MADISON PUBLIC SCHOOLS
Musical Theater
Authored by: Stacy Snider
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The Musical Theatre class is open to any student in grades 9-12. The class will meet five days per week for
half the school year. Although this is a 20-week course, students will have the opportunity to take the class
for the second semester as well because, although the outline of the course will be similar, the content will
vary greatly from one semester to the next.
The intent of the course is as follows:
•
•
•
•
•
To provide students with a working knowledge of the voice and the ways in which to use
and develop it in order to interpret a musical theatre piece
To provide students with the basic principles and techniques of acting and movement
To provide students with the skills necessary to read, understand, and interpret a musical
theatre scene
To have students become familiar with all aspects of musical theatre, including its history,
specific language, ways in which to critique it, and its contribution to the fine arts and to
society in general
To ensure that students enjoy performing for and with one another, both in class and for
the public
Through the knowledge and experience gained in this course, students should develop an appreciation for
the art of Musical Theatre which will enrich their experience in other art forms and in their daily lives.
The Musical Theatre curriculum is based on the New Jersey Core Curriculum Content Standards for
Visual and Performing Arts.
II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards)
Specific content standards addressed include:
1.1
1.2
1.3
1.4
Creative Process
History of Arts and Culture
Performance
Aesthetic Response and Critique Methodologies
The students will demonstrate the ability to:
1. Sing and speak with proper breathing technique, and with correct and efficient vocal technique
(1.2, 1.3).
2. Master their “instrument”, which is themselves: their body, voice, imagination, concentration, and
psychological responsiveness (1.1, 1.2, 1.3).
3. Understand and utilize the basic principles and strategies of auditioning (1.2)
4. Understand and utilize stage vocabulary (1.3)
5. Understand, develop, and work with different acting techniques using both monologues and scene
study (1.2, 1.3)
6. Develop a basic knowledge of movement and dance and incorporate this into their specific scenes
(1.2)
7. Understand the elements of a musical: book, lyrics, score, blocking/staging, and choreography
(1.1, 1.3)
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8. Employ proper and efficient rehearsal techniques (1.2)
9. Develop a general knowledge of costumes, lighting, scenic design, and stage
direction/management (1.1, 1.3)
10. Develop a repertoire of music which is unique to each student to be used for audition purposes (a
“book”) (1.2)
11. Gain specific knowledge of the history of musical theatre, and the differences in Musical Theatre
throughout its history (1.2)
12. Understand and distinguish between the characteristic styles of different Musicals and their
composers (1.3, 1.4)
13. Acquire the skills necessary to effectively critique Musical Theatre in different forms, be it written,
live, or on video (1.4)
14. Develop an understanding of those concepts which are specific to Musical Theatre, versus Theatre
in general (1.3)
15. Research, select, rehearse, and perform various solo and group Musical Theatre scenes (1.2, 1.3.
1.4)
16. Respect one another as important, individual parts of one working unit, and appreciate the
importance of effective teamwork to produce a common goal (1.2)
17. Understand and appreciate how the principles developed in this class not only enrich our lives as
performers, but as people in general, and the ways in which these principles relate to our audience,
society, and culture (1.2)
III. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: INTRODUCTION/ “THE AUDITION” (Weeks 1-4)
A. History of Musical Theatre (to be continued throughout)
B. Principles/Techniques of voice
C. Understanding the body as an instrument
D. The audition process (to include vocabulary)
E. Developing a “book”/audition piece
F. Researching/Selecting specific pieces for rehearsal/performance
G. Unit will culminate in an audition/casting process
Unit 2: SCENE STUDY/REHEARSAL (Weeks 5-6)
A. Continued development of skills from Unit I
B. Acting technique
C. Stage vocabulary/elements of Musical Theatre
D. Flexibility, concentration, and tension release
E. Respect for one another in producing a common goal
F. Scene study: attention to dramatic action and how it develops
G.Discussion of “beats”
H. Learning/rehearsing music to be performed
Unit 3: CREATING A ROLE/REHEARSAL (Weeks 7-10)
A. Continued development of skills from Units I and II
B. Discussion of different styles of Musical Theatre and of specific composers
C. Investigation of entire character
D. Blocking/Interpreting and applying stage direction
E. Sensory work and improvisation to develop character
F. Memorization and rehearsal techniques
Unit 4: REFINING THE ROLE/REHEARSAL (Weeks 11-17)
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A.
