DOCSLIB.ORG

`` a Programme on Appreciation of Western Musical Les Misérables (Book: Written by Victor Hugo, 1832; Film: Directed by Tom Hooper, 2012)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
`` a Programme on Appreciation of Western Musical Les Misérables (Book: Written by Victor Hugo, 1832; Film: Directed by Tom Hooper, 2012) `` A Programme on Appreciation of Western Musical Les Misérables (Book: written by Victor Hugo, 1832; Film: directed by Tom Hooper, 2012) Teaching Suggestion 1 2 Section A: Scheme of Work Date Event / Purpose Course Materials 28 Jan (M) to Listen to four sound tracks. Soundtracks: 1 Mar (F) Overture / Look Down To familiarize students with the tune, rhythm I Dreamed a Dream and melody of the musical Bring Him Home Do you Hear the People Sing? To provide an environment for the “song-in- my-head” or “stuck song syndrome” to take effect so that students would feel that they To “hook” students with the music so that they are intrigued in the plot of the story 13 Feb (W) Introduce Les Misérables. Book and DVD Day 2 Author At the End of the day Morning Message and main idea Look down Background Do you hear the people sing? The story To prepare students for the film show. They students need the historical background to understand the plot. To tie the lyrics to the story and prepare students to discover and appreciate how the lyrics and the music help to advance the story plot To familiarize students with the music and the songs so that they could “learn” to like the film To learn the general time frame of the story as depicted in the film 14 Feb (Th) Introduce Musical Theatre. Handout Day 3 Duet Duet: The Confrontation; A Morning Quartet Heart Full of Love Chorus / Ensemble Quartet: One Day More; Red and Black Introduce the characters. Chorus / Ensemble: Look down; Fantine Do You Hear the People Sing Jevert Thenardier Enjolras Aria (soliloquy) Fantine: I dreamed a dream Eponine (On My Own) Jevert: Stars Cosette (Castle on a Cloud) Thenardier: Master of the House Enjolras: Red and Black Govroche (Little People) Bishop Myriel (The Bishop Relationships among the characters Marius and Cosette (A Heart Full of Love) 3 Date Event / Purpose Course Materials 15 Feb (F) Monsieur Thenardier and Madame Day 4 Thenardier (Master of the House; Wedding Morning Chorale) Ho Love Valjean loves Cossette To understand how a musical use an aria to Cossette loves Marius introduce a character, building it up through the Marius loves Cossette distinctive sound of that particular piece of Eponine loves Marius music and the lyrics, in a short span of time Conflicts To learn how conflicts between two or more Javert vs Valjean people are expressed in a duet or a trio and how Javert vs revolutionist (students) a common emotion pervasive in a group of Javert (police) vs Fantine people is expressed through an ensemble Valjean vs Javert To understand the conflicts among the different Valjean (police) vs the Thenardiers characters Valjean vs Society Valjean vs Marius To work out the relationships among the characters Fantine vs Javert (police) Fantine vs the Thenardiers Fantine vs Society Police vs Fantine Police vs Thenardiers Police (soldiers) vs Students Students (Enjolras) vs soldiers Students (Enjolras) vs society Eponine vs the Thenardiers Eponine vs Marius Marius vs Cosette Marius vs Society Marius vs Students 20 Feb (W) Watch Film. DVD Day 1 Afternoon Work Sheet (1), immediately after watching the film 4 Date Event / Purpose Course Materials 21 Feb (Th) Discussion on important themes May have to use video for teaching Day 2 One song to support your view Morning Themes Work Sheets Love and compassion 22 Feb (F) Social injustice Day 3 Love at the personal level vs love of Morning country / … Rule-conforming vs living by Principle 25 Feb (M) Pessimistic vs optimistic Day 4 Morning Close reading of selected songs and lyrics Inference questions 1 March Display of Learning, may be in the form of a Day 1 quiz, demonstration stations, read-aloud Afternoon 6 March (W) Close reading on musical theatre Whole Day Directing Day 4 Acting Morning and Music and singing Afternoon Customs, props and staging Lighting and imagery Comparison between written