Educator's Show Guide
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EDUCATOR’S SHOW GUIDE ABOUT THE CREATORS General Info Lyricist: Glenn Slater Glenn Slater was nominated for the Tony Award for Best Original Score for the Broadway version of The Little Mermaid in 2008, his second Tony nomination for Sister Act in 2011, and his third Tony nomination for School of Rock in 2016. DEAR EDUCATORS, Slater wrote the lyrics for the Off-Broadway stage revue New Yorkers produced by the Manhattan Theatre Wayne State University is proud to produce plays Club in 2001. He has written lyrics for six editions of Ringling Brothers & Barnum and Bailey Circus. for young people’s enjoyment and to actively His first work with Alan Menken was writing the lyrics for the film Home on the Range in 2004 and the explore the beauty, diversity, complexity and stage production Sister Act the Musical (2006). He wrote the lyrics for the stage adaptation of Disney’s The challenges of the world around them through the Little Mermaid. He has also composed the lyrics and co-wrote the book for the major Andrew Lloyd Webber dramatic arts. We wish to support the development musical Love Never Dies, which is a sequel to Lloyd Webber’s 1986 musical The Phantom of the Opera. of their creative voice, imagination, and Adding to his career as a lyricist, Slater wrote the lyrics for the songs in Disney’s Tangled. In 2015 he worked understanding of drama and its role in our global again with Andrew Lloyd Webber for the Broadway musical School of Rock and of Galavant on ABC. society. Composer: Alan Menken This play guide is designed to be a tool in helping Menken is best known for his scores for films produced by Disney. His scores for The Little Mermaid, you prepare your students for our performance as Beauty and the Beast, Aladdin, and Pocahontas have won him two Academy Awards. He also composed the well as extend the production experience back into scores for Little Shop of Horrors, Newsies, The Hunchback of Notre Dame, Hercules, Home on the Range, the classroom. Enchanted, and Tangled among others. Activities presented assist in achieving the With eight Academy Award wins (four each for Best Score and Best Song), Menken is the second most prolific Michigan Common Core State Standards (MI-CCSS). Oscar winner in the music categories. He has also won eleven Grammy Awards, a Tony Award and other honors. Your comments and suggestions about this guide, presentation and/or programming are greatly SYNOPSIS appreciated. Deloris Van Cartier is an aspiring singer in Philadelphia, where she is auditioning to perform at her gangster YOUR STUDENT’S ROLE boyfriend’s nightclub. Deloris believes that Curtis is going to introduce her to a big producer, but is upset when he tells her she is not ready. Hurt and rejected, Deloris decides to break up with him, but when she You may wish to have a discussion with your goes to find him she accidentally sees him kill one of his cronies. Deloris runs to the police, who place her in students before attending the play. Remind your hiding at a convent until Curtis is brought to trial. students that they have an important role to play at the performance being the audience. It is because At first, Deloris feels as though it will be the worst thing in the world, chafing against the constraints of of the audience that the theatre exists. It will be convent life and an immovable Reverend Mother, but once she is introduced to the struggling choir at the their energy and response that will directly affect convent, everything changes. She finds that many of the nuns at the convent are not that different from the actors onstage. Young audiences should be her, and that they are quite fun to be around. They help give her a bigger purpose in her life, showing her reminded that live theatre is not like watching a genuine love and affection that was missing prior to her arrival at the convent. Sister Act is a joyous show TV, a movie or DVD; the actors cannot pause or that uses music to bring different communities, and lifestyles, together. be rewound, there are no commercial break for running to the bathroom, the volume cannot be turned up to hear better if someone other than the actors are talking. Encourage your students to listen and watch the play. They can laugh and cheer for their favorite characters. At the end of the play, applause is appropriate and is the opportunity for your students to thank the actors while the actors are thanking you for the role you played as the audience. Things to Know - Ways to Grow Before and After the Show SPEAKING AND LISTENING [Sharing of any writing project orally in class will also fit under the Speaking and Listening (SL) Standard] CCSS.ELA-LITERACY.SL.1.1, 2.1 Participate in collaborative conversations with diverse partners about grade level topics and txt with peers and adults in small and larger groups. CCSS.ELA-LITERACY.SL.3.1, 4.1, 5.1, 7.1, 8.1, [9-10.1, 11-12.1] Engage effectively in a range of collaborative discussions (one-on-one, in small groups, and teacher-led) with diverse partners on grade level topics and text, building on others; ideas and expressing their own clearly [and persuasively]. CCSS.ELA-LITERACY.SL.1.1, [2.4] Describe people, places, things and events with relevant details, expressing ideas and feelings clearly [audibly in coherent sentences]. CCSS.ELA-LITERACY.SL.3.4, [4.4, 5.4] Report on a topic or text, tell a story, or recount and experience with appropriate facts and relevant, descriptive details [to support main idea or theme] speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.6.4, 7.4, 8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details: appropriate eye contact, adequate volume and clear pronunciation. CCSS.ELA-LITERACY.SL.9-10.4, 11-12.4 Present information, findings, and supportive evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience and range of formal and informal task. CCSS.ELA-LITERACY.SL.6.6, 7.6, 8.6, 9-10.6, 11-12.6 Adapt speech to a variety of context and task, demonstrating command of formal English when indicated or appropriate. Pre-Show Questions: 1. Have you ever seen a musical before? 2. Have you ever performed in a musical? In school, youth theater or camp? 3. What theatrical elements set musical theater apart from other genres of theater? 4. Why do we sing? Why do we dance? 5. When do you sing and dance? 6. How do you think the actors and creative team (director, composer, designers) will bring this musical to life on stage? CCSS.ELA-LITERACY.RL.1.9, 2.9, 3.9, (5.9, 6.9) Compare and contrast the adventures and experience of characters in stories. (in different forms or genres in terms of their approaches to similar themes and topics) CCSS.ELA-LITERACY.RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what the perceive when they listen or watch. CCSS.ELA-LITERACY.RL.7.7 Compare and contrast a written story, drama or poem to its audio, film, staged or multimedia version, analyze the effects of techniques unique to each medium (e.g. lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-LITERACY.RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. CCSS.ELA-LITERACY.RL.11-12.7 Analyze multiple interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry) evaluating how each version interprets the source text. Sister Act: The Musical is based on the film on the same name. Provide students with clips or DVD viewing and then compare and contrast it to the theatrical version. After the play, as a class, discuss the similarities and difference between Sister Act movie to the theatrical production. Divide the class into small groups. Provide a Venn diagram with the name of the main character: Deloris, Mother Superior, and Sister Mary Robert. Students work together writing what they know, or think they know, about the character before viewing the production or reading the story. Then students revisit the diagram after viewing/reading the story and add their new perspective on each. CCSS.ELA-LITERACY.RL.(6.2) 7.2, 8.2, [9-10.2, 11-12.2] Determine (a theme) two or more themes or central ideas of a text and analyze their development over the course of the text, including its relationship to the characters, setting, and plot; [including how they interact and build on one another to produce a complex account: provide an objective summary of the text.] WRITING CCSS.ELA-LITERACY.W.1.3, 2.3, 3.3 Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thought, and feelings, use temporal words to signal event order, and provide a sense of closure.