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					        FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

           OFFICE OF CURRICULUM AND INSTRUCTION

                                  MUSIC DEPARTMENT




                         MUSICAL THEATER


                                    COURSE PHILOSOPHY

Musical Theater is the telling of a story through acting, singing, and dancing. Students will discover
the discipline necessary for developing their own personal abilities, as well as an awareness of the
aesthetic values in musical theater. By the end of this course, students will have a better
understanding of where they fit into the scheme of musical theater, as well as more confidence in
presenting themselves.




                                   COURSE DESCRIPTION


Grade Level: 9-12                                             Department: MUSIC

Course Title:   Musical Theater                               Credits: 5

Course Code: 103300




       BOARD OF EDUCATION INITIAL ADOPTION DATE: AUGUST 25, 2008
 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

                         Board of Education
                     Mrs. Patricia E. Horvath, President
                    Ms. Diana J Cappiello, Vice President

                              Mr. Tom Caiazza
                              Mrs. Katie Goon
                           Mrs. Bunny Hammer
                             Mrs. Kathie Lavin
                           Mr. Ronald G. Lawson
                            Mrs. Joan Leimbach
                          Mr. Christopher Placitella
                       James Wasser, Superintendent
Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction



                 Curriculum Writing Committee
                              Pamela Makrancy
                                Jeffrey Unger


                         Elective Supervisors
                               Cathy Boenig
                                Susan Field
                                Dan Green
                             Dr. Richard Malik
                              David Pierson
                             Joseph Robinson


                                                                                2
                                            Course Philosophy
         Musical Theater is the telling of a story through acting, singing, and dancing. Through this course,
students will develop an appreciation of the content areas highlighted in the New Jersey Core Curriculum
Content Standards for music. Students will discover the discipline necessary for developing their own
personal abilities, as well as an awareness of the aesthetic value of musical theater. By utilizing their own
creativity, students learn how to incorporate life experiences and practicality into their performances. By
tracing historical influences to current pop culture, students will learn how art reflects life. By the end of this
course, students will have a better understanding of where they fit into the scheme of musical theater, as well
as more confidence in presenting themselves.


                                            Course Description
         In this course, students will be developing individual performance skills throughout the year. These
skills pertain to acting, singing, dancing, critique, and production. Through research, students will trace the
development of musical theater and the people who created these performances. Students will create a
process for evaluating the aesthetics of performance and learn how to apply these principles to their own
performances. Much of this work will be done with analysis of past performances via video, viewing of
current stage productions, and self evaluation of personal performances. By comparing the different worlds
of stage and screen, students will learn to differentiate the varying qualities of each. To culminate the
teachings of this class, students will produce their own musical.




                                                                                                                 3
                                                                 Freehold Regional High School District
                                                                           Curriculum Map

                                                                                 Music Theater

                                                                                                                                            Assessments
                                1
    Relevant Standards                    Enduring Understandings                             Essential Questions                 Diagnostic Formative Summative
                                                                                                                                   (before)   (during)   (after)
    Standard 1.1 Aesthetics          The development of artistic appreciation             How will students recognize a           Observations    Rating Scale   Teacher-
                                     includes understanding the significance              good performance?                                                      made tests
                                     and value of music theater.                                                                  Questionnaire   Self-made
                                                                                                                                                  checklists     Creative
                                     The nurturing of one’s imagination encourages        How will a performance change                                          Writing
                                     the development of valid interpretations in          the attitude of a student?
                                     music theater.                                                                                                              Live
                                                                                          Is there only one correct                                              performance
                                                                                          interpretation of any one role?

    Standard 1.2 Creation and        Musical Theater provides ways for students to        How was musical theater evolved?        Personal        Rating Scale   Live
    Performance                      enlighten, educate, and entertain themselves, as                                             Evaluation                     Performance
                                     well as an audience.                                                                                         Self-made
                                                                                                                                                  checklists     Creation of a
                                     Improvisation encourages a student to use            How does your performance                                              Musical
                                     his/her imagination as well as to become more        affect the audience and yourself?
                                     aware of the importance of adaptability and                                                                                 Direction of
                                     performing.                                          What is the importance of                                              fellow
                                                                                          adapting to your audience?                                             classmates

                                     The self-evaluation of one’s own theatrical and      What did I do that was good?
                                     musical performances requires honesty as well
                                     as developed analytical and evaluative skills.       What do I need to do to improve
                                                                                          my personal performance?
    Standard 1.4 Critique            A valid critique of a performance requires the       What makes a good or bad                Observations    Rating scale   Live
                                     reviewer develop specific analytical and             performance?                                                           performance
                                     evaluative skills.                                                                           Questionnaire   Self-made
                                                                                          How does pop culture influence                          checklists
                                                                                          your outlook of performance?


