A Fine Arts Perspective on “Oklahoma!” – It’s OK! Grade Level: Music 8 Written by: Karen Ray, Debbie Russell, Brenda Parker, O.L. Slaton Jr. High, Lubbock, Texas Length of Unit: Ten Days

I.

ABSTRACT This unit will integrate the elements of music, architecture, and drama to help us better understand life in the early 1800’s as depicted in “Oklahoma!” and the architectural designs of Frank Lloyd Wright and the use of “form follows function” in the lives of the people of this period. “Oklahoma!” will then be analyzed to identify elements that set the pattern for musical theatre as we know it today. Students will focus on the use of music to enhance the plot and characters and become familiar with musical terms used in opera as well as musical theatre.

II.

OVERVIEW A. Concept Objectives 1. The student relates music to history, to society, and to culture. The student is expected to classify aurally-presented music representing diverse styles, period and cultures. Texas TEKS MS 8.5 (A) 2. The student develops concepts about self, human relations, and the environment, using elements of drama and conventions of theatre. The student is expected to create setting, character, and plot in a scripted scene. Texas TEKS TA8 (C) (1) (F) 3. The student relates theatre to history, society, and culture. The student is expected to demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures. Texas TEKS TA8 (4) (A) . 4. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to create artworks integrating themes found through direct observation, personal experience, and imagination. Texas TEKS Art 8.2 (A) B. Content from the Core Knowledge Sequence 1. American Musical Theatre - Broadway Musicals - Rodgers and Hammerstein’s “Oklahoma”. Music Grade 8 IV. Vocal Music (B) American Musical Theatre, p. 195 C. Skill Objectives 1. Compare American Musicals before 1943 and after the introduction of “Oklahoma!” and observe the changes that took place in the structure 2. Observe how dance was used to enhance plot and character development. 3. Summarize the plot and list the major and minor characters in “Oklahoma!”. 4. Select and present scenes from “Oklahoma!”. 5. Research, design, and produce a rendering for one character in “Oklahoma”. 6. Select a character and present music and movement that would enhance the selected character. 7. Identify types of music used in “Oklahoma!” 8. Be able to read and perform “Oh, What A Beautiful Morning” and “Oklahoma”. 9. Become familiar with musical terms and how they are applied. 10. Be able to recognize Frank Lloyd Wright’s turn of the century structures, particularly those of the “Prairie House” variety.

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III.

BACKGROUND KNOWLEDGE A. For Teachers 1. Be familiar with the play “Oklahoma” 2. Be familiar with the concept of costume design 3. Turn of the century history of Oklahoma and its fight for statehood 4. The physical environment and climate of Oklahoma 5. Teachers will need to know various three-dimensional objects and how they are constructed. (Core Knowledge Grade 7, Mathematics II. Geometry A. Three Dimensional Objects) 6. Teachers will need to understand the progression of architecture and its main architects. (Core Knowledge, Grade 8 Visual Arts II Architecture since the Industrial Revolution) B. For Students 1. Costuming information identifying the elements that are used to enhance characterization 2. Knowledge of the historical period in which “Oklahoma!” is set. 3. Basic knowledge of musical elements

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RESOURCES A. Frank Lloyd Wright in Pop Up B. www.google.com (http://images.google.com/ ) C. “Falling Water” Slide from Core Knowledge Foundation, slide collection for Eighth Grade Visual Arts D. Textbook for Theatre – Stage and School E. PBS – Broadway: The American Musical ( available in DVD, Video, and Book) F. www.nodanw.com/showso/oklahoma.htm G. www.musicals101.com H. The script from “Oklahoma!” (available from Rodgers and Hammerstein) I. The movie “Oklahoma!” J. www.advantagebooksonline.com

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LESSONS Lesson One: Title Introduction to Musical Theatre (One Day) A. Daily Objectives 1. Concept Objective a. The student relates theatre to history, society, and culture. The student is expected to demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures. The student relates music to history, to society, and to culture. The student is expected to classify aurally-presented music representing diverse styles, period and cultures. 2. Lesson Content a. American Musical Theatre – Broadway Musicals-Rodgers and Hammersein’s “Oklahoma. Music Grade 8IV. Vocal Music (B) American Musical Theatre, p.195 3. Skill Objectives a. Compare American Musicals before 1943 and after the introduction of “Oklahoma!” and observe the changes that were made.

