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Teacher resource Guide: EXPLORING THE PERFORMING ARTSThe lessons and activities in this guide support the 6-12 Academic Content Standards (2002) and the Common Core Standards (2010) which ensure all students are college and career ready. The College and Career Readiness (CCR) Standards in Reading, Writing, Speaking and Listening, and Language define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.*Common Core Standards have not been determined for the Fine Arts as of August 2011.

21st century skills of creativity, critical thinking and collaboration are embedded in drama. Theater is a natural vehicle to engage students. Seeing live theatre encourages students to read, develop critical and creative thinking and be curious about the world around them.

Pre-Program

Hair Synopsis

About the Authors

Hair Timeline

Historical & Cultural Context

A Step Back in Time

Music Is Poetry

Non-Violent Protests

Vietnam In Photos

Andy Warhol: Pop Art!

Post-Program

Letters from a Soldier

The Politics of Presidents

How Vietnam Affected Me

Peace vs. War

Performance Dance

Writing Prompts & LiteratureIdeas: 1960s

Resources

“The future belongs to young people with an education and the imagination to create.” – President Barack Obama

Community engagement and education programs at PlayhouseSquare are made possible by the generous support of foundations, corporations and donors.

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SYNOPSIS Hair tells the story of Vietnam-era youth awkwardly but exuberantly creating their own rite of passage through the confusion around them. Among them are Claude and Berger; a pair of friends battling against Claude’s draft notice, and Sheila, who is in love with both of them, but her politically-active lifestyle leaves her little time to act on her feelings. Ultimately, Claude decides that the hippie life isn’t for him and goes to Vietnam. With themes of alienation and civil disobedience, Hair illustrates the ‘60s generation’s search for meaning through various “be-ins,” “love-ins,” and protests.

Source: www.stageagent.com.

abouT THE AUTHORS James Rado is at the heart and root of the origin. In his early teens, he knew what he wanted to do, his dream: write a Broadway musical. He had become a fan of the genre, and he made first stabs at writing one. In college he majored in Speech & Drama and became a songwriter. He co-authored two musical shows at the University of Maryland: INTERLUDE and a year later, INTERLUDE 2. After graduation, followed by two years in the U.S. Navy, he returned to school in Washington, D.C. for graduate work at Catholic University where he co-authored a musical revue called CROSS YOUR FINGERS. He wrote the lyrics and music for all his songs. He moved to New York City, but it would be another 10 years before he would write a fourth musical for the stage. (During that intervening decade, besides holding down a “make-a-living” job, he wrote pop songs and recorded with his own band, known as “James Alexander and the Argyles,” and he began to study acting in earnest.) Upon meeting Gerome Ragni, he saw some of Jerry’s poetic writings and asked him to collaborate on a new show. They began a voluminous creation. One day they were in the Whitney Museum of Art on Madison Avenue, going from painting to painting, when they came upon a rather unique one by an American artist, Jim Dine. Looking to see the name of it, Jim Rado said to Jerry Ragni, “What an odd title for a painting...Hair.” Several months later, they found that title most apropos for the show they were writing about hippie-dom and the troubles of America.

Source: http://hairthemusical.com/history.html

Photos: Joan Marcus

hair TIMELINE October 1962 – Cuban Missile Crisis.

August 28, 1963 – Dr. Martin Luther King, Jr. “I Have a Dream” speech takes place in Washington D.C.

November 22, 1963 – President John F. Kennedy is assassinated. Vice President Lyndon B. Johnson (LBJ) becomes President of the United States.

February 1964 – The Beatles debut on the Ed Sullivan Show. “British Invasion” begins.

1964 – Civil Rights Act of 1964 signed into law by President Johnson.

Spring 1964 – Gerome Ragni and James Rado meet, cast together in a musical revue, Hang Down Your Head and Die.

Late 1964 – Chicago: Ragni and Rado appear in The Knack and begin working on Hair.

1965 – National Voting Rights Act of 1965 signed into law.

February 21, 1965 – Malcolm X assassinated.

