School for Creative and Performing Arts

Fame—The MusicalEducation/community RElations 650 Walnut st. cincinnati, oH 45202PHonE 513-977-4116Fax 513-977-4150WWW.cincinnatiaRts.oRGEducation@cincinnatiaRts.oRG

SchoolTime Performance Series 2009-10

Study Guide

Written by Carolyn Phillips

Edited & Designed by Kathleen Riemenschneider

Classroom photo by Rich Sofranko

Cincinnati Arts Association � Fame—The Musical

FameFame was created as a movie in 1980 by Daniel DeSilva with a script by Jose Fernandez, music

by Steve Margoshes and lyrics by Jacques Levy. It is the story of a diverse group of students as they commit to four years of grueling artistic and academic work at the celebrated New York High School of Performing Arts. With candor, humor and insight, the show explores the issues that confront many young people today, such as prejudice, identity, self-worth, moral choices and perseverance.

The movie Fame was followed by a long-running television series, a reality show, and finally a musical, produced in 1988 by the same author, lyricist and composer. The musical is significantly rewritten from the previous adaptations, with an almost entirely new score.

Cast oF CharaCters:Nick Piazza, drama studentSerena Katz, drama studentCarmen Diaz, studentTyrone Jackson, dance studentIris Kelly, dance studentMabel Washington, dance studentSchlomo Metzenbaum, student violinistGrace “Lambchops” Lamb, studentGoodman “Goody” King, studentJoe Vegas, drama studentMiss Esther Sherman, English teacherMs. Greta Bell, dance teacherMr. Myers, drama teacherMr. Shienkopf, teacherChorus of students

Parallels between P.a. and sCPa

Fame is set in the last year of the old New York High School for Performing Arts (P.A.) and is being performed by students in their last year at the old School for Creative and Performing Arts building. In both, the school buildings are old and falling apart, so they will be moving to a new, fancier building next year. Both schools also saw an increase in the number of students interested in attending because of the shows (Fame for P.A. and Taking the Stage for SCPA).

Cincinnati Arts Association � Fame—The Musical

Plot summary From www.musicalheaven.com, Song titles are in parentheses.

Note: The SchoolTime show is a shorten version.

ACT ONEA group of vibrant, energetic young people, African American, white, Hispanic, rich and poor alike,

converge on 46th Street to audition for the chance to study at the famous New York High School of Performing Arts (P.A.). Praying they make P.A., the students tear open a letter from the school, learn of their acceptance and begin a joyous dance of celebration.

On the first day of school, the freshman meet Miss Sherman, their English teacher, who warns them that it takes a lot more than dreams to succeed at P.A.. The students, with a mixture of excitement, trepidation and raw energy, acknowledge that what it really takes to succeed is (“HARD WORK”).

Drama Class: Nick and Serena rehearse a scene and discuss their life experiences. Nick’s goal in life is to move people emotionally (“I WANT TO MAKE MAGIC”). Mr. Myers, the drama teacher, asks his students to recall how a physical sensation can trigger an emotional response. Joe, a funny, uninhibited young man, graphically recounts the very personal reactions that occur whenever he thinks of a certain beautiful girl in dance class (“CAN’T KEEP IT COOL”).

Dance Class: Tyrone, a sexy, streetwise African American, is partnered with Iris, a very wealthy, classically-trained dancer. Iris obnoxiously derides Tyrone’s lack of classical dance experience. Tyrone, enraged at her comments, begins a rap which expresses his anger (“TYRONE’S RAP”). Iris apologizes and, unexpectedly, kisses him passionately.

While Nick and Serena rehearse another scene, she tells him of her yearning to try something romantic and passionate. It becomes obvious Serena is in love with Nick. Nick, concerned only with acting, becomes upset and leaves. Heartbroken, Serena laments her unrequited love (“LET’S PLAY A LOVE SCENE”).

At lunch, Carmen, a self-assured, cocky Latina spitfire, dreams of seeing her name in lights and people gasping as she walks down the street (“THERE SHE GOES/FAME”). The other students join in her fantasy and begin an exciting, electrifying dance.

The hallway: Miss Sherman expresses concern over Tyrone’s care-free attitude towards education and threatens to keep him out of the Fall Festival if his grades don’t improve. Miss Bell overhears this and argues that Tyrone’s artistic talent is more important than his academic ability (“THE TEACHERS’ ARGUMENT”). As Tyrone threatens to drop out of school, the other students try to focus on the reason why they are really there (“HARD WORK”).

Cincinnati Arts Association 4 Fame—The Musical

ACT TWOAfter two arduous but rewarding years, the students now begin their junior year with the P.A. Fall

Festival (“I WANT TO MAKE MAGIC”). Dance rehearsal: Mabel, a bit overweight for a dancer but full of spunk and wit, complains about the

water her body is retaining. In a hilarious yet touching turn, she prays aloud for God’s help in keeping her from becoming “the world’s fattest dancer” (“MABEL’S PRAYER”).

The scene shifts. Serena enters to see Carmen and Nick kissing. Heartbroken once again, Serena tearfully remembers one of the first lessons she learned at P.A. and tries to channel her emotions into her acting (“THINK OF MERYL STREEP”).

