About the Resources
The Humanities and Opera Education Hub is a resource designed for high school educators. It provides educational materials focused on literary works that have been adapted into operas and films.
With the Education Hub resources, teachers can guide students in examining how stories are transformed through opera and film. By reflecting on different creative choices, students will gain a deeper appreciation for storytelling and interpretation.
Each work in the Education Hub has three accompanying lesson plans about adaptation. We’ve prepared everything you’ll need to teach each lesson, including lesson plans and scripts, slide decks, musical examples, handouts, and grading rubrics. Each lesson achieves Common Core State Standards and National Core Arts Standards, which you can reference below and in each lesson plan.
No prior knowledge of opera is required to teach these lessons, nor do teachers need to be fluent in musical terminology to lead these lessons. Definitions of musical and theater terms are provided for students and teachers alike in each lesson. Time stamps are provided on videos so students and teachers can easily find musical examples to support the lesson.
If you’d like to see if this opera is being performed in your community, please see the National Opera Calendar.
Why Adaptation?
Adaptations of literature play a unique role in the classroom for their potential to illuminate key themes from the source text and deepen a student’s understanding of the material. Adaptations can spark an in-depth conversation on the cultural underpinnings of a work, its social and political context, the societal lenses through which works of literature are viewed, and how those lenses may change over time. Opera offers many angles for discussion, including musical choice, libretto and story structure, staging, and design elements of costume, lighting, and scenery. By analyzing what the choices that the creators of the operas have made, or what choices they themselves would make — what to keep the same, what to change, what to cut, and how to show the story visually, to name a few — students develop a fuller understanding of the work and the role of interpretation in storytelling.
How do I use these resources?
Each work includes everything you need to include this study in your curriculum – a lesson plan, script, slides, and when required, worksheets, videos, and additional resources. Each lesson is designed to be flexible to your students’ learning needs and classroom time. If you are only doing one lesson, we recommend doing Lesson #1: Exploring Story Adaptation. If you’re doing multiple lessons, we recommend doing them in the order they are published.
Each lesson can be expanded into multiple classroom sessions, too, and the lesson plans include recommendations for how teachers can approach expansion. Students should be currently reading, or have already read, the source material, as they will need to identify key moments in the work and in some cases, compare them to the operatic setting. When asked to compare between the literary work and opera, we have selected the scenes for you and provided access to the media.
By considering the creative choices involved in creating an adaptation of a literary work, students will develop a fuller and more comprehensive understanding of the source material.
Lesson Overview
For each work of literature, we have created three lessons for each opera and work of literature pairing. Below are the main Common Core State Standards and National Core Arts Standards found in each lesson. Please refer to the individual lesson plans for any additional learning standards.
Lesson #1: Exploring Story Adaptation
Students will use critical thinking, creativity, and collaboration while exploring the concept of story adaptation and how it relates to opera stories.
Common Core State Learning Standards:
CCSS.ELA-Literacy.CCRA.R.5
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.CCRA.R.7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
CCSS.ELA-Literacy.CCRA.RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.11-12.3
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy.RL.9-10.5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-Literacy.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.RL.9-10.9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
National Core Arts Learning Standards:
TH:Cr2.I.a.
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
TH:Cr2-II.b.
Cooperate as a creative team to make interpretive choices for a drama/theatre work.
TH:Cr1.1.I.c.
Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2-I.a.
Explore the function of history and culture in the development of a dramatic concept through a critical analysis of original ideas in a drama/theatre work.
TH:Cr2-II.b.
Cooperate as a creative team to make interpretive choices for a drama/theatre work.
TH:Re7.1.I.a.
Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
TH:Re7.1.II.a.
Demonstrate an understanding of multiple interpretations of artistic criteria and how each might be used to influence future artistic choices of a drama/theatre work.
Lesson #2: Responding to Key Scenes
Students will write a poem based on a character's emotions in response to the context in a key scene or turning point in the opera.
Common Core State Standards:
CCSS.ELA-Literacy.CCRA.R.4:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5:
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
CCSS.ELA-Literacy.CCRA.R.6:
Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-Literacy.CCRA.W.4:
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.SL.1:
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on other’s ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.RL.9-10.3:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.11-12.3:
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
CCSS.ELA-Literacy RL.9-10.4:
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.9-10.5:
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CCSS.ELA-Literacy.RL.11-12.6:
Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
National Core Arts Standards:
MU:Cn10.0.T.Ia.:
Demonstrate how interests, knowledge, and skills relate to personal choice and intent when creating, performing, and responding to music.
MU:Cn11.0.T.Ia.:
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
TH:Cr2-II.a.:
Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.
TH:Pr4.1.I.a.:
Examine how character relationships assist in telling the story of a drama/theatre work.
TH:Pr4.1.I.b.:
Shape character choices using given circumstances in a drama/theatre work.
TH:Re7.1.I.a.:
Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
Lesson #3: Production Design Adaptation
Students will use critical thinking, creativity, social-emotional learning, and collaboration while exploring stage design and the visual world of storytelling in opera.
Common Core State Standards:
CCSS.ELA-Literacy.RL.9-10.4:
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.CCRA.R.5:
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
National Core Arts Standards:
VA:Cr1.1.IIa.:
Use multiple approaches to begin creative endeavors.
VA:Cn10.1.IIIa.:
Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.
MU:Cn11.0.T.Ia.:
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
TH:Re7.1.I.a.:
Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choice.
TH:Cr1.1.I.a.:
Apply basic research to construct ideas about the visual composition of a drama/theatre work.
TH:Cr.2-II.a.:
Refine a dramatic concept to demonstrate a critical understanding of historical and cultural influences of original ideas applied to a drama/theatre work.