Hello Dolly! Charleston Light Opera Guild

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Hello, Dolly! Charleston Light Opera Guild - Clay Center

Hello, Dolly! Charleston Light Opera Guild

Science:

The Science of Light

Canon Science Lab – What is Light?

Digital Bits Science Lab – Science Experiments for Kids,

Parents and Teachers (DBSL)

Center for Science Education @ the Space Sciences Lab

(CSE@SSL)

Dirtmeister’s Science Lab

Light and Sound at Steve Spangler Science (experiments)

Physical Science for Teachers – Sound Waves Lab

Iknowthat.com – Exploring Pitch and Volume

Visual Art:

Student create a

advertising poster or

Broadway poster for

the musical Hello

Dolly. Utilize

technology and the

elements of Graphic

Design to create the

poster for the musical

after exploring the era

of the play, samples

from the play and

examples of Broadway

posters.

Performance:

CLOG

Musical theater

performance about

matchmaker Dolly

Gallagher Levi, who travels

on a journey filled with

songs and finally, new

found love.

http://www.schoolsculptur

es.com/

Language Arts:

Students will use

research skills to

establish understanding

of the genre of the

American musical and

will use plot analysis to

determine key events in

the plot of the story.

Social Studies:

Study Guide – Hello Dolly

For teachers & students – Picturing

America at the turn of the 20 th

Century (Lesson Plans)

Activity – Which “Hello Dolly!”

Character Are You?

Math:

Explore the connections between math,

music and choreography.

http://www.vancouversun.com/Entertain

ment/interesting+connection+between+m

ath+music/1473881/story.html


Hello, Dolly! Charleston Light Opera Guild

Lesson and Objectives Listed by Content Area Grades 9-12

Language Arts:

Suggested Pre-performance Activities

Summary of Lesson

Before seeing the performance of Hello, Dolly, students will be asked to familiarize

themselves with the history of American musical theatre. After familiarizing themselves with

some of the more famous musical productions they should have a better understand of the style

and structure of a musical.

Lesson Plan

Students will need to visit American Musical Theatre: An Introduction. Once there,

students will need to read the brief history of American musical theatre, which dates back to the

colonial era. Once students have read the history of musical theatre, they will need to break

into groups and select one of the famous musicals provided in the list below. Students will need

to read the summaries of the plays which they select, and they will need to take notes on the

basic elements and main characters.

Once students have familiarized themselves with the musical, they will need to use a

couple Interactive Graphic Organizers. Students will first need to complete the literary elements

map. By completing this graphic organizer, students will realize that musicals are a way of

telling a story and are no different than plays, short stories, or novels.

After completing the literary elements map, students will need to complete the drama

map. Students analyzing a play can map out the key elements of character, setting, conflict, and

resolution for a variety purposes. An updated version of the Story Map, this interactive graphic

organizer is aimed at secondary students.

Once the graphic organizers are completed, students will need to print their results and

share with the class. Students should find that regardless of the musical, all of the musicals

contain common elements and themes.

West Virginia Content Standards

RLA.S.9.1 Students will apply reading skills to inform, to perform a task and to read for literacy

experience by

• Identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and

• Selecting a wide variety of literature and diverse media to develop independence as

readers.

RLA.S.10.1 Students will apply reading skills and strategies to inform, to perform a task and to

read for literacy experience by

• Identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and


Hello, Dolly! Charleston Light Opera Guild

• Selecting a wide variety of literature and diverse media to develop independence as

readers.

RLA.S.11.1 Students will apply reading skills and strategies to inform, to perform a task and to

read for literacy experience by

• Identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and

• Selecting a wide variety of literature and diverse media to develop independence as

readers.

RLA.S.12.1 Students will apply reading skills and strategies to inform, to perform a task and to

read for literacy experience by

• Identifying and using grade appropriate essential reading components (phonemic

awareness, phonics, vocabulary, fluency, comprehension, written application) and

• Selecting a wide variety of literature and diverse media to develop independence as

readers.

