the big pictre · score. the person who writes the music is called the . composer, the author of...

CREATIVE ARTS | MUSICAL THEATER

THE BIG PICTURE

The Salvation Army Adventure Corps: Rangers 1 Creative Arts | Musical Theater

William Shakespeare once said that “all the world’s a stage,” but there is no stage like a Broadway stage, and no business like show business. New York City’s Broadway, along with London’s West End, are international hotspots for musical theater, a type of play that combines traditional acting with music, singing, and dance. In musical theater, songs are typically used to narrate major moments in the plot.

Musicals can be about anything! One of the longest-running shows ever on Broadway is Cats, which is about the life of alley cats. Mama Mia! is a musical written entirely around songs from ‘70s Swedish pop band ABBA (now THAT’s a fan tribute!). The Lion King is a musical performed by humans using puppetry. One of the most popular recent shows, Hamilton, features Founding Father Alexander Hamilton rapping.

If you like drama, dancing, and songs you just can’t get out of your head, musical theater is for you! In this emblem, we’ll explore where musicals came from, the ones that changed the genre, and what it takes to make it on stage.



ZOOMING INTHE TEAM BEHIND A MUSICALEvery musical has three components: music, lyrics, and the book, or script. Sometimes, music and lyrics are referred to jointly as the score. The person who writes the music is called the composer, the author of the lyrics is the lyricist, and the person who writes a musical’s book is a librettist (say that three times fast!).

Once a musical is written, it’s time to take the musical from the page to the stage. A producer handles the business aspects of a show like fundraising and building the musical dream team to bring a script and score to life. A casting director selects which performers (the cast) will be in a musical, while the choreographer creates dances to the score and teaches them to the performers. The set designer literally sets the stage for the musical, building and decorating the set to make it come to life for theatergoers. There are costume designers for costumes, light designers ensuring that the right lighting is always on stage (yep, that includes the spotlight!), and sound directors who ensure the audio is balanced.

Overseeing it all is the director, who has final say in all creative aspects of the show. Once rehearsals are finished, it’s the job of the director’s helper, the stage manager, to handle the day-to-day details of performances and makes sure everything flows smoothly with the help of the cast and stage crew, the people behind the scenes who move sets and props to make the actors on stage look their best.

STRUCTURE OF MUSICALSMost musicals consist of two acts with an intermission in between. The first act usually ends on a dramatic note that raises suspense during intermission, when guests can purchase refreshments and stretch their legs.



WHO’S WHO IN MUSICALSHere are some of the creators who helped define the course of musical theater:

+ George Gershwin (1898-1937) & Ira Gershwin (1896-1983) – The Gershwin brothers are credited with bringing jazz to musicals in shows like Porgy and Bess and An American in Paris, both of which are still popular today.

+ Cole Porter (1891-1964) – Composer and songwriter behind musical theater classics from the 1930s through the 1950s, including Kiss Me, Kate and Anything Goes, both of which are still performed around the world today. Porter also wrote songs for Hollywood that were performed by stars like Fred Astaire and the leading man of his day, Cary Grant. In fact, Porter cast Grant to play him in the fictionalized film version of his life. (That would be like writing a movie about yourself and getting Brad Pitt to be the star—nice work!)



+ Richard Rodgers (1902-1979) & Oscar Hammerstein (1895- 1960) – Composer Richard Rodgers and lyricist-dramatist Oscar Hammerstein are perhaps the most celebrated authors of the golden age of musical theater, writing blockbuster musicals that were as popular in the 1950s and 1960s when they were first performed as they are today, including The Sound of Music, Oklahoma!, South Pacific, and The King and I.

+ Bob Fosse (1927-1987) – If you have ever made “jazz hands,” you’ve been influenced by choreographer and director Bob Fosse. He’s behind classics like Cabaret, Pajama Game, and Pippin.

+ John Kander (1927-present) and Fred Ebb (1928-2004) – Composer John Kander and lyricist Fred Ebb are the masterminds behind Chicago and Cabaret, but you’ll likely know them as the writers of New York, New York, the song made popular by none other than Frank Sinatra. Their Broadway careers embody the song’s line, “If I can make it there, I’ll make it anywhere.”

+ Stephen Sondheim (1930-present) – Sondheim is the composer and lyricist for beloved musicals like Sweeney Todd and Into the Woods. He also wrote the lyrics for West Side Story and Gypsy.

+ Lin Manuel-Miranda (1980-present) – Though best known for writing the book, music, and lyrics for hip-hop musical Hamilton and then playing the starring role of Alexander Hamilton, Manuel-Miranda first won acclaim for writing the music and lyrics for and starring in the musical In the Heights.

