Victorian Opera 2017 - Hansel & Gretel Education Resource by Victorian Opera

Engelbert Humperdinck

Hansel & Gretel Presented with Mildura Arts Centre

Education Resource Regional Tour for Schools October/November 2017 Mildura The Mildura Arts Centre Bendigo The Capitol Theatre Sale The Wedge (Esso BHP Billiton Wellington Entertainment Centre)

Hänsel and Gretel Education Resource

This resource contains two parts Part one includes background information for teachers to assist them in preparing their students to attend the opera. Part two is a series of activities that can both assist students to prepare for the opera and/or to be worked on afterwards.

Contents PART ONE - BACKGROUND INFORMATION FOR TEACHERS.............................................................. 3 1. Synopsis of the opera............................................................................................................................. 4 2. Background to the story and the Brothers Grimm................................................................................. 5 3. Hänsel and Gretel - the characters and voices...................................................................................... 6 4. Engelbert Humperdinck and the writing of Hänsel and Gretel............................................................. 6 5. Hänsel and Gretel - a chat with Richard Mills, conductor and Artistic Director of Victorian Opera..... 7 6. The fairy tale as a metaphor.................................................................................................................. 9 7. Background to opera and opera singing................................................................................................ 10 PART TWO: ACTIVITIES FOR STUDENTS.............................................................................................. 12 1. Listen to the opera................................................................................................................................. 13 2. Read the story....................................................................................................................................... 13 3. Interactive online activity...................................................................................................................... 14 4. Create your own version of Hänsel and Gretel..................................................................................... 14 5. Build a gingerbread house..................................................................................................................... 15 6. Learn the music..................................................................................................................................... 15 7. The instruments of the orchestra in Hänsel and Gretel......................................................................... 16 8. Elements of music................................................................................................................................. 18 9. Hänsel and Gretel - word search........................................................................................................... 19 10. Translate the words in the drawings and colour them in..................................................................... 20 APPENDIX 1: DANCE DUET - COME DANCE WITH ME........................................................................ 22 APPENDIX 2: EVENING PRAYER............................................................................................................. 26 SOLUTIONS.............................................................................................................................................. 28 FURTHER RESOURCES AND REFERENCES............................................................................................. 29

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Hänsel and Gretel Education Resource Preparing Your Students To prepare students for their visit to Victorian Opera’s production of Hänsel and Gretel, we suggest that you: • Familiarise your students with the story • Introduce students to the characters, and their voice types • Complete activities in this resource, both listening and practical tasks

Hänsel and Gretel by Alexander Zick (Märchen, Grot’scher Verlag, Berlin 1975)

PART ONE: BACKGROUND INFORMATION FOR TEACHERS “This opera is magic, the work of a master composer. A story of good and evil, darkness and light that will capture the imaginations of the young and young at heart.”

– Richard Mills Filled with magic and beautiful music, this specially-abridged version of Engelbert Humperdinck’s masterpiece Hänsel and Gretel is the perfect introduction for young audiences to an enchanting world of opera. Hänsel and Gretel, two mischievous children are sent into the forest and discover a gingerbread house and its unpleasant owner, a wicked witch who eats children.

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Hänsel and Gretel Education Resource

1. Synopsis of the opera Hänsel and Gretel are playing in their house in the woods alone, waiting for their mother and father to come home. They should be making brooms, but are playing games instead. Hänsel moans about being so hungry, and Gretel tries to distract him by teaching him a fun dance. She also shows him a surprise hidden away for later – a jug of milk a neighbour gave their mother that she is going to turn into custard. Their mother comes home and tells them off for being naughty and playing rather than making broomsticks. In her anger she accidently knocks over the jug of milk, and then sends the children out in to the woods with a basket to gather strawberries. The poor mother gets quite upset, as she doesn’t have any food for her family. Father comes home, very happy that he’s sold lots of broomsticks and managed to buy the family a basket full of good food. He soon cheers up the Mother. However, when she tells him that she sent the children out in to the woods after they were naughty, he becomes worried and tells Mother about the ‘Evil One’ who lives in the gloomy wood, full of magic spells. This ‘Evil One’ is a Witch, who lives in a crispy, crunchy house of sugar and spice. She entices children into her house, puts them in her oven and turns them in to Gingerbread Children. Out in the woods, Hänsel and Gretel are gathering lots of strawberries in their baskets. They come across a cuckoo and hear the leaves in the trees whispering to them and they become quite scared. Suddenly a mysterious man appears - the Sandman, who reassures the children that he is good, and sprinkles magic sand in their eyes to help them sleep. Hänsel becomes sleepy, and Gretel encourages him to sing their evening prayer before falling asleep. As they sleep, fourteen angels appear in their dreams and dance around them, keeping them safe. Morning comes, and the Dew Fairy shakes dewdrops over the sleeping children to wake them up. They slowly wake, and the Dew Fairy disappears. As the morning mist clears, they see a house not far away with a fence made out of gingerbread figures. Realising that the house is edible, Hänsel slowly approaches, breaks off a piece of the house and eats it. The Witch suddenly startles him, and he drops the piece of edible house in fright. The Witch entices the children into the house. The Witch tries to cast a spell on the children with her magic wand, but Hänsel and Gretel are too clever to be tricked by the magic, and tease the Witch. The Witch tries to make Hänsel get into the oven, but he says that he can’t manage it, and the Witch bends over double showing him how to get inside. Together the children give her a big push, and she falls into the oven, with the door closing behind her. Hänsel and Gretel celebrate the Witch’s demise. They soon realise that they are surrounded by children. Gretel goes around to all of the children and slowly they open their eyes, smiling. The children thank Hänsel and Gretel for saving them from the Witch, and hand in hand they sing. Father and Mother join them, happy that their children are safe and well. Everyone dances together joyously.

