Teacher Resource Guide: Exploring the

Transcription

playhousesquare.org/eduresources
Teacher Resource Guide:
EXPLORING THE PERFORMING ARTS
The lessons and activities in this guide support the 6-12 Academic
Content Standards (2002) and the Common Core Standards (2010)
which ensure all students are college and career ready. The College
and Career Readiness (CCR) Standards in Reading, Writing, Speaking
and Listening, and Language define general, cross-disciplinary literacy
expectations that must be met for students to be prepared to enter
college and workforce training programs ready to succeed.
*Common Core Standards have not been determined for the Fine Arts
as of August 2011.
Pre-Program
Hair Synopsis
About the Authors
Hair Timeline
Historical & Cultural Context
A Step Back in Time
Music Is Poetry
21st century skills of creativity, critical thinking and collaboration are
embedded in drama. Theater is a natural vehicle to engage students.
Seeing live theatre encourages students to read, develop critical and
creative thinking and be curious about the world around them.
Non-Violent Protests
Vietnam In Photos
Andy Warhol: Pop Art!
Post-Program
Letters from a Soldier
The Politics of Presidents
How Vietnam Affected Me
“The future belongs to young people with an education and
the imagination to create.”
– President Barack Obama
Peace vs. War
Performance Dance
Writing Prompts & Literature
Ideas: 1960s
Resources
Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.
SYNOPSIS
Hair tells the story of Vietnam-era youth awkwardly but
exuberantly creating their own rite of passage through
the confusion around them. Among them are Claude and
Berger; a pair of friends battling against Claude’s draft
notice, and Sheila, who is in love with both of them, but
her politically-active lifestyle leaves her little time to act on
her feelings. Ultimately, Claude decides that the hippie life
isn’t for him and goes to Vietnam. With themes of alienation
and civil disobedience, Hair illustrates the ‘60s generation’s
search for meaning through various “be-ins,” “love-ins,” and
protests.
Source: www.stageagent.com.
Photos: Joan Marcus
About the AUTHORs
James Rado is at the heart and root of the origin. In his
early teens, he knew what he wanted to do, his dream:
write a Broadway musical. He had become a fan of the
genre, and he made first stabs at writing one. In college
he majored in Speech & Drama and became a songwriter.
He co-authored two musical shows at the University of
Maryland: INTERLUDE and a year later, INTERLUDE
2. After graduation, followed by two years in the U.S. Navy,
he returned to school in Washington, D.C. for graduate
work at Catholic University where he co-authored a musical
revue called CROSS YOUR FINGERS. He wrote the lyrics
and music for all his songs. He moved to New York City, but
it would be another 10 years before he would write a
fourth musical for the stage. (During that intervening decade,
besides holding down a “make-a-living” job, he wrote pop
songs and recorded with his own band, known as “James
Alexander and the Argyles,” and he began to study acting
in earnest.) Upon meeting Gerome Ragni, he saw some of
Jerry’s poetic writings and asked him to collaborate on a
new show. They began a voluminous creation. One day they
were in the Whitney Museum of Art on Madison Avenue,
going from painting to painting, when they came upon a
rather unique one by an American artist, Jim Dine. Looking
to see the name of it, Jim Rado said to Jerry Ragni, “What
an odd title for a painting...Hair.” Several months later, they
found that title most apropos for the show they were writing
about hippie-dom and the troubles of America. Source: http://hairthemusical.com/history.html
Teacher Resource Guide
HAIR TIMELINE
October 1962 – Cuban Missile Crisis.
August 28, 1963 – Dr. Martin Luther King, Jr. “I Have a Dream” speech takes place in
Washington D.C.
November 22, 1963 – President John F. Kennedy is assassinated. Vice President Lyndon B.
Johnson (LBJ) becomes President of the United States.
February 1964 – The Beatles debut on the Ed Sullivan Show. “British Invasion” begins.
1964 – Civil Rights Act of 1964 signed into law by President Johnson.
Spring 1964 – Gerome Ragni and James Rado meet, cast together in a musical revue, Hang
Down Your Head and Die.
Late 1964 – Chicago: Ragni and Rado appear in The Knack and begin working on Hair.
