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Musical Theatre IV :: Follows Musical Theatre III

TEKS Strand Expectations
Foundations: inquiry and understanding.
The student develops concepts about self, human relationships, and the environment using elements of drama, dance, music, and the conventions of musical theatre.
Students will develop blocking, musical staging, and choreography for theatre performance. Students will select and lead appropriate warm-ups for musical theatre. Students will model professional audition techniques.
Creative expression: performance.
The student interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script.
Students model proper performance technique. Students work individually and collaboratively to develop new work, make choices, and analyze and revise work for the stage.
Creative expression: production.
The student applies design, directing, choreography, and musical theatre production concepts and skills.
Students will cast and direct a musical theatre piece. This includes works in the musical theatre canon and devised work.
Historical and Cultural Relevance
The student relates musical theatre to history, society, and culture.
Students engage in in-depth study on a specific topic within musical theatre. Students justify musical theatre as an art form and articulate its influences.
Critical Evaluation and Response
The student responds to and evaluates musical theatre performances.
Students compare and contrast musical theatre on the stage to musical media. Students connect skills and techniques to evaluation and dialogue using correct vocabulary/terminology.
Example:

Miss Lorenzo and her students brainstorm the various careers in musical theatre. From that list students will pick three they are interested in exploring further. Students will do some preliminary research on the training and experience needed for a career in this field.

Students will select one job within the theatre (music director, actor, stage manager, designer, etc). Each student will do research on the training needed and explore the multiple ways to receive such training; interview or reach interviews with a person in that job position professionally; and create a personal plan with goals/steps to become a professional theatre artist.

Students will present their information in a creative or artistic manner. This can be through a performance, portfolio, or creative experience.

Differentiation Strategies for Students with Special Needs
 
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2015; Center for Educator Development in Fine Arts all rights reserved.