- GRADE 9 COURSE OUTLINE (Detailed Course Description) XTP-09
BAA Musical Theatre 9 XTP-09
District Name: Abbotsford
District Number: 034
Developed by: Allen Reynolds, Ray Dencer
Date Developed: January 2005 (Revised 2009)
School Name: Yale Secondary
Principal's Name: Glen Roger
Board/Authority Approval Date: 2009 (Revised)
Board/Authority Signature:
Course Name: Musical Theatre
Grade Level of Course: Grade 9 XTP-09
Number of Course Credits: 4
Number of Hours of Instruction: 120
Prerequisite(s): None
Special Training, Facilities or Equipment Required:
Piano, Rehearsal space, Access to Fully Functional Theatre for performance, Props, Costumes, Sound Equipment, licensed rehearsal materials.
Teachers will need training and/or experience pertaining to music, drama and stagecraft as it relates to musical theatre.
Course Synopsis:
Musical Theatre places its emphasis on experiential learning. The course is intended to provide students with an introduction to the elements of Musical Theatre, examining both performance and technical theatre within the framework of a Musical Theatre Production Company.
Musical Theatre 9 is a course that provides students with a basic introduction to the Musical Theatre concept, the history of Musical Theatre, elementary Musical Theatre performance and/or technical techniques, and offers students the opportunity to participate in a Musical Theatre production.
As an introductory, "sampler" course, Musical Theatre 9 is intended to allow students with little or no Musical Theatre experience or skills to "sample" the basic elements of Musical Theatre. Students completing the course would gain skills and techniques that would serve as a foundation for Musical Theatre 10 and subsequent levels of Musical Theatre instruction.
This course is offered two days per week "after hours" on a regular basis, primarily
in the First Semester. Up to four rehearsals per week and a week of performances are
a mandatory part of this course.
Rationale:
Musical Theatre 9 provides the opportunity to combine several arts: drama, music, dance and design. It explores the requirements and limitations peculiar to the genre, and offers a study of the elements of Musical Theatre.
Goals of the Program
- Develop an interest and love of musical theatre.
- To develop students' ability to be creative, communicative, and expressive,
interpretive and exploratory.
- To develop self-confidence, self discipline, and the skills and technical abilities
particular to this form of theatre.
- To develop leadership qualities.
Major Course Objectives
- introduce students to the technical elements of musical theatre.
- introduce students to forms of musical theatre (opera, operetta,
musical comedy, etc.)
- introduce students to the structure of a musical theatre production company.
- introduce students to performance elements of musical theatre. (vocal, acting,
choreography, stagecraft, and/or orchestra)
- increase the students' awareness of self
- extend the students' control over the expressive media of their own bodies
- develop the students' creative imagination
Organizational Structure:
Unit/Topic Title Time
Unit 1 Introduction 20 Hours
Unit 2 Auditions 5
Unit 3 Rehearsal Process 60
Unit 4 Performance 30
Unit 5 Log Book 5
Total Hours 120 hours
Unit/Topic/Module Descriptions:
Unit 1: (Introduction) Overview
Students will become familiar with the elements of Musical Theatre and the techniques needed to perform in a Musical theatre production in either on-stage performance or Musical Theatre stagecraft. The onstage performance elements include acting skills, vocal techniques and skills, choreographic skills and Musical Theatre terminology. The stagecraft option will include Musical Theatre stagecraft techniques and skills and Musical Theatre terminology. In addition, students will survey aspects of the history of Musical Theatre. These are explored through research, classroom activities, and, where relevant, guest resource persons.
Curriculum Organizers and Learning Outcomes
PERFORMANCE OPTION:
Curriculum organizer - terms essential for understanding and performing Musical theatre
It is expected that students will:
• learn / become familiar with basic General Musical Theatre terminology
• learn / become familiar with basic Auditorium Musical Theatre terminology
• learn / become familiar with basic Backstage Musical Theatre terminology
• demonstrate an understanding of Musical theatre terminology
Curriculum organizer - aspects of the history of Musical Theatre
It is expected that students will:
• identify the key stages in the development of Musical Theatre
• complete a webquest activity related to the history of Musical Theatre
Curriculum organizer -the Musical Theatre team
It is expected that students will:
• identify the members of the Musical Theatre Production team
• understand the functions of each of the members of the Musical Theatre Production team
• demonstrate an understanding of the functions of each of the members of the Musical Theatre Production team
Curriculum organizer - acting, music, and choreography activities
It is expected that students will:
• participate in a variety of activities relating to the development of acting, music and choreography skills
• model appropriate Musical Theatre skills, exercises and technique
Curriculum organizer - stage geography
It is expected that students will:
• identify the basic areas of a stage
• demonstrate a working understanding of the areas of a stage
• understand the functions of each stage area
Curriculum organizer - performing techniques and acting skills
It is expected that students will:
• participate in a variety of activities relating to the development of acting and skills including use of the body and voice (including such as movement of all kinds, concentration, imagination-building, rhythms, sensitivity, body and spatial awareness, machines, improvisation, visualization, verbal and non-verbal communication, observation and sensitizing exercises, theatre games etc.)
