The Standard SongbookCurriculum Guide

2012 - 2013

Skylight Music Theatre is a cultural partner with the Milwaukee Symphony Orchestra’s Arts in Community Education Program (ACE)

THE SONGSDO 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 (Bye Bye Birdie)OOMPA LOOMPA SONG (Willy Wonka and the Chocolate Factory)

KiDSWRiTES SONGHILLBILLY NAMED PAP

STORY MEDLEY #2 -THE TORTOISE AND THE HAREI HAVE CONFIDENCE (TheSound of Music)

BIDIN ‘ MY TIME (Girl Crazy) GO THE DISTANCE (Hercules)

LAZY (Holiday Inn)BOOK REPORT (You’re a Good Man, Charlie Brown)

STORY MEDLEY #3 - UGLY DUCKLINGNOTHING CAN STOP ME NOW (The Roar of the Greasepaint)

WHAT IS THIS FEELING? (Wicked)I GOTTA BE ME (Golden Rainbow)

GORGEOUS (The Apple Tree)WHY WE TELL THE STORY (Once on this Island)

Skylight Music Theatre158 N. Broadway Milwaukee, WI 53202

(414) 291-7811 www.skylightmusictheatre.org

VOCABULARY

Rhythm: The pattern of beats in a song.Tempo: The speed of the music.Melody: The pattern of notes, the tune.Lyrics: The words of a song.Musical theatre: A show performed with song, dance and dialogue. Opera: A show that is all sung.Composer: A person who writes music. Conductor: A person who directs an orchestra or chorus, often using a baton.Largo: Music that is performed slowly; a slow tempo.Presto: Music that is performed fast; a quick tempo.Costumes: The clothes the actors wear.Props: An object used during a play, opera or musical.Choreography: The order of steps or movements in a dance.Glokenspiel: A percussion instrument with a series of different sized metal bars that

make different tones when hit with a mallet.Fable: A story, typically with animals as characters, that teaches a moral.Fairy Tale: A story about magical and imaginary beings and lands.

Standard Conducting Pattern

Composing a Rhythm Game

Objective: Students will develop their understanding of composer and rhythm by composing their own rhythm.

Have students sit in a circle. Remind students of the definitions of “rhythm” and “composer.” Begin a con-tinuous rhythmic pattern that is easily repeated. Example: leg pat, clap, leg pat, clap etc. As studentsrepeat this pattern, teach this chant:

“Rhythm, Rhythm, that’s our game,You compose a pattern, we’ll play the same.”

Each student in the class will then have the chance to be a “composer,” where they will create a simpleeight beat rhythm using claps, snaps or stomps to create their pattern. The remainder of the group restsand listens carefully while the first composer plays. After the soloist finishes, the group repeats thatrhythm back to the composer twice. Then the group resumes the same leg pat/clapping pattern andchant from the beginning and the next person in the circle is the new composer. Play continues until allstudents have composed a rhythm.

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Dance Duet from HANSEL AND GRETELComposed by Engelbert Humperdink, Libretto by Adelheide WetteBased on the fairy tale by the Brothers Grimm

Englebert Humperdinck was born in 1854 in Germany andwrote his first composition when he was only seven yearsold! He was not only a composer but also a successfulteacher, conductor and music critic.

Humperdinck’s interest in children’s tales is unique inopera. The story goes that he began work on HANSELAND GRETEL after his sister asked him to compose musicfor a play she had written for her children. It became aninstant success and remains one of the most performedoperas ever written.

Dance

Below are the dance steps that students will learn during the show. Remind students of the definition of“choreography”. Using the cd that is provided with this guide, play the song from HANSEL AND GRETELand follow the dance steps below to practice your dance moves!

Engelbert Humperdinck

Fun With Opera!

Extend the learning by visiting the site below: http://www.classicalkusc.org/kids/opera/index.asp

The website features an interactive video that allows students to learn more about the parts of the theatre,hear more music from HANSEL AND GRETEL and see the whole story.