1965 – National Voting Rights Act of 1965 signed into law.
February 21, 1965 – Malcolm X assassinated.
After 1966, with the draft in place more than 500,000 troops are sent to Vietnam by the Johnson
administration and college attendance soars.
Summer 1967 – The Summer of Love.
October 18, 1967 – Hair, directed by Gerald Freedman, opens at the Public Theater.
Early 1968 – Ragni and Rado convince Michael Butler to mount a new production for Broadway.
April 4, 1968 – Assassination of Dr. Martin Luther King, Jr. in Memphis, Tennessee.
April 29, 1968 – Hair opens on Broadway at the Biltmore Theatre.
June 5, 1968 – Assassination of U.S. Senator Robert F. Kennedy.
November 6, 1968 – Election of Richard Nixon as President of the United States.
July 20, 1969 – Apollo 11 lands on the Moon.
August 15-18, 1969 – Woodstock takes place in Bethel, New York.
May 4, 1970 – Shootings at Kent State University by Ohio National Guardsmen.
HISTORICAL & CULTURAL CONTEXT
The 1960s were a turbulent time that changed the
cultural and historical fabric of American life. Equality,
environmentalism, protests against the Vietnam War and
the “hippie” counterculture liberated the ‘60s from the
more restrained mores of the ‘50s. The election of America’s
youngest President made anything seem possible as young
people challenged many norms extolled by middle class
values. They embraced peace, love, personal freedom
and eastern philosophy resulting in the hippie subculture.
The “do whatever you want long as you don’t hurt anyone”
ideology became its foundation. The bohemian subculture
flourished in the Haight-Ashbury section of San Francisco
when an estimated 100,000 young people from all walks of
life migrated to the area during the “Summer of Love.”
Fueling the growth of the larger counterculture movement
were civil rights, fair housing practices, and voting rights
for African-Americans. The Civil Rights Act (1964) and the
National Voting Rights Act (1965) guaranteed these rights to
all citizens as a result of the non-violent movement.
Student activism became a dominant theme during the
‘60s. Following the Civil Rights Movement, students on
many college campuses fought for freedom of speech. The
Feminist Movement, led by Gloria Steinem, challenged
the role of women in society. Environmentalism gained
momentum as people connected with nature and grew
concerned with the preservation of our natural environment.
Opposition to the war in Vietnam could be found at sit-ins
and protests on college campuses and across the country.
Vietnam was the last forced draft in the United States. Of
the 2.59 million Americans who served in Vietnam, 58,148
were killed and more than 300,000 were wounded. The
landscape of America had changed forever.
w
Pre-Program Activities
A STEP BACK IN TIME
ELA: Writing Process Standard F
Communication: Oral and Visual Standard G
SS: Social Studies Skills and Methods A, C
R.CCR.7
W.CCR.2, W.CCR.7, W.CCR.8
SL.CCR.4
The 1960s was a decade of vast change in politics, culture,
science/technology and the rise of social movements. The
first man landed on the moon, the Beatles began the “British
Invasion,” the first video game was invented and there were
sit-ins over the draft.
After grouping students, distribute the following topics
1. pre-written on index cards: Technology/Science; Music;
Politics/Government; Fashion; Civil Rights Movement;
Visual Art; Feminist Movement; Environmental Movement;
Hispanic/Chicano Movement.
Have students research their topic, using multiple
2. resources and incorporating technology.
Each group creates a corresponding visual timeline
3. incorporating actual photos/videos along with a written
description.
Students may present their findings in the form of a
4. PowerPoint presentation or use www.firephoto.com to
turn the PowerPoint into a video with narration.
MUSIC IS POETRY
ELA: Reading Applications: Informational, Technical and
Persuasive Text Standard D
SS: People in Society Standard A
Fine Arts (Music): Historical, Cultural and Social Contexts
Standard B
R.CCR.2, R.CCR.4
As society changed, so did the music. Musicians such as
Jimi Hendrix, Bob Dylan, The Beatles, Joan Baez and The
Kinks expressed the mood of the counterculture through
their lyrics. Music became social commentary.
