West Side Story

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West Side Story Girls: America! Lots of new housing with more space Boys: Girls: Lots of doors slamming in our Puerto Rico face My heart's devotion Girls: Let it sink back in the ocean I'll get a terrace apartment Always the hurricanes blowing Boys: Always the population growing Better get rid of your accent And the money owing Girls: And the sunlight streaming Life can be bright in America Boys: West Side Story is an And the natives steaming I like the island Manhattan If you can fight in America American musical with music by Girls: Leonard Bernstein, lyrics by Life is all right in America Stephen Sondheim, and Boys: Boys: conception and choreography by I know you do! Jerome Robbins. It was inspired If you're a white in America by William Shakespeare's play Girls: Girls: Romeo and Juliet. Smoke on your pipe Here you are free and you And put that in! have pride The story is set in the Upper I like to be in America Boys: West Side neighborhood in New Okay by me in America Long as you stay on your own York City in the mid-1950s, an side ethnic, blue-collar neighborhood. Everything free in America Girls: The musical explores the rivalry Free to be anything you choose between the Jets and the Sharks, Boys: Boys: two teenage street gangs of For a small fee in America Free to wait tables and shine different ethnic backgrounds. The shoes members of the Sharks from Girls: Puerto Rico are taunted by the Buying on credit is so nice Everywhere grime in America Jets, a Polish-American working- Organized crime in America class group. The young Boys: Terrible time in America protagonist, Tony, one of the One look at us and they charge Girls: Jets, falls in love with Maria, the twice You forget I'm in America sister of Bernardo, the leader of Boys: the Sharks. The dark theme, Girls: I think I'll go back to San Juan sophisticated music, extended I have my own washing I know a boat you can get on dance scenes, and focus on machine (Bye Bye) social problems marked a turning Boys: point in American musical Boys: Everyone there will give big theatre. Bernstein's score for the What will you have though to cheer! musical includes "Something's keep clean? Girls: Coming", "Maria", "America", Everyone there will have "Somewhere", "Tonight", "Jet Girls: moved here Song", "I Feel Pretty", "A Boy Like Skyscrapers bloom in America That", "One Hand, One Heart", Cadillacs zoom in America West Side Story: "Gee, Officer Krupke", and Music by Leonard Bernstein "Cool". Industry boom in America Lyrics by Stephen Sondheim Boys: (1965) Twelve in a room in America .

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Leonard Bernstein
Leonard Bernstein: The Power of Music is the “first large-scale museum exhibition to illustrate Bernstein’s life, Jewish identity, and social activism,” according to the National Museum of American Jewish History in Philadelphia, where you can catch it until Sept. 2. (A national tour will follow.) There are artifacts ranging from Bernstein’s piano (a Baldwin, though he used to invoke another manufacturer to tell people how to pronounce his name: “No one ever called a Steinway a STEEN-way!”), an annotated copy of Romeo and Juliet in which he formulated ideas for West Side Story, the mezuzah from his studio, the ketubah from his marriage to Costa Rican actress Felicia Cohn Montealegre, and his family Haggadah … which, unsurprisingly, contains additional sheet music. There are dozens of photos, hand-drawn set designs, snippets of costume fabric, personal letters, album covers, and illustrations. There’s the earliest known photograph of teen Lenny conducting; his trademark impressive swoop-y matinee-idol hair is already evident as he theatrically leads a Jewish summer-camp orchestra of seven nebbish-y boys with triangles and tiny cymbals. (The photo is grandiloquently labeled “Onota Rhythm Band and Leonard Bernstein, 1937.”) Celebrations of Bernstein’s 100th birthday are taking place all around the world, including performances of his greatest work: West Side Story in South Africa, Candide in San Francisco and Los Angeles; Fancy Free in Tuscaloosa; and six different operas and theatrical works this summer at Tanglewood, where Bernstein began his career. There’s also a traveling exhibit by the Grammy Museum and, of course, a hashtag campaign (#BernsteinAt100).