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HĂ¤nsel and Gretel Education Resource 2. Background to the story and the Brothers Grimm The story of HĂ¤nsel and Gretel was published in 1812 by the brothers Jacob and Wilhelm Grimm. The Brothers Grimm were German collectors and writers of folk tales. They published, researched and studied folklore during the first half of the 19th century, and are regarded as two of the best known storytellers. They wrote, modified and published over 200 stories. Many of the stories they published were told to them by their contemporaries, and had been passed down from older generations. Each country in Europe, as well as smaller regions within those countries, had their own fairy tales. Sometimes these stories had similarities to those in nearby areas, with variations depending on local customs and folklore.

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Hänsel and Gretel Education Resource

3. Hänsel and Gretel - the characters and voices Characters Hänsel Gretel Witch Father Mother Dew Fairy Sandman Angels and Children

Voice Type This character is a boy, but will be performed by a girl. This is called a ‘pants role’. The voice type is mezzo soprano. Soprano This character is a woman but is performed by a man. The voice type is tenor. Baritone Mezzo soprano Soprano Tenor Mixed chorus

4. Engelbert Humperdinck and the writing of Hänsel and Gretel Engelbert Humperdinck was a German musician, teacher and composer who lived between 1854 and 1921. His parents wanted him to study architecture, but after winning some scholarships he pursued a career in music. Today he is best known for Hänsel and Gretel. He and his sister, Adelheid Wette, initially collaborated to write a Märchenspiel – a fairy tale play - for her children. She contributed the final libretto and he wrote a singspiel of 16 songs. It eventually became an opera in two acts and was first performed in Weimar, Germany in 1893. It has since been translated into over 20 languages, and was first performed in Australia in 1982.

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Hänsel and Gretel Education Resource 5. Hänsel and Gretel - a chat with Richard Mills, conductor and Artistic Director of Victorian Opera What is it about this opera that makes it so popular with audiences and opera companies? It has very strongly drawn characters and the depiction of good and evil is clearly delineated in it. It also celebrates innocence in a very special way in the dream pantomime with the 14 angels blessing the kids. The notion of the child in English Victorian fiction is very different to the 20th century notion of children. Today we have a clearer view of the nature of childhood, a perhaps less idealised or sentimental view of it. What’s nice about Hänsel and Gretel is that this kind of idealised view of childhood is leavened with a bit of German common sense. But I think that is one of the things that appeals about it. It has a kind of authenticity when it looks at the plight of these two young people. So do you think it’s the original story of Hänsel and Gretel that appeals in the context of Humperdinck’s opera or is it the combination of what he produces? I think it is what he produced. The idea of fairy stories in cultures is to set forth unpalatable truths, about seasonal change, about death, about complexities of relationships and about the presence of evil in the world. That’s what this story does. Of course it’s miraculously composed, it is magically written. What particular musical features/ techniques does Humperdinck use? He uses a Wagnerian kind of language, the technique of voice leading (the linear progression of melodic lines - voices - and their interaction with one another to create harmonies), but simplifies it, harmonically it’s not that complicated. What is complicated is the counterpoint (the relationship between voices that are harmonically interdependent - polyphony - yet independent in rhythm and contour), it is very, very intense part writing, complex. But within very simple harmonic structures. The effect is very beautiful and lays very well on the orchestral sound but still allows voices to be heard. Which parts of this opera stand out for you as the conductor? The thing I like about it is the sense of complex counterpoint, the weaving of different strands of melody to create interesting many layered textures. It’s a very treacherous piece to play if you are a repetiteur. It looks very simple on the page but in fact it’s very tricky.

