ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: American Musical Theatre
GRADE LEVEL: High School
CREATION DATE: July, 2005
Essential Question, Concept or Theme: 1. Performing: All students perform independently and within an ensemble
Approx. Time Allotment:
using various genres of musical theatre.
PA Standards: 1, 2, 3, 4, 5
Benchmark/Skills
The students will:
A. Know simple stage floor plan
B. Demonstrate basic stage movement
based on theatrical stage terminology
C. Integrate physical expression into acting
D. Define the meaning of musical theatre
terminology, such as “score,” “libretto,”
“lyrics,” “book”
E. Demonstrate simple vignettes of various
genres of musical theatre such as:
operetta, revue, burlesque, vaudeville
American Musical Theatre
Aligned Materials/
Resources/Technology
Assessment





Performance assessment –
Individual and ensemble
Written assessment
Self assessment
Class discussion
Teacher observation
Page 1
Please see attached sheet
Instructional Strategies
The students will:
 Demonstrate simple stage
floor plan on paper as well as
on stage
 Practice using the proper
terminology for theatrical
stage movement
 Participate in warm up
activities improvising various
dimensions of physical
expression
 Discuss and write using
musical theatre terminology in
an appropriate manner
 Develop vignettes of scenes
from varying historical styles
of musical styles of musical
theatre, such as operetta,
revue, burlesque, vaudeville
-1-
5
July, 2005
Essential Question, Concept or Theme: 1. Performing: All students perform independently and within an
ensemble using various genres of musical theatre.
PA Standards: 1, 2, 3, 4, 5
Adaptations/Inclusion
Techniques





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment
Enrichment Strategies






Optional performances, scripts,
books
Investigate related web sites
Provide a demonstration for peers
Attend and critique a live
performance
Write the story or music selection
Create a web site from the
perspective of a: producer,
director, choreographer, actor,
singer, dancer, set designer,
lighting technician, makeup artist.
Remediation Strategies





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
 Explore the influence of American musical
theatre in helping to crystallize regional images
in American consciousness
History:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
Multicultural Strands:
 Review the books of many shows, such as
Fiddler on the Roof, The King and I, Miss
Saigon, The Sound of Music, Les Miserables,
South Pacific
American Musical Theatre
Page 2
-2-
5
July, 2005
Essential Question, Concept or Theme: 2. Listening: All students aurally identify popular show tunes by
show, composer and era.
PA Standards:
6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
The students will:
A. Identify popular show tune
repertoire by: show,
composer, and historical era
B. Analyze popular show tune
repertoire by the song’s
significance in substantiating
the plot of the story
American Musical Theatre





Performance assessment –
Individual and ensemble
Written assessment
Self assessment
Class discussion
Teacher observation
Please See Attached Sheet
Page 3
Approx. Time Allotment:
Instructional Strategies
The students will:

Participate in classroom
competitions and games
identifying popular show tune
repertoire by show, composer and
historical era

Discuss the role of the music in
relation to the story in the
musical as it relates to the various
genres of musical theatre which
have evolved over the past 100
years

Discuss in depth an analysis of
the story line of the show and the
role of the song material in
developing the plot
-3-
5
July, 2005
Essential Question, Concept or Theme: 2. Listening: All students aurally identify popular show tunes by
Approx. Time Allotment:
show, composer and era.
PA Standards:
6, 7, 8, 9
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment











Optional performances, scripts,
books
Investigate related web sites
Provide a demonstration for
peers
Attend and critique a live
performance
Write the story or music
selection
Create a web site from the
perspective of a: producer,
director, choreographer, actor,
singer, dancer, set designer,
lighting technician, makeup
artist.
Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment
Social Studies:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
 Explore the influence of American musical
theatre in helping to crystallize regional images
in American consciousness
History:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
Multicultural Strands:
 Review the books of many shows, such as
Fiddler on the Roof, The King and I, Miss
Saigon, The Sound of Music, Les Miserables,
South Pacific
American Musical Theatre
Page 4
-4-
5
July, 2005
Essential Question, Concept or Theme: 3. Responding: All students critically assess musical theatre books
and performances that reflect a wide diversity of peoples, styles and times. The student will apply data from
these assessments to their personal and ensemble performances and to a live professional show.
PA Standards: 4, 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
The students will:
A. Expand their knowledge of specific aspects of the
genre of musical theatre
B. Explore various ways segments of musicals can be
interrelated to build a production
C. Become acquainted with key composers,
choreographers, lyricists, and book authors
associated with the development of musical theatre
D. Gain an understanding of the ways stage sets can
contribute to a production
E. Gain an understanding of the way makeup/lighting
and movement contribute to a production
F. Gain an understanding of the way various
components such as songs, music scores, narrative
and theme interrelate
G. Examine the impact and identification of political
and cultural change on themes and forms of the
musical
H. Become acquainted with “Broadway” as a vital
force in American culture
I.
Investigate the influences on the Broadway show
of the gramophone, broadcast radio and
Hollywood
J.
Trace the history and redevelopment of 42nd St. in
New York City
K. Examine and respond to the economic roller
coaster involved in the production of a Broadway
musical
L. Draw connections to other genres of the fine and
performing arts, especially specific literary sources
M. Compare and contrast stage with film productions
N. Attend a Broadway performance, evaluating the
production based on the curricular aspects learned
during the semester class
American Musical Theatre