and visual text Elements of a good film review Display of leaning in the form a film review 12 March (T) Preparation and rehearsals for display of Supervised group discussion Day 2 learning Questions raised by students Morning Polishing and refining the performance 13 March (W) Day 3 Morning 14 March (Th) Day Moring 19 March (T) Display of learning, in the form of Poem (recital) Role play Singing Choral speaking Presentation 5 A Programme on Appreciation of Western Musical Les Misérables (Book: written by Victor Hugo, 1832; Film: directed by Tom Hooper, 2012) Workbook 1 Name: ____________________________ (4B) Date: _________________________ 6 Unit One Lyrics of four songs: Look Down I dreamed a Dream Do you Hear the People Sing? Bring Him Home 7 Number 1: Prologue / Look DowNumber 8: I Dreamed a Dream Handout 2 Name: Class: Date: 1. Hum the tune of one of the four songs you have been listening for the last few weeks to your partner. Ask him/her to write down the title of the song. The tune my partner hums to me is ______________________________________________ 2. Among the four songs, which one gets into your head most frequently? ___________________________________________________________________________ 3. Use one word or phrase to describe how you feel about the song. _____________________________________________________________________ _____________________________________________________________________ 4. Use one sentence (more than 20 words) to tell us about the song. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5. Read Handout 3. 8 Handout 3: Learn Some Words and Expressions Name: Class: Date: 1. “Music in my Head” Stuck song syndrome It’s an earworm. It’s a catchy tune. It’s stuck in my head. This tune keeps playing in my head. It’s got a good hook. 2. Descriptive words for the effects of music soothe excite relax soothing exciting relaxing stimulate, enlighten stimulating enlightening (encouraging new ideas; making … (giving you more information and feel enthusiastic and full of ideas; calm understanding of something; tending causing your body to be active; calming to encourage intellectual or moral 能激發熱情的; 激發靈感的; improvement; 啟發; 啟迪; 發人深省; 增強活力的; 有啟發性的) 引起共鳴) invigorate frighten focus invigorating (making one feel strong, healthy, and frightening focusing full of energy; 使精力充沛; 使活躍; 使精神煥發; 使生機勃勃; 鼓舞人的) rejuvenate restore rejuvenating restoring (to restore to youthful vigor or (to return something or someone to an improve appearance; make young again; 使年 earlier condition or position, or to improving bring something back into existence; 輕; 使恢復活力; 使青春煥發) 使恢復) stir heal empower stirring healing empowering (causing excitement or strong emotion; rousing;攪動; 醒來; 萌發; 打動; 激發; 煽動 incite exhilarate uplift inciting exhilarating uplifting (making one feel very happy, (morally or spiritually elevating; (To encourage someone to do or feel animated, or elated; thrilling and something unpleasant or violent. inspiring happiness or hope; 鼓舞; 鼓 excited; 令人極度興奮; 使人興高采 鼓動; 煽動) 舞人心的的; 令人振奮的) 烈的) 9 3. Tempo: the speed at which a piece of music is played (速度, 節奏) 4. Some descriptive words for music in relation to tempo fast Brisk upbeat (quick, energetic and active) quick Moderate slow double time Diminishing gradual (a rhythm that is played at twice (becoming less and less; the speed of a previous one) becoming softer and softer) melancholic energetic Joyful (expressing feelings of sadness; expressing feelings of pensive sadness) rapid Steady lively stately frantic (formal, slow, and having a (almost out of control because style and appearance that Even of extreme emotion; conducted causes admiration; impressive in a hurried, excited, and or grand in size, appearance, or disorganized way) manner) 10 Handout 4 Name: Class: Date: 1. Use the words you have learnt in Handout 3 to answer this question. “Use one word or phrase to describe how you feel about the song.” _____________________________________________________________________ _____________________________________________________________________ 2. Why do you use this word or phrase to describe your feeling towards this song? Write your view(s) with two sentences, each with at least 15 words. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 11 Handout 5: Sharing 1. Put your work on the desk, facing the isle, e.g., A A A A A A A A 2. Take a pen and a note book and leave your seat. 3. Visit your classmates’ desk and note down work that widens your knowledge, deepens your thoughts, stimulates thinking, and inspires new idea. They can be one or more of the following. a new angle to a common view or event a good choice of word a sensible view a good sentence a good supporting argument 4. Tour the classroom again and make sure you have “inspected” all the works. 5. Choose three pieces of work that you like the best and put a sticker on the work sheet. 6. Return to your desk and use the
Load more

Recommended publications
  • Les Mis Education Study Guide.Indd
    And remember The truth that once was spoken, To love another person Is to see the face of God. THE CHARACTERS QUESTIONS / • In the end, what does Jean society who have lost their DISCUSSION IDEAS Valjean prove with his life? humanity and become brutes. Are there people in our society • Javert is a watchdog of the legal who fi t this description? • What is Hugo’s view of human process. He applies the letter nature? Is it naturally good, of the law to every lawbreaker, • Compare Marius as a romantic fl awed by original sin, or without exception. Should he hero with the romantic heroes of somewhere between the two? have applied other standards to a other books, plays or poems of man like Jean Valjean? the romantic period. • Describe how Hugo uses his characters to describe his view • Today, many believe, like Javert, • What would Eponine’s life have of human nature. How does that no mercy should be shown been like if she had not been each character represent another to criminals. Do you agree with killed at the barricade? facet of Hugo’s view? this? Why? • Although they are only on stage • Discuss Hugo’s undying belief • What does Javert say about his a brief time, both Fantine and that man can become perfect. past that is a clue to his nature? Gavroche have vital roles to How does Jean Valjean’s life play in Les Misérables and a illustrate this belief? • What fi nally destroys Javert? deep impact on the audience. Hugo says he is “an owl forced What makes them such powerful to gaze with an eagle.” What characters? What do they have does this mean? in common? Name some other • Discuss the Thénardiers as characters from literature that individuals living in a savage appear for a short time, but have a lasting impact.
    [Show full text]
  • Jean Valjean, After Spending Nineteen Years in Jail and in the Galleys For
    Les Miserables by Victor Hugo – A Summary (summary from http://education.yahoo.com/homework_help/cliffsnotes/les_miserables/4.html) Jean Valjean, after spending nineteen years in jail and in the galleys for stealing a loaf of bread to feed his starving family (and for several attempts to escape) is finally released, but his past keeps haunting him. At Digne, he is repeatedly refused shelter for the night. Only the saintly bishop, Monseigneur Myriel, welcomes him. Valjean repays his host's hospitality by stealing his silverware. When the police bring him back, the bishop protects his errant guest by pretending that the silverware is a gift. With a pious lie, he convinces them that the convict has promised to reform. After one more theft, Jean Valjean does indeed repent. Under the name of M. Madeleine he starts a factory and brings prosperity to the town of Montreuil. Alone and burdened with an illegitimate child, Fantine is on the way back to her hometown of Montreuil, to find a job. On the road, she entrusts her daughter to an innkeeper and his wife, the Thénardiers. In Montreuil, Fantine finds a job in Madeleine's (Valjean’s) factory and attains a modicum of prosperity. Unfortunately she is fired after it is discovered that she has an illegitimate child. At the same time, she must meet increasing financial demands by the Thénardiers. Defeated by her difficulties, Fantine turns to prostitution. Tormented by a local idler, she causes a disturbance and is arrested by Inspector Javert. Only Madeleine's (Valjean’s) forceful intervention keeps her out of jail.
