Unit 14 Musical Theatre Performance
BTEC Level 3 National Performing Arts
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Unit overview Credits: 10 Cert/Subsid Dip/Dip/Ext Dip This unit will allow learners to investigate and research roles from specific musical theatre repertoire, and develop the technical skills needed to realise these roles in performance work.
This is a 10 credit unit and can be taught in 60 guided learning hours, with learners expected to complete around 40 hours’ individual learning.
On completion of this unit, learners will:
LO1 Understand a role or roles in a musical theatre work LO2 Be able to apply the appropriate performance skills LO3 Be able to rehearse for a role in a musical LO4 Be able to perform a role in a musical.
Unit contents The scheme of work for this unit links to the following resources to help you deliver Unit 14.
LO1 LO2 LO3 LO4
Lesson plan Week 4 Activity sheet AS1, AS2, AS3a,
AS3b, AS3c, AS4a, AS4b, AS5
AS6 AS7, AS8, AS9
AS10
Stretch and support S1, S2 Presentation PPT PPT
Video 906794_u14_vid.flv
All of these resources can be found on the accompanying @Work CD-ROM, as well as an editable version of the scheme of work and answers to questions in the student book.
Links to other units Unit 19 Principles of Acting
Unit 30 Singing for Actors and Dancers
Unit 47 Jazz Dance
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How to deliver the unit This unit should be delivered through a series of practical sessions in which learners consider the skills and techniques required of the successful realisation of a role in a musical theatre performance and develop the required skills through workshops and rehearsals. The unit should culminate in a performance which could be of a complete musical or a showcase of extracts from shows.
Assessment Unit 14 should be assessed through a centre-devised assignment or series of assignments that involve research and exploration into roles from the musical theatre repertoire, the development of acting, music performance and dance skills and the rehearsal and performance of musical theatre work. Tutors may decide to provide a vocational context for the assignments that reflect the professional practice or approaches within the performing arts industry. Vocational contexts for this unit could include the preparation of audition material, the performance of a full-scale musical for a public audience or the performance of a musical theatre showcase for an invited or public audience.
It is important to remember that each learner must be afforded an opportunity to demonstrate their skills and understanding. Using a full-scale musical with only a limited number of principal roles may not always allow all learners an appropriate assessment opportunity.
Evidence for assessment
The assessment evidence for the units may include the following formats:
• a process portfolio – this might include diary entries, research notes and notes from discussions and rehearsals
• videos of practical work, rehearsals and performances. Tutors should be selective about the sessions they video and are encouraged to include a piece to camera that explains the context of the activity being recorded. Where possible, learners should introduce themselves. Grading
Assessment of the grading criteria will be through research activities, practical workshops, rehearsals and performances. Understanding of the interpretation and realisation of a role can be evidenced through a research log and a presentation, in written or oral form, of findings. Evidence of the development of skills and role/s and contribution to the rehearsal process can be captured by tutors through observing learners working, and also by requesting that learners chart their own progress in a process log; this might be a written document, but it could also be an audio or visual recording.
Student book activities The student book provides a logical sequence of activities that will allow learners to progress through the four learning outcomes for the unit.
Unit 4 Musical Theatre Performance
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Answers to activity sheet questions AS3c Songbook musicals
Match the songbook musicals with the artist or group whose music is used in the score.
Mamma Mia Boney M
Sunshine on Leith Queen
Daddy Cool ABBA
Jersey Boys Take That
We Will Rock You Buddy Holly
Buddy The Proclaimers
Never Forget Dolly Parton
Nine to Five
Frankie Valli & the Four Seasons
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The key features of the musical
Musicals are as popular today as they have ever been, but what is it that makes them so enduring?
Work with a partner to create a mind map to illustrate the key features of the musical.
Oklahoma!
AS1
BTEC Level 3 National Performing Arts
AS2
Unit 4 Musical Theatre Performance
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Watch a production of Oklahoma!
Choose two contrasting musical numbers from the show and comment on the style of singing and dance used.
