MUSICAL THEATER CURRICULUM MAP Precursors of American Elements of American Musical Musical Early Forms of American Musical Enduring Understandings:. Students will understand that Musical has been a part of the human experience since prehistoric times and that these early forms helped to create American Musical Students will understand the elements of American Musical and how they make it different from previous forms of musical theater and the careers that are associated with Musical Students will understand that the early forms of American Musical were influenced by European styles and that they reflected societal values of their time. Content: Process: Product: Religion in theater, Opera of the medieval and Renaissance, Baroque, Classical and Romantic periods and the elements of each; Operas Monteverdi, Mozart, Puccini; Operettas of Gilbert and Sullivan In cooperative groups or pairs, students will describe the essential elements of religious theater, European opera and operetta and how the differ from genre to genre Students will explain how the various forms of European musical theater developed and the differences between each and how they influenced American Musical. Quizzes will be given for the students to demonstrate their knowledge of the elements of Elements of Musical the Book, the Score, Lyrics, Songs, Dance and Production/Design. Careers involved with each of the elements of Musical theater In cooperative groups or pairs, students will describe the essential elements of American Musical and how they differed from previous forms of musical theater and explain the various careers that are available with each of the elements. Students will present examples of the elements of musical theater Book, Lyrics, Songs, Score, Dance, Production/Design and explain how these are used in a production. They will also research the various career opportunities within each element and present them to the class. Minstrelsy, Vaudeville, Burlesque, Extravaganzas, Intimate and Spectacular Revue, Ziegfeld Follies In cooperative groups or pairs, students will compare the early forms of American Musical to European Musical and how each reflected the society of their time. Students will research the Minstrelsy, vaudeville, Burlesque and Revue and lead class discussions on each style comparing each style and how it reflected society and how society reacted to each new form. Quizzes will be given for the students to demonstrate their knowledge of each form and how they reflected societal values and
Opera and Operetta Standards: Timelines: 2 weeks but used throughout the course Resources: Appreciating Musicals-William G. Reid Music Appreciation Richard Kamien Various web sites on Musical Various musical examples from the Numerous DVD s, CD s and videos of musical theater performances Various musical scripts and librettos Opera and operetta librettos students will put together a program for the different styles of theater. 1 week but used throughout the course 2 weeks but used throughout the course
Enduring Understandings:. Content: Process: Product: Musical and the Depression understanding of how musical theater reflected societal values and concerns during the Great Depression. Jerome Kern and Showboat; Oscar Hammerstein; George Gershwin; Rodgers and Hart; Cole Porter; Irving Berlin and various shows of each one. Students will work independently and in cooperative groups to explore the changes in musical theater during the Depression and how composers and lyricists expressed societal values and concerns in their writing. Students will view scenes from various musicals from the period and compare them to previous styles. Students will research, read, and view various musicals and composers from the Great Depression era and compare how they changed former practices to fit in with the political and social climate. The American Musical Comes of Age with Rodgers and Hammerstein reflects societal values and concerns and how Rodgers and Hammerstein established a formula for and influenced the maturation of the modern musicals Richard Rodgers, Oscar Hammerstein, elements of Rodgers and Hammerstein musicals song importance, artistic integrity, involving all elements to tell the story; performances and movies of musicals Students will work independently, in pairs and cooperative groups to explore the ways that Rodgers and Hammerstein crafted a formula to be used in all their musicals and how they changed all future musicals. Students will view several scenes from various Rodgers and Hammerstein musicals and analyze the musical dances, dialogue, songs, and story and define how they exhibit the changes made by Rodgers and Hammerstein. Quizzes will be given for the students to demonstrate their knowledge of the The Golden Age of Musicals from the 1940 s 1950 s reflected societal values and concerns and how they influenced the various new styles and storylines for musicals Lerner and Lowe, Meredith Willson, Leonard Bernstein, Frank Loesser, George Abbot and their musicals Students will work independently, in pairs and cooperative groups to explore the various musicals from the 1940 s -1950 s and analyze how they followed or differed from the formula established by Rodgers and Hammerstein; and how they reflected the social and moral concerns of the period. Students will read, view, perform and analyze scenes from several musicals and composers that represent the time period and define how they follow or ignore the Rodgers and Hammerstein formula. Quizzes will be given for the students to demonstrate their knowledge about the social and moral issues addressed during
Standards: Timelines: 2 weeks but used through out the course Resources: Appreciating Musicals-William G. Reid Music Appreciation Richard Kamien Various web sites on Musical Various musical examples from the Numerous DVD s, CD s and videos of musical theater performances Various musical scripts and librettos Rodgers and Hammerstein formulas. the 1940 s- 1950 s in musicals AR.9-12.1.5.12 B.2 AR.9-12.1.5.12 B.2 2 weeks but used through out the course 3 weeks but used through out the course
Enduring Understandings:. Content: Process: Product: Changes in the Musical in the 1960 s 1980 s understanding of how musical theater reflected societal values and concerns and how they influenced the various new styles and storylines for musicals; and they will understand how these new ideas and technologies developed criteria for new styles. Rock musicals, religious musicals, concept musicals, ethnic musicals, A. Lloyd Webber, T. Rice, S. Sondheim Students will work independently, in cooperative groups and pairs to explore how the rock musicals, concept musicals, ethnic musicals, religious musicals used political and social events as basis for storys and how newly developed technologies changed each. Students will read, research, view and perform excerpts from representative musicals of each new style to demonstrate their understanding of how these new styles differed from previous styles. Quizzes on the properties of the rock, religious, concept and ethnic musicals and how they used new technologies. Standards: The British Invasion reflected societal values and concerns, how they influenced the development of British musicals and American musicals in revivals A. Lloyd Webber, Cameron McIntosh, Cats, Phantom of the Opera, Les Miserables Students will work independently, in cooperative groups and pairs to research how British musicals differed from American musicals and how revivals of American musicals were used in British theater Students will read about and view excerpts of British musical composers and producers and be able to explain how they were different form American musicals. Contemporary Musicals reflected societal values and concerns and how they were changed and adapted to use the newest technologies, investors and performance venues ; and they will work to use learned materials to present a short performance Mega musicals, Corporate Musicals, Disney, performances Students will work independently, in pairs and in cooperative groups to research how corporate America became involved with musical theater and how mega musicals were started. They will also work to present a performance of scenes from a musical Students will read about and view excerpts of mega musicals such as Les Miserables and corporate musicals such as Lion King and be able to explain the history and importance of each. Students will work in groups and act as directors, choreographers, dancers, actors and singers in the presentation of short scenes from contemporary musicals.
Timelines: 2 weeks but used through out the course Resources: Appreciating Musicals-William G. Reid Music Appreciation Richard Kamien Various web sites on Musical Various musical examples from the Numerous DVD s, CD s and videos of musical theater performances Various musical scripts and librettos AR.9-12.1.5.12 A.2 1 weeks but used through out the course 3 weeks but used through out the course