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Chicago Phil Brass” Brass Quintet
2020-2021 SEASON: TOGETHER Chicago Phil Chamber presents "Chicago Phil Brass” Brass Quintet Sunday, October 11 2020, 4:00pm North Shore Center, Skokie William Denton trumpet Mike Brozick trumpet Fritz Foss horn Jeremy Moeller trombone Matthew Gaunt tuba SCHERZO . JOHN CHEETHAM (b. 1939) AIR POUR LES TROMPETTES . JOHANN SEBASTIAN BACH (1685-1750) (arr. Irving Rosenthal) ‘LITTLE’ FUGUE IN G MINOR . JOHANN SEBASTIAN BACH (1685-1750) (arr. Ronald Romm) BRASS QUINTET No. 1 . .VICTOR EWALD (1860-1935) I. Moderato - Più mosso II. Adagio non troppo lento III. Allegro moderato ENGLISH FOLK SONG SUITE . RALPH VAUGHAN WILLIAMS (1872-1958) (arr. Jari Villanueva) I. March: "Seventeen Come Sunday" II. Intermezzo: "My Bonny Boy" III. March: "Folk Songs from Somerset" SELECTIONS FROM WEST SIDE STORY . LEONARD BERNSTEIN (1918-1990) (arr. Jack Gale) “Maria" “Tonight" “I Feel Pretty” 1 2020-2021 SEASON: TOGETHER “SUMMERTIME” . GEORGE GERSHWIN (1898-1937) (arr. John Glenesk Mortimer) “OUR LOVE IS HERE TO STAY” . GEORGE GERSHWIN (1898-1937) (arr. Bill Holcombe) “A NIGHTINGALE SANG IN BERKELEY SQUARE” . MANNING SHERWIN (1902-1974) (arr. Jack Gale) “THAT’S A-PLENTY” . LEW POLLACK (1895-1946) (arr. Jack Gale) “JUST A CLOSER WALK WITH THEE” . TRADITIONAL (arr. Don Gillis) TRITSCH - TRATSCH POLKA . JOHANN STRAUSS II (1825-1899) (arr. B. A. Kretz) The program begins with one of the all-time classic brass compositions of the 20th century, John Cheetham’s Scherzo. A classic in brass quintet repertoire, Scherzo was an immediate success when it was written. Air Pour Les Trompettes, Irving Rosenthal’s arrangement of Bach's Suite in A, originally for solo harpsichord, showcases the trumpet.
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West Side Story” (Original Cast Recording) (1957) Added to the National Registry: 2008 Essay by Robert L
“West Side Story” (Original cast recording) (1957) Added to the National Registry: 2008 Essay by Robert L. McLaughlin (guest essay)* Original “West Side Story” cast members at recording session (from left: Elizabeth Taylor, Carmen Gutierrez, Marilyn Cooper, Carol Lawrence) “West Side Story” is among the best and most important of Broadway musicals. It was both a culmination of the Rodgers and Hammerstein integrated musical, bringing together music, dance, language and design in service of a powerful narrative, and an arrow pointing toward the future, creating new possibilities for what a musical can be and how it can work. Its cast recording preserves its score and the original performances. “West Side Story’s” journey to theater immortality was not easy. The show’s origins came in the late 1940s when director/choreographer Jerome Robbins, composer Leonard Bernstein, and playwright Arthur Laurents imagined an updated retelling of “Romeo and Juliet,” with the star- crossed lovers thwarted by their contentious Catholic and Jewish families. After some work, the men decided that such a musical would evoke “Abie’s Irish Rose” more than Shakespeare and so they set the project aside. A few years later, however, Bernstein and Laurents were struck by news reports of gang violence in New York and, with Robbins, reconceived the piece as a story of two lovers set against Caucasian and Puerto Rican gang warfare. The musical’s “Prologue” establishes the rivalry between the Jets, a gang of white teens, children mostly of immigrant parents and claimants of a block of turf on New York City’s west side, and the Sharks, a gang of Puerto Rican teens, recently come to the city and, as the play begins, finally numerous enough to challenge the Jets’ dominion.
