Jekyll And Hyde Book

Jekyll and Hyde: A Comparison of the Novel and the Musical Grade Level: Seventh grade Presented by: Karen Ray Length of Unit: Five Days I. THE ABSTRACT After reading Dr. Jekyll and Mr. Hyde in English classes, students will listen to the sound track, go through the story line, and look at the set design and costumes from the Broadway production of Jekyll and Hyde. Students will note the changes in emphasis from the book to the play, paying particular attention to character development. Students will discuss how the music affects them and enhances their feelings about the main character. The culminating activity will be for the class to take a simple, familiar fairytale and decide the types of music that could be used to underscore the characters and advance the plot. THE OVERVIEW A. Concept Objectives 1. Compare the musical version of Dr. Jekyll and Mr. Hyde to the book. 2. Be able to find the difference in storyline and character emphasis between the play and the book. 3. Determine how music is used to enhance characters and plot, and if it detracts or enhances the original story. B. List of Specific Content from the Core Knowledge Sequence 1. Seventh grade English – Novels - Dr. Jekyll and Mr. Hyde, p. 160 2. Seventh grade Music - Elements of music. Recognize frequently used Italian terms. P.170 C. Skills to be taught in the unit 1. Identify patterns in music and determine how the patterns contribute to emotional reactions. 2. Determine the contribution that set and costuming make in setting the mood for a play. 3. Find the similarities and differences in presenting the same story in two different mediums. 4. Apply the knowledge of music and its use in theatre that the student has acquired to turn a children’s story into a musical. II. III. BACKGROUND KNOWLEDGE A. For Teachers 1. Read the book, The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson. 2. If possible, see a production of the musical, Jekyll and Hyde. 3. Read the Playbill and the souvenir program of the play. 4. Be familiar with the music from the musical. 5. Understand the necessary music terms and how they affect mood. B. For Students 1. Read the book, The Strange Case of Dr. Jekyll and Mr. Hyde, and develop a basic understanding of character development. Jekyll and Hyde, Grade 7 2001 Conference 1 IV. RESOURCES Bricusse, Leslie & Frank Wildhorn. Jekyll and Hyde, The Musical. Stevenson, Robert Louis. The Strange Case of Dr. Jekyll. V. LESSONS Lesson One: Introduction to Jekyll and Hyde, The Musical. A. Daily Objectives 1. Concept Objectives a. Students will determine how music, set, and costumes are used to enhance character. b. Be able to tell the difference in storyline and character emphasis between the play and the book. 2. Lesson Content a. Go over the music terms to be referred to in analyzing the characters. b. Listen to the music from the play Jekyll and Hyde. c. Look at pictures of costumes and the set used for Jekyll and Hyde 3. Skill Objectives a. Identify patterns in music and determine how the patterns contribute to emotional reactions. b. Find examples in the set and costuming of character enhancement. c. Fill out a chart of musical terms used in each song. d Compare/contrast the differences between the musical and play B. Materials 1. CD or tape of the cast of Jekyll and Hyde. 2. The souvenir book from Jekyll and Hyde to show the costumes and set. C. Key Vocabulary 1. Musical Terms a. Largo – very slow b. adagio - slow c. andante - moderate d. moderato - medium e. allegro - fast f. presto – very fast g. prestissimo – as fast as you can go h. ritardando – gradually slowing down i. accelerando – gradually getting faster j. crescendo – gradually increasing volume k. decrescendo – gradually decreasing volume 2. Theatrical Terms a. flat – a wooden frame with muslin stretched over it c. batten – a steel rod on which scenery and lights are hung d. backdrop - large muslin cloth hung from a batten e. lighting – methods used to light the stage f. gels – colored plastic sheets used to cover lights g. fly – to raise scenery up and down h. computerized sets – set pieces that are pre-set to move along a groove; the timing is set by a computer. D. Procedures/Activities