a news story or a fictional scenario for a movie or television series. Although students
should reassign the characters of Don Giovanni to analogous characters in the modern story,
emphasize that the figure of Don Giovanni doesn’t necessarily have to be a lothario-type
character but rather someone who is engaged in some morally questionable activity. Invite
groups to share their new adaptations with the class.
ASSIGNMENT SUGGESTIONS
1. Like Shakespeare, Mozart and his librettist Lorenzo da Ponte combined serious and comic
elements to craft timeless dramatic works (including Don Giovanni) that are known and
loved today around the world. The tradition of effectively combining the serious with the
comic continues to proliferate in film and television today, in such movies as O Brother,
Where Art Thou? and in television shows like Louie and Arrested Development. Can you
think of some other examples of films or television shows that unite the comic and serious
in similarly effective ways? How did the screenwriters, directors, and actors achieve this?
Do you remember the music soundtrack to your examples? How did the music contribute to
or reflect the comic and serious elements of the film?
2. As has been explored throughout Part 4 of the textbook, form plays a central role in
instrumental music of the Classical era. In listening to Act I, scene 2 of Don Giovanni,
describe what role form plays? Do you recognize any features of the standard Classical
forms covered in earlier chapters? Which ones and where? What about the standard
Baroque vocal music design, the da capo aria? Do you detect any traces of the da capo
design in Don Giovanni? What is the dramatic effect of Mozart’s formal choices?
TEACHING CHALLENGES
As noted in the textbook, the story of Don Giovanni will likely offend students in your class.