Hello Dolly! Charleston Light Opera Guild

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


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 


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



readers. 






readers. 






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.


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 


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.


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. 


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, 


• Selecting and evaluating information for research purposes. 

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




• Using the writing process, 







• Using the writing process 





Lesson Objectives


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.


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. 


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. 


• 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: 



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

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


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) 


Science Lesson - Light 


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


Students will 

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

principles, theories and models as delineated in the objectives. 


biology, earth/environmental science and astronomy. 

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

life\experiences. 


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. 


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. 





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 


SC.S.P.2 

Students will 

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

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


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


Students will 

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

principles, theories, and models delineated in the objectives. 


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

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


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). 


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. 



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


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 


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


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


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

Iknowthat.com – Exploring Pitch and Volume


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




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 


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).


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) 


• 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. 


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


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

Visual Art: 

CLOG: Hello Dolly




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.) 


General Art Level I 


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; 

• 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 


• 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 


• 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 


• 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 


• identify characteristics of the visual arts and other disciplines 

• analyze by comparing and contrasting connections between disciplines. 




VA.O.VAI.2.2 

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

artworks.


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 


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: 


• 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




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.) 




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;


• 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 


• 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 


• 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 


• 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 


• identify characteristics of the visual arts and other disciplines 

• analyze by comparing and contrasting connections between disciplines. 




VA.O.VAI.2.2 

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

artworks. 

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. 



Performance 

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

• Hello Dolly Study Guide: 


• 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

Hello Dolly! Charleston Light Opera Guild

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