DAY ONE 1. Students will discuss the plot and characters from Dr. Jekyll and Mr. Hyde. 2. Give students a list of musical and theatrical terms and go over the definitions. Jekyll and Hyde, Grade 7 2001 Conference 2 As students listen to the cast recording of Jekyll and Hyde, pass around the playbill and the program from the play. It has pictures of the sets and costumes used in the play. There will also be blown up pictures of each character. The commentary (Appendix E) will be read between each song to explain the plot: DAY TWO 1. Students will continue to listen to the music from the play as well as look at the sets and costumes. 2. After listening to the play, go back and listen to individual character’s songs and discuss what the songs reveal about the character with the music, as well as the lyrics. Help the student identify what emotions are evoked from the music choice. Use the correct musical terms when discussing this. Fill out the chart of music with the musical terms that describe each song DAY THREE 1. Discuss the influence that colors used in set, costumes, and lighting have on mood and characterization. The following colors generally used to express the indicated moods. a. blue – calm, cold, formal, spiritual, pure, truthful, depressing b. orange – exhilarating, cheerful, lively c. red – aggressive, passionate, bloody, angry, strong d. yellow – cheerful, happy, youthful, cowardly e. pink – fanciful, romantic f. green – youthful, eternal, reborn, jealous g. purple – mournful, mystic, regal h. gray – neutral, depressing, negative, somber i. brown – earthy, common, poverty-stricken j. black – melancholic, tragic, gloomy, death-like k. white – truthful, pure, chaste, innocent, peaceful 2. Discuss the way a novel builds characterization. 3. Compare the characters and discuss which way the characterization is more effective. E. Assessment/Evaluation 1. Evaluate the students’ understanding through group discussion and their use of this knowledge during the unit’s culminating activity. 2. Give a matching test over the music and theatre terms. Lesson Two : Creating Your Own Musical! A. Daily Objectives 1. Concept Objectives a. Determine how music is used to enhance characters and plot. 2. Lesson Content b. Seventh Grade Music – elements of music 3. Skill Objectives a. Apply the knowledge of music and its use in theatre to turn a familiar children’s story into a musical B. Materials 1. Several books of children’s stories 2. Eight tape players 3. Students will bring in a variety of taped music to be used as background music for their chosen play. C. Key Vocabulary None 3. Jekyll and Hyde, Grade 7 2001 Conference 3 D. Procedures/Activities. DAY ONE 1. Students will choose a familiar children’s story and write out a short script. 2. Students will find music to use to enhance their characters and story. They may make up songs to sing with it or just use it for scene transition music or in the background. DAY TWO 1. Students will present their performances. E. Assessment/Evaluation 1. Groups will be evaluated during their final performance. 2. Students will be assessed on their vocabulary test and chart over musical terms. VI. CULMINATING ACTIVITY A. Each student group will present a children’s story using music to enhance the mood and characterization. VII. HANDOUTS/STUDENT WORKSHEETS A. Music Terms and Definitions (from unit one) B. Theatre Terms and Definitions (from unit one) C. Grading Sheet for Group Work D. Chart of Songs and Musical Terms That Describe The Songs E. Song and Story outline VII. BIBLIOGRAPHY A. Bricusse, Leslie and Frank Wildhorn.