STUDY GUIDE

Understand the meaning and purpose of one of five songs in Guys & Dolls.

Teacher says: “Hey Everyone! We’re going to use five songs from Guys & Dolls to prepare us to see The Rep’s production. I’m going to divide you into five groups. Each group will be in charge of presenting a different song.” (Divide groups and assign each group one of the five songs.)

1. “Follow the Fold”
2. “The Oldest Established”
3. “Guys and Dolls”
4. “Luck Be a Lady”
5. “Marry the Man Today”

(You can find the songs on your favorite streaming service.”)

Teacher says: “First, you need to listen to the song.” While listening, think to yourself silently: What’s happening here? Who are these people? What do they want?” (Have groups listen to their assigned song.) Now that you’ve listened to the song and considered the questions: What’s happening here? Who are these people? What do they want?,” discuss your thoughts as a group. I will come around to ensure your inferences are on the right track.” (Walk around the groups and help guide discussions as necessary.) “If you listen well, you learn a lot of the story. Songs in a well-written musical aren’t just ear candy. Well-written songs in a musical forward the plot.”

Each small group will create a presentation of their song to the class.

Now that you have an idea of what your song is about, try to find a one-minute segment within your song to present to the rest of the class.” (Allow time for them to find the one-minute segment.)

“Now, in your group, create a frozen picture to show what’s happening in your one–minute cutting of the song.” (Allow time.)

“Now that you’ve created a frozen picture, determine whether that frozen picture is the beginning, middle, or end of the story in the song.” (Allow time for group to decide.)

“Now create the other two frozen pictures. So, for instance, if you decided the picture you already have is the end, you need to create the beginning and middle.” (Allow time.)

“All groups should have three frozen pictures now. Let’s go through them altogether. As I say, beginning, middle, and end, I will give you a countdown from three to get to that picture like this: Beginning 3, 2, 1. You have that amount of time to get into your frozen picture. Let’s do it. Beginning 3, 2, 1. Middle 3, 2, 1. End 3, 2, 1. Great work, everyone! Now that we have created the story within our song in frozen pictures. Let’s put the frozen pictures to our one-minute song. Go through your one-minute cutting and decide the best places to change into your beginning, middle, and end frozen pictures.” (Allow time.)

“Now that you’ve got your frozen pictures in place, let’s activate them. Let’s figure out some cool ways to move from one frozen picture to another. Think of what’s happening in the scene and determine a way to stay within the world and the meaning of the song to transition from one frozen picture to another. Use the rhythm and sound of the music to help you.” (Allow time and move through groups helping them to think through transitions.)

“Great work, everyone. Let’s share our presentations now.”

Understand the basic plot of Guys & Dolls

As students share their presentations, you can add in additional information as “The Narrator.” Suggestions include:

Narrator says: “Guys & Dolls begins like most musicals, especially those from the Golden Age of Musicals, begins….with a big opening number that gives you a sense of the setting. Guys & Dolls is set in 1950’s Manhattan. Within the world of this play, there are two different groups. The first group is from the Mission. Let’s learn about them.”

Group 1 presents “Follow the Fold”

Narrator says: “So Sarah and her Uncle Arvide are from the Mission. What do they want from the people?” (Allow answers.) “Right. They want people to ‘sin no more’.” They happen to share a neighborhood with some folks they consider major sinners. Let’s meet them.”

Group 2 presents “The Oldest Established”

Narrator says: “So here we meet Nathan Detroit, and his friends. What do they do for a living?” (Allow answers.) “Great. And what does Nathan need right now?” (Allow answers.) “He needs $1,000 to secure a space for gambling which is illegal and considered sinning by Sarah and the Mission. Nathan isn’t only a gambler, though. He has a heart as we see in the next presentation.”

Group 3 presents “Guys and Dolls”

Narrator says: “What is Nathan talking about here?” (Allow answers.) “Yes, Nathan is in love with his fiancee of 14 years, Adelaide. What do the men in this song think of marriage?” (Allow answers.) “And yet there’s a feeling that Nathan WILL get married. There is an inevitably to marriage. Along with the big opening number to establish setting, musicals from the Golden Age often deal with aspects of the American Dream such as ‘settling down’ and getting married. The other major character we meet in Guys and Dolls is another gambler, Sky Masterson. This next group will present his big number.”