Consider the characters of Laurey and Ado Annie or Curly and Jud. How do the musical numbers they perform in reflect their different characters?
How do the musical numbers relate to the plot of the show? Which numbers are reflective and which move the plot along?
Rodgers and Hammerstein
AS3a
BTEC Level 3 National Performing Arts
BTEC Level 3 National Performing Arts
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Research one of the following musicals written by Rodgers and Hammerstein: • The Sound of Music
• South Pacific
• The King and I
• Carousel.
Summarise your investigation by producing:
• a brief synopsis of the plot
• a brief description of the lead and supporting characters
• a list of musical numbers (indicating if they are solos, duets or chorus numbers)
• an account of any interesting features, e.g. extended dance pieces.
British musical theatre
Notable musical theatre productions by British writers include:
• The Boyfriend
AS3b
BTEC Level 3 National Performing Arts
Unit 4 Musical Theatre Performance
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• Oliver
• Blood Brothers
• The Rocky Horror Show
• Billy Elliot.
Research one of these musicals and answer the following questions.
What are the constituent features for the show, e.g. style of the music, use of movement and dance, plot, characters, other interesting characteristics?
What are the show-stopping numbers?
BTEC Level 3 National Performing Arts
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What is the musical about?
Write a brief synopsis of the plot.
Unit 4 Musical Theatre Performance
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Songbook musicals
Match the songbook musicals with the artist or group whose music is used in the score.
Mamma Mia Boney M
Sunshine on Leith Queen
Daddy Cool ABBA
Jersey Boys Take That
We Will Rock You Buddy Holly
Buddy The Proclaimers
Never Forget Dolly Parton
Nine to Five
Frankie Valli & the Four Seasons
Vocal music
AS3c
BTEC Level 3 National Performing Arts
AS4a
BTEC Level 3 National Performing Arts
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1. Numbers and types of voices
Match the terms in the left column with the descriptions on the right by pointing arrows.
Solo Low female voice
Bass Piece for two voices
Duet Piece for many voices
Alto High female voice
Quartet Low male voice
Tenor Piece for four voices
Chorus High male voice
Trio Piece for three voices
Soprano
Piece for one voice
2. Styles of singing
Suggest the name of a musical that includes the following style of singing.
Style Musical
Pop
Rock
Operatic
Jazz
Listening exercise
BTEC Level 3 National Performing Arts Unit 14 Musical Theatre Perfomance
AS4b
BTEC Level 3 National Performing Arts
Unit 4 Musical Theatre Performance
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Your tutor will play three different musical numbers from a range of different musicals.
Comment on the following features of each using the table below:
a. The number and types of voices that can be heard, e.g. duet for a soprano and a tenor.
b. The style of singing, e.g. operatic, pop, rock.
c. The type of musical accompaniment, e.g. full orchestra, small ensemble.
d. The overall effect of the vocal work and the accompaniment, e.g. What mood is created?
Piece 1
a
b
c
d
Piece 2
a
b
c
d
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Piece 3
a
b
c
d
Support
Question 1
Which piece did you like best and why?
Stretch
Question 2
How did the style of the vocal performance and the accompaniment help to convey the meaning and mood of the song?
West End musicals AS5
BTEC Level 3 National Performing Arts
Unit 4 Musical Theatre Performance
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What musical theatre productions are currently being staged in London’s West End?
Are any touring productions visiting your region?
Make a fact sheet about a chosen production.
You should include the following information:
• Who wrote the music/lyrics?
• When was the show written?
• Is the production a ‘new’ show (e.g. Wicked) or a revival (e.g. The Sound of Music)?
• What are the ‘show-stopping numbers’?
• Write a brief synopsis of the plot.
Musical theatre performers AS6
BTEC Level 3 National Performing Arts
BTEC Level 3 National Performing Arts
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What makes a successful music theatre performer?
