The typical young person's negative view of opera stems mostly from a lack of understanding of what

it is. This is particularly true of youngsters in communities wherein a lack of appreciation for or interest in the

arts can be accompanied by, if not in part causative of, poor self-esteem and involvement in idle, often

dangerous, and at times illegal free-time activities. Carmen, a French opera with a Spanish setting, is an

action-oriented work. It also contains dramatic and musical elements that appeal to youngsters. Carmen,

therefore, is one of the best vehicles for introducing opera. Further, Carmen provides insights into Iberian

culture, and it is an entertaining introduction to the French language. In addition, it is an outstanding example

of exoticism in ninetenth-century music. Finally, Carmen is a lifelike illustration of the potentially tragic

consequences of superficial values and failure to exercise self-respect and character evaluation in choosing

one's friends judiciously.

At the end of the series of five forty-five minute lessons, the students were able to:

1) demonstrate an understanding of opera as a stage play set to music;
2) demonstrate knowledge of the plot and recognition of the main musical items of a staple of the
operatic repertory;
3) demonstrate enhanced knowledge of the culture and traditions of Spain and the French language;
4) read, using rhythmic syllables, and subsequently perform on percussion instruments the rhythmic
patterns of the following genres: a) habanera; b) seguidilla; c) bolero; d) fandango, Malaguena, Granadina, and Murciana
5) relate to real-life situations the consequences of foolish choices and acts by the main characters in
the drama.

.

The presentation was made by a music specialist with a strong background in music history and

literature, but it could be done successfully by any education professional with a thorough working

knowledge of the plot and music of Carmen. No outside resources or individuals are required, but a field trip

to an opera theater would be a nice adjunct. This would be a virtual "given" if Carmen were playing either at

the time of the lesson series or shortly thereafter. Materials used included handouts and a prepared audio tape

of excerpts. Dance rhythms were played on school percussion instruments.

.

Realization of the goals of this project was measured by student participation in teacher-directed

discussions at both the knowledge-comprehension level and at the higher level involving interpretation and

transferral of factual knowledge. Written quizzes also were utilized to measure knowledge and skills mastery,

but emphasis was on participation in the discussions. In subsequent presentations, each student will

participate in a followup creative writing project, either

1) by fashioning a parallel to Carmen that features fictional characters from and pressures faced by
his/her peer group, or

2) by rewriting the plot of Carmen so that the work's tragic ending is logically and believably avoided.

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GO OR RETURN TO AUTHOR'S ELEMENTARY/SECONDARY EDUCATION RESUME.
GO OR RETURN TO EDUCATIONAL MATERIALS BIBLIOGRAPHY.
GO OR RETURN TO LIST OF ACADEMIC PUBLICATIONS AND PRESENTATIONS.
GO OR RETURN TO AUTHOR'S HIGHER EDUCATION RESUME.
GO OR RETURN TO AUTHOR'S HOMEPAGE.
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