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Hänsel and Gretel Education Resource

The Victorian Opera version uses a chamber music arrangement for the instrumentation. Why did you and Julian Langdon choose this instrumentation? Firstly, there’s a very practical need to make it able to be toured, transportable. Realising this with a full orchestra would cost a small fortune and we need to operate within the budget we have. The clarinets and horns we’ve put in create a very warm sound, the two clarinets and two horns make the voice leading potentially very rich and interesting. The notion of forest or ‘Wald’ to use the German word is a very important notion in 19thcentury German literature and theatre. If you walk out of a densely settled town like Freiburg and you go into the Schwarzwald (Black Forest) you can see exactly what I mean, this juxtaposition of town and wilderness is a feature of Germany even today. The notion of the forest, a dark place, a place removed from the day to day commonalities of existence, a place of magic, a place where humanity can embrace nature, is central to German Romantic thought. It’s in Goethe; it’s a central thing of German literature this notion of ‘Wald’. You find it in Weber in his opera Der Freischütz, in Wagner, in The Ring Cycle, especially in Siegfried. It persists right through the century. Humperdinck is part of the tradition of rendering nature. And of course the sound of the horn is inseparable from that, which is why we used two horns in this arrangement.

The Sandman © Ross Hall

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Hänsel and Gretel Education Resource 6. The fairy tale as a metaphor Fairy tales are often stories that contain or are metaphors - they represent something else. They usually include symbolism or represent interpretations of life. Fairy tales are often cautionary tales for children, which sometimes have morals or ‘life lessons’. As Richard Mills said, “they set forth unpalatable truths.” Fairy tales often mirror the challenges of life, yet also highlight a hope for improvement. The common formula for a fairy tale is that a hero/heroine is subjected to a series of trials, which they navigate with the assistance of a helper. There is also typically an antagonist someone who makes life difficult, but who will eventually be defeated. In the end, the hero/ heroine has a happier life. There are variables in the stories; talking animals, trickery, and magic have all featured in fairy tales. There are elements of everyday struggles as well; power and class battles between rich and poor, beauty and ugliness, youth and maturity, men and women. They also frequently show a nasty side of humanity, such as someone wanting to obtain power at the expense of someone else.

Hänsel and Gretel contains many fairy tale features and moralities that could be discussed; - A very poor family struggling to feed themselves - A father who gives into his wife against his better judgement - An evil witch luring children into a bad place, with the use of treats - An evil witch who wants to eat children - Children using their intelligence to rescue themselves from a bad situation - Evil (in this case) is punished

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Hänsel and Gretel Education Resource

7. Background to opera and opera singing What is opera? Opera is a complex European art form that has been around since about 1600. It was very popular in the 18th and 19th centuries. Today there are many styles of opera performance, but simply, an opera is a play that is sung. Music Theatre is a dramatic performance that includes music. It usually includes dialogue, music, dance and theatrical elements like set, costume, props, makeup, lights and sound. Music theatre traditions exist around the world in different forms. The countries in which European opera was first developed are Italy, France, Germany and England. Therefore the main four languages of European Opera are Italian, French, German and English. Other countries have become significant in the opera world since, including Russia. Opera often uses recitative, a vocal (singing) style designed to imitate natural speech and used when spoken dialogue might be present in other forms of music theatre. What are the common voices and voice types in opera? There are seven voice types in opera/music theatre. These are defined by the range of notes they can sing and a vocal quality. There are three female operatic voice types, although most operas only have soprano and mezzo soprano roles. There are four male voice types, although the countertenor voice is usually only used in Baroque operas. • Soprano, the highest sounding female voice • Mezzo-Soprano, the lower sounding female voice • Contralto, the lowest sounding female voice • Countertenor, the highest sounding male voice • Tenor, a high sounding male voice • Baritone, the middle sounding male voice • Bass, the lowest sounding male voice

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Hänsel and Gretel Education Resource

There are further categories of voice defining the kind of voice quality, and the type of music they can sing. The composer will consider voice types to highlight the different characters – for example, to differentiate between a King and a Servant; a Princess and a Witch. A few of these are: • Coloratura – a very high range with the ability to sing complicated parts with agility • Dramatic – a heavy sounding, powerful voice • Lyric – an average sized voice with the ability to sing long, beautiful phrases • Heldentenor –The ‘heroic tenor’, a very big role that requires a powerful sound Here are some examples of what these voices sound like. Classical Female Voices - https://www.youtube.com/watch?v=AIPFAww8X-U Classical Male Voices - https://www.youtube.com/watch?v=gRL7shs23W

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Hänsel and Gretel Education Resource

PART TWO: ACTIVITIES FOR STUDENTS The following activities are pitched at various ages and skill levels. They can be complete activities in themselves or included as part of a unit that the school/teacher devises to support the excursion to Hänsel and Gretel. The activities suggested in this resource have been designed in accordance with the Victorian Curriculum for the following learning areas and capabilities. “The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines.” http:// victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts They correspond to the new Victorian Curriculum as per the table below. ACTIVITIES 1

LEARNING AREAS The Arts - Music The Arts - Drama The Arts – Visual Arts, VCD English Languages (German) The Humanities CAPABILITIES Critical and Creative Thinking Ethical Intercultural Social and personal

Figure 2: Dew Fairy © Ross Hall

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Hänsel and Gretel Education Resource

Activity 1 – Listen to the opera You can listen to recordings of the opera on Spotify. Or you can watch it online via the following YouTube links: https://www.youtube.com/watch?v=fyV80L9d0bk https://www.youtube.com/watch?v=GqWDm8NWD1Q Discuss the voices and the singing with your students. How does it make them feel, do they like the music, and why?