1
    Including computer / information literacy, cross content work place readiness standards, and other relevant content area standards
                                                                                                                                                                            4
                                                                                                                                Assessments
                         1
Relevant Standards                Enduring Understandings                          Essential Questions                Diagnostic Formative Summative
                                                                                                                       (before)   (during)   (after)
                             Musical theater has always reflected the           How are cultural influences
                             cultural values of its audiences.                  incorporated into musical theater?
Standard 1.5 World           Musical theater, with its roots in early           What is the difference in             Observations    Personal       Research
Cultures, History, and       American entertainment, has developed and          performing the arts as opposed to                     discovery      Paper
Society                      evolved by reflecting evolving styles of music     viewing the arts?                     Questionnaire
                             as well as technical advances in design                                                                                 Oral report
                             elements.                                          How does a director’s
                                                                                interpretation of a musical affect                                   Projects
                                                                                the result?
                                                                                                                                                     Teacher-
                             Musical theater not only reflects the changes in   How does musical theater reflect                                     made tests
                             society, but also often moves society in new       society?
                             directions.                                                                                                             Creative
                                                                                How does musical theater lead                                        writing
                                                                                societal thinking?
Standard 1.3 Elements and    The development of acting, singing, and            Why is practice an integral part of   Observations    Rating scale   Live
Principles                   movement skills is accomplished with               music theater?                                                       performance
                             discipline, rehearsal skills, and an honest                                              Questionnaire   Self-made
                             evaluation of skills and weaknesses as a           What role does discipline play in                       checklists
                             performer.                                         the performing arts?




                                                                                                                                                                5
                                                     Freehold Regional High School District
                                                      Curriculum Proficiencies and Pacing

                                                                  Musical Theater

                                                                                                                   Recommended
          Unit Title                                       Unit Understandings
                                                                                                                     Duration
Unit 1: Appreciation of a good      The development of artistic appreciation includes understanding the               3 weeks
        performance                 significance and value of music theater.
                                    1. Students will understand how the theatrical arts affect a person’s
                                         perspective of societal norms.
Unit 2: Imagination and art         The nurturing of one’s imagination encourages the development of valid            3 weeks
                                    interpretations in music theater.
                                    1. Students will create an atmosphere where students feel safe to explore
                                         their own improvisatory outlets.

Unit 3: Skills in Musical Theater   The development of acting, singing, and movement skills is accomplished           4 weeks
                                    with discipline, rehearsal skills, and an honest evaluation of skills and
                                    weaknesses as a performer.
                                    1. Students will develop skills pertaining to musical theater.
Unit 4: Perspectives of a           Musical Theater provides ways for students to enlighten, educate, and             3 weeks
        performer                   entertain themselves, as well as an audience.
                                    1. Students will create an understanding of the different perspectives of an
                                         actor and/or audience member.
Unit 5: Improvisation               Improvisation encourages a student to use his/her imagination as well as to       3 weeks
                                    become more aware of the importance of adaptability and performing.
                                    1. Students will acquire the ability to continue with a performance barring
                                         all outside interferences.
Unit 6: Critique                    A valid critique of a performance requires the reviewer develop specific          4 weeks
                                    analytical and evaluative skills.
                                    1. Students will create a better understanding of the perspectives involved
                                         in evaluating a music theater performance.




                                                                                                                                 6
                                                  Freehold Regional High School District
                                                        Unit Overview and Pacing
                                                               Musical Theater



         Unit Title                             Unit Understandings and Goals                                         Recommended
                                                                                                                        Duration
Unit 7: Self-evaluation          The self-evaluation of one’s own theatrical and musical performances requires           3 weeks
                                 honesty as well as developed analytical and evaluative skills.
                                 1. Students will know how to improve one’s work.

Unit 8: Evolution of Musical     Musical theater, with its roots in early American entertainment, has developed and      4 weeks
        Theater                  evolved by reflecting evolving styles of music as well as technical advances in
                                 design elements.
                                 1. Students will incorporate the historical factor in the evolution of musical
                                      theater.
Unit 9: Culture and Musical      Musical theater has always reflected the cultural values of its audiences.              3 weeks
        Theater                  1. Students will create a better understanding of cultural influences in musical
                                      theater.

Unit 10: Musical Theater as a    Musical theater not only reflects the changes in society, but also often moves          4 weeks
         reflection of society   society in new directions.
                                 1. Students will create a better understanding of how society has a direct link to
                                      musical theater.




