GRADE 12
(Detailed Course Outline) YVPA-2BMT
BAA Musical Theatre 12 YVPA-2BMT
District Name: Abbotsford
District Number: 034
Developed by: Allen Reynolds, Ray Dencer
Date Developed: Jan. 2005 (Revised 2009)
School Name: Yale Secondary
Principal's Name: Glen Roger
Board/Authority Approval Date:2009
Board/Authority Signature:
Course Name: Musical Theatre
Grade Level of Course: Grade 12 YVPA-2BMT
Number of Course Credits: 4
Number of Hours of Instruction: 120
Prerequisite(s): None
Special Training, Facilities or Equipment Required:
Piano, Rehearsal space, Access to Fully Functional Theatre
for performance, Props, Costumes, Sound Equipment,
royalty-paid script & orchestration
Teachers will need training and/or experience pertaining to
music drama and stagecraft as it relates to musical
theatre.
Course Synopsis:
Musical Theatre places its emphasis on experiential
learning. The course is intended to provide students with
an understanding of the elements of Musical Theatre,
examining both performance and technical theatre within the
framework of a Musical Theatre Production Company. Musical
Theatre provides a creative experience which fosters
well-rounded growth in encouraging creativity, and strong
emotional and physical release.
Musical Theatre 12 is a course that provides students with
an in-depth study of the Musical Theatre concept, the
history of Musical Theatre, advanced Musical Theatre
performance and/or technical techniques, and offers
students the opportunity to participate in a Musical
Theatre production. The course curriculum shall include the
following: utilization of advanced characterization,
exploration of classical and contemporary musical theatre
production styles, exploration of specialized musical
theatre styles, attendance at live theatrical experiences,
and analysis and evaluation of theatrical experiences.
Musical Theatre 12 further develops and refines those
acting and theatre concepts and skills outlined in the
Musical Theatre 11 curriculum. This advanced course is
designed for the highly-motivated theatre student who
wishes to pursue the study of contemporary dramatic theory
through individual study, group discussion, focused
research, and performance.
At the Grade 12 level, students are exposed to higher level
acting method and are granted opportunities for leadership
and solo performances within the framework of a Musical.
This course is offered two days per week "after hours" on a
regular basis, primarily
in the First Semester. Up to four rehearsals per week and a
week of performances are
a mandatory part of this course.
Rationale:
Musical Theatre 12 provides the opportunity to combine
several arts: drama, music, dance and design. It explores
the requirements and limitations peculiar to the genre, and
offers a study of the elements of Musical Theatre. The
course encompasses the study, rehearsal and public
performance of musical works for the stage
Goals of the Program
- Understand the principles of the musical theatre
performance
- Distinguish between styles of musical production
- Evaluate, analyze, and identify the unique and essential
elements and problems
related to the performance of musical theatre
- Demonstrate the structure of mounting musical theatre
productions in various
environments (community, professional etc.)
- Demonstrate presentational techniques of acting
applicable to musical theatre style
- Develop an interest and love of musical theatre.
- To develop students' ability to be creative,
communicative, and expressive,
interpretive and exploratory.
- To develop self-confidence, self discipline, and the
skills and technical abilities
particular to this form of theatre.
- To develop leadership qualities.
- To provide a creative experience which fosters
well-rounded growth in encouraging
creativity, and strong emotional and physical release.
Major Course Objectives
- allow students to explore the technical elements of
musical theatre in depth.
- allow students to explore a variety of forms of musical
theatre (opera, operetta,
musical comedy, etc.)
- allow students to assume responsibility for assuming
significant tasks and roles
within the structure of a musical theatre production
company.
