Musical Theatre
Magnus Opus
Task
In groups you will perform an ensemble number from a well-known musical. You will be expected to include the
following:
 Choreography and blocking
 Singing (solos, small groups and full ensemble)
 Characterization – awareness of character, physicality, vocalization, costuming
 Appropriate setting
 Lighting design
 Costumes and props
Timeline
Tue. Oct. 15: Casting and Brainstorming
Listen to your song a number of times to get a feel for the mood and atmosphere of the piece. Come up with a working
set design and a rough concept for your piece.
Research the musical from which your song has been taken. Find the answers to the following questions. Prior to the
final performance of your piece, you will present the answers to the below questions to your audience.
 What is the overall plot of the musical?
 Who are the main characters? Describe them.
 What are the overarching themes (messages)?
 What is happening during this part of the musical (when the assigned musical number is performed)?
 How are the characters feeling in this moment?
 What are they singing about and what are their motivations?
Wed. Oct. 16 – Thu. Oct. 17: Choreography
Block and choreograph your piece without singing. You will need to have an idea of your set design to do this effectively.
You will also need to have an awareness of what is happening at this part of the musical and what the song is about.
Fri. Oct. 18: Singing
Using your vocal techniques, practice the vocal arrangement of your piece. Focus on creating a clear tone, projecting
and articulating. Try putting the movement and vocals together.
Mon. Oct. 21: First Pass
Perform and receive feedback about your piece from the teacher. Begin implementing the feedback.
Tue. Oct. 22: Polishing and Refining
Implement the feedback from your pass. Polish and perfect your piece so it is performance-ready.
Tue. Oct. 22: Submit Lighting Design
Wed. Oct. 23: Dress Rehearsal
Perform your piece with completed lighting, costumes, props and set. This should be a polished performance. You will
receive final feedback and have some time to perfect your performance.
Fri. Oct. 24: Final Performance
Perform your piece for an audience. This will be your final evaluation.
Musical Theatre Performance Rubric
Focus and Energy
/5 (App.)
Props and Set
/5 (Comm.)
Movement, Physicality and
Choreography
/10 (App.)
Singing and Vocal Technique
/10 (App.)
Characterization and
Costumes
/10 (Comm.)
Criteria
Level 1
 Costumes is ineffective in
communicating character
 Characterization is
unconvincing; student has made
no attempt to learn or play the
character effectively
 Character’s motivations and
objectives are unclear
 Student does not project
 Student’s articulation is weak
and the audience has difficulty
understanding
 Pace and rhythm are off from
musical timing throughout most
of the performance and hinder
characterization
 Student makes little attempt to
use proper singing techniques
such as diaphragmatic breathing
and open resonating cavities
 Student’s vocal choices hinder
characterization
 The vocal choices are
unmotivated or non-existent
 Blocking is unmotivated and
ineffective
 Student demonstrates little
awareness of how to use the
stage
 Choreography is boring
 Student struggles to move in
synchronization with the music
and other actors
 Masking is prominent
 Student has failed to make
physical choices to aid
characterization
 Set is not functional (too
complex or too simple); mood
and setting are unclear
 Props are not functional, hinder
character, and get in the way
 Student lacks commitment to
character and performance
 Student is unfocused throughout
the majority of the performance
 Student lacks energy and thus
delivers a weak performance
COMMENTS:
Level 2
 Costume somewhat
communicates character; parts of
the costume are incomplete or
inconsistent
 Characterization is somewhat
consistent; some choices are
ineffective or unconvincing
 Character’s motivations and
objectives are clear during some
parts of the performance
 Student’s projection is
inconsistent and not always
appropriate for the character
 Student sometimes articulates,
but the audience can understand
only half the words
 Pace and rhythm is inconsistent
with the musical timing and may
not help to communicate
character
 Student sometimes attempts to
use proper singing techniques
such as diaphragmatic breathing
and open resonating cavities
 Student’s vocal choices
somewhat help to communicate
character
 The vocal choices are
unmotivated; may not have made
specific choices
 Blocking somewhat
unmotivated; strictly functional
 Student demonstrates some
awareness of how to use the
stage
 Choreography adds some interest
 Student moves in
synchronization with the music
and other actors some of the
time; struggles with staying on
the beat
 Some masking is evident
 Student’s physical choices
communicate character
inconsistently
 Set somewhat functional (may be
too complex or too simple);
setting and mood may be unclear
 Props are somewhat functional,
may help to communicate
character and bring meaning to
the lyrics and situation; may be
used too much or too little; may
hinder scene
 Student’s commitment to
character and performance is
inconsistent
 Student breaks focus two or
more times throughout the
performance
 Student’s energy is low and thus
delivers a mediocre performance.
Level 3
 Costume clearly communicates
character and adds some
dimension to the overall
performance; some elements are
inconsistent
 Characterization is clear and
consistent throughout
 Character’s motivations and
objectives are clear
Level 4
 Effective costume, which clearly
communicates character and
adds dimension to the overall
performance
 Characterization is clear,
effective and consistent
throughout
 Character’s motivations and
objectives are clear
 Student’s projection is good, but
inconsistent throughout entire
performance; sometimes not
appropriate for character
 Student articulates effectively
and the audience can understand
most words
 Pace and rhythm matches
musical timing throughout most
of the song and helps to
communicate character
 Student attempts to use proper
singing techniques such as
diaphragmatic breathing and
open resonating cavities
 Student’s vocal choices
communicate character
 The vocal choices are somewhat
motivated
 Student’s projection is consistent
and appropriate throughout
entire performance
 Student articulates effectively
and the audience can understand
every word
 Pace and rhythm matches
musical timing and helps to
communicate character
 Student uses proper singing
techniques such as
diaphragmatic breathing and
open resonating cavities
 Student’s vocal choices
communicate character clearly
 The vocal choices are motivated
and help to improve overall
effect
 Blocking is sufficient; may not
be effective or maximize space
 Student demonstrates an
awareness of how to use the
stage
 Choreography is entertaining
 Student moves in
synchronization with the music
and other actors most of the time
 Minimal masking is evident
 Student’s physical choices
communicate character clearly
and effectively throughout most
of the performance
 Blocking is effective and
motivated
 Student demonstrates an
awareness of how to effectively
use the stage
 Choreography is entertaining and
impressive
 Student moves in
synchronization with the music
and other actors
 No masking is evident
 Student’s physical choices
communicate character clearly
and effectively
 Set is mostly functional and
somewhat helps to set the scene
and mood
 Props are functional, help to
communicate character and bring
meaning to the lyrics and
situation; may be used too much
or too little
 Set is functional and helps to set
the scene and mood
 Props are functional, help to
communicate character and bring
meaning to the lyrics and
situation
 Student is committed to
character and performance
 Student breaks focus once
throughout the entire
performance
 Student somewhat energized and
channels their energy into
delivering an effective and
entertaining performance.
 Student is entirely committed to
character and performance
 Student does not break focus
throughout the entire
performance
 Student is energized and
channels their energy into
delivering an effective and
entertaining performance.
CAST LIST
“There are no small parts, only small actors.”
OMIGOD, YOU GUYS
GEE, OFFICER KRUPKE
Legally Blonde
West Side Story
Margot - Kylie
Action - Grant
Serena - Tayler
Baby John - Mike
Pilar - Jade
Diesel - James
Frat Girl 1/Sale Woman - Kim
A-Rab - Perry
Frat Girl 2/Store Owner - Laura
Kate - Morgan
Elle - Chanelle