A drama lesson based on the song Geraldine. Using music to create drama.

2. To critically explore and assess the meaning and theme in the poetic text of the song Geraldine. What does this song mean to them?

3. To have students consider the ramifications of drug use and suicide as they are presented in the text from this song. How have these concepts changed throughout our culture and history? What is the positive message being presented in this song?

4. Students will recreate their own version of this song using choral reading techniques. Students should consider: How does the manner in which you chose to read this poem impact the meaning and significance of the themes presented within it?

6. Students will be assessed by interactive questions and the answers they supply as it pertains to the meaning and theme of the poetic text as well as the real life impact of these concepts.

7. Students will be assessed not by right and wrong answers but by their explorative opinions and thoughts.

10. How can we use sound and image to communicate the intended meaning of the text?

11. What different emotions did the two versions of this song evoke? Why?

14. Be inviting, precise, and clear my directions.

16. Assignment Group #1 (3-5 students): Using choral reading techniques—these may include any single or combination of unison, echoic, refrain, antiphonal, cumulative, and line-a-child—create your own group choral work that you think best reflects your answers to the questions following Assignment Group #2. Be prepared to present your interpretation to the class.

17. Assignment Group #2 (2-5 students): Using 5 tableaux, create a “Human Slide Show” to depict the events that occurred in this song. Consider how you will answer the questions below through visual images. Remember creating a human slide show involves the following steps:

18. creating a visual image for the audience to see,

19. blackening out the lights or asking the audience to close their eyes,

20. creating the next new image for the audience,

21. having the lights come back up or the audience open their eyes,

22. this continues until the last scene ends.

23. Then lights out (or eyes closed), performers get into position for a bow, then lights back up (or eyes open).

24. Consider the ramifications of drug use and suicide as they are presented in the text from this song. How have these concepts changed throughout our culture and history?

25. Is there a protagonist and antagonist in this song? If so who are they? What are their genders?

26. Is there anyone being oppressed in this song?

27. Is there a positive message being presented in this song? If so, what is it?Is there a negative message being presented in this song? If so, what is it?<br />