- allow students to explore performance elements of musical
theatre. (vocal, acting,
choreography, stagecraft, and/or orchestra) in depth
- demonstrate, through analysis and synthesis, the
capability of evaluating the
medium of theatre in performance and in evaluating a play
text
- demonstrate, through a performance the skills learned in
performance classes
- demonstrate a knowledge of the continuing development of
musical theatre form to
the present day
- develop the student's personal resources
- help the student to acquire an understanding of self in
relation to others
- encourage the practice of communication skills
- stimulate a sense of inquiry and a commitment to learning
- help the student to create and appreciate the art form of
musical theatre
Organizational Structure:
Unit/Topic Title Time (hours)
Unit 1 Acting, Musical Scene Study 20 Vocal Performance
& Technique
Choreography Training or Technical
Theatre or Orchestra Option
Unit 2 Auditions 5
Unit 3 Rehearsal Process 60
Unit 4 Performance 30
Unit 5 Log Book 5
Total Hours 120 hours
Unit/Topic/Module Descriptions:
Unit 1: (Introduction) Overview
Students will become familiar with the elements of Musical
Theatre and the techniques needed to perform in a Musical
theatre production in one of the following capacities:
on-stage performance, orchestra, stagecraft. These elements
include acting skills, vocal techniques and skills,
stagecraft techniques, orchestra techniques and skills, and
Musical Theatre terminology. In addition, students will
learn aspects of the history of Musical Theatre. These are
explored through research, classroom activities, and, where
relevant, guest resource persons.
Curriculum Organizers and Learning Outcomes
PERFORMANCE OPTION:
Curriculum organizer - terms essential for understanding
and performing Musical theatre
It is expected that students will:
• learn / become familiar with General Musical Theatre
terminology to an advanced level
• learn / become familiar with Auditorium Musical Theatre
terminology to an advanced level
• learn / become familiar with Backstage Musical Theatre
terminology to an advanced level
• demonstrate, through a performance and application in
rehearsal settings, an
understanding of Musical theatre terminology to an advanced
level
Curriculum organizer - types of Musical Theatre Production
It is expected that students will:
• analyze what is musical comedy or musical drama
• explore the background of the musical chosen for
performance
• evaluate the use of dialogue and recitative in the
musical chosen for performance
• gain knowledge of how literature is transformed into
musical theatre drama
Curriculum organizer - aspects of the history of Musical
Theatre
It is expected that students will:
• identify the stage in the development of Musical Theatre
where the musical chosen for
performance fits
• complete a webquest activity related to the history of
Musical Theatre as relevant to the
the musical chosen for performance
• explore the background of the composer and author or
librettist of the musical chosen for
performance
• analyze the music style and techniques used in the
musical chosen for performance
• demonstrate an understanding the story of the musical
chosen for performance
Curriculum organizer -Acting/Scene Study
It is expected that students will:
• analyze musical theatre text
• demonstrate an understanding and application of acting
techniques within a musical scene
Curriculum organizer - music activities
It is expected that students will:
• participate in a variety of activities relating to an
advanced development of acting, music and choreography
skills
• demonstrate an understanding of what takes to create a
dramatic situation
Curriculum organizer - performing techniques and acting
skills
It is expected that students will:
• participate in a variety of activities relating to the
further development of acting and skills
including use of the body and voice
• demonstrate skills in both verbal and nonverbal
communication (projecting voice, speaking
clearly and physicalizing their emotions and thoughts)
• become familiar with the process of oral interpretation
• demonstrate an understanding of basic stage "positions"
• demonstrate an understanding of basic acting techniques
• learn ensemble cooperation through scene study
• demonstrate theatre preparation and warm-up techniques
effectively
• participate in movement activities that connect to the
different actions and emotions that are
presented as a major focus in the story of the musical
chosen for performance
• participate in activities that help the actor to
personalize and develop character (sensory
memory exercises etc.)
• participate in improvisation and theatre games selected
to enhance cooperation among
students, provide optimal individual expression and further
develop discipline as
individuals and as an ensemble
• focus on collaboration in their creative project, listen
to feedback from others, and learn to
take pride in individual accomplishment through an
understanding of human behavior
• learn to master the concept of spatial relationships and
understand them in both abstract
and and practical terms
• demonstrate an understanding of how movement and group
interaction create mood and
evoke emotion
• demonstrate the ability to research, prepare, and perform
roles in musical theatre with
depth in each of the three disciplines: acting, singing,
and dancing
• demonstrate extensive character development in major or
secondary roles
• demonstrate the portrayal of believable characters
• demonstrate the employment of stage movement and
pantomime consistently
• demonstrate effective voice and diction
Curriculum organizer - vocal production
It is expected that students will:
• learn several vocal warmups
• participate in group vocal warmups
• participate in vocal production exercises
• learn and develop new levels of vocal production as they
examine and perform songs
from the musical chosen for performance
• effectively use breath control, dynamics, phrasing and
diction.