The following performers have (or have had) successful careers in musical theatre:
• Julie Andrews
• Nathan Lane
• Hugh Jackman
• Elaine Paige
• Liza Minnelli
• Maria Friedman
• Ruthie Henshall
• Michael Ball.
Undertake Internet research to create a profile of one of these performers.
• If possible include information about their training, their career, the live shows and/or filmed musicals they have performed in, etc.
• Find out about the performance skills they are known for, e.g. are they known mainly for their singing or as a dancer or comedy performer?
• Try to find out how they first became involved in musical theatre.
• Share your findings with the class and discuss the similarities and differences between the performers you have researched.
Vocal exercises
AS7
BTEC Level 3 National Performing Arts Unit 14 Musical Theatre Perfomance
Unit 4 Musical Theatre Performance
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Try some vocal exercises under the guidance of your tutor. Here are some to get you started.
Projection and tone Start by humming the consonant ‘Mmm…’ When the voice has moved into the sinuses (you will feel a buzzing on the face when this happens), open the sound into a vowel sound ‘Aah…’
Repeat this on different notes and using different vowel sounds.
Flexibility Scales and arpeggios (sometimes called broken chords) are great for improving the flexibility of the voice. Start with a note that feels comfortable then sing up and down a five-note scale. Use different vowel sounds and vary the exercise by starting on different notes and altering the tempo (speed).
Breath control Practise breathing with the diaphragm and expanding your floating ribs. Breathe in, and as you do imagine that the air is travelling down into the bottom of your stomach. If you rest your hands just above your waist at the bottom of your ribcage you should be able to feel the lower ribs pushing out. Release the air slowly.
Repeat the exercise, but this time hold a piece of paper horizontally in front of your mouth. As you blow the air out the paper will bend over. Try to keep the stream of air steady. If it is, the paper will bend over then remain reasonably still.
Tongue twisters are great for improving articulation. They can be spoken or sung. For example, try singing ‘Twinkle Twinkle, Little Star’ using the words ‘Red Lorry, Yellow Lorry’ over and over instead of the usual words. Start slowly and increase the tempo gradually.
Some general advice It is always best to perform the exercises while standing. Good posture is vital so make sure you stand with your feet shoulder-width apart. Your shoulders should be relaxed and your arms should be by your sides.
Over the remaining sessions for this unit, take turns in leading a short vocal warm-up that includes a range of exercises.
Being in the chorus
AS8
BTEC Level 3 National Performing Arts
BTEC Level 3 National Performing Arts
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Watch a scene from a musical that includes a chorus number as well as a scene with principals where the chorus is on stage.
Pick out a member of the chorus and pay particular attention to their performance.
Comment on their performance:
a when they are in the thick of the action
b when they are required to ‘melt’ into the background while the principals are centre-stage
Rehearsing a movement piece
Unit 14 Musical Theatre Perfomance
AS9
BTEC Level 3 National Performing Arts Unit 14 Musical Theatre Perfo
Unit 4 Musical Theatre Performance
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Work with a choreographer on an ensemble routine with the aim of learning the piece quickly but accurately. Remember that much musical theatre work will include sections of unison movement and it will be vital that the company can work as one.
Video a performance of the piece and watch it back as a class.
Discuss and make notes on how well members of the company:
Reproduced the routine accurately
Made use of the performance space
Performed using appropriate stylistic qualities
Maintained their focus and concentration throughout
Communicated the mood piece, e.g. through facial expression
Now re-rehearse the piece making corrections and adjustments as required.
Curtain call
AS10
BTEC Level 3 National Performing Arts Unit 14 Musical Theatre Perfomance
BTEC Level 3 National Performing Arts
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As a class, discuss the rehearsal and performance process in terms of what went well and what could have gone better.
After the discussion make a note of your own feelings about the performance, responding to the questions below.
How well did you develop and improve your dance skills during the project?
How well did you develop and improve your acting skills during the project?
How well did you develop and improve your music performance skills during the project?
How well did you manage to integrate in the performance?