Group 4 presents “Luck Be a Lady Tonight”

Narrator says: “In this song, Sky is trying to right a wrong by placing one big bet. He had previously said yes to a bet that involved his convincing Sarah to go to Cuba with him. While they were gone, Nathan held his gambling game in the abandoned Mission. To make things right, Sky says that If he wins this one bet, all the gamblers must attend a meeting at the Mission led by Sarah who has won Sky’s heart while in Cuba. In the end, Sky does win the bet, the gamblers do go to the meeting, and the love between our two lead couples–Nathan and Adelaide and Sky and Sarah–only grows.”

Group 5 presents “Marry the Man Today”

Narrator says: “This song foreshadows what happens to these two couples. What does their future hold?” (Allow answers.) “How do these women view their relationship with these men?” (Allow answers.) “And here we see another characteristic of the traditional Golden Age musical–very traditional, even stereotypical gender roles and relationships. So…..what do you think? Will these noble, patient, and long-suffering women trap these carefree men sowing their wild oats into marriage? We’ll see.”

Understand your type.

Teacher says: “Hey Everyone! We’re going to explore four different stereotypes to prepare for our trip to see The Rep’s production of Guys & Dolls. I’m going to divide you into four groups. Each group will be in charge of a different stereotype. Here are the stereotypes:

1. The good-hearted bad girl who has stayed with her man way longer than she should
2. The good-hearted bad boy who loves his girl, but just can’t say no to his illegal lifestyle
3. The big, silent tough guy focused on the bottom line of his bad-guy business, who puts it all on the line for the good girl he mistakenly falls in love with
4. The good girl focused on her goals who mistakenly falls in love with a bad boy

Teacher says: “In this activity, we’re going to divide into four groups. Each group will be in charge of exploring and presenting one character type for the rest of the group.” (Divide students into four groups and give each group supplies. Supplies can be as simple as paper and markers or as elaborate as magazines and glue. This just depends on the form you prefer and the supplies you find easiest to gather.)

“Now I’m going to give each group one of the four stereotypes I mentioned above along with supplies.” (Pass out supplies.)

“With your supplies, create what this type looks like on the paper.” (Allow time and further explanation depending on the supplies you made available.)

“Now that we all have a basic type created on our paper, let’s map out the notable traits of this type. Draw lines and write explanations for the choices you made for the type. As you work, you may think of something else your type needs to completely fulfill the type you were given. Feel free to add as necessary.” (Allow time to map out.)

Present your type.

Teacher says: “Now let’s share our types with the class.” (Allow each group to share.)

Discuss the lead characters in Guys & Dolls as types.

Teacher says: “These four types are familiar to us because they are stereotypes. Stereotypes are widely held but oversimplified versions of a particular person. Do you know any real people similar to any aspects of these stereotypes? Without using names, can you describe how they
are like one of these stereotypes?” (Allow time for discussion.) “You can see aspects of these types in people you know because there are usually bits of truth or reality in these types. In Guys & Dolls, stereotypes are used for comedic effect. The four lead characters are the stereotypes we’ve discussed.

Miss Adelaide is the good-hearted bad girl who has stayed with her man way longer than she should–14 years to be exact. She dances at a nightclub, has been engaged to Nathan Detroit for 14 years, and has told her mother that they now have five children together. She wants to get married so badly that she develops cold symptoms every time Nathan puts their wedding off again.

Nathan Detroit is the good-hearted bad boy who loves his girl but just can’t say no to his illegal lifestyle–gambling. The boys give him a hard time because this “doll” (Adelaide) has him even considering marriage.

Sky Masterson is the big, silent tough guy focused on the bottom line of his bad guy business who puts it all on the line for the good girl he mistakenly falls in love with. Sky has no intention of falling in love. He’s too tough for that, yet he does fall in love with the Mission girl who has no desire to fall in love with someone like him.