    [Show full text]
  • Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL
    Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL SCENE Characters ACT I 1 Prologue Convict 1 Convict 2 Convict 3 Convict 4 Convict 5 Javert Valjean Farmer Laborer Bishop Constable 1 Constable 2 The Chain Gang Constables Laborers Sister, Servant Onlookers 2 End of the Day Foreman Worker 1 Worker 2 Woman Girl 1 Girl 2 Girl 3 Girl 4 Girl 5 Fantine Valjean Chorus - the poor Chorus - the workers Women 3 I Dreamed a Dream Fantine 4 The Docks Sailor 1 Sailor 2 Sailor 3 Old Woman (hair) Pimp Whore 1 Whore 2 Whore 3 Prostitutes Bamatbois Javert Constables (nonsing) 2 Bystanders (nonsing) Valjean 5 The Cart Crash Valjean Cart scene to courtroom Onlooker 1 Onlooker 2 Onlooker 3 Onlooker 4 Fauchelevant Javert Bystanders (nonsing) 6 Fantine's Death Fantine Valjean Javert Nuns (nonsing) Les Misérables School Edition Parts Chart MUSIC THEATRE INTERNATIONAL SCENE Characters 7 Little Cosette Young Cosette Madame Thenardier Young Eponine (nonsing) 8 The Innkeeper's Song Thenardier Madame Thenardier Customers 9 The Bargain Valjean Thenardier Madame Thenardier Young Cosette (nons) 10 The Beggars Gavroche Marius Enjolras Solo Urchin Beggars Students Thenardier family 11 The Robbery Madame Thenardier Marius Eponine Thenardier Valjean Javert Thenardier family Beggars Cosette Valjean Constables 12 Stars Javert Gavroche Eponine Marius 13 The ABC Café Combferre Feuilly Courfeyrac Enjolras Joly Grantaire Gavroche Students 14 The People's Song Enjolras Combferre Feuilly Students Chorus 15 Rue Plumet Cosette Valjean Marius Eponine 16 A Heart Full
    [Show full text]
  • Agape Love and Les Mis
    Agape Love and Les Mis Prepared by Veronica Burchard Lesson Overview Lesson Details In this unit, students learn about agape or Subject area(s): English, Film, Religion, Living sacrificial love by viewing, discussing, and as a Disciple of Jesus Christ in Society, writing about the film (or play) Les Miserables, Responding to the Call of Jesus Christ , Social based on the novel by Victor Hugo. I used the Justice Tom Hooper film starring Hugh Jackman and Anne Hathaway. Grade Level: High School Since the film is long and can be hard to follow, Resource Type: Close Reading/Reflection, we watched it in short bursts, pausing to clarify Discussion Guide, Video characters and situations however needed. After each viewing session we spent several Special Learners days talking about the plot, characters, settings, This resource was developed with the following and so forth. My main goal was to make sure special learners in mind: they understood what was happening in each scene, and how each scene related to the Traditional Classroom whole. We would also listen to the songs Homeschooled Students together. This lesson desribes the process we followed and includes a unit assessment with a character quote matching exercise, reflection questions, and two essay questions. The author of this lesson shared it with other educators within the Sophia Institute for Teachers Catholic Curriculum Exchange. Find more resources and share your own at https://www.SophiaInstituteforTeachers.org. Lesson Plan In this unit, students learn about agape or sacrificial love by viewing, discussing, and writing about the film (or play) Les Miserables, based on the novel by Victor Hugo.