Lesson Objectives

RLA.O.9.1.01 Students will examine the social, historical, cultural and biographical influences on

literary and informational texts.

RLA.O.9.1.04 Students will use various pre-reading skills and comprehension strategies for

activating prior knowledge or generating questions during reading and post reading, literacy

experience, information and/or performing a task.

RLA.O.9.1.08 Students will recognize the relationships of the literary elements (e.g., setting,

plot, narrative perspective, point of view, theme, conflict, characterization, voice, tone,

structures) within specific genres.

RLA.O.10.1.01 Students will research and analyze historical, cultural, and biographical

influences on literary and informational texts.

RLA.O.10.1.04 Students will apply various pre-reading skills and comprehension strategies for

activating prior knowledge and asking questions during reading and post reading for

• Literary experience

• Examining textual information

• Performing an assigned task

RLA.O.10.1.08 Students will interpret and explain the relationships of the literary elements

(e.g., setting, plot, point of view, theme, conflict, characterization, voice, tone, mood) within

specific genres.

RLA.O.11.1.01 Students will research, analyze, and evaluate the historical, cultural, and political

and biographical influences on literary works.


Hello, Dolly! Charleston Light Opera Guild

RLA.O.11.1.10 Students will use knowledge of the history, cultural diversity, politics, and effects

of language to comprehend and elaborate on the meaning of texts, to expand vocabulary, and

to draw connections to self and to the real world.

RLA.O.12.1.01 Students will research, evaluate and critique the historical, cultural, political and

biographical influences to determine the impact on literary works.

RLA.O.12.1.05 Students will evaluate and justify the characteristics of author’s intended

audience, purpose, style, voice and technique through the use of reasoning and evidence and

literary/character analysis.

RLA.O.12.1.10 Students will use knowledge of the history, cultural diversity, politics, and effects

of language to comprehend and elaborate on the meaning of texts to expand vocabulary, and to

draw connections to self and the real world.

21 Century: Learning Skills and Technology

21C.S.9-12.1 The student will access, analyze, manage, integrate, evaluate, and create

information in a variety of forms using appropriate technology skills and communicate that

information in an appropriate oral, written, or multimedia format.

Additional Links/Resources

Hello, Dolly! Study Guide

• American Culture in the 1890’s

• Thornton Wilder & The Matchmaker

Suggested Post-performance Activities

Summary of Lesson

After viewing the performance of Hello, Dolly, students will be asked to complete an

assignment that will require them to review and reevaluate the importance of certain scenes in

the musical by creating a storyboard.

Lesson Plan

After viewing the performance of Hello, Dolly, students should have a strong

understanding of the musical and its characters. Students should also have a basic

understanding of the plot of the story. But before completing post-performance activity, a brief

review of the elements of plot may be necessary. A brief review may be found at Learner.org.

Once students have reviewed the elements of plot, they will need to create a storyboard

for Hello, Dolly. The storyboard will consist of eight images that the students must draw. Each

picture must represent a certain part of the story’s plot. The first image must explain the story’s

exposition. The second image must explain the story’s conflict.

Then the third and fourth images must develop the rising action. The fifth image should

represent the story’s climax. The sixth and seventh images should represent the falling action of

the story, and the last image should show the story’s resolution.


Hello, Dolly! Charleston Light Opera Guild

Each of the eight pictures on the storyboard should be neat and colorful. Additionally,

each of the eight pictures should have captions that clearly explain the action in the pictures and

explain the importance of the scene in the plot of the musical.

A blank storyboard is provided, and a rubric to grade the storyboard is also available.

West Virginia Content Standards

RLA.S.9.2 Student will apply writing skills and strategies to communicate effectively for different

purposes by

• Using the writing process

• Applying grammatical and mechanical properties in writing and

• Selecting and evaluating information for research purposes

RLA.S.9.3 Students will apply listening, speaking and media literacy skills and strategies to

communicate with a variety of audiences and for different purposes.