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b. c. B. C.

D.

E.

Become familiar with the vocabulary that is used in Musical Theatre and Opera. Become familiar with the background in formation for “Oklahoma!”

Materials 1. Vocabulary for Musical Theatre – Lesson One (Appendix A) 2. Movie Clips from PBS’ History of Musical Theatre Key Vocabulary (See Appendices) 1. Librettist 2. Libretto 3. Lyricist 4. Lyrics 5. Composer 6. Choreographer 7. Musical Theatre 8. Plot 9. Book 10. Agnes DeMille 11. Oscar Hammerstein 12. Richard Rodgers 13. Rouben Mamoulian 14. “Away We Go” 15. “Green Grow The Lilacs” Procedures/Activities 1. Show a clip from “Sound of Music”. Talk about the structure of the musical. 2. Go over the vocabulary that we will be using. 3. Show clips from Busby Berkley musicals of the 1930’s. Observe that at that time, musical theatre consisted of a mixture of comical acts and music numbers. All stood independent of one another. It’s roots were vaudeville. The huge production numbers had nothing to do with any plot advancement. 4. Show a clip from “Oklahoma”, pointing out to the students that this musical radically changed the form of musical theatre. This is the first musical where the songs advanced the story and enhanced characters. This later evolved into such musical as “Les Miserables” and “Phantom of the Opera” that have no dialogue. The whole show is told in song. 5. Tell students who the composer, lyricist, choreographer, and director were for the first production of “Oklahoma!”. The book the play came from was “Green Grows The Lilacs”. Assessment/Evaluation 1. Participation grade during discussion of the structure of theatre

Lesson Two: Title Watch “Oklahoma!” observing the elements of drama and conventions of theatre. (Three Days) A. Daily Objectives 1. Concept Objective a. The student develops concepts about self, human relations, and the environment, using elements of drama and conventions of theatre. The student is expected to create setting, character, and plot in a scripted scene.

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2.

B.

C.

D.

E.

Lesson Content a. American Musical Theatre - Broadway Musicals - Rodgers and Hammerstein’s “Oklahoma”. Music Grade 8 IV. Vocal Music (B) American Musical Theatre, p. 195 3. Skill Objectives a. Watch “Oklahoma!” and be able to discuss the plot and the effect each character has on the plot. b. Discuss the elements of drama used in this play. c. Be able to identify all characters. d. Select and perform a scene from “Oklahoma!” Materials 1. Video of “Oklahoma!” 2. List of characters and plot summary - (Appendix B) 3. Test over plot and characters – (Appendix C) 4. Critique Form for performance – (Appendix D) 5. Vocabulary List – (Appendix E) 6. Test over Vocabulary - Lessons 1 and 2 (Appendix F) 7. A script from “Oklahoma!” Key Vocabulary (See Appendices) 1. Antagonist 2. Protagonist 3. Setting 4. Lighting 5. Chorus 6. Indian Territory 7. Shivaree Procedures/Activities 1. Go over the vocabulary. 2. Watch “Oklahoma!” 3. Have students form an outline of the plot and identify the main characters. 4. After the class discussion listed above, give students a list of characters and the plot summary. 5. Give students a copy of the scene that they have chosen to perform. Assessment/Evaluation 1. Test over plot and characters 2. Critique form for the performance

Lesson Three: Title Using movement to further the plot and enhance characterization.(Two Days) A. Daily Objectives 1. Concept Objectives a. The student relates music to history, to society, and to culture. The student is expected to classify aurally-presented music representing diverse styles, period and cultures. b. The student develops concepts about self, human relations, and the environment, using elements of drama and conventions of theatre. The student is expected to create setting, character, and plot in a scripted scene.

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2.

B.

C.

D.