The Brothers Grimm

Jacob and Wilhelm Grimm were fascinated by folklore and legends and wantedto save the stories of their home country, Germany. They traveled throughoutthe country asking people to tell them their favorite stories which they wrotedown and published in 1812 in their story collection, CHILDREN’S AND HOUSEHOLD TALES.

Many of these stories are still popular today including Cinderella, Hansel andGretel, Little Red Riding Hood, Rumplestiltskin, Sleeping Beauty, Snow White,Rapunzel and many more. How many of these stories do your students know?

Jacob and Wilhelm Grimm

Lyrics

With your foot tap tap tap,With your hand you clap clap clap,Right foot first,Left foot then,Turn around and back again!

Choreography

Tap your right foot three times.Clap your hands three times.Stick your right heel out.Stick your left heel out.Starting with your right foot, take foursteps in a circle.

Do Re Mi from THE SOUND OF MUSICMusic by Richard Rodgers Lyrics by Oscar Hammerstein

THE SOUND OF MUSIC tells the true story of the VonTrapp family. When Maria, a novice nun, is sent tobe the governess for the seven children of a wid-owed naval captain, she captures their hearts withsong. Shortly after winning them over, the wholefamily is forced to flee to avoid the invading Nazis.

Other SOUND OF MUSIC songs in Standard Songbook:ConfidenceLonely Goatherd

Other popular songs from THE SOUND OF MUSIC:My Favorite ThingsSo Long, FarewellEdelweissClimb Every Mountain

Call our Box Office at (414) 291-7800 or at www.skylightmusictheatre.org

Solfege, What is it?

Solfege is a technique to teach sight singing by associating asyllable and gesture with each note. Read the lyrics belowaloud adding the appropriate solfege hand gesture, asillustrated on the left.

Do a deer, a female deer,Re a drop of golden sun,Mi a name I call myself,Fa a long long way to run,So a needle pulling thread,La a note to follow so,Ti a drink with jam and bread,That will bring us back to do oh oh oh!

Play the cd that accompanies this guide and have your studentsdo the appropriate solfege gesture for each lyric of the song.

Listen to the song, My Favorite Thingson the CD that accompaniesthis guide. Ask your students to list some of their favorite things.Also, define schnitzel and strudel and blue satin sashes for them.

Start Here

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THE TORTOISE AND THE HARE STORY MEDLEY

Listed below are the songs from our mini-musical of the Tortoise and the Harealong with the source musicals. Share the CDs or DVDs with your students!

THE SONGS:

I HAVE CONFIDENCE from THE SOUND OF MUSICMusic by Richard Rodgers

Lyrics by Oscar Hammerstein

BIDIN’ MY TIME from GIRL CRAZY/CRAZY FOR YOUMusic by George Gershwin

Lyrics by Ira Gershwin

GO THE DISTANCE from HERCULESMusic by Alan Menken Lyrics by David Zippel

LAZY from HOLIDAY INNMusic and Lyrics by Irving Berlin

THE BOOK REPORT from YOU’RE A GOOD MAN, CHARLIE BROWNMusic and Lyrics by Clark Gesner

Discussion Point: Discuss the moral of this story, “Slow and steady wins therace.” What does that mean to your students? It could mean, “Don’t give up,”or “Faster isn’t always better,” or “Making assumptions can be a mistake.”

Tempo Activity

Have students stand next to their desks. Tell them they’re going to experiment with acting in differenttempos, or speeds. First, give them a simple activity to act out in real time. Then have them repeat theactions in slow motion. Tell them to imagine they are underwater or moving through jello, and to do theactivity in a very slow or “largo” tempo. Signal them to freeze. Then, tell them when you say either,“Presto” or “Largo,” they will do the action in that tempo. Sample actions:

~Brush your teeth ~Eat a sandwich, eat a messy sandwich, eat a liver sandwich~Pick up a pencil and write your name, write with chalk on a blackboard~Run in place, catch a ball-first a baseball, then a volleyball, then a bowling ball

Below is another famous fable that is easy and fun to act out. Try developing the characters that are inthe story. How might a fox speak and move? How might a crow talk or move differently than a fox? Havestudents practice talking and moving like foxes and crows and then have them act out the story.

