CW High School Musical Theatre 1. Musical Theatre History and Terminology (14.29%)
Learning Targets 1.1 I can describe in detail the historical timeline of musical theatre in America describing all key composers, playwrights, locations, and styles for each decade of its existence.
Learning Target Descriptor Definition
4 Pro cient I can describe in detail the historical timeline of musical theatre in America describing all key composers, playwrights, locations, and styles for each decade of its existence.
3 Developing I can describe in detail the historical timeline of musical theatre in America describing most of the key composers, playwrights, locations, and styles for each decade of its existence.
2 Basic I can describe in detail the historical timeline of musical theatre in America describing some of the key composers, playwrights, locations, and styles for each decade of its existence.
1 Minimal I can describe in detail the historical timeline of musical theatre in America describing very few of the key composers, playwrights, locations, and styles for each decade of its existence.
0 No Evidence No evidence shown.
1.2 I can describe the ve different types of musicals and give examples of each type.
Learning Target Descriptor Definition
4 Pro cient I can describe the ve different types of musicals and give examples of each type.
3 Developing I can describe the four of the ve different types of musicals and give examples of each type.
2 Basic I can describe the three of the ve different types of musicals and give examples of each type.
1 Minimal I can describe the 1-2 of the different types of musicals and give examples of each type.
0 No Evidence No evidence shown.
1.3 I can compare and contrast what separates musical theatre from other types of theater such as opera, lm, stage plays citing at least 7 similarities or differences.
Learning Target Descriptor Definition
4 Pro cient I can compare and contrast what separates musical theatre from other types of theater such as opera, lm, stage plays citing at least 7 similarities or differences.
3 Developing I can compare and contrast what separates musical theatre from other types of theater such as opera, lm, stage plays citing at least 5 similarities or differences.
2 Basic I can compare and contrast what separates musical theatre from other types of theater such as opera, lm, stage plays citing at least 3 similarities or differences. CW High School Musical Theatre
Learning Target Descriptor Definition
1 Minimal I can compare and contrast what separates musical theatre from other types of theater such as opera, lm, stage plays citing 1-3 similarities or differences.
0 No Evidence No evidence shown.
1.4 I can list and de ne six musical theatre terms and positions while writing a plot summary of a selected musical theatre script.
Learning Target Descriptor Definition
4 Pro cient I can list and de ne six musical theatre terms and positions while writing a plot summary of a selected musical theatre script.
3 Developing I can list and de ne 4- 5 musical theatre terms and positions while writing a plot summary of a selected musical theatre script.
2 Basic I can list and de ne 2-3 musical theatre terms and positions while writing a plot summary of a selected musical theatre script.
1 Minimal I can list and de ne 1 musical theatre terms and positions while writing a plot summary of a selected musical theatre script.
0 No Evidence No evidence shown.
2. Musical Score Mapping (14.29%)
Learning Targets 2.1 I can describe and analyze all aspects of a storyline of a selected musical theatre script while illustrating the “emotional staircase” of a selected musical theatre script.
Learning Target Descriptor Definition
4 Pro cient I can describe and analyze all aspects of a storyline of a selected musical theatre script while illustrating the “emotional staircase” of a selected musical theatre script.
3 Developing I can describe and analyze most aspects of a storyline of a selected musical theatre script while illustrating the “emotional staircase” of a selected musical theatre script.
2 Basic I can describe and analyze some aspects of a storyline of a selected musical theatre script while illustrating the “emotional staircase” of a selected musical theatre script.
1 Minimal I can describe and analyze a few aspects of a storyline of a selected musical theatre script while illustrating the “emotional staircase” of a selected musical theatre script.
0 No Evidence No evidence shown.
2.2 I can outline all aspects of the overall basic framework that makes up a musical theatre show and apply this outline to a selected musical theatre script.
Learning Target Descriptor Definition CW High School Musical Theatre
Learning Target Descriptor Definition
4 Pro cient I can outline all aspects of the overall basic framework that makes up a musical theatre show and apply this outline to a selected musical theatre script.
3 Developing I can outline most of the aspects of the overall basic framework that makes up a musical theatre show and apply this outline to a selected musical theatre script.
2 Basic I can outline some of the aspects of the overall basic framework that makes up a musical theatre show and apply this outline to a selected musical theatre script.
1 Minimal I can outline very few aspects of the overall basic framework that makes up a musical theatre show and apply this outline to a selected musical theatre script.