Lesson Content a. American Musical Theatre - Broadway Musicals - Rodgers and Hammerstein’s “Oklahoma”. Music Grade 8 IV. Vocal Music (B) American Musical Theatre, p. 195 b. Opera terms – Music 8 IV p. 195 3. Skill Objectives a. Watch the dream sequence and determine how the plot is advanced by the sequence. b. Observe how change in tempo in music can change the character’s emotional impact and characterization. c. Listen to Jud, Curly, and Laurie and identify their voice parts. d. Choose a character from “Oklahoma!”. Using 30 seconds of music from the dream sequence, add movement to the music and use the two to enhance the characterization of the selected character. Be prepared to perform before the class. Materials 1. Video clip of the dream sequence. 2. List of Musical Terms – (Appendix G) 3. Test over Vocabulary Terms – (Appendix H) 4. “Oklahoma!” Sound Track - clip of the Dream Sequence 5. Critique Sheet for Movement Presentation – (Appendix I) Key Vocabulary (See Appendices) 1. Largo 2. Adagio 3. Allegro 4. Ritardo 5. Accellerando 6. Adante 7. Crescendo 8. Decescendo 9. Legato 10. Staccato 11. Introduction 12. Interlude 13. Coda 14. Moderato 15. Solo 16. Duet 17. Trio 18. Quartet 19. Soprano 20. Alto 21. Tenor 22. Baritone 23. Bass Procedures/Activities 1. Go over the Musical terms to be used and have a student move as the term suggests.

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2. 3. 4.

E.

Identify the vocal parts for Laurie, Jud, and Curly. Find examples of solos, duets, trios and chorus in the play. Show the Dream Sequence and let the students determine how the plot is advanced. 5. Have students apply the Italian terms to the changes in music during the Dream Sequence. 6. Discuss the relationship between movement and characterization 7. Assign each student to select a 30 second section of the sound track and add movement to it that will enhance the character that they have selected to portray from “Oklahoma!” 8. On the second day, present your performance. Assessment/Evaluation 1. Test over Italian Musical terms 2. Critique Sheet for Characterization with movement

Lesson Four: Title Costuming for Oklahoma (Two Days) A. Daily Objectives 1. Concept Objective a. The student relates theatre to history, society, and culture. The student is expected to demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures. 2. Lesson Content a. American Musical Theatre - Broadway Musicals - Rodgers and Hammerstein’s “Oklahoma”. Music Grade 8 IV. Vocal Music (B) American Musical Theatre, p. 195 3. Skill Objective a. The student relates theatre to history, society, and culture. The student is expected to demonstrate knowledge of theatre as a reflection of life in particular times, places, and cultures. B. Materials 1. Costume Period reference books 2. Form for Costume Information (Appendix J) 3. Paper and Coloring Material. 4. Assorted scraps of fabric C. Key Vocabulary 1. Period – The time period that a play is set 2. Setting – The physical location of the lay 3. Rendering - Drawing D. Procedures/Activities 1. Introduce the students to the costume reference books. 2. Have the student select a character from “Oklahoma!” 3. Using the reference books, fill out the Costume Information sheet 4. Draw a sketch of the costume and color it appropriately. (It should match the material you have selected.) E. Assessment/Evaluation 1. Grade the Costume Information Sheet and rendering. Students will select the most outstanding rendering for each character, and the renderings will be

