GRADE 9-10 STAGE 2 – ASSESSMENT EVIDENCE Performance Task(s): • Follow a specific character or theme throughout The Magic Flute movie and stage production, taking notes on both. •
Create a list of elements that worked and elements that did not for each production’s treatment of the character or theme.
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In groups, create an original representation of the theme or character chosen/assigned.
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Present original representation to the class, and explain/ defend why your group has chosen this particular medium.
Other Evidence: • Notice how easily students are able to track the development of a character or a theme in the movie and the stage production. •
Note if students’ lists of elements that worked and did not work for each production’s treatment of their chosen character or theme are well thought out and supported.
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Ensure students’ creative representations reflect a full understanding of the opera.
STAGE 3 – LEARNING PLAN Learning Activities: Total time: 3-4 class periods, plus a variable amount of time to create the final project as homework. Suggested Materials and Resources: Different recordings of one scene from The Magic Flute. Suggestions: • Papageno/Papagena duet from a traditional staged version (Live Recording from The Opéra National De Paris, 2001, directed by Benno Besson) http://www.youtube.com/watch?v=87UE2GC5db0 • Papageno/Papagena duet from a traditionally staged made-for-TV film version (The Magic Flute, 1975, directed by Ingmar Bergman) http://www.youtube.com/watch?v=DpF6LRLGZLo • Papageno/Papagena duet from a film version with a non-traditional setting (set during WWI) (The Magic Flute, 2006, directed by Kenneth Branagh) http://www.youtube.com/watch?v=yNuM9Z4MEQw Before Viewing the Movie and Live Performance of Opera: • Split students into groups of 3-4, and assign each group a character or theme to follow during the movie and the opera. Ask them to take notes on the specific treatment of the character or theme in each form of media. Introductory Activity: Discussion of media types (one class period) • As a class, discuss different forms of media and the advantages and disadvantages of each one. Play the three different media portrayals of the Papageno/Papagena duet for the class (or other recordings), and ask the students to comment on the advantages and disadvantages of each treatment. What differs between a stage production, a traditional film, and a nontraditional film? Discuss in terms of characterization, costuming, sets, etc. • For homework, assign the students to create a list of elements that worked and elements that did not for their chosen theme or character as it was portrayed in the movie and in the BLO stage production. Developmental Activity: Group work (two to three class periods, plus a variable amount of time outside of class) • Break the students up into same groups by theme/character and ask them to compare and discuss lists of advantages and disadvantages. • Each group should brainstorm a creative use of artistic medium that they think would best portray their theme or character, other than a stage production or a film. • Give each group a reasonable amount of time to complete a project or presentation with their chosen media. (For example, a visual art project, a mock newspaper or magazine article, a short video, a live performance for the class, a pitch for a novel, etc.). Consider giving the students another day in class to work. Closing Activity: Ask each group to present their projects to the class through a presentation or performed demonstration, once finished. The presentation must include a reason or defense as to why the group picked their particular medium. BOSTON LYRIC OPERA | 23