                                                                                                                                    7
                                                                  Freehold Regional High School District
                                                                             Musical Theater

                                                             Unit #1: Appreciation of a good performance

Enduring Understanding: The development of artistic appreciation includes understanding the significance and value of Music Theater.
Essential Question: How will students recognize a good performance?
Unit Goal: Students will understand how the theatrical arts affect a person’s perspective of societal norms.
Duration of Unit: 3 weeks
NJCCCS: 1.1
      Guiding / Topical              Content, Themes,                 Instructional Resources and
                                                                                                               Teaching Strategies                 Assessment Strategies
         Questions                  Concepts, and Skills                        Materials
 What is a good performance?    Compare/contrast various             Videos of various types and styles   Students will examine standards        Observations
                                actors/actresses in the same         of musical theater.                  already in use (i.e. Tony Awards) to    (see Rubric A-8)
 What criterion determines a    role.                                                                     discuss societal perceptions of
 good performance?                                                   Rating scale (pre-made and self-     “good” and “bad” performances          Questionnaire
                                Identify criterion that creates      made)
 Why is it important to set a   good and bad performances.                                                Students will create their own         Rating Scale
 standard for good                                                                                        rubrics and, given various examples
 performances?                  Develop and defend a reasoned                                             of performances representative of      Self-made checklists
                                opinion.                                                                  different types and styles of
                                                                                                          musical theatre, apply their rubrics   Teacher-made tests

                                                                                                                                                 Creative writing




 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                           8
                                                                    Freehold Regional High School District
                                                                               Musical Theater

                                                                           Unit #2: Imagination and art

Enduring Understanding: The nurturing of one’s imagination encourages the development of valid interpretations in Music Theater.
Essential Questions: How will a performance change the attitude of a student?
                    Is there only one correct interpretation of any one role?
Unit Goal: Students will create an atmosphere where students feel safe to explore their own improvisatory outlets.
Duration of Unit: 3 weeks
NJCCCS: 1.1
      Guiding / Topical                   Content, Themes,                Instructional Resources and
                                                                                                                   Teaching Strategies                 Assessment Strategies
         Questions                       Concepts, and Skills                       Materials
 Why is it important to be a         Established methods on good          Method books on singing, acting,   Students may work in groups to          Observation
 good performer?                     acting, singing, and movement.       and movement                       practice and present acting, singing,
                                                                                                             and movement in compliance with         Live Performance
 How does imagination factor         Established procedures for           Videos on various performances,    accepted methods                        (see Rubrics A-4,5,6,7 or 8))
 into a person’s interpretation of   effective and supportive critique.   both professional and amateur
 a specific role?                                                                                            Students will also practice
                                                                                                             responsible critique
 How does the history of a role
 determine the interpretation of                                                                             The teacher should expose
 the role?                                                                                                   students to the concept of a
                                                                                                             practice regime in the context of
 What makes a good performer?                                                                                this unit’s content, even inviting
                                                                                                             students to develop the beginnings
                                                                                                             of their own regime, as a transition
                                                                                                             into the next unit

 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                                     9
                                                                 Freehold Regional High School District
                                                                            Musical Theater

                                                                   Unit #3: Skills in Musical Theater

Enduring Understanding: The development of acting, singing, and movement skills is accomplished with discipline, rehearsal skills, and an honest evaluation of skills
and weaknesses as a performer.
Essential Questions: Why is practice an integral part of music theater?
                      What role does discipline play in the performing arts?
Unit Goal: Students will develop skills pertaining to musical theater.
Duration of Unit: 4 weeks
NJCCCS: 1.3
      Guiding / Topical               Content, Themes,               Instructional Resources
                                                                                                           Teaching Strategies                 Assessment Strategies
         Questions                   Concepts, and Skills                 and Materials
 What is a practice regime?      Creating a practice schedule.      Age and type appropriate       Students will develop their own           Practice schedule
                                                                    roles and repertoire           practice and fitness plans
 Why is a regime important in    Learning how to work with your                                                                              Observation
 developing one’s skills?        voice and body.                    Research on “musical health”   The teacher will demonstrate, or work
                                                                                                   guest lecturers to effect                 Critique
 How does your personal health   Learning how to keep your body     Video history of theatrical    demonstrations, of proper techniques
 effect skill development?       in top performance shape.          movement                       in practice to insure the health of the   Projects
                                                                                                   voice and the body
 How do personal limitations     Learning your musical theater                                                                               Teacher-made tests
 affect a person’s theatrical    “type”.                                                           Students will work in groups to explore
 results?                                                                                          current issues in “musical health.”       Practical assessment

                                                                                                   Students should prepare presentations
                                                                                                   or other discussion on the health
                                                                                                   aspects unique to musical theatre
                                                                                                   “types.”
 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                       10
                                                                    Freehold Regional High School District
                                                                               Musical Theater

