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VH1
Lesson for Music Classes, Grades 7-12
VH1 Ultimate Albums
Alicia Keys, Songs in A Minor
VH1 Music Studio
Cable in the Classroom
Lesson 2 |
Note to Teachers: The programs viewed in conjunction with these lesson
plans may include references, consistent with the eras portrayed, to
substance abuse, violent acts, and topics of a sexual and/or political
nature. Because this may be considered inappropriate for classroom use
in some communities, you are encouraged to review the programs before
presenting them to your students, and if necessary, choose those sections
that enhance your lesson and are acceptable for use in your classroom.
Objectives
- Students will discuss the genre of musicals and the elements that successfully
convey a storyline.
- Students will create a biographical one-act musical about the life
of Alicia Keys.
NOTE: To get the most benefit from this lesson, it may be necessary to dedicate
two or three class periods to these activities. If this is not possible, teachers
should feel free to adapt the lesson for a shorter time frame by limiting the
activities to brainstorming and discussion.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
Materials
- VHS VCR Player
- Television
- VH1’s Ultimate Albums: Alicia Keys, Songs in A Minor
- Web-based lesson materials
- Pencils, pens, markers, notebook paper, and staff paper (students)
- Copies of Elements of a Musical checklist for students (included with
lesson)
- Chalkboard, overhead projector, chart, etc. for brainstorming exercises
- Internet access (optional) and research materials
Prior Knowledge:
- Students are familiar with the genre of musical theater (see “Supplemental
Resources” for lesson ideas on this topic).
- It would be beneficial for students to have completed Lesson one of
this series, and to have watched the entire program, but it is not required.
Procedures
1. Ask students to define the term “biography,” or “biographical.” Lead
them in a short discussion of the elements of a subject’s life that
would be included in a biography (date and place of birth, parents, schooling,
activities, significant influences, etc.). Tell students that they are
going to watch a VH1 program (or segments of it) about the background
and career of pop artist Alicia Keys. Encourage them to take notes about
Alicia’s life that would be considered important if writing a biography,
and to notice the themes incorporated into her music.
2. Show VH1’s Ultimate Albums: Alicia Keys, Songs in A Minor, in its entirety.
(If watching the entire program is not possible, students should at least watch
segments one and two. Showing segments one and two for students who have previously
watched the program may be beneficial for review.)
3. Alicia Keys frequently says that her music is written from what she experiences
in her life. Lead students in discussing the biographical nature of her songs.
Why is this an effective way to write music? Does it help an audience to better
relate to an artist? Is this why the nation has reacted so strongly to her music?
Use the following quote from her online biography (www.aliciakeys.net) as needed:
“Reflecting on her latest project, Alicia notes: ‘My music
doesn’t have a beginning or end. It’s continuous. I didn’t
stop writing after the first album came out and everything I wrote
since came from the experiences in my life, of being on the road, traveling,
dealing with different situations. Once I got to the studio, I began
to let those things out of me. By the time I did start thinking about
how I wanted the new album to be, I had so many songs. You see I don’t
put myself in any kind of box; I speak freely with my music. I knew
that the second album would naturally be different from the first one
because of all of the growing up I did during the past three years.’”
4. Ask students to brainstorm other methods of sharing a biographical
story. In what ways can a person tell the story of their life, or that
of another person? If students do not mention “musical theater,” suggest
this medium as well.
5. Draw students’ attention to musical theater as an effective
way of telling a story. If students have previously studied any of
the VH1 programs listed in the “Supplemental Resources” below,
ask them about the techniques used to relate those stories. The following
examples may be helpful and the teacher may provide additional examples
with which the students are familiar.
- The song “Coming Up Roses” from Gypsy conveys
the feeling of betrayal that Mama Rose experiences when her daughter
finally stands up to her. While the audience knows Mama Rose is acting
irrationally, it can still identify with her grief through the music.
- The song “Bring Him Home” from
Les Miserables propels the story line by showing that Valjean recognizes
the love between Marius and Cosette, and shows his depth of character
by his willingness to sacrifice his own life, while at the same time
evoking an emotional response from the listener through the music.