B.
C.
D.
E.
F.
G.
H.
I.
Continued development of skills from previous units
Musical Theatre vs. theatre in general
Musical Theatre as it relates to culture and society
Timing, pacing, variety, business
Reacting, awareness, and ensemble playing
Props, lighting, and scenic design
Specific intense rehearsal of scenes/songs
Movement and dance
Critique
Unit 5: DRESS REHEARSAL (Weeks 18-19)
A. Rehearsal of entire scene/performance using props, costumes, sets, lighting, and makeup
B. Preparation for performance
C. Techniques for effective performance
Unit 6: PERFORMANCE (Week 20)
A. Concentration
B. Performance of “Scenes from American Musical Theatre”
C. Critique
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Objective 1: Students will learn proper vocal technique to be used throughout the course.
Standard
Objective
Activities
1.1
1.3
Students will learn proper breathing technique.
a.
b.
c.
1.1
1.3
1.1
1.4
Students will learn how to produce a free and
efficient vocal tone, which can be altered
depending on the specific piece.
Students will distinguish between vocal
technique used in Musical Theatre vs. that which
is used in classical music.
a.
b.
Students will lie down on floor, and while placing a book on their diaphragm, S will observe the
rise and fall of the book.
Students will learn the three principles of efficient breathing (jaw drop, low breath, raise soft
palate) through modeling and drawn examples.
Various other specific exercises, as well as employing breathing principles learned in chorus class.
Students will learn and demonstrate “room vs. ring” theory through modeling, listening to various
recordings, and drawings of the vocal mechanism in books and on the board.
S will work on their technique in various songs sung in front of the class, in various vocal
exercises, and in T modeling and monitoring.
Teacher will give listening examples of different artists singing both classical music and musical theatre
selections, and students will discuss the differences in tone, breath support, and diction. Students will
apply the knowledge to achieve a sound, which is appropriate to the specific piece on which they are
working.
Objective 2: Students will develop a knowledge of the entire audition process, and will use this information to carry out an effective audition.
Standard
1.2
1.3
Objective
Students will “get to know their instrument”,
which is themselves, in order to choose an
audition song.
Activities
a. Students will do improvisation exercises and games.
b. Students will listen to various composers and then discuss/draw/compose their feelings about the
music and the lyrics.
c. Teacher will engage students in sense-memory work in order to access character, feelings, and
movement.
d. Students will engage in vocal exercises to understand which piece would best suit them vocally.
1.1
1.4
Students will research composers, specific
songs, and specific shows.
a.
b.
1.2
1.3
Students will learn audition etiquette.
a.
b.
c.
1.2
Students will perform an audition for a
role/roles in the final Musical Theatre Class
Workshop.
a.
b.
c.
Students will create a “book” of audition pieces through research on the Internet, in the library,
and in vocal books/scores.
T will play recordings of shows and show selections for S contemplation and critique.
Students will learn specific audition “vocabulary” through teacher handouts and class discussion.
Through discussion, T modeling, and practice, students will learn the “do’s” and “don’ts” of
auditioning.
Students will have a workshop on auditioning conducted by a professional actor.
Students will perform a piece in class to serve as an audition for our show.
Students will discuss beforehand specific elements for which a casting director looks, and S and T
will come up with a list to be filled in at the time of the audition.
Class discussion on which elements of individual experiences were successful, and which were
not.
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Objective 3: Students will learn basic principles of acting to be applied to their continuing work throughout the course.
Standard
1.1
Objective
Students will learn basic
principles of sense-memory.