                                                                     Unit #4: Perspectives of a performer

Enduring Understanding: Musical Theater provides ways for students to enlighten, educate, and entertain themselves, as well as an audience.
Essential Questions: What is the difference in performing the arts as opposed to viewing the arts?
                    How does a director’s interpretation of a musical affect the result?
Unit Goal: Students will create an understanding of the different perspectives of an actor and/or an audience member.
Duration of Unit: 3 weeks
NJCCCS: 1.2
      Guiding / Topical                 Content, Themes,                Instructional Resources and
                                                                                                                 Teaching Strategies                Assessment Strategies
         Questions                     Concepts, and Skills                       Materials
 How does an onstage actor         Being an active audience            Videos of live performances.         Students will share experiences as    Performance assessment rubric
 educate and entertain his/her     member.                                                                  both audience members and
 audience?                                                             Personal experience as an onstage    performers to draw conclusions.       Teacher-made tests
                                   Learning how to interpret a         actor and/or audience member.
 How is performing different       character as both a performer                                            Students will analyze the impact of   Student self-observation as a
 from viewing a production?        and an audience member.             Guest artist to share experiences.   directors and composer by             performer and/or audience
                                                                                                            comparing two or more                 member
 Why is it important to be an      Setting a mood on stage with a                                           productions of the same show.         (see Rubrics 4,5,6,7, or 8)
 active audience member?           character.
                                                                                                            Students will create a character
 What is an audience looking for   Adaptation of a pre-set scene.                                           development sketch, perform a
 in a character portrayal?                                                                                  monologue.

 How do directors and                                                                                       Students will mount their own
 composers realize a vision of                                                                              musical theatre production.
 the story?

 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.



                                                                                                                                                                                  11
                                                                  Freehold Regional High School District
                                                                             Musical Theater

                                                                           Unit #5: Improvisation

Enduring Understanding: Improvisation encourages a student to use his/her imagination as well as to become more aware of the importance of
                            adaptability and performing.
Essential Questions: How does your performance affect the audience and yourself?
                      What is the importance of adapting to your audience?
Unit Goal: The ability to continue with a performance barring all outside interferences.
Duration of Unit: 3 weeks
NJCCCS: 1.2
      Guiding / Topical                 Content, Themes,              Instructional Resources and
                                                                                                            Teaching Strategies                 Assessment Strategies
         Questions                     Concepts, and Skills                     Materials
 How does the onstage actor        Engage in improvisational acting   Scripts/scenes of musical        Given a scenario, students will role   Assessment of performance
 respond to the real world?        exercises                                                           play a reaction                        (see Rubrics A-4, 5, 6, 7, or 8)
                                                                      Acting exercises
 Why is imagination so             Study of group/peer dynamics                                        Teacher should provide for video       Teacher-made tests on muscle
 important to an actor and/or                                         Research of facial expressions   and audio taping for student self      structure
 audience member?                  A study of body language and                                        and group reflection on
                                   movement                           Research of muscle movement      movement, facial expressions,
 How does the study of the                                                                             voice, etc.
 reality of a performance affect
 an audience member’s
 appreciation?


 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                                 12
                                                                      Freehold Regional High School District
                                                                                 Musical Theater

                                                                                  Unit #6: Critique

Enduring Understanding: A valid critique of a performance requires the reviewer develop specific analytical and evaluative skills.
Essential Questions: What makes a good or bad performance?
                      How does pop culture influence your outlook of a performance?
Unit Goal: To create a better understanding of the perspectives involved in evaluating a music theater performance.
Duration of Unit: 4 weeks
NJCCCS: 1.4
      Guiding / Topical                   Content, Themes,                Instructional Resources and
                                                                                                             Teaching Strategies               Assessment Strategies
         Questions                       Concepts, and Skills                       Materials
 How does the historical             Understand the purposes and         Reviews, videos/pictures       Students will choose a production    Teacher-made tests
 perspective behind a                methods of critique                                                and present an aggregated synopsis
 role/performance or the                                                                                of reviews, describing how various   Written projects
 pedigree of the participants        Consider multiple aspects of a                                     production characteristics might     (see Rubrics A-1, 2)
 affect critique?                    production when framing or                                         have led to critical acclaim or
                                     responding to a critique                                           failure                              Debate
 How do cultural perspectives
 affect a critique?                                                                                     Students will compare conflicting    Compare/contrast essays
                                                                                                        reviews of a production
  What is the artistic perspective
 of the one offering the critique?                                                                      Students will prepare their own
                                                                                                        reviews of a production

 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                       13
                                                                     Freehold Regional High School District
                                                                                Musical Theater

                                                                             Unit #7: Self-evaluation

Enduring Understanding: The self-evaluation of one’s own theatrical and musical performances requires honesty as well as developed analytical and evaluative skills
Essential Questions: What did I do that was good?
                     What do I need to do to improve my personal performance?
Unit Goal: To know how to improve one’s work
Duration of Unit: 3 weeks
NJCCCS: 1.2
      Guiding / Topical                  Content, Themes,                Instructional Resources and
                                                                                                                    Teaching Strategies                Assessment Strategies
         Questions                      Concepts, and Skills                       Materials
 What does a given role require?    Analyze and describe the            Scripts and other items to provide     Students will prepare theoretical     Additional video tapings for
                                    requirement for the successful      detail on roles in historical or new   castings for a given musical.         self evaluation
 If I am right for the role, what   acceptance of a role                productions
 should I concentrate on?                                                                                      Students will prepare presentations   Creation of rubric for self-
                                                                                                               on their “perfect role” in a          evaluation
                                                                                                               historical or new production.