After 1966, with the draft in place more than 500,000 troops are sent to Vietnam by the Johnson administration and college attendance soars.

Summer 1967 – The Summer of Love.

October 18, 1967 – Hair, directed by Gerald Freedman, opens at the Public Theater.

Early 1968 – Ragni and Rado convince Michael Butler to mount a new production for Broadway.

April 4, 1968 – Assassination of Dr. Martin Luther King, Jr. in Memphis, Tennessee.

April 29, 1968 – Hair opens on Broadway at the Biltmore Theatre.

June 5, 1968 – Assassination of U.S. Senator Robert F. Kennedy.

November 6, 1968 – Election of Richard Nixon as President of the United States.

July 20, 1969 – Apollo 11 lands on the Moon.

August 15-18, 1969 – Woodstock takes place in Bethel, New York.

May 4, 1970 – Shootings at Kent State University by Ohio National Guardsmen.

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hisToricaL & CULTURAL CONTEXT

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The 1960s were a turbulent time that changed the cultural and historical fabric of American life. Equality, environmentalism, protests against the Vietnam War and the “hippie” counterculture liberated the ‘60s from the more restrained mores of the ‘50s. The election of America’s youngest President made anything seem possible as young people challenged many norms extolled by middle class values. They embraced peace, love, personal freedom and eastern philosophy resulting in the hippie subculture. The “do whatever you want long as you don’t hurt anyone” ideology became its foundation. The bohemian subculture flourished in the Haight-Ashbury section of San Francisco when an estimated 100,000 young people from all walks of life migrated to the area during the “Summer of Love.”

Fueling the growth of the larger counterculture movement were civil rights, fair housing practices, and voting rights for African-Americans. The Civil Rights Act (1964) and the National Voting Rights Act (1965) guaranteed these rights to all citizens as a result of the non-violent movement.

Student activism became a dominant theme during the ‘60s. Following the Civil Rights Movement, students on many college campuses fought for freedom of speech. The Feminist Movement, led by Gloria Steinem, challenged the role of women in society. Environmentalism gained momentum as people connected with nature and grew concerned with the preservation of our natural environment.

Opposition to the war in Vietnam could be found at sit-ins and protests on college campuses and across the country. Vietnam was the last forced draft in the United States. Of the 2.59 million Americans who served in Vietnam, 58,148 were killed and more than 300,000 were wounded. The landscape of America had changed forever.

Pre-Program Activities

a sTeP BACK IN TIME ELA: Writing Process Standard F Communication: Oral and Visual Standard GSS: Social Studies Skills and Methods A, CR.CCR.7W.CCR.2, W.CCR.7, W.CCR.8SL.CCR.4

The 1960s was a decade of vast change in politics, culture, science/technology and the rise of social movements. The first man landed on the moon, the Beatles began the “British Invasion,” the first video game was invented and there were sit-ins over the draft.

1. After grouping students, distribute the following topics pre-written on index cards: Technology/Science; Music; Politics/Government; Fashion; Civil Rights Movement; Visual Art; Feminist Movement; Environmental Movement; Hispanic/Chicano Movement.

2. Have students research their topic, using multiple resources and incorporating technology.

3. Each group creates a corresponding visual timeline incorporating actual photos/videos along with a written description.

4. Students may present their findings in the form of a PowerPoint presentation or use www.firephoto.com to turn the PowerPoint into a video with narration.

Music IS POETRY ELA: Reading Applications: Informational, Technical and Persuasive Text Standard DSS: People in Society Standard AFine Arts (Music): Historical, Cultural and Social Contexts Standard B R.CCR.2, R.CCR.4

As society changed, so did the music. Musicians such as Jimi Hendrix, Bob Dylan, The Beatles, Joan Baez and The Kinks expressed the mood of the counterculture through their lyrics. Music became social commentary.

1. Explain that lyrics are poems set to music. Demonstrate by distributing lyrics to a song from the 1960s that had a message.

