Musical Theatre

Curriculum Essentials
Document

Boulder Valley School District

Department of Curriculum and Instruction
September 2016

Introduction
The Boulder Valley Secondary Music Curriculum provides the foundation for quality
music instruction for middle and high school students and represents the core
program for which all music courses are accountable. The curriculum has three
goals:

To clearly articulate what every student should know, understand, and be able
to do in music in each specialization (general, choral, instrumental) and at each
level;
To align with the current Colorado Content Standards for Music; and
To reduce the breadth of music content at each specialization and level so that
concepts can be explored in greater depth.

The Boulder Valley High School Music Program is also available to all students as an
elective and continues to build on skills and concepts emphasized at the middle
school. Vocal and instrumental music are offered throughout the four years and
classes meet several times a week. The secondary curriculum includes non
performance based classes such as Music Theory and Music History that are
important for students who want to pursue the study of music other than, or in
addition to, musical performance classes. As students grow musically, opportunities
also grow with increased access to performing ensembles such as large mixed choirs,
full symphony orchestras, jazz and chamber groups.
(Source: BVSD Music Curriculum Essentials; May 2009)
The Musical Theatre Program at BVSD provides an opportunity for two areas of the
Performing Arts to merge music and theatre. Musical Theatre is an American icon,
and one that many students choose to enter as a profession. From Broadway, to
Regional Tour companies, this performance craft is unique but with a total music
foundation. Musical Theatre is about acting, singing, emoting and portraying
settings, scenes, character, and plot through music and song.
The Boulder Valley High School Musical Theatre Course is available to all students as
an elective and continues to build on skills and concepts from music and
theatre/language arts in a music-intensive course. The curriculum includes musical
theatre history, performance and acting through song/dance, vocal technique for
musical theatre style singing, and multiple in and out of school performance
opportunities.

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BVSD Curriculum Essentials

21st Century Skills and Readiness Competencies

in Music/Musical Theatre

Colorado's description of 21st century skills is a synthesis of the essential abilities students must apply
in our fast-changing world. Todays music students need a repertoire of knowledge and skills that is
more diverse, complex, and integrated than any previous generation. Music is inherently demonstrated
in each of Colorado 21st century skills, as follows:
Critical Thinking and Reasoning When students demonstrate musical knowing, they are able to
integrate varying perspectives when expressing themselves in a variety of ways, creating new musical
works and analyzing musical works. Producing a quality musical performance requires a synthesis of
creative, expressive, and technical skill; self-adjustment; listening; and adjustment of tone, pitch, and
volume to create a balanced and effective sound. Music constantly challenges students to use multiple
processes and diverse perspectives when performing, analyzing, or making informed decisions.
Information Literacy Musical knowledge acquisition requires students to analyze scores,
performances, genre, and style. Source discernment is vital in these endeavors because it allows
students to interpret musical messages differently including points of view. When students research
music using inquiry through critical listening, describing, and evaluating, they become educated
consumers and aficionados.
Collaboration Music education requires students to collaborate within a variety of instrumental and
vocal ensembles. The synergy and discipline that musical ensembles foster create leadership skills and
self-awareness. When students communicate the language of music to a variety of audiences through
response to conductors cues and interpretation, they demonstrate collective problem-solving skills
that are readily transferred in all aspects of life.
Self-Direction Students that participate in music develop self-discipline, persistence, and resilience.
The ownership of their compositions and performances provides mastery of skills and a passionate
work ethic to continually strive for excellence. Through improvisation and adaptability, students
demonstrate initiative to use their interpersonal skills to influence others, identify and define authentic
problems, and produce innovative and imaginative new compositions.
Invention The diversity in musical style, form, and genre would not exist without the underlying
promise of innovation and the possibilities of creating something new. Students integrate ideas to
create original works through personal or group expression. They construct knowledge and challenge
choices when arranging, orchestrating, improvising, and using technology to develop musical
compositions.
(Colorado Department of Education Music High School CED)

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BVSD Curriculum Essentials

Standards in Music / Musical Theatre

1. Expression of Music
The expression of music is the demonstration of human thought of emotion
through the medium of performance, which is a product of knowledge and skills
gained in the study of music.
2. Creation of Music
The creation of music is the demonstration of learned skills in the composition,
improvisation, and arranging of music. Creating music involves writing music,
fashioning new music from an existing piece of music, or forming an entirely
new piece of music.
3. Theory of Music
The theory of music is the understanding of the distinctive language,
conventions, mechanics, and structure of organized sound. Investigation of
music theory allows for a more complete understanding of all aspects of the
musical process, including musical performance and composition.
4. Aesthetic Valuation of Music
The value of music focuses on the knowledge needed to make an informed
evaluation and to provide a well-thought-out critique about a musical piece. It
also addresses the beauty, heart, and soul: the aesthetics of music. Valuing
music will permit individuals to distinguish between a scholarly and individual
judgment of music.
Standards in Drama/Theatre

1. Create
The creation of drama and theatre is a demonstration of learned skills in forming
new theatrical works, interpreting theatrical works for performance and design,
and developing characters and analyzing roles.
2. Perform
The theatre process is a product of the knowledge and essential skills gained in
the study of theatre toward the expression of the human experience in story,
movement, speech, and staging for an intended audience.
3. Critically Respond
An informed literacy, thoughtful critique, and cultural research are key aspects
of theatre arts study. Responding focuses on the artistic and scientific knowledge
of conventions, cultures, styles, genres, theories, and technologies needed to
know better choices and best practices.

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BVSD Curriculum Essentials

Prepared Graduate Competencies

Sing music accurately throughout the vocal range using proper vocal technique

Sing with sensitivity to blend in a group or ensemble, responding to cues from a conductor

Perform a repertoire of songs representing genres and styles from diverse cultures

Experience harmony

Sing using articulations, tempo and dynamics

Reflect on personal musicianship

Analyze text, lyrics and script readings

Understand character and author intent when reading and/or acting a drama/theatre work

Understand motivation and what moves characters to want, to do, to see, etc.

Use effective acting skills through song for character portrayal

Connect time periods of history with musical theatre time periods

Share how musical theatre impacted popular society

Use a variety of methods, new media, and technology to create theatrical works through the
use of the creative process for performance, directing, design, construction, choreography,
playwriting, scriptwriting, and dramaturgy

Create drama and theatre by interpreting and appreciating theatrical works, culture, and
experience through scenes and scenarios, improvisation, creating environments, purposeful
movement, and research

Employ drama and theatre skills, and articulate the aesthetics of a variety of characters and
roles

Express drama and theatre arts skills in a variety of performances, including plays,
monologues, improvisation, purposeful movement, scenes, design, technical craftsmanship,
media, ensemble works, and public speaking

Demonstrate the evolution of rehearsal and product through performance and/or production
teamwork while simultaneously validating both as essential to the theatre making process

Demonstrate an understanding and appreciation of theatre history, dramatic structure,

dramatic literature, elements of style, genre, artistic theory, script analysis, and roles of
theatre practitioners through research and application

Discern and demonstrate appropriate theatre etiquette and content for the audience, self,
venue, technician, and performer

Make informed, critical evaluations of theatrical performance from an audience member and
a participant point of view, and develop a framework for making informed theatrical choices

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BVSD Curriculum Essentials

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BVSD Curriculum Essentials

Musical Theatre/9-12 Overview

Course Description
This course will focus equally on the history of the
American art and performance practices of musical
theater. Students will learn the history from operetta,
vaudeville, the golden age, through contemporary
musical theater. Performance instruction, both
individual and group ensemble, will include musical
theater singing (legit style and belting), as well as
acting and staging, culminating in a musical review of
scenes and songs. Field trips to various theater
productions may also be part of the course offering.
Assessments

Class Lessons and Discussion

Individual Lessons and Check-Ins

Master Class Performance

Public Performances

Script and Song Analysis

Character Analysis

Musical Theatre History Project & Test

Peer/Self-Assessment and Feedback

Performance Assessment

Grade Level Expectations

Standards
Music 1.
Expression of Music

High School Performance (Grades 9-12)

1.

2.

Music 2. Creation
of Music

Music 3. Theory of
Music

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Perform accurately and expressively,

demonstrating self-evaluation and personal
interpretation at the minimal level of 3 on the
difficulty rating scale.
Perform music accurately and expressively at
the first reading at

3.

Participate appropriately as an ensemble

member while performing music at the
minimal level of 3 on the difficulty rating
scale

4.

Demonstrate requisite performance skill sets

appropriate for postsecondary pursuits

1.

Improvise a stylistically appropriate vocal or

instrumental solo over a given harmonic
progression

2.

Compose complex music in several distinct

styles

3.

Arrange selections for voices and/or

instruments other than those for which they
were written in ways that preserve and
enhance the expressive effect of the music
Interpretation of musical elements and ideas

1.

Effective Components of a BVSD

Musical Theatre Class

Components of Quality Instruction that Demand

Student-Teacher Collaboration in the Learning
Process:
Clear and high expectations for all students
Instruction driven by standards/curriculum
Frequent and descriptive feedback that
meaningfully guides student effort
Instruction supports equity with multiple
opportunities to learn through grouping,
scaffolding, differentiation, and extension
Teachers use multiple forms of
representation (e.g. pictures, words,
symbols, diagrams, tables, graphs, word
walls, audio and video recordings, and
movement)
Students actively engage in learning
Students actively engage in learning by:
Participating in classroom talk (listening,
elaborating, clarifying, expanding,
questioning, inviting others in)
Applying rigorous, strategic thinking
(explanation, interpretation, application,
perspective-taking, empathy, selfreflection)
Practicing skills of a 21st century learner
(independence, self-advocacy, time
management, organization, agency,
resilience, inquiry, self-motivation,
responsibility)
Teachers prepare for instruction by:
Dedicating class time each week to singing,
acting, reading, listening, analyzing
Creating opportunities for students to
engage in inquiry-based thinking
Balancing whole group, small group, and
individual instruction
Using collaborative learning groups
Providing opportunities to read and write
multiple genres
Providing opportunities to authentically
respond to what is read
Finding ways for students to publish their
writing to authentic audiences
Creating opportunities for authentic,
meaningful, interactive discussion
(Source: BVSD Curriculum Essentials Document)

BVSD Curriculum Essentials

2.
3.