Activity 2 – Read the story Read the full story of Hänsel & Gretel with the class using any version of the picture story book; or there are a number of printable versions of translations of the original story online. For example - http://pinkmonkey.com/dl/library1/story064.pdf Do they see this story being relevant in the 21st century? Do they see connections to examples of poverty that exist around the globe? How do they think each of the characters should have behaved?

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Hänsel and Gretel Education Resource

Activity 3 – Interactive online activity Visit “Hänsel and Gretel: Learning About Opera!” http://classicalkusc.org/kids/opera/ You will need flash player for this activity, this resource is in English. For use on class laptops, teacher laptop projected onto board or Smart board/ Interactive Whiteboard. Hänsel and Gretel: Learning about Opera! is an online educational experience. Players can control interactive elements in every scene and watch the play unfold. Whilst listening to Humperdinck’s original music and following the story, students can interact with elements of the production by taking on the roles including: Costume Designer

Choreographer

Set Designer

Props Manager

Lighting Technician

Technical Director

Stage Director

Conductor

The interactive program runs for 15 – 20 mins. There is a link for parents and teachers also.

Activity 4 – Create your own version of a play of Hänsel and Gretel For younger students . . . Create puppets of each character and ‘act out’ as the story is read. For example, you could use the story and images from the following website http://www.dltk-teach.com/fairy-tales/hansel-and-gretel/m-print-story.htm For older students . . . Divide the class into groups of six. Have each group: Allocate roles – Narrator, Hänsel, Gretel, Father, Stepmother and Witch Decide how they will act out the story Discuss the use of props and costumes to suggest characters and space Perform for the class Download a free copy of the condensed script - www.kidsinco.com/2009/02/Hänsel-andgretel-2

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Hänsel and Gretel Education Resource Activity 5 – Build a gingerbread house Search online for “Gingerbread House Template” and create: A real, edible gingerbread house with icing and lollies attached; or A cardboard gingerbread house (to any scale) for the classroom Example template: https://www.template.net/design-templates/print/gingerbread-housetemplate/

Activity 6 - Learn the music Focus on learning two songs from Hänsel and Gretel prior to the performance: “Brother Come and Dance with Me” – Appendix 1 “Now I Lay Me Down to Sleep” – Appendix 2 You can listen to either of these on Spotify or YouTube by searching the title of the song and ‘Hansel and Gretel’. Suggested Ideas: Listen to the song whilst patsching (patting knees to the beat of the music) Clap the rhythm of the melody Learn to sing the melody in English Learn to sing the melody in German Have children work in small groups to create a dance or set of movements Create an accompaniment on untuned percussion instruments Create a bass-line accompaniment on xylophones, metallophones and glockenspiels by following the chords symbols above the melody Invite students who play instruments to join the class ensemble, e.g. –

Chords played by piano, keyboard, guitar, ukulele

–

Melody line played by piano, keyboard, recorder, flute, violin

–

N.B. The melody will need to be transposed for transposing instruments, or into bass clef if required

Perform at assembly Encourage school ensembles to learn and perform the songs

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Hänsel and Gretel Education Resource

Activity 7 – The instruments of the orchestra in Hänsel and Gretel In the Victorian Opera orchestral arrangement by Julian Langdon the instruments you will hear are: Strings - 3 Violins, 1 Viola, 1 Cello, 1 Double Bass Woodwind - Flute, Oboe, 2 Clarinets, Bassoon Brass - 2 French Horns Piano The following image shows the instruments in a standard orchestra.

•

Strings – violin I and II, viola, cello, double bass

•

Woodwind - flute, clarinet, oboe, bassoon

•

Brass - horn, trumpet, trombone, tuba

•

Percussion – large drum, middle drum without snare, small drum, tambourine, triangle and glockenspiel

• Piano • Harp

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Hänsel and Gretel Education Resource

Watch the overture to the opera – https://www.youtube.com/watch?v=OdAO9CKRyP0 This version is being played by the Australian Doctors Orchestra. 1. What instruments can you see and hear? 2. Circle the instruments in the image above that are being used in Hänsel and Gretel. 3. Which sections of the orchestra do the instruments you hear come from: Strings, Woodwind, Brass or Percussion? 4. Where have you heard these sounds/instruments before?

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Hänsel and Gretel Education Resource

Activity 8 – Elements of Music The grid below can be used as a starting point for responding to the Elements of Music when listening to any piece of music. Choose the method that works best for you and your students. Start by using the prompt questions to discuss the music with older students. Encourage younger students to respond to the music by moving around the room. You can use the YouTube video in Activity 5 to facilitate the questions and responses in the grid. Element Tempo

Dynamics

Pitch

Rhythm

Texture

Questions What speed is the music going? Which instruments are moving fast, which slowly? How loud or quiet is the music? When does it change volume?