How well did your class operate as a company during rehearsals and
Unit 4 Musical Theatre Performance
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performances?
What lessons have been learned about rehearsing and performing a piece of musical theatre?
How successful was the final performance piece?
Video activity sheet
BTEC Level 3 National Performing Arts
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Task 1
Give a definition for each of the following terms that Ellis Smith refers to in the video.
• musical score
• tone
• phrase
• dynamics
• melody
• articulation
• accompaniment
• vocal range
• pitching
• intonation
• timing
Task 2
Although you may not be required to sing from a musical score, it is never the less important to understand the composer’s intentions in terms of how the piece should be performed. These performance instructions are traditionally written into the score using Italian terms.
Find out what the following terms mean:
Term Meaning
fortissimo
moderato
dolce
pianissimo
presto
crescendo
accelerando
Unit 4 Musical Theatre Performance
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diminuendo
lento
con fuoco
legato
maestoso
Task Three
Now sort the Italian terms into the following table depending on whether they refer to speed, the volume required or the style of performance.
The speed of the performance
The volume of the performance
The style of the performance
Unit X <Unit title here>
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Unit 14 Musical Theatre Performance
Stretch and support
The nature of this unit is practical, and different outcomes will show the learners’ level of competence. Tutors should carefully consider how they divide learners into pairs or small groups for activities. On some occasions more able learners may be mixed with ones that are less able to allow them to provide support within a group. On other occasions, however the more able could be stretched by being allowed to work together.
S1 – AS3a Rodgers and Hammerstein
More able learners should be asked to compare the musical they research with Oklahoma!, listing and describing any similarities and differences.
S2 – AS4b Listening exercise
Less able learners should complete extension question 1 only.
More able learners should be asked to also complete extension question 2.
BTEC Level 3 National Performing Arts
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Unit 14
Musical Theatre P
erformance
Scheme of work Unit 14: Musical Theatre Performance Broad aim: To understand the nature of musical theatre and take part in the performance
of musical theatre work.
Tutor(s):
SB = Student Book
AS = Activity Sheet
S = Stretch and support
PPT = PowerPoint®
R = Research
NS = Non-supervised individual study time
Academic year:
Number of weeks: 20
Duration of session: 3 hours (These sessions may be split into one-hour blocks if the
tutor wishes.)
Guided learning hours: 60 hours
Credits: 10
Week Outcome/topic Content Learner activity Resources Assessment and PLTS
Stretch and support
1 Introduction to unit, learning outcomes and assessment
LO1: Understand a role or roles in a musical theatre work
Introduction to the structure of the unit
Form and structure – early examples of the genre
Listening to tutor input
Discussing the key features of the musical
Creating a mind map to illustrate the features
Watching and discussing examples of early musical theatre – follies and operetta
SB Introduction and how you will be assessed, pages 87-88
SB Student voice/Starter stimulus, pages 89-90
AS1 The key features of the musical
SB 14.1.1 Form and structure, page 90
SB Activity – Operettas and follies
Recorded extracts of an operetta and a follies show
PPT Video
Video activity sheet
PLTS IE
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Performing Arts
Unit 14 Musical Theatre Performance
The key features of musical theatre
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Performing Arts
Early musical theatre – operetta ● 1 April 1908 – 8 June 1970● Operetta (or light opera) borrows some of the features of opera and
treats them in a light manner. ● Plots are comic and tend to focus on the tribulations of two young
lovers.● A cast of supporting characters and a chorus are commonly used.
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Performing Arts
Early musical theatre – operetta
● Operettas are commonly structured in two acts, each with a continuous scene.
● A range of musical numbers are used, including solos, duets, small ensembles and rousing chorus pieces.
● Musical numbers are linked by sections of spoken dialogue.
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Performing Arts
Early examples – operetta
● Gilbert and Sullivan created the best known examples, including:- The Pirates of Penzance - The Mikado - HMS Pinafore● Other examples include:- The Student Prince by Sigmund Romberg - Merry England by Edward German
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Performing Arts
Mid-20th century – the classic American musical Living in fear may prevent an individual from developing healthily.
