Unit 14 Musical Theatre Performance

Unit 14 Musical Theatre Performance BTEC Level 3 National Performing Arts Unit overview Credits: 10 Cert/Subsid Dip/Dip/Ext Dip This unit will allow learners to investigate and research roles from specific musical theatre repertoire, and develop the technical skills needed to realise these roles in performance work. This is a 10 credit unit and can be taught in 60 guided learning hours, with learners expected to complete around 40 hours individual learning. On completion of this unit, learners will: LO1 Understand a role or roles in a musical theatre work LO2 Be able to apply the appropriate performance skills LO3 Be able to rehearse for a role in a musical LO4 Be able to perform a role in a musical. Unit contents The scheme of work for this unit links to the following resources to help you deliver Unit 14. Lesson plan Week 4 Activity sheet Stretch and support LO1 LO2 LO3 LO4 AS1, AS2, AS3a, AS3b, AS3c, AS4a, AS4b, AS5 S1, S2 Presentation PPT PPT Video AS6 AS7, AS8, AS9 AS10 906794_u14_vid.flv All of these resources can be found on the accompanying @Work CD-ROM, as well as an editable version of the scheme of work and answers to questions in the student book. Links to other units Unit 19 Principles of Acting Unit 30 Singing for Actors and Dancers Unit 47 Jazz Dance Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1

BTEC Level 3 National Performing Arts How to deliver the unit This unit should be delivered through a series of practical sessions in which learners consider the skills and techniques required of the successful realisation of a role in a musical theatre performance and develop the required skills through workshops and rehearsals. The unit should culminate in a performance which could be of a complete musical or a showcase of extracts from shows. Assessment Unit 14 should be assessed through a centre-devised assignment or series of assignments that involve research and exploration into roles from the musical theatre repertoire, the development of acting, music performance and dance skills and the rehearsal and performance of musical theatre work. Tutors may decide to provide a vocational context for the assignments that reflect the professional practice or approaches within the performing arts industry. Vocational contexts for this unit could include the preparation of audition material, the performance of a full-scale musical for a public audience or the performance of a musical theatre showcase for an invited or public audience. It is important to remember that each learner must be afforded an opportunity to demonstrate their skills and understanding. Using a full-scale musical with only a limited number of principal roles may not always allow all learners an appropriate assessment opportunity. Evidence for assessment The assessment evidence for the units may include the following formats: a process portfolio this might include diary entries, research notes and notes from discussions and rehearsals videos of practical work, rehearsals and performances. Tutors should be selective about the sessions they video and are encouraged to include a piece to camera that explains the context of the activity being recorded. Where possible, learners should introduce themselves. Grading Assessment of the grading criteria will be through research activities, practical workshops, rehearsals and performances. Understanding of the interpretation and realisation of a role can be evidenced through a research log and a presentation, in written or oral form, of findings. Evidence of the development of skills and role/s and contribution to the rehearsal process can be captured by tutors through observing learners working, and also by requesting that learners chart their own progress in a process log; this might be a written document, but it could also be an audio or visual recording. Student book activities The student book provides a logical sequence of activities that will allow learners to progress through the four learning outcomes for the unit. 2 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 4 Musical Theatre Performance Answers to activity sheet questions AS3c Songbook musicals Match the songbook musicals with the artist or group whose music is used in the score. Mamma Mia Sunshine on Leith Daddy Cool Jersey Boys We Will Rock You Buddy Never Forget Nine to Five Boney M Queen ABBA Take That Buddy Holly The Proclaimers Dolly Parton Frankie Valli & the Four Seasons Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 3

BTEC BTEC Level Level 3 National 3 Performing Arts Arts AS1 The key features of the musical Musicals are as popular today as they have ever been, but what is it that makes them so enduring? Work with a partner to create a mind map to illustrate the key features of the musical. Oklahoma! AS2 4 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Performing Arts Unit 4 Musical Theatre Performance Watch a production of Oklahoma! Choose two contrasting musical numbers from the show and comment on the style of singing and dance used. Consider the characters of Laurey and Ado Annie or Curly and Jud. How do the musical numbers they perform in reflect their different characters? How do the musical numbers relate to the plot of the show? Which numbers are reflective and which move the plot along? Rodgers and Hammerstein AS3a Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 5

