A.N. Myer
ADA3M/4M
Garratt
The Twelve Best
Musicals in Six Minute
Instructions
In groups, you will prepare a musical number that seamlessly presents portions of 12 of the best
musicals (in your opinion). Here is an example of what your nal product could look like
https://www.youtube.com/watch?v=a_TvKH-qEJk
Step One
In your groups, decide on which musical numbers from various musicals are your favourites.
You will have some debate. Consider the following characteristics as you discuss the merits of
your choices:
choreography (is it danc-y or creatively staged/blocked?
music (is it catchy? fun? have a good beat?
is there an important message for the audience to learn
do costumes come into the mix
are there characters that people can easily relate to
Step Two:
Decide which order the musical numbers should come in for your performance. You must
consider how the music ows and whether you can easily transition from one piece to the next.
What makes the most sense
Step Four
Using Garage Band or some other music editing program, splice the pieces of music together in
a way that is SEAMLESS. This may take a lot of ddly-faddly, but you can handle a challenge
Step Three
REHEARSE!!! You will be performing this for an audience. The best piece will be showcased at
Mosaic in May
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Step Four:
How will you costume this piece? Keeping it simple is best. Are there pieces you could use to
symbolize your character instead of a full costume
ADA3M/4M
Garratt
Criteria
Level Four
Level Three
Level Two
Level One
Group
Dynamics
The student contributes many
ideas, discusses things
respectfully, attends ALL
rehearsals and brings
costume items for
themselves and others. Stays
on topic. Is kind and open to
new approaches.
The student contributes
some ideas, discusses
things respectfully, attends
MOST rehearsals and brings
costume items. Stays on
topic most of the time. Is kind
and open to new
approaches.
The student contributes a few
ideas, discusses things
respectfully most of the time,
attends some rehearsals and
brings costume items for
themselves only. Has trouble
staying on topic. Is mostly
kind and open to new
approaches.
The student contributes very
few ideas and mostly relies
on others to do the thinking.
The student checks out and
doesn’t engage in
discussions. The student
misses most rehearsals. He/
She did not bring any
costume items. The student
was hardly ever on topic (was
on phone instead). The
student was somewhat
unkind/rude to others.
Characterization
Used unique/appropriate
costumes for each new
character. Switched
characters cleanly and
obviously each time the
music changed. The student
spent time thinking about
each character they would
play and found the unique
qualities that epitomized the
roles.
Used a different costume for
most characters. Switched
characters relatively cleanly
and somewhat obviously
each time the music
changed. The student spent
some time thinking about
each character they would
play and found the qualities
that clari ed the roles.
Used the same costume
throughout. Switched
characters relatively cleanly a
few times but not each time
the music changed. The
student found some of the
qualities that clari ed some of
the roles.
The student refused to wear
the costumes brought for
them by group mates. There
was no evidence of any
research into WHO the
student was playing in each
of the mini-scenes. The
student was on stage, not the
character.
Music
Splicing
The student used 12, 30
second segments of music
from the selected musicals.
The musical numbers have
been cut and spliced back
together in a way where the
rhythm doesn’t miss a beat. It
is a seamless transition.
ows smoothly from track to
track with volume adjusted
appropriately and sound
normalized to match
throughout.
Most of the tracks are of
equal length. Some
problems with volume or
tone: transitions could be
smoother or timing is just a
smidgen off.
The tracks are not all of equal
length. There is little to no
evidence of effort made to
normalize audio and create
smooth transitions. The music
sounds as if it was thrown
together and very amateur.
The tracks are not all of equal
length. Some music is
missing altogether. There is
little to no evidence of effort
made to normalize audio and
create smooth transitions.
The music sounds as if it was
thrown together and very
amateur.
Blocking/
Choreo
The student has contributed
ideas about how the piece
will be blocked. He/She has
added choreography/
movement to the work and
has rehearsed/memorized
their required elements. The
blocking makes total sense
and is seamless between
transitions. The
choreography uses the entire
space well and works hand in
hand with the music/
character. The student
considers all things like
tempo, mood, shape, line,
and avoids masking and
chaos on stage.
The student has contributed
some ideas about how the
piece will be blocked. He/
She has rehearsed/
memorized their required
elements. The blocking
makes good sense and is
almost seamless between
transitions. The
choreography uses some of
the space well and works
hand in hand with the music/
character. The student
considers a few things like
tempo, mood, shape, line,
and avoids masking and
chaos on stage.
The student has contributed
one or two ideas about how
the piece will be blocked. He/
She has rehearsed/
memorized most of their
required elements. The
blocking makes sense
sometimes but it is not
entirely seamless between
transitions. The choreography
uses portions of the space
well and works hand in hand
with the music/character. The
student considers one or two
of the following: tempo, mood,
shape, line, and avoids
masking and chaos on stage.
The student has not
contributed ideas about how
the piece will be blocked. He/
She has not added
choreography/movement to
the work and has not
rehearsed/memorized their
required elements. The
blocking makes little sense
and is messy between
transitions. The choreography
is mostly in the centre of the
stage with no focus of
attention. The student did not
consider things like tempo,
mood, shape, line, and avoids
masking and chaos on stage.
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Rubric - 12 in 6
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A.N. Myer