RLA.S.10.2 Students will apply writing skills and strategies to communicate effectively for

different purposes by

• Using the writing process,

• Applying grammatical and mechanical properties in writing and

• Selecting and evaluating information for research purposes.

RLA.S.10.3 Students will apply listening, speaking, and media literacy skills and strategies to

communicate with a variety of audiences and for different purposes.

RLA.S.11.2 Students will apply writing skills and strategies to communicate effectively for

different purposes by

• Using the writing process,

• Applying grammatical and mechanical properties in writing and

• Selecting and evaluating information for research purposes.

RLA.S.11.3 Students will apply listening, speaking and media literacy skills and strategies to

communicate with a variety of audiences and for different purposes.

RLA.S.12.2 Students will apply writing skills and strategies to communicate effectively for

different purposes by

• Using the writing process

• Applying grammatical and mechanical properties in writing and

• Selecting and evaluating information for research purposes.

RLA.S.12.3 Students will apply listening, speaking and media literacy skills and strategies to

communicate with a variety of audiences and for different purposes.

Lesson Objectives


Hello, Dolly! Charleston Light Opera Guild

RLA.O.9.1.08 Students will recognize the relationships of the literary elements (e.g., setting,

plot, narrative perspective, point of view, theme, conflict, characterization, voice, tone,

structures) within specific genres.

RLA.O.9.2.03 Students will construct a clearly worded and correctly placed thesis statement to

develop a composition that addresses the assigned topic.

RLA.O.9.2.06 Students will incorporate varied note taking skills to process and organize

information into an outline for a composition (introduction, main points, supporting details,

conclusion).

RLA.O.9.3.03 Students will perform a variety of roles in various settings:

• Critique oral/visual information

RLA.O.10.1.08 Students will interpret and explain the relationships of the literary elements

(e.g., setting, plot, point of view, theme, conflict, characterization, voice, tone, mood) within

specific genres.

RLA.O.10.2.01 Students will define topic from assigned subject/prompt and compose narrative,

informative, descriptive and persuasive writings using the five-step writing process (pre-writing,

drafting, revising, editing, publishing) for specific audiences by employing writing strategies that

are modeled in various types of literature.

RLA.O.10.2.02 Students will construct a clearly worded and effectively placed thesis statement

to develop a composition that addresses the assigned topic.

RLA.O.10.3.03 Students will model a variety of roles in various settings to listen actively,

understand the intended message, evaluate, enjoy and/or respond to an oral message:

• Critique oral/visual information

RLA.O.11.2.01 Students will generate a clearly worded and effectively placed thesis statements

to develop a document (e.g., composition, essay, literary critique, research paper) that has a

clear, logical progression of ideas in the introduction, body, and conclusion.

RLA.O.11.3.05 Students will plan, compose, produce and evaluate an age appropriate product

from various forms of media communication that demonstrates an understanding of format,

purpose, audience, and choice of medium.

RLA.O.12.1.05 Students will evaluate and justify the characteristics of author’s intended

audience, purpose, style, voice and technique through the use of reasoning and evidence and

literary/character analysis.

RLA.O.12.2.02 Students will generate a clearly worded and effectively placed thesis statement

to develop a document (e.g., composition, essay, literary critique, research paper) that has a

clear, logical progression of ideas in the introduction, body, and conclusion.


Hello, Dolly! Charleston Light Opera Guild

RLA.O.12.3.05 Students will plan, compose, produce, evaluate, and revise an age appropriate

product from various forms of media communication that demonstrates an understanding of

format, purpose, audience, and choice of medium.

21 Century: Learning Skills and Technology

21C.O.9-12.1.LS3 Student creates information using advanced skills of analysis, synthesis and

evaluation and shares this information through a variety of oral, written and multimedia

communications that target academic, professional and technical audiences and purposes.