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Composition Catalog
1 LEONARD BERNSTEIN AT 100 New York Content & Review Boosey & Hawkes, Inc. Marie Carter Table of Contents 229 West 28th St, 11th Floor Trudy Chan New York, NY 10001 Patrick Gullo 2 A Welcoming USA Steven Lankenau +1 (212) 358-5300 4 Introduction (English) [email protected] Introduction 8 Introduction (Español) www.boosey.com Carol J. Oja 11 Introduction (Deutsch) The Leonard Bernstein Office, Inc. Translations 14 A Leonard Bernstein Timeline 121 West 27th St, Suite 1104 Straker Translations New York, NY 10001 Jens Luckwaldt 16 Orchestras Conducted by Bernstein USA Dr. Kerstin Schüssler-Bach 18 Abbreviations +1 (212) 315-0640 Sebastián Zubieta [email protected] 21 Works www.leonardbernstein.com Art Direction & Design 22 Stage Kristin Spix Design 36 Ballet London Iris A. Brown Design Boosey & Hawkes Music Publishers Limited 36 Full Orchestra Aldwych House Printing & Packaging 38 Solo Instrument(s) & Orchestra 71-91 Aldwych UNIMAC Graphics London, WC2B 4HN 40 Voice(s) & Orchestra UK Cover Photograph 42 Ensemble & Chamber without Voice(s) +44 (20) 7054 7200 Alfred Eisenstaedt [email protected] 43 Ensemble & Chamber with Voice(s) www.boosey.com Special thanks to The Leonard Bernstein 45 Chorus & Orchestra Office, The Craig Urquhart Office, and the Berlin Library of Congress 46 Piano(s) Boosey & Hawkes • Bote & Bock GmbH 46 Band Lützowufer 26 The “g-clef in letter B” logo is a trademark of 47 Songs in a Theatrical Style 10787 Berlin Amberson Holdings LLC. Deutschland 47 Songs Written for Shows +49 (30) 2500 13-0 2015 & © Boosey & Hawkes, Inc. 48 Vocal [email protected] www.boosey.de 48 Choral 49 Instrumental 50 Chronological List of Compositions 52 CD Track Listing LEONARD BERNSTEIN AT 100 2 3 LEONARD BERNSTEIN AT 100 A Welcoming Leonard Bernstein’s essential approach to music was one of celebration; it was about making the most of all that was beautiful in sound.
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Leonard Bernstein
chamber music with a modernist edge. His Piano Sonata (1938) reflected his Leonard Bernstein ties to Copland, with links also to the music of Hindemith and Stravinsky, and his Sonata for Clarinet and Piano (1942) was similarly grounded in a neoclassical aesthetic. The composer Paul Bowles praised the clarinet sonata as having a "tender, sharp, singing quality," as being "alive, tough, integrated." It was a prescient assessment, which ultimately applied to Bernstein’s music in all genres. Bernstein’s professional breakthrough came with exceptional force and visibility, establishing him as a stunning new talent. In 1943, at age twenty-five, he made his debut with the New York Philharmonic, replacing Bruno Walter at the last minute and inspiring a front-page story in the New York Times. In rapid succession, Bernstein Leonard Bernstein photo © Susech Batah, Berlin (DG) produced a major series of compositions, some drawing on his own Jewish heritage, as in his Symphony No. 1, "Jeremiah," which had its first Leonard Bernstein—celebrated as one of the most influential musicians of the performance with the composer conducting the Pittsburgh Symphony in 20th century—ushered in an era of major cultural and technological transition. January 1944. "Lamentation," its final movement, features a mezzo-soprano He led the way in advocating an open attitude about what constituted "good" delivering Hebrew texts from the Book of Lamentations. In April of that year, music, actively bridging the gap between classical music, Broadway musicals, Bernstein’s Fancy Free was unveiled by Ballet Theatre, with choreography by jazz, and rock, and he seized new media for its potential to reach diverse the young Jerome Robbins.
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West Side Story
The Jefferson Performing Arts Society Presents 1118 Clearview Parkway Metairie, LA 70001 504-885-2000 www.jpas.org 1 | P a g e Table of Contents Teacher’s Notes………………………..………………………..……..3 Standards and Benchmarks…………………………...……….…..6 Background…………………………………….…………………..……7 Puerto Rico: History and Connection to the United States………………..20 Rivalries and Resolutions……………………….……..…………..49 The Cultures of Us………………………………………….…..…….81 Portraits of Our Region……………………………………………...89 Additional Resources………………………………….……….…..110 2 | P a g e Teacher’s Notes West Side Story Book by Arthur Laurents Music by Leonard Bernstein Lyrics by Stephen Sondheim Based on a conception of Jerome Robbins Based on Shakespeare's "Romeo and Juliet" Direction and Choreography by Kenneth Beck Musical Direction by Dr. Donna Clavijo JPAS Symphony Orchestra conducted by Maestro Dennis G. Assaf Shakespeare's Romeo and Juliet is transported to modern-day New York City, as two young idealistic lovers find themselves caught between warring street gangs, the "American" Jets and the Puerto Rican Sharks. Their struggle to survive in a world of hate, violence and prejudice is one of the most innovative, heart- wrenching and relevant musical dramas of our time. 3 | P a g e West Side Story tells a tale of cultural conflict. There is a clash between people of European descent (the Jets) and those of Puerto Rican decent (the Sharks.) Culture encompasses many things and is embodied by many things. Often, when we hear this word “culture” we think of the arts. Art is can embody culture and display it, visually (paintings, photographs, sculptures) or through sound and movement (music, dance or theater.) Art can depict the style of clothing or hair, types of food people like to eat, or celebrations that are important to them.