1. Explain that lyrics are poems set to music. Demonstrate
by distributing lyrics to a song from the 1960s that had a
message.
2. Discuss the lyrics and make predictions as to what was
occurring in society at this time.
3. Next, play the song and have students follow along with
the lyrics.
Discuss how the music adds to or detracts from the
4. message.
5. Pair students and assign each group one set of song lyrics
from the 1960s (see box for examples).
6. Have students read the lyrics then discuss and analyze
the content of the song. What message, if any, is
communicated through the lyrics?
7. Have students locate and listen to the actual recording of
the song on the Internet or CD.
8. Again, ask students to discuss and analyze the song. Did
listening to the song make the mood change? Did the
intent or message of the song change? How?
9. As students share their findings, have the class listen to
each song in chronological order followed by each pair’s
interpretation of the lyrics. Using the musical timeline,
have students begin to create a mental timeline of events.
Extension: Have students write a poem and put it to music.
You may want to enlist the assistance of your music specialist
or technology coordinator to create computer-assisted music.
1960s Songs with a Message
1964 – A World Without Love (Peter and Gordon)
1964 – Universal Soldier (Buffy Sainte Marie)
1964 – The Times They Are A Changing (Bob Dylan)
1965 – Eve of Destruction (Barry McGuire)
1966 – Four Women (Nina Simone)
1968 – Abraham, Martin and John (Dion)
1969 – B
ad Moon Rising (Creedence
Clearwater Revival)
NON-VIOLENT PROTESTS
SS: People in Society Standard B
Citizenship Rights & Responsibilities Standard A
Fine Arts (Drama): Connections, Relationships and Application Standard A, B
In August 1963, Dr. Martin Luther King, Jr. delivered his
now-famous “I Have a Dream” speech during the March
on Washington, a large-scale civil rights demonstration that
took place in the nation’s capital. Sit-ins took place around
the country in support of social and racial injustice. As the
decade moved on, social unrest took a different turn in the
form of riots. Major riots broke out in cities such as Detroit,
Chicago, Newark and Oakland as crime escalated.
3. T
hink about ways to peacefully protest.
4. Stage a non-violent protest, such as a sit-in, create posters,
and write letters to those that can make a change.
1. Review some of the issues of the past and discuss the
non-violent and violent manner in which subcultures
protested issues in the ‘60s.
2. Brainstorm and identify current issues that are important
to the class such as wearing uniforms or having a city
curfew imposed.
VIETNAM IN PHOTOS
ELA: Writing Processes Standard C
Fine Arts (Visual Art): Historical, Cultural and Societal Contexts Standard A
W.CCR.3, W.CCR.5
During the war in Vietnam, the American military gave the press unprecedented freedom of access to combat zones. This was
the first time Americans watched as war took place through their televisions and in newspapers. Photographers put themselves
in dangerous situations to document soldiers coping with the fear of their invisible enemy and the continuous threat of death.
1. Using photographs from the war in Vietnam (see www.
archives.gov/education), students write a raw response
to a given photograph:
a. How does the photo make you feel?
b. What does it remind you of?
c. What is your instinctual reaction to the photo?
2. Have students share their reactions with one another with
the intention of gaining additional/alternative perspectives
to expand and build upon their background knowledge.
3. Students then use the same piece of writing making
revisions based on the student discussion.
4. Reflect upon how having discussions with peers helps
students to understand issues/concerns in a broader
sense.
REFLECTION:
H
ow did the photographs make you feel?
W
hat does each of the images remind you of?
What personal connections can you make to the
images?
How are other student connections/reactions
different from yours?
How do you view war differently after this exercise?
ANDY WARHOL: POP ART!
ELA: Research Standard E
Communication: Oral and Visual Standard G
Fine Arts (Visual Art): Historical, Cultural and Societal Contexts Standard D
Creative Expression and Communication Standard B
W.CCR.3
Andy Warhol began his career as a commercial illustrator
but later became known as the leader of the American pop
art movement. His artwork was considered controversial. His
love for pop culture was apparent in his work, using soup
cans, Coca-Cola bottles and images of celebrities. Warhol
also designed album covers for the Rolling Stones and was a
prominent figure in the music and film industry.