• demonstrate appropriate vocal technique including: proper
alignment, effective use of breath, release of physical
constrictions and the production of pure vowel sounds.
Curriculum organizer - preparation and interpretation of a
song
It is expected that students will:
• learn songs appropriate to their role(s) in the drama
• express emotions appropriate to song(s)
• understand how music enhances the fundamental dramatic
structure to create musical
theatre (initiating, reinforcing and heightening dramatic
action in the play)
• understand how the initiating, reinforcing and
heightening dramatic action in the play through
music is one of the unique characteristics of musical
theatre that sets it apart as a dramatic
form
• analyze the song musically identifying the vamp, the
verse, the chorus, the rideout, and
phrasing techniques.
• become familiar with musical selections, the meanings of
their lyrics, and how they add to
the dramatic and emotional dynamics of the musical
• become aware of how song and lyric reflect characters and
their interactions with other
characters
• apply character development through song
• demonstrate an understanding of the functions of lyrics
and melody and their relationship to
each other
• have the ability to participate and/or the opportunity to
perform a musical theatre solo,
duet or ensemble number
• participate in in-class rehearsal and performance of
song(s) in a final production
Curriculum organizer - choreography techniques
It is expected that students will:
• participate in a variety of choreography techniques
• demonstrate an understanding of basic choreography
terminology
• demonstrate an understanding of the "brain dance" concept
including the elements of
breath, tactile, core-distal movement, head-tail movement,
upper-lower connection,
body-side connection, cross-lateral connection, vestibular
stimulation
• demonstrate an understanding of the elements of dance
including: space, time, force, body, movement, and form
• learn basic dance and stage movement through solo and
group routines chosen to
enhance individual strengths
• understand how dance enhances the fundamental dramatic
structure to create musical
theatre (initiating, reinforcing and heightening dramatic
action in the play)
• understand how the initiating, reinforcing and
heightening dramatic action in the play through
music is one of the unique characteristics of musical
theatre that sets it apart as a dramatic
form
• increase agility, flexibility and precision in the dance
discipline
• develop and practice interpretive dance, character dance
and dance improvisation.
• develop and demonstrate a choreographed movement sequence
with security, stage
presence, and character.
Curriculum organizer - the book
It is expected that students will:
• understand what the "book" of the musical is
• demonstrate an understanding of the elements of "the
book" (character, plot, situation,
dialogue, and theme) and how these create the play
Curriculum Organizer - development of personal resources
It is expected that students will:
• demonstrate their leadership potential
• model Musical Theatre skills, exercises and techniques
for younger Musical Theatre students
• model focus, range and pacing in performance for audition
• constructively criticize the work of themselves and their
peers
• mentor students in areas of expertise
• accept all cast members as equals in order to create a
positive learning environment
Curriculum Organizer - acquisition of an understanding of
self in relation to others of personal resources
It is expected that students will:
• demonstrate an awareness of the self and others
• develop a sensitivity towards the heritage of his or her
culture and that of others
Curriculum Organizer -the practice of communication skills
It is expected that students will:
• demonstrate an improvement in verbal and nonverbal
communication
• demonstrate facility in group problem-solving and
decision-making
• demonstrate an ability to present critical thinking
through verbal and written presentations
regarding musical theatre - including such as analysis of
scripts, songs, character, and the
history of musical theatre
Curriculum Organizer -the stimulation of a sense of inquiry
and a commitment to learning:
It is expected that students will:
• demonstrate an enhancement of the ability to analyze and
synthesize experience
• demonstrate an ability to conceptualize and organize
experience
• demonstrate the ability to reflect on and interpret
experience
• demonstrate an enhancement of the powers of
discrimination and self-evaluation
Curriculum Organizer -the creation and appreciation of the
Musical Theatre art form:
It is expected that students will:
• work within the musical theatre art form as an
individual, as a member of a small group, and
a part of the whole group
• demonstrate an understanding of conventional musical
theatre forms and explore new
structures and techniques
• demonstrate an involvement in specialized aspects of
musical theatre production
• demonstrate the use of the musical theatre art form as a
medium of exchange between
themselves and the community
TECH / STAGECRAFT OPTION:
Curriculum organizer - terms and definitions essential for
understanding Musical theatre
It is expected that students will:
• learn / become familiar with General Musical Theatre
terminology to an advanced level
• learn / become familiar with Auditorium Musical Theatre
terminology to an advanced level
• learn / become familiar with Backstage Musical Theatre
terminology to an advanced level