 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                                    14
                                                                   Freehold Regional High School District
                                                                              Musical Theater

                                                                   Unit #8: Evolution of Musical Theater

Enduring Understanding: Musical theater, with its roots in early American entertainment, has developed and evolved by reflecting evolving styles of music as well as
technical advances in design elements.
Essential Questions: How has musical theater evolved?
Unit Goal: To incorporate the historical factor in the evolution of musical theater.
Duration of Unit: 4 weeks
NJCCCS: 1.5
      Guiding / Topical                 Content, Themes,               Instructional Resources and
                                                                                                                 Teaching Strategies                 Assessment Strategies
         Questions                     Concepts, and Skills                      Materials
 How has musical theater           Various types of musical theater   Videos of various stage               Students will compare/contrast         Research paper
 evolved over time?                (opera, operetta, Broadway         productions over time                 various musicals of                    (see Rubric A-1, 2)
                                   shows, etc.)                                                             similar/different trends
 How do instrumentation and                                           PBS’s Broadway: the American                                                 Teacher-based tests
 technology play important roles   Evolution of the various musical   Musical video and accompanying        Students will research and present
 in the popularity of a musical?   theater themes and styles.         book                                  the various types of musical           Creative writing
                                                                                                            theater. Students may also create a
 Why is it important to revive     Historical aspects of various      Musical Theater: An Appreciation by   timeline
 older musicals?                   styles and types of musical        Alyson McLamore
                                   theater.                                                                 Students will discuss and defend
 How have dance and costuming                                                                               their predictions of possible trends
 evolved in musical theater?       Comedy versus tragedy.                                                   in the future of musical theater

 What makes a musical              Instrumentation of musicals                                              Given a historical production,
 “timeless?”                       through the years.                                                       students prepare and present plans
                                                                                                            for reviving the production.
                                   Elements of a musical.                                                   Students should develop plans to
                                                                                                            use technology, costuming, etc., to
                                   Evolution of dance.                                                      create a “modern” revival

                                   Importance of costuming.

 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.


                                                                                                                                                                             15
                                                                     Freehold Regional High School District
                                                                                Musical Theater

                                                                     Unit #9: Culture and Musical Theater

Enduring Understanding: Musical theater has always reflected the cultural values of its audiences.
Essential Question: How are cultural influences incorporated into musical theater?
Unit Goal: To create a better understanding of cultural influences in musical theater.
Duration of Unit: 3 weeks
NJCCCS: 1.5
     Guiding / Topical                  Content, Themes,                 Instructional Resources and
                                                                                                                  Teaching Strategies                Assessment Strategies
        Questions                      Concepts, and Skills                        Materials
 How does culture affect musical   Cultural aspects and impacts of      Videos of various stage              Students will research and evaluate   Compare/contrast findings
 theater?                          various historical productions       productions over time                the accuracy of cultural portrayals
                                                                                                             in a given musical                    Research of cultures
 Why is important to make sure     Ethics and responsibilities in       PBS’s Broadway: the American
 that a culture is represented     culturally sensitive production      Musical video and accompanying
 correctly in a musical?                                                book

                                                                        Musical Theater An Appreciation by
                                                                        Alyson

 Suggestions on how to differentiate in this unit:
     This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
     The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
      strengths.
     Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
      and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                               16
                                                                 Freehold Regional High School District
                                                                            Musical Theater

                                                         Unit #10: Musical Theater as a reflection of society

Enduring Understanding: Musical theater not only reflects the changes in society, but also often moves society in new directions
Essential Questions: How does musical theater reflect society?
                     How does musical theater lead societal thinking?
Unit Goal: To create a better understanding of how society has a direct link to musical theater.
Duration of Unit: 4 weeks
NJCCCS: 1.5
      Guiding / Topical               Content, Themes,                Instructional Resources and
                                                                                                                 Teaching Strategies            Assessment Strategies
         Questions                   Concepts, and Skills                       Materials
 How does musical theater        Historical impacts of various        Videos of various stage              Students will research a given     Research and presentation
 reflect or react to society?    musical theater productions.         productions over time                production and describe its        (see Rubric A-3)
                                                                                                           reaction to its times and/or its
 How can musical theater shape   Stars of musical theater and their   PBS’s Broadway: the American         impact upon its times
 society?                        impacts on society.                  Musical video and accompanying
                                                                      book

                                                                      Musical Theater An Appreciation by
                                                                      Alyson McLamore


 Suggestions on how to differentiate in this unit:
      This class encourages students to recognize their own strengths and weaknesses by self -evaluation.
      The teacher must be supportive of this discovery process and provide a wide variety of materials which allow each student to find and develop their
       strengths.
      Teachers should also encourage peer collaboration, and incorporate cooperative learning structures, to allow students to take on roles, in both presentations
       and assignments, that are compatible with talents and learning styles.