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displayed in the foyer of the auditorium. The remainder of the costume designs will be displayed in the library. Lesson Five: Title Using the concepts of Frank Lloyd Wright to construct a model for the production of “Oklahoma” (Two Days) A. Daily Objectives 1. Concept Objective a. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to create artworks integrating themes found through direct observation, personal experience, and imagination. 2. Lesson Content a. “Form Follows Function” and Frank Lloyd Wright’s architecture. Visual Arts Grade 8 II p.193 3. Skill Objective(s) a. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to create artworks integrating themes found through direct observation, personal experience, and imagination B. Materials 1. Pictures of structures from the movie “Oklahoma!” 2. Paper 3. Pencil 4. Erasers 5. Graph Paper 6. Mat Board 7. Construction Paper 8. Glue 9. Sand 10. Acrylic Paints 11. Brushes 12. Containers for Water 13. Heavy Cardboard 14. Scissors C. Key Vocabulary 1. Environmental Architecture: a style of architecture that Frank Lloyd Wright introduced which allowed the house to become part of the landscape, not stand out from it. It was also constructed of materials found in the area such as river rock, timber and other building materials. 2. Frank Lloyd Wright: American architect whose distinctive style, based on natural forms, had a great influence on the modern movement in architecture. His designs include private homes, the Johnson Wax Company Building in Racine, Wisconsin (1939), and the Guggenheim Museum in New York City (1943-1959). 3. Prairie House: an early twentieth-century architectural style featuring a long low roof line with a continuous row of windows and a plain exterior. It is a very open design with long horizontal lines rather than having small secluded rooms. Architectural development is credited to Frank Lloyd Wright. 4. Taliesin: the name that Frank Lloyd Wright named the fellowship/residence which means “shining brow” in Welsh.

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5. 6. 7. D.

E.

VI.

Elevation: drawing of an exterior of a structure. Footprint: the surface pace occupied by a structure. Scale model: is a representation or copy of an object that is larger or smaller than the actual size of the object being represented. Very often the scale model is smaller than the original and used as a guide to making the object in full size. Procedures/Activities 1. Teacher will give a brief overview of Frank Lloyd Wright and his Prairie style architecture 2. Students will discuss and understand why Wright’s “Falling Water” is an environmental structure. 3. Students will view structures from a clip of “Oklahoma!”, paying particular attention to Jud’s smokehouse. 4. Students will design a dugout structure similar to Jud’s house in the same manner as Frank Lloyd Wright would use environment as part of his architecture 5. Students will take the rough sketch and transfer it to the graph paper to render a design to scale. 6. Students will use mat board, glue and scissors to construct the model 7. Students will display their models in the library during the culminating activity. Assessment/Evaluation 1. Students will evaluate each other’s work as to whether or not the model would be accurate in relation to detail of that time period judging one to be used as a model to use in the production “Oklahoma!”. 2. Students will display the most accurate model in the foyer of the theatre while the rest are displayed in the library.

CULMINATING ACTIVITY Students will meet in the auditorium. There will be a display of winning costume designs and the outstanding model for the Smokehouse used in “Oklahoma!”. The other entries will be displayed in the library. The students will sing “Oh, What A Beautiful Morning” to start the program. There will be presentations of outstanding scenes and movement characterizations. Several students that have been selected by audition will sing solos and duets from “Oklahoma!”. This will be followed by a slide show of designs by Frank Lloyd Wright, focusing on the use of natural elements in the environment reflected in his work. (These slides come from the slide collection from the Core Knowledge Foundation – Eighth Grade Visual Arts) Students will end the presentation by choosing a character and singing “Oklahoma!” as that character, replicating the finale of the play onstage. Students will then visit the National Ranching Heritage Center at Texas Tech to observe architecture from 1890 – 1950 taken from all over West Texas. Groups will observe and take notes over the use of natural resources and the effect that the environment has in designing the structures.

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VII.

HANDOUTS/WORKSHEETS A. Vocabulary–“Oklahoma!”—Lesson One B. Plot Summary and List of Characters C. Test over “Oklahoma!” D. “Oklahoma!” Scene Critique Sheets E. Vocabulary—“Oklahoma!”—Lesson Two F. Vocabulary Test—Lessons One and Two G. Vocabulary for musical terms for “Oklahoma!” H. Vocabulary test—musical terms—Lesson Three I. Critique Sheet for Movement and Musical Presentation J. Costuming Assignment—“Oklahoma!”