• demonstrate an understanding of Musical theatre
terminology to an advanced level
Curriculum organizer - aspects of the history of Musical
Theatre
It is expected that students will:
• identify the stage in the development of Musical Theatre
where the musical chosen for
performance fits
• complete a webquest activity related to the history of
Musical Theatre as relevant to the
the musical chosen for performance
• explore the background of the composer and author or
librettist of the musical chosen for
performance
• analyze the "stagecraft" style and techniques used in the
musical chosen for performance
• demonstrate an understanding the story of the musical
chosen for performance
Curriculum organizer - stage geography
It is expected that students will:
• identify the basic areas of a stage
• demonstrate a working understanding of the areas of a
stage
• understand the functions of each stage area and apply the
knowledge to the musical
chosen for performance
Curriculum organizer - sets and scenery decisions
It is expected that students will:
• identify the key elements in making decisions about the
set and scenery concepts and design by reading, analyzing,
and discussing the script of the musical chosen for
performance
• view examples of set designs and analyze their strengths
and weaknesses
• demonstrate an understanding of the key elements in
making decisions about the set and scenery concepts and
design
• design a set and scenery plot for the current production
• demonstrate an understanding of the responsibilities of
the person responsible for this aspect of the Musical
Theatre production
• complete an application form for assuming the
responsibilities for this aspect of the production (if
interested in this aspect of the production)
Curriculum organizer - makeup and costumes
It is expected that students will:
• identify the key elements in making decisions about the
make-up and costume concepts and design by reading,
analyzing, and discussing the script of the musical chosen
for performance
• view examples of make-up and costume designs and analyze
their strengths and weaknesses
• demonstrate an understanding of the key elements in
making decisions about the make-up and costume concepts and
design
• design a make-up and costume plot for the current
production
• demonstrate an understanding of the responsibilities of
the person responsible for this aspect of the Musical
Theatre production
• complete an application form for assuming the
responsibilities for this aspect of the production (if
interested in this aspect of the production)
Curriculum organizer - lighting and sound
It is expected that students will:
• identify the key elements in making decisions about the
lighting and sound concepts and design by reading,
analyzing, and discussing the script of the musical chosen
for performance
• view examples of lighting and sound designs and analyze
their strengths and weaknesses
• demonstrate an understanding of the key elements in
making decisions about the lighting and sound concepts and
design
• design a lighting and sound plot for the current
production
• demonstrate an understanding of the responsibilities of
the person responsible for this aspect of the Musical
Theatre production
• complete an application form for assuming the
responsibilities for this aspect of the production (if
interested in this aspect of the production)
Curriculum organizer - properties
It is expected that students will:
• identify the key elements in making decisions about the
properties concepts and design by reading, analyzing, and
discussing the script of the musical chosen for performance
• view examples of properties designs and analyze their
strengths and weaknesses
• demonstrate an understanding of the key elements in
making decisions about the properties concepts and design
• design a properties plot for the current production
• demonstrate an understanding of the responsibilities of
the person responsible for this aspect of the Musical
Theatre production
• complete an application form for assuming the
responsibilities for this aspect of the production (if
interested in this aspect of the production)
Curriculum organizer - front of house
It is expected that students will:
• identify the front -of- house staff for a musical theatre
production
• demonstrate an understanding of the responsibilities of
the front -of- house staff for a musical theatre production
• demonstrate an understanding of the responsibilities of
the person responsible for this aspect of the Musical
Theatre production
• complete an application form for assuming the
responsibilities for this aspect of the production (if
interested in this aspect of the production)
Curriculum organizer - set construction diagrams and models
It is expected that students will:
• identify the key elements in making decisions about the
construction of set models by reading, analyzing, and
discussing the script of the musical chosen for performance
• view examples of set models and analyze their strengths
and weaknesses
• demonstrate an understanding of the key elements in
making decisions about the set models concepts and design
• design a set model for the current production
Curriculum organizer - tech specs. and prompt books
It is expected that students will:
• understand the function of set specs and prompt books
• demonstrate an understanding of set specs and prompt
books
• prepare set specs and a prompt book for the element of
the Musical Theatre production for which they are
responsible (e.g. lighting, sound etc.)
