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). Trial by Jury is singing theatre. Follow that link for the history of this art form. There is a synopsis and notes provided for your use. In addition to the synopsis, there is a glossary for the Judge's aria. Many of the expressions are not in common use today, and all students should look at the definitions. It may be especially useful to your ESL students, and you might wish to use this list before going through the story.

Note: The complete libretto for Trial by Jury as text or MIDI files, may be found at: http://math.boisestate.edu/GaS/trial/html/index.html.

LANGUAGE ARTS
Many potential lessons are available from this work. This is just a brief list of suggestions.

Have your students write a review (after the performance.) Be sure they understand that they must justify their opinion. Give this assignment before they attend so they will be looking for evidence.

If your students are having trouble using quotation marks correctly, use a script to help them understand who is talking when. Introduce the concept of a script. Then have them write a mini-play using the script format. Follow up by having them write additional dialog outside of the script format to ensure they understand the use of quotation marks.

This opera is a comedy. What makes this one funny? Have your students explain why they think it is. Use the synopsis to help them understand that it is a study of stereotypes. The characters are caricatures and the exaggeration of their responses to each other make it “work.”

The various songs are all written in verse. Depending on your class's level of experience/expertise, have them write a verse or a poem to replace one in the play. Be sure they understand that it must "fit" the place where it is to be used.

Author Study
Your students should understand that singing theatre is the result of collaboration between a composer (who writes the music) and a librettist (who writes the words). In this case, Gilbert and Sullivan were a very successful team. Have your students study several of their works and determine why they think that is true. They could compare and contrast this work with The Mikado, Iolanthe or H.M.S. Pinafore.

Have your students compare and contrast the personalities of William Schwenk Gilbert and Sir Arthur Sullivan. Have them determine if they believe they were similar or different. Be sure they use evidence to support their claim. You may choose to have them offer an opinion about the probability of these two men collaborating successfully over time. What factors seem to have affected the actual collaboration?

Gilbert and Sullivan were closely associated with the D'Oyly Carte Opera Company. Have your students research Richard D'Oyly Carte and his influence on this collaboration. Be sure they find out how critical this role was.

CHARACTER STUDY AND SOCIAL STUDIES
The plot of this play depends on stereotypes. Have your students identify what each major character is personifying. Help your students to understand why stereotypes are funny in a play. Have them identify stereotypes in present society. Do they find these as funny as the ones in Trial by Jury ? Why or why not?

This play also pokes fun at the English legal system*. Have your students study that system and compare it to the system in the rest of Europe. Although our system grew out of the English system. There are some differences to be noted. Have your students decide on a specific difference and argue either for or against the United States version. Have them support their argument with evidence. Another possibility would be to compare the common law System of the United States and England with the civil law system of most other countries.

Juries and their responsibilities also vary from country to country. Students could pick two different countries and compare them.

* Links to articles with details on this and other systems can be found by following this link.

MUSIC
The songs of pantomime and burlesque were often written in iambic pentameter couplets ending with a pun. The Usher's admonition to the jury in Trial by Jury is a typical example:

Now Jurymen, hear my advice
All kinds of vulgar prejudice**
    I pray you set aside:
With stern judicial frame of mind
From bias free of every kind,
    This trial must be tried

Trial by Jury 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 Bizet's Carmen, Figaro’s aria from Rossini's The Barber of Seville, the Wedding March from Wagner's Lohengrin, or the "Lone Ranger Theme" from Rossini's William Tell. Although they may not know the music from Trial by Jury, they should be able to discuss how music affects us as we watch and listen to various forms of entertainment.

Have your students study the patter aria of the Judge. Ask them to compare it to a rap song. Look closely at the aria and the notes on the text. Have them write their own version, either as a patter song or as a rap. Have them highlight words and phrases that are unique to "here and now". Ask them to provide definitions such as those provided in our glossary and notes.

This opera includes several types of performances, solos, chorus etc. Have the students determine why they think each is used. Have them recommend changes, if they would like. Remind them to defend the changes with evidence as to why their change would help the play.

ART
Hold a discussion about the staging, including the scenery and costumes. Have your students choose a a character that they would like to "dress." Have them present their work to the class, explaining why they chose that scene or character, what they did differently and why. Have the class comment on how well the changes affect the play.

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

Have your students criticize the scenery or costumes for this production. Have them look for authenticity. Would that be necessary in the United States today? Have them recommend any changes that they feel would enhance the play. Have them support their changes with sketches or drawings.

CAREERS
There are many people other than performers involved in this kind of production. There are two articles to help you here. The first, Creating an Opera, will tell your students about creating the performance itself, There are numbers of people who are involved in this process. The second, Unsung Heroes, 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.

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