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West Side Story As Shakespearean Tragedy and a Celebration of Love and Forgiveness
“The Boy Must Die? Yes, the Boy Must Die”: West Side Story as Shakespearean Tragedy and a Celebration of Love and Forgiveness West Side Story is based on Shakespeare’s tragedy, Romeo and Juliet, and is considered to be one of the finest adaptations of a Shakespearean play ever written. The structure of the first act of West Side Story follows almost exactly the structure of the first three acts of Romeo and Juliet. And the major characters of West Side Story, Tony and Maria, are parallels to Romeo and Juliet. The opening fight between the Jets and the Sharks mirrors the fight between the Montagues and Capulets and this fight is broken up by the modern American representation of the law, Officer Krupke, instead of the Prince who weighs in against the two warring clans in Renaissance Verona. In both the modern musical and the Renaissance tragedy, the opening scene, in the manner of Greek tragedy, lays bare the plague that afflicts society—unchecked violence exacerbated by extreme prejudice. The two scenes that follow, the introduction of Romeo/Tony, and of Juliet/Maria, depict the longing of the young to escape from this plague. Romeo/Tony knows that the current trajectory of his life is meaningless and hopes that a new path will open up for him. And Juliet/Maria does not want to marry within the narrow confines of her familial/ethnic group, seeking instead to forge her own path for her own life. Thus the conflict between the protagonists and an antagonistic society is established. When Romeo/Tony and Juliet/Maria meet and fall in love in the next two scenes, the dance and balcony scenes, this conflict is set in motion.
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Teacher Resource Guide
TEACHER RESOURCE GUIDE Pittsburgh Ballet Theatre School Instructional Performances | March, April 2018 | Teacher Resource Guide Choreography by Jerome Robbins The instructional performances have been made possible by the generosity of the Jerome Robbins Foundation and a donor who wishes to remain anonymous. PBT gratefully acknowledges the following organizations for their commitment to our education programming: Allegheny Regional Asset District Henry C. Frick Educational Fund of The Buhl Anne L. and George H. Clapp Charitable Foundation Trust BNY Mellon Foundation Highmark Foundation Claude Worthington Benedum Foundation Peoples Natural Gas Eat ‘n Park Hospitality Group Pennsylvania Council on the Arts Edith L. Trees Charitable Trust Pennsylvania Department of Community ESB Bank and Economic Development Giant Eagle Foundation PNC Bank Grow up Great The Grable Foundation PPG Industries, Inc. Hefren-Tillotson, Inc. Richard King Mellon Foundation James M. The Heinz Endowments and Lucy K. Schoonmaker 2 CONTENTS 4 The Choreographer—Jerome Robbins Fast Facts 5 The Composer— Leonard Bernstein 6 Robbins’ Style of Movement 7 A look into the instructional performance: Classical Ballet—Swan Lake excerpts Neo-classical Ballet—The Symphony 8 Robbins’ Ballet—West Side Story Suite 9 Exploring West Side Story: Lesson Prompts Connections to Romeo and Juliet Entry Pointes Characters and Story Elements 11 Communication and Technology 12 Group Dynamics 13 Conflict, Strategies and Resolutions 15 Pedestrian Movement and Choreography Observing and Developing Movement 16 Social Dances 17 Creating an Aesthetic 18 Musical Theater/Movie/Ballet PBT celebrates the 100th birthday of Jerome Robbins with its May 2018 production of In the Night, Fancy Free and West Side Story Suite.