• the Stage manager will prepare a complete prompt book
that includes the entire sets of cues, notes etc. from all
elements of the production
Curriculum organizer - theatre safety instruction course
(Abbey Arts Centre staff)
It is expected that students will:
• attend the mandatory theatre safety course required by
the theatre in which the final performances of the Musical
Theatre production will be given
• demonstrate an understanding of theatre safety
• demonstrate the construction and operation of the
technical elements of theatre safely and efficiently
Curriculum Organizer - development of personal resources
It is expected that students will:
• demonstrate their leadership potential
Curriculum Organizer - acquisition of an understanding of
self in relation to others of personal resources
It is expected that students will:
• demonstrate an awareness of the self and others
• develop a sensitivity towards the heritage of his or her
culture and that of others
Curriculum Organizer -the practice of communication skills
It is expected that students will:
• demonstrate an improvement in verbal and nonverbal
communication
• demonstrate facility in group problem-solving and
decision-making
Curriculum Organizer -the stimulation of a sense of inquiry
and a commitment to learning:
It is expected that students will:
• demonstrate an enhancement of the ability to analyze and
synthesize experience
• demonstrate an ability to conceptualize and organize
experience
• demonstrate the ability to reflect on and interpret
experience
• demonstrate an enhancement of the powers of
discrimination and self-evaluation
Curriculum Organizer -the creation and appreciation of the
Musical Theatre art form:
It is expected that students will:
• work within the musical theatre art form as an
individual, as a member of a small group, and
a part of the whole group
• demonstrate an understanding of conventional musical
theatre forms and explore new
structures and techniques
• demonstrate an involvement in specialized aspects of
musical theatre production
• demonstrate responsibility, artistic discipline, and
creative problem solving in one or more
areas of musical theatre production
• demonstrate the use of the musical theatre art form as a
medium of exchange between
themselves and the community
Unit 2: (Auditions) Overview
Students in the on-stage performance option will learn
about the "audition process" including the stages of the
audition process, what constitutes a "good and bad
audition", and how to prepare for an audition. Students in
the on-stage performance option will participate in an
audition. Students in the "stagecraft option" will learn
about the job " qualifications" of the stagecraft aspect of
a musical theatre production and will submit an
"application" for the stagecraft responsibility in which
they are interested in holding. Each "stagecraft option"
student will attend an interview with the Director to
complete the application for assuming responsibility for
their chosen aspect of the production.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Character Descriptions
It is expected that students will:
• determine the vocal, speaking and acting demands needed
for the various roles in the
musical chosen for performance
• students will understand how to prepare for the audition
by understanding character
requirements through: comments by the playwright, comments
by other characters,
comments by the character in the script, comments by the
directors
• demonstrate the understanding of character requirements
through: comments by the
playwright, comments by other characters, comments by the
character in the script,
comments by the directors
• demonstrate an awareness of the "objective" of the
character in each scene
Curriculum Organizer - Cuttings
It is expected that students will:
• students will understand how to prepare for the audition
by using cuttings (selected audition materials from the
Musical to be presented)
• demonstrate an understanding of preparing for the
audition by using cuttings (selected audition materials
from the Musical to be presented)
Curriculum Organizer - Announcements
It is expected that students will:
• understand the importance of reading posted announcements
for auditions
• demonstrate the reading of posted announcements for
auditions
Curriculum Organizer - Audition Forms
It is expected that students will:
• demonstrate an understanding of what is required when
completing the audition form
• complete an audition form
Curriculum Organizer - Auditions
It is expected that students will:
• demonstrate preparation for the audition (senior students
auditioning for "lead roles" will
demonstrate an advanced level of preparation, character
awareness, vocal, dance and
acting abilities)
• attend the audition
• demonstrate an understanding that the process involves
both polishing the material and the business of auditioning
- approach, dress, conduct and overall presentation.