4. Aesthetic
Valuation of Music

Theatre 1: Create

Theatre 2: Perform

Theatre 3:
Critically Respond

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Classification by genre, style, historical

period or culture
Evaluation of music using critical, informed
analysis

1.

Practice of appropriate behavior during

cultural activities

2.

Evaluation of the quality and effectiveness of

musical performances

3.

Development of criteria-based aesthetic

judgment of artistic process and products in
music

4.

Knowledge of available musical opportunities

for continued musical growth and
professional development

1.

Character development in improvised and

scripted works

2.

Creation, appreciation and interpretation of

scripted works
Drama and theatre techniques, dramatic
forms, performance styles, and theatrical
conventions that engage audiences

1.

2.

Technology reinforces, enhances, and/or

alters a theatrical performance

3.

Direction or design of a theatrical

performance for an intended audience
Contemporary and historical context of
drama

1.

2.

Elements of drama, dramatic forms,

performance styles, and dramatic techniques
and conventions

3.

Evaluation of music using critical, informed

analysis

BVSD Curriculum Essentials

Music 1. Expression of Music

The Expression of Music is the demonstration of human thought and emotion through the medium of
performance, which is a product of knowledge and skills gained in the study of music.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared Graduate Competencies in the Expression of Music Standard:

Employ musical skills through a variety of means, including singing, playing instruments,
and purposeful movement

Demonstrate the expressive elements of music including melody, harmony, rhythm,

style, genre, texture, voicing/instrumentation, mood, tonality, and form through voice,
musical instruments, and/or the use of electronic tools

Perform music with appropriate technique and level of expression at an appropriate level
of difficulty in sight reading and prepared performance

Demonstrate the processes of development of musical literature from rehearsal to

performance, exhibiting appropriate interpersonal and expressive skills, both individually
and within ensembles

Content Area: Musical Theatre 9-12

Music Standard: 1. Expression of Music
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Perform music accurately and expressively demonstrating self-evaluation and personal interpretation at the minimal level of 3 on the difficulty
rating scale
2. Perform accurately and expressively at the first reading at the minimal level of 2 on the difficulty rating scale
3. Participate appropriately as an ensemble member while performing music at the minimal level of 3 on the difficulty rating scale
4. Demonstrate requisite performance skill sets appropriate for postsecondary pursuits
Evidence Outcomes
Students can:
a. Sing music accurately throughout the vocal range using proper vocal
technique
b. Sing with sensitivity to blend in a group or ensemble, responding to
cues from a conductor
c.

Perform a repertoire of songs representing genres and styles from

diverse cultures within the musical theatre domain

d. Experience harmony within music

e. Sing using articulations, tempo, and dynamics
f.

Reflect on personal musicianship

g. Sing independently, on pitch and in rhythm, with appropriate timbre,

diction, and posture, and maintain a steady tempo
h. Sing expressively, with appropriate dynamics, phrasing, and
interpretation
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Core Breathing

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How are skills, techniques, elements and principles applied in
musical theatre singing?
2. How does music provide a medium to understand and exchange
ideas?
3. How have humans expressed experiences and ideas through
music throughout time and across cultures?
4. Does musical expression have a language?
5. Why is it important to perform in all genres of music?
6. How would an event in history impact use of expressive musical
elements of the time?
7. How does an ensemble communicate?
8. Does it require more or less musicianship to perform in an
ensemble?
Relevance and Application:
1. Synthesizing several expressive musical elements into one
performance gives listeners a rich, memorable, and unique
experience.
2. Using musical elements helps to interpret the message of the
composer.
3. A musician conveys music using emotions and senses as a
storyteller conveys a story.
4. Mastery of music performance skills can lead to success in other
academic disciplines, social activities, mass media pursuits, and
several other career pursuits.
5. Knowing how music affects human emotion, people can program
appropriate musical genres for appropriate settings.

Content Area: Musical Theatre 9-12

Music Standard: 1. Expression of Music
b. Sound Activation
c. Posture
d. Chest Voice
e. Head Voice
f. Throat Voice
g. Belt/Mixed Belt
h. Vowel Formation
i. Vocal Health
j. Pitch
k. Rhythm
l. Diction

Nature of Discipline:
1. Ensembles foster collaboration as well as interdependent
thought.
2. Musicians believe the craft of music is enhanced through
accuracy and expression, which aid in the emotional and
intellectual link between the performer and the listener.