• demonstrate an understanding of mime techniques
• demonstrate an understanding of basic stage "positions"
• demonstrate an understanding of basic acting techniques
• demonstrate a development of the sense of rhythm
• demonstrate control over physical movement
• demonstrate a development of the student's self-confidence in his or her power of expression through speech
• demonstrate an increased control of the voice
Curriculum organizer - vocal production
It is expected that students will:
• learn several basic vocal warmups
• participate in group vocal warmups
• participate in vocal production exercises
• demonstrate a development of the sense of rhythm
• demonstrate an increased control of the voice
Curriculum organizer - preparation and interpretation of a song
It is expected that students will:
• learn songs appropriate to their role(s) in the drama
• express emotions appropriate to song(s)
• participate in in-class rehearsal and performance of song(s)
Curriculum organizer - choreography techniques
It is expected that students will:
• participate in a variety of choreography techniques
• demonstrate an understanding of basic choreography terminology
• demonstrate an understanding of low, medium and high body positions
• demonstrate an understanding of the concept of space
• develop and demonstrate a simple choreographed movement sequence
• demonstrate a development of the sense of rhythm
• demonstrate control over physical movement
Curriculum organizer - development of personal resources
It is expected that students will:
• demonstrate development in the ability to use all five senses
• demonstrate a development of kinesthetic awareness of self in space and time
• demonstrate confidence in speech and movement
• demonstrate a development of powers of concentration
• demonstrate positive self-image
• demonstrate imaginative and creative thought
• demonstrate a growth in self-discipline
• demonstrate development in leadership potential
Curriculum organizer - acquisition of an understanding of self in relation to others
It is expected that students will:
• demonstrate an increased awareness of the self and others
• demonstrate an awareness and appreciation of diverse values in society
Curriculum organizer - the practice of communication skills
It is expected that students will:
• demonstrate an improvement in skills on the verbal level (listening, speaking, reading, writing
• demonstrate facility in communication at the non-verbal level
Curriculum organizer - the stimulation of a sense of inquiry and a commitment to learning
It is expected that students will:
• demonstrate an increased receptivity to learning
• demonstrate a strengthening of the powers of concentration
• demonstrate the ability to reflect on and to interpret experience
TECH / STAGECRAFT OPTION:
Curriculum organizer - terms and definitions essential for understanding Musical theatre
It is expected that students will:
• learn become familiar with basic General Musical Theatre terminology
• learn become familiar with basic Auditorium Musical Theatre terminology
• learn become familiar with basic Backstage Musical Theatre terminology
• demonstrate an understanding of basic Musical theatre terminology
Curriculum organizer - aspects of the history of Musical Theatre
It is expected that students will:
• identify the key stages in the development of Musical Theatre
• complete a webquest activity related to the history of Musical Theatre
Curriculum organizer - stage geography
It is expected that students will:
• identify the basic areas of a stage
• demonstrate a working understanding of the areas of a stage
• understand the functions of each stage area
Curriculum organizer - sets and scenery decisions
It is expected that students will:
• identify the key elements in making decisions about the set and scenery concepts and design
• view examples of set designs and analyze their strengths and weaknesses
• demonstrate an understanding of the key elements in making decisions about the set and scenery concepts and design
• participate in a discussion of designing of a set and scenery plot for the current production
• demonstrate an understanding of the responsibilities of the person responsible for this aspect of the Musical Theatre production
• demonstrate an understanding of the role of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - makeup and costumes
It is expected that students will:
• identify the key elements in making decisions about the make-up and costume concepts and design
• view examples of make-up and costume designs and analyze their strengths and weaknesses
• participate in a discussion of the key elements in making decisions about the make-up and costume concepts and design
• assist in designing a make-up and costume plot for the current production
• demonstrate an understanding of the responsibilities of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - lighting and sound
It is expected that students will:
• identify the key elements in making decisions about the lighting and sound concepts and design
• view examples of lighting and sound designs and analyze their strengths and weaknesses
• participate in a discussion of the key elements in making decisions about the lighting and sound concepts and design
• assist in designing a lighting and sound plot for the current production
• demonstrate an understanding of the responsibilities of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - properties
It is expected that students will:
• identify the key elements in making decisions about the properties concepts and design
• view examples of properties designs and analyze their strengths and weaknesses
• participate in a discussion of the key elements in making decisions about the properties concepts and design
• design a properties plot for the current production
• demonstrate an understanding of the responsibilities of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - front of house
It is expected that students will:
• identify the front -of- house staff for a musical theatre production
• demonstrate an understanding of the responsibilities of the front -of- house staff for a musical theatre production
• demonstrate an understanding of the responsibilities of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - set construction diagrams and models
It is expected that students will:
• identify the key elements in making decisions about the construction of set models
• view examples of set models and analyze their strengths and weaknesses
• participate in a discussion of the key elements in making decisions about the set models concepts and design
• assist in designing a set model for the current production
• demonstrate an understanding of the responsibilities of assistant to the person responsible for this aspect of the Musical Theatre production
• complete an application form for assuming the responsibilities of assistant to the person responsible for this aspect of the production (if interested in this aspect of the production)
Curriculum organizer - tech specs. and prompt books
It is expected that students will:
• understand the function of set specs and prompt books
• demonstrate an understanding of set specs and prompt books
• assist in preparing set specs and a prompt book for the element of the Musical Theatre production in which they are assisting (e.g.. lighting, sound etc.)