1.2
1.3
Students will learn control over
body and voice for expressive use
in performance.
1.1
1.3
Students will develop their
observation and imagination
skills.
1.2
1.3
Students will work on
concentration.
Activities
Students will recall certain “moments” (alone or in small groups) and react to them in
order to access the deepest part of their nature; S will draw on the knowledge to later
react to fictional circumstances in a believable way.
a. Students will play improvisational games (choose topics made by T out of a hat and
then perform the topic or character on command)
b. S and T will discuss various tensions and blocks that would inhibit control and
expression.
c. S will engage in trust exercises to break down tension and inhibitions.
a. Students will be given an assignment to observe a certain particular behavior of a
fellow student (not in class, but during the regular day), and then S will discuss the
behavior with the class. Student will try to re-create the specific behavior.
b. Discussion and use of improvisation.
c. S response to real stimuli, and then subsequent response to the same stimuli, only this
time it is imaginary.
a. Students will use repetition and imitation exercises to learn concentration.
b. Students will work with a specific fictional behavior first in real time, and then in slow
motion.
c. Students will perform exercise in which they will respond to questions from T
immediately, and then they will be asked the same questions and be required to wait a
certain amount of time before responding.
Objective 4: Students will learn to research, choose, and break down specific songs/scenes.
Standard
1.4
1.1
1.4
Objective
Students will research musical
theatre selections.
Activities
a. Teacher will provide examples of appropriate material, and class will discuss.
b. T will show video and play recordings of various selections and students will
discuss and critique.
c. Students will write an essay on a particular composer and his general style in
order to gain insight into whether or not they would like to sing his/her music.
Students will share with class, so class will have a wide range of choices.
Students will learn to study a scene in
a. Students and teacher will break a particular scene down into “beats” and
order to see how the dramatic action
discuss.
develops.
b. Students will read scene together and discuss motivation, tempo, and mood,
time period; S will apply these characteristics as reading continues.
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Objective 5: Students will engage in character study in order to create, develop, and define a specific role.
Standard
1.3
Objective
Students will investigate the
biological, sociological,
psychological, and ethical qualities of
a character.
1.2
Students will learn to apply specific
vocal characteristics to their
character.
Students will learn to apply specific
physical characteristics to their
character.
1.2
1.3
1.4
1.4
Students will critique one another in
terms of characterization.
1.4
Students will develop an awareness
of characterization as it relates to real
life.
Activities
a. S will develop an outline of his/her character on paper during class, and then
work in detail to make this outline specific at home. T and S will discuss in
class.
b. S will have a class discussion about a specific topic while “in character”.
c. S will work with props in order to make the character more believable and
comfortable.
a. Articulation, annunciation, and inflection exercises.
b. Students will pair off and create a short song for their character to sing using
his/her own character voice.
a. Teacher will supply a feeling and ask students to respond in character through
movement.
b. Students will monitor and critique specific movement.
c. Students will use props and/or make-up to understand how these things affect
characterization.
d. S will use improvisation, monitored by T.
Teacher and students will come up with a specific set of criteria for beginning,
intermediate, and advanced levels of character study. Students will perform for one
another and the other students will critique the performance, discussing how many of
the criteria were met.
Students will be asked to observe a friend/teacher, and to notice certain character traits
and the ways in which they serve purpose in achieving goals or understanding. This
will be done on paper as homework and then discussed in class.
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Objective 6: Student will become familiar with the musical and theatrical language, style, and process which is specific to Musical Theatre.
Standard
1.3
1.1
1.2
1.4
Objective
Students will learn and use stage
vocabulary.
Students will understand ways in
which lyric and music combine.
1.1
1.2
Students will notice how Musical
Theatre differs from opera and
from straight theatre.
1.3
Students will understand the
importance of “ensemble playing”
in Musical Theatre.
Students will learn the ways in
which music and lyric contribute to
intent.
1.2
Activities
Teacher will provide handouts containing stage vocabulary; students will learn to use
these words in their rehearsal process.