Music 2. Creation of Music

The Creation of Music involves the demonstration of learned skills in the composition, improvisation, and
arranging of music. Creating music involves writing music, fashioning new music from an existing piece of
music, or forming an entirely new piece of music.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared Graduate Competencies in the Creation of Music Standard:

Create music by composing and/or arranging what is heard or envisioned, in notated or

non-notated form, with or without the use of music technology, demonstrating originality
and technical understanding

Display instrumental or vocal improvisation skills by performing extemporaneously what is

created in the mind

Content Area: Musical Theatre

Music Standard: 2. Creation of Music
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Improvise a stylistically appropriate vocal or instrumental solo over a given harmonic progression.
2. Compose complex music in several distinct styles
3. Arrange selections for voices and/or instruments other than those for which they were written in ways that preserve and enhance
the expressive effect of the music
Evidence Outcomes
Students can:
1. Play and/or sing individually or in ensembles, employing
appropriate harmonic and non-harmonic tones in relationship to
chords
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Vocal Technique
b. Vocal Style of Time Period

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. What is the meaning of stylistically appropriate?
2. How does the element of style affect choices of sounds, voicings,
etc.?
3. Why is it necessary to understand instrumentation and voicing
when arranging music?
4. How is an understanding of traditional notation important to
arranging music?
5. How can one devise their own means of notating sound for
others to use?
Relevance and Application:
1. The ability to create music provides a medium for meaningful
self-expression.
2. Understanding the use of traditional notation allows the
preservation of original musical ideas for others to use.
3. Contemporary music relies on improvisation and manipulation of
basic harmonic progressions to deliver a fresh sound to the
consumer.
Nature of Discipline:
1. Musicians have an infinite number of choices with regard to
combinations of musical elements, all of which have a
perceivable effect on the resulting character of the musical
product.
2. Musical composition adds to the existing body of artistic works,
provides for preservation of unique ideas, and may be used as a
means of expression.

Music 3. Theory of Music

The Theory of Music focuses on the understanding of the distinctive language, conventions, mechanics, and
structure of music. Investigation of music theory allows for a more complete understanding of all aspects of
the musical process, including musical performance and composition.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared Graduate Competencies in the Theory of Music Standard:

Read and employ the language and vocabulary of music in discussing musical examples
and writing music, including technology related to melody, harmony, rhythm, style, genre,
voicing/orchestration, mood, tonality, expression, and form

Demonstrate melodic, harmonic, and rhythmic aural skills through identification,

transcription, and vocalization or instrumental playback of aural musical examples

Content Area: Musical Theatre

Music Standard 3: Theory of Music
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Interpretation of musical elements and ideas
2. Classification by genre, style, historical period or culture
3. Evaluation of music using critical, informed analysis
Evidence Outcomes

21st Century Skills and Readiness Competencies

Content Area: Musical Theatre

Music Standard 3: Theory of Music
Students can:
a. Connect time periods of history with musical theatre time periods
b. Share how musical theatre impacted popular society
c. Analyze lyrics and songs
d. Understand character and author intent when singing and/or acting a
drama/theatre work
e. Understand motivation and what moves characters to want, to do, to
see, etc. through song
f. Use effective acting skills through song for character portrayal
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Genres of Musical Theatre Music
b. Time Periods of Musical Theatre Literature
c. Voice Texture/Tone
d. Lyrics and Song Terminologies

Inquiry Questions:
1. Why is it important to know the timbre of each voice and
instrument?
2. Why should people examine music from cultures other than their
own?
3. How does one develop the skills to analyze, assess, and
evaluate music?
4. What determines someones criteria when evaluating music?
5. How is personal preference for music developed?
Relevance and Application:
1. Ability to compare and contrast aural examples from various
cultures leads to discernment of the unique qualities of the
culture.
2. Utilizing accurate musical vocabulary allows people to
communicate using the language of music.
3. Historically significant events have an impact on current and
future music.
4. An understanding of distinguishing characteristics of musical
genre allows people to articulate why diversity in music is
important.
5. The Internet provides access to various genres and styles of
music as well as music from different historical periods and
cultures.
6. Being able to describe and analyze music gives one a more indepth understanding of music as a whole.
Nature of Discipline:
1. Musical understanding requires gathering data through different
senses.
2. Musical knowledge is broadened through an informed viewpoint.
Music evaluation requires a developed understanding of music.
3. All music uses the same elements but in different ways.
4. Knowing the elements of music helps people to understand
music.

