Unless your class regularly attends live theatre, your first lesson should always be the Mandatory Lesson or a review of that lesson. In any case, a reminder of the rules is in order. If you have time for only one other lesson, please make that a review of the story (or plot line) of the play. Fiddler on the Roof is singing theatre. There is a synopsis and notes provided for your use as well as several background articles. Many of the expressions used are not common today, and all students should look at this list.

Language Arts
Critique
Have your students write a column of criticism of the musical. 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 reviews before they attend the performance so they can be familiar with the professional’s manner of critiquing.

Rewrite/revise
Have your students’ revise of rewrite a portion of Fiddler 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.

Write new lyrics
Have your students write new lyrics for one of the songs in the opera. The song Traditions could be rewritten for another culture. Be sure the students choose a culture that they are familiar with and utilize details from that culture. Have the other students see if they can identify the new culture.

If I were a Rich Man should also be a song that students could rewrite. They could personalize the lyrics for themselves or another group.
Note: There are several sites on the Internet which have the lyrics to all of the songs. Google "Fiddler on the Roof Lyrics" to locate them.

Character Study
Compare Tevya to a leading character in a story you have studied in class. Tell how he is the same as that character AND how he is different. Which character is more interesting? Why? Be sure to cite examples to support your opinion. Compare one of the daughters or sons-in-law in the same way.

Compare and contract the sisters in the story. How has each responded to the restrictions of Jewish life in the Pale? (see Synopsis and Tevye and His Daughters)

Compare and contrast the sons-in-law and how they affect this Jewish family and its life.

Author Study
Your students should know that singing theatre is a collaboration between the author of the book the (lyricist)who writes the words to the songs and the composer who writes the music. Investigate the relationship between Joseph Stein, Jerry Bock and Sheldon Harnick. As you study these men, look for similarities in their life experiences. Were these people were affected by being Jewish? All of them? Describe how that impacted their lives.

Yiddish
Yiddish is a language that has developed, over time, from several languages (mainly German). Have your students look for similarities in the derivation of English from its roots (Celtic, French and German). Many words have come into English in their Yiddish form, such as bagel (see the list under Yiddish Language). Have your students look for other words that are directly taken from other languages (e.g. pizza) especially nonfood words. Have students decide how words enter a new language. (e.g. Mega-bit) without translation.

Discuss the “Jewish curse”. Do they know of other cultures that enjoy a rich invective? Does their home culture have special uses for language, either in polite curses or jokes? This may be a good place to discuss the use of the “pun” and why it does not translate.

Social Studies
Discuss the so-called May Laws that placed quotas on Jewish education. How would you feel if the government told you that only one person in your family could be educated? Was this really a punishment for Jews or something else? Discuss what different an educated population makes to a culture. Make comparisons to today’s countries ruled by dictators. Are people well educated? What has the effect of technology had? Have cell phone and the Internet helped people to be more educated? More aware of their problems? More aware of possible solutions?

Most Jewish men received some education in religious schools (cheders). Religion ruled most of everyone’s life in this family. Have students think of other cultures where religion plays a dominate role today. Are there still Jews whose lived are circumscribed by religion? Who are the Hasidic Jews? Do they exist in the world today? In the United States? In San Diego? Compare and contrast the Jewish life with the life of another religious group that is ruled by religion.

In the days of Fiddler, there were pogroms. Is there any similar thing today? Discuss why the United Nations has a group to investigate genocide. Look at the Nazis’ “Final Solution” and events in twentieth century Africa and Bosnia. Compare and contrast the events of the past with the events of today.

Humanities
This musical takes place in 1905, just before the Russian Revolution. Have a class discussion about the possible affect the times might have had on historic Jewish people living in that era. Does the story line of Fiddler ring true? Have your students study the pogroms of this time in Russia. Also, have them follow forward to later times in Poland with the rise of the Nazis. Have them compare and contrast the pogroms with Hitler’s “Final Solution.”

The Jews in Russia were restricted to the Pale of Settlement. Have your students investigate what that was and if there were other countries that restricted Jews, as well. Are there restrictions in our country now? Have there been in the past? Were they actual, restrictions covered by law or where they de facto restrictions? Do they still exist? How has that changed in the past 20 years? 50 years? 100 years? (Hint: There was another famous Pale, that in Ireland.)

Living “beyond the Pale” is an expression most adults have heard, but few understand. From your study, be sure your students understand this expression. Have them come up with other expressions that come from the past, such as “below the salt.” Have them explain the possible origins of these expressions.

