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The first word in Musical Theatre is music. Thus, the logical starting point for the
rehearsal process and first unit following auditions is music rehearsals. Unlike choir, once
music is learned we dive into the process of developing character through song, adding
another dimension. This requires an effort from performers to make text and melody second
nature earlier in the process to allow for enough time to add character and create mood.
We begin with larger chorus works, ensuring that student engagement is maximized.
Gradually we move to smaller ensembles, eventually working solos privately. During these
private coaching’s, one of two teachers will continue to work with chorus. This will help
Much like choir, students will be assessed on pieces based on accuracy of rhythm and
melody, phrasing, and diction. The point of difference comes with assessment of character
choice as all students, regardless of role, will have to develop a character. Formative
assessment is done in the second run of chorus music to check on how many are comfortable
with memory, as the expectation is to be fully memorized. Chorus are expected to have a
Unit Topic: Music Grade Level: 10/11/12 Strand: Musical Theatre 15/25/35
GLEs in full:
Preparation/Rehearsal
Make effective use of rehearsal time
Develop self-discipline to use undirected time to advantage
Performance
Pick up cues effectively
Distinguish between oneself as a performer and character
Memorize required text, music, and choreography
Reflection/Evaluation
Critique performance of self and others
Identify dominant mood of a scene/score
Examine the historical context of Musical Theatre selections
SLEs in full:
Music
Technique
o Understand the use and care of the vocal instrument
o Understand the need for and the daily practice of correctly produced vocal warm-ups for healthy vocal development
o Demonstrate proper use of the breath by ensuring that sufficient breath is used to accommodate the full functioning
of the voice, particularly in the high range
o Demonstrate breathing appropriate to text
o Demonstrate appropriate posture for singing
o Demonstrate vowel sounds and properly formed consonants
o Understand and demonstrate proper musical phrasing
o Demonstrate attacks and releases
o Project to audience through focus of sound and energy
o Recognize when the voice is in tune with instruments or other voices
o Demonstrate ability to maintain correct rhythm throughout a given piece of music
o Hear other voices and control the voice to achieve the desired tone for either group or solo
o Recognize the individual’s part in a score as a solo or as an ensemble part
o Demonstrate an understanding of vocal classification specific to Musical Theatre such as lead, solo, duet, trio,
quartet, and principals
o Perform in large ensembles, small ensembles, and solo
Interpretation
o Demonstrate use of articulation, diction, dialect, word coloration, dynamics and variety of tempi in song, that is
appropriate to character and dramatic situation
o Communicate mood and emotion through voice
o Interpret the score to communicate changes in mood or emotion
o Sing in the style appropriate to the character
Oct. 18 Technique Express (B) character Have student lead physical warm-up. FA-observation of
1-15 traits (P) in solo work (M) Lead vocal warm up character development,
Interpretation Demonstrate (B) accurate No.23: Tevye’s Rebuttal (Tevye) questioning on
1-4 attacks and releases (P) in No. 24: Do You Love Me? (Tevye, character background,
chorus music (M) Golde) Observation of vocal
Execute (B) proper No. 26: Far From the Home I Love: development, check in
phrasing (P) in chorus (Hodel) on sections individually
music (M) Chorus work through 25, 30, 31 during
principal’s coaching’s, still polishing as
well as work on dialect/common vowels,
attacks/releases, and phrasing.
Oct. 22 Technique Demonstrate (B) uniform Lead quick physical and vocal warm-up FA-checking how
3-13 vowel and consonant with full company. many students are
Interpretation comfortable off book,
1-4 sounds (P) in Fiddler Run chorus music No. 1, 5, 6, 11, 14, 15, observation, self-
chorus music (M) 25, 30, 31 (Full Company) assessment
Perform (B) rhythms and Encourage students to sing off book if
melodies accurately (P) in they are comfortable enough.
Fiddler chorus music (M)
Demonstrate (B) proper
phrasing (P) in Fiddler
chorus music (M)
Oct. 23 Technique Create (B) mood through Lead physical and vocal warm up with FA- questioning,
1-15 musical expression (P) in full company observation
Interpretation solo and chorus work (M) Remind students there is going to be
1-4 Demonstrate (B) character small group chorus singing tests to check
dialect (P) in Fiddler for learning.
solo/chorus music (M) Break into chorus and individual
coaching.
Tevye- No. 4, 23
Golde/Tevye- No. 24
Motel- No. 10
Chorus work numbers as needed from
previous week. Work towards
memorization, still polishing phrasing,
dialect, and general musicality of pieces.
Oct. 24 Technique Create (B) mood through SA-chorus music
1-15 musical expression (P) in Lead physical and vocal warm up with singing tests
Interpretation solo and chorus work (M) full company
1-4 Demonstrate (B) character Tzeitel, Hodel, Chava-No.3
dialect (P) in Fiddler Hodel- No. 26
solo/chorus music (M) Hodel/ Perchik- No. 22
Run through pieces with chorus that will
be tested on
Following these quick runs, break
students into smaller ensembles of 2 per
part and choose several phrases for them
to sing with accompaniment.
Oct. 25 Technique Perform (B) music Lead physical and vocal warm-up FA- observation of
1-15 according to character Run Act 1-all solo and company songs. soloists and chorus in
Interpretation interpretation (P) in Encourage students to sing off book if run
1-4 Fiddler act 1 run-through they feel comfortable enough.
Create (B) mood through
musical expression (P) in
solo and chorus work (M)
Demonstrate (B) character
dialect (P) in Fiddler
solo/chorus music (M)
Oct. 26 Technique Perform (B) music Lead physical and vocal warm-up FA-Observation of
1-15 according to character Run Act 2-all solo and company songs. soloists/chorus in vocal
Interpretation interpretation (P) in Encourage students to sing off book if run.
1-4 Fiddler act 2 run-through they feel comfortable enough.
Create (B) mood through
musical expression (P) in
solo and chorus work (M)
Demonstrate (B) character
dialect (P) in Fiddler
solo/chorus music (M)