• model focus, range and pacing in performance for audition
Curriculum Organizer - Callbacks
It is expected that students will:
• understand the function of the callback audition
• demonstrate preparation for the callback audition (if
selected to do so)(senior students
auditioning for "lead roles" will demonstrate an advanced
level of preparation, character
awareness, vocal, dance and acting abilities)
• attend the callback audition (if selected to do so)
Unit 3: (Rehearsal Process) Overview
Students in the on-stage performance option will learn
about the rehearsal process including: rehearsal
expectations, rehearsal format, warm-up activities, play
orientation, blocking, developing character, read-throughs,
blocking and line rehearsals, working rehearsals,
run-throughs and polishing rehearsals, and dress
rehearsals. The stagecraft option students will learn about
and participate in "paper tech" preparations, "dry tech"
rehearsals, "wet tech" rehearsals, and dress rehearsals.
The Orchestra option will analyze the musical score and
rehearse the score to performance standards.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Rehearsal expectations
It is expected that students will:
• Understand the standard set of rules for conducting the
rehearsals (rehearsal expectations)
• Demonstrate an understanding of the standard set of rules
for conducting the rehearsals
• Demonstrate leadership in the development and maintenance
of an appropriate rehearsal
"code of behavior"
Curriculum Organizer - Rehearsal Format
It is expected that students will:
• Understand the standard format for conducting the
rehearsals
• Demonstrate an understanding of the format for conducting
the rehearsals
Curriculum Organizer - Warm-up Activities
It is expected that students will:
• Understand the function of warm-up activities
• Participate in warmup activities
• lead warmup activities
Curriculum Organizer - Play Orientation
It is expected that students will:
• attend the initial gathering of the cast to explain
policies, rehearsal schedules etc.
• discuss the concept of the production
• discuss the directing approach
• demonstrate an understanding of concept of the production
and directing approach
• contribute to the orientation of the play by showing a
knowledge and understanding of the
play at this initial stage of rehearsal
• demonstrate that rehearsal techniques insure that script
analysis integrates truthful acting objectives
Curriculum Organizer - Blocking
It is expected that students will:
• develop an understanding of this phase of the rehearsal
process
• demonstrate an understanding of this phase of the
rehearsal process
Curriculum Organizer - Developing Character
It is expected that students will:
• develop an understanding of this phase of the rehearsal
process
• demonstrate an understanding of this phase of the
rehearsal process
• display the development of character through written,
verbal and performance
demonstrations (write a character sketch, discuss the
character etc.) - this will be repeated at
a later stage of the rehearsal process
• demonstrate an understanding of how dance and music
enhance dramatic structure to
create musical theatre
• demonstrate an awareness of the "objective" of the
character in each scene and throughout
the play as a whole
• demonstrate an understanding of the conflict between
characters, and the various events
that bring about the resolution of that conflict
• become familiar with musical selections from the musical
chosen for presentation, the
meanings of their lyrics, and how they add to the dramatic
and emotional dynamics of the
musical
• demonstrate that rehearsal techniques insure that script
analysis integrates truthful acting
objectives
Curriculum Organizer - Read-Throughs
It is expected that students will:
• develop an understanding of this phase of the rehearsal
process
• demonstrate an understanding of this phase of the
rehearsal process
• conduct (lead) "read -throughs" in a formal or informal
situation
Curriculum Organizer - Blocking and Line Rehearsals
It is expected that students will:
• develop an understanding of this phase of the rehearsal
process
• demonstrate an understanding of this phase of the
rehearsal process
• "lead through example" in learning blocking and lines
Curriculum Organizer - Working Rehearsals
It is expected that students will:
• develop an understanding of this phase of the rehearsal
process
• demonstrate an understanding of this phase of the
rehearsal process
• "lead through example" in conducting and/or participating
in working rehearsals in an
efficient, productive manner
Curriculum Organizer - Run throughs, Polishing Rehearsals
and Dress Rehearsals
It is expected that students will:
• develop an understanding of these phases of the rehearsal
process
• demonstrate an understanding of these phases of the
rehearsal process
• "lead through example" in conducting and/or participating
in these rehearsals in an
efficient, productive manner
Curriculum Organizer - Technical/Stagecraft Option
It is expected that students will:
• understand the function of the paper tech, dry tech, and
wet tech phases of rehearsals
• demonstrate an understanding of paper tech, dry tech, and
wet tech phases of rehearsals
• attend all meetings and rehearsals relevant to these
phases of the production
• develop a sense of teamwork and leadership
• realize that creating "art" for the stage is a
collaboration of talents, people and teamwork
• demonstrate the collaboration of talents, people and
teamwork
Curriculum Organizer - Orchestra Option
It is expected that students will:
• understand the function of the orchestra in a musical
play
• engage in solo practice of the musical material for their
instrument
• attend all orchestra rehearsals in preparation for the
play
Unit 4: (Performance) Overview
Students will perform in a full - scale Musical Theatre
performance. This includes "Preview performances" and final
performances.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Performances
It is expected that students will:
• senior students will be placed in leadership roles in
terms of safety, organization and adapting to the larger
performance venue
• senior students will be responsible not for only their
performance while on stage, but they will also be given
specific responsibilities before and after their specific
scenes ( e,g, scene and set changes, movement and flow
backstage, pre and post stage places etc.)