Physical Response Move around the room to the speed/ tempo of the music

When the music is quiet, hold both hands close together, as it gets louder move them further apart How high or low is the music? Which When the music is low in pitch, move instruments/voices are playing high, down low, close to the floor. When the music is high in pitch, move arms which are low? high in the air. Stomp your feet to the beat. Dance Can you hear a steady beat? Which the way the melody/tune makes you instrument/s are playing the beat? want to dance Describe the way the melody and other parts are moving – are they skipping, hopping or long, smooth sounds? How many different parts can you Use strips of coloured paper or string hear playing? to show how many parts you can hear playing at any time

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Hänsel and Gretel Education Resource Activity 9 – Hänsel and Gretel - Word Search Find the following words from the opera. Then look up what the words mean in English.

BESEN, KORB, WALD, VIERZEHN, FEE, VATER, HEXE, TANNENBAUM, DUNKEL, RECHT, MUTTER, LINKS, KINDER, ENGEL

German Besen Engel Hexe Korb Mutter Tanzen Vierzehn Tannenbaum

English

German Dunkel Fee Kinder Links Recht Vater Wald

Victorian Opera 2017 - Education Resource - Hansel and Gretel

English

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Hänsel and Gretel Education Resource

Activity 10 – Translate the words in the following drawings and colour them in. Translate from the images in the picture below. Activity 10 – Translate the words in the following drawings and colour them in. Translate from the images in the picture below.

der Teller

die Kerze

der Besen

der Topf

der Krug

____________ ____________ ____________ ____________ ____________

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Hänsel and Gretel Education Resource

Use images the images in the picturetototranslate translate the the words Use the in the picture wordsbelow. below.

die Tannenbäume

der Wald

die Kinder

der Korb

__________________ __________________ __________________ __________________ Translate the following German sentences. Hänsel und Gretel wandern durch den Wald. Im Wald ist es dunkel. Was ist im Korb? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Hänsel and Gretel Education Resource

Appendix 1 - Dance Duet - Come Dance with Me

Dance Duet: Hänsel und Gretel Humperdinck

Vivace q = 100

2 & b4

{

G‹

∑ œ œ œ œ bœœ œœ

2 & b4

Gretel

∑

œ œœœ œœ

2 & b4 œ

œœ

j &b œ™

r œ œj œj

bei - de Händ - chen both my hands I

& b œœ > ?b œ >

‰

{

œ™ &b J C7

rund round

œ™ &b œ

{

? b œ™ ˙ &b

‰ œ œ™ R J œ œ™ œ

& b œ˙˙

∑

j œ œj œ

œ J

Brü - der - chen komm tanz' mit mir,

j œ œj œ

j j ‰ œ œ œj

reich' ich of - fer

ein - mal hin, right foot ﬁrst,

j ‰ œ. j œ. ‰

j œ œj

œ œ

œ bœœ œ œ

œœ . œ. D‹

œ J

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j ‰ œ.

Hänsel

œ™ J

∑

œ ‰ œ œ#œ J

œ œ œ bœœ œ

œ r œ

‰

Victorian Opera 2017 - Education Resource - Hansel and Gretel

œœ >œ >œp

œ œ

œ œ œ

j œ œJ

Tan - zen soll ich I would dance but

‰

œ œ

G‹

œ œ

D‹

j œœœ ‰ œ œ œj œ p

∑

j œ ‰ œ.

j œ œ

ein - mal her, left foot then,

œ J

G‹

dir: thee,

œœ n œœ . . œ. œ .

œ J

œ Bro - ther come and dance with me, œ™ œ œ œ j œ œ j œ œ œ œœ ‰ œ J ‰ >œ œœ œœ œ œj ‰ ‰ œ J . . œ. . p sf . >œp j . j‰ ? ‰ œ. œ œ. œJ ‰ œ œ œ˙ œ œ œœ œ j ‰ œœ ˙ œ œ œ

œ œ

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∑

es ist nicht schwer! and back a - gain

∑ œ œ œ

{

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her - um, a - bout

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ar - mer Wicht, don't know how,

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Hänsel and Gretel Education Resource

j r j j D‹j A7j D‹ œ™ œ œ œ œ œ j ‰ œ

C G7 j j j œ nœ œJ œ œ nœ J J

Schwe -ster - chen, und kann es nicht! when to turn or when to bow.

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mit den Händ - chen with your hands you

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Victorian Opera 2017 - Education Resource - Hansel and Gretel

Mit den Füß - chen With your foot you

œ˙ œ

œœ œ '

œœ œœ ‰ œ œ ' '

œ J

j œ œ

œ ˙

ein - mal her, left foot then,

Hänsel

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œœ œ '

œ.

