Curriculum Framework for Performing Arts: Musical Theatre 3 Curricular Tool: Teacher-created in cooperation School: Kuumba Academy Charter School Grade: 8_ Teacher: _______________ with the Christina Cultural Arts Center All 6th grade KACS students will take Musical Theater 1 to gain experience in music, theater, and dance through an integrated performing arts curriculum. In grades 7 and 8, students will focus their study of performing arts by selecting from three performing arts electives: Dance, Musical Theater 2, or Musical Theater 3. The elective courses in grades 7 and 8 will be taught over the course of the full school year, but in the second trimester students will spend an extended period of time in the production of the school musical. Musical Theater 3 will utilize the talent of resident teaching artists through the partnership between KACS and the Christina Cultural Arts Center. Unit Concept Essential Questions Standards Alignment Assessments Big Ideas Student Learning Targets Unit One: Performance Elements Timeline : 4 weeks Standard 1: Improvising and writing scenes, Performance Elements: Essential Questions: Suggested Formative scenarios and plays cross, enter, exit, stage How do I create and portray a character Assessments: positions, stage areas, sight for performance? Match vocabulary terms 1.1 E Identify the foundation of playmaking in a real lines, character, movement, with list of definitions. like and fantasy volume, How are performance elements used to rate, pitch, enunciation, create believable characters? Relate boot camp 1.2 E Identify the basic elements of a play (e.g., blocking, scene, cue, lines, movements to performance characters, setting, plot) delivery, break character, fourth What are some ways you can use your elements. wall, objective, tactics, voice (speaking) to create a character? 1.3 E Develop an improvisation utilizing characters given circumstances, conflict Suggested Summative and setting that creates tension and suspense, with a What are some ways you can non- Assessments: subsequent resolution verbally create a character? Acting students develop and perform as a 1.4 E Record the improvised movement and/or What is character blocking? character in a scene based dialogue of a play through writing, taping or other upon given circumstances. means What are the five stage directions? Technical students develop 1.7 D Write an original one-act play with clearly Learning Targets – I can: and design a set based on developed characters, setting, conflict and Create theatrical given circumstances. resolution productions/performances. Acting students perform a Standard 2: Acting in improvised and structured Perform an acting/technical role in an scene accurately portraying presentations ensemble performance for an audience. all physical, 2.1 E Employ variations in movement, gesture and vocal an emotional aspects Copyright © 2013 by Unit Concept Essential Questions Standards Alignment Assessments Big Ideas Student Learning Targets vocal expression (pitch, tempo, tone) to create React to an improvised situation of character. characters based on the given circumstances that motivate their character. Technical students build 2.3 E Identify character motivations through research and implement your and analysis and be able to articulate how they affect Brainstorm different improvised design, improving based the character's actions situations and determine how to portray upon feedback. them through costume, sound, 2.4 E Portray a believable character with effective scenery, lighting. Acting students perform an performance techniques (use of voice, facial original scene on two expressions and body movement) in both improvised Analyze a story to explore character. different emotional levels, and structured presentations both supported by the Identify and describe the use of given circumstances. Standard 4: Directing by envisioning and elements of drama in dramatic works. realizing improvised or scripted scenes Technical students build 4.5 D Design a scene that effectively communicates Explain how performance elements are and implement your to actors and audience the director's vision of the used to create a believable character. revised design. characters, setting and plot Use performance elements to create a believable character. Use voice to create a variety of characters. Use body (non-verbal) to create a variety of characters. Explain what character blocking is. Identify and demonstrate the five stage directions. Unit Two: Literary Elements Timeline: 4 weeks Standard 1: Improvising and writing scenes, Literary Elements: Essential Questions: Suggested Formative scenarios and plays script, plot structures, suspense, How do I write a scene? Assessments: theme, setting, language, Submit a story synopsis. 