the standard songbook curriculum guide - standard songbook curriculum guide ......

Download The Standard Songbook Curriculum Guide - Standard Songbook Curriculum Guide ... BIDIN’ MY TIME from GIRL CRAZY/CRAZY FOR YOU Music by George Gershwin Lyrics by Ira Gershwin

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  • The Standard SongbookCurriculum Guide

    2012 - 2013

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

    THE SONGSDO RE MI (The Sound of Music)



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



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

    LAZY (Holiday Inn)BOOK REPORT (Youre a Good Man, Charlie Brown)


    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


    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, thats our game,You compose a pattern, well 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.

  • 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.

    Humperdincks interest in childrens 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.


    Below are the dance steps that students will learn during the show. Remind students of the definition ofchoreography. 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:

    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, CHILDRENS 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


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


    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

    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


    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!


    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 YOURE 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, Dont give up,or Faster isnt always better, or Making assumptions can be a mistake.

    Tempo Activity

    Have students stand next to their desks. Tell them theyre 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.

    Aesops 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.



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