VIII. BIBLIOGRAPHY Kantor, Michael and Maslon, Laurence. “Broadway: The American Musical”. New York: Bulfinch Press.2004. 2003069715. Scanker, Harry H. and Ommanney, Katharine Anne. Stage and School. Chicago: Glencoe/McGraw Hill Press.2004. 0-07-861627-1. Secrest, M. Somewhere for Me: A Biography of Richard Rodgers. New York: Knopt. 2001. 0 7475 5825 6 Thomson, Iain. Frank Lloyd Wright In Pop Up. SanDiego, California: Thunder Bay Press, 1998. 757.W7T533. Wilk, M. Overture and Finale: Rogers & Hammerstein and the Creation of Their Two Greatest Hits. New York: Back Stage Books. 1999. 0823088200.\ www.advantagebooks.com www.google.com (http://images.google.com/franklloydwrightarchitecture) www.musicals101.com www.nodanw.com/showso/oklahoma.htm

Appendix A

Vocabulary – “Oklahoma!” Lesson One 1. Librettist – The person who writes the script or story 2. Libretto – The script or story of the play. It is also referred to as the book. 3. Lyracist – The person who writes the words to a song 4. Lyrics - The words to a song 5. Composer – The person who writes the music 6. Choreographer – The person who creates the dance moves to the music for the production

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7. Musical Theatre – A uniquely American type of theatre that includes singing and dancing in the production 8. Plot – The plan of action of a play 9. Book – The script of a play 10. Agnes DeMill – The choreographer of “Oklahoma!”. She broke tradition by using modern dancers instead of chorus girls. 11. Oscar Hammerstein - Wrote the book and lyrics for “Oklahoma!” This was the first time that the musical numbers enhanced the characters and advanced the plot. 12. Richard Rodgers – Composed the music for “Oklahoma!’ after Hammersein sent him the lyrics. 13. Rouben Mamoulian -The director of the first production of “Oklahoma!” 14. “Away We Go”` - The original title for “Oklahoma!” 15. “Green Grow the Lilacs” – The novel that “Oklahoma!” was based on.

Appendix B Act 1 On a radiant summer morning in Indian Territory not long after the turn of the century, Aunt Eller sits on her porch churning butter and looking out over her farmstead. Curly, a local ranch hand, comes to call. Curly and Eller's niece, Laurey, have a lot in common - both are equally smitten with the other, and both are too proud and stubborn to admit it. When Curly grandly offers to take Laurey to the box social that evening, Laurey claims that he can't escort her in style and refuses to believe that he has rented a classy rig for the occasion. Jud Fry, Laurey's hired hand, settles the matter by announcing that he will take her to the social and because she is scared of Jud, who has a morose, vindictive temperament, she is too frightened to turn him down. Curly invites Aunt Eller to ride with him. Laurey's friend, Ado Annie, is caught between two fellows too. Will Parker has

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just returned from Kansas City where he earned $50 in a rodeo - the exact sum Ado Annie's father, Andrew Carnes, told Will he had to come up with if he wanted to marry her. However, during Will's absence Ado Annie has become transfixed by the Persian peddler man, Ali Hakim, whose sales pitches always leave her swooning. Ado Annie may not know which way to turn but her father does: Will, since he already spent the $50 on wedding gifts for Annie and technically no longer has the cash, has lost his chance at marriage - while Ali Hakim has been so forward with Annie that nothing short of a shotgun wedding will do! Laurey is confused about her love for Curly, and about Jud, of whom she is terrified, but has used his invitation just to make Curly jealous. After a short reconciliation between the two, Curly goes to see Jud in his smokehouse. Curly paints a beautiful picture of just how popular Jud would be - at his own funeral and there is an angry confrontation about Laurey. Feeling mocked, alone now in his room, Jud confronts himself, his lonely fantasies, his bleak existence that fills him with anger and violence. Laurey still wants to clear her mind between Curly and Jud. Her girl friends ridicule her and offer their own homely advice; she drifts into a dream - a ballet sequence in which she is to marry Curly, but he is killed by Jud, who abducts her. As she wakens, both men arrive, and Jud hauls her off to the party, leaving Curly dejected.

