Unit 1 Sample Lesson - Sharing What We Know

In this lesson, students will learn to recognize the wide range of artistic expressions encompassed by the term Music Theatre.

Students will explore the variety of sources that inspire the plays of Music Theatre, and will study the evolution of this genre to contemporary plays which incorporate new music and appeal to new audiences.

What makes a show a 'musical'?

How does a stage musical differ from a music video, opera, or variety show?

What kinds of sources have inspired composers and lyricists in creating Music Theatre?

What accounts for the broad appeal of Music Theatre?

What value do musicals have in society?

ADB 3M

B1.2 analyze a variety of contemporary and historical drama works to explain and evaluate how they communicate themes and dramatize issues
B2.1 demonstrate an understanding of how drama questions social and cultural conditions.

ATU 3M

C2.2 describe how artistic, social, political, and environmental events have influenced the evolution of local and global dance communities
C3.1 demonstrate responsible, constructive behaviour in interactions with others during the creation and production processes

At the end of this lesson, students will be able to:

• Learn about a range of music theatre forms and styles
• Identify the roles and responsibilities of various artists who contribute to the creation of music theatre
• Communicate their research with clarity

Readiness

Students may vary widely in their experience and knowledge. Some may have participated in school or community shows while others may have never sung in public. It is essential to create a safe and comfortable environment where all students are empowered to participate fully. 

Last class, students drew the name of a musical out of a hat (see BLM #1 Musicals) and were to research the source of inspiration for the musical e.g. the book The Color Purple was the inspiration for the musical The Color Purple. Students are to bring their research to class.   

Terminology

Materials

Poems, photographs, or short children's stories

Percussive instruments e.g. drum sticks, tambourines, and/or objects that can be used as instruments e.g. plastic cups, rocks

BLM #2 Prior Knowledge
BLM #3 Sources Chart
BLM #4 Sources Chart Answers

Individual > Worksheet

Distribute BLM #2 Prior Knowledge to the students and ask each one to complete the form.

Small Groups > Share

Count off the class to create random groups of 5 and have the students share the results of their surveys. Teacher prompts: How many different shows have you seen? What was the most frequent manner e.g. TV that you experienced Music Theatre? What was the most popular show in your group? What was the least popular?  

Whole Class > Report

Have a spokesperson for each group report the survey results to the whole class. Pool the data on chart paper.

Key Questions for Discussion:

Why is Music Theatre so popular?
What influences our choices? What pick the shows you did?
How did you hear about the shows?
What did you like about those shows? Why didn't you like?
How many shows were community shows? School productions? Professional theatre? What were the major differences between them?

Assessment for Learning (AfL) 

The Prior Knowledge Assessment (BLM #2) tool is a survey of the students' knowledge of and experience in Music Theatre.

Assessment as Learning (AaL)

The teacher takes note of and comments on the students' statement of Learning Goals in the Prior Assessment tool. The survey becomes part of the Course Journal/Blog and the goals are revisited and revised as the course proceeds.

Differentiation (DI)

Allow students to work individually or with a partner for the research assignment. The movement/dance activity is according to level of expertise. Eliminate instruments and have students use their bodies as instruments.

Quick Tip

Soundscapes could take longer depending on the expectations of the teacher and on the source material used. To increase the complexity of the assignment, add a choral chant or song component. Students can pitch ideas for musicals as a follow up assignment.

Hyperlinks

Small Groups > Soundscapes

Divide class into small groups and hand each group source material e.g. poem. Have students discuss powerful emotions, images and themes that come to mind as they look through the material. Distribute different instruments and/or objects to students making sure that everyone in the group has the same instrument e.g. group A has drum sticks; group B has plastic cups, etc. Instruct students to create soundscapes inspired by their source material using their instruments or objects. Encourage students to experiment with volume, tempo and simple movement to illustrate their source material. Allow students time to rehearse.

Whole Class > Presentation and Discussion

Have students perform their pieces to the class followed by a presentation of their source material and an explanation for their choices. Elicit feedback from the audience. Teacher prompts: What emotions, feelings, images did the performance evoke? How was the group successful in capturing the essence of their source material?

Whole Class > Drawing Inspiration

Segue into how Music Theatre draws its inspiration from a wide variety of sources such as novels, plays, short stories, etc. Remind students that last day they each drew the name of a musical out of a hat to research for today's class (see Readiness section). Have students move into groups of 5 to share their research. Then as a class, fill in BLM #3 Sources Chart with the information and discuss how musicals have evolved in response to changes in society. Teacher prompts: Can you imagine / see any stories, movies, current events that could inspire a musical? (E.g. Score: The Hockey Musical)