Additional Links/Resources

Hello, Dolly – Synopsis

Hello, Dolly – Character Descriptions

Hello, Dolly – Quiz (Which Character do you Resemble?)

• Thornton Wilder.com – Hello, Dolly!

Science:

Suggested Pre-performance Activities:

The Science of Light

Canon Science Lab – What is Light?

Digital Bits Science Lab – Science Experiments for Kids, Parents and Teachers (DBSL)

Article – Faster-than-light neutrinos…aren’t, scientist conclude

Summary of Lesson

Students will be able to understand what causes light to have the characteristics that it displays.

They will also learn about the laws of light and experience how our brain functions to interpret

the light that we see. Students will be able to preform various experiments that support the

light laws.

Lesson Plan

Center for Science Education @ the Space Sciences Lab (CSE@SSL)

Light and Sound at Steve Spangler Science (experiments)

Science Lesson - Light

West Virginia Content Standards

SC.S.9.2

Students will

• demonstrate knowledge understanding and applications of scientific facts, concepts,

principles, theories, and models delineated in the objectives.

• demonstrate an understanding of the interrelationships among physics, chemistry,

biology, earth/environmental science, and astronomy; and apply knowledge,

understanding and skills of science subject matter/concepts to daily life.

SC.S.CP.2


Hello, Dolly! Charleston Light Opera Guild

Students will

• demonstrate knowledge, understanding and applications of scientific facts, concepts,

principles, theories and models as delineated in the objectives.

• demonstrate an understanding of the interrelationships among physics, chemistry,

biology, earth/environmental science and astronomy.

• apply knowledge, understanding and skills of science subject matter/concepts to daily

life\experiences.

Lesson Objectives

SC.O.9.2.21 establish the relationship between distance and the intensity of light, charge and

gravitational attraction (e.g., inverse square law).

SC.O.9.2.24 differentiate between transverse and longitudinal waves and model examples of

each type (e.g., light, sound, or seismic).

SC.O.CP.2.14 solve problems involving wave speed, frequency and wavelength; determine

factors that affect the speed of sound; recognize that the speed of light is a constant.

21 Century: Learning Skills and Technology

21C.O.9-12.1.LS1 Student recognizes information needed for problem solving, can efficiently

browse, search and navigate online to access relevant information, evaluates information based

on credibility, social, economic, political and/or ethical issues, and presents findings clearly and

persuasively using a range of technology tools and media.

21C.O.9-12.1.TT10 Student implements various Internet search techniques (e.g., Boolean

searches, meta-searches, web bots) to gather information; student evaluates the information

for validity, appropriateness, content, bias, currency, and usefulness.

Suggested Post-performance Activities

Physical Science for Teachers – Sound Waves Lab

Dirtmeister’s Science Lab

Summary of Lesson

Students will learn about the simple physics of how sound is created. Students will explore the

properties of sound and its use in the modern world.

Lesson Plan

Iknowthat.com – Exploring Pitch and Volume

Science Lesson – Sound and Acoustics

West Virginia Content Standards

SC.S.P.2

Students will

• demonstrate knowledge, understanding, and applications of scientific facts, concepts,

principles, theories, and models as delineated in the objectives.

• demonstrate an understanding of the interrelationships among physics, chemistry,

biology, and the earth and space sciences.

• apply knowledge, understanding, and skills of science subject matter/concepts to daily

life experiences.

SC.S.9.2


Hello, Dolly! Charleston Light Opera Guild

Students will

• demonstrate knowledge understanding and applications of scientific facts, concepts,

principles, theories, and models delineated in the objectives.

• demonstrate an understanding of the interrelationships among physics, chemistry,

biology, earth/environmental science, and astronomy; and apply knowledge,

understanding and skills of science subject matter/concepts to daily life.

Lesson Objectives

SC.O.P.2.13 research applications of Doppler shift in determining an approaching or receding

source in wave propagation.

SC.O.9.2.24, SC.O.PS.2.19 differentiate between transverse and longitudinal waves and model

examples of each type (e.g.sound).