For example:● The mid-20th century was the era of the classic American musical.● Examples include Oklahoma!, The Sound of Music, Guys and Dolls,
My Fair Lady, South Pacific, Calamity Jane and Fiddler on the Roof.
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Performing ArtsComparisonsOperetta● Two acts, with one
continuous scene/setting per act.
● Comic central plot involving a pair of young lovers.
● A range of supporting characters including a comic role for a middle-aged/elderly male.
● A range of musical numbers including solos, duets, small ensembles and rousing chorus pieces.
Mid 20th-century American musicals.
● Most musicals have two acts, however, these may be broken down into several scenes. More than one setting is often used in an act.
● The central plot of most musicals written at this time involves the fortunes of a pair of young lovers.
● Musicals also include a range of supporting characters, some of which will be comic characters providing a lighter sub-plot.
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Unit 14
Musical Theatre P
erformance
Lesson plan – Week 14 Aims To provide learners with alternative approaches to presenting research findings
To support learners in developing practical explorations of research and performance material
SB = Student Book
S = Stretch and support
AS = Activity sheet
PPT = PowerPoint® presentation
This is a 180-minute lesson.
Learning outcomes All learners will be able to communicate research findings
Timing/ Content
Tutor activity Learner activity Resources Individualised activity/differentiation
PLTS Functional Skills
5 min Introduction to the session
Recap last session
Listen, discuss Whiteboard/smartboard
PC
15 min Lead presentation on approaches to presenting research
Listen, read and tak notes
PPT Smartboard/whiteboard
PC
English
20 min Facilitate discussion on approaches
Discuss alternatives
Mak decisions on medium to be used
Present ideas to group
Pens, paper Stretch:
Lead discussion in group/take notes/speak on behalf of group
SM
TW
English
20 min Lead warm-up Tak part in warm-up Music CT
15 min Preparatory exercises Take part in exercises Music
Scripts
Support:
Guidance offered during exercises
CT English
10 min Explain group activity based on the exercises of chosen practitioner
Listen
Ask questions if appropriate
CT English
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Timing/ Content
Tutor activity Learner activity Resources Individualised activity/differentiation
PLTS Functional Skills
50 min Facilitate group exploration and development of ideas
Take part in group activities
Music
Scripts
Stretch:
Lead, cooperate, and support others during activities
SM
TW
CT
English
30 min Explain activity
Lead activity
Listen to instructions
Perform activity in large group using rehearsed elements
Music SM
TW
CT
10 min Discuss outcomes of performed work
Listen and respond to feedback
TW English
5 min Summarise lesson Listen
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Week Outcome/topic Content Learner activity Resources Assessment and PLTS
Stretch and support
2 LO1: Understand a role or roles in a musical theatre work
Form and structure – American musicals
Watching and discussing a production of Oklahoma!
Learning a chorus number from Oklahoma!
NS – The musicals of Rodgers and Hammerstein
SB Activity – Oklahoma!, page 92
AS2 Oklahoma!
Recording of Oklahoma!
Vocal score of Oklahoma!
AS3a Rodgers and Hammerstein
Stretch: More able learners should be asked to compare the features of the American musical with earlier examples of the form
Support: Less able learners should be given simpler repertoire to learn
S1
3 LO1: Understand a role or roles in a musical theatre work
Form and structure – Andrew Lloyd Webber
Watching and discussing a production of Evita
Learning a section from a sung-through musical
NS – British musical theatre
NS – Songbook musicals
SB Activity – Evita, page 92
Vocal score from a sung-through musical, e.g. Joseph and the Amazing Technicolor Dreamcoat, Evita, Jesus Christ Superstar
AS3b British musical theatre
AS3c Songbook musicals
PLTS RL
Support: Less able learners should be given simpler repertoire to learn
4 LO1: Understand a role or roles in musical theatre work
The book, lyrics and