Research the artistic style of pop artist, Andy Warhol.
1. You may choose to view his Marilyn Monroe’s Lips or 32
Campbell Soup Cans.
2. Have students identify the common characteristics of pop
art.
3. Mimicking his style, choose an important event in the
1960s, and create a nonlinguistic representation of that
event.
4. Have students include a summary of the event to coincide
with their display.
5. Display all works of art in a classroom museum. Invite
others to view the museum and provide feedback.
Extension: Create a living classroom museum! Have students dress in 60s fashions and play music from the time period. As
other classes visit the museum, have students provide oral reports about their work and the major event it represents. Ask
parents to visit the museum too!
Post-Program Activities
LETTERS FROM A SOLDIER
ELA: Writing Applications Standard C
Fine Arts (Drama): Creative Expression and Communication
Standard C
W.CCR.2
1. Share letters from Vietnam soldiers with the class using
the websites www.vietvet.org/letters.htm or www.pbs.org.
2. Discuss the intent of the letters, how may the soldier have
felt as he wrote the letter, to whom did he write, why?
3. Assign students a R.A.F.T.: Role, Audience, Format and
Topic.
ROLE – The sender or receiver of the letter.
AUDIENCE – The sender or receiver of the letter.
FORMAT – A letter.
TOPIC – The trials and tribulations of the Vietnam War.
Have students then continue the correspondence as
4. either the sender or receiver of the letter.
5. Stage a dramatic reading of the letters with the initial letter
followed by the response.
THE POLITICS
OF PRESIDENTS
SS: Social Studies Skills and Methods Standard B
Fine Arts (Drama): Connections, Relationships and
Applications Standard B
President John F. Kennedy was anti-communist and pushed
for social reforms such as civil rights for African-Americans.
After his assassination, his successor Lyndon B. Johnson
pressed for civil rights legislation, but the two politicians
differed on other policy issues.
1. Divide the class into two groups: JFK and LBJ.
2. Have each group identify the major political platforms of
their assigned president.
3. Conduct research and take notes in preparation for a
mock presidential debate.
4. Each group may choose one representative to participate
in the debate or they may debate as a group.
5. Invite other history classes to observe the debate and
choose a winner.
HOW VIETNAM AFFECTED ME
ELA: Communication: Oral and Visual Standard D
Fine Arts (Drama): Connections, Relationships and Applications Standard C
W.CCR.7
Every group in America was affected by the war in Vietnam: parents, families, students, the entire country. Those who went
overseas felt the impact first-hand. In addition to the young men drafted or those who freely enlisted, medical staff, journalists
and photographers were on the frontlines of the war.
1. Students research how the Vietnam War affected a specific group of people such as nurses, journalists, war photographers,
medics, soldiers, etc., by Googling “Vietnam first-hand accounts”.
2. Students then write a brief skit portraying the interactions of soldiers with one or more people in the other groups.
3. Have students perform skits for their peers.
4. Students orally engage in a conversation on reflecting on the difficulties war brings to groups
of individuals.
PEACE VS. WAR
ELA: Writing Applications Standard A
Fine Arts (Visual Art): Creative Expression and Communication Standard B
W.CCR.5
The musical Hair follows a “tribe” of friends as they discover both peace and war. Iconic photographs such as those taken
during an anti-war demonstration at the Pentagon in 1967 capture the divergent themes of peace and war.
1. Using the National Archives and other resources, students identify photographs which represent peace and war (e.g., a
babbling brook and a riot scene).
2. Using these photos, students create a collage either on paper or online. Visit http://www.photovisi.com/ or for step-by-step
instructions, visit www.ehow.com.
3. Students then write essays using descriptive language to explain what peace and war means to them.
PERFORMANCE DANCE
Fine Arts (Dance): Historical, Cultural and Social Context Standard A
Creative Expression and Communication Standard A
In the cultural ferment of New York in the 1960s, most young
artists felt challenged to test the boundaries of their media.
Twyla Tharp’s work fused classical discipline and rigor with
avant-garde iconoclasm, combining ballet technique with
natural movements like running, walking and skipping. While
modern dance had historically aspired to high seriousness
and spirituality, Tharp’s work was humorous and edgy.