“Jekyll and Hyde”, The Musical. CD ROM. New York: Atlantic Recording Company,1998. B. “Jekyll and Hyde”, The Musical (Souvenir Program). Miami Beach: Diamond Bullet Merchandizing, 1998. C. “Jekyll and Hyde - summary”. [On-line]. Available URL: http://www.sparknotes.com/lit/jekyll/summary.html, 11/18/2000. D. “Jekyll and Hyde-The Musical,”[On-line]. Available URL: http://www.jekyll-hyde.com/about.html, 11/18/2000. Jekyll and Hyde, Grade 7 2001 Conference 4 Appendix A – Jekyll and Hyde: A Comparison of the Novel and the Musical TERMS TO BE USED FOR MUSICAL THEATRE 1. Musical Terms a. Largo – very slow b. adagio - slow c. andante - moderate d. moderato - medium e. allegro - fast f. presto – very fast g. prestissimo – as fast as you can go h. ritardando – gradually slowing down i. j. accelerando – gradually getting faster crescendo – gradually increasing volume k. decrescendo – gradually decreasing volume 2. Theatrical Terms a. b. c. d. e. f. g. flat – a wooden frame with muslin stretched over it batten – a steel rod that scenery and lights are hung on backdrop - large muslin cloth hung from a batten lighting – methods used to light the stage gels – colored plastic sheets used to cover lights fly – to raise scenery up and down computerized sets – set pieces that are pre-set to move along a groove; the timing is set by a computer. Jekyll and Hyde, Grade 7 2001 Conference 5 Appendix B – “Jekyll and Hyde: A Comparison of the Novel and the Musical TEST OVER TERMS TO BE USED FOR MUSICAL THEATRE Match the correct letter with the correct term: A. Musical Terms _____1. largo _____ 2. adagio _____ 3. andante _____ 4. moderato _____ 5. allegro _____ 6. presto _____ 7. prestissimo _____ 8. ritardando _____ 9. accelerando _____10.crescendo _____11. decrescendo B. Theatrical Terms _____12. flat _____13. batten _____14.backdrop _____15. lighting _____16. gels _____17.fly _____18.computerized sets a. colored plastic sheets used to cover lights b. to raise and lower scenery up and down c. large muslin cloth hung from a batten d. a steel rod that scenery and lights are hung on e. a wooden frame with muslin stretched over it f. set pieces that are pre-set to move along a groove; the timing is set by a computer. g. methods used to light the stage a. gradually decreasing volume b. very fast c. gradually slowing down d. very slow e. gradually getting faster f. slow g. moderate h. as fast as you can go i. gradually increasing volume j. fast k. medium Jekyll and Hyde, Grade 7 2001 Conference 6 Appendix C – “Jekyll and Hyde: A Comparison of the Novel and the Musical Children’s Story Presented___________________________________________ Students in Group: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Was the story told in an organized manner? (20 pts) Diction and Volume of the Actors? (20 pts) Did the group turn in a script? (20pts) Was the music marked on the script? (20pts) How effective was the music in enhancing character and setting the mood of the play? (20pts) _______________ _______________ _______________ _______________ _______________ TOTAL GRADE _______________ Jekyll and Hyde, Grade 7 2001 Conference 7 Appendix D – “Jekyll and Hyde: A Comparison of the Novel and the Musical List Of Songs from Jekyll and Hyde After each song, note the types of music that were included using the musical terms we have discussed. Note the emotions evoked from the song and how the music affected those feelings. 1.“Lost In The Darkness”___________________________________________________ 2. “Façade”______________________________________________________________ 3. “Pursue The Truth”______________________________________________________ 4. “Façade- Reprise One”___________________________________________________ 5. “Emma’s Reason’s”_____________________________________________________ 6. “I Must Go On”_________________________________________________________ 7. “Take Me As I Am”_____________________________________________________ 8. “Letting Go”___________________________________________________________ 9. “Façade – Reprise Two”__________________________________________________ 10. “No One Knows Who I Am”_____________________________________________ 11. “Good ‘N’ Evil”_______________________________________________________ 12. “Now There Is A Choice”________________________________________________ 13. “This Is The Moment”__________________________________________________ 14. “First Transformation”__________________________________________________ 15. “Alive”______________________________________________________________ 16. “Your Work And Nothing More”__________________________________________ 17. “Sympathy, Tenderness”_________________________________________________ 18. “Someone Like You”___________________________________________________ 19. “Alive-Reprise”________________________________________________________ 