BTEC BTEC Level Level 3 National 3 Performing Arts Arts Research one of the following musicals written by Rodgers and Hammerstein: The Sound of Music South Pacific The King and I Carousel. Summarise your investigation by producing: a brief synopsis of the plot a brief description of the lead and supporting characters a list of musical numbers (indicating if they are solos, duets or chorus numbers) an account of any interesting features, e.g. extended dance pieces. British musical theatre AS3b Notable musical theatre productions by British writers include: The Boyfriend 6 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 4 Musical Theatre Performance Oliver Blood Brothers The Rocky Horror Show Billy Elliot. Research one of these musicals and answer the following questions. What are the constituent features for the show, e.g. style of the music, use of movement and dance, plot, characters, other interesting characteristics? What are the show-stopping numbers? Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 7

BTEC Level 3 National Performing Arts What is the musical about? Write a brief synopsis of the plot. 8 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Performing Arts Unit 4 Musical Theatre Performance Songbook musicals AS3c Match the songbook musicals with the artist or group whose music is used in the score. Mamma Mia Sunshine on Leith Daddy Cool Jersey Boys We Will Rock You Buddy Never Forget Nine to Five Boney M Queen ABBA Take That Buddy Holly The Proclaimers Dolly Parton Frankie Valli & the Four Seasons Vocal music AS4a Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 9

BTEC BTEC Level Level 3 National 3 Performing Arts Arts Unit 14 Musical Theatre Perfomance 1. Numbers and types of voices Match the terms in the left column with the descriptions on the right by pointing arrows. Solo Bass Duet Alto Quartet Tenor Chorus Trio Soprano Low female voice Piece for two voices Piece for many voices High female voice Low male voice Piece for four voices High male voice Piece for three voices Piece for one voice 2. Styles of singing Suggest the name of a musical that includes the following style of singing. Style Musical Pop Rock Operatic Jazz Listening exercise AS4b 10 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 4 Musical Theatre Performance Your tutor will play three different musical numbers from a range of different musicals. Comment on the following features of each using the table below: a. The number and types of voices that can be heard, e.g. duet for a soprano and a tenor. b. The style of singing, e.g. operatic, pop, rock. c. The type of musical accompaniment, e.g. full orchestra, small ensemble. d. The overall effect of the vocal work and the accompaniment, e.g. What mood is created? Piece 1 a b c d Piece 2 a b c d Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 11

BTEC BTEC Level Level 3 National 3 Performing Arts Arts Piece 3 a b c d Support Question 1 Which piece did you like best and why? Stretch Question 2 How did the style of the vocal performance and the accompaniment help to convey the meaning and mood of the song? West End musicals AS5 12 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Performing Arts Unit 4 Musical Theatre Performance What musical theatre productions are currently being staged in London s West End? Are any touring productions visiting your region? Make a fact sheet about a chosen production. You should include the following information: Who wrote the music/lyrics? When was the show written? Is the production a new show (e.g. Wicked) or a revival (e.g. The Sound of Music)? What are the show-stopping numbers? Write a brief synopsis of the plot. Musical theatre performers AS6 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 13

BTEC BTEC Level Level 3 National 3 Performing Arts Arts Unit 14 Musical Theatre Perfomance What makes a successful music theatre performer? The following performers have (or have had) successful careers in musical theatre: Julie Andrews Nathan Lane Hugh Jackman Elaine Paige Liza Minnelli Maria Friedman Ruthie Henshall Michael Ball. Undertake Internet research to create a profile of one of these performers. If possible include information about their training, their career, the live shows and/or filmed musicals they have performed in, etc. Find out about the performance skills they are known for, e.g. are they known mainly for their singing or as a dancer or comedy performer? Try to find out how they first became involved in musical theatre. Share your findings with the class and discuss the similarities and differences between the performers you have researched. Vocal exercises AS7 14 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Performing Arts Unit 4 Musical Theatre Performance Try some vocal exercises under the guidance of your tutor. Here are some to get you started. Projection and tone Start by humming the consonant Mmm When the voice has moved into the sinuses (you will feel a buzzing on the face when this happens), open the sound into a vowel sound Aah Repeat this on different notes and using different vowel sounds. Flexibility Scales and arpeggios (sometimes called broken chords) are great for improving the flexibility of the voice. Start with a note that feels comfortable then sing up and down a five-note scale. Use different vowel sounds and vary the exercise by starting on different notes and altering the tempo (speed). Breath control Practise breathing with the diaphragm and expanding your floating ribs. Breathe in, and as you do imagine that the air is travelling down into the bottom of your stomach. If you rest your hands just above your waist at the bottom of your ribcage you should be able to feel the lower ribs pushing out. Release the air slowly. Repeat the exercise, but this time hold a piece of paper horizontally in front of your mouth. As you blow the air out the paper will bend over. Try to keep the stream of air steady. If it is, the paper will bend over then remain reasonably still. Tongue twisters are great for improving articulation. They can be spoken or sung. For example, try singing Twinkle Twinkle, Little Star using the words Red Lorry, Yellow Lorry over and over instead of the usual words. Start slowly and increase the tempo gradually. Some general advice It is always best to perform the exercises while standing. Good posture is vital so make sure you stand with your feet shoulder-width apart. Your shoulders should be relaxed and your arms should be by your sides. Over the remaining sessions for this unit, take turns in leading a short vocal warm-up that includes a range of exercises. Being in the chorus AS8 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 15