Another Aesop Fable: The Fox and The Crow

A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. "That'sfor me, as I am a Fox," said Master Fox, and he walked up to the foot of the tree. "Good day, Mistress Crow,"he cried. "How well you are looking today! How glossy your feathers! How bright your eye! I feel sure yourvoice must sound better than other birds. Let me hear just one song from you and I will greet you as theQueen of Birds."

The Crow began to caw her best, but the moment she opened her mouth the piece of cheese fell to theground, only to be snapped up by Master Fox. "That will do," said he. "That was all I wanted. In exchangefor your cheese I will give you a piece of advice for the future, do not trust flatterers.”

Aesop’s Fables are animal stories with a moral or lesson. Aesop (illustration below) lived in Greece around600 BC and is considered to be the father of fable-telling. Little is known about him, but legend has it thathe was an African slave with physical disabilities who survived by his wit and skill as a story teller.

Woodcut illustration of Aesop, surrounded by his fable characters.

The BOY WHO CRIED WOLF STORY MEDLEY

THE BOY WHO CRIED WOLF, an Aesop’s FableThere was a shepherd boy who was lonely and bored as he sat watching the village sheep. To amuse himself hecried, "Wolf! Wolf! The Wolf is chasing the sheep!" The villagers came running to help drive the wolf away. Butwhen they arrived at the top of the hill, they found no wolf. The boy laughed at the sight of their angry faces."Don't cry 'wolf'," said a villager, "when there's no wolf!" They went grumbling back down the hill.

Later, the boy sang out again, "Wolf! Wolf! The wolf is chasing the sheep!" Again, the villagers ran up the hill tohelp him drive the wolf away. When the villagers saw no wolf they sternly said, "Save your frightened song forwhen there is really something wrong! Don't cry 'wolf' when there is NO wolf!"

Later, the boy saw a REAL wolf prowling about his flock. Alarmed, he sang out as loudly as he could, "Wolf! Wolf!"But the villagers thought he was trying to fool them again, and so they didn't come.

At sunset, everyone wondered why the shepherd boy hadn't returned to the village with their sheep. They wentup the hill to find the boy. They found him weeping. "There really was a wolf here! The flock has scattered! I criedout, "Wolf!" Why didn't you come?" An old man said, "Nobody believes a liar...even when he is telling the truth!"

STORY MEDLEY SONGS:

LONELY GOATHERD from THE SOUND OF MUSICMusic by Richard Rodgers

Lyrics by Oscar Hammerstein

KIDS from BYE, BYE BIRDIEMusic by Charles Strouse

Lyrics by Lee Adams

OOMPA, LOOMPA SONG from WILLIE WONKA Music and Lyrics by Leslie Bricusse and Anthony Newley

SUGGESTED READING- Read THE WOLF WHO CRIED BOY by Bob Hartman. This “fractured fable” focuseson a young wolf who is a picky eater that calls out “Boy” to scare his parents and get out of eating his din-ner, until of course an ACTUAL boy shows up in their den!

DISCUSS how other familiar stories might be different if told from another character’s points of view,such as The Wolf in Little Red Riding Hood, etc.

LISTEN to the enclosed CD and act out the story of The Lonely Goatherd or The Book Report.

Another Important Music Word: Dynamics = the volume of a sound or noteAlthough dynamics is not covered in our show, it is an important part of music. The activity below is a funand easy way to have students experiment with quiet and loud.

Pound a Sound as a Dynamics ActivityObjective: Students will demonstrate their understanding of dynamics and rhythm.Students are seated in a circle and sing the song and do the actions in the lyrics:

(To the tune of Row Row Row your Boat)Pound, Pound, Pound one fist,Pound it on the ground,Pound, Pound, Pound, Pound,Make a big loud sound.