Sarah Brown is the good girl focused on her goals who mistakenly falls in love with a bad boy. She wants nothing more than to fill the Mission where she works with sinners–hungry for the Word of the Lord. Falling in love–and especially with such a sinner as Sky Masterson–is the last
thing she sees in her future. So….we are left wondering–what happens to these young lovers? Do they give in to love?”

Understand a work of art.

Teacher says: “Hey Everyone! We’re going to explore the historical context of Guys and Dolls by looking at three very different works of art from the late 1940s/early 1950s. Artists often respond to what’s happening in the world through their art, so let’s see if we can figure out what was going on at this time through the lens of three visual artists. The three works of art are from Crystal Bridges Museum of American Art, and they are:

1. “Hiroshima”, Janet Sobel, ca. 1948
2. “Rosie the Riveter”, Norman Rockwell, 1943
3. “Midtown, New York”, Brett Weston, 1945

Teacher says: “In this activity, we are going to look at three works of art to determine what the world of Guys & Dolls might have been like. First, we’re going to divide our class into three large groups.” (Divide the class into three groups.)

“Now within your large group, you will make three smaller groups of 2 or 3 each. Each group will be in charge of exploring one of the works of art listed above” (Allow time.)

“Small groups, you are in charge of presenting your work of art to your larger group. We’re going to walk through this process together so we’re clear on how to do this. First have one person in your small group go to the link for the picture that you’ve been assigned while another person in your small group makes three vertical columns on a piece of paper with See, Think, and Relate at the top of each column.” (Allow time.)

“Next, let’s take a minute to simply look at the work of art without talking. Let your eyes do the work.” (Allow a minute to a minute and a half for students to look at the work. You can always side-coach them to be sure and let your eyes travel up and down and across to catch every single detail.)

“Now, within your small group, list all the things you see under the See column on your paper. You have 2 minutes.” (Allow time.)

“Now share within your group all the things this work of art makes you think about. List those under the Think column on your piece of paper.” (Allow time.)

“Finally, how do you think this work of art relates to Guys & Dolls? Write the answer to that question under Relate.” (Allow time.)

Present interpretation of art.

Teacher says: “Now that you’ve interpreted the artwork in your small group, it’s time to present your artwork to the larger group. Have each person in your small group choose a different column (See, Think, or Relate) to present to your large group.” (Allow time.)

Evaluate the historical context of Guys & Dolls using art.

Teacher says: “So let’s talk about each of these works of art as a class to see what they might have to do with Guys & Dolls.” (If possible, pull each work up on your SmartBoard.)

Click here to view.

“The title of this work is “Hiroshima”. Does that name mean anything to anyone?” (Allow answers.)

“Hiroshima was where America dropped one of the atomic bombs that ended WWII. Guys & Dolls takes place a few years after the death and destruction of WWII. What do you know about that time period in America?” (Allow answers.)

“This was a period of massive construction and economic growth in America. We also see the crystallizing of the idea of a grand “American Dream” firming up in the psyches of Americans. What is meant by the American Dream?” (Allow answers.)

“In Guys & Dolls, you see a reinforcement of that American Dream in the pressure or aspiration of characters to get married, buy a house, and begin a family.”

Click here to view.

“This is probably one of the most famous and well-known works of art in American Art History–”Rosie the Riveter” by Norman Rockwell. What is it about this piece that feels so iconic for Americans?” (Allow answers.)

“This work was a piece of American pro-war propaganda that both celebrates the strength and dominance of America while also personifying America as a strong and morally upright force for productivity and societal good. Why might Rockwell have chosen to make the subject of this work female instead of male?” (Allow answers.)

“WWII and post-WWII were moments of huge transition for American women. During WWII, women joined the workforce to help the war effort. Post-war, many women felt no desire to return to the home. In Guys & Dolls, we see two working women, Adelaide and Sarah, yet we also feel the intense call of traditional female roles–to fall in love with a man, build a dream home, and stay at home with the children while the men work in respectable jobs like in business.”

Click here to view.

“Guys & Dolls takes place in Midtown Manhattan. This is a photograph of Midtown Manhattan in 1945. What strikes you about this place?” (Allow answers.)