    [Show full text]
  • "Les Misérables," of Victor Hugo
    VICTOR HUGO. SCENES AND CNARACTEES PHOTOGRAPHED BY A. A. TURNER, AFTER THE ORIGINAL DESIGNS OF G. "JBRION. NET YORE : Carleion, Publisher, 41 3 Broadway. PAEIS: PAGNEERE. III DCCC LXIII. Entetbd according to Act of Congress, in the year 1862, by QEO. TV. CARLETON, in the Clerk's Omce of tho District Court of the United States for the Southeln Disttict of New Pork R CRAIGLIRAD, Pr~nter,Stereotyper, al~dZRI~ctrotyper, Ezrtolt j3utIbu1g, 81.83, nnd 85 Cer~lreSlrecl The American Publisher of Les blidrables feels that in tho reproduction of the admirable drawings of ill.Brion, he is but fulfilling a portion of his undertaking to afford to the American people as nearly as possible the same facilities which the French people enjoy for the exhaustive study of the master-piece of the century. These magnificent designs, multiplied by the most perfect and costly process known to the graphic art, are not mere illustrations of the immortal work; they are its authoritative interpretation, as is attested by the following letter received soon after the publication of Marius from Victor Hugo himself. Letter from Victor Hugo to tho Publishers, HAUTEVILLEHOUSE,July 19th, 1862. J~ESSIEURS:-I continue to applaud the admirable work of 3. Brion. His latest designs: Little Cosetts, Father Fauchelevent, Jean Valjean in the Grave, the Death of the Colonel, the Two Children under the Truck, provo aprofound and successful study of tlie book. A grand effect, very striking, and very melan- choly, is that of Napoleon returning towards Waterloo. In my opinion 31. Brion is becoming more and more successful in this translation, for wllich he unites a multitude of diverse qualifications His is a fine talent ;tlle success which he has obtained is deserved, and I am 11:q)pyto be tho occasion of it.
    [Show full text]
  • The Development of the Major Characters in the Drama “Les Miserables”
    ISSN: 2302-920X Jurnal Humanis, Fakultas Ilmu Budaya Unud Vol 19.1 Mei 2017:1-9 The Development of the Major Characters in the Drama “Les Miserables” Ivet Rosenova Belevska1*, Ni Luh Nyoman Seri Malini.2, I Komang Sumaryana Putra3 [123]English Department Faculty of Arts, Udayana University 1[[email protected]] 2[[email protected]] 3[[email protected]] *Corresponding Author Abstract This study entitled “The Development of the Major Characters in the Drama Les Miserables” was aimed to identify the methods of characterization used in introducing the major characters, and also analyzing the intrinsic and extrinsic motivations that the major characters develop. The data for this study was taken from the drama script and 25th Anniversary stage performance of the drama “Les Miserables”. In collecting the data this study used library research and the data itself was analyzed qualitatively. Finally, the method of characterization of the major characters as well as the characters‟ motivations are explained. Reaske‟s theory of characterization in drama is used to determine the major characters‟ methods of characterization. For analyzing the motivations of the characters‟, the theory by Ryan and Deci is applied. From the discussion of characterization and human motivations it can be concluded that the major characters have various methods of characterization, such as character in action, dialogue between characters, asides and soliloquies, the appearance of a character, and hidden narration. However, the one that was used twice on two separate characters was dialogue between characters. The characters develop in accordance to their motivations and the majority of the character‟s motivations are concluded to be intrinsic.
    [Show full text]
  • TFM Cristina Abad Máster De Guión Diciembre 2012 Universidad De Sevilla
    1 TRABAJO FIN DE MÁSTER Érase otra vez el cine. Adaptaciones/remakes de grandes novelas del XIX Cristina Abad Cadenas Máster Universitario en Guión, Narrativa y Creatividad Audiovisual Tutor: Profesor Antonio Checa Godoy Facultad de Comunicación. Universidad de Sevilla Diciembre de 2012 2 ÍNDICE Pgs. 0. Introducción 4 1. Objetivos e hipótesis 7 1.1. Objetivos 7 1.2. Hipótesis 8 2. Metodología 9 3. Análisis –desarrollo 11 3.1. Desde que el cine cuenta historias adapta novelas del siglo XIX 11 3.1.1. El origen del cine 11 3.1.2. Definición de adaptación. 13 3.2. El cine vuelve una y otra vez a contarnos las mismas historias 16 3.2.1.Origen y desarrollo del remake 16 3.2.2. Definición de remake 17 3.2.3. Breve historia de la investigación de un término no reciente 19 3.2.4. Categorías de los remakes 22 3.3. ¿Por qué se siguen readaptando las novelas del XIX ? 22 - Fuerza narrativa. 24 - Necesidad de historias 24 - Rentabilidad económica 25 - Capacidad para interpelarnos 25 - Posibilidad de actualización 26 - Interés de los cineastas 27 - Acceso al conocimiento histórico 28 - Prestigio artístico y cultural 28 - Labor divulgadora 28 3.4. Las novelas del XIX en el cine, ¿adaptaciones o remakes? En busca de una denominación adecuada 29 3.5. Las versiones de novelas del XIX, entre la fidelidad y la originalidad 32 3.5.1. Tipos de adaptaciones según fidelidad/creatividad 32 3 - Lenguajes diferentes 33 - La marca del autor 35 - Diferente contexto histórico cultural 36 3.5.2. ¿Cabe la subversión? 37 3.5.3.
