Sunday in the Park with George Music and Lyrics by Stephen ...
Sunday in the Park with George Music and Lyrics by Stephen ...
Sunday in the Park with George Music and Lyrics by Stephen ...
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<strong>Sunday</strong> <strong>in</strong> <strong>the</strong> <strong>Park</strong> <strong>with</strong> <strong>George</strong> - Post-Show<br />
Visual Arts – The Artist <strong>in</strong> Society<br />
Grades 7- 12<br />
Ma<strong>in</strong> Activity<br />
In <strong>the</strong> musical <strong>Sunday</strong> <strong>in</strong> <strong>the</strong> <strong>Park</strong> <strong>with</strong> <strong>George</strong> <strong>the</strong> audience gets a glimpse <strong>in</strong>to <strong>the</strong> imag<strong>in</strong>ed stories<br />
of <strong>the</strong> characters from <strong>the</strong> famous pa<strong>in</strong>t<strong>in</strong>g “A <strong>Sunday</strong> Afternoon on <strong>the</strong> Isl<strong>and</strong> of La Gr<strong>and</strong><br />
Jatte” — (<strong>by</strong> <strong>George</strong>s Seurat, 1884-86).<br />
Split <strong>the</strong> class <strong>in</strong>to three groups. Assign one of <strong>the</strong> follow<strong>in</strong>g masterworks for each group:<br />
1. Las Men<strong>in</strong>as, 1656 <strong>by</strong> Diego Velazquez<br />
2. Nighthawks, 1942 <strong>by</strong> Edward Hopper<br />
3. Tar Beach, 1988 <strong>by</strong> Faith R<strong>in</strong>ggold<br />
Instruct: Each group research <strong>in</strong>formation perta<strong>in</strong><strong>in</strong>g to both <strong>the</strong> artwork <strong>and</strong> <strong>the</strong> artist.<br />
Instruct: Discuss <strong>and</strong> answer <strong>the</strong> follow<strong>in</strong>g questions:<br />
• How has <strong>the</strong> artist featured people <strong>in</strong> <strong>the</strong>ir artwork?<br />
• How might <strong>the</strong> characters <strong>in</strong> <strong>the</strong> artwork be feel<strong>in</strong>g?<br />
• What is <strong>the</strong> mood depicted <strong>in</strong> <strong>the</strong> artwork?<br />
• What elements has <strong>the</strong> artist used to create mood?<br />
• What might have happened right before <strong>the</strong>se characters were captured <strong>in</strong> this pa<strong>in</strong>t<strong>in</strong>g?<br />
• What might happen after?<br />
• Discuss possible storyl<strong>in</strong>es for each character <strong>in</strong>cluded <strong>in</strong> <strong>the</strong> artwork.<br />
Instruct: Have each group create a small reproduction of <strong>the</strong> masterwork <strong>and</strong> add <strong>in</strong> new characters<br />
that could possibly br<strong>in</strong>g <strong>in</strong> a different perspective to <strong>the</strong> story. These characters can be real,<br />
make believe, or <strong>the</strong> students <strong>the</strong>mselves.<br />
Allow time for students to share <strong>and</strong> discuss <strong>the</strong>ir created artworks.<br />
Class Discussion<br />
Discuss: Some characters <strong>in</strong> <strong>the</strong> musical are ra<strong>the</strong>r one-dimensional <strong>and</strong> <strong>in</strong> some cases are portrayed<br />
<strong>by</strong> cut-outs made of cardboard.<br />
Ask: Are we meant to care about <strong>the</strong>se characters? Why or why not?<br />
Discuss: The boatman believes <strong>George</strong> portrays his characters both <strong>in</strong> terms of what is true <strong>and</strong><br />
what suits <strong>the</strong> artist.<br />
Ask: How have <strong>the</strong> authors of <strong>the</strong> musical used <strong>the</strong> characters <strong>in</strong> <strong>the</strong> pa<strong>in</strong>t<strong>in</strong>g to both reveal<br />
what is true, <strong>and</strong> what suits <strong>the</strong>ir needs?<br />
Ask: Is it possible that <strong>the</strong> characters <strong>in</strong> <strong>the</strong> musical, like <strong>the</strong> characters <strong>in</strong> <strong>the</strong> pa<strong>in</strong>t<strong>in</strong>g, were<br />
seen <strong>by</strong> <strong>the</strong>ir creators as little more than forms to be manipulated?<br />
22<br />
C<br />
ONNECTIONS<br />
Shaw Festival Study Guide
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