2. Discuss the lyrics and make predictions as to what was occurring in society at this time.

3. Next, play the song and have students follow along with the lyrics.

4. Discuss how the music adds to or detracts from the message.

5. Pair students and assign each group one set of song lyrics from the 1960s (see box for examples).

6. Have students read the lyrics then discuss and analyze the content of the song. What message, if any, is communicated through the lyrics?

7. Have students locate and listen to the actual recording of the song on the Internet or CD.

8. Again, ask students to discuss and analyze the song. Did listening to the song make the mood change? Did the intent or message of the song change? How?

9. As students share their findings, have the class listen to each song in chronological order followed by each pair’s interpretation of the lyrics. Using the musical timeline, have students begin to create a mental timeline of events.

Extension: Have students write a poem and put it to music. You may want to enlist the assistance of your music specialist or technology coordinator to create computer-assisted music.

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1960s Songs with a Message1964 – A World Without Love (Peter and Gordon)1964 – Universal Soldier (Buffy Sainte Marie)1964 – The Times They Are A Changing (Bob Dylan)1965 – Eve of Destruction (Barry McGuire)1966 – Four Women (Nina Simone)1968 – Abraham, Martin and John (Dion)1969 – Bad Moon Rising (Creedence

Clearwater Revival)

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In August 1963, Dr. Martin Luther King, Jr. delivered his now-famous “I Have a Dream” speech during the March on Washington, a large-scale civil rights demonstration that took place in the nation’s capital. Sit-ins took place around the country in support of social and racial injustice. As the decade moved on, social unrest took a different turn in the form of riots. Major riots broke out in cities such as Detroit, Chicago, Newark and Oakland as crime escalated.

1. Review some of the issues of the past and discuss the non-violent and violent manner in which subcultures protested issues in the ‘60s.

2. Brainstorm and identify current issues that are important to the class such as wearing uniforms or having a city curfew imposed.

3. Think about ways to peacefully protest.4. Stage a non-violent protest, such as a sit-in, create posters,

and write letters to those that can make a change.

NoN-VioLeNT PROTESTSSS: People in Society Standard B Citizenship Rights & Responsibilities Standard AFine Arts (Drama): Connections, Relationships and Application Standard A, B

VIETNAM IN PHOTOSELA: Writing Processes Standard CFine Arts (Visual Art): Historical, Cultural and Societal Contexts Standard AW.CCR.3, W.CCR.5

During the war in Vietnam, the American military gave the press unprecedented freedom of access to combat zones. This was the first time Americans watched as war took place through their televisions and in newspapers. Photographers put themselves in dangerous situations to document soldiers coping with the fear of their invisible enemy and the continuous threat of death.

Using photographs from the war in Vietnam (see www.archives.gov/education), students write a raw response to a given photograph:

a. How does the photo make you feel?b. What does it remind you of?c. What is your instinctual reaction to the photo?

2. Have students share their reactions with one another with the intention of gaining additional/alternative perspectives to expand and build upon their background knowledge.

3. Students then use the same piece of writing making revisions based on the student discussion.

4. Reflect upon how having discussions with peers helps students to understand issues/concerns in a broader sense.

How did the photographs make you feel? What does each of the images remind you of? What personal connections can you make to the images? How are other student connections/reactions different from yours? How do you view war differently after this exercise?

REFLECTION:

1.

aNdY WarhoL: POP ART! ELA: Research Standard E Communication: Oral and Visual Standard GFine Arts (Visual Art): Historical, Cultural and Societal Contexts Standard D Creative Expression and Communication Standard BW.CCR.3

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Andy Warhol began his career as a commercial illustrator but later became known as the leader of the American pop art movement. His artwork was considered controversial. His love for pop culture was apparent in his work, using soup cans, Coca-Cola bottles and images of celebrities. Warhol also designed album covers for the Rolling Stones and was a prominent figure in the music and film industry.

1. Research the artistic style of pop artist, Andy Warhol. You may choose to view his Marilyn Monroe’s Lips or 32 Campbell Soup Cans.