    [Show full text]
  • Part I: Fantine
    Part I: Fantine The unabridged version of the book does not start with Jean Valjean’s journey into Digne, but with an in-depth description of the bishop of Digne, Monsieur Charles-Francois-Bienvenu, an elderly man of about 75. To see into his character, read this letter written by his sister (who lives with him) and sent to a friend: THE BROTHER AS THE SISTER TELLS IT To give you an idea of the domestic life of Monseigneur, the bishop of Digne, and the way in which those two saintly women subordinated their actions, thoughts, and even their instincts as women easily frightened, to the habits and designs of the bishop, without his even needing to go to the trouble of putting anything into words, we cannot do better than to set down here a letter of Mademoiselle Baptistine to Madame la vicomtesse de Boischevron, her childhood friend. This letter is in our possession. Digne, December 16, 18--- My dear Madame, Not a day goes by without our talking about you. It is something of a habit we’ve gotten into…I’m as happy as ever. My brother is so good. He gives everything he has to the sick and needy. We are feeling the pinch. The winters here are bitterly cold and of course we have to try and do something for those in need. We manage to stay warm and have light, though. You see how well off we are. My brother has his little ways. When he mentions them, he says that’s just how a bishop should be.
    [Show full text]
  • Les Misérables
    » Victor Hugo LES MISÉRABLES Tome I – FANTINE 1862 Texte annoté par Guy Rosa, Ebooks libres et gratuits professeur à l’Université Paris-Diderot Édition du groupe « groupe Édition du Table des matières Livre premier Un juste ............................................................. 6 Chapitre I Monsieur Myriel ........................................................ 7 Chapitre II Monsieur Myriel devient monseigneur Bienvenu .. 11 Chapitre III À bon évêque dur évêché ...................................... 19 Chapitre IV Les œuvres semblables aux paroles ...................... 22 Chapitre V Que monseigneur Bienvenu faisait durer trop longtemps ses soutanes ............................................................. 32 Chapitre VI Par qui il faisait garder sa maison ........................ 37 Chapitre VII Cravatte ............................................................... 45 Chapitre VIII Philosophie après boire ...................................... 51 Chapitre IX Le frère raconté par la sœur ................................. 56 Chapitre X L’évêque en présence d’une lumière inconnue ...... 61 Chapitre XI Une restriction ...................................................... 79 Chapitre XII Solitude de monseigneur Bienvenu .................... 85 Chapitre XIII Ce qu’il croyait ................................................... 89 Chapitre XIV Ce qu’il pensait ................................................... 95 Livre deuxième La chute ........................................................ 99 Chapitre I Le soir d’un jour de
    [Show full text]
  • An Analysis of Romanticism in Victor Hugo's Les Miserables
    AN ANALYSIS OF ROMANTICISM IN VICTOR HUGO’S LES MISERABLES A Thesis By Yayang M. Naibaho Reg No. 020705038 ENGLISH DEPARTMENT FACULTY OF LETTERS UNIVERSITY OF NORTH SUMATRA MEDAN 2008 UNIVERSITAS SUMATERA UTARA ACKNOWLEDGEMENT Praise, honor, and glory to the Lord who has given me a great opportunity to study in University of North Sumatra and helped me to accomplish this thesis. First of all, I would like to express my gratitude and appreciation to my supervisors, Dra. Martha Pardede, MS, and Dra. Swesana Mardia Lubis, M. Hum, for their constructive critics and suggestions in supervising this thesis. I would also thank all lecturers in the Faculty of literature of University of North Sumatra. I would also like to express my deepest gratitude and