Riccarton High School Arts Faculty Unit Plan: Musical Theatre
TEACHERS: Shane Morrow and Theresa Haddon
Keywords: Accompaniment, Chord, Chord progression, Composition, Creating, Ensemble, Form, Mood music, Music and society, Music industry, Musicals, Opera,
Performance, Pop music, Popular culture, Popular music
YEAR
10
LEVEL
5
Achievement Objectives Being Assessed
Music - Sound Arts
Understanding Music - Sound Arts in Context
Students will:
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Level 5: compare and contrast the characteristics of music associated
with a range of sound environments, in relation to historical, social, and
cultural contexts.
Music - Sound Arts
Developing Practical Knowledge in Music - Sound Arts
Students will:
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Level 5: apply knowledge of the elements of music, structural devices,
stylistic conventions, and technologies through integrating aural,
practical, and theoretical skills.
Music - Sound Arts
Developing Ideas in Music - Sound Arts
Students will:
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Level 5: use musical elements, instruments, technologies, and
conventions to express, develop, and refine structured compositions
and improvisations.
Music - Sound Arts
DURATION
6 weeks
Learning Outcomes
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Demonstrate understanding of characteristics of the different types of
musical numbers in musical theatre shows. (PK, UC)
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Perform AABA song format pieces from Musicals, identify and analyse
the use of musical elements and features. (PK, UC)
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Compose a 16 Bar AABA piece – perhaps using a given rhythm. (DI)
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Identify and describe musical elements and features in extracts of Rock
Opera. (PK, UC)
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Select, prepare, rehearse, present and evaluate a piece of music from a
musical theatre show in small groups (PK, CI)
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Research and present a brief plot outline of the original musical of their
group performance. (UC)
Communicating and Interpreting in Music - Sound Arts
Students will:
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Level 5: prepare, rehearse, and present performances of music, using
a range of performance skills and techniques.
AIMS
To demonstrate understanding of Musical Theatre though listening, describing, investigating, composing and performing.
KEY COMPETENCIES
Reflective Questions:
Thinking
Using
language,
symbols, and
texts
Blooms Revised Taxonomy is explicitly woven into the learning activities
in music. Students move from lower order thinking skills (remembering,
understanding and applying) to higher order thinking skills (analysing,
evaluating, creating) as the course progresses and they gain practical
knowledge in music. Students have opportunities to use their higher-order
thinking skills through playing and performing other people’s music and
through creating and composing their own music.
Music requires on-going literacy skills as students learn and correctly use
vocabulary, respond in writing to pieces of music they hear and play.
Students also learn, use, apply and understand traditional music stave
notation symbols.
Managing self
Students set their own goals and challenge themselves as they work at
their own pace in practical activities. Managing self also means the ability
to be self-disciplining in performance activities. Self-assessment and
reflection are a key part of this course
Relating to
others
Cooperation is an integral part of group music making. Students will
develop their active listening skills.
Participating
and
contributing
Students are taught to contribute appropriately in music performance
groups and in collaborative tasks.
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Can you solve the problem yourself?
Do you ask questions to find out more?
How can you perform better?
How can your music sound better?
Do you apply knowledge from other situations?
What do you want to achieve?
How will you achieve it?
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How do you get your message across?
How can you express yourself with music?
In what ways can you communicate your music to others?
How can you share information with others?
How can you research new information?
Do you have everything you need to learn?
What are your goals and what steps do you need to take?
What stops you learning and what can you do about it?
What help do you need and where can you get it?
How do you manage your time to meet deadlines?
What do you need to do at home to be successful in class?
Do you listen to what others have to say?
Can you negotiate and compromise?
Can you get your point across clearly?
How do you help to find a solution?
Do you share your ideas, compositions, and skills?
What do you do to make the class, or your group, successful?
Do you turn up to all your group rehearsals?
Are you using the opportunities available to extend your skills?
What do you do if you are unsure of the task requirements?
How can you be more involved in the lesson?
LEARNING SEQUENCE
Teaching and Learning Experiences
*Literacy strategies in red text
Resources
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Outline history, synopsis, and characters in Rent.
