Unit 3 Sample Lesson - Finding Objectives and Tactics in a Song

Students will analyze a song to discover the character's objectives and tactics. They learn that using the vocabulary of Acting Technique gives them a common language to facilitate communication and collaboration between performers and the teacher or director. Students learn to examine the "ideas" in songs and to ask important questions about the themes and values in a musical theatre work. 

ADB3M

A3.1 use a variety of techniques to increase interaction with or participation by the audience
B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed
C3.1 identify and follow safe and ethical practices in all drama activities

ATU3M

C3.1 demonstrate responsible, constructive behaviour in interactions with others during the creation and production processes

• Use a variety of sources to decode any unusual words, slang expressions, or historical references, so as to understand scene and song completely
• Analyze their song to determine their given circumstances, objectives, obstacles and tactics
• Reflect on issues and values raised by a song

Readiness

Students have some familiarity with Acting Technique from drama classes.

Students are familiar with many of the musicals discussed and have achieved a comfort level with each other to enable them to work with partners in the duets.

Terminology

Given Circumstances
Objective
Obstacle
Subtext
Tactics

Materials

Blank Paper
Music and Lyrics for "I'll Know" from Guys and Dolls (Original Cast, Universal Audio; available on Amazon)
BLM #6 Persuasion Exercise - cut into individual strips to hand each pair
BLM #7 Song Analysis Template

Pairs > Exploring Objective and Tactics

Instruct the class to find a partner and decide who is A and who is B. Provide As with a blank piece of paper and the objective to get B to sign it. Then hand each pair one of the ideas from BLM #6 Persuasion Exercise (each pair has a different one). 

Tell the pairs to read the Given Circumstance carefully and come to an agreement on their characters' ages, relationship and location. Call out the first Tactic and instruct the A's to begin the Persuasion activity - all groups are working simultaneously. 

Use the tactic "to sell the idea" as the first one, since it provides a clear exposition of the Given Circumstances. Side-coaching might include "tell your partner all the benefits" or "make it sound like a really good deal".

Raise the stakes after a few minutes with a second tactic e.g. to guilt-trip, to blackmail, to shame, or to plead. Encourage students to improvise the dialogue while playing the suggested tactics. Let scenes run 3 or 4 minutes and need not reach a resolution i.e. the signing of the document.

Lead the class in a reflective discussion that highlights the observation that playing various tactics produces specific body language and gesture, tone of voice, and emotional state, thereby creating effective drama.

Review the vocabulary (see Terminology) as a transition to the Action.

Assessment for Learning (AfL)

When reviewing terminology verbally, use a thumbs-up/ thumbs-down signal from all students to verify their agreement with correct definitions.

Assessment as Learning (AaL)

Daily Personal Journal Reflection-

These journals could take place in blog form or through the teacher designed web site.  This will also allow for students to communicate with each other as well as with the teacher

Differentiation (DI)

Music Theatre provides challenges at varying levels of  difficulty. The choice of the right song and character will go a long way to ensuring success for every student.  

Quick Tip

Singer's Musical Theatre Anthology (www.halleonard.com) and Singer's Library of Musical Theatre (www.alfred.com) are invaluable resources, providing songs in all ranges and CD's for accompaniment.

For an excellent tutorial on Scene Analysis for Music Theatre see Acting the Song by Moore and Bergman (see Resources). 

Link and Layer

Students of drama, music and dance all recognize the importance of inner emotional understanding in creating art as an important aspect of their technique. They might compare how each art form approaches the challenge of being "in the moment" in rehearsal and performance and discover that Music Theatre can provide opportunities to break down traditional categories (singer, actor, dancer) and encourage a more unified approach to performance.

Hyperlinks in the Lesson

http://homepage.smc.edu/sawoski_perviz/Stanislavski.pdf

https://www.acting-school-stop.com

Whole Class > "I'll Know" from Guys and Dolls

Invite the class to apply what they've learned about objectives and tactics to the song "I'll Know" from Guys and Dolls. Play the song from the CD.  

Share the lyrics and ask the class to identify and clarify any unusual words or expressions e.g. "Scarsdale Galahad", "Brooks Brothers." Using context clues or a quick internet search determine their meaning. (Note: Lyrics and music from The Singer's Musical Theatre Anthology, Duets Vol. 2)

Explain the given circumstances (that gambler Sky Masterson has been tricked into a bet that he can take Salvation Army Sgt. Sarah Brown for a weekend in Havana. He seeks her out at the Mission to get her to agree to go with him).

Small Groups > Objectives and Tactics in "I'll Know"

Divide the class into groups of 4 or 5 and ask them to determine Sarah and Sky's objectives i.e. Is she "trying to get him to leave"? Is he "trying to make her fall for him"? Instruct each group to make a tableau illustrating the conflicting objectives. Ask a spokesperson for each group to describe what the tableau represents.

Clarify the difference between an objective (goal) and a tactic (an adaptation, ploy or strategy used to achieve a goal).

Ask the groups to identify three tactics employed by Sarah and Sky as illustrated by specific lyrics e.g. Is she "showing him up" on the line "strong moral fiber"? Is he "mocking her" on "the breakfast-eating Brooks Brothers type"? Give each group a copy of the BLM #7 Song Analysis Template to assist in tracking the tactics and responses.

Have the groups enact these "key moments" showing the tactic as revealed in the lyric e.g. "Sky: I'll stop, and I'll stare..." as an example of the tactic "to tempt, seduce, hit on, invite, etc. Encourage students to speak the lyrics rather than sing them.

Invite the groups to share their presentations (in whole or by specific tactic) with the rest of the class, emphasizing the idea that different choices of tactics produce different scene interpretations.

Whole Class > Discussion

Ask the class to identify some choices that seemed especially useful, apt or interesting. Encourage students to consider how the choice of a tactic can radically change a scene e.g. at the very end of the song, when Sarah joins Sky singing "..when my love comes along" is she 'steadfastly telling him to get lost' or she is 'subtly hinting that she is attracted to him?' The answer to that question will determine how the actors will play the kiss and subsequent slap. 

NOTE: The movie Guys and Dolls (on YouTube) has Marlon Brand grabbing Jean Simmons and forcing a kiss, which (typical for 1950's movies) she warms to. It's a "teachable moment" for the issues of sexual stereotyping, a frequent concern in the musical theatre genre.

Invite students to consider their own beliefs and values concerning love in the Course Journal/Blog of personal reflection. Do they have a list of non-negotiables or do they believe in love at first sight? Must it be one or the other?