0 No Evidence No evidence shown.
2.3 I can determine where each show tune in a musical should be categorized in regards to transition, realization, or decision.
Learning Target Descriptor Definition
4 Pro cient I can determine where each show tune in a musical should be categorized in regards to transition, realization, or decision.
3 Developing I can determine where most show tunes in a musical should be categorized in regards to transition, realization, or decision.
2 Basic I can determine where some show tunes in a musical should be categorized in regards to transition, realization, or decision.
1 Minimal I can determine where a few tunes in a musical should be categorized in regards to transition, realization, or decision.
0 No Evidence No evidence shown.
2.4 I can analyze each show tune in a given musical and describe the form as either ballad, comedy number, charm song, reprise, or musical scene.
Learning Target Descriptor Definition
4 Pro cient I can analyze each show tune in a given musical and describe the form as either ballad, comedy number, charm song, reprise, or musical scene.
3 Developing I can analyze most of the show tunes in a given musical and describe the form as either ballad, comedy number, charm song, reprise, or musical scene.
2 Basic I can analyze some of the show tunes in a given musical and describe the form as either ballad, comedy number, charm song, reprise, or musical scene.
1 Minimal I can analyze few show tunes in a given musical and describe the form as either ballad, comedy number, charm song, reprise, or musical scene. CW High School Musical Theatre
Learning Target Descriptor Definition
0 No Evidence No evidence shown.
3. Vocal Technique for Musical Theatre (14.29%)
Learning Targets 3.1 I can describe and vocally demonstrate the four main types of vocal technique used in musical theatre in regards to belting, legit, pop, bright styles.
Learning Target Descriptor Definition
4 Pro cient I can describe and vocally demonstrate the four main types of vocal technique used in musical theatre in regards to belting, legit, pop, bright styles.
3 Developing I can describe and vocally demonstrate the three of the four main types of vocal technique used in musical theatre in regards to belting, legit, pop, bright styles.
2 Basic I can describe and vocally demonstrate two of the four main types of vocal technique used in musical theatre in regards to belting, legit, pop, bright styles.
1 Minimal I can describe and vocally demonstrate one of the four main types of vocal technique used in musical theatre in regards to belting, legit, pop, bright styles.
0 No Evidence No evidence shown.
3.2 I can perform a show tune individually and with an ensemble using correct pitch, rhythm, diction, and dynamics.
Learning Target Descriptor Definition
4 Pro cient I can perform a show tune individually and with an ensemble using correct pitch, rhythm, diction, and dynamics.
3 Developing I can perform a show tune individually and with an ensemble using mostly correct pitches, rhythms, diction, and dynamics.
2 Basic I can perform a show tune individually and with an ensemble using some correct pitches, rhythms, diction, and dynamics.
1 Minimal I can perform a show tune individually and with an ensemble using very few correct pitches, rhythms, diction, and dynamics.
0 No Evidence No evidence shown.
3.3 I can describe in detail the role of the ensemble in musical theatre and in speci c types of musical numbers.
Learning Target Descriptor Definition
4 Pro cient I can describe in detail the role of the ensemble in musical theatre and in speci c types of musical numbers. CW High School Musical Theatre
Learning Target Descriptor Definition
3 Developing I can mostly describe the role of the ensemble in musical theatre and in speci c types of musical numbers.
2 Basic I can somewhat describe the role of the ensemble in musical theatre and in speci c types of musical numbers.
1 Minimal I can vaguely describe the role of the ensemble in musical theatre and in speci c types of musical numbers.
0 No Evidence No evidence shown. CW High School Musical Theatre 4. Acting style in musical theatre (14.26%)
Learning Targets 4.1 I can always use eye contact, facial expression, gestures, and direct address in acting to develop a musical theatre character.
Learning Target Descriptor Definition
4 Pro cient I can always use eye contact, facial expression, gestures, and direct address in acting to develop a musical theatre character.
3 Developing I can mostly use eye contact, facial expression, gestures, and direct address in acting to develop a musical theatre character.
2 Basic I can sometimes use eye contact, facial expression, gestures, and direct address in acting to develop a musical theatre character.
1 Minimal I can infrequently use eye contact, facial expression, gestures, and direct address in acting to develop a musical theatre character.
0 No Evidence No evidence shown.
4.2 I can always demonstrate a variety of physical gestures, still image, and ensemble acting to set the stage effectively for a musical theatre performance.