Teacher will give an unfamiliar musical example with no words, and students will discuss
what they feel when they listen to it. S will then divide into groups to create a musical
text to share with the class. Teacher may choose to eventually show the example by the
original composer with the original text, or to just discuss student-created text and have
class critique.
a. Teacher will provide listening examples of Opera and of Musical Theatre;
students will write differences on board.
b. Students will learn differences in formation of vowels in Musical Theatre vs.
Opera.
c. T and S will discuss beats in straight theatre, and ways in which composers in
Musical Theatre create those beats with music.
Students will practice ensemble singing in an ensemble character, and discuss the ways in
which many people can communicate a feeling or specific event to an audience at the
same time.
a. Students will analyze a written scene for intent, and then discuss how the music,
when added to the scene, affects the mood of the scene.
b. Students will recall a specific personal real-life event, and then either compose or
choose a piece of music to display the event in a musical way. S and T will
discuss the qualities of music and lyric that “tell the story”.
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Objective 7: Students will learn effective rehearsal techniques and rehearsal etiquette, and use these principles throughout the rehearsal process.
Standard
1.3
Objective
Students will learn and use vocal
warm-ups.
1.3
Students will learn and use physical
warm-ups.
1.2
1.3
1.4
Students will learn to take direction,
to communicate with a director,
memorize lines and songs, and to
help create and use blocking,
movement, gesture, and business.
1.3
Students will learn the importance of
concentration and focus
Students will practice and refine their
work.
1.2
1.4
Students will respect one another and
their common goal.
Activities
Teacher will provide a list of vocal warm-ups to be used daily. This list will be added to
throughout the course, and the warm-ups will at times be specific to the individual
needs of the pieces on which students are working. Students will warm up their voices
at the beginning of each class, accompanied by piano.
Teacher will provide a list of physical warm-ups to be used daily. These warm-ups will
be used in addition to the vocal warm-ups in order for students to get their bodies ready
to act and to dance.
a. T will discuss role of stage director, and ways in which roles of actor and director
combine to produce art.
b. Students will learn to “take direction”, and memorize not only lines, but also
blocking, movement, gesture, and business on stage. They will develop this by
teacher modeling, discussion, practice, and eventual critique.
c. Students will at times create their own blocking for a scene or song, and T and class
will analyze the work in a controlled and constructive setting.
d. Students may use T-made tapes to memorize music.
Through monitoring and adjusting, Teacher will give students opportunity to focus in
rehearsal by using imitation games and “silence” exercises.
Through constant “running of the scene”, students will practice and refine their work.
Teacher will comment on progress, and students will have the opportunity to try and retry specific techniques. Students will work on integrating their specific character into
the whole performance.
Students, as actors, will develop a respect for one another during the rehearsal and
performance process that will carry through into their daily lives. Through discussion
and practice, students will achieve a sense of give-and-take, cooperation, and mutual
support and respect in working towards a common goal.
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Objective 8: Students will learn the history of Musical Theatre, differences in works from different Historical periods, and ways in which
composers, librettists, and lyricists have both affected and drawn from our culture and society.
Standard
1.3
Objective
Students will learn the history of
Musical Theatre.
1.2
Students will demonstrate an
understanding of the cultural
contributions that have influenced
Musical Theatre, and in turn how
Musical Theatre has influenced
certain aspects of our culture and
society.
Students will develop a respect for
their own contribution to society
through performance.