20. “Murder, Murder”______________________________________________________ 21. “Once Upon A Dream”__________________________________________________ 22. “Obsession”___________________________________________________________ 23. “In His Eyes”_________________________________________________________ 24. “Dangerous Game”_____________________________________________________ 25. “Façade – Reprise Three”________________________________________________ 26. “The Way Back”_______________________________________________________ 27. “A New Life”_________________________________________________________ 28. “Confrontation”________________________________________________________ 29. “Façade – Reprise Four”_________________________________________________ 30. “Finale”______________________________________________________________ Jekyll and Hyde, Grade 7 2001 Conference 8 Appendix E Jekyll and Hyde – Song and Story Outline Act One London, 1885, Dr. Henry Jekyll, a talented young doctor and research scientist , was terribly upset by his father’s inexplicable mental condition. (“Lost in Darkness”) Jekyll is obsessed by the belief that, if his peers in the medical profession would support his research, he could separate the dual elements of good and evil that are constantly struggling for supremacy inside every human being. (“Facade”) Jekyll presents his case to the highly conservative and unsympathetic Board of Governors of St. Jude’s Mental Hospital. He needs to test his theories on a live human being. His request is unanimously and summarily rejected, except by the President of the Board, Sir Danvers Carew, Jekyll’s future father-in-law, who abstains from voting. The rest of the Board dismiss Jekyll as a dangerous radical. Jekyll’s closest friend and advisor, his lawyer John Utterson, sympathizes. The ill-feeling from that fateful encounter carries over into the evening at the glittering reception given by Sir Davers to celebrate Jekyll’s engagement to his daughter Emma (“Emma’s Reasons”). Jekyll arrives late to the party, unrepentant. He tells Emma he is more determined that ever to pursue his course of action (“I Must Go On”/”Take Me As I Am”). Sir Danvers discusses his concerns with Emma (“Letting Go”). Utterson tries to take Jekyll’s mind off his problems by dragging him unwillingly to a disreputable East End Dockland dive called the “Red Rat”(“Facade” Reprise 2). Aming the girls working at the club is Lucy Harris, a disillusioned young soul who wants to make something of her life (“No One Knows Who I Am”). On the stage of the “Red Rat”, Lucy displays a vibrant personality as she sings an appropriately decadent song (“Good ‘N’ Evil”). Jekyll is incensed when the club’s seedy owner, sinisterly known as The Spider, physically abuses Lucy in front of the customers. Consoling her, Jekyll gives her his card, should she ever need a friend. Returning home, Jekyll thanks Utterson for the dubious relaxation provided by “The Red Rat” episode. He decides to work late. He talks with Poole, his butler, of his father’s great qualities before his present dark illness descended upon him. Jekyll’s mind is made up (“Now There Is No Choice”/ “This Is The Moment”). In his laboratory, Jekyll records in his journal that he is making himself the subject of the experiment. He injects himself with the prepared formula (“First Transformation”). He is horrifyingly transformed into Edward Hyde. As Hyde, he exults in his new, evil and liberated persona. (“Alive”) Jekyll’s experiments continue. He disappears from society and becomes reclusive, unavailable to even his closest circle – Emma, Utterson, Poole, Sir Davers. They are unaware of the demons he is dealing with as he remains isolated and locked away in his laboratory. Jekyll finally emerges, to be confronted by an anxious Utterson (“Your Work – And Nothing More”). Jekyll receives an unexpected visit from Lucy, who has been badly injured by a sadistic gentleman visitor to the “Red Rat”. Jekyll is appalled, and tenderly treats her wounds. Lucy says she will never forget the man’s name…”Hyde...Edward Hyde”. Jekll is transfixed with horror. He completes her treatment. Overwhelmed by his kindness, she kisses him, at