#ONE MORE THING

Because musicals require diverse talents like acting, singing, and songwriting, actors and writers involved in musicals often cross over to television, film, and the recording industry.

A special few are recognized for their skill in all realms. They are called EGOTs – short for Emmy, Grammy, Oscar, and Tony – and only a few people have won all four awards. The Emmy awards honor achievement in television, the Grammy awards celebrate music, the Oscars celebrate film, and the Tony awards recognize achievement on Broadway. Famous EGOTs include actor and comedian Whoopi Goldberg; actor Audrey Hepburn; filmmaker, actor, comedian, and composer Mel Brooks; and songwriter Robert Lopez.


ACTIVITY | MUSICAL THEATER

GO DO SEE BE NAME:

DATE:

To earn the Musical Theater emblem, complete three tasks.

TASK 1Pretend you are a producer and that your group is made up of potential investors you need to convince to put on a show. Select one of the musicals below, or one that you are interested in:

+ Hamilton + Phantom of the Opera + Cats + Come From Away

+ Hello, Dolly! + Les Misérables + Wicked + Matilda

Research its plot, listen to its soundtrack, and, if you can, watch a recording or attend the show. Why was it popular? How long did the show run (how long has it been continuously performed)? Was anyone famous in the cast? Present an overview of that musical to the group, trying to convince them to put the show on. Be sure to play a recording of at least one song from the musical to your group.

TASK 2Obtain the script and score for a musical of your choice. Referring to the staff list in the Zooming In section, assign someone in your group to each of the following roles (if you don’t have enough people to fill all roles, just fill as many as you can!):

+ Producer + Director + Cast + Casting Director + Choreographer

+ Set Designer + Light Designer + Costume Designer + Stage Manager + Crew

Rehearse and perform a scene in the musical, with everyone chipping in according to their role!

NOTES



GO DO SEE BE NAME:

DATE:

TASK 3In a small group, select a musical none of you have seen and play its soundtrack. Select one song from it and choreograph a dance or create staging (where characters move on the stage as they perform—it can be as simple as pacing, standing, or sitting) as you sing along to it that you feel makes the most sense to the story the song is telling. Then, watch a recording of the cast performing to that song. How did the choices the choreographer and director made differ from yours? How did both your version and the recorded version choose to illustrate what was happening in the song?

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TASK 4As you can see from the list of “who’s who,” when it comes to musical theater, having a solid writing partner can take you far. Research one of the pairs in that section. How did they meet? When did they start collaborating? Did they have any plays that flopped? What are some of the benefits of working with the same person throughout your career? The challenges?

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NOTES



GO DO SEE BE NAME:

DATE:

TASK 5Select a song you like on the radio. Pretend you are a librettist and create the backstory for the “character” who sings the song. For example, if you chose a sad love song, it could be someone who just had a bad breakup.

Write a short bio for that character that covers who they are and their motivation for singing that song. Then write a short scene that tells what happens right before the character starts to sing this song. Share it with your group.

TASK 6See a production of a musical near you. It can be professional theater, regional theater, community theater or a school’s performance. Before you go, listen to the soundtrack of the musical as a group. Did the music feel different to you when you watched it versus seeing it performed live?

NOTES

TAKE A CLOSER LOOK!

Play an instrument? Like to write? Pair up with someone in your group, because it’s time to be a composer and lyricist power duo. Write a song together, with the composer creating the music and the lyricist the words that will help that song tell a story. Perform it for your group.

The Salvation Army Adventure Corps: Rangers GR-1 Creative Arts | Musical Theater


GUIDE’S RESOURCES


RESOURCES

Musical Theater

» www.musicals101.com/find.htm

» tonyawards.com/index.html

» www.broadway.com

» www.playbill.com

For this topic, the boys will be introduced to the exciting world of musical theater. They will get an overview of what goes into planning a musical, and learn about famous musicals and well-known musical writing teams. We hope that this will inspire boys to explore their more artistic, musical sides of their character, and perhaps give a chance for boys with musical and acting talent to shine!

X Differentiation point: Some boys may consider musical theater to be a less traditionally “masculine” art. In fact, actors and dancers like Gene Kelly thrived in musical theater; he was admired for his masculine presence on stage. More recent musicals such as In the Heights and many others bring male hip-hop dancers to the forefront. Any boys who may be hesitant to embrace musical theater or express their appreciation of it for fear of being seen as somehow not masculine could be helped by steering them towards recent musicals that have cast strong male leads.