Much is made in this musical of the tradition of arranged marriages. Do they exist today? If so, where? Have your students draw up a chart with the pros and cons of this tradition. Would any of your students have their life style chosen by some one else? Have any of your students’ parents been part of an arranged marriage? How did it work for them? Are there other traditions that different cultures have that we Americans do not have? Are any of them traditions that we might gain something from respecting? These traditions in this musical come almost totally from religion. Do all traditions stem from religion? Have your students try to find traditions that are more secular-based. Are there traditions that we have and enjoy? (Hint-think of holidays.)

The original Tevye Stories were written by Sholem Aleichem. He is among the most prominent writers among Jews of his time. Have your students study his life. Have them decide if his personal experiences had an effect on this story. He was a part of the Zionist movement. What was the result of that movement? How did the state of Israel come into being? Have your students trace the creation of the state and its difficulties.

In light of the situation on the Middle East today, what effect could this possible change of leadership in many Arab countries have on the state of Israel?

The Arts
Costumes
Write a review of the costumes. Include such things are your opinion of their authenticity, their effectiveness, and how they help or hinder the success of the play.

Draw a new set of costumes for this musical. Be sure to write a justification for the changes you make. Be sure to think of the constraints such as budget and ease of use by the performers. Also, costumes must be reused by different people at other venues (rentals).

Set Design
Design a new series of sets for this musical. Be sure to write a justification for your design. Remember, things such as budget and size of stage area affect what sets are used. Also, all sets should be portable since many companies rent sets and all companies must store their sets for reuse.

Music
This musical relies heavily on ethnic music and movement. Study the songs and the dances. How are they alike, how are they different? Which one of the dances is more of an ethnic dance? What is your evidence? Which of the songs is/are probably drawn from ethnic music? What is your evidence? Does the use of ethnic/national music and dance affect the play? Is it a positive or negative affect?

This is a musical. Have your students study the art form. Are they already familiar with some present-day musicals? Have them look at a number of musicals and compare and contrast them in style, music, dance, etc. Have them criticize the art form. Be sure they provide evidence to support their position.

TRADITIONS
TEVYE: Tradition, tradition! Tradition!
Tradition, tradition! Tradition!

TEVYE & PAPAS: Who, day and night, must scramble for a living,
Feed a wife and children, say his daily prayers?
And who has the right, as master of the house,
To have the final word at home?
The Papa, the Papa! Tradition.
The Papa, the Papa! Tradition.

GOLDE & MAMAS: Who must know the way to make a proper home,
A quiet home, a kosher home?
Who must raise the family and run the home,
So Papa's free to read the holy books?
The Mama, the Mama! Tradition!
The Mama, the Mama! Tradition!

SONS: At three, I started Hebrew school. At ten, I learned a trade.
I hear they've picked a bride for me. I hope she's pretty.
The son, the son! Tradition!
The son, the son! Tradition!

DAUGHTERS: And who does Mama teach to mend and tend and fix,
Preparing me to marry whomever Papa picks?
The daughter, the daughter! Tradition!
The daughter, the daughter! Tradition!

IF I WERE A RICH MAN
If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.

I'd build a big tall house with rooms by the dozen,
Right in the middle of the town.
A fine tin roof with real wooden floors below.
There would be one long staircase just going up,
And one even longer coming down,
And one more leading nowhere, just for show.

I'd fill my yard with chicks and turkeys and geese and ducks
For the town to see and hear.
(Insert)Squawking just as noisily as they can. (End Insert)
With each loud "cheep" "squawk" "honk" "quack"
Would land like a trumpet on the ear,
As if to say "Here lives a wealthy man."

If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle dum.
If I were a biddy biddy rich,
Yidle-diddle-didle-didle man.

I see my wife, my Golde, looking like a rich man's wife
With a proper double-chin.
Supervising meals to her heart's delight.
I see her putting on airs and strutting like a peacock.
Oy, what a happy mood she's in.
Screaming at the servants, day and night.

The most important men in town would come to fawn on me!
They would ask me to advise them,
Like a Solomon the Wise.
"If you please, Reb Tevye..."
"Pardon me, Reb Tevye..."
Posing problems that would cross a rabbi's eyes!

And it won't make one bit of difference if I answer right or wrong.
When you're rich, they think you really know!

If I were rich, I'd have the time that I lack
To sit in the synagogue and pray.
And maybe have a seat by the Eastern wall.
And I'd discuss the holy books with the learned men, several hours every day.
That would be the sweetest thing of all.

If I were a rich man,
Ya ha deedle deedle, bubba bubba deedle deedle dum.
All day long I'd biddy biddy bum.
If I were a wealthy man.
I wouldn't have to work hard.
Ya ha deedle deedle, bubba bubba deedle deedle dum.

Lord who made the lion and the lamb,
You decreed I should be what I am.
Would it spoil some vast eternal plan?
If I were a wealthy man.

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Revised February 2011
Please credit Lyric Opera San Diego when using this material.