Connections+to+Grade+Level+Standards

Students in **KINDERGARTEN** learn about insects. For this reason, __The Bug Opera__ is a perfect connection. This ties in opera with what the students are already learning. The composer is a man named Geoffrey Hudson, and the librettist is a woman named Alison Pearson. (I believe it is important for students to know that some composers are living, and some composers and librettists are women.) This is a modern work, and the style has been compared to Bernstein and Stravinsky. Although I do not spend a lot of time discussing music history and time periods with Kindergarteners, a passing reference or comment would be appropriate. The story is about a precocious mosquito who doesn't want to drink blood and a catterpillar who likes life the way it is and doesn't want to change.

[|The Bug Opera Home Page]

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I would do a K/W/L ( find our what students already know and then what they want to know about bugs). Next I would visit the Bug Opera Home Page and read the "Story" link with the students. For a break, I would have a student volunteer show how she or he might move like an insect in a musical way. After several students did this individually, I would have all students pretend to be insects of their choice and move freely in self space (not touching anyone else) in a musical way, perhaps as you played music. Then I would ask the students to come back to their seats and discuss what they learned about insects from the story. Another day we would watch the video clip of The Bug Opera. You can also receive a copy of the opera score by contacting authors@bugopera.com. Perhaps you might sing or find singers to perform arias from the opera at your school.

In **FIRST GRADE**, students learn about mammals and fables. I will include two ideas for this grade level. One idea would be to review the features of mammals (they have fur, are warm blooded, and nurse their young). Then to show the following video clip form the Lion King:

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Then discuss if some, any, or all of the animals were mammals (and why). Most likely many students will have seen the Disney cartoon, The Lion King, so much of the story and music will be known. You might consider discussing that the staged musical was produced after the cartoon. It might be interesting to some students that Sir Elton John composed the music to this musical. (Many students and their parents will know who he is and will know some of his other music.)

Another idea for **FIRST GRADE**, is to investigate the Very Short Opera, __Fables__, by Ned Rorem. The score is by Boosey and Hawkes. (I just ordered a copy from Amazon.com.) It contains the following: 1. The Lion in Love, 2. The Sun and the Frogs, 3. The Bird Wounded by an Arrow, 4. The Fox and the Grapes, and 5. The Animals Sick of the Plague. These could be performed together or as 5 separate pieces. If performed together, the music calls for 2 treble voices, 1 tenor, 2-5 person chorus, and 3-4 actors.


 * SECOND GRADE STUDENTS** at my school study the Cinderella story from several different cultural perspectives.This aria is from Rosinni's Opera, La Cenerentola, (Cinderella). This is a chapter from, //The Barefoot Book of Stories from the Opera,// //retold by Shahrukh Husain, Illustrated by James Mayhew//. This gives context to Gioacchino Rossini's Opera, //La Cenerentla.//

This video is also from the end of the opera, //La Cenerentola//. (There is a different performer and interpretation of this aria on the page with the videos.)

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In **THIRD GRADE**, students learn about story telling, friendship, and courage. There are several operas that share these themes. The Opera __The Barber of Seville,__ composed by Rossini, is one of his most famous works. I believe it is so because of the cleaver, creative storyline that has many twists and turns. The characters are very well developed and each has his or her own agenda. I have had much success introducing the composer to this age group by showing the movie, __Rossini's Ghost__, 1996, directed by David Devine. Throughout the movie students are introduced to the life of a very young opera composer. The story has a very young child who travels back in time. She is, like a ghost, invisible to everyone but Rossini. In the movie, students hear little bits of arias, duets, quartets and choruses. After the movie, it's a perfect time to discuss some opera terminalogy, like overture, composer, conductor, aria. Then students should see the cartoon, or clamation videos of the Barber of Seville. It is sung in English. The diction is excellent, so it is quite easy to understand. It is much shorter than the origional, so it is good for short attention spans. One day I show part 1 that is about 10 minutes, the next day I show part 2 that is about another 8-10 minutes, then the third day I show the remaining 7 minutes.

This is part 1 of a cartoon of The Barber of Seville, by Rossini, sung in EnglishThis is part 1 of a cartoon of The Barber of Seville, by Rossini, sung in English

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This is part 2 of the same Barber of Seville cartoon

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and Finally, here is part 3. media type="youtube" key="jkMGGkjHOOE" height="385" width="480"


 * FOURTH GRADE STUDENTS** in California learn about the Gold Rush and many of the American folk songs that were present in in the 1840's. Oh Susanna is probably one of the most famous songs from this period. (Even though it was composed by Stephen Foster, is so well known and adapted over the generations that it is considered my many to be in the category of folk songs. There is a variant of this song called, O California. It talks about scraping the mountains clean and draining the rivers dry in the intoxicating quest for gold.) Here is a video of an "octet" singing the origional text "a capella." (Two musical concepts that can be taught making this social studies connection.

media type="youtube" key="oW4G2STTgsE" height="385" width="480" People all over the world sing this song, here is a version for a children's chorus from South Korea:

media type="youtube" key="bU8mtbvqwGI" height="385" width="480" Here is an interpretation from the Bulgaran Women's Choir:

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And finnally - in a totally different style - the Byrds:

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 * FIFTH GRADE STUDENTS** study U.S. History and the Revolutionary War. One of the most famous songs from this era is __Johnny Has Gone For a Soldier__. I would teach the students the song and them have them observe several different arrangements and interpretations:

media type="youtube" key="iynM73rASgs" height="385" width="480" And for a very different style:

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