                                                                                                                                                                          17
                                                                                                                                                                                     A-1


Presentation Rubric
                                  1                                      2                                        3                                         4                        Total
                Audience cannot understand            Audience has difficulty following        Student presents information in          Student presents information in logical,
Organization presentation because there is no         presentation because student jumps       logical sequence which audience can      interesting sequence which audience can
                sequence of information.              around.                                  follow.                                  follow.
                                                                                                                                        Student demonstrates full knowledge
                Student does not have grasp of        Student is uncomfortable with            Student is at ease with expected
  Subject                                                                                                                               (more than required) by answering all
                information; student cannot answer    information and is able to answer only   answers to all questions, but fails to
 Knowledge                                                                                                                              class questions with explanations and
                questions about subject.              rudimentary questions.                   elaborate.
                                                                                                                                        elaboration.
                Student uses superfluous graphics or Student occasionally uses graphics that   Student's graphics relate to text and    Student's graphics explain and reinforce
  Graphics      no graphics                          rarely support text and presentation.     presentation.                            screen text and presentation.
                Student's presentation has four or                                             Presentation has no more than two
                                                      Presentation has three misspellings                                               Presentation has no misspellings or
 Mechanics      more spelling errors and/or
                                                      and/or grammatical errors.
                                                                                               misspellings and/or grammatical
                                                                                                                                        grammatical errors.
                grammatical errors.                                                            errors.
                                                                                               Student maintains eye contact most
                Student reads all of report with no   Student occasionally uses eye contact,                                            Student maintains eye contact with
 Eye Contact eye contact.                             but still reads most of report.
                                                                                               of the time but frequently returns to
                                                                                                                                        audience, seldom returning to notes.
                                                                                               notes.
                Student mumbles, incorrectly          Student's voice is low. Student          Student's voice is clear. Student
                                                                                                                                        Student uses a clear voice and correct,
                pronounces terms, and speaks too      incorrectly pronounces terms. Audience   pronounces most words correctly.
  Elocution     quietly for students in the back of   members have difficulty hearing          Most audience members can hear
                                                                                                                                        precise pronunciation of terms so that all
                                                                                                                                        audience members can hear presentation.
                class to hear.                        presentation.                            presentation.
                                                                                                                                                     Total Points:




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              Rubric for a Research Project                                 Student Name(s)_____________________________Final Grade________
                                         Information
             Thesis/Problem/       Seeking/Selecting and                           Analysis               Synthesis            Documentation             Product/Process
                Question                  Evaluating
4           Student(s) posed a         Student(s) gathered information      Student(s) carefully       Student(s)            Student(s)                Student(s) effectively and
            thoughtful, creative       from a variety of quality            analyzed the               developed             documented all            creatively used
            question that engaged      electronic and print sources,        information collected      appropriate           sources, including        appropriate
            them in challenging or     including appropriate licensed       and drew appropriate       structure for         visuals, sounds, and      communication tools to
            provocative research.      databases. Sources are relevant,     and inventive              communicating         animations. Sources       convey their conclusions
            The question breaks        balanced and include critical        conclusions supported      product,              are properly cited,       and demonstrated
            new ground or              readings relating to the thesis or   by evidence. Voice of      incorporating         both in-text/in-          thorough, effective
            contributes to             problem. Primary sources were        the student writer is      variety of quality    product and on            research techniques.
            knowledge in a             included (if appropriate).           evident.                   sources.              Works-Cited/Works-        Product displays
            focused, specific area.                                                                    Information is        Consulted                 creativity and originality.
                                                                                                       logically and         pages/slides.
                                                                                                       creatively            Documentation is
                                                                                                       organized with        error-free.
                                                                                                       smooth
                                                                                                       transitions.
3           Student(s) posed a         Student(s) gathered information      Student (s) product        Student(s)            Student(s)                Student(s) effectively
            focused question           from a variety of relevant           shows good effort was      logically             documented sources        communicated the
            involving them in          sources--print and electronic        made in analyzing the      organized the         with some care,           results of research to the
            challenging research.                                           evidence collected         product and           Sources are cited, both   audience.
                                                                                                       made good             in-text/in-product and
                                                                                                       connections           on Works-
                                                                                                       among ideas           Cited/Works-
                                                                                                                             Consulted
                                                                                                                             pages/slides. Few
                                                                                                                             errors noted.
2           Student(s) constructed     Student(s) gathered information      Student(s) conclusions     Student(s) could      Student(s) need to use    Student(s) need to work
            a question that lends      from a limited range of sources      could be supported by      have put greater      greater care in           on communicating more
            itself to readily          and displayed minimal effort in      stronger evidence. Level   effort into           documenting sources.      effectively
            available answers          selecting quality resources          of analysis could have     organizing the        Documentation was
                                                                            been deeper.               product               poorly constructed or
                                                                                                                             absent.
1           Student(s) relied on       Student(s) gathered information      Student(s) conclusions     Student(s) work       Student(s) clearly        Student(s) showed little
            teacher-generated          that lacked relevance, quality,      simply involved            is not logically or   plagiarized materials.    evidence of thoughtful
            questions or developed     depth and balance.                   restating information.     effectively                                     research. Product does
            a question requiring                                            Conclusions were not       structured.                                     not effectively
            little creative thought.                                        supported by evidence.                                                     communicate research
                                                                                                                                                       findings.
Teacher/
Librarian
Comments