Act II At the box social that night lots of men bid for Laurey's hamper but, as the bidding rises, so does the tension as Jud and Curly square off. Curly sells his saddle, his horse and then even his gun to raise enough cash to buy the hamper and the right to escort Laurey, which frustrates and angers Jud. When Jud corners Laurey in the barn later on, her frightened calls for help bring Curly to her side. Jud runs off, and finally, Laurey and Curly confess their love for each other. Ali Hakim, still trying to manoeuvre his way out of marrying Ado Annie, contrives to bid $50 for all the gifts Will bought in Kansas City. With cash in hand, and a few rules in mind, Will approaches Ado Annie again, and this time they set the date. Three weeks later, Laurey and Curly are married. Gertie Cummings, an annoying flirt who couldn't get her hands on Curly, has managed to also snare a husband - Ali Hakim. Will and Ado Annie are hitched as well and everyone is celebrating. The wedding festivities pall, however, when Jud Fry stumbles in, uninvited, unwelcome and drunk. He gets into a fight with Curly and, in the ensuing melée, the drunken Jud falls on his own knife and is killed. Curly's friends don't want him to have to spend his wedding night in jail and so, a trial is quickly held on the spot and Curly is acquitted. With their friends and loved ones waving them on, Curly and Laurey drive off on their honeymoon, "in a surrey with the fringe on top". Characters AUNT ELLER

A middle-aged down-to-earth 'mother to everyone'.

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She is Laurey's aunt and confidante, and has a very friendly personality. CURLY

The young cowman in love with Laurey. His heart is in the right place and he is strong in facing up to Jud.

LAUREY

Our heroine. She is confused about Curly and seems always to be waiting for him to make the first move; she is too innocent to see that her acceptance of Jud's invitation will mean trouble.

IKE SKIDMORE

A ranch-house cowman.

SLIM FRED

Cowman friends of Ike and Curly's.

WILL PARKER

A hapless young cowman who is very much in love with Annie. He has a pleasant happy-go-lucky disposition, but needs to assert himself strongly to get her full attention.

JUD FRY

The hired hand on Laurey's farm. Sullen, mysterious and dangerous. Nobody likes him and he lives a lonely depressive existence in the smokehouse, dreaming broodily of real women, not the pin-ups on the walls.

ADO ANNIE

A flirtatious girl who cannot resist any man, particularly if a wedding ring is in prospect.

ALI HAKIM

A Persian peddler and a shrewd salesman. A great one for the girls, but not too adept at avoiding shotguns!

GERTIE

Another flirt whose presence is always announced by her ear-piercing laugh. Like Annie, she just wants to get married to someone.

ELLEN, KATE, SYLVIE,ARMINA, AGGIE

A group of fun-loving farmer's daughters who form the ensemble at the Box Social and the ballet at the end of Act One.

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Appendix C

Test over “Oklahoma! Three Pts. each : On your scantron, fill in “A” for True and “B” for False 1. The play is set in Oklahoma in 1940. 2. The farmers and ranchers were extremely supportive of each other. 3. Laurie and Curly were in love. 4. Adagio moves are fast and jerky. 5. The dream sequence had no actual relationship to the plot. 6. Judd was in love with Laurie. 7. The chorus sung “Poor Judd Is Dead” Right after Judd died. 8. Will sold his gun, his saddle, and his horse to buy Ado Annie’s lunch basket. 9. The auction was to raise money for the school. 10. Ado Annie had a hard time saying “no” to men.

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11. Ado Annie and the salesman married at the end. 12. Judd took Laurie out in the carriage. 13. In the dream sequence, Laurie married Will. 14. There was a tornado in the dream sequence. 15. Aunt Ellie was stabbed by Judd. 16. A shivaree was a mock serenade given by the couple’s friends after a wedding. 17. Curly was blinded in one eye by the telescope. 18. Curly shot Judd when Judd pulled a knife on Laurie. 19. Curly went on trial and was found guilty of manslaughter. 20. Will sang about his trip to Kansas City. 21. Curly was joined by his brothers Moe and Larry at the wedding. 22. At the end of the play, Judd realizes that Laurie doesn’t love him so he leaves town. 23. Will begged Ado Annie to marry him throughout the play. 24. Aunt Ellie married the traveling salesman at the end of the play 25. Curly was a farmer. Five Points Each: Put an “A” if the song was from “Oklahoma!” and a “B” if it wasn’t: 26. “Surrey With the Fringe On Top” 27.“Hello Dolly” 28.“Put On a Happy Face” 29.“Everything’s Up To Date In Kansas City” 30.“Oh, What A Beautiful Morning”