Curriculum organizer - theatre safety instruction course (Abbey Arts Centre staff)
It is expected that students will:
• attend the mandatory theatre safety course required by the theatre in which the final performances of the Musical Theatre production will be given
• demonstrate an understanding of theatre safety
Unit 2: (Auditions) Overview
Students in the on-stage performance option will learn about the "audition process" including the stages of the audition process, what constitutes a "good and bad audition", and how to prepare for an audition. Students in the on-stage performance option will participate in an audition if they are interested in auditioning for a featured role. Students in the "stagecraft option" will learn about the job " qualifications" of the stagecraft aspect of a musical theatre production and will submit an "application" for the stagecraft responsibility in which they are interested in assisting.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Character Descriptions
It is expected that students will:
• students will understand how to prepare for the audition by understanding character requirements through: comments by the playwright, comments by other characters, comments by the character in the script, comments by the directors
• demonstrate the understanding of character requirements through: comments by the playwright, comments by other characters, comments by the character in the script, comments by the directors
Curriculum Organizer - Cuttings
It is expected that students will:
• students will understand how to prepare for the audition by using cuttings (selected audition materials from the Musical to be presented)
• demonstrated an understanding of preparing for the audition by using cuttings (selected audition materials from the Musical to be presented)
Curriculum Organizer - Announcements
It is expected that students will:
• understand the importance of reading posted announcements for auditions
• demonstrate the reading of posted announcements for auditions
Curriculum Organizer - Audition Forms
It is expected that students will:
• demonstrate an understanding of what is required when completing the audition form
• complete an audition form
Curriculum Organizer - Auditions
It is expected that students will:
• demonstrate preparation for the audition
• attend the audition if they are interested in auditioning for a featured
Curriculum Organizer - Callbacks
It is expected that students will:
• understand the function of the callback audition
• demonstrate preparation for the callback audition (if selected to do so)
• attend the callback audition (if selected to do so)
Unit 3: (Rehearsal Process) Overview
Students in the on-stage performance option will learn about the rehearsal process including: rehearsal expectations, rehearsal format, warm-up activities, play orientation, blocking, developing character, read-throughs, blocking and line rehearsals, working rehearsals, run-throughs and polishing rehearsals, and dress rehearsals. The stagecraft option students will learn about and participate in "paper tech" preparations, "dry tech" rehearsals, "wet tech" rehearsals, and dress rehearsals.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Rehearsal expectations
It is expected that students will:
• Understand the standard set of rules for conducting the rehearsals (rehearsal expectations)
• Demonstrate an understanding of the standard set of rules for conducting the rehearsals
Curriculum Organizer - Rehearsal Format
It is expected that students will:
• Understand the standard format for conducting the rehearsals
• Demonstrate an understanding of the format for conducting the rehearsals
Curriculum Organizer - Warm-up Activities
It is expected that students will:
• Understand the function of warm-up activities
• Participate in warmup activities
Curriculum Organizer - Play Orientation
It is expected that students will:
• attend the initial gathering of the cast to explain policies, rehearsal schedules etc.