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Iowa Illustrated Timeline Rubric


An illustrated timeline combines the features of a timeline with pictures and graphics to illustrate some of the more important events. You may use pictures, graphs,
maps, etc to explain the significance or development of events on your timeline.

Category          7 pts                                       5 pts                                       3 pts                                              1 pt
                  The timeline has a creative title that      The timeline has an effective title that
                                                                                                                                                             The title is missing or difficult to
Title             accurately describes the material and is    accurately describes the material and is    The timeline has a title that is easy to locate.
                                                                                                                                                             locate.
                  easy to locate                              easy to locate
Content           Facts were accurate for all events          Facts were accurate for almost all events   Facts were accurate for most (~75% ) of            Facts were often inaccurate for
Facts             reported on the timeline.                   reported on the timeline.                   the events reported on the timeline.               events reported on the timeline.
Graphics or       All graphics are effective and balanced     All graphics are effective, but there       Some graphics are effective and their use is
                                                                                                                                                       Several graphics are not effective.
Pictures          with text use.                              appear to be too few or too many.           balanced with text use.
                  An accurate, complete date has been         An accurate, complete date has been         An accurate date has been included for             Dates are inaccurate or missing for
Dates             included for each event.                    included for almost every event.            almost every event.                                several events.
                  The timeline was set up to cover the
                                                              The timeline was set up to cover the        The timeline was set up to cover most of           The time period covered was in
Style &           relevant time period. It contains
                                                              relevant time period. It contains yearly    the relevant time period. It contains              appropriate. yearly divisions were
Organization      appropriate yearly gradations of set
                                                              gradations, but not at set intervals.       appropriate yearly gradations.                     not uniform.
                  intervals
                                                             The use of font styles and colors is
                  The use of font styles and colors is                                                  The use of font styles and colors is                 The use of font styles and colors is
Fonts &                                                      consistent and shows a logical pattern for
                  consistent and shows a logical pattern. It                                            consistent but is not used effectively to            not consistent or detracts from the
Colors                                                       the most part. It helps organize the
                  helps organize the material.                                                          organize the material.                               organization.
                                                             material somewhat.
                  The timeline contained at least 11-15     The timeline contained at least 8-10          The timeline contained at least 6-7 events         The timeline covered 5 or fewer
Resources         events related to the topic being studied events related to the topic being studied     related to the topic being studied                 events
                  The student had notes about all the         The student had notes about almost all      The student had notes about most (~75%)
                                                                                                                                                      The student had not prepared
                  events and dates s/he wished to include     the events and dates s/he wished to         of the events and dates s/he wished to
Preparation       on the timeline before beginning to         include on the timeline before beginning    include on the timeline before beginning to
                                                                                                                                                      adequate notes before beginning to
                                                                                                                                                      design the timeline.
                  design the timeline.                        to design the timeline.                     design the timeline.
                                                                                                                                               You have not properly documented
                                                                                                     You have properly documented less than 4
              You have properly documented 4 or               You have properly documented less than                                           the sources for your topic and the
Documentation more good sources for your topic.               4 good sources for your topic.
                                                                                                     sources for your topic, some of which are
                                                                                                                                               sources are too few or
                                                                                                     weak.
                                                                                                                                               inappropriate.
Objective or                                                  Clearly stated but focus could have been                                                       No statement of thesis or objective
                  Clearly stated and appropriately focused.                                               Thesis stated not appropriately focused.
Thesis                                                        sharper.                                                                                       for research.