(Source: www.achievement.org)
1. View Tywla Tharp’s choreography of “Aquarius” from the
1979 movie Hair. You can find the video on www.youtube.
com.
2. Have students observe the different movements of the
dancers. What do they notice? (Many of the moves can be
found in Eastern culture, Thai Kwan Do and Tai Chi, or in
playful movements, skipping or spinning.)
3. Teach students the beginning movements of Tai Chi. Go
to www.youtube.com and search “Simple Tai Chi Part
1”. Watch the video first and have students practice the
moves. You may want to search additional videos for more
remedial or advanced moves depending on the ability/
interest of your class.
4. Since most choreography is based in counts of 8, have
students practice the movements in this manner. Play
with the timing of the movements using counts of 4 or
2 – speeding up or slowing down the pace.
5. Next, divide students into groups.
6. Using the same movements, have students rearrange the
order and the timing of the movements to create their own
choreography.
7. Students may want to incorporate some of the natural
movements they observed in the movie such as the horse
stomp or “Karate Kid” move.
REFLECTION:
H
ow is dance a meaningful expression of 1960s
culture?
How does the choreography of “Aquarius” relate
to the history and social context of the time?
In what ways does dance help to tell a story or
support the story in a musical, a movie or other
performance?
1960s
Writing Prompts and Literature Ideas:1960s
Writing Prompts Use these suggestions for journal writing or as daily writing exercises. Some
research or discussion may be appropriate before assigning a particular topic.
• During the sixties, Charles Schultz wrote a book titled Happiness Is a Warm Puppy. Create your
own Happines Is . . . book. Write Happiness Is at the top of ten separate sheets of paper. Write a
different definition for happiness on each page. Illustrate.
• Jacqueline Kennedy’s style inspired the Jackie “look.” Describe this look to someone who has
never seen a pill box hat or bouffant hairdo.
• During his inaugural ceremonies, President Kennedy invited poet Robert Frost to recite a poem.
Find and read a poem written by Frost. Write your own inaugural poem.
• Martin Luther King, Jr., is famous for his “I Have a Dream . . .” speech. Find and read a transcript
of the speech. Write a paragraph that begins with I have a dream . . . .
• Pretend to have been chosen to be the first person to walk on the moon’s surface during the
Apollo 11 mission. Write a speech you will deliver to your fellow Americans as you step into
history.
• The Beatles are making their first American appearance on TV. You and your friends are in the
audience. Girls scream and the noise is deafening as the group sings. Write a list of ten things
you might hear others in the audience saying about the group.
• The Space Race was in full force during the sixties. Although the Soviets were the first to travel
successfully in space, it was the Americans who landed first on the moon. Write a story
explaining the importance of winning this race.
• Ralph Nader exposed serious safety problems in General Motors cars in his 1966 book Unsafe at
Any Speed. Write a chapter for an updated version of his book.
Literature Ideas The following books can be used to supplement and enhance the study of the 1960s.
• The Story of Ruby Bridges by Robert Coles (Scholastic, Inc., 1995)
This is the telling of one particular case in the aftermath of Brown v. the Board of Education of
Topeka. Ruby Bridges faces angry protestors daily and is escorted to and from school by federal
marshals. With atypical courage and grace for such a young child, Ruby sets an example for all
Americans and becomes an unforgettable part of American history.
• December Stillness by Mary Downing Hahn (Clarion Books, 1988)
When her social studies teacher assigns the class to write a paper on a contemporary issue, Kelly
chooses the homeless for her topic. She focuses on Mr. Weems, the bearded Vietnam vet who
spends most of his time in the town’s library. This is a great book for examining the aftermath of
the Vietnam War.
• . . . If You Lived at the Time of Martin Luther King, Jr. by Ellen Levine (Scholastic, Inc., 1994).
This question-and-answer format will keep students interested.
• A Wall of Names by Judy Donnelly (Random House, 1991)
This is the story of the funding and building of the Vietnam Memorial.
• Park’s Quest by Katherine Paterson (Dutton, New York, 1988)
Park determines to find out about his father who was killed in Vietnam.
