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BLUEPRINT FOR THE ARTS

Theater: Theater Making; Developing Theater Literacy; Making ConnectionsMusic: Music Making; Developing Music Literacy; Making Connections

COMMON CORE STANDARDS

Writing: 1; 2; 4Speaking and Listening: 1; 2; 3; 4; 5; 6Language: 1; 2; 3

NEW YORK STATE STANDARDS

The Arts: 1; 2; 3; 4ELA: 1; 3; 4

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AFTER

BEYONDINSIDE

This section is part of a full New Victory® School toolTM Resource Guide. For the complete guide, including information about the New Victory Education

Department check out: NEWVICTORY.ORG/SCHOOLTOOLS

after | BEFORE EN ROUTE

THE MAGIC FLUTE

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AFTER

BEFORE BEYONDINSIDE EN ROUTE

after | THE MAGIC FLUTE

Following your trip to the New Victory, you may find that your students want to discuss the performance and their own opinions. Reflecting on the show and voicing an aesthetic response is an important part of the theater-going experience. Allowing your students the opportunity to articulate their own thoughts and hear the ideas of their classmates will increase the impact of the theater experience.

Have your students reflect on the performance by becoming theater critics for THE MAGIC FLUTE. Use the template on the next page as a guide.

PERFORMANCE REFLECTIONTEACHER TIP Engaging in dialogue, asking questions and recalling observations are skills that we believe should be fostered and encouraged. When leading a performance reflection discussion, try the following model of critical response: Describe (I saw…) Analyze (I wonder…) Interpret (I think/feel…) Evaluate (I believe…)

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PERFORMANCE REFLECTION

© THE NEW 42ND STREET, INC.

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Be a theater critic and write your own review of THE MAGIC FLUTE. Your review should include the following elements: An eye-catching headline, an opening that clearly states your opinion on the production and how you came to have that opinion, a brief summary of what you saw, and what made this production unique. Don’t forget to think about the set, costumes, lighting, music, and acting choices.

HEADLINE:

WHAT I SAW:

HOW THE SHOW MADE ME FEEL (What mood were you in after the show? What about the show made you feel that way?):

MY OPINION (Consider the story, set, costumes, and lighting):

WHAT SURPRISED ME:

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IN-CLASSROOM WORKSHOP EXTENSION: CAN YOU WRITE AN ARIA?

AFTER

BEFORE BEYONDINSIDE EN ROUTE

In the post-show workshop for THE MAGIC FLUTE, you created a libretto for an original opera inspired by the needs of your community. Use the following activity to expand upon the opera you created in class and create an aria for each character.

1. Remind your students that an aria is a piece of music in an opera that is sung by one person. It is usually a time for one character to give information about who he or she is and to convey emotion about the events have taken place.

2. Give students the following examples of aria lines from THE MAGIC FLUTE:

3. As a class, discuss what you know about these characters based on the above excerpts from their arias. What emotions are they feeling? What are their objectives (what does the character want)? What techniques does the librettist use to express these emotions and objectives in the form of song lyrics?

4. Using the two characters created in your libretto in the post-show worksop, brainstorm a list of emotions that each character might be feeling and the objective of each character. Scribe these emotions and objectives on the board under each character’s name.

5. Now it’s time for your students to write their own libretto for an aria! Have each student pick which character they would like to focus on. Their task is to write four lines of an aria for that character. Their aria should express the emotions and objective of the character. They can use the lines above for guidance and inspiration.

Bonus: Think about the music you would compose to accompany the lyrics. Is your aria loud or quiet, legato or staccato, fast or slow?

REFLECTION QUESTIONSWhat was it like to write your own aria?What was exciting about the writing process? What was challenging?How is writing something that will be set to music different than, or similar to, writing an essay, a short story or a poem?

after | THE MAGIC FLUTE

QUEEN OF THE NIGHT:Hell’s vengeance seethes in my heartthe flames of death and despair engulf me!If Sarastro dies not by your hand,you will be my daughter no more

PAPAGENO:So merry and carefree can I be,knowing all the birds belong to me.The birdcatcher am I-and always merry, tra la la!

TAMINO:This something I cannot name,but I feel it burning here.Can this sensation be love?Yes, yes! This can only be love.

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CLASSROOM CONNECTIONS: OUR THEATER

AFTER

BEFORE BEYONDINSIDE EN ROUTE

How do your students relate to the cultural landscape of New York City? Is there theater, art and music that speaks to them? How accessible are the arts in New York City? Use this activity to encourage students to think about their connection to the arts.

1. Share the following quote with your students:“Our main goal is to try and get black people to come into the theatre, to go into the theatre, to enjoy themselves as they did before the Apartheid in 1948, and to say to them, theatre is not just for white people or people who are rich.” - Pauline Malefane, Artistic Director of Isango Ensemble

2. Ask your students: Is this an important goal for a theater company? Why? How did the Isango Ensemble accomplish this goal with THE MAGIC FLUTE? How does this quote relate to your experience of theater in New York City? If you were going to create a theater company that was accessible to your community and that you and your friends would be excited to attend, what would that theater be like?

3. Ask your students to write a proposal for their very own theater company! Their proposal should include the following:

• What is the name of your theater company?• What is your theater company’s mission statement?• What kind of performances will your theater company present?• Where will the theater be located and what will the space look like?• How will you make your theater company accessible and relatable to your community?• Why is it necessary for your theater company to be established?

4. Finally, have them design their theater. What would it look like? Each group will present their theater proposals and designs to the class.

after | THE MAGIC FLUTE

REFLECTION QUESTIONSOutside of school, do you attend theater or other cultural activities in New York City? Why or why not?Why are the arts important to a community? Why should the arts be accessible to everyone?What could a theater company do to encourage you to attend more often?

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NEW VICTORY THEATER CREATIVITY PAGE

THE MAGIC #HASHTAGCould you fall in love with someone just from seeing their photo? In THE MAGIC FLUTE,

Tamino immediately falls in love with Pamina before he even meets her. What is your immediate reaction to a photo? How would the characters in THE MAGIC FLUTE #hashtag

their adventures? Look at the photos below and decide what #hashtag comments the characters in THE MAGIC FLUTE would leave on each other’s Instagram feeds:

Pamina

Pamina

37 Likes

Tamino #loveatfirstsightPapageno #totesjealousQueen of the Night #KILLSARASTRONOW

Likes

Three Spirits

Queen of the Night

Papagena

Papageno

Papageno

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NEW VICTORY THEATER CREATIVITY PAGE

THE MAGIC #HASHTAG

BONUS: Now that you’ve #hashtagged the experience of each character, #hashtag YOUR experience of watching THE MAGIC FLUTE! Take a photo of yourself with your New Vic Bill and come up with three #hashtags to describe your experience. Have your teacher post your photos and #hashtags on a wall in your classroom, creating a real Instagram forall to see! If you want, you can even #newvic!

Sarastros

Sarastros

Likes

Three Ladies

Pamina

Papageno

Queen Of The Night

QueenOTN

Likes

Pamina

Queen of the Night

Monastatos