• assist in promoting the production
Curriculum Organizer - Preview performances
It is expected that students will:
• participate in the preview performances of the musical
theatre production
• participate in a post-preview assessment of the
performance
• attend any post-preview rehearsals called by the
Directors
Curriculum Organizer - Final performances
It is expected that students will:
• participate in the final performances of the musical
theatre production
• participate in a post - performance assessment of the
performance
• return all materials to the appropriate Directors or
backstage staff
• complete a final log book analysis of their own and
peers' performance
Unit 5: (Log Book) Overview
Throughout the course, students will be required to
maintain a log book record of their Musical Theatre
experience. This will include a time record, an activity
record, and personal reflections.
Curriculum Organizers and Learning Outcomes
Curriculum Organizer - Musical Theatre Log Books
It is expected that students will:
• understand the function of the log book
• demonstrate an understanding of the function of the log
book
• complete the log book
Instructional Components:
• direct instruction
• indirect instruction
• interactive instruction
• independent instruction
• modeling
• brainstorming
• individual and group work
• webquests
• videotape
• theatre visits
• analysis of own and classmates' work
• guest "resource persons"
Assessment Components:
First Report: An interim mark will be issued. This mark
will consist of evaluations based on the following:
Tests and assignments 20%
Classwork including performance and/or technical stagecraft
activities 50%
Musical Theatre Log Books 30%
Second Report: An second report mark will be issued. This
mark will consist of evaluations based on the following:
Classwork including Final performance and/or
technical/stagecraft activities 70%
Musical Theatre Log Books 30%
Final Mark: A final mark will be issued. This mark will
consist of evaluations based on the following:
First Report mark 25%; Second Report mark 75%
Performance Methods
• Written work (e.g. character study, log book evaluation,
play review) - teacher and / or peer evaluation
• Webquest research assignments (teacher evaluation)
• Peer evaluation memorization check.
• Scene presentation (student/teacher evaluation)
• Mime/improvs/acting and vocal skills/technical theatre
projects (student/teacher/peer) participation
• Projects
• Students will keep a log book including time and activity
accountability and personal reflections. (Teacher
evaluation)
• Musical Theatre performance. (on stage, orchestral or
back stage) - Teacher evaluation
Personal Communication
• Group dialogue
• student/instructor dialogue
• logbook reflection
• self-evaluation
• peer evaluation
Other
• tests/quizzes
• teacher records
• rubrics
Learning Resources: Texts: All About Musical Theatre, The
Stage and The School, Appreciating Musicals
References:
Ganzl's Book of Musical Theatre
DVD "Broadway: The American Musical"
Play Director's Survival Kit (Rodgers and Rodgers)
Internet resources
Additional Information:
Musical Theatre 12 is the last in a progression of courses
for students taking Musical Theatre 9, 10 and 11. While
many points in the Musical Theatre 12 curriculum are
similar to the Grade 9, 10 and 11 courses, higher level
expectations, specific responsibilities and greater
opportunity for lead/principal roles are included in the
Grade 12 curriculum. The level of learning in Musical
Theatre 12 will be greater and more challenging than that
of the Grade 9, 10, and 11 courses. In addition to the
added rehearsal time, line and song learning requirements,
and leadership responsibilities, it is expected that
students will utilize higher level acting techniques,
character development techniques requiring more time,
maturity and a greater understanding.
While students may enter Musical Theatre 12 without having
been enrolled in earlier Musical Theatre courses, the
foundation work and experience gained in the earlier
courses could make it difficult for newcomers to achieve
the expectations required by the Grade 12 course.
