential question in their learning log. How would you predict the musical Singin’ in the Rain will end? Teaching Strategy #3: Option 1: Teacher will review Singin’ in the Rain Quiz Questions and have students create a study guide Option 2: Students will create their own ten question quiz and provide the correct answers. SUMMARIZING STRATEGIES: Complete Viewing Guide Questions and Character Chart Pair Share: How were thoughts expressed through music and dance in the musical “Singin’ in the Rain”. SUMMARIZING STRATEGIES: Complete Viewing Guide Questions and Character Chart Pair-Share: How would describe Don Lockwood and Cosmo’s Brown Relationship? SUMMARIZING STRATEGIES: Complete Viewing Guide Questions and Character Chart Pair-Share What is the difference between a silent film and a talking picture? SUMMARIZING STRATEGIES: Complete Viewing Guide Questions and Character Chart Pair-Share: What idea is Donald Lockwood trying to explain to his boss R.F. in the song “The Old Broadway”? Assessment Prompt #3: Teacher will assess students’ understanding through reviewing students study guide or review their self-created quiz and answers. SUMMARIZING STRATEGIES: Complete Viewing Guide Questions and Character Chart In what ways was your original prediction of how "Singin’ in the Rain" correct of incorrect? EATS: Learning-Focused Strategies Lesson Plans Teacher: D. LeNoir Unit: Musical Singin’ in the Rain Class: 6th Grade Music Date of lesson:______ DAY 6 CONCEPT: expression through music and dance Musical, music, and dance 1920 culture and historical events ESSENTIAL QUESTION: How is music and dance used to enhance the story in a musical? ACTIVATING STRATEGY: Pair-Share How is music and dance used to enhance the story in a musical? VOCABULARY: TEACHING STRATEGIES: Teaching Strategy # 1: Teacher will use a PowerPoint or SMARTBoard lesson to guide instruction. Assessment Prompt #1: Teacher will assess students' understanding of presented material through observation. Teaching Strategy #2: Students will take notes while watching the musical “Singin’ in the Rain”. Assessment Prompt #2: Teacher will assess students’ understanding through reviewing students’ notes. SUMMARIZING STRATEGIES: Option 1 students will take the Singin’ in the Rain Quiz Option 2 students will create a 10 question Singin’ in the Rain Quiz. Name:_________________________________________________ Period:__________________ Date:____________________ Singin’ in the Rain Quiz Directions: Students will answer the following questions on a separate piece of paper. (Students do not need to write the question.) 1. Where does Don Lockwood first meet Kathy Seldon? 2. What is the name of the company that Don, Lina, and Cosmo work for? 3. How would you describe Don Lockwood and Lina Lamont’s relationship? 4. How would you describe Don Lockwood and Kathy Seldon’s relation in the beginning of the musical? 5. What challenge is Lina faced with when R.F. decides to create a talking pictures/musical? 6. What is the name of the talking picture/musical that featured and Don and Lina but used Kathy’s voice? Directions: Students will answer the following question using complete sentences and use evidence/examples to support their answer. 7. In what ways does music, dance, and scenery play an important role in telling a story in a musical? (give examples for each category) Plot Don Lockwood (Gene Kelly) is a popular silent film star with humble roots as a singer, dancer, and stunt man. Don barely tolerates his vapid, shallow leading lady, Lina Lamont (Jean Hagen). One day, to escape from overenthusiastic fans, Don jumps into a passing car driven by Kathy Selden (Debbie Reynolds). She drops him off, but not before claiming to be a stage actress and sneering at his undignified accomplishments. Later, at a party, the head of Don's studio, R.F. Simpson (Millard Mitchell), shows a short demonstration of a talking picture, but his guests are unimpressed. Don runs into Kathy again at the party. To his amusement and her embarrassment, he discovers that Kathy is only a chorus girl, part of the entertainment. Furious, she throws a pie at him, only to hit Lina right in the face. Later, Don makes up with Kathy and they begin falling in love. After a rival studio releases its first talking picture, The Jazz Singer, and it proves to be a smash hit, R.F. decides he has no choice but to convert the new Lockwood and Lamont film, The Dueling Cavalier, into a talkie. The production is beset with difficulties (most, if not all, taken from real life[citation needed]), by far the worst being Lina's comically grating voice. A test screening is a disaster. In one scene, for instance, Don repeats "I love you" to Lina over and over, to the audience's derisive laughter (a reference to a scene by John Gilbert in his first talkie[2]). Don's best friend, Cosmo Brown (Donald O'Connor), comes up with the idea to dub Lina's voice with Kathy's and they persuade R.F. to turn The Dueling Cavalier into a musical called The Dancing Cavalier. When Lina finds out that Kathy is dubbing her voice, she is furious and does everything possible to sabotage the romance between Don and Kathy. She becomes even angrier when she discovers that R.F. intends to give Kathy a screen credit and a big publicity buildup. Lina blackmails R.F. into backing down. The premiere of The Dancing Cavalier is a tremendous success. When the audience clamors for Lina to sing live, Don, Cosmo, and R.F. improvise and get Lina to lip-synch while Kathy sings into a second microphone while hidden behind the stage's curtain. Later, while Lina is "singin’," Don, Cosmo and R.F. gleefully open the stage curtain behind her, revealing the deception — Lina then flees in embarrassment. When Kathy tries to run away as well, Don stops her and introduces the audience to "the real star of the film." The film ends with Don and Kathy kissing in front of a billboard that says "Singin' in the Rain with Don Lockwood and Kathy Selden." Singin’ in the Rain Questionnaire 1. What is Cosmo's last name? Brown Hart Smith Jones 2. What is Don Lockwood's motto? He didn't have one. Dignity, always dignity Trust, always trust Love, always love 3. What was Don's job (at first) at Monumental Pictures? crew member cameraman musician prop man 4. How did Don wind up meeting Kathy Seldon? He met her formally He gave her an autograph He bumped into her He jumped into her car 5. What does the man demonstrate at the party? color picture a costume musical a musical picture a talking picture 6. What happened to Lina at the party? she got a pie in the face she got a cake with her name on it she was voted prettiest guest she got a surprise party 7. What does Cosmo dance with in "Make 'em Laugh"? a pole a mannequin a dummy a coat rack 8. After playing "Fit as a Fiddle" flowers come out of Don and Cosmo's hands, what colors are they? Red, Yellow and White Red, Blue and White White, Black and Red Yellow, Red and Black 8. In the first picture shown in the movie, called "The Royal Rascal", what is Don Lockwood's character's name? Pierre Peter Pierce Philippe 10. At the party for the "The Royal Rascal", R.F. demonstrates a picture with sound. What company makes the first motion picture with sound? Dream works Monumental Pictures Warner Brothers Miramax 11. What does Don Lockwood call Kathy Seldon? Sally Cartier Kathy Seldon Ethel Barrymore Lina Lamont 12. The talking picture that Monumental Pictures first made was called "The Dueling Cavalier". True False 13. "______ supposes his toses are roses but __________ supposes erroneously". Lois Moset Cosmo Moses 14. What's Lina's comment, when the microphone is in the bush, and she has to talk into it but keeps forgetting that it's there? "I keep forgetting." "I'm trying to make love to Donny!" "But I can't make love to flowers!" "Well I can't make love to a bush!" 15. At the end of the movie Don and Kathy are standing next to a billboard. What is the movie, starring themselves, called? Dancing Cavalier 2 The Sound of Music You Were Meant for Me Singin' In The Rain