Your first lesson should always be the Mandatory Lesson or a review of that lesson. If you have time for only one other lesson, please make that a review of the synopsis (or plot line) of the play. Anything Goes is singing theatre. For the history of this art form, go to this link. If you have time for more than one lesson, or if your students already understand the rules of live theatre, please feel free to choose one of the additional lessons. They are divided roughly by general subject matter, e. g. language arts, social studies, et cetera.

Language Arts
Character study
Choose one of the characters in the story and compare a “real life” person with the musical version. (For example, you could compare Reno Sweeney, the former evangelist with Aimee Semple McPherson or Moonface Martin with a historical Public Enemy Number One.) Which one is a more sympathetic character? Which one is more fun? Why do you think Cole Porter used this character in his musical?*

Choose one of the characters in the story. Decide how you would change that part if you were asked to rewrite the story. Would you give that person a bigger role? a smaller one? make them nicer? meaner? When you have decided, write one scene with your “new, improved” character. Have your classmates help you to decide if your rewrite would improve the story.

Rewrite/revise
Study the Production History of Anything Goes. Have your students discuss the difficulties of revising “under the gun”. Have them choose a play or story they are familiar with that has a critical moment (like the bomb in the original Anything Goes), and have them revise the story overnight. Debrief and discuss the difficulties in changing a critical theme while under pressure of a deadline.

Have your students’ revise of rewrite a portion of the script (see the synopsis) that they either did not like or that they felt would be strong/funnier/better if written differently. Have the remainder of the class offer opinions on whether they think the revision is an improvement.

Compare and contrast
This musical was made into a movie in 1936 staring Bing Crosby and Ethel Merman. If you can find a copy, have your students watch the film version and compare and contrast the two versions. Which do they like best? What is different? Does it work as well on stage as on film? Which things are better in one version and which things are worse? As the discussion progresses, make sure they are supporting their opinions with evidence from the play/movie.

Critic
Have your students write a column of criticism of the story and the production. Be sure they support their opinion with data from the performance. Be sure to make this assignment before they attend so they can be thinking about it as they watch the performance. Choices could include the music as performed by the orchestra, the music as performed by the vocalists (either collectively or individually), the sets, the staging and the directing. Have your students read several newspaper columns before they attend the performance so they can be familiar with the professional’s manner of critiquing.

Author Study
What factors affected Cole Porter in writing this play? Was he directly affected by The Great Depression? He chose to write about a glittering social world. Did he have reason to know that world? His work is often said to reflect the works of Gilbert and Sullivan. What things do you think make that a good comment? Are there things that make it a negative comment? What person in his youth affected his writing of words and music together? Did that influence stay with him as an adult writer? When did he start writing shows? He was a versatile writer, writing plays, music, lyrics and even, in later life, music for the movies. Have your students decide on a favorite piece and support their opinion with evidence.

Your students should understand that singing theatre is a collaboration between a composer (who writes the music and, in this case, the words also) and a librettist (who writes the play). In this case, Cole Porter wrote the music and, in the first version Guy Bolton and P.G.Wodehouse wrote the play. When the work was rewritten, Howard Lindsay and Russel Crouse wrote the play. Have your students study several of their works and determine why they think that is true. They could compare and contrast this work with Showboat or The Sound of Music.

Cole Porter became a household name. But, with the possible exception of P.G. Wodehouse with his Jeeves stories, none of the writers are well known to the general public of the currant generation. In American musical theatre, it is not uncommon for the audience to have to search to find the name of the lyricists or librettist(s). There is a strong movement today, (perhaps based on the concept of intellectual property) to bring the lyricists and librettists’ names back to prominence. Have your students discuss whether the music, words or the story has a greater impact on their choice of musical theatre. Do they support the need to bring the lyricists and librettists into a more prominent place in musical theatre?

Social Studies
Anything Goes was written during The Great Depression. It does not, however, reflect those difficult times. It is much more reflective of Society in the 1920’s. There is a depression/recession going on today in America (and world-wide). Have your students research what musical theater is being successful today in American theater. Is it music that reflects hard times? Why or why not? What is the evidence?

Society in the 1920’s was a reflection of major changes in social norms after World War I. Have your students research those changes and decide if there are similar changes in today’s society. Be sure they provide evidence to support their opinions.

Music
Anything Goes is singing theatre. You should consider an early lesson on singing and the part music plays in our enjoyment of the theatre and other performance venues. Your students will know and recognize many theme songs from movies and some music from opera, such as The Toreador Song from Carmen. Although they may not know the music from Anything Goes, they should be able to discuss how music affects us as we watch and listen to various forms of entertainment. Play one or more of the important songs from the play for your students. (Suggestions: You’re the Top, Anything Goes and ask for their reactions. Note: These links go to the complete lyrics.)

Have your students take one of the songs from Anything Goes and rewrite the lyrics or the music. This is easier if the student is not already familiar with the piece. That should give them a feeling for the difficulty of collaborating to write a song. Have each student decide which is easier for him/her and provide the reasons that it true.

Have your students take a song they are familiar with and rewrite the words. Have them decide in advance if they are going to change the purpose of the song or are attempting to keep it the same. Have them state which way they think will be easier. Have them report on which was actually easier and why they think so. Be sure they provide evidence to support their opinion.

Have your students rewrite You’re the Top using different references (not the Coliseum, the Louvre, etc.) to reflect current places and familiar things to them. Be sure they keep the rhyme and rhythm pattern. Have them discuss their difficulties in doing this.

Art
Closely observe the sets for Anything Goes. Write a paper describing your opinion of the scenery as presented. Be sure to provide evidence to support your opinion.

As a follow-up activity, have students design one set they would like to see used for this production. Have them tell why they think the set they have designed would improve it.

Closely observe the costumes for Anything Goes. Write a paper describing your opinion of the costumes as presented. Be sure to provide evidence to support your opinion.

As a follow-up activity, have students design costumes for one scene they would like to see used for this production. Have them tell why they think the costumes they have designed would improve it.

Have your students create a playbill to advertise this play. Decide in advance if they should use the performance you are to attend (or have attended) or if they should create one from the past, a possible date in the distant future, or other options. Another option would be to create a handbill.

Dance
What kinds of dances are used in this production? Are any of them familiar to you? Is it a positive or negative affect? Compare these to modern dance music. Are any of them still used today? What dance forms have replaced them? Can you find evidence for one of these into its ancient form?

Career and Technical Education
There are many people other than performers involved in this kind of production. There are two links to help you here. The first link will tell your students about creating the performance itself. There are numbers of people who are involved in this process. The second link will provide you with the people who are rarely, if ever, seen. Have your students look at this list and determine an area that interests them. Have them research the opportunities in that area and write a report on it.

* As a stretch they might compare Evelyn with Wodehouse's other fictional English gentleman, Bertie Wooster. (See:http://en.wikipedia.org/wiki/Bertie_Wooster)

Return to Anything Goes Home Page

Revised September 2009
Please credit Lyric Opera San Diego when using this material.