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WEST SIDE STORY.Pages
2015-2016 SEASON 2015-2016 SEASON Teacher Resource Guide ! and Lesson Plan Activities Featuring general information about our production along with some creative activities Tickets: thalian.org! !to help you make connections to your classroom curriculum before and after the show. ! 910-251-1788 ! The production and accompanying activities ! address North Carolina Essential Standards in Theatre or! Arts, Goal A.1: Analyze literary texts & performances. ! CAC box ofﬁce 910-341-7860 Look! for this symbol for other curriculum connections. West Side Story! ! Book by: Arthur Laurents Music by: Leonard Bernstein Lyrics by: Stephen Sondheim ! ! Based on Conception of: Jerome Robbins! Based on Shakespeare's Romeo and Juliet! October 9-11! and 16-18! ! 7:00 PM Thursday - Saturday! and 3:00PM Saturday & Sunday! Hannah Block Historic USO! / Community Arts Center! Second Street Stage 120 South 2nd Street (Corner of Orange) Resource! About this Teaching Resource! This Teaching Resource is designed to help build new partnerships that employ theatre and the Summery:! arts to address some of today’s pressing issues such as youth violence, bullying, gangs, ! interracial tensions, youth-police relations and cultural conﬂict. This guide provides a perfect ! ! opportunity to partner with law enforcement, schools, youth-based organizations, and community Page 2! groups to develop new approaches to gang prevention.! About the Creative Team, ! Summery of the Musical! About the Musical & Its Relevance for Today! ! Marking its 58th anniversary, West Side Story provides the backdrop to an exploration! Page 3! of youth gangs, youth-police relationships, prejudice and the romance of two young people caught Character & Story Parallels of in a violent cross-cultural struggle.The electrifying music of Leonard Bernstein and the prophetic West Side Story and lyrics of Stephen Sondheim hauntingly paint a picture as relevant today as it was more than 58 Romeo & Juliet ! years ago.
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West Side Story"
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 5-6-2014 12:00 AM Tragedy, Ecstasy, Doom: Modernist Moods of "West Side Story" Andrew M. Falcao The University of Western Ontario Supervisor Paul Coates The University of Western Ontario Graduate Program in Film Studies A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Andrew M. Falcao 2014 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Film and Media Studies Commons Recommended Citation Falcao, Andrew M., "Tragedy, Ecstasy, Doom: Modernist Moods of "West Side Story"" (2014). Electronic Thesis and Dissertation Repository. 2091. https://ir.lib.uwo.ca/etd/2091 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. TRAGEDY, ECSTASY, DOOM: MODERNIST MOODS OF “WEST SIDE STORY” (Thesis format: Monograph) by Andrew Michael Falcao Graduate Program in Global Film Cultures A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Andrew M. Falcao 2014 i Abstract This thesis looks to reposition West Side Story (Jerome Robbins/Robert Wise, 1961) as an example of (neo-)modernist art. Placing the film within its context of Hollywood musicals, I see West Side Story as a particularly rich locus in which to study the genre’s modernist impulses.
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Interview with Mr. Goff, 7Th Grade Interven
ExcEllEnt with distinction Vol 7 issuE 4 Interview with Volume 7, Issue 3 Mr. Goff, 7th [Social Enmity within Grade Interven- an Educational Setting] Editorial by Kayla K tion Specialist. Social enmity. Social enmity is a term that can de- By Bri L. scribe the situation between fellow students and what 1.What brought you can cause them to be rude or unkind to their peers. to North Union? There are many causes of social enmity, but some causes “I grew up in a town are social and developmental insecurity. When ele- similar to North Union mentary students make the transition to middle school and I also enjoyed the interview. It was a great students, they have to create an identity. For the most atmosphere and the staff members were amazing part, students will spend the majority of their middle people.” school years creating their identities. When students 2. What’s your favorite color? “Blue.” make that transition, they experience sadness at the 3. Where did you go to college? “The Ohio State loss of childhood, and anxiety from a feeling of loss of University.” control. Students have to learn to fit into their families 4. What’s your favorite sport? “Basketball/volley- again due to more tension in the relationship between ball, but I like to watch football.” 5. Ohio State or Michigan? “Ohio State.” the son/daughter and their parents. Due to all the 6. Do you have and children or wife? “No, but I mixed emotions and confusion, the competition for an have a girlfriend.” identity becomes pretty ruthless.
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