21 Century: Learning Skills and Technology

21C.O.9-12.2.LS3 Student engages in a problem solving process by formulating questions and

applying complex strategies in order to independently solve problems.

21C.O.9-12.2.LS4 Student visualizes the connection between seemingly unrelated ideas and

independently produces solutions that are fresh, unique, original and well developed. Student

shows capacity for originality, concentration, commitment to completion, and persistence to

develop unique and cogent products.

Additional Links/Resources

The Science of Light

http://www.learner.org/teacherslab/science/light/index.html

Canon Science Lab – What is Light?

http://www.canon.com/technology/s_labo/light/index.html

Digital Bits Science Lab – Science Experiments for Kids, Parents and Teachers (DBSL)

http://www.andybrain.com/sciencelab/category/concepts-explored/light/

Article – Faster-than-light neutrinos…aren’t, scientist conclude

http://www.msnbc.msn.com/id/47743180/ns/technology_and_science-science/#.T9dLlY4lZFI

Center for Science Education @ the Space Sciences Lab (CSE@SSL)

http://cse.ssl.berkeley.edu/light/light_tour.html

Light and Sound at Steve Spangler Science (experiments)

http://www.stevespanglerscience.com/experiments/029

Physical Science for Teachers – Sound Waves Lab

http://www.cedarville.edu/personal/lee/project/labs/lab-sound.pdf

Dirtmeister’s Science Lab

http://teacher.scholastic.com/dirt/vibes.htm

Iknowthat.com – Exploring Pitch and Volume


Hello, Dolly! Charleston Light Opera Guild

http://www.iknowthat.com/ScienceIllustrations/sound/science_desk.swf

Social Studies:

Social Studies:

Suggested Pre-performance Activities

http://www.tuts.com/Images/SeasonShowDocs/dolly_study.pdf

Summary of Lesson:

Students link together the literature and the history of the United States at the turn of

the twentieth century. Questions guide students as they study visual documents. Students also

read the teacher's choice of two widely anthologized short stories and an excerpt from a bestselling

novel of the period. Two exercises will raise student awareness of the impact that visual

images have on their lives: one that is based on internet advertising and a second that results in

a student-produced scrapbook.

Lesson Plan

http://www.learnnc.org/lp/pages/3446

West Virginia Content Standards

Students will:

SS.S.09.03 –

• compare and contrast various economic systems and analyze their impact on individual

citizens (Economic Systems).

• illustrate how the factors of production impact the United States economic system

(Factors of Production).

SS.S.09.05 –

• use the processes and resources of historical inquiry to develop appropriate questions,

gather and examine evidence, compare, analyze and interpret historical data (Skills and

Application).

SS.S.09.06–

• Use the five reading components (phonemic awareness, background

knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in

their acquisition of social studies knowledge, insuring a foundation of college readiness

in the genre.

• Recognize main ideas and supporting details to locate basic facts (e.g. names, dates,

events)

• Distinguish relationships among people, ideas, and events

• debate the influence and impact of diverse cultures on the United States and explain the

process of their assimilation into American life

SS.S.10.03 –

• analyze the role of economic choices in scarcity, supply and demand, resource

allocation, decision-making, voluntary exchange and trade-offs (Choices).


Hello, Dolly! Charleston Light Opera Guild

SS.S.10.06 –

• use the dimensions of reading (phonemic awareness, phonics, background

knowledge/vocabulary, high frequency word/fluency, comprehension, and writing) in

their acquisition of social studies knowledge, insuring a foundation of college readiness

in this genre.

• recognize main ideas and supporting details to locate basic facts (e.g. names, dates,

events).

• distinguish relationships among people, ideas, and events.

• recognize cause-effect relationships in content passages.

• summarize events and ideas. Infer main idea or purpose of content.

• draw generalizations and conclusions about people, ideas and events

SS.S.11.05 –

• examine, analyze and synthesize historical knowledge of major events, individuals,

cultures and the humanities in West Virginia, the United States and the world (Culture

and Humanities).