love to my family: T. br Sitohang (grandmother), Asiah (mother), G. Naibaho (Uncle), D. Naibaho (Aunt), Martina Samosir (cousin), and my lovely sister Lina Naibaho. Thank you for every support, care, encouragement, advice, and love. I would like to thank my friends in small group “Metanoia-Megumi” (K’Selly, K’Fristianty, Timbul, B’Rudi, Luther, Maringan, K’Anna, K’Astri, K’Mega, and K’Melda). It is a blessing for me to have you in my life! Thank you also for my sisters in small group “Wonderful Grace” (Ane, Asna, Emmy, Pink-Pink, Putri, and Swarni). Thanks for the warm friendship and wonderful time we spend together. Thank you for lots of friends in KMK FS that I cannot mention all here, especially for K’Novi (Thanks for not give up in encouraging me to accomplish this thesis), Ika, Era, Juwita, Lely, Lita, Juleo, Ganda, Hotman, Febri, Shera, Mona, Ivan, and Santa.
    [Show full text]
  • Character Breakdown from MTI
    Character Breakdown from MTI https://www.mtishows.com/les-miserables-school-edition Jean Valjean Jean Valjean is the hero of the show. It is his life journey that we follow. Jean Valjean is supposed to be stronger than other men, and so he should physically appear robust. He should carry himself confidently onstage and come across to the audience as reasonably mature and paternal. Valjean’s capacity for change is his greatest asset throughout the story. The key to his character is his great humanity and compassion. Jean Valjean is a vocally demanding role, so cast your best male singer and actor. Character Gender: Male Vocal range top: A4 Vocal range bottom: G#2 Javert Javert is the inspector who serves as antagonist to Jean Valjean. Javert is unswerving in his belief that men cannot change for the better. "Once a thief, always a thief" is his mantra. At first glance, Javert might appear to be the villain of the story, but upon closer examination, it is clear that he is not an evil man. He is a dedicated policeman with a profoundly strong sense of duty. Unlike Valjean, Javert's attitudes are rigid and unmovable. He is stern, forbidding, and lacking in compassion. Your Javert should be a talented actor who can convincingly stand up to Jean Valjean. Javert should have a rich baritone voice and be a good singer. Character Gender: Male Vocal range top: F#4 Vocal range bottom: F2 Chain Gang The Chain Gang consists of Jean Valjean’s fellow prisoners. There are five soloists (Convicts 1, 2, 3, 4, and 5).
    [Show full text]
  • Fantine's Arrest from the Novel Les Miserables by Victor Hugo
    Fantine's Arrest from the novel Les Miserables by Victor Hugo "Six months! Six months in prison! Six months, to earn seven sous a day! But what will become of Cosette! My daughter! My daughter! Why, I still owe more than a hundred francs to the Thenardiers, Monsieur Inspector, did you know that?" "Monsieur Javert, I beg your pity. I assure you I was not in the wrong. If you had seen the beginning, you would have seen. I swear to you by the good God that I was not in the wrong. That gentlemen, whom I did not know, threw snow in my back. Have they the right to throw snow in our backs when we are going along quietly like that without doing any harm to anybody? That made me wild. I am not very well, you see! And then he had already been saying things to me for some time. 'You are homely!' 'You have no hair, no teeth!' I know this too well. I did not do anything; I thought; 'He is a gentleman who is amusing himself.' I was not immodest with him, I did not even speak to him. It was then that he threw the snow at me. Monsieur Javert, my good Monsieur Inspector! Was there no one there who saw it who could tell you this is true! I perhaps did wrong to get angry. You know, at the first moment, we cannot master ourselves. We are excitable. And then, to have something so cold thrown in your back when you are not expecting it.
    [Show full text]