2. Have students identify the common characteristics of pop art.

3. Mimicking his style, choose an important event in the 1960s, and create a nonlinguistic representation of that event.

4. Have students include a summary of the event to coincide with their display.

5. Display all works of art in a classroom museum. Invite others to view the museum and provide feedback.

Extension: Create a living classroom museum! Have students dress in 60s fashions and play music from the time period. As other classes visit the museum, have students provide oral reports about their work and the major event it represents. Ask parents to visit the museum too!

Post-Program Activities

LeTTers FroM A SOLDIER ELA: Writing Applications Standard CFine Arts (Drama): Creative Expression and Communication Standard CW.CCR.2

1. Share letters from Vietnam soldiers with the class using the websites www.vietvet.org/letters.htm or www.pbs.org.

2. Discuss the intent of the letters, how may the soldier have felt as he wrote the letter, to whom did he write, why?

3. Assign students a R.A.F.T.: Role, Audience, Format and Topic. ROLE – The sender or receiver of the letter. AUDIENCE – The sender or receiver of the letter. FORMAT – A letter. TOPIC – The trials and tribulations of the Vietnam War.

4. Have students then continue the correspondence as either the sender or receiver of the letter.

5. Stage a dramatic reading of the letters with the initial letter followed by the response.

The PoLiTics OF PRESIDENTSSS: Social Studies Skills and Methods Standard BFine Arts (Drama): Connections, Relationships and Applications Standard B

President John F. Kennedy was anti-communist and pushed for social reforms such as civil rights for African-Americans. After his assassination, his successor Lyndon B. Johnson pressed for civil rights legislation, but the two politicians differed on other policy issues. 1. Divide the class into two groups: JFK and LBJ. 2. Have each group identify the major political platforms of

their assigned president. 3. Conduct research and take notes in preparation for a

mock presidential debate.4. Each group may choose one representative to participate

in the debate or they may debate as a group.5. Invite other history classes to observe the debate and

choose a winner.

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Peace Vs. WAR ELA: Writing Applications Standard AFine Arts (Visual Art): Creative Expression and Communication Standard BW.CCR.5

The musical Hair follows a “tribe” of friends as they discover both peace and war. Iconic photographs such as those taken during an anti-war demonstration at the Pentagon in 1967 capture the divergent themes of peace and war. 1. Using the National Archives and other resources, students identify photographs which represent peace and war (e.g., a

babbling brook and a riot scene).2. Using these photos, students create a collage either on paper or online. Visit http://www.photovisi.com/ or for step-by-step

instructions, visit www.ehow.com. 3. Students then write essays using descriptive language to explain what peace and war means to them.

hoW VieTNaM AFFECTED ME ELA: Communication: Oral and Visual Standard DFine Arts (Drama): Connections, Relationships and Applications Standard CW.CCR.7

Every group in America was affected by the war in Vietnam: parents, families, students, the entire country. Those who went overseas felt the impact first-hand. In addition to the young men drafted or those who freely enlisted, medical staff, journalists and photographers were on the frontlines of the war.

1. Students research how the Vietnam War affected a specific group of people such as nurses, journalists, war photographers, medics, soldiers, etc., by Googling “Vietnam first-hand accounts”.

2. Students then write a brief skit portraying the interactions of soldiers with one or more people in the other groups. 3. Have students perform skits for their peers. 4. Students orally engage in a conversation on reflecting on the difficulties war brings to groups

of individuals.

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PerForMaNce DANCE Fine Arts (Dance): Historical, Cultural and Social Context Standard A Creative Expression and Communication Standard A

In the cultural ferment of New York in the 1960s, most young artists felt challenged to test the boundaries of their media. Twyla Tharp’s work fused classical discipline and rigor with avant-garde iconoclasm, combining ballet technique with natural movements like running, walking and skipping. While modern dance had historically aspired to high seriousness and spirituality, Tharp’s work was humorous and edgy.