4. Aesthetic Valuation of Music

The value of music focuses on the knowledge needed to make an informed evaluation and to provide a wellthought-out critique about a musical piece. It also addresses the beauty, heart, and soul: the aesthetics of
music. Valuing music will permit individuals to distinguish between a scholarly and an individual judgment of
music.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a
postsecondary and workforce setting.
Prepared Graduate Competencies in the Aesthetic Valuation of Music Standard:

Make informed, critical evaluations of the effectiveness of musical works and

performances on the basis of aesthetic qualities, technical excellence, musicality, or
convincing expression of feelings and ideas related to cultural and ideological
associations

Develop a framework for making informed personal musical choices, and utilize that
framework in the making and defending of musical choices

Demonstrate a nuanced understanding of aesthetics in music, appropriate to the

particular features of given styles and genres, as it relates to the human experience in
music

Know the place of each of the participants in the performance environment and practice
appropriate audience participation; recognize the place and importance of music in life

Content Area: Musical Theatre

Music Standard 4: Aesthetic Valuation of Music
GRADE LEVEL EXPECTATION
Concepts and skills students master:

Content Area: Musical Theatre

Music Standard 4: Aesthetic Valuation of Music
1. Practice of appropriate behavior during cultural activities
2. Evaluation of the quality and effectiveness of musical performances
3. Development of criteria-based aesthetic judgement of artistic process and production in music
4. Knowledge of available musical opportunities for continued growth and professional development
Evidence Outcomes
Students can:
a. Demonstrate respect for the music preferences of others
b. Articulate and demonstrate appropriate audience behavior in
various kinds of musical performance and music-related events
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Audience Analysis and Expectations
b. Self-Reflection & Self-Rehearsal

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. What is the importance of performing music from different
historical periods, cultures, and traditions?
2. How does gaining and applying knowledge of appropriate
behavior as an audience member enhance the concert
experience for an individual and for others?
3. How will evaluating performances help someone become a
better musician?
4. What qualifies a specific performance as exemplary?
5. What makes one performance effective over another?
6. What is the relationship between musical criticism and
composers/performers?
7. Why is it important to cite specific musical details when making
judgments about a piece of music?
8. When looking at the community, how, when, and why is music
used?

Content Area: Musical Theatre

Music Standard 4: Aesthetic Valuation of Music
Relevance and Application:
1. Historically significant events impact music during the time
period and future.
2. Understanding music of different cultures helps people
understand the culture as a whole.
3. Understanding that technology may or may not be used in
different cultural contexts gives insight to a cultures belief in the
function of music and the quality of a natural versus
technologically enhanced performance.
4. Using audio or video recordings to critique a musical
performance and compare it with an existing professional review
of the same performance builds understanding of artistic license
and exemplary components of a performance.
5. Reviewing individual progress in the preparation of a
performance selection over the full course of the rehearsal cycle,
using digital recording technology to make periodic recordings,
and making reflective written review of each recording toward
improvement of performance reinforce the cyclical nature of
critique and evaluation.
6. Participating in musical assessment exchanges, in which
individuals partner with others to exchange reviews of music
works in progress, to improve performance provides
development of interpersonal skills required to make and accept
criticism effectively.
Nature of Discipline:
1. Musical performance skills are improved through the ability to
critically evaluate performances.
2. Performing musicians progress and improve through reflective
review.
3. Musicians possess the ability to develop and defend opinions
about personal musical choices because it is essential to
success in musical careers.
4. Music can provide lifelong learning experiences, enriching lives
as an avocation.

Theatre 1: Create
The creation of drama and theatre is a demonstration of learned skills in forming new theatrical works,
interpreting theatrical works for performance and design, developing characters, and analyzing roles.

Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Create Standard:

Use a variety of methods, new media, and technology to create theatrical works through
the use of the creative process for performance, directing, design, construction,
choreography, playwriting, scriptwriting, and dramaturgy

Create drama and theatre by interpreting and appreciating theatrical works, culture, and
experience through scenes and scenarios, improvisation, creating environments,
purposeful movement, and research

Employ drama and theatre skills, and articulate the aesthetics of a variety of characters
and roles

Content Area: Musical Theatre

Theatre Standard 1: Create
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Character development in improvised and scripted works
2. Creation, appreciation and interpretation of scripted works
Evidence Outcomes
Students can:
a. Use effective acting skills for character portrayal
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Stage Movement Patterns
b. Character Development
Relationships
Character Choices
c. Character Analysis
Motivation
Internal and External Traits
Conflict and Resolution

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How do tools and resources, as well as experiences and skills of
the actor affect ones ability to act in a scene?

Relevance and Application:

1. Taking risks and making interesting choices enhances
character development.
2. Character development skills lead to learning about
empathy and playing the objective, both of which are
important in the mastery of acting.
3. Investigating historical progress and diverse cultures
informs theatrical decisions.
4. Understanding historical timelines and a plays influence
on society gives one a basis for interpreting current
events.
Nature of Discipline:
1. The process of creating a character is the foundation of
human development and interaction.
2. In creating devised works, an inventive, collaborative
process is employed.
3. The ability to work collaboratively is realized through
coordinating with a production staff to finalize
production details.