Carmen confronts Schlomo with her plan to leave school and go to Los Angeles. She has met a Hollywood agent named Elliot Greene, who is sending her a plane ticket. Schlomo begs her not to go. He has seen her get into Elliot’s limousine outside of school before and accuses her of using cocaine with him. Schlomo tells Carmen he loves her, but when he realizes he is powerless to stop her, he turns his attention to his violin.

In Miss Sherman’s English class, Tyrone is spotted reading a Superman comic book. Miss Sherman confronts him by forcing him to stand up in front of the class and read from the comic book. Embarrassed, he accuses her of trying to make him look stupid: “Wanna fail me again? Go ahead. I’ll pass in summer school, bitch.” Miss Sherman gives him a resounding slap in the face and walks off. Defensively, Tyrone says to his shocked classmates he doesn’t need her help. “I’m choreographin’ my own life.” This leads to his fantasy dance number, “DANCIN’ ON THE SIDEWALK.” Confronting his pain and frustration, Tyrone goes to the blackboard, writes “I will read,” and runs off. Miss Sherman enters, sees what he has written, and is deeply touched (“THESE ARE MY CHILDREN”).

A baroque trumpet call sounds as the drama students rehearse Romeo and Juliet. Joe, insecure playing Romeo, has been ad-libbing. Serena pleads with him to be serious in the part. Nick offers to show him how to play Romeo and winds up kissing Serena in their first romantic moment.

Tyrone asks Iris why she has been avoiding him all year. She says she doesn’t want to be tied to a loser. He takes out a copy of Leaves of Grass and reads to her, showing her he has a whole new attitude about learning. They dance a pas de deux.

Mr. Sheinkopf, Mr. Myer and Miss Sherman confront Miss Bell about influencing a summer school teacher to pass Tyrone even though he never showed up. They insist he must repeat the year. “But the Dance Theatre of Harlem is ready to take him,” says Miss Bell. “Let them wait!” says Mr. Sheinkopf. Miss Bell, left alone with Miss Sherman, finally admits she may be losing her perspective and suggests she take a sabbatical.

Carmen is standing in front of the school looking physically wasted and disoriented. She spots Schlomo and after a warm embrace, she tells him the truth about her experiences in Hollywood (“IN

Cincinnati Arts Association � Fame—The Musical

L.A.”). Carmen promises him she is going to go for her equivalency diploma, but right now she needs money. He gives her a couple of dollars and sadly departs.

The students later learn that Carmen has died from a drug overdose. The show ends with the graduation ceremony of the class of 1984. Schlomo leads them in a song, written by Carmen (“BRING ON TOMORROW”) as they head in to the future, confident that their art can change the world.

what Is a musICal?Musical theatre is a form of theatre combining music, songs, spoken dialogue and dance.

The emotional content of the piece – humor, love, anger and so on – as well as the story itself, is communicated through the words, music, movement and technical aspects of the entertainment as an integrated whole. Since the early �0th century, musical theatre stage works have generally been called simply, “musicals.”

Some famous musicals include Oklahoma!, West Side Story, A Chorus Line, Les Misérables, The Phantom of the Opera, and Rent.

Many people lend their talents to producing a musical. Aside from the director and cast, the following are also needed:

book and lyrics composerschoreographersstage and set designlightingtech crew costumesstage managerorchestra director and musicians

Cincinnati Arts Association 6 Fame—The Musical

dIsCussIon QuestIonsWhy do you think this show is called Fame?What is success? Is it something that brings big rewards or can it relate to smaller accomplishments?How far should you go to achieve a goal? What does it take to be a winner? Hint: Make a practical assessment of your abilities, bearing in mind that it takes more than talent to be successful.One of the main themes of Fame is identity. We shape our identity in relation to other people.• Self-identity is molded by how we believe others see us• We create our identity by emulating others (siblings, parents, friends, famous people etc.)• We create an identity to please or irritate someone else• Significant events can challenge or reinforce our self-identityDiscuss how issues of identity affect each character in the show.Other students often laugh at someone who is talented in some way or another. Why do you think this happens? To which character do you most closely relate? Why?What role should parents play in the creative lives of their children?What do you think about the teachers’ behavior in relation to students? Do you think they acted appropriately, or, if not, what do you think they should have done differently?Gardner’s multi-intelligence chart lists different types of abilities (see chart on next page). Which ones do you feel excel at? Lack skills in? Should you try to develop all of these?

Cincinnati Arts Association � Fame—The Musical

Gardner’s ChartLinGuiStic inteLLiGence: a sensitivity to the meaning and order of words

LoGicaL-mathematicaL inteLLiGence: ability in mathematics and other complex logical systems

muSicaL inteLLiGence: the ability to understand and create music (Musicians, composers and dancers show a heightened musical intelligence.)

SpatiaL inteLLiGence: the ability to “think in pictures,” to perceive the visual world accurately, and recreate (or alter) it in the mind or on paper (Spatial intelligence is highly developed in artists, architects, designers and sculptors.)

BodiLy-kineSthetic inteLLiGence: the ability to use one’s body in a skilled way, for self-expression or toward a goal (Mimes, dancers, actors and athletes are among those who display bodily-kinesthetic intelligence.)

interperSonaL inteLLiGence: an ability to perceive and understand other individuals – their moods, desires, and motivations (Political and religious leaders, skilled parents and teachers, and therapists use this intelligence.)

intraperSonaL inteLLiGence: an understanding of one’s own emotions (Some novelists and counselors use their own experience to guide others.)