X Differentiation point: Some boys may feel shy about performing in front of an audience, even a small, supportive group. There are many important roles both onstage and behind the scenes. On the other hand, boys who have strong acting, dancing, and singing skills may want to take the lead during this emblem!

X Differentiation point: Be sure to preview the storyline and song lyrics of musicals before allowing boys to view clips or play soundtracks. Many musicals contain adult content and unseemly language that would not reflect the values of the Corps. If you do choose to view a clip from a musical that has more sensitive content, be sure to address it directly and reinforce Christian values in the conversation. Additionally, some musicals may contain undesirable stereotypes of certain groups of people. Again, these issues should be addressed in line with Corps values, if and when they come up.

X Differentiation point: Although London and New York are perhaps most closely associated with musical theater, the art is very popular in countries such as France, Japan, and Korea, to name a few! Boys from countries or cultures where musical theater is popular may have information to share. Additionally, many musicals celebrate certain cultures. Evita, for instance, speaks to the history of Argentina. Jersey Boys addresses the challenges of Italian-Americans in the 1950s and 1960s and highlights their talents. Take advantage of this multicultural aspect of musical theater!

X Differentiation point: Consider your resources. Do you know someone involved in musical theater? Is there a local community theater that puts on musicals? If so, perhaps a tour could be arranged or a speaker could be invited to speak to the boys.

The group activities will involve activating their current understandings of and experiences with musical theater as well as delving into Zooming In and Take A Closer Look. The individual tasks will give boys the opportunity to view and possibly attend musicals, and may include staging a musical scene! The closing task will discuss musicals that were inspired by the life of Jesus Christ.

http://www.musicals101.com/find.htmhttp://tonyawards.com/index.htmlhttp://www.broadway.comhttp://www.playbill.com




GUIDE’S RESOURCES

MATERIALS

¨ Manual

MATERIALS

¨ Manual

¨ Chart paper and markers for composing diagram, if desired

MATERIALS

¨ Varies, depending on level of detail and resources

TOPIC GUIDE: INTRODUCTION1. Welcome students and have them sit down. For this lesson, the boys can sit in

any configuration.

2. Distribute manual and read The Big Picture together. You or a few students can read it aloud, or you can give them a moment to read to themselves.

GROUP TASK: ACTIVATING SCHEMA & ZOOMING IN1. Ask boys about their previous experiences with musical theater. You may

consider asking the following:

+ Have they ever been involved in the production of a musical? What did they do? What was enjoyable about it? What was challenging?

+ Have they ever attended a production of a musical? Which one? What did they think about it? What was their favorite part? Least favorite part?

+ Do they ever listen to musical soundtracks? Which ones? What do they like about songs from musicals?

+ What are their impressions of musical theater? What do they think goes into a production? What kinds of skills are necessary to work in musical theater (considering both onstage and backstage roles!)?

2. Read Zooming In together.

X Differentiation point: You may wish to draw a diagram of the stage and show where the different roles would be located (actors on stage, technicians in their booths, director in the audience area, etc.).

X Differentiation point: You may wish to skim the Who’s Who section. Boys who are interested in a particular person or team could research them further during the individual tasks.

3. OPTIONAL: If possible, continue Zooming In by inviting someone who is involved in musical theater to speak to the boys and/or arrange a tour of a musical theater company.

INDIVIDUAL TASKSBoys must complete three tasks to earn their emblem.

TASK 1The task requires the boys, either individually or in small groups, to research a musical and “pitch” it to the whole group, convincing them that this musical is worth investing in.

1. Circulate and help the boys choose a musical. This could take 20 minutes or so, in order for boys to research particular musicals and their plots.

X Differentiation point: The boys can research different musical plots online if they are unfamiliar with any musicals. Alternatively, you or they could bring in printouts or catalogs of synopses of musicals.




GUIDE’S RESOURCES

MATERIALS

¨ Manual (for comparison notes)

¨ Clip of original choreography, from Internet or library source

2. Facilitate as the boys research the musical. If possible, help them listen to the soundtrack (through either checking it out at a local library or finding it online or through a musical app) and either see the musical or watch a video of it.

3. The boys will then orally present an overview of the plot to the group, based on their research. If possible, they should play at least one song for the group.

X Differentiation point: The boys may use a program like PowerPoint or Prezi to make their pitch. Alternatively, they may simply use the power of their words.

TASK 2This task requires the boys to rehearse and perform a scene of a musical of their choice. As such, it is a chance for boys to get hands-on experience with all of the facets of musical theater and is intended to be completed as a whole group.