Theatre 2: Perform
The theatrical process is a product of the knowledge and essential skills gained in the study of drama and
theatre arts toward the expression of the human experience in story, movement, speech, and staging for an
intended audience.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Perform Standard:

Express drama and theatre arts skills in a variety of performances, including plays,
monologues, improvisation, purposeful movement, scenes, design, technical
craftsmanship, media, ensemble works, and public speaking

Demonstrate the evolution of rehearsal and product through performance and/or

production teamwork while simultaneously validating both as essential to the theatre
making process

Content Area: Musical Theatre

Theatre Standard 2: Perform
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Drama and theatre techniques, dramatic forms, performances styles, and theatrical conventions that engage audiences
2. Technology reinforces, enhances, and/or alters a theatrical performance
3. Direction or design of a theatrical performance for an intended audience
Evidence Outcomes
Students can:
a. Use effective acting skills for character portrayal
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Principles of Comedic Acting and Timing
b. Traits of Quality Acting
c. Movement Techniques
i. Gestures
ii. Stage Business

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How are skills, techniques, elements and principles of basic
acting used within musical theatre?
2. How does acting provide a medium to understand and exchange
ideas?

Relevance and Application:

1. Acquiring the essential skills of drama and theatre
supports interdisciplinary, multiple intelligences.
2. Understanding the different forms of drama and theatre
and the use of a variety of conventional styles connects
training in drama and theatre arts to industries such as
film and television.
3. Incorporating multiple pathways through drama and
theatre allows for one to apply his or her creative skills
to livelihood and success.

Content Area: Musical Theatre

Theatre Standard 2: Perform
Nature of Discipline:
1. Participation in individual and ensemble projects instills
discipline, initiative, and responsibility, teaches conflict
resolution, and promotes taking risks.
2. Using technology in a performance promotes nonverbal
expression, enhances production value, and fosters
independent reasoning.
3. Working with a production team fosters collaboration,
independent thinking, critical response, problem-solving,
and conflict resolution skills.

Theatre 3: Critically Respond

An informed literacy, thoughtful critique, and cultural research are key aspects of drama and theatre arts
study. Responding focuses on the artistic and scientific knowledge of conventions, cultures, styles, genres,
theories, and technologies needed to know better choices and best practices.
Prepared Graduates
The preschool through twelfth-grade concepts and skills that all students who complete the Colorado
education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Critically Respond Standard:

Demonstrate an understanding and appreciation of theatre history, dramatic structure,

dramatic literature, elements of style, genre, artistic theory, script analysis, and roles of
theatre practitioners through research and application

Discern and demonstrate appropriate theatre etiquette and content for the audience,
self, venue, technician, and performer

Make informed, critical evaluations of theatrical performance from an audience member

and a participant point of view, and develop a framework for making informed theatrical
choices

Content Area: Musical Theatre

Theatre Standard 3: Critically Respond
GRADE LEVEL EXPECTATION
Concepts and skills students master:
1. Contemporary and historical context of drama
2. Elements of drama, dramatic forms, performance styles and dramatic techniques and conventions
3. Evaluation of music using critical informed analysis
Evidence Outcomes
Students can:
a. Connect time periods of history with musical theatre time periods
b. Share how musical theatre impacted popular society
c. Analyze texts and readings
d. Understand character and author intent when reading and/or acting a
drama/theatre work
e. Understand motivation and what moves characters to want, to do, to
see, etc.
Student can demonstrate proficient/exemplary skill and
understanding of concept in:
a. Background Elements
i. Why Study Musical Theatre?
ii. American Culture Influence
iii. International History

21st Century Skills and Readiness Competencies

Inquiry Questions:
1. How does the history of musical theatre impact present day
theatre?
2. How did/does musical theatre drive or direct the current pop
culture?
Relevance and Application:
1. Employing self-directed study develops the initiative and
responsibility of the individual.
2. Making artistic choices based on research adds depth to
the product and demonstrates the value of the research.
3. Utilizing various resources in the research for a
production, including cinema, Internet, and technical
marketing, strengthens technical literacy.
4. Analyzing the development of theatrical production
within the social, historical, political, and technological
development of various cultures validates the knowledge
of the interconnection and value of all cultures.

Content Area: Musical Theatre

Theatre Standard 3: Critically Respond
Nature of Discipline:
1. Connections are made through analysis and research to
the production process, which instills a sense of pride
and promotes higher-level thinking.
2. Critical response to theatrical works objectifies the
importance of the field.
3. Proper etiquette in a theatrical environment helps the
audience appreciate the production and translates to a
greater respect for the arts.

9-12/Musical Theatre Academic Vocabulary Glossary

WORD

DEFINITION

ACTOR

The person who portrays a character in a play.

ANTAGONIST

A character who acts in opposition to the main character, or protagonist. Often the
'bad guy' of the play.

ARTICULATION

The clarity with which you speak. To speak with proper articulation is to speak
clearly, pronouncing letters and words properly so the audience can understand
you.