SS.S.12.03 –

• analyze how the role of economic choices in scarcity, supply and demand, resource

allocation, decision-making, voluntary exchange, competition and trade-offs impact

production and consumption worldwide. (Choices, Scarcity)

Lesson Objectives

• To familiarize students with historical interpretation through the use of primary sources

• To reinforce student understanding of the period

• To help students appreciate how literature and history can be linked

• To encourage students to ask critical questions of the visual images that bombard them

as consumers

21 Century Learning Skills and Technology

21C.S.9-12.1.TT10 Student implements various Internet search techniques (e.g., Boolean

searches, meta-searches, web bots) to gather information; student evaluates the information

for validity, appropriateness, content, bias, currency, and usefulness.

21C.O.9-12.2.LS1 Student engages in a critical thinking process that supports synthesis and

conducts evaluation using complex criteria.

21C.O.9-12.2.LS2 Student draws conclusions from a variety of data sources to analyze and

interpret systems.

Suggested Post-performance Activities

http://www.proprofs.com/quiz-school/story.php?title=which-hello-dolly-character-are-you

Additional Links/Resources

21st Century Science 9-12 Content Standards and Objectives for West Virginia Schools

Visual Art:

CLOG: Hello Dolly


Hello, Dolly! Charleston Light Opera Guild

Suggested Pre-performance Activities

Summary of Lesson

Create a advertising poster or Broadway poster for the musical Hello Dolly. Utilize technology

and the elements of Graphic Design to create the poster for the musical after exploring the era

of the play, samples from the play and examples of Broadway posters.

Lesson Plan

Essential Questions:

• What education and preparation does it take to become a graphic artist?

• What does the career of Art Director entail?

Activating Strategies:

• Explore careers related to visual art in advertising.

Teaching Strategies

Collaborative learning

Project based

Hands-on learning.

Lesson Outline:

1. Explore careers related to visual art in advertising. Classroom visual art text may have

information

• Art Director job description: http://www.inputyouth.co.uk/jobguides/jobadvertisingartdirector.html

• Advertising: http://www.wetfeet.com/Careers-and-Industries/Careers/Advertising.aspx

• Graphic Artist: http://www.bls.gov/ooh/arts-and-design/graphic-designers.htm

• High School preparation for the job: http://www.youthedesigner.com/2008/10/08/25-

graphic-design-career-preparation-tips/

2. Students will research examples of advertising for stage plays and musicals. Describe and

analyze the advertisements design as related to the elements and principles of visual art.

3. Students will research the musical Hello Dolly in preparation of designing an advertising

poster for it. (Broadway poster.)

4. Plan, using thumbnail sketches the advertising poster for the musical: Hello Dolly. Goals:

Balance, color scheme, illustration and font choice.

5. Produce the advertising poster utilizing digital media (or traditional media.)

West Virginia Content Standards

General Art Level I

Students will:

VA.S.VAI.1

Media, Techniques and Processes Students will:

• identify media and materials used in creating art;

• understand processes and techniques in creating art;


Hello, Dolly! Charleston Light Opera Guild

• apply problem-solving skills in creating two-dimensional and three-dimensional works of

art;

• use materials and tools in a safe and responsible manner.

VA.S.VAI.2

Elements of Art and Principles of Design Students will:

• understand qualities of elements of art and principles of design as they apply to twodimensional

and three-dimensional objects and artworks;

• apply elements of art and principles of design as they relate to problem-solving skills in

the creation of art

• communicate expressive ideas that demonstrate an understanding of structures and

functions in art.

VA.S.VAI.3

Students will:

• identify symbols and ideas to communicate meaning in art;

• determine potential content for artworks

• apply problem-solving skills when creating art relative to subject matter, symbols and

ideas

VA.S.VAI.4

Students will:

• identify how the visual arts have a history and specific relationship to culture;

• analyze works of art that reflect different styles and time periods; and

• demonstrate an understanding of how history, culture, and the arts influence each

other.