Learning Target Descriptor Definition
4 Pro cient I can always demonstrate a variety of physical gestures, still image, and ensemble acting to set the stage effectively for a musical theatre performance.
3 Developing I can demonstrate a variety of physical gestures, still image, and ensemble acting to set the stage effectively for a musical theatre performance most of the time.
2 Basic I can demonstrate a variety of physical gestures, still image, and ensemble acting to set the stage effectively for a musical theatre performance some of the time.
1 Minimal I can demonstrate a variety of physical gestures, still image, and ensemble acting to set the stage effectively for a musical theatre performance infrequently.
0 No Evidence No evidence shown. CW High School Musical Theatre 5. Dance and Movement in Musical Theatre (14.29%)
Learning Targets 5.1 I can correctly perform the following basic musical theatre dance steps: three step turn, bell kicks, box step, kick ball change, shimmy, arm opposition.
Learning Target Descriptor Definition
4 Pro cient I can correctly perform the following basic musical theatre dance steps: three step turn, bell kicks, box step, kick ball change, shimmy, arm opposition.
3 Developing I can mostly correctly perform the following basic musical theatre dance steps: three step turn, bell kicks, box step, kick ball change, shimmy, arm opposition.
2 Basic I can somewhat correctly perform the following basic musical theatre dance steps: three step turn, bell kicks, box step, kick ball change, shimmy, arm opposition.
1 Minimal I can rarely correctly perform the following basic musical theatre dance steps: three step turn, bell kicks, box step, kick ball change, shimmy, arm opposition.
0 No Evidence No evidence shown.
5.2 I can create a choreography routine for a show tune that uses movement that always enhances the story of the song.
Learning Target Descriptor Definition
4 Pro cient I can create a choreography routine for a show tune that uses movement that always enhances the story of the song.
3 Developing I can create a choreography routine for a show tune that uses movement that mostly always enhances the story of the song.
2 Basic I can create a choreography routine for a show tune that uses movement that sometimes enhances the story of the song.
1 Minimal I can create a choreography routine for a show tune that uses movement that rarely enhances the story of the song.
0 No Evidence No evidence shown. CW High School Musical Theatre 6. Set Design in Musical Theatre (14.29%)
Learning Targets 6.1 I can draft an effective set , lighting, and sound design in a musical theatre production.
Learning Target Descriptor Definition
4 Pro cient I can draft an effective set , lighting, and sound design in a musical theatre production.
3 Developing I can draft a mostly effective set , lighting, and sound design in a musical theatre production.
2 Basic I can draft a somewhat effective set , lighting, and sound design in a musical theatre production.
1 Minimal I can draft a minimally effective set , lighting, and sound design in a musical theatre production.
0 No Evidence No evidence shown.
6.2 I can implement my entire set, sound, and lighting design by building and painting set ats for one scene as well as setting lights and sound cues for technical equipment.
Learning Target Descriptor Definition
4 Pro cient I can implement my entire set, sound, and lighting design by building and painting set ats for one scene as well as setting lights and sound cues for technical equipment.
3 Developing I can implement 90% of my set, sound, and lighting design by building and painting set ats for one scene as well as setting lights and sound cues for technical equipment.
2 Basic I can implement 80% of my set, sound, and lighting design by building and painting set ats for one scene as well as setting lights and sound cues for technical equipment.
1 Minimal I can implement 70% of my set, sound, and lighting design by building and painting set ats for one scene as well as setting lights and sound cues for technical equipment.
0 No Evidence No evidence shown. CW High School Musical Theatre 7. Performance of Musical Theatre (14.29%)
Learning Targets 7.1 I can correctly perform acting, singing, and dancing for my chosen character for one musical theatre act culminating in nal performance on stage
Learning Target Descriptor Definition
4 Pro cient I can correctly perform acting, singing, and dancing for my chosen character for one musical theatre act culminating in nal performance on stage
3 Developing I can mostly correctly perform acting, singing, and dancing for my chosen character for one musical theatre act culminating in nal performance on stage
2 Basic I can somewhat correctly perform acting, singing, and dancing for my chosen character for one musical theatre act culminating in nal performance on stage
1 Minimal I can rarely correctly perform acting, singing, and dancing for my chosen character for one musical theatre act culminating in nal performance on stage
0 No Evidence No evidence shown.
Submitted on 1/31/2019 by