6. Tell students they are going to create a one-act musical based
on the life of Alicia Keys. Divide students into groups and assign
each group one of the following “jobs”: scriptwriter, music
director, staging director, choreographer, set designer, and costume/make-up
designer (merge jobs if class is small). Explain that although each
group has its own job, they must work together. (If appropriate, consider
assigning one or two students to “produce” the musical
by coordinating the activities of all of the groups, or the teacher
may serve in this capacity.)
7. If time allows, it may be helpful for students to research musical
theater productions. (At www.musicals101.com, they can study the structure
of a musical, sample lyrics, scripts, and books that will assist them
in creating a musical.)
8. As a class, lead students in a brainstorming session about their
biographical musical featuring Alicia Keys. If they were given time
to research the topic, have them share their findings and discuss the
structure of a musical. What are the first decisions they will need
to make as a group (mood of storyline, characters, etc.)? Have students
brainstorm a list of sources where they might find information about
the artist (song lyrics, CD inserts, her official Web site, etc.).
9. Distribute copies of the Elements of a Musical checklist and have
students create a design plan for the one-act musical. Design plans
may be text based outlines or drawn, and can be approached in different
ways:
- Outline the important events in Alicia Keys’ life
and when they occurred
- Using the events outline, expand it by outlining
the emotions the artist shows through her life by using a song
rather than a date or time
- Choose musical selections and create
text to tie them together
Students should complete the checklist as a class, brainstorming
ideas for the script, set, costuming, choreography, and music,
so everyone understands the goal for the finished product once
they begin working in their small groups.
10. Working in their small groups and using the completed checklists,
have students begin to create their musical. They may also watch
segments of other musicals to gain a better understanding of the
genre and inspiration for their production.
- Scriptwriter: The script should include at least 3 characters.
Students should focus on the goal of what the musical needs to
convey, and the vocabulary should reflect the characters. Scriptwriters
will need to work closely with music directors to combine these
two important elements.
- Music director: Students must evaluate and
choose which types of music should be used in the musical to complement
the script. They should mostly select songs by Alicia Keys, but
may also compose their own music. Music directors will need to
work closely with scriptwriters to coordinate their efforts.
- Staging
director: These students are responsible for blocking the musical,
and will need to work closely with the choreographer and set designer.
They may wish to work with the set designers directly until the
script and music are finalized.
- Choreographer: Students should create
at least one dance to be used in their musical. It should be at
least 32 measures long. Choreographers will need to work closely
with the music directors, staging directors, and scriptwriters.
- Set
designer: Students should provide a location and scenery design.
They may draw and/or find appropriate pictures, and should locate
props if they are needed. Set designers must work closely with
the staging directors.
- Costume/make-up designer: Students should
find examples of appropriate costumes via drawing, cutting out
magazine pictures, and/ or Internet research. They should bring
in costuming pieces if the musical is staged. Costume and make-up
designers must work closely with choreographers and staging directors
to insure that costuming will not restrict performers’ movement.
11. Review student designs throughout the development process by
asking what their motivation is for their particular decisions. Encourage
students to examine their work to make sure it is meeting the goals
the class set up initially for the musical.
12. Have students perform their musical for the class and/or invited
guests such as parents, students, staff members, etc. (optional)
Elements of a Musical
A Checklist
Type of Musical (Comedy, Tragedy, Drama, etc.)
Character profiles (who are they, how old are they in the scene,
personality)
Script (outline of major events, characters involved, goal of message
to be conveyed)
Music (songs with tempos, moods, and motivation for including them)
Choreography (which songs should be choreographed, which performers)
Staging and Set (locations of scenes, set requirements)
Costuming/make-up/hair design (costuming appropriate to scene locations
and topics)
Extensions
1. Design a rubric based on the Elements of a Musical checklist
for easy grading of the project.
2. Lead students in discussing the role that politics can play in the
writing of music and musicals. How can musicals from different eras
reflect the politics of the time? VH1’s Behind the Music 2000
Lesson Series (lesson 1) at www.vh1musicstudio.com/supplies/btm/btm_2000-1.html may be helpful:
Supplemental Resources:
National
Standards for Music Education
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.
9. Understanding music in relation to history and culture.
These standards-based materials are provided
through a partnership with MENC: The National Association for
Music Education. This lesson plan was created by MENC member
Patricia Wunsch, New Egypt High School, New Egypt, New Jersey.
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