Listen to examples and complete task sheet: Rent, One Song Glory,
Will I?, Seasons of Love, Finale
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Rent ppt, CD and task sheet
Broadway – the American Musical
episode 6 – last 15 minutes
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Watch the video “Soundtrack” from the BBC series Walk On By.
Use worksheet of focus questions so students can suggest general
characteristics of Musicals and get a sense of the development of the
styles of music
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Walk On By “Soundtrack” video
and student worksheet.
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Read about and discuss general characteristics of Musicals.
Use plot outline of South Pacific to demonstrate general
characteristics of: boy meets girl, comedy and tragedy, clear
characters, using musical numbers to tell the story.
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Musical Theatre Characteristics
ppt
Plot outline of South Pacific from
In Tune With Music Bk3 p.271,
Aspects of Music p. 30-32 “20th
Century Stage Music.”
South Pacific DVD
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Look at three video clips: The Creation, The Cast, Backstage on
www.wickedthemusical.com
Students read through background information and complete
crossword puzzle while listening to examples from the show
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Notable Resources issue 0708:
Fact sheet, Themes and
Catchphrases, Timeline of Events,
Wicked Crossword
Read through and discuss Elements of the Musical and Types of
Musical Numbers.
Listen to examples of types of numbers and match definitions.
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Elements of the Musical handout
Recordings of Guys and Dolls, Les
Miserables, Fiddler on the Roof,
Grease, South Pacific, Cabaret,
Pirates of Penzance, West Side
Story, Evita. Etc…
Match the types of musical numbers of selected pieces from the video
Hey! Mr. Producer
Discuss how the extracts relate back to the general characteristics of
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Hey! Mr. Producer video and
worksheet.
Aspects of Music p. 91 “Puzzle-
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Ongoing Assessment
Approaches
Teacher monitoring
Marked answers from crossword
20th Century Stage Music”
musicals.
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Perform two pieces of music that fit AABA song format. Discuss the
musical elements and features that these two pieces have in
common. (Lead students to the conclusion that structure and form are
the same)
Read about and listen to Musical Theatre songs that fit AABA format
(sometimes called “standard 32”)
Compose own 16 bar AABA piece. Students perform each other’s
pieces. Students may use given lyrics or write their own to fit the given
rhythm.
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Classroom arrangements of
Edelweiss from The Sound of
Music and the title song from
Cabaret.
Recordings of AABA format songs
from Musicals.
Based on In Tune With Music Bk2
p201-209. Copies of activity on
p.208 transferred onto a Sibelius
worksheet. Students can be
scaffolded into this by using given
rhythm.
Teacher and peer evaluation of
completed compositions.
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Andrew Lloyd Webber ppt
In Tune With Music Bk3 p. 314
CD’s of Lloyd Webber songs
DVD’s Evita, Joseph, Superstar
Could do the “What You Believe Is
True” NCEA 1.6 exemplar here
Teacher monitoring through
reflective questioning.
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Jesus Christ Superstar article,
listening worksheet and recording.
Teacher monitoring.
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Extension:
Capable students can compose own AABA song (perhaps standard 32 bars)
and with or without vocal line.
Possible variation: put students in groups have them write a plot outline for a
new musical and then compose one song each from their new show justifying
the musical choices they’ve made to help tell the story.
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Read about and discuss the characteristics of Andrew Lloyd Webber’s
work and Rock Opera.
Elements and features covered: Melodic shape, instrumentation,
form, rhythm, timbre.
Listen to examples that show:
Melodic Inventiveness:
 Don’t Cry For Me Argentina from Evita. Compare with: Oh What A
Circus, Eva’s Final Broadcast
 Cats Overture Motif Cats Compare with: Memory
Cross Over Appeal:
 No Matter What Whistle Down The Wind, Superstar -Jesus Christ
Superstar, Don’t Cry For Me Argentina - Evita, Phantom of the Opera
Gift for Parody:
 Song of the King - Joseph and the Amazing Technicolor Dreamcoat,
U.N.C.O.U.P.L.E.D -Starlight Express
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Listening questions on extracts from Jesus Christ Superstar
Students peer mark completed
answers to questions.