AUDITION

A competitive try-out for a role in a play. A chance for actors to show directors their
capabilities in hope of being cast.

BELT

Theatrical gold. A person, usually female, who specializes in producing erce,

skilled vocals in the highest part of their chest voice.

BLOCKING

An actor's movement and stage positions during a performance

CALL

The time one is expected to be present and ready for a rehearsal or performance.

CALLBACK

A second audition; directors will bring back certain individuals from a first audition
to consider them further.

CAST

The group of actors who play all the characters in a show.

CENTER STAGE

The center position of the stage. Generally considered the most 'powerful' position
on the stage.

CHARACTER

A person, creature, or entity in a story or play with specific and distinguishing

attributes.

CHARACTERIZATION

The process of creating a believable character by exploring the character's

physical, social, and psychological aspects of the role.

CHEAT OUT

When an actor turns his body to face downstage in order to be more open to the
audience, even if it wouldn't be natural for him to do so in another context.

CHOREOGRAPHER

The person who designs the dances for the stage

CHOREOGRAPHY

The dances that are designed for a song in a production

CLIMAX

The moment of highest tension in a play. The moment in a play when the
protagonist makes a decision that makes the end of the story inevitable.

COLD READING

A reading of the script done without looking at or studying that script in advance.
Sometimes used at auditions.

COMEDY

A humorous play. Traditionally, comedies ended in marriage, which implied birth

and new life, as opposed to a tragedy, which ended in death.

COMIC OPERA

An offshoot of straight opera, it combines music and humor

COMPOSER

The person who write the music

CONCEPT MUSICAL

A musical that is built around a particular idea

CONDUCTOR

The person who directs the orchestra

CONFLICT

A situation that arises when the objectives of two or more characters or forces are
at odds. Good plays and stories are built on conflict.

COSTUME

The clothing worn by characters on stage.

CRITIQUE

Feedback given over what was done well and what was done wrong in a
performance or rehearsal.

CROSS

An actor's movement from one part of the stage to another.

CROSSOVER

A short scene played in front of the curtain while scenery is being changed

CUE

In technical terms, the trigger (be it a line or an event) for an action to be carried
out at a specific time. Lighting and sound cues are called for by the stage
manager, following along in the script with the events of the show.

CURTAIN CALL

The cast bow at the end of a show.

DENOUMENT

The end of the play, when conflicts are resolved and the ultimate fates of
characters are revealed. Generally, comedies leave their protagonists in better
situations than the ones they started in, while protagonists in tragedies are usually
worse off.

DESIGN

The plan or convention for the construction or creation of an element of a play.

Sets, lighting, sound, costume, plots, and make-up all require designs.

DESIGNER

The person or persons responsible for devising and creating one technical aspect
of the show, be it the lighting, sound, costume, make-up, props, or some other
aspect

DIALOGUE
Written conversation between two or more characters.

DICTION

The quality or style of speaking an actor uses to demonstrate his character. It

includes elements such as accent, enunciation, and inflection.

DIRECTOR

The individual who oversees the mounting of a stage play. He or she is in charge
of all designers, bringing everything together to a cohesive whole. He or she also
oversees the actors and all action onstage.

DOWN LEFT

The front left of the stage, when facing the audience.

DOWN RIGHT

The front right of the stage, when facing the audience. After center stage, this is
generally considered the second-most powerful section of the stage as it's the first
place audiences trained to read from left-to-right usually look.

DOWNSTAGE

The section of stage nearest to the audience.

DRAMATIC
STRUCTURE

The structure of a play. This form was established based on classic Greek and
Roman theatre; not all modern stories fit into this structure.

DRAMATURG

This person deals mainly with research and development for plays and operas. He

or she primarily deals with the historical and cultural aspects of the play.

DRESS REHEARSALS

The final rehearsals done for a show; these rehearsals are done in full costume
and make-up.

EMOTIONAL RECALL

An acting technique in which the actor calls upon his own past experiences to use
the emotion felt in those times and transfer them to his character.

EXPOSITION

This establishes the setting and characters of the play.

FALLING ACTION

The part of the play which follows the climax. In modern stories, the falling action
is frequently quite brief.

FARCE

A type of comedy that seeks to entertain its audiences through a series of

extravagant and improbable situations.

GENRE

The style of the play. Genre can be as broad as 'comedy' or 'tragedy' or as narrow
and specific as 'courtroom drama' or 'burlesque'.

IMPROVISATION

Acting done spontaneously and without a script; everything is made up on the

spot. Often used in rehearsals to strengthen understanding of character.

INITIAL INCIDENT

The moment that introduces the primary conflict of the story.

LIBRETTO

The entire script of the musical (also called the book)

LIGHTING

The deliberate use of light to illuminate the stage or convey a location or emotion,
and sometimes all three.

LYRICIST

The person who write the words to the music

LYRICS

The words to a song

MAKE-UP
The use of cosmetics to create the appearance of the character during the play.