Appendix D “Oklahoma!” Scene Critique Sheets

Period ______

Name_________________________________________ Scene _________________________________ 20 points. each: Blocking_______ Voice________ Characterization_______ Memorization _________ Overall Scene______ Critiqued by______________________________ Individual Scene Grade______ Comments____________________________________________________________________________ _____________________________________________________________________________________ “Oklahoma!” Scene Critique Sheets

Period ______

Name_________________________________________ Scene _________________________________ 20 points. each: Blocking_______ Voice________ Characterization_______ Memorization _________

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Overall Scene______ Critiqued by______________________________ Individual Scene Grade______ Comments____________________________________________________________________________ _____________________________________________________________________________________ “Oklahoma!” Scene Critique Sheets

Period ______

Name_________________________________________ Scene _________________________________ 20 points. each: Blocking_______ Voice________ Characterization_______ Memorization _________ Overall Scene______ Critiqued by______________________________ Individual Scene Grade______ Comments____________________________________________________________________________ _____________________________________________________________________________________ “Oklahoma!” Scene Critique Sheets

Period ______

Name_________________________________________ Scene _________________________________ 20 points. each: Blocking_______ Voice________ Characterization_______ Memorization _________ Overall Scene______ Critiqued by______________________________ Individual Scene Grade______ Comments____________________________________________________________________________ _____________________________________________________________________________________

Appendix E Vocabulary for “Oklahoma!” – Lesson Two 1. Antagonist – The character opposing the protagonist 2. Protagonist – The major character in a story 3. Setting – The physical location and time period that a play is set 4. Chorus – A company of performers whose singing, dancing, and, narration provided explanation and elaboration of the main action

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5. Lighting - The effects of lighting including intensity and color can have a great effect on a production. 6. Indian Territory – This is what the Oklahoma area was designated before to became a state. 7. Shivaree - a mock celebration or demonstration with kettles, pots and pans given after a wedding.

Appendix F Vocabulary Test – Lessons One and Two Match the definition to the word it defines: _____ 1. Librettist

A. The words to a song

_____ 2. Libretto

B. The person who writes the music

_____ 3. Lyrics

C. The script of a play, or the “book”

_____ 4. Lyrics

D. The person who writes the words of a song

_____ 5. Composer

E. The plan of action of a play

_____ 6. Choreographer

F. The person who writes the script

_____ 7. Plot

G. The person who creates moves to music

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Fill In The Blanks: 8. _________________________________ was the choreographer for “Oklahoma!”. 9. _________________________________ wrote the book and lyrics. 10. ______________________________ composed the music for “Oklahoma!”. 11. ______________________________is the physical location and time period that a play is set. 12. ________________________________ was the first director of “Oklahoma!”. 13. ________________________________ was the original title of “Oklahoma!”. 14. ________________________________ was the novel that the play was based on. 15. ________________________________ is the character that opposes the protagonist. 16. ________________________________ is the major character in a story. 17. ____________________is a company of performers whose singing, dancing, and narration provides and explanation and enhancement of the main action. 18. ________________________ affects the production with its use of intensity and color. 19. _________________________ referred to the part of the United States that is now Oklahoma. 20. A _________________ is a mock celebration of a wedding by friends of the bride and groom. Word Bank: “Away We Go”

Richard Rodgers

Agnes DeMille

Protagonist

Indian Territory

Shivaree

Lighting

Chorus

Antagonist

Ruben Mamolian

Setting

“Green Grows The Grass”

Oscar Hammerstein

Appendix 7 Vocabulary of Musical Terms for “Oklahoma!” 1. Largo – Very slow tempo 2. Adagio - Slow 3. Andante - “Walking” tempo 4. Crescendo – gradually get loud 5. Decrescendo – gradually get soft 6. Legato - Smoothly 7. Staccato - detached 8. Allegro - Fast 9. Ritardo - Gradually slow down 2005 Core Knowledge® National Conference, A Fine Arts Perspective on Oklahoma, 8th Grade