œ J

tapp, tapp, tapp tap, tap, tap,

œ œ œ œ

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‰

es is nicht schwer! and back a - gain!

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j j œj œ œj œ

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klapp, klapp, klapp clap, clap, clap,

œœ œ '

œ œ œ œ œ œ œ œ œ

nœœ œ J

D‹

daß ich tan zen so that I may

Gretel

Ÿ~~~~~~ œ œj ‰ œ œ œ

œœ. œ

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œ œ œœ nœœ œœ œ œ œ œ

œ œ œ œ œ œ œ œ œ

{

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œ œ & b œ nœœ œœ œ

j œj œ nœ nœ œ œ nœ œ œ nœ œ œ œ.

Da - rum zeig mir, wie es Brauch, Show me what I ought to do,

œ. œ j ‰ . œ.

ler - ne auch! dance like you!

œœ # œœ œ. œ.

œ œ œJ œ J J J

œ˙ œ œ J œœÆ œ

œ J œœÆ œ

œ œ

œ J

‰

œœÆ œ

‰

tapp, tapp, tapp tap, j tap, j tap, n œj œ œ

œ˙ œ

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Hänsel and Gretel Education Resource

j j j & b œj œ œ œ

D‹

œ J

mit den Händ - chen klapp, klapp, klapp with your hands you clap, clap, clap.

œ &b œ

{

œ˙ F

{

Gretel

. œ œ œ œ ‰ #œœ J f . ‰ œœœ J

‰

>œ f

‰

& b œœ nœ nnœœ

œœ

& b œœœ .

{

œ œ

? œ #œ b œ #œ . .

œœ. œ

. œ œ .

œœ. œ . œ

œ™ œ œ œ œ œ œ œ œ

j j œ™ œr œj œ œj œj œj ‰ A

. . . . ‰ œœj œœ œœ œ ‰ œ œ œœ ‰ J p ‰ j œ œ œ. ‰ œ. . . J C

œ J

œ n œœ œ

œœ

œ œ

A7 D‹

Ei, das hätt' ich nicht ge - dacht! and I'm sure that you'll suc - ceed.

.j ‰ œœ

œ œ œ #œ œ˙

œœ œ

œC J

œ J

œœ nœœ œ œ

œœ œ

œ œ

œ œ j œj œ

∑

j œ œj

Mit den Köpf - chen With your head you

œ bœ œ

Victorian Opera 2017 - Education Resource - Hansel and Gretel

œ˙

œœ. œ

. j #œœœ œ œj œ.

‰ œj œ. œ j ‰ . . œ . A‹ G7 œ nœ œ œ J J J

wie der Tan - zen Han - sel soon will

Ÿ~~~~~~~~ j ‰ œ œ œ œ œ nœœ

œ œ œœ œ

D‹

an, see,

∑ œœœ œ.

Hän - sel can I

œ œ

'rum, es ist nicht round and back a -

œ œ œ œ œ œ œ œ œ œ œ˙ œ˙

j œ nœ J

einmal her, leftfoot then,

œœÆ œ œ œœ œ ‰ œ

G‹

> œœ œ˙

Seht mir doch den Try a - gain and

{

œj

ein - mal hin, Right foot ﬁrst,

Ei, das hast du gut ge - macht! That was ve - ry good in - deed,

œ J

œœÆ œ

œ ≈œ œ œ J R

œ ™ œr œj œ œ œ œ J J J J

j œ

?b œ œ

œj

œ˙

j & b œ nœJ G7

œœÆ œ

D‹

schwer! gain.

? b œœ J

&b œ œ &b J

# œj

œ œj œ J

œ ‰ œ œj œ J J C7

ler - nen kann! dance like me!

œ nœ œ œ œœ

œ bœœ œ œœ

œ J

‰

œœ œ '

‰

nick, nick, nick, nick, nick, nick,

œ˙

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Hänsel and Gretel Education Resource 4

j 3j j j b & œj œ œ œ œ

œ J

D‹

œ J

œ ‰ œ j œ J J œ

mit den Fin - ger - chen tick, tick, tick, with your ﬁn - gers you click, click, click,

&b œ œ œ

œœ œ '

œ˙ œ

{

œ œ˙ œ

j j &b œ œ

is nicht schwer! back a - gain!

j œ ‰ œ.

& b œœ. œœ œ. ? œ. œ. b

{

& b œJ

œ. œ .

