Play a section of the extracts provided for each character, preferably more than once, and ask the pupils to describe what sort of people are being represented by the music. Using musical terminology where possible and, with structure and guidance as necessary, analyse what it is about the composer’s musical choices that lead the listener to draw certain conclusions about the character, even when sung in another language.
Drawing pupils’ ideas together in a class discussion, put the characters in brief context of the plot. (Here there is opportunity for research and extension work as desired, see the extensions suggested below.)
Look at Deh, vieni alla finestra in more depth. Using an English translation, discuss the meaning of the text and how Mozart’s music relates to this. Discuss whether the context is still relevant today.
As a composition and performance task, in groups, ask pupils to modernise the text. Using any available instruments groups should reimagine the song in a different, modern, genre (pop, rap, country etc) and perform it to the class.
Researching the origins of the Don Juan myth and its various versions and adaptations throughout the centuries.
Listening to different performances and, through a discussion of subjective and objective criticisms, discuss and evaluate the differences and similarities. This could be extended to writing reviews as a homework task.
Researching the life and times of Mozart, biographically and historically, perhaps going as far as to explore class divisions and how these affected the characters in Don Giovanni.
Ask pupils to write a short modern character description and also a text that would be sung by their character. In groups, set this text to music using any available instruments and based on what has been learnt from studying Mozart.
To extend the task, develop the characters together as a class, then discuss relationships and plot, so that when each group’s piece is combined it comes together to form one continuous story.