X Differentiation point: Consider timing, resources, and interest. This could be a very detailed, rehearsed scene that can be performed in front of a larger community, such as the boys’ caregivers or other Adventure Corps groups. Alternatively, it could be more casual, with the boys reading from the script and performing for their own enjoyment.

1. Facilitate as the boys decide on a musical to perform, and accordingly, a scene from that musical. This may require a vote!

2. Help them obtain the script and score. This resource may be helpful: www.musicals101.com/find.htm.

3. Facilitate as they decide who will assume which role. You may need to do random assignments if there is disagreement. If there are not enough people to fill all roles, just fill as many as possible.

4. Have them rehearse several times, design costumes (which can be fashioned from their own wardrobes, or made with recycled textiles), and if possible, design lighting and sound. A director or co-directors could oversee the production, and the producer might publicize the event! This could take several sessions to complete.

5. Help them arrange a date for them to perform, and praise them for their hard work!

X Differentiation point: Consider having a post-show Cast Party, particularly if the boys spent much time and resources putting on the production!

TASK 3This task gives boys experiences staging or choreographing a song from a musical, and then comparing their choices to the original choreography. This can be completed in small groups or individually, depending on song selected.

1. Have the boys select a song from a musical they do not know. This should take five minutes.

https:// www.musicals101.com/find.htm




GUIDE’S RESOURCES

MATERIALS

¨ Manual (for comparison notes)

¨ Clip of original choreography, from Internet or library source

MATERIALS

¨ Writing tools and paper

¨ Clip of song, if desired

X Differentiation point: You may wish to assign groups and/or songs, if the boys are really unfamiliar with the musical theater genre.

2. Circulate and facilitate as they boys choreograph a dance or create staging for the song that captures its spirit. This could take up to a session to complete.

3. Then, have them watch a recording of the cast performing the choreography. Many clips are available online or through the local library.

4. Have them compare their choreography to the original choreography, as directed in the manual. You can either look at their answers or have them share their answers with the group. If they wish, the boys or groups can present their choreography to the whole group!

TASK 4This task asks boys to research one of the writing teams in Zooming In.

1. As they complete the task individually, circulate and help each boy complete all answers to the questions. This may be done through Internet research or with printed out information on the teams.

X Differentiation point: Struggling writers may need extra help in answering the questions. Spend some one-on-one time with them, or have other boys mentor them. Boys who speak languages other than English may write their responses and conduct research in whichever language is most comfortable for them.

2. Help them keep track of time by reminding them when they have 10, 5, and 2 minutes left to work. This should take about 20–30 minutes.

3. Have the boys present their work to the group or show you their research individually.

TASK 5This task gives boys the chance to be a librettist, thereby further understanding the role.

X Differentiation point: The song can be from any culture, language, or genre, as long as it is appropriate and in line with Corps values.

1. Boys should choose a song.

2. As they complete the task individually, circulate and help each boy as needed.

3. Help them keep track of time, by reminding them when they have 10, 5, and 2 minutes left to work. This should take about 20–30 minutes.

4. Have the boys present their stories to the class. They may play the song, if able and desired!




GUIDE’S RESOURCES

TASK 6This task requires attending a performance, so that boys can see up close the workings of musical theater!

X Differentiation point: You may organize this trip as a group or the boys may do so individually.

1. You (and the boys) must locate a musical to attend.

X Differentiation point: You may wish to consider your resources. Do you or anyone you know have connections to a theater? Is there a school performing a musical nearby?

a. Be sure to arrange transportation to and from the theater for yourself and the boys. Determine precise times and places for drop-off and pick-up.

b. Verify that all proper procedures are followed for gaining guardian permission and obtaining all necessary information to be prepared in case of a medical emergency or accident while on the field trip.

2. At the end of the trip, debrief with the boys according to the prompts in the manual. You can also consider the follow questions:

a. What new thing did each boy see or learn about producing a musical?

b. What was their favorite part? Least favorite part?

CLOSING TASK: THE LIFE OF JESUS CHRIST IN MUSICAL THEATERJesus has inspired several musicals: Godspell, Jesus Christ Superstar, and The Promise. If desired, you could watch one of these musicals with the boys, or you could play some of the songs on one of these soundtracks.

Alternatively, or in addition, you could hold a discussion about why the life of Jesus Christ might inspire musical theater. It is truly the Greatest Story Ever Told, and music plays a large role in the Bible, so it is no surprise that Jesus’s life inspires musical theater!

the big pictre · score. the person who writes the music is called the . composer, the author of...

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