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       SDCS            Audition Guidelines Home Page      Enrollment Options          2007-2008 Catalog                   SCPA website



 Be Sure To Read:                   Discipline Guidelines:                                      Resources:
 1. Audition Process                  Dance | Theatre | Musical Theatre | Technical Theatre |   Application - Solicitud
 2. Audition Dates for Admission      Instrumental Music | Piano |Vocal/Choral | Visual Arts    Audition Guidelines -PDF
 3. Audition Requirements                                  |Video Arts                          Personal Inventory    PDF | MS Word




                                               MUSICAL THEATRE Audition Description

                Click here for PDF versions of:   Complete Audition Guidelines|Process Sections | Musical Theatre Guidelines

The Musical Theatre audition will consist of thee components:

      Presentation of a vocal selection (30-90 seconds) from a musical
      Presentation of a one to two minute memorized monologue (preferably from a published play)



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      Presentation of a short learned movement combination (no preparation required)

Students will be evaluated on their preparation, presentation, and their ability to take direction. At the discretion of the panel, you may or
may not be asked questions in an interview format.

How To Prepare For The Audition

Well in advance of the audition, you should select and prepare your audition material (song and monologue).

      Song Preparation
          a. Select a song that is in your range.
          b. Find sheet music (preferable) or instrumental track of your song in the appropriate key.
          c. Rehearse! Rehearse! Rehearse!
      Monologue Preparation
          a. Material should be age appropriate.
          b. Poems and the use of dialects are discouraged.
          c. When applicable, students are recommended to read the entire play from which their monologue is derived.

We are looking for young people who are eager to learn and work hard. Your preparation will showcase your desire.

You may also download and complete the on-line Personal Inventory listed in the Resources above. Or call SCPA at (619) 470-0555 ask for
Ms. Snarponis in the magnet office for a copy of the Personal Inventory. This inventory is to assist you in remembering all of the experiences
you have had in the arts.

Read the rubric that follows this description.

What To Bring To The Audition

On the day of your audition remember to bring:

      A copy of your music (preferable) or a copy of your instrumental track (An audition pianist, tape recorder and CD player will be
       provided).
      A copy of your monologue for the audition board (please note if any cuts have been made).
      Your most professional, enthusiastic, and creative self.
      Copy of your Personal Inventory.
      Pen or pencil to fill in necessary paperwork as you begin the audition process.
      Water and snack (optional).

What To Expect During The Audition



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Remember that the members of the audition board want you to succeed so relax and have fun. On the day of the audition expect the
following:

      To   fill out necessary paperwork.
      To   be called in individually to present your material for the audition panel.
      To   be taught a short movement combination with other auditioning students.
      To   participate in a short interview.

What To Expect After The Audition

      Students will be contacted directly by the SCPA Magnet Office via a letter of acceptance or non-acceptance (please do not call).
      Students accepted will receive follow-up enrollment procedures after notification.
       A panel of at least three dance faculty members will score the audition.




                                                    MUSICAL THEATRE Audition Rubric
Criteria                                                                                                           Score
Musicality
4- Singer masterfully interprets material with musical accuracy and artistic flair
3- Singer effectively performs the vocal demands of the material most of the time
2- Singer is seldom up to the demands of the material
1- Singer misrepresents the material
Notes and Pitch
4- Virtually no errors, pitch is very accurate
3- Occasional isolated error; most of the time pitch is accurate and secure
2- Few accurate or secure pitches
1- Pitch of voice has no relation to pitch of accompaniment
Concentration (Student establishes character, maintains character, commits to character, integrates character)
4- Actor and character are completely integrated
3- Actor consistently stays in character
2- Actor establishes character but frequently breaks concentration
1- Actor is unsuccessful in establishing character.
Physical Expression (Focus; Gesture; Posture; Gait)
4- Actor completely commits to physical choices that suggest the character
3- Actor often commits to physical choices that suggest the character
2- Actor makes few choices that resemble the character


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1- Actor’s physicality lacks commitment and does not resemble the character
Recall of Short Movement Sequence (combinations)
4- Accurately recreates combinations quickly and easily
3- Recreates combinations with few mistakes
2- Has difficulty recreating combinations
1- Is unable to recreate combinations
Overall Impact (Confident; Believable; Passionate; Bold: Creative Risk Taking; Engaging)
4- Student’s passion, artistic interpretation and courageous nature are ever apparent in all the Musical Theatre
disciplines
3- Student’s passion, artistic interpretation and courageous nature are often apparent in all the Musical Theatre
disciplines
2- Student seldom exhibits confidence and passion in their performance
1- Student is apathetic, self-conscious and unprepared
TOTAL SCORE                                                                                                         +
Comments:




Send Enrollment Options Applications to:

                                                        SAN DIEGO CITY SCHOOLS
                                                        Office of Enrollment Options
                                                       4100 Normal Street, Annex 7B
                                                           San Diego, CA 921103
                                                    Eugene Brucker Educational Center Map

                                                                                                                        Revised November 3, 2005




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