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10. Accelerando – Gradually speed up 11. Moderato – Moderate speed 12. Introduction – An instrumental section at the first of a song 13. Interlude – An instrumental section in the middle of a song 14. Coda – Tag at the end of a song 15. Soprano – High female voice 16. Alto – low range female voice 17. Baritone – Medium range male voice. Higher than bass, lower that tenor. 18. Tenor - Highest male voice 19. Bass – Lowest male voice 20. Solo – One singer 21. Duet – Two singers singing together 22. Trio – Three singers singing together 23. Quartet – Four singers singing together

Appendix H Vocabulary Test – Musical Terms – Lesson Three Match these musical terms: _____ 1.Largo _____ 2. Adagio _____ 3.Andante _____ 4. Crescendo _____ 5. Decrescendo _____ 6. Legato _____ 7. Staccato _____ 8. Allegro

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_____ 9. Ritardo _____10.Accelerando _____11.Introduction _____12.Interlude _____13.Coda _____14. Moderato A.“Walking” tempo

B. Very slow tempo

C. Smoothly

D. Detached

E. Gradually get loud

G. Fast

H. Tag at the end of a song

I. Moderate speed

J. Gradually get soft

K. Slow

L. Gradually speed up

F. Gradually slow down

M. Instrumental section in the middle of a song N. An instrumental section at the first of a song Match these vocal terms: _____ 15. Soprano

A. One singer

_____ 16. Alto

B. High female voice

_____ 17. Baritone

C. Two singers singing together

_____ 18. Tenor

D. Four singers singing together

_____ 19. Bass

E. Highest male voice

_____ 20. Solo

F. Low range female voice

_____ 21. Duet

G. Three singers singing together

_____ 22. Trio

H. Lowest male voice

_____ 23. Quartet

I. Medium range male voice. Higher than bass, lower than tenor

Appendix I Critique Sheet For Movement and Musical Presentation Student________________________________ Character Selected__________________

(40 Pts.) Type(s) of Music Chosen (use Italian Terms)____________________________ (20 Pts.) Did the music fit the character?_______________________________________ (20 Pts.) Did the movement complement the music?______________________________ (20 Pts.) Was the student able to tie together the selection of movement, music, and character?_______________________________________________________________

2005 Core Knowledge® National Conference, A Fine Arts Perspective on Oklahoma, 8th Grade

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Student________________________________ Character Selected__________________

(40 Pts.) Type(s) of Music Chosen (use Italian Terms)____________________________ (20 Pts.) Did the music fit the character?_______________________________________ (20 Pts.) Did the movement complement the music?______________________________ (20 Pts.) Was the student able to tie together the selection of movement, music, and character?_______________________________________________________________

Student________________________________ Character Selected__________________

(40 Pts.) Type(s) of Music Chosen (use Italian Terms)____________________________ (20 Pts.) Did the music fit the character?_______________________________________ (20 Pts.) Did the movement complement the music?______________________________ (20 Pts.) Was the student able to tie together the selection of movement, music, and character?_______________________________________________________________

Appendix J

Costuming Assignment – “Oklahoma!” Part One (50 points) 1. When is the play set?__________________________________________________________ 2. Where is the play set?_________________________________________________________ 3. Describe the social issues that were facing the people of Oklahoma during this time period.________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. How does the character you selected fit into the plot of the play?_______________________ 2005 Core Knowledge® National Conference, A Fine Arts Perspective on Oklahoma, 8th Grade

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______________________________________________________________________________ 5. Give a detailed description of the costume, accessories you would use, and why you selected the colors and fabric that you selected._______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Part Two (20 points) Give two references used in designing your costume. ______________________________________________________________________________ ______________________________________________________________________________

Part Three (30 points) Neatness – 10pts, Accuracy to period -10pts, and Fabric/Rendering Matches – 10pts Draw your character on a separate page. You may silhouette the face. Color the costume. Include any jewelry, hats, shoes or other accessories that you would use. Glue several swatches of material on to indicate the fabric that you would use. Be sure that your color and texture on the rendering matches the fabric you selected.

2005 Core Knowledge® National Conference, A Fine Arts Perspective on Oklahoma, 8th Grade

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