Verse 2: Focus on quiet sounds:Tap, Tap, Tap one hand,Tap it on the ground,Tap, tap, Tap, Tap,Make a quiet sound.

Then alternate between loud and soft, pounding or tapping feet, both hands, clapping hands, etc.

KIDSWRITES is a creative writing and performance program for students in grades 4-7. Students participate in creativewriting workshops, writing is selected and performed by Skylight artists in a musical performance.

Tour dates for this year’s show,KIDSWRITES:

are April 29 - May 24, 2013

For more information, or to schedule a performance at your school, contact Corinne Gilbert at(414) 299-4978 or corinneg@skylightmusictheatre.org

The Hillbilly Named PapFrom KIDSWRITESLyrics written by C. Forecki, B. Coste, A. Stazck, J. Golubsk - St. Leonards, Muskego - Grade 5 Music composed by Tony Clements

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 burnsdown. Have your students write a poem that tells a story.

During the performance we will be selecting volunteers to play the characters of Pap, Millie, their two kids Chiliand Dooley and two students play a house. Prepare your students before the show by having them practicethe various actions of the story, in parentheses in bold below.

The Hillbilly Named Pap

chorus:There was a hillbilly named Pap,Hillbilly named PapThere was a hillbilly named Pap,Hillbilly named Pap, Hillbilly named Pap

verse:There was a hillbilly named Pap, (PAP plays 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 again.2nd verse: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 stewOne night Pap ate too much and he turned blue. (PAP turns blue)

chorus AGAIN!slower verse:They had two weird kids named Chili and Dooley, who rode to school on a stubborn mulie. (CHILI and DOOLEY gallop to center and sit ) Their house was very big and brown. HOUSE stands facing each other with arms in the air,

creating a house)It was really nice, till it burned down. ( House “burns down”) chorus ONCE MORE!

Banjo

UGLY DUCKLING STORY MEDLEY

Musical Elements Song

Here’s a fun way to remind students of some of the vocabulary taught in the show. Have students singthe 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 clap)Pulse will keep a steady beatSounds like slowly marching feet.Rhythm makes a pattern of sounds.(Clap clap-clap clap clap/clap-clap clap clap)

UGLY DUCKLING STORY MEDLEY SONGS:

NOTHING CAN STOP ME NOW from THE ROAR OF THE GREASEPAINT...Music and Lyrics by Leslie Bricusse and Anthony Newley

WHAT IS THIS FEELING? from WICKEDMusic and Lyrics by Stephen Schwartz

I GOTTA BE ME from GOLDEN RAINBOWMusic and Lyrics by Walter Marks

GORGEOUS from THE APPLE TREEMusic and Lyrics by Jerry Bock and Sheldon Harnick

WHY WE TELL THE STORY from ONCE ON THIS ISLANDMusic by Stephen Flaherty

Book and Lyrics by Lynn Ahrens

Hans Christian Andersen was a Danish author and poet noted for his children's fairy tales. These include TheLittle Mermaid, Thumbelina, The Emperor’s New Clothes, The Princess and the Pea, The Little Match Girl and TheUgly Duckling. During his lifetime he was acclaimed worldwide and his stories have been translated intomore than 150 languages. They have inspired motion pictures, plays, ballets and animated films.

Follow-up Discussion

The Ugly Duckling deals with important issues in schools today. Lead a discussion about bullying and judging others based on appearances and differences.

-What instances of bullying did you see in the story? -What should we do when we see others who look or act differently than us? -How did the different duckling feel when the others made fun of her? How would you feel?-Why do people gang up on other people?-Why do people react the ways they do when someone is different?

Have students act out the story making better choices of how they treat the different duckling.Read these and other Aesop Fables, discuss the morals with your class and act out the stories. Create paperplate masks and perform the stories for another class!

The Ant and the Grasshopper It is best to prepare for the days of necessity. The Fox and the Goat Look before you leap. The Fox and the Grapes It is easy to despise what you cannot get. The Peacock and the Crane Fine feathers don't make fine birds.

Hans Christian Andersen (1805 – 1875)