1.2
1.4
Activities
a. Students will study the work of Musical Theatre composers from the earliest to the
most recent, and come up with criteria for identifying their specific styles.
b. Teacher will discuss (hand-outs) the different styles of MT performance throughout
its history, considering acting style, vocal style, set and costume design, and
orchestration.
a. Teacher will show the musical “West Side Story”, and students will discuss the
ways in which the music reflects the specific culture of the time.
b. T will ask S to come up with other examples of cultural diversity and moral issues
having been discussed through musical performance. (Ex. “Showboat”, “Porgy and
Bess”, “Rent”, etc.)
c. Discussion/Essay on a historical/cultural event that has been captured in music, or
on a musical piece that has helped to affect a change in culture or society.
a. Teacher will provide students with videos of “The Actor’s Studio” to help them
realize the actor’s individual role in affecting the emotion of people and society.
b. Students will have performance opportunities at a variety of places outside of school
(the Grammar Schools, Retirement Homes, other theatre spaces, etc.), and through
question/answer sessions, they will see the ways in which an audience reacts and is
ultimately changed by experiencing theatre.
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Objective 9: Students will learn how costume, make-up, set-design, lighting, and performance etiquette combine with the existing product in
order to have a successful dress rehearsal and performance.
Standard
1.1
Objective
Students will learn how costume and
make-up contribute to character and
performance
1.2
Students will achieve a rudimentary
understanding of set design and
lighting.
Students will learn and employ proper
etiquette both while watching theatre
and while rehearsing for and
performing in theatre.
1.3
1.4
Students will learn proper methods for
critiquing their own performance, the
performances of fellow students, and
professional performances.
Activities
a. Teacher will provide examples of both pictures and videos depicting different
costumes and make-up choices, and Students will discuss the ways that they
add to a dress rehearsal and a performance.
b. S and T will, for each piece to be performed, come up with a plan for costume
and make-up which intensifies the effect on the audience and helps deliver the
intent of the scene.
a. Through watching scenes of professional theatre, either live or on video, S and T
will discuss the ways in which set design and lighting enhance a performance.
Students will have the opportunity to make suggestions for their own specific pieces.
a. Students will not speak aloud while watching theatre, but will have respect for
the performers on the stage.
b. Students will not “break character” during a dress rehearsal or performance,
but will remain focused so as to respect fellow actors.
c. Students will learn to prepare for performance by focusing and concentrating
before the performance. T and S will discuss ways in which to “clear the
mind” and prepare for a dress rehearsal or a performance.
a. Teacher and students will compile a list of criteria to be met at performance
level, and T will provide a constructive and calm forum for students to discuss
and critique one each other's performance using this list (after dress rehearsal).
b. T will provide opportunity for students to see live theatre at the community,
semi-professional, and professional levels, and students will discuss
differences in each.
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IV. EVALUATION
Each student’s grade will be based on:
1.
2.
3.
4.
Attendance at all scheduled rehearsals and performances.
Student participation and preparedness.
Written and performed quizzes and tests.
Homework assignments and presentations.
Specific grading percentages should be determined by the teacher and distributed to the students and
parents in September or when a student first enrolls in the class. The numerical percentages will be
converted to a letter grade.
V. REQUIRED RESOURCES
Texts:
A Practical Handbook for the Actor
The Stanislavski System
The Book of Scenes for Acting Practice
Theatre Games for Rehearsal
The Essential Theatre
Appreciating Musicals
Pub. 1986
Pub. 1984
Pub. 1985
Pub. 1985
Pub. 2000
Pub. 1993
Vintage Books
Penguin Books
National Textbook Co.
University Press
Harcourt Brace
Weston Walch
Music:
Musical Theatre Anthology (for each voice part)
Various scores and excerpts from scores
Technology:
Computer, Printer, Internet Access
Electric Keyboards/Electronic Music Programs
CD Boom Box and CDs/I-Pod Docking Station
LCD Projector and screen
Lincoln Center Library Resources/Media Center
**The resources for this class are suggested; the material will be expanded and will vary according to class
size and individual student ability. The course work for semester one will be concentrated on musicals
from 1900-1960, and semester two will deal with contemporary/rock musicals.
VI. SCOPE AND SEQUENCE
Unit 1: The Audition (4 weeks)
Unit 2: Scene Study (2 weeks)
Unit 3: Creating a Role (3 weeks)
Unit 4: Rehearsal (6 weeks)
Unit 5: Dress Rehearsal (1 week)
Unit 6: Performance (1 week)