MASKS

A face covering used in theatre to create character or disguise identity.

MELODRAMA

A style of theatre primarily popular in the 18th and 19th centuries. Characterized
by exaggerated plotting and characters, 'melodramatic' has come to mean an
over-the-top style.

MONOLOGUE

A speech given by one character to other characters. Monologues are frequently

used as audition pieces.

MOTIVATION

What drives a character (and the actor portraying him) to act. One stereotype of
actors has them asking "But what's my motivation?"

MUSICAL COMEDY

Combines music and humor

MUSICAL PLAY

Acting and choreography are equally integral, increased emphasis on real people
in real situations

MUSICAL REVUE

Consists of a loosely connected series of lavish production numbers

MUSICAL

A play using musical accompaniment and sung music to tell its story.

OBJECTIVE

A character's goal. The reason a character does and says what he does and says.

OFF BOOK

Another word for memorized. A rehearsal off book will be one in which the actors
do not use scripts.

OPERA

Totally music even conversations are sung.

OPERETTA

A lighter music and actors speak lines rather than just singing.

OVERTURE

Music played at the start of a show, a medley of the shows songs

PACING

The rate at which a scene is played.

PANTOMIME

Telling a story or creating a character using movement, gestures, and facial

expressions without talking.

PLACES

The positions for all actors and crew at the beginning of a play.

PLAYWRIGHT

The person who writes the plays.

PLOT

In technical terms, the plot refers to the design of the lights. The lighting plot maps
out the color, location, brightness, and shift between lighting cues.

POSTURE

The way an actor stands, sits, and generally holds himself. Posture can do a lot to
physically create a character.

PRINCIPLES

The named lead characters in a musical.

PRODUCTION
NUMBER

A large-scale musical number involving many performers

PROJECTION

The volume at which you speak. If a director tells an actor to project, that actor is
not being loud enough vocally to fill the space.

PROPERTIES

The objects actors interact with onstage. Items such as books, plates, and swords
are props.

PROTAGONIST

The primary character in a play. Often considered the "good guy."

PUPPETRY

A form of theatre using puppets in its storytelling. Some shows are done entirely
with puppets, while other shows use puppets to enhance its story, interacting
directly or indirectly with actors.

RECITATIVE

A singing style that is closer to speaking that to singing

REHEARSAL

A practice for a play.

RISING ACTION

The build in the action between the inciting incident and the climax. Most modern
plays are made primarily of rising action.

RUN-THROUGH

A type of rehearsal that goes through the entire play, or a full act, as opposed to
specific moments or characterizations.

SATIRE

A story or play which uses humor to make strong statements about individuals,
policies, or society as a whole.

SCORE

The music of the show, as composed.

SCRIPT

A printed copy of the dialogue and instructions of a play.

SOLILOQUY

A speech given by a single character to himself to express his thoughts for the
benefit of the audience, as opposed to a monologue given for the benefit of other
characters.

SPOOF

A farcical play that pokes fun at certain subjects or eras/time periods.

STAGE CREW

The people behind the scenes who keep the play running. They can change
scenery, control the elements that fly on and off the stage, help prepare actors
with quick changes, and generally make the play happen.

STAGE LEFT

The section of stage to the left of an actor as he faces the audience.

STAGE MANAGER

This person has the overall responsibility of making a show run smoothly. He or
she is in charge of all of the stage crew and technicians once the show begins,
calling cues and overseeing scenery changes, etc. During rehearsals, the stage
manager often acts as a prompter, keeping track of the script for the director and
actors.

STAGE RIGHT

The section of stage to the actor's right as he faces the audience.

STRIKE

At the end of the run of a show, when the set and all other technical aspects are
taken apart, clearing the stage for the next show.

SUBTEXT

The underlying emotion, thoughts, and meanings underneath what is said by the
characters in a play.

TEXT

The words said aloud by characters during a play.

THEME

A unifying concept in a play.

TRAGEDY

An unhappy, emotional play. Traditionally, tragedies ended in the death of the

protagonist, as opposed to a tragedy, which ended in marriage and implied birth
and new life.

UNDERSCORE

Music played that accompanies dialogue

UP LEFT

The back left section of the stage, when facing the audience. Generally
considered the 'weakest' position on stage as it is the last place the audience is
likely to look.

UP RIGHT

The back right section of the stage, when facing the audience.

UPSTAGE

The section of stage furthest from the audience.

VAMP

To repeat measures of music until a singer is ready

Referenced/Cited Sources:
Colorado Department of Education Music High School Performance CED
Colorado Department of Education Theatre/Drama High School CED
Boulder Valley School District Music CED

Properties of the CED

[Title]
[Course Name]
[Course Number]
[Course Description]
[Term Length]

[Credits]

[NCAA]

[Course Fees]

[Elective Required]

[Hear]

[NonAcademic]

[CED_Status]

[Course Type]

[Subject Area]
[StateID]

[CED_IC_Department]