Performance assessment
– Individual and
ensemble
Written assessment
Self assessment
Class discussion
Teacher observation
Page 5
Please See Attached Sheet
Approx. Time Allotment:
Instructional Strategies
The students will:

View excerpts of the various genres
that have developed the American
musical

Create vignettes of the various
genres that have developed the
American musical

Gain understanding that segments of
early musical theatre were
integrated into the development of
the modern musical

Watch interviews of successful
composers, lyrics, choreographers,
directors, set designers, makeup
artists, lighting technicians and
producers

Discuss how the creativity, talent
and work of all these professions
must come together to make a
successful show

Identify the historical challenges
and the redevelopment of 42nd St. in
New York City

Define the economic risks of
mounting a successful show

Gain insight into specific ways the
themes and formats of early
performance modes in American
musical theatre reflected social,
economic, political, and cultural
aspects of a given time period in
American history

Examine the implications of musical
theatre as a unique American genre,
-5-
5
July, 2005
Essential Question, Concept or Theme: 3. Responding: All students critically assess musical theatre books
and performances that reflect a wide diversity of peoples, styles and times. The student will apply data from
these assessments to their personal and ensemble performances and to a live professional show.
PA Standards: 4, 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies






American Musical Theatre
Page 6
-6-
reflecting and contributing to the
realignment of American identity in
post-Civil War America
Appreciate the role of musical
theatre in helping to wean America
from dependence on European
modes of the performing arts
Examine the influences on the
Broadway show of the gramophone,
broadcast radio and Hollywood
Explore the influence of American
musical theatre in helping to
crystallize regional images in
American consciousness
Examine the correlation between the
literary work and the stage work of
the same story
Compare and contrast a stage and
film production of the same story
Evaluate a live Broadway show
based on criteria studied in class
5
July, 2005
Essential Question, Concept or Theme: 3. Responding: All students critically assess musical theatre books
and performances that reflect a wide diversity of peoples, styles and times. The student will apply data from
Approx. Time Allotment:
these assessments to their personal and ensemble performances and to a live professional show.
PA Standards:
4, 6, 7, 8, 9
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment






Optional performances,
scripts, books
Investigate related web sites
Provide a demonstration for
peers
Attend and critique a live
performance
Write the story or music
selection
Create a web site from the
perspective of a: producer,
director, choreographer,
actor, singer, dancer, set
designer, lighting
technician, makeup artist.





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment
Social Studies:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as
a unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in
helping to wean America from dependence on
European modes of the performing arts
 Explore the influence of American musical
theatre in helping to crystallize regional images
in American consciousness
History:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as
a unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in
helping to wean America from dependence on
European modes of the performing arts
Multicultural Strands:
 Review the books of many shows, such as
Fiddler on the Roof, The King and I, Miss
Saigon, The Sound of Music, Les Miserables,
South Pacific
American Musical Theatre
Page 7
-7-
5
July, 2005
Essential Question, Concept or Theme: 4. Creating: All students manipulate entities to compose/create
original material applicable for musical theatre. This includes, but is not limited to, improvisations, group
scenes, choreography, makeup, lighting, staging, etc.
PA Standards: 1, 3, 4, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
The students will:
A. Create improvisations of scenes
B. Create and perform a monologue
based on a familiar character from a
musical
C. Create an original ending for a
familiar musical
D. Create appropriate blocking and
stage movement for selected scenes
from popular Broadway shows
E. Engage in utilizing stage makeup
effectively
American Musical Theatre





Performance
assessment – Individual
and ensemble
Written assessment
Self assessment
Class discussion
Teacher observation
Please See Attached Sheet
Page 8
Approx. Time Allotment:
Instructional Strategies
The students will:

Participate in warm up activities that create
improvisations of scenes

Produce a monologue based on familiar
character from a musical

Perform an original ending for a familiar
musical

Experiment with creating different character
personalities with stage makeup
-8-
5
July, 2005
Essential Question, Concept or Theme: 4. Creating: All students manipulate entities to compose/create
original material applicable for musical theatre. This includes, but is not limited to, improvisations, group
Approx. Time Allotment:
scenes, choreography, makeup, lighting, staging, etc.
PA Standards: 1, 3, 4, 8, 9
Adaptations/Inclusion
Multicultural/Interdisciplinary
Enrichment Strategies
Remediation Strategies
Techniques
Connection





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment






Optional performances,
scripts, books
Investigate related web sites
Provide a demonstration for
peers
Attend and critique a live
performance
Write the story or music
selection
Create a web site from the
perspective of a: producer,
director, choreographer,
actor, singer, dancer, set
designer, lighting technician,
makeup artist.





Peer tutoring
Extra time
Teacher attention
Adaptive assignments
Adaptive assessment
Social Studies:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
 Explore the influence of American musical
theatre in helping to crystallize regional images
in American consciousness
History:
 gain insight into specific ways the themes and
formats of performance modes in American
musical theatre reflect social, economic,
political, and cultural aspects of a given time
period in American history
 Examine the implications of musical theatre as a
unique American genre, reflecting and
contributing to the realignment of American
identity in post-Civil War America
 Appreciate the role of musical theatre in helping
to wean America from dependence on European
modes of the performing arts
Multicultural Strands:
 Review the books of many shows, such as
Fiddler on the Roof, The King and I, Miss
Saigon, The Sound of Music, Les Miserables,
South Pacific
American Musical Theatre
Page 9
-9-
5
July, 2005
American Musical Theatre
Page 10
- 10 -
5
July, 2005