VA.S.VAI.5

Students will:

• identify multiple purposes for creating works of art;

• analyze contemporary and historic meanings in specific artworks through cultural and

aesthetic inquiry;

• describe and compare a variety of individual responses to their artworks and to

artworks from various eras and cultures.

VA.S.VAI.6

Students will:

• identify characteristics of the visual arts and other disciplines

• analyze by comparing and contrasting connections between disciplines.

Lesson Objectives

General Art Level I

Students will:

VA.O.VAI.2.2

• Analyze design structures and functions of two-dimensional and three-dimensional

artworks.


Hello, Dolly! Charleston Light Opera Guild

VA.O.VAI.2.3

• Create two-dimensional and three-dimensional artworks based on elements of art and

principles of design using appropriate media, processes, and techniques to solve specific

problems.

VA.O.VAI.2.4

• Critique art works to demonstrate an understanding of elements of art and principles of

design.

VA.O.VAI.4.1

• examine the historical and cultural backgrounds used of various artwork within the

media.

VA.O.VAI.4.2

• research different styles of artwork and time periods in art history.

VA.O.VAI.5.1

• investigate reasons for creating and the function of a variety of types of artworks.

21 Lesson Plan

Century: Learning Skills and Technology

Additional Links/Resources

Performance

Hello Dolly Wikipedia overview: http://en.wikipedia.org/wiki/Hello,_Dolly!_(musical)

Hello Dolly synopsis: http://www.findthatfile.com/search-66156307-hPDF/downloaddocuments-hello,-dolly!-synopsis.pdf.htm

Hello Dolly Study Guide:

http://www.tuts.com/Images/SeasonShowDocs/dolly_study.pdf

• Examples of Broadway Hello Dolly Broadway posters:

http://www.google.com/search?q=hello+dolly+broadway+posters&hl=en&rls=com.micr

osoft:*:IE-

SearchBox&rlz=1I7GZAZ_en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=2qj

YT9HSI42g8QSQ2Km8Aw&ved=0CJwBELAE&biw=1024&bih=597

Assignment

• History of playbills: http://www.ehow.com/way_5291593_examples-playbill.html

• How to make a playbill on a computer: http://www.ehow.com/how_12167225_makeplaybill-computer.html

• How to make a playbill: http://www.ehow.com/how_12064641_make-musicalplaybill.html

• Examples of Play bills:

http://www.google.com/search?q=playbills+examples&hl=en&rls=com.microsoft:en-

us:IE-

Address&rlz=1I7GZAZ_enUS325&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei

=HKfYT7L4Co-m8ATlgfnmAw&ved=0CGgQsAQ&biw=1024&bih=597


Hello, Dolly! Charleston Light Opera Guild

Suggested Post-performance Activities

Summary of Lesson

Exploring the career of graphic designer create a Broadway playbill for the musical Hello Dolly.

Utilize technology and the elements of Graphic Design to create the playbill after seeing the

musical.

Lesson Plan

Essential Questions:

• What education and preparation does it take to become a graphic artist?

• What does the career of Graphic Designer entail?

Activating Strategies:

• Attend the CLOG performance “Hello Dolly” at the Clay Center.

Teaching Strategies:

Collaborative learning

Project based

Hands-on learning.

Lesson Outline:

Explore careers related to graphic artist or review lesson or review pre-performance lesson.

Classroom visual art text may have information

• Graphic Artist: http://www.bls.gov/ooh/arts-and-design/graphic-designers.htm

• High School preparation for the job: http://www.youthedesigner.com/2008/10/08/25-

graphic-design-career-preparation-tips/

6. Students will research examples of playbills for stage plays and musicals. Describe and

analyze the design as related to the elements and principles of visual art.

7. Students will research the musical Hello Dolly in preparation of designing a play bill for it.

8. Plan the playbill using thumbnail sketches for the musical: Hello Dolly. Goals: Balance, color

scheme, illustration and font choice.