• discuss the concept of the production
• discuss the directing approach
• demonstrate an understanding of concept of the production and directing approach
Curriculum Organizer - Blocking
It is expected that students will:
• develop an understanding of this phase of the rehearsal process
• demonstrate an understanding of this phase of the rehearsal process
Curriculum Organizer - Developing Character
It is expected that students will:
• develop an understanding of this phase of the rehearsal process
• demonstrate an understanding of this phase of the rehearsal process
• display the development of character through written, verbal and performance demonstrations
Curriculum Organizer - Read-Throughs
It is expected that students will:
• develop an understanding of this phase of the rehearsal process
• demonstrate an understanding of this phase of the rehearsal process
Curriculum Organizer - Blocking and Line Rehearsals
It is expected that students will:
• develop an understanding of this phase of the rehearsal process
• demonstrate an understanding of this phase of the rehearsal process
Curriculum Organizer - Working Rehearsals
It is expected that students will:
• develop an understanding of this phase of the rehearsal process
• demonstrate an understanding of this phase of the rehearsal process
Curriculum Organizer - Run throughs, Polishing Rehearsals and Dress Rehearsals
It is expected that students will:
• develop an understanding of these phases of the rehearsal process
• demonstrate an understanding of these phases of the rehearsal process
Curriculum Organizer - Technical/Stagecraft Option
It is expected that students will:
• understand the function of the paper tech, dry tech, and wet tech phases of rehearsals
• demonstrate an understanding of paper tech, dry tech, and wet tech phases of rehearsals
• attend all meetings and rehearsals relevant to these phases of the production
• develop a sense of teamwork and leadership
Unit 4: (Performance) Overview
Students will perform in a full - scale Musical Theatre performance. This includes "Preview performances" and final performances.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Preview performances
It is expected that students will:
• participate in the preview performances of the musical theatre production
• participate in a post-preview assessment of the performance
• attend any post-preview rehearsals called by the Directors
Curriculum Organizer - Final performances
It is expected that students will:
• participate in the final performances of the musical theatre production
• participate in a post - performance assessment of the performance
• return all materials to the appropriate Directors or backstage staff
• complete a final log book analysis of their own and peers' performance
Unit 5: (Log Book) Overview
Throughout the course, students will be required to maintain a log book record of their Musical Theatre experience. This will include a time record, an activity record, and personal reflections.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Musical Theatre Log Books
It is expected that students will:
• understand the function of the log book
• demonstrate an understanding of the function of the log book
• complete the log book
Instructional Components:
• direct instruction
• indirect instruction
• interactive instruction
• independent instruction
• modeling
• brainstorming
• individual and group work
• webquests
• videotape
• theatre visits
• analysis of own and classmates' work
• guest "resource persons"
Assessment Components:
First Report: An interim mark will be issued. This mark will consist of evaluations based on the following:
Tests and assignments 20%
Classwork including performance and/or technical stagecraft activities 50%
Musical Theatre Log Books 30%
Second Report: An second report mark will be issued. This mark will consist of evaluations based on the following:
Classwork including Final performance and/or technical/stagecraft activities 70%
Musical Theatre Log Books 30%
Final Mark: A final mark will be issued. This mark will consist of evaluations based on the following:
First Report mark 25%; Second Report mark 75%
Performance Methods
• Written work (e.g.. character study, log book evaluation, play review) - teacher and / or peer evaluation
• Webquest research assignments (teacher evaluation)
• Peer evaluation memorization check.
• Scene presentation (student/teacher evaluation)
• Mime/improvs/acting and vocal skills/technical theatre projects (student/teacher/peer) participation
• Projects
• Students will keep a log book including time and activity accountability and personal reflections. (Teacher evaluation)
• Musical Theatre performance. (on stage, orchestral or back stage) - Teacher evaluation
Personal Communication
• Group dialogue
• student/instructor dialogue
• logbook reflection
• self-evaluation
• peer evaluation
Other
• tests/quizzes
• teacher records
• rubrics
Learning Resources:
Texts: All About Musical Theatre, The Stage and The School, Appreciating Musicals
References:
Ganzl's Book of Musical Theatre
Internet resources
DVD Video set: "Broadway: The American Musical"
Additional Information:
Musical Theatre 9 is an introductory or foundation course for Musical Theatre 10 and subsequently for Musical Theatre 11 and 12. As many of the students in Musical Theatre 9 will have little or no experience in Musical Theatre, it is expected that most of the students will participate in chorus roles or in very small roles in the production or as assistants in the Stagecraft option. However, students are permitted to audition for more substantial onstage roles or assume more demanding roles in the Stagecraft option.
As students gain basic knowledge and practical experience in Musical Theatre as they progress through the Grade 9 and 10 courses, it is expected that these students will proceed from chorus to lead/principal as they grow as performers. Similarly, the technical/stagecraft students will progress from "assistants" in their areas of technical application to designers and crew chiefs.
While many points in the Musical Theatre 9 curriculum are similar to the Grade 10, and 11 or 12 courses, higher level expectations, specific responsibilities and more opportunity for lead/principal roles are included in the Grade 10, 11 and 12 curriculum. The level of learning in Musical Theatre 10, 11 and 12 will be greater and more challenging than that of the Grade 9 course. At the Grade 9 level, students are not expected to participate in the added rehearsal time, line and song learning requirements, and leadership responsibilities of the Grade 10,11, and, particularly the Grade 12 students. Neither is it expected that students will utilize the degree of higher level acting techniques, character development techniques requiring more time, maturity and as greater an understanding as the students in Musical Theatre 10, 11 and 12.
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