Emotions Expressed through Opera: The Barber of Seville | Lesson Plan

Lesson Plan
Grades: Grades 1-3, Grades 4-5, Grown-Ups and Educators
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K-5 students will learn about the main story and the main characters of a classic opera, The Barber of Seville, along with some historical fun facts about barbers. During the lesson, students will listen to different arias, including the classical aria “Largo al factotum” (Make way for the factotum), draw characters’ emotions, and learn about the emotions arias can convey.

  • Students will be able to describe the terms opera and aria in their own words, using Figaro’s “Largo al factotum” as an example.
  • Students will be able to identify and name at least two specific emotions (e.g., joy, anger) when listening to arias from The Barber of Seville and explain their reasons using musical elements such as tempo or vocal character, in group discussion or through their character drawings- .
  • Students will be able to explain how arias reveal a character’s personality, feelings, or motivations in The Barber of Seville, such as Figaro’s confidence or Dr. Bartolo’s bossiness, and connect those musical impressions to visual representations of the characters through drawings and group discussion.

Credits: Developed by Siheng “Eddy” Li, master’s student of Developmental Psychology at University of Pittsburgh. Reviewed by Pittsburgh Opera Education
Characters and Costumes of The Barber of Seville credit: costumes designed by Parvin Mirhardy for Vancouver Opera

Standards
  • 9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
  • 9.1.3.A/9.1.5.A — Know and use the elements and principles of each art form to create works in the arts and humanities.
    • Elements – Music: • duration • intensity • pitch • timbre
    • Principles – Music: • composition • form • genre • harmony • rhythm • texture
  • 9.1.3.D — Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
  • 9.1.5.D — Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
  • 9.1.3.E — Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
  • 9.1.5.E — Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts.
  • 9.2. Historical and Cultural Contexts
    • 9.2.3.K/9.2.5.K — Identify, explain and analyze traditions as they relate to works in the arts.
    • 9.2.3.L/9.2.5.L — Identify, explain and analyze common themes, forms and techniques from works in the arts.
  • 9.3. Critical Response
    • 9.3.3.C — Know classification skills with materials and processes used to create works in the arts.
    • 9.3.5.C — Classify works in the arts by forms in which they are found.
    9.4. Aesthetic Response
    • 9.4.3.D — Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities.
    • 9.4.5.D — Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist’s philosophy within a work in the arts and humanities.

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