œœÆ &b œ

{

œj

œœÆ œ

œ˙ œ

œj

œ œ œ

nick, nick, nick, nick, nick, nick,

n œj

œ œ œ˙

œœÆ œ œ œ œ œ ‰ œ

ein mal her, left foot then,

œ œ œ ‰ J J J

Mit den Köpf - chen With your head you

ein - mal hin, right foot ﬁrst,

œ™ œ œ™ œ J R J R

rund her - um, es round a - bout and

œ œ™ œ œ™ œ œœ ‰ œ œ˙ œ œ œ œ ˙ œ œ ' œ œ œ œ œ™ œ œ J œ œ œ ˙ œ˙ œ˙

j j œj œ œj œ

C7 œ ‰ œ œj œ J J

œ J

tick, tick, tick, click, click, click,

# œj

ein - mal hin, right foot ﬁrst,

Hänsel

D‹

œœ œ '

œ œj œ J F

œœÆ œj œœÆ œj œœÆ œ œ œ ‰ œ œ œ œ˙

œ œj œ J

ein - mal her, left foot then,

œ œ œ œ œ

mit den Fin - ger - chen with your ﬁn - gers you

œ œ œ

œ œ œ˙

œ ≈œ œ œ J R

'rum, es ist nicht schwer! round and back a - gain!

œ™ œ œ œ œ œ

œ œ œ œ œ œ œ œ œ œ œ˙ œ˙

Victorian Opera 2017 - Education Resource - Hansel and Gretel

j 3 j œj œ œj œj œ

œ œ œ

œ œ J ‰ œ œ œ œœœ ‰ J f œœ œ œj ‰ J ‰ œ œ œœ Page 25 / 29

Hänsel and Gretel Education Resource Appendix 2 – Evening Prayer

Hänsel und Gretel: Evening Prayer Humperdinck

° ## 4 & 4

## 4 & 4 ¢

∑

Gretel

Hänsel

∑

œ œ

œœ œœ

A - bends, will ich When at night I

{

∑ œ œ˙ œ œ˙ w

? ## 4 œ œ œ œ 4 ˙ ˙ w

° ## A & œ œ œ œ œj ‰ um mich watch do

stehn: keep:

## j ‰ & ¢ œ œ œ œ œ um mich watch do

stehn: keep:

œ œ

zwei zu two my

{

° ## B7 & œ™

E‹

## & œ #œ ¢

Lin gui -

j œ œ Œ bœ œ œ™ ken, ding,

œ Œ

ken, ding,

# j & # œœ ™ #œ œ œ œ nb˙œ ˙ œ™ nœ œ ? ## n œ œ œ œ˙ Œ Œ n˙ nœ œ œ n˙ ˙

vier - zehn Eng - lein four - teen an - gels

schla - fen gehn, go to sleep,

ten, ing,

œ œ

mei - nem Häup head are guard -

˙ ˙

œ n˙ J

œ ˙ w ˙

Œ Œ

E‹

œ œ

zwei zu two my

mei - ner feet are

zwei zu two my

mei - ner feet are

œ œ

ten, ing,

œ œ

˙œ œ œœ œ œœ œ œœ #œœ™ œ œœ œœ ™ nœ œ œ œ œ ˙ œ nœ œ œ œ ˙ œ œ ˙

n˙œ œ

vier - zehn Eng - lein four - teen an - gels

œw œ œ œ œ

œ œ

œ œ œ œ

œ œ ˙ œ œ œ œ

nœ Œ

zwei zu mei - ner Rech - ten, two are on my right hand,

∑

schla - fen gehn, go to sleep,

B‹

mei - nem Häup head are guard

œ œ

œ œ œ œ

œ œ

zwei zu two my

œ œ ˙ œ œ œ œ

˙w D

E‹

# & # œœ œ œ œ ™™ #œœj ˙œœ ™™ œ œ œ œ™ œJ œ œ Œ œ ? ## œ œ ˙™ œ œ ˙

{

œ œ

A - bends, will ich When at night I

# & # 44

Lin gui

œ œ

œ œ œ œ

F#7 œ ˙ J

œ œ #œ ™

zwei zu mei two are on

˙™

zwei zu mei - ner Rech two are on my right

j j œœ n˙ ˙ nœ ™ œ #œœ n˙œ ˙ #œ ™ œ

ner Lin my left

B‹

ken, hand,

œ œ œ

œ œ

ten, zwei zu mei - ner hand, two are on my

j ˙ œ œ #œ nœ ˙ œ

œœ #œœ

nœ œ œ œ nœ œ œ ˙ œ œ œ œ œ #œ œ œ œ œ #œ œ œ ˙ œ #œ ˙ #˙

Victorian Opera 2017 - Education Resource - Hansel and Gretel

Page 26 / 29

Hänsel and Gretel Education Resource

mit steigerung/increasing

immer leise/always quiet

° ## G & œ

zwei - e, die mich two who warm - ly

## & ˙ ¢

Lin left

ken hand,

# œ &#œ

œœ

? ## œ˙™

œ œ

{

ken, ver,

zwei - e, two who

œ œ

œœ œ

œœ œœ œœ œœ ˙™

° ## & œ

die mich whom 'tis

## ™ ˙

wek ho

# & # œœœ

{

œ œ œœ œ œÓ

? ## w˙

° ## D˙ & sen. ven.

