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Musical Theatre 1 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 Procient 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 Procient 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 Procient 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 dene six musical theatre terms and positions while writing a plot summary of a selected musical theatre script. Learning Target Descriptor Definition 4 Procient I can list and dene six musical theatre terms and positions while writing a plot summary of a selected musical theatre script. 3 Developing I can list and dene 4- 5 musical theatre terms and positions while writing a plot summary of a selected musical theatre script. 2 Basic I can list and dene 2-3 musical theatre terms and positions while writing a plot summary of a selected musical theatre script. 1 Minimal I can list and dene 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 Procient 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 Procient 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 Procient 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 Procient 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 Procient 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 Procient 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 specic types of musical numbers. Learning Target Descriptor Definition 4 Procient I can describe in detail the role of the ensemble in musical theatre and in specic 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 specic types of musical numbers. 2 Basic I can somewhat describe the role of the ensemble in musical theatre and in specic types of musical numbers. 1 Minimal I can vaguely describe the role of the ensemble in musical theatre and in specic 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.
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