Rumpelstiltskin

A classroom guide for teachers

Pre-Performance Classroom Activity

Desired Outcome:

Students will demonstrate appropriate audience behavior while looking for particular artistic elements to critique from the performance.

Content Standards

Artistic Perception:

Students will observe works of live performance and respond using appropriate vocabulary and concepts.

• 1.1 Development of the vocabulary of opera.
• 1.2 Comprehension and analysis of the elements of opera.

Aesthetic Valuing:

Students will critique and derive meaning from works of live performance on the basis of aesthetic qualities.

• 4.1 Critical assessment of opera.
• 4.2 Derivation of meaning from works of opera.

Big Understandings:

• Students will be able to describe how a live theatrical performance is different from a book or film.
• Students will be able to explain the audience’s role in a live performance.
• Students will demonstrate they are prepared to experience a live performance by demonstrating appropriate behavior.
• Students will examine production notes, research and sketches from the director and designers to get clues about the production.
• Students will analyze the production for clues about characters traits, relationships and objectives.
• Students will develop a plan for analyzing some component of the production
• Students will respond to the production using these developed criteria.

Assessment Plan:

Performance Tasks:

• Student will demonstrate that they can attend a performance of Rumpelstiltskin and watch for specific elements which they can write or discuss in a performance critique.
• Students will work in small groups to development rubric for measuring the elements of the production.
• Students will use appropriate vocabulary to discuss their analysis of the production.

Other Evidence:

Students will participate in a talkback with the cast of Rumpelstiltskin and ask prepared questions about the process of creating this production. They will also examine the choices that various artist made as they worked on the production.

Learning Plan:

• Compare and contrast forms of story letting-books, T.V. and live theatre.
• Discuss how live theatre is different from these other forms of story telling because it is a live performance.
• Examine how a live performance is not complete until the audience experiences it and how the audience’s behavior at a live performance impacts the performance.
• Brainstorm a list of the theatrical elements needed to make a live performance-they may include sets, costumes, staging and lighting.
• Break this list down further and identify theatrical skills needed to make a live production (for example: an actor needs to use her voice-this includes diction, projection and tone, she also uses her body-gesture, shape and energy).
• From this analysis, develop a rubric to critique the elements of the live performance.
• While watching the performance, make mental or written notes to include in a critical analysis.
• Prepare questions for actors, director and designers to discuss their process, include this in the critical analysis.
• After the performance, write or discuss observations of the production.
• Share this critical analysis in small groups and teachers. Then send it to the singers at San Diego Opera.

Additional Material