From Fairy Tale to Opera: A Step-by-Step Approach

From Weaving in the Arts - Widening the Learning Circle, by Sharon Blecher and Kathy Jaffee, Heinemann,1998

notes: This scheme closely aligns with a project-based learning model. For an examination of this approach to integrating the arts with the curriculum, please visit An Instructional Organizer under Projects in this web site.

Step 1. Find time in the day (e.g., as the students arrive in the morning) to play music from ballets or operas based on fairy tales (Sleeping Beauty, Hansel and Gretel, Swan Lake).

Step 2. Read Fairy tales, folk tunes and nursery rhymes aloud to the class.

Step 3. Use text sets of fairy tales and folk tales for reading instruction.

Step 4. Develop literature circles to retell stories children have been reading. Use journal writing to respond to the strories, focusing on such questions as: How can we tell whether the story is a Cinderella, Three Little Pigs, or Red Riding Hood story? What kinds of characters do we expect to meet in fairy tales? How does a fairy tale begin? End? What usually happens in a fairy tale?

Step 5. Discuss elements of an opera. View a child's opera live if possible, or on video.

Step 6. Brainstorm a list of fairy tales, folk tales, and nursery rhymes that would make good operas.

Step 7. Children form interest groups based upon which operas they would like to perform.

Step 8. Review a familiar melody (e.g., Skip to My Lou, London Bridge, Go Tell Aunt Rhody) to be used as a melody for the mini-opera. Children practice fitting words to a  melody by composing a song about a friend abd what the friend likes to do. The following song is to Skip to My Lou.

                        Ian likes to play soccer.

                        Ian likes to play soccer

                        Ian likes to play soccer

                        And he likes to read books, too.

Step 9. Model the development of one opera (perhaps a nursery rhyme) as a whole group process.

Step 10. Interest groups work on retelling their story to that melody. Words are not written down. They may change (and do) as long as they tell the story and fit the melody.

Step 11. In-process performances for the class. Class learns to critique in a helpful way. Name three things the group did well. Tell them one thing they can do to make their opera better.

Step 12. Invite one or two other classes to watch operas so students will get used to an audience.

Step 13. Perform mini-operas for parents. Mini-operas should be done in the classroom. Minimal attention should be paid to scenery or costumes; it is the process that is important.