#2100 The Twentieth Century
© Teacher Created Resources, Inc.
RESOURCES
Vietnam War
Resources (maps, pictures, timeline): http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm
Analysis of Vietnam War Pictures: http://www.archives.gov/education/lessons/vietnam-photos/activities.html
Martin Luther King Jr.’s Speech “Beyond Vietnam” and additional activities: http://www.stanford.edu/group/King/
liberation_curriculum/vietnam/index.htm
Understanding the Opposing Views of the War lesson: http://www.discoveryeducation.com/teachers/free-lessonplans/opposing-views-on-the-vietnam-war.cfm
Vietnam: Anti-War Comic Book (Electronic/Interactive): http://www2.iath.virginia.edu/sixties/HTML_docs/Exhibits/
Bond/Bond.html
Debate about Military Draft: http://www.pbs.org/newshour/extra/teachers/lessonplans/november01/military/
Vietnam Vs. Iraq Wars (readings, discussion questions, etc.): http://www.teachablemoment.org/high/iraqvietnam.
html
10,000 Days of Thunder: A History of the Vietnam War by Philip Caputo (2005, Ages 13-17, Nonfiction)
The Man in the Box: A Novel of Vietnam by Marylois Dunn (2009, Ages 9-12, Fiction)
The Vietnam War (Perspectives on Modern World History) by Gale Editor (2011, Ages 13-17, Nonfiction)
War and Watermelon by Rich Wallace (2011, Ages 13-17, Fiction)
The Journal of Patrick Seamus Flaherty: A United States Marine Corps, Khe Sanh, Vietnam, 1968 (My Name is
America) by Ellen Emerson White (2002, Ages 9-12, Fiction)
The Fight for Peace: A History of Anti-War Movements in America by Ted Gottfried (2004, Ages 12-16,
Nonfiction)
Environmentalism
Air Pollution
History of Smog Control through Pictures: http://www.aqmd.gov/news1/Archives/History/50th_photos.htm
Gaylord Nelson (founder) and History of Earth Day: http://www.nelsonearthday.net/nelson/environmentalism.htm
Living Through the End of Nature: The Future of American Environmentalism by Paul Wapner (2010, Nonfiction,
Adult)
Don’t Breathe the Air: Air Pollution and U.S. Environmental Politics, 1945-1970 by Scott Hamilton Dewey (2000,
Nonfiction, Adult)
The Making of Green Knowledge: Environmental Politics and Cultural Transformation by Andrew Jamison (2001,
Nonfiction, Adult)
RESOURCES
Civil Rights Movement
Teacher Resources on Jim Crow (lessons, narratives, simulations): http://www.jimcrowhistory.org/resources/
resources.htm
Leaders and Influential Persons of the Civil Rights Movement
Lesson – Creating a Class Encyclopedia of Civil Rights Participants: http://www.discoveryeducation.com/
teachers/free-lesson-plans/the-civil-rights-movement.cfm
March on Washington 1963
Lesson – Students analyze and create own protest march (handout): http://www.civilrightsmuseum.org/wpcontent/uploads/9-12_March-on-Washington-Lesson-Plan.pdf
Project “C” Confrontation 1968
Lesson – Students create skits/talk show about the students involved in the protest: http://www.
civilrightsmuseum.org/wp-content/uploads/9-12-Project-C-Lesson-Plan.pdf
Sitting for Equal Service: Lunch Counter Sit-Ins, United States, 1960s by Melody Herr (2010, Ages 13-17,
Nonfiction)
Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen S. Levine (2000, Ages 11-17,
Nonfiction)
Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement by Ann Bausum
(2005, Ages 9-12, Nonfiction)
A Summer of Kings by Han Nolan (2006, Ages 9-12, Fiction)
Just Like Martin by Ossie Davis (1995, Ages 12-15, Fiction)
The Rock and the River by Kekla Magoon (2010, Ages 12-17, Fiction)
This Little Light of Mine: The Life of Fannie Lou Hamer by Kay Mills (1994, Ages 13-17, Nonfiction)

Teacher Resource Guide: Exploring the

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