BTEC BTEC Level Level 3 National 3 Performing Arts Arts Unit 14 Musical Theatre Perfo Unit 14 Musical Theatre Perfomance Watch a scene from a musical that includes a chorus number as well as a scene with principals where the chorus is on stage. Pick out a member of the chorus and pay particular attention to their performance. Comment on their performance: a when they are in the thick of the action b when they are required to melt into the background while the principals are centrestage Rehearsing a movement piece AS9 16 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

BTEC Level 3 National Performing Arts Unit 144 Musical Theatre Perfomance Performance Work with a choreographer on an ensemble routine with the aim of learning the piece quickly but accurately. Remember that much musical theatre work will include sections of unison movement and it will be vital that the company can work as one. Video a performance of the piece and watch it back as a class. Discuss and make notes on how well members of the company: Reproduced the routine accurately Made use of the performance space Performed using appropriate stylistic qualities Maintained their focus and concentration throughout Communicated the mood piece, e.g. through facial expression Now re-rehearse the piece making corrections and adjustments as required. Curtain call AS10 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 17

BTEC Level 3 National Performing Arts As a class, discuss the rehearsal and performance process in terms of what went well and what could have gone better. After the discussion make a note of your own feelings about the performance, responding to the questions below. How well did you develop and improve your dance skills during the project? How well did you develop and improve your acting skills during the project? How well did you develop and improve your music performance skills during the project? How well did you manage to integrate in the performance? How well did your class operate as a company during rehearsals and 18 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 4 Musical Theatre Performance performances? What lessons have been learned about rehearsing and performing a piece of musical theatre? How successful was the final performance piece? Video activity sheet Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 19

BTEC Level 3 National Performing Arts Task 1 Give a definition for each of the following terms that Ellis Smith refers to in the video. musical score tone phrase dynamics melody articulation accompaniment vocal range pitching intonation timing Task 2 Although you may not be required to sing from a musical score, it is never the less important to understand the composer s intentions in terms of how the piece should be performed. These performance instructions are traditionally written into the score using Italian terms. Find out what the following terms mean: Term Meaning fortissimo moderato dolce pianissimo presto crescendo accelerando 20 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free.

Unit 4 Musical Theatre Performance diminuendo lento con fuoco legato maestoso Task Three Now sort the Italian terms into the following table depending on whether they refer to speed, the volume required or the style of performance. The speed of the performance The volume of the performance The style of the performance Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 21

BTEC Level 3 National Performing Arts Unit X <Unit title here> Unit 14 Musical Theatre Performance Stretch and support The nature of this unit is practical, and different outcomes will show the learners level of competence. Tutors should carefully consider how they divide learners into pairs or small groups for activities. On some occasions more able learners may be mixed with ones that are less able to allow them to provide support within a group. On other occasions, however the more able could be stretched by being allowed to work together. S1 AS3a Rodgers and Hammerstein More able learners should be asked to compare the musical they research with Oklahoma!, listing and describing any similarities and differences. S2 AS4b Listening exercise Less able learners should complete extension question 1 only. More able learners should be asked to also complete extension question 2. Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1

Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 1 Scheme of work Unit 14: Musical Theatre Performance Broad aim: To understand the nature of musical theatre and take part in the performance of musical theatre work. Tutor(s): SB = Student Book AS = Activity Sheet S = Stretch and support PPT = PowerPoint R = Research NS = Non-supervised individual study time Academic year: Number of weeks: 20 Duration of session: 3 hours (These sessions may be split into one-hour blocks if the tutor wishes.) Guided learning hours: 60 hours Credits: 10 Week Outcome/topic Content Learner activity Resources Assessment and PLTS 1 Introduction to unit, learning outcomes and assessment LO1: Understand a role or roles in a musical theatre work Introduction to the structure of the unit Form and structure early examples of the genre Listening to tutor input Discussing the key features of the musical Creating a mind map to illustrate the features Watching and discussing examples of early musical theatre follies and operetta SB Introduction and how you will be assessed, pages 87-88 SB Student voice/starter stimulus, pages 89-90 AS1 The key features of the musical SB 14.1.1 Form and structure, page 90 SB Activity Operettas and follies Recorded extracts of an operetta and a follies show PPT Video Video activity sheet PLTS IE Stretch and support Unit 14 Musical Theatre Performance

Performing Arts Unit 14 Musical Theatre Performance The key features of musical theatre Pearson Education Ltd, 2010

Performing Arts Early musical theatre operetta 1 April 1908 8 June 1970 Operetta (or light opera) borrows some of the features of opera and treats them in a light manner. Plots are comic and tend to focus on the tribulations of two young lovers. A cast of supporting characters and a chorus are commonly used. Pearson Education Ltd, 2010

Performing Arts Early musical theatre operetta Operettas are commonly structured in two acts, each with a continuous scene. A range of musical numbers are used, including solos, duets, small ensembles and rousing chorus pieces. Musical numbers are linked by sections of spoken dialogue. Pearson Education Ltd, 2010

Performing Arts Early examples operetta Gilbert and Sullivan created the best known examples, including: - The Pirates of Penzance - The Mikado - HMS Pinafore Other examples include: - The Student Prince by Sigmund Romberg - Merry England by Edward German Pearson Education Ltd, 2010

Performing Arts Mid-20th century the classic American musical Living in fear may prevent an individual from developing healthily. For example: The mid-20th century was the era of the classic American musical. Examples include Oklahoma!, The Sound of Music, Guys and Dolls, My Fair Lady, South Pacific, Calamity Jane and Fiddler on the Roof. Pearson Education Ltd, 2010

Performing Arts Comparisons Operetta Two acts, with one continuous scene/setting per act. Comic central plot involving a pair of young lovers. A range of supporting characters including a comic role for a middleaged/elderly male. A range of musical numbers including solos, duets, small ensembles and rousing chorus pieces. Mid 20th-century American musicals. Most musicals have two acts, however, these may be broken down into several scenes. More than one setting is often used in an act. The central plot of most musicals written at this time involves the fortunes of a pair of young lovers. Musicals also include a range of supporting characters, some of which will be comic characters providing a lighter sub-plot. Pearson Education Ltd, 2010

Lesson plan Week 14 Aims To provide learners with alternative approaches to presenting research findings To support learners in developing practical explorations of research and performance material Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. SB = Student Book S = Stretch and support This is a 180-minute lesson. Learning outcomes All learners will be able to communicate research findings Timing/ Content AS = Activity sheet PPT = PowerPoint presentation Tutor activity Learner activity Resources Individualised activity/differentiation 5 min Introduction to the session Recap last session 15 min Lead presentation on approaches to presenting research 20 min Facilitate discussion on approaches Listen, discuss Listen, read and tak notes Discuss alternatives Mak decisions on medium to be used Present ideas to group Whiteboard/smartboard PC PPT Smartboard/whiteboard PC Pens, paper Stretch: Lead discussion in group/take notes/speak on behalf of group 20 min Lead warm-up Tak part in warm-up Music CT 15 min Preparatory exercises Take part in exercises Music Scripts 10 min Explain group activity based on the exercises of chosen practitioner Listen Ask questions if appropriate Support: Guidance offered during exercises PLTS SM TW CT CT Functional Skills English English English English Unit 14 Musical Theatre Performance 1

2 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Timing/ Content Tutor activity Learner activity Resources Individualised activity/differentiation 50 min Facilitate group exploration and development of ideas 30 min Explain activity Lead activity 10 min Discuss outcomes of performed work 5 min Summarise lesson Listen Take part in group activities Listen to instructions Perform activity in large group using rehearsed elements Listen and respond to feedback Music Scripts Stretch: Lead, cooperate, and support others during activities PLTS SM TW CT Music SM TW CT TW Functional Skills English English BTEC Level 3 National Performing Arts