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Listening assessment based on Rock Opera music from Evita
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CD recordings of “Don’t Cry For
Me Argentina” and “And The
Money Kept Rolling In” from Evita.
Questions from In Tune With
Music Bk 2 p.105-108.
See task for assessment schedule
Sheet music of Musical Theatre
productions. (Piano/Vocal/ Guitar,
Choral Arrangements, Real
Books….)
Reference books and/or internet
access. Good sites;
www.thebroadwaymusicals.co
m
www.thebroadwaymusicalho
me.com
www.mtishows.com
Possibly use MIDI backings for
accompaniment:
“Showtime” task sheet,
Instruments, Practice Rooms, P.A
System…
Teacher evaluation of
performance.
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Choose a piece of music from a musical theatre production to adapt
and perform in a small group. Present a brief synopsis of the show
and explain, where possible, how the chosen piece fits into the plot.
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Extension Work:
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Video of The Simpsons “Musicals”
or Scrubs “Musicals” episode –
looking for types of musical
numbers and references to shows.
Kaleidoscope Classroom
Arrangement Can You Feel the
Love Tonight?
Student self evaluation of their
group’s performance and their part
in it.
ASSESSMENT
AABA Composition:
Self Assessment and Peer Assessment reflective statements
I think that MY / YOUR song … (rate each statement on continuum from Strongly Agree to Disgaree)
1.
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5.
has a strong melody that has direction
has rhythmic interest (memorable)
clearly uses AABA form
has an effective chord structure that keeps the
music moving and fits the melody (eg ends on
tonic chord, has a dominant turnaround)
is clearly and accurately written down
Teacher Assessment:
Achievement
Merit
Compose an effective piece of music in AABA form
that shows character and has clear, written
representation.
Excellence
Compose a convincing piece of music in AABA form
that shows character and imagination and has
accurate and detailed written representation.
Achieved
Achieved with Merit
Achieved with Excellence
Perform generally accurate music, demonstrating
some technical skills, appropriate ensemble
awareness and presentation skills.
Perform fluent and accurate music, demonstrating a
range of technical skills, effective ensemble
awareness and presentation skills.
Confidently perform fluent and highly accurate
music, demonstrating secure technical skills,
convincing ensemble awareness and presentation
skills
Compose a piece of music in AABA form that has
generally clear, written representation.
“Showtime” Perfomance:
Teacher Assessment
Self-Assessment – Reflective Statements
What I contributed to the group’s preparation, What worked well in our group? What were challenges for our group? How we overcame these challenges,
How well our group performed (refer to video), How we could improve our performance
I contributed to my group’s performance by: (rate each statement on continuum from Strongly Agree to Disagree) Staying on task, Accepting other’s ideas, Learning
my own part well, Suggesting ways to improve our performance, Encouraging and supporting Others, Leading my group in rehearsal
I rate my own performance as:
Yet to Achieve
Achieved with Merit
Achieved with Excellence
Perform fluent and accurate music,
demonstrating a range of technical
skills, effective ensemble awareness
and presentation skills.
Confidently perform fluent and highly
accurate music, demonstrating secure
technical skills, convincing ensemble
awareness and presentation skills
Achieved
Perform generally accurate music,
demonstrating some technical skills,
appropriate ensemble awareness and
presentation skills.
RESOURCES
Electronic
Arts Online
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Teacher Resource Exchange - Music Lesson Plans - listening and responding
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=178
Teacher Resource Exchange - Song Writing Unit
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=57
Teacher Resource Exchange - Playing and Creating unit
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=60
Teacher Resource Exchange - Rock It Man
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=392
Teacher Resource Exchange - Write Me a River
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=419
Teacher Resource Exchange - Performance & Stage Presence
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=428
Teacher Resource Exchange - How Do You Practise?
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http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=430
Teacher Resource Exchange - Keeping a focus whilst rehearsing
http://arts.unitec.ac.nz/resource-exchange/view_resource.php?res=449
Reviewed Resources
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Dance in Stage Musicals
http://www.musicals101.com/dancestage.htm
Maverick Musicals
http://www.mavmuse.com/
New Zealand Curriculum Exemplars
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The Arts Exemplars
http://www.tki.org.nz/r/assessment/exemplars/arts/index_e.php