“Midtown Manhattan, and New York City in general, experienced incredible growth in the post-WWII era. It was lifted from Depression by unparalleled construction and investment with major American companies building headquarters there. The hope and possibility of New York City at this time is all over Guys & Dolls as these regular relatable guys and gals try to “make it” in a bustling city. The place of Midtown Manhattan and its vibrancy is an important context to understand as we watch Guys & Dolls.”

Analyze choices made by characters in Guys & Dolls.

Teacher says: “Hey Everyone! We’re going to debate the ethics presented in Guys & Dolls.”

Teacher says: “In this activity, you will show us whether you agree with a statement I make or disagree based on the side of the room you walk to. If you agree, walk to my right side. If you disagree, walk to my left side. For those of you who struggle with decisions, I’m sorry there is no muddy middle here.” (Read the following statements and allow students to choose sides. Allow for some debate before reading the next statement.)

1. Adelaide should have never taken Nathan back after he decided not to elope with her.
2. Sarah should not have gone to Cuba with Sky.
3. Like Nathan Detroit, many people engage in illegal business, but that doesn’t make them bad people.
4. When Sky denied taking Sarah to Cuba with him, he redeemed himself for ever making the bet in the first place.
5. As portrayed in Guys & Dolls, marriage is a trap for men and a salvation for women.

Interpret the ethical framework of a character and evaluate whether it changes through the course of the play.

Teacher says: “We’re going to situate a character’s decisions in Guys & Dolls within an ethical framework. To do this, we first need to understand four common ethical frameworks: They are:

1. The Justice Framework: Each person deserves to experience fair and equal treatment as a result of their own choices and actions.
2. The Virtue Framework: Each person should strive to achieve certain ideal virtues in life in order to behave ethically and make ethical choices.
3. The Care Ethics Framework: Each person should be evaluated based on their own circumstances and needs.
4. The Utilitarian Framework: Each person should make decisions based on the potential good and least harm it can do.

Now we’re going to divide into four groups. Each group will be in charge of one of the four lead characters. It’s your job to determine which of these ethical frameworks that character follows and then assess whether that changes over the course of the musical.” (Allow time.)

“Now let’s share out our thoughts.” (Allow time for each group to share.)

Discuss ethics in Guys & Dolls as a group.

Teacher says: ‘The full title of Guys & Dolls is Guys & Dolls: A Musical Fable of Broadway. There’s usually a lesson in a fable, so what’s the lesson in Guys & Dolls?” (Allow time for discussion.)

Determine a future narrative for one of the couples through the creation of a frozen picture in small groups.

Teacher says: “Hello Everyone! I hope you enjoyed watching Guys & Dolls. To wrap our time with the musical up, I want us to focus on writing what we can imagine these couples doing years into the future.”

“First I’m going to divide you into small groups.” (Divide.)

“Now in your small group, first THINK without talking of a newsworthy event that might happen to one of these couples, either Nathan and Adelaide or Sky and Sarah, in the future.” (Allow time.)

“Now that you’ve thought about it, share your idea with the rest of your group.” (Allow time.)

“Each group should now choose one of those ideas to explore further.” (Allow time.)

“Now that you’ve chosen an idea, think of an image you could create using only your bodies that would communicate what you see in this couple’s future.” (Allow time.)

“Now that you’ve determined the image, decide who will play what part in the image and rehearse getting into that image. In other words, you are creating a frozen picture with your bodies in your small group.” (Allow time.)

“Great. Now that everyone has created, I’m going to count down from 3 and everyone will get into their picture. 3, 2, 1.” (Notice and verbally affirm the creations.)

Write a news story based on the frozen picture.

“Now that you know what you’re working toward, in your group, we’re going to write a news story based on that image. We must start with an attention-grabbing headline. I’m going to give you 2 minutes to write your attention-grabbing headline in your group.” (Allow time.)

“Now that you’ve got the headline, write the story using no more than 250 words. This has to be short and sound-byteable. Interesting quotes from the people involved a definite plus. Get busy and then we’ll share.” (Allow time.)

“Now it’s time to share our news stories.” (Allow everyone to share.)