(Source: www.achievement.org)

1. View Tywla Tharp’s choreography of “Aquarius” from the 1979 movie Hair. You can find the video on www.youtube.com.

2. Have students observe the different movements of the dancers. What do they notice? (Many of the moves can be found in Eastern culture, Thai Kwan Do and Tai Chi, or in playful movements, skipping or spinning.)

3. Teach students the beginning movements of Tai Chi. Go to www.youtube.com and search “Simple Tai Chi Part 1”. Watch the video first and have students practice the moves. You may want to search additional videos for more remedial or advanced moves depending on the ability/interest of your class.

4. Since most choreography is based in counts of 8, have students practice the movements in this manner. Play with the timing of the movements using counts of 4 or 2 – speeding up or slowing down the pace.

5. Next, divide students into groups. 6. Using the same movements, have students rearrange the

order and the timing of the movements to create their own choreography.

7. Students may want to incorporate some of the natural movements they observed in the movie such as the horse stomp or “Karate Kid” move.

How is dance a meaningful expression of 1960s culture? How does the choreography of “Aquarius” relate to the history and social context of the time? In what ways does dance help to tell a story or support the story in a musical, a movie or other performance?

REFLECTION:

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#2100 The Twentieth Century © Teacher Created Resources, Inc.

1960s

Writing Prompts and Literature Ideas:1960sWriting Prompts Use these suggestions for journal writing or as daily writing exercises. Someresearch or discussion may be appropriate before assigning a particular topic.

• During the sixties, Charles Schultz wrote a book titled Happiness Is a Warm Puppy. Create yourown Happines Is . . . book. Write Happiness Is at the top of ten separate sheets of paper. Write adifferent definition for happiness on each page. Illustrate.

• Jacqueline Kennedy’s style inspired the Jackie “look.” Describe this look to someone who hasnever seen a pill box hat or bouffant hairdo.

• During his inaugural ceremonies, President Kennedy invited poet Robert Frost to recite a poem.Find and read a poem written by Frost. Write your own inaugural poem.

• Martin Luther King, Jr., is famous for his “I Have a Dream . . .” speech. Find and read a transcriptof the speech. Write a paragraph that begins with I have a dream . . . .

• Pretend to have been chosen to be the first person to walk on the moon’s surface during theApollo 11 mission. Write a speech you will deliver to your fellow Americans as you step intohistory.

• The Beatles are making their first American appearance on TV. You and your friends are in theaudience. Girls scream and the noise is deafening as the group sings. Write a list of ten thingsyou might hear others in the audience saying about the group.

• The Space Race was in full force during the sixties. Although the Soviets were the first to travelsuccessfully in space, it was the Americans who landed first on the moon. Write a storyexplaining the importance of winning this race.

• Ralph Nader exposed serious safety problems in General Motors cars in his 1966 book Unsafe atAny Speed. Write a chapter for an updated version of his book.

Literature Ideas The following books can be used to supplement and enhance the study of the 1960s.• The Story of Ruby Bridges by Robert Coles (Scholastic, Inc., 1995)

This is the telling of one particular case in the aftermath of Brown v. the Board of Education ofTopeka. Ruby Bridges faces angry protestors daily and is escorted to and from school by federalmarshals. With atypical courage and grace for such a young child, Ruby sets an example for allAmericans and becomes an unforgettable part of American history.

• December Stillness by Mary Downing Hahn (Clarion Books, 1988)When her social studies teacher assigns the class to write a paper on a contemporary issue, Kellychooses the homeless for her topic. She focuses on Mr. Weems, the bearded Vietnam vet whospends most of his time in the town’s library. This is a great book for examining the aftermath ofthe Vietnam War.

• . . . If You Lived at the Time of Martin Luther King, Jr. by Ellen Levine (Scholastic, Inc., 1994).This question-and-answer format will keep students interested.

• A Wall of Names by Judy Donnelly (Random House, 1991)This is the story of the funding and building of the Vietnam Memorial.