2 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome/topic Content Learner activity Resources Assessment and PLTS 2 LO1: Understand a role or roles in a musical theatre work 3 LO1: Understand a role or roles in a musical theatre work 4 LO1: Understand a role or roles in musical theatre work Form and structure American musicals Form and structure Andrew Lloyd Webber The book, lyrics and music Watching and discussing a production of Oklahoma! Learning a chorus number from Oklahoma! NS The musicals of Rodgers and Hammerstein Watching and discussing a production of Evita Learning a section from a sung-through musical NS British musical theatre NS Songbook musicals Working in groups discussing the similarities and differences between a libretto and the script Listening to and discussing a range of different types and styles of musical numbers, e.g. solos, duets, choruses SB Activity Oklahoma!, page 92 AS2 Oklahoma! Recording of Oklahoma! Vocal score of Oklahoma! AS3a Rodgers and Hammerstein SB Activity Evita, page 92 Vocal score from a sung-through musical, e.g. Joseph and the Amazing Technicolor Dreamcoat, Evita, Jesus Christ Superstar AS3b British musical theatre AS3c Songbook musicals SB Activity The book, page 93 Examples of libretti from musicals and conventional scripts AS4a Vocal music AS4b Listening exercise Audio recordings of three extracts from musicals, e.g. a solo, a duet and a chorus number AS5 West End musicals PLTS RL P4 M4 D4 PLTS TW EP CT Stretch and support Stretch: More able learners should be asked to compare the features of the American musical with earlier examples of the form Support: Less able learners should be given simpler repertoire to learn S1 Support: Less able learners should be given simpler repertoire to learn LO1: Understand a role or roles in musical theatre work S2 BTEC Level 3 National Performing Arts NS Researching a West End or touring musical

Week Outcome/topic Content Learner activity Resources Assessment and PLTS Stretch and support Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. 5 LO1: Understand a role or roles in musical theatre work 6 LO1: Understand a role or roles in musical theatre work 7 11 LO2: Be able to apply the appropriate performance skills The function of the roles within the work Interpretation and research Response to dialogue, direction, lyrics and choreography Reaction and relationship to other roles Developing and applying performance skills Discussing the difference between leading and supporting roles Choosing or allocating roles for research Discussing how interpretation and research helps the performer to build a character Learners working on assessment activities Learners working on assessment activities Taking part in practical activities to develop skills in the three key areas, i.e. acting, music and dance NS Research into musical theatre performers SB Assessment activities 1a,1b, page 95 and 96 (NB assessment activities introduced learners will continue to develop their understanding of their chosen or allocated role throughout the unit) SB Assessment activities 1c, 1d, page 96 and 97 (NB assessment activities introduced learners will continue to develop their understanding of their chosen or allocated role throughout the unit) Video Video activity sheet SB Assessment activities 2a, 2b, page 99 and 100 SB Activity Acting, singing and dance styles SB Assessment activities 2c, 2d, page 103 and 104 (NB assessment activities introduced learners will continue to develop their performance skills throughout the remainder of the unit) AS6 Musical theatre performers P1 M1 D1 PLTS IE CT Functional Skills English P1 M1 D1 PLTS IE CT Functional Skills English P2 M2 D2 PLTS CT Functional Skills English Support Less able learners should be given one straightforward role to research Stretch More able learners should be given more challenging material to work on Unit 14 Musical Theatre Performance 3

4 Pearson Education Ltd 2010. Copying permitted for purchasing institution only. This material is not copyright free. Week Outcome/topic Content Learner activity Resources Assessment and PLTS 12 18 LO3: Be able to rehearse for a role in a musical 19 20 LO4: Be able to perform a role in a musical Rehearsing for a role in a musical Performance(s) Taking part in rehearsals of a musical theatre work Learners may take part in some or all of the activities depending on the nature of the piece being rehearsed Taking part in final rehearsals and performances Discussing and evaluating the rehearsal process and the final performance(s) SB Activity The rehearsal schedule, page 105 SB Activity The score, page 106 SB Breathing, page 106 AS7 Vocal exercises SB Activity Preparing a song, page 107 SB Activity Movement accuracy, page 107 AS9 Rehearsing a movement piece SB Activity Musical setting, page 107 SB Activity Crowd control, page 108 AS8 Being in the chorus SB Activity Emotional register, page 109 SB Assessment activity 3, page 109 SB Assessment activity 4, page 111 AS10 Curtain call P3 M3 D3 PLTS TW Functional Skills English P4 M4 D4 PLTS TW SM Functional Skills English Stretch and support Stretch More able learners should be given more challenging material to work on BTEC Level 3 National Performing Arts