Reading Musicals Foster Habits of Mind
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DR. KEITH MASON Musicals foster Habits of Mind Students will benefi t by bridging the two. he Habits of Mind offer much to Musicals by composers and lyricists such Musicals tied to the teachers because the Habits are as Rodgers and Hammerstein, Rodgers and Tso versatile and can potentially Hart, Cole Porter, Irving Berlin, Lerner and 16 Habits of Mind impact learning in so many subject areas. Loewe, Stephen Sondheim, Frank Loesser, The following discussion presents the 16 The Habits of Mind framework is a series the Sherman Brothers, and others can be Habits of Mind with examples of how songs of 16 problem-solving strategies and powerful resources for student learning. or concepts from musicals can clearly foster dispositions that can help an individual Dozens of musicals are available to utilise them. This represents only a fraction of throughout life. In January 2017, Bena with students. I consider each musical a possibilities with the numerous musicals Kallick and Allison Zmuda published gem that can potentially impact student available and their rich musical scores. Students at the Center: Personalized Learning learning through its themes and musical Below summarises each habit of mind and with Habits of Mind. If we picture our score. Audio tracks from cast albums and how the study of musicals can foster these classrooms as stages or movie screens, we soundtracks and video clips and full fi lms problem-solving strategies. can allow the curtain to rise by exposing are rich resources for reinforcing the Habits our students to musical plays and musical of Mind. Classic Broadway and fi lm musicals 1)Persisting: films while fostering the Habits of Mind. such as The Sound of Music, My Fair Lady, The Students can complete a musical project Music Man, Hello, Dolly! and Oklahoma! as and see it to its completion. Students create Author Keith Mason as Curly in Oklahoma! Role well as more recent musicals like Hamilton, a series of storyboards that depict the main play of a musical character can be an ideal way La La Land, and Moana can enrich student scenes in The Sound of Music and present to bring Habits of Mind alive in the classroom. learning. Because musicals include a blend them to the rest of the class. Students Photo courtesy of the author. of arts, the reinforcement of Habits of learn about Alexander Hamilton through Mind can focus on music, dance, visual the musical Hamilton and learn how he art, language arts, and drama as well demonstrated the Habit “persisting” in as other subjects depending on the major contributions to the formation of particular musical. the United States as a Founding Father. Two main questions can frame lessons Other possible examples of persisting and units: include creating multiple takes of a song to get it right or filming a scene in a • How can Habits of Mind be musical over and over until it is right. The fostered using musicals? analysis of a main or secondary character›s • How is using Habits of Mind for perseverance in the face of adversity could musicals similar to using them for also foster this Habit. literature? 2) Managing impulsivity Musicals can serve as stimuli A student focuses on the main plot similar to literary works because of of Carousel and decides whether he or the dialog, sung dialog, and song she likes the ending of the musical or lyrics. Instrumental songs can also be not. Other ways to foster this Habit included in analysis. Even without include practicing the dialog or song lyrics, names of instrumental songs from Carousel or another musical or evoke meaning, emotions, and even reviewing the dialog or song again. character development. 3) Listening with understanding and empathy While students are having a class or group discussion about the confl icts in West Side Story, they listen to what other classmates have to offer regarding the gang wars and the confl icts between the Jets and the Sharks. With follow ups activities tied to 56 DR. KEITH MASON I consider each musical a gem that can potentially impact student learning through its themes and musical score. Julie Andrews as Maria in the fi lm version of Rodgers and Hammerstein’s The Sound of Music. Photo courtesy of the Rodgers & Hammerstein Organization. musicals, students listen to their classmates and teacher and focus on comprehension and relating to the content with feeling. 4) Thinking fl exibly: In a group project about the musical Carnival, students come up with various options for their project before deciding on the best option. How else could the song lyric from “Love Makes the World Go ‘Round” be used to convey the message? How could the musical begin or end in an alternate way? Could the songs occur in a different order without negatively affecting the storyline? 5) Thinking about thinking (metacognition): As students watch the “Broadway Melody” scene in Singin’ in the Rain, they think about what the creative team intended with this huge, musical spectacular. Students work individually first and then in groups to come to a consensus regarding the main message of the “Broadway Melody.” 6) Striving for accuracy: When writing an essay describing the main confl icts in Guys and Dolls, students reread and revise their essays for accuracy and persuasiveness. Students can learn to sing or play through a song from the Guys and Dolls score or another musical without stopping. 7) Questioning and posing problems: When students watch the musical Grease, they come up with questions that may have made the school year go differently. How could the How were earlier states entered into the write an essay on why Dorothy wanted to musical have ended differently? Why does union? What historical knowledge would return home so much. They could also give the musical present the confl ict that it does? help future states become part of the United the motivation for the Scarecrow wanting What are the main confl icts in the musical States? How does this musical compare to a brain, the Tin Man wanting a heart, and that need resolution by the end? Why do they ones that they have already seen? How can the Cowardly Lion wanting courage. Why like the musical Grease? they stage this musical using ones that they did the Wicked Witch of the West want the have seen in the past? ruby slippers so much? What makes The 8) Applying past knowledge Wizard of Oz appealing? What makes the to new situations: 9) Thinking and communicating music memorable? When watching Oklahoma!, students with clarity and precision: determine what the characters had to In watching The Wizard of Oz, what clear 10) Gathering data through all senses: accomplish in order for the Native American messages are conveyed in the musical? While students watch a scene from My Fair territory to become the state of Oklahoma. Students can give an oral presentation or Lady, they focus on what they are seeing, 57 DR. KEITH MASON hearing, and feeling emotionally. In the 13) Taking responsible risks: Which characters would be involved and fl ower gathering scene, what do the fl owers After students listen to the entire score would this include a musical selection? smell like? How does Eliza enjoy the taste from The Music Man, they decide that one Other possibilities for fostering this habit of “lots of chocolate for me to eat” from the song should be deleted. Which song would include asking others about their experience song "Wouldn›t It Be Loverly?" they forego and what song of their own with musicals; favorites, least favorites, creation would replace the deleted song? and something they have learned from 11) Creating, imagining, innovating: Students could try performing a song from a musical. They can learn the scores and After students view the musical South a musical with an alternate arrangement, premises of new musicals, read an article, Pacifi c, they devise a different ending using tempo, musical style, or cappella. Students book, or web site about musicals, learn their own creativity and imagination. How could try delivering dialog with a different about the Broadway theatre district in New would they stage a scene in a musical in intonation pattern or accent and see what York City, or explore the history of musical a different way? Each student could select effect it creates. theatre and fi lm. a different musical and create alternate characters, a different outcome within the 14) Finding humor: 16) Remaining open to plot, or a different ending. After watching the marbles scene in My Fair continuous learning: Lady, what do students fi nd so funny about After students listen to selections from 12) Responding with wonderment the scene? How would they have felt if they the Hamilton cast album, they reveal what and awe: were Eliza Doolittle? What do students fi nd they learned about Alexander Hamilton After students watch the title number from The funny in The Sound of Music scene when and his time period that they did not know Sound of Music including the aerial footage of Maria sits on a pine cone? Students can before. Students could explore several Julie Andrews and the Alps, students imagine explore YouTube for other funny scenes from musicals and learn about life values and what it was like for the actress to fi lm in such musicals and explain what makes these the world by means of these musicals. What a beautiful locale and how the music and scenes so humorous. main message or lesson is learned? What scenery create one of the biggest entrances of Habits of Mind are apparent? How does an actress in fi lm history.