## ˙ & ¢

zwei - e, two to

dek co

ken, ver,

œœ œ

E‹

wek ho

œ -

n œ˙˙ ™™ œ # œ œ n œœ nœ

œœ œ

ken, ver,

zwei - e, two who

nœ˙˙™™ œ #œ œ nœœ œ

die mich o'er me

œœœ

œœœ œœ œœ

œœ œœ œ œœ œ ˙™

wei gi -

œ #œ

ken, ver,

zwei - e, two

œ œ

œ œ œ #œ

œ #œ sen ven

zu to

die zum guide my

œ œ

œ #œ˙

œ˙

Him - mels Pa - ra guide my steps to

˙™

#œ

Him steps

mel to

œœ

œœ #œœ

œ œ

˙œ

œ nœœ

œ œ

dei hea

nœ

œ™ œ

wei hea

n˙

œ™

∑

œœ œ œ œ w

Victorian Opera 2017 - Education Resource - Hansel and Gretel

“” œœ œœ ˙œœ œœ

˙˙ ˙

œ˙

∑

œ œ œœ œœ

∑

œ œ œœ œœ

poco rit.

œ˙ ˙

œ J

# w &#w œ œ œœ œœ w ? ## w w

sen. ven.

{

die mich o'er me

die mich warm - ly

œ œ ˙™

poco rit. B‹

¢&

œ nœ

dek co

A‹

œ J

Ó Œ

Ó Page 27 / 29

Hänsel and Gretel Education Resource

Solutions Activity 9 L

M U

W A

W D

W E

M U

M E

German Besen Engel Hexe Korb Mutter Tanzen Vierzehn Tannenbaum

English broom angel witch basket mother dancing fourteen pine tree

German Dunkel Fee Kinder Links Recht Vater Wald

English dark fairy child left right father forest

Activity 10 der Teller – the plate, die Kerze – the candle, der Besen – the broom, der Topf – the pot, der Krug – the jug die Tannenbäume – the pine trees, der Wald – the forest, die kinder - the children, die Korb – the basket Hänsel and Gretel walk through the forest. It is dark in the forest. What is in the basket?

Victorian Opera 2017 - Education Resource - Hansel and Gretel

Page 28 / 29

Hänsel and Gretel Education Resource This resource is collated by Deborah Vanderwerp, Education Officer for Victorian Opera and written by Deborah Vanderwerp and Sue Arney. Thanks also to all the team at Victorian Opera for their content, editing, fact checking, formatting, desk-top publishing and web compatibility – Phoebe Briggs, Alexia Jordan, Richard Mills, Sharni Morter, Andrew Snell and Kate Stephens. Resources and References Greenwald, Helen M. (Ed) 2014, The Oxford Handbook of Opera, Oxford University Press The Earle of Harewood and Anthony Peattie (Ed) 1976, The New Kobbe’s Opera Book, Ebury Press, Ashliman, D.L., University of Pittsburgh, Grimm Brothers’ Home Page viewed May 22, 2017, <http://www.pitt.edu/~dash/grimm.html> Ashliman, D. L., Hansel and Gretel and other folktales about abandoned children, viewed May 22, 2017, <http://www.pitt.edu/~dash/type0327.html> Denecke, Ludwig, Encyclopaedia Brittanica, Brothers Grimm, viewed June 6, 2017, <https:// www.britannica.com/biography/Brothers-Grimm> Guenther, Tasha, DTLK viewed May 22, 2017 <http://www.dltk-teach.com/fairy-tales/hanseland-gretel/m-print-story.htm> The Literary Link, viewed May 15, 2017 <http://theliterarylink.com/gretel.html> Opera Australia, viewed May 16, 2017 <https://d30bjm1vsa9rrn.cloudfront.net/res/pdfs/ learning/opera-australia-2016-hansel-and-gretel-education-kit.pdf> Shmoop, viewed May 24, 2017 <http://www.shmoop.com/grimms-fairy-tales/tales-11-20summary.html> Victorian Curriculum and Assessment Authority, viewed May 20, 2017 <http://www.vcaa.vic. edu.au/Pages/foundation10/f10index.aspx> Wikipedia, Hansel and Gretel, viewed May 16, 2017 <https://en.wikipedia.org/wiki/Hansel_ and_Gretel> Wikipedia, Brothers Grimm, viewed May 16, 2017 <https://en.wikipedia.org/wiki/Brothers_ Grimm> Wikipedia, Engelbert Humperdinck, viewed May 17, 2017 <https://en.wikipedia.org/wiki/ Engelbert_Humperdinck_(composer)> Videos CSU Opera: Hansel and Gretel by Engelbert Humperdinck, viewed 17 May, 2017, <https://www. youtube.com/watch?v=fyV80L9d0bk>, Sandman's Aria and Evening Prayer from Humperdinck's Hansel and Gretel, viewed 17 May, 2017, <https://www.youtube.com/watch?v=2UGggYD4rxQ>

Victorian Opera 2017 - Education Resource - Hansel and Gretel

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