• Park’s Quest by Katherine Paterson (Dutton, New York, 1988)Park determines to find out about his father who was killed in Vietnam.

resources

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Vietnam War

Resources (maps, pictures, timeline): http://www.digitalhistory.uh.edu/modules/vietnam/index.cfm

Analysis of Vietnam War Pictures: http://www.archives.gov/education/lessons/vietnam-photos/activities.html

Martin Luther King Jr.’s Speech “Beyond Vietnam” and additional activities: http://www.stanford.edu/group/King/liberation_curriculum/vietnam/index.htm

Understanding the Opposing Views of the War lesson: http://www.discoveryeducation.com/teachers/free-lesson-plans/opposing-views-on-the-vietnam-war.cfm

Vietnam: Anti-War Comic Book (Electronic/Interactive): http://www2.iath.virginia.edu/sixties/HTML_docs/Exhibits/Bond/Bond.html

Debate about Military Draft: http://www.pbs.org/newshour/extra/teachers/lessonplans/november01/military/

Vietnam Vs. Iraq Wars (readings, discussion questions, etc.): http://www.teachablemoment.org/high/iraqvietnam.html

10,000 Days of Thunder: A History of the Vietnam War by Philip Caputo (2005, Ages 13-17, Nonfiction)

The Man in the Box: A Novel of Vietnam by Marylois Dunn (2009, Ages 9-12, Fiction)

The Vietnam War (Perspectives on Modern World History) by Gale Editor (2011, Ages 13-17, Nonfiction)

War and Watermelon by Rich Wallace (2011, Ages 13-17, Fiction)

The Journal of Patrick Seamus Flaherty: A United States Marine Corps, Khe Sanh, Vietnam, 1968 (My Name is America) by Ellen Emerson White (2002, Ages 9-12, Fiction)

The Fight for Peace: A History of Anti-War Movements in America by Ted Gottfried (2004, Ages 12-16, Nonfiction)

Environmentalism

Air PollutionHistory of Smog Control through Pictures: http://www.aqmd.gov/news1/Archives/History/50th_photos.htm

Gaylord Nelson (founder) and History of Earth Day: http://www.nelsonearthday.net/nelson/environmentalism.htm

Living Through the End of Nature: The Future of American Environmentalism by Paul Wapner (2010, Nonfiction, Adult)

Don’t Breathe the Air: Air Pollution and U.S. Environmental Politics, 1945-1970 by Scott Hamilton Dewey (2000, Nonfiction, Adult)

The Making of Green Knowledge: Environmental Politics and Cultural Transformation by Andrew Jamison (2001, Nonfiction, Adult)

resources

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Civil Rights Movement

Teacher Resources on Jim Crow (lessons, narratives, simulations): http://www.jimcrowhistory.org/resources/resources.htm

Leaders and Influential Persons of the Civil Rights MovementLesson – Creating a Class Encyclopedia of Civil Rights Participants: http://www.discoveryeducation.com/teachers/free-lesson-plans/the-civil-rights-movement.cfm

March on Washington 1963Lesson – Students analyze and create own protest march (handout): http://www.civilrightsmuseum.org/wp-content/uploads/9-12_March-on-Washington-Lesson-Plan.pdf

Project “C” Confrontation 1968Lesson – Students create skits/talk show about the students involved in the protest: http://www.civilrightsmuseum.org/wp-content/uploads/9-12-Project-C-Lesson-Plan.pdf

Sitting for Equal Service: Lunch Counter Sit-Ins, United States, 1960s by Melody Herr (2010, Ages 13-17, Nonfiction)

Freedom’s Children: Young Civil Rights Activists Tell Their Own Stories by Ellen S. Levine (2000, Ages 11-17, Nonfiction)

Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement by Ann Bausum (2005, Ages 9-12, Nonfiction)

A Summer of Kings by Han Nolan (2006, Ages 9-12, Fiction)

Just Like Martin by Ossie Davis (1995, Ages 12-15, Fiction)

The Rock and the River by Kekla Magoon (2010, Ages 12-17, Fiction)

This Little Light of Mine: The Life of Fannie Lou Hamer by Kay Mills (1994, Ages 13-17, Nonfiction)