first in gratitude, then in passion (“Sympathy, Tenderness”). A confused Jekyll takes his leave of her. Lucy daydreams of her imp ossible relationship with Jekyll as she wanderd the streets of London (“Someone Like You”). Back in the seedier streets of London’s Dockland, Hyde interrupts a sordid liaison between The Bishop of Basingstoke, one of the St. Jude’s Hospital Board of Governors, and a teenage prostitute. Hyde batters the Jekyll and Hyde, Grade 7 2001 Conference 9 hypocritical cleric to death and sets fire to his body in a frenzy of rage. Hyde becomes Jekyll’s Avenging Angel of Death (Alive” reprise”). Act Two Hyde’s rampage of killing continues as he systematically assassinates further members of the Board of Governors of St. Jude’s Hospital (“Murder,Murder!”). By the end of it, five are dead. Emma, frantic with worry about her fiancé, enters Jekyll’s for once unlocked laboratory. Looking for him. She sees and reads his journals. Jekyll returns and is furious at her intrusion. Unaware of the truth, she soothes and encourages hi, trying to bring him back to the path of reason (“Once Upon A Dream”). She will wait for him, no matter how long it takes. Emma departs. Jekyll records in his journal that the experiment is out of control. Utterson arrives, deeply concerned over Jekyll’s letter to himleaving everything he possesses to Mr. Hyde, should anything ill befall Jekyll. Jekyll persuades Utterson to continue to have faith in the experiments. Utterson goes in search of the drugs that Jekyll desperately needs from the pharmacistto continue his struggle against Hyde (“Obsession”). Emma and Lucy separately and simultaneously sing of their deep but confused feelings for the man they both love (“In His Eyes”). Hyde comes to seek out Lucy. Disappointed, hoping against hope she will see Jekyll, Lucy is nonetheless irresistibly attracted to Hyde. (“Dangerous Game”) (“Facade” Reprise 3) Utterson returns to Jekyll’s lab with the drugs from the pharmacist , to find Hyde waiting on him. Utterson refuses to give the druge to anyone except Jekyll. Trapped, Hyde has no option other than to reveal himself to Utterson. He injects himself and reverts back to Jekyll before the horrified eyes of his friend. Jekyll gives him a farewell letter to Lucy, begging her to leave London at once. He believes that with the new drugs he can finally destroy Hyde. Utterson hurries away on his errand of mercy (“The Way Back”). Utterson reads Jekyll’s letter to the illiterate Lucy and beseeches her to do Jekyll’s bidding and leave London with the money he has sent her, and start a new life elsewhere. Lucy, left alone, considers her frail future. (“A New Life”) Hyde arrives and taunts Lucy for her relationship with Jekyll. Singing to her soothingly, he stabs her viciously to death as his voice rises to a frenzied pitch of fury. Back in his lab, Jekyll knows he has entered the very gates of Hell. The voice of Hyde is now within him, and the two halves of his broken soul engage in a desperate final battle for supremacy(“Confrontation”). Jekyll trades Hyde blow for bitter blow, determined not to succumb to his evil alter ego. And back from the edge of Death he comes, to the sound of wedding bells. Jekyll stands at the altar, before an elegant congregation of friends, with his beautiful bride Emma by his side. As the wedding service begins, the evil spirit of Hyde wells up inside him yet once more and overtakes him, to the horror of the invited guests. Hyde claims victory – “There is no Henry Jekyll – only Edward Hyde!” Hyde strangles one of the guests and threatens to kill Emma. Emma speaks calmly to the Jekyll deep inside Hyde, and knows he will not harm her. The Jekyll in Hyde hears her, and somehow finds the strength to let her go. Utterson unsheathes his swordstick. Hyde begs his old friend to end his suffering and set them all free. Utterson cannot do it. Hyde runs on to his sword and falls, mortally wounded. Emma cradles him in her arms. Jekyll’s voice and persona return to him as his life slips away and he speaks his final word, “Emma…” She holds him close and comforts him… “Rest now, my tormented love,” as he dies in her embrace. (“Finale”) Jekyll and Hyde, Grade 7 2001 Conference 10