1.2 E Identify the basic elements of a play (e.g., monologue, dialogue, empathy How can technical elements be utilized characters, setting, plot) to enhance a performance? Create [and perform] a Copyright © 2013 by Unit Concept Essential Questions Standards Alignment Assessments Big Ideas Student Learning Targets Typical plot structures of a What is the typical structure a plot monologue about a war Standard 3: Designing and building environments theatrical follows? ending differently. for informal and formal presentations Performance Why are themes used in dramatic Suggested Summative 3.5 D Utilize software components in order to Language can be used to create works? Assessments: develop set designs, lighting designs, and sound a Use library resources to designs appropriate for theatrical production character. How is language used to create a research and analyze believable character? critiques of plays in the Standard 4: Directing by envisioning and Monologue an dialogue are New York times. realizing improvised or scripted scenes used to express voice in a What is the difference between a scene. monologue and a dialogue? Determine where in the 4.5 D Design a scene that effectively communicates structure of a story most to actors and audience the director's vision of the What is empathy and why is it problems occur. characters, setting and plot important to drama? Write a review of your Standard 7: Responding to, describing, analyzing, Learning Targets – I can: story in the same format as interpreting, and evaluating theatre works and Apply knowledge of theatrical those you’ve read focusing performances elements. on what you’ve found to be the weakest point of your 7.4 D Explain how dramatic elements (plot, Identify plot structures in dramatic scene. character, action, diction, music, spectacle, works. Aristotle’s "Poetics",etc.) combine to make a whole Write a script for a scene Explain why themes are used in including dialogue, setting dramatic works. and character description. Use language to create a believable Write a critique of your character. script in the format of a professional Broadway Contrast a monologue and a dialogue. critique. Explain what empathy is and its importance in dramatic works. Write a short scene including dialogue, setting, and character description. Perform a scene using blocking. Copyright © 2013 by Unit Concept Essential Questions Standards Alignment Assessments Big Ideas Student Learning Targets Unit Three: Singing Fundamentals (Model Unit) Timeline: 3 weeks Standard 1: Singing independently and with Musical Expression Essential Questions: Suggested Formative others, a varied repertoire of music. What does proper breathing look/feel Assessments: Theatre integrates and like? Responds to questioning 1.2 E Sing on pitch within the appropriate singing encompasses all the arts (dance, during whole group range visual arts, music, literature) Why is it important to breathe correctly instruction while singing? 1.3 E Sing on pitch in rhythm while applying a Performance skills are Informal assessment during steady beat transferable to real-life What are the physical characteristics class when students are situations necessary for good breath support? rehearsing 1.4E Sing demonstrating proper posture and breathing Technology and its application How are balance and blend achieved Exit tickets continually transform the within a choir? 1.5E Sing demonstrating proper vocal technique capabilities of live theatre Journals How do dynamics affect the mood of a 1.6E Sing expressively utilizing dynamics and song? Suggested Summative phrasing Assessments: How do expressive elements Complete performance task 1.9E Sing in groups in response to gestures of a communicate an idea and/or feeling in conductor a song? Participation in choral group and/or musical 1.12 P Sing music in 2 and 3 parts Are the masks we wear, or the roles we ensemble play, a form of theatre? 1.13 D Sing in groups and blending vocal timbres Create lyrics that Standard 5: Reading and notating music What real-life skills can be learned communicate the events of through theatre? the Capturing of the Flag. 5.4 E Read a single line of an instrumental or vocal part What makes a form of communication effective? 5.7 P Notate symbols and terms referring to dynamics, tempo and articulation Learning Targets – I can: Exhibit proper breathing while singing 5.8 D Read an instrumental or vocal score and performing 5.10 D Read simple melodies in 2 or more clefs Perform with proper balance within a choir Standard 6: Listen to, describing and analyzing Copyright © 2013 by Unit Concept Essential Questions Standards Alignment Assessments Big Ideas Student Learning Targets music and musical performances Perform with proper blend within the