Music Key Stage 3

Starter activity

Provide a collection of key words on separate pieces of paper or card, which are connected to the overall plot/ synopsis of L’elisir d’amore. In groups, learners can try to guess the plot- arranging the words in different ways.

One collection could be:

• A man
• A woman
• A soldier
• Some unrequited love
• A love potion
• A marriage proposal
• A cancelled marriage
• Some inheritance
• Some jealousy
• A happy ending

Main activity

Starter activity

In groups, discuss the idea of the love potion and try to think of other love potions that have been used in the creative arts. Can you give some examples?

Main activity

Listen to Adina’s first Aria, ‘Della crudele Isotta’ (Act l).

Invite learners to write words on a large piece of paper, to describe their responses to the aria. Encourage them to think about the musical features that are used to portray Adina’s character. How would you describe her character from listening to this aria?

In groups of four, create a short ‘loop-based’ piece of music/song which could be used to represent the light-footed, confident Adina.

Scaffold this activity according to individual learner needs. For instance, provide a set group of notes (such as the black notes on a piano or five notes from a xylophone) for learners to work with. Learners can then layer short ‘loops’ using voices and/ or tuned percussion or other instruments.
Perform to the whole class, practising positive, specific and useful feedback techniques.

Starter activity

Listen to a love song such as ‘Every Breath You Take’ by The Police, as learners enter.

In groups. Pick one of the love potion poems from the previous extension activity. Read it through and adapt/ change/ develop the poem as necessary so that all members of the group are happy with it. Ensure that the poem has a strong pulse and clear rhythm as it is spoken.

Main activity

Listen to Dulcamara’s first aria ‘Udite, udite, O rustici!’ (Listen, all you townsfolk) followed by Belcore singing ‘Come Paride vezzoso!’

Discuss both the words/libretto and the meaning of the words. Then use high-order questioning to encourage learners to think about these two characters and the musical techniques used to bring them to life. 

Are these two characters persuasive and convincing? Would you trust them?

Now turn your love potion poems into raps with a slightly dark flavour to them. Focusing on:

• the words, meaning, and creating dark undertones
• the pulse/ beat and rhythm of the words
• adding beatboxing or percussion
• adding actions or movement to bring the rap to life

Starter activity

Listen to a recording of Vera Lynn singing ‘We’ll meet again’ as learners enter the room. Can anyone guess what this song is about?

Display the words ‘All is fair in love and war’ and ask learners to share their thoughts on what this could mean. Discuss in a variety of different ways and guide learners, using high-order questioning.

Main activity

Listen again to ‘Una furtiva Lagrima’ (Act ll) whilst walking around the room.
Play a game, and when the music stops, freeze, and adopt a pose to express Nemorino’s feelings.

Discuss the idea of the comic opera in relation to the feelings of the characters and how they are portrayed and expressed.

In groups, if you were the director of this opera, what would be your overall aims and intentions for the production? Write a short paragraph stating your intentions. What kind of experience would you want the audience to have?

Finally, see if you can find out a bit about Director Annabel Arden’s intentions for L’elisir d’amore. Do they align with any of your intentions or are they different?

Listen to favourite parts of the opera listened to so far and describe one musical detail you like and why.