9. Produce the playbill utilizing digital media (or traditional media.)

West Virginia Content Standards

General Art Level I

Students will:

VA.S.VAI.1

Media, Techniques and Processes Students will:

• identify media and materials used in creating art;

• understand processes and techniques in creating art;

• apply problem-solving skills in creating two-dimensional and three-dimensional works of

art;


Hello, Dolly! Charleston Light Opera Guild

• use materials and tools in a safe and responsible manner.

VA.S.VAI.2

Elements of Art and Principles of Design Students will:

• understand qualities of elements of art and principles of design as they apply to twodimensional

and three-dimensional objects and artworks;

• apply elements of art and principles of design as they relate to problem-solving skills in

the creation of art

• communicate expressive ideas that demonstrate an understanding of structures and

functions in art.

VA.S.VAI.3

Students will:

• identify symbols and ideas to communicate meaning in art;

• determine potential content for artworks

• apply problem-solving skills when creating art relative to subject matter, symbols and

ideas

VA.S.VAI.4

Students will:

• identify how the visual arts have a history and specific relationship to culture;

• analyze works of art that reflect different styles and time periods; and

• demonstrate an understanding of how history, culture, and the arts influence each

other.

VA.S.VAI.5

Students will:

• identify multiple purposes for creating works of art;

• analyze contemporary and historic meanings in specific artworks through cultural and

aesthetic inquiry;

• describe and compare a variety of individual responses to their artworks and to

artworks from various eras and cultures.

VA.S.VAI.6

Students will:

• identify characteristics of the visual arts and other disciplines

• analyze by comparing and contrasting connections between disciplines.

Lesson Objectives

General Art Level I

Students will:

VA.O.VAI.2.2

• Analyze design structures and functions of two-dimensional and three-dimensional

artworks.

VA.O.VAI.2.3


Hello, Dolly! Charleston Light Opera Guild

• Create two-dimensional and three-dimensional artworks based on elements of art and

principles of design using appropriate media, processes, and techniques to solve specific

problems.

VA.O.VAI.2.4

• Critique art works to demonstrate an understanding of elements of art and principles of

design.

VA.O.VAI.4.1

• examine the historical and cultural backgrounds used of various artwork within the

media.

VA.O.VAI.4.2

• research different styles of artwork and time periods in art history.

VA.O.VAI.5.1

• investigate reasons for creating and the function of a variety of types of artworks.

21 Century: Learning Skills and Technology

Additional Links/Resources

Performance

Hello Dolly Wikipedia overview: http://en.wikipedia.org/wiki/Hello,_Dolly!_(musical)

Hello Dolly Study Guide:

http://www.tuts.com/Images/SeasonShowDocs/dolly_study.pdf

Hello Dolly synopsis: http://www.findthatfile.com/search-66156307-hPDF/downloaddocuments-hello,-dolly!-synopsis.pdf.htm

• Examples of Broadway Hello Dolly Broadway posters:

http://www.google.com/search?q=hello+dolly+broadway+posters&hl=en&rls=com.micr

osoft:*:IE-

SearchBox&rlz=1I7GZAZ_en&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=2qj

YT9HSI42g8QSQ2Km8Aw&ved=0CJwBELAE&biw=1024&bih=597

Assignment:

• History of playbills: http://www.ehow.com/way_5291593_examples-playbill.html

• How to make a playbill on a computer: http://www.ehow.com/how_12167225_makeplaybill-computer.html

• How to make a playbill: http://www.ehow.com/how_12064641_make-musicalplaybill.html

• Examples of Play bills:

http://www.google.com/search?q=playbills+examples&hl=en&rls=com.microsoft:en-

us:IE-

Address&rlz=1I7GZAZ_enUS325&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei

=HKfYT7L4Co-m8ATlgfnmAw&ved=0CGgQsAQ&biw=1024&bih=597

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