MusicG9 Live

Broadway Musicals

Name: ____________

Musicals Assessment Criteria

Level 1-2:

Be able to list different types of songs from musicals.

Suggest improvements to own and others work.

Be able to play the opening of simple tunes or parts of harder tunes

Know what different musicals are.

Level 3-4:

Perform songs from musicals as part of a group or by yourself with some awareness of occasion, pitch, rhythm, pulse, style and context.

Understand the importance of an “opening number” of a musical

Identify how staging, costumes and music benefits performance in a musical.

Evaluate own and others performances using some musical vocabulary.

Level 5-6:

Play more advanced parts of songs from musicals by yourselves or in groups showing good awareness of occasion, pitch, rhythm, pulse, dynamics, tempo, style and context.

Understand how an “opening number” of a musical sets the scene and style of the action.

Explain why staging, costume and musical features benefit performance in a musical.

Evaluate own and others work commenting on the use of appropriate style in the performance.

Level 6+:

Take a leading part when performing complex songs from musicals by yourself or in a group showing excellent awareness of occasion, style, pitch accuracy, rhythm accuracy, tempo, structure, dynamics, timbre and context.

Evaluate the impact the “opening number” has on the rest of the musical.

Assess the effectiveness of the use of staging, costume and music on the performance of a song from a musical.

Evaluate others and own performances comparing use of style in performances to original performances.

All that Jazz Assessment

Once you can play the introduction have a go at playing the tune.

1 2 3 4 5 6 7 rest 1………

C rest G rest C rest rest G A G C………….

Extension: Try playing right to the end of the piece of music following the assessment criteria!

Whoever played the bass in the intro should play the chords.

1 2 3 4 5 6 7 rest 1………

FLIP ‘it’ Journal’ – The History of the Musical

What year was the first musical performed in?

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What was the difference between vaudeville and burlesque theatre?

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What are the main differences between operetta and opera-bouffe?

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What is the difference between Broadway and the West End?

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Using the internet, find one musical that took place before 1970 that you haven’t heard of before.

Name of musical ______________________________________________________________________

What is the storyline of this musical?

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_____________________________________________________________________________________________Find a clip from your musical on youtube – write down what style of music you are hearing, what the musical is about and whether its at beginning, middle, end (be more specific) of the musical.

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Write down 3 adjectives to describe the musical you’ve watched.

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How are more modern musicals different to the one you’ve chosen do you think?

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What do you think musical theatre offers that a play can’t?

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Why do you think musical theatre hasn’t died out despite us now having TV, internet etc.

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Level 4 Identify

Level 5 Explain

Level 6 Justify + Compare

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WEEK 3: Opening a musical

Watch the opening scene to Chicago and make notes about it focussing on the following questions, you can write more then just answering these questions…

What is happening in “Chicago” as this song is being performed?

Who are the main characters – describe them if you don’t know their names.

What style/genre is this “opening number” in? What is the purpose of the instrumental section that goes

underneath the action at the start. Do you think this is an effective song to open a musical with?

Why?

Opening Chicago

PLENARY: What is an OVERTURE? _________________________________________________

The action continues.

Watch the next few scenes, again make notes about what you are seeing including answering the following questions:

How has the OVERTURE and OPENING NUMBER set the scene for the action that follows?

What other types of songs (SOLOS, DUETS, CHORUSES) can you identify?

Are all the songs and music in the jazz style? What is the relationship between music and spoken dialogue?

Think about how thought tracking, cross-cutting and musical motives are used.

Developing the action

WEEK 3: FLIP ON Chicago - Starter

Complete the crossword using the information in lessons/on the internet as necessary.

WEEK 3+ ARTIST LINKS - Performing & arrangements from Musicals

You are going to work in small groups or by yourself to perform one of the following musical numbers.

Follow the guidelines and options and make the best judgement call for your ability.

Sandra Dee

Level 1-3Be able to play the melody line to Sandra Dee

Level 4– 5 Be able to play the melody line and chords in a pair with one person playing chords and the other the tune OR level 5 play two hands together

Level 4-5Be able to play the melody line and oom-cha chords in a pair.

Level 5-6Be able to play the whole piece two hands together.

Greased Lightning

C+E+G C+E+G F+A+C F+A+C D+F♯+A D+F♯+A G+B+D G+B+D

C+E+G E+G+C F+A+C D+F♯+A G+B+D G+B+D C+E+G C+E+G

C G G C G G F C C F C C D A A D A A G D D G D D E E E E A A A A F♯ F♯ F♯ F♯ B B B B

C G G E C C F C C D A A G E E G D D C G E C E E G G A A F♯ F♯ C C B B

Level 4-5Be able to play the melody for Greased Lightning

Level 5-6Be able to play the whole melody for Greased Lightning

Level 4-5Be able to play the melody and chords for Greased Lightning in a pair.

Level 5-6Be able to play the chords and tune hands together.

C+E+G C_+E+G C+E+G C+E+G

F+A+C F+A+C C_+E+G C+E+G G+B+D

F+A+C G+B+D F+A+C C+E+G

Level 5-6Be able to play the melody and chords together for the whole song.Make your own rhythm for the chords instead of just playing once a bar.

Level 6-7Be able to play two hands together.

C+E+G C_+E+G C+E+G C+E+G

F+A+C F+A+C C_+E+G C+E+G G+B+D

F+A+C G+B+D F+A+C C+E+G G+B+D

C+E+G C_+E+G C+E+G C+E+G F+A+C

Level 6-8Be able to play the walking bass and tune for the whole of Greased Lightning in a pair.

Level 6-8Be able to play the whole piece two hands together.

F+A+C C+E+G C+E+G

G+B+D F+A+C C+E+G

C+E+G x4 G+B+D x4

WEEK 6-7: Musicals Evaluation

You are going to write an evaluation about what you have learnt, how well you have performed and the progress you have made this topic including information on the following questions:

How have musicals evolved from opera? What are the two musicals you have performed from? What styles are these musicals in? How have you tried to play in the correct style for your performances?

(Think about the rhythm you have used, instruments on the keyboard you have chosen, speed of the music)

What did you do well? Look at the assessment criteria, and why. What would you like to improve and why? (Again focus on assessment

criteria) How does your performance compare to the original? Consider the

instruments used, additional notes added, speed and rhythm etc. What grade you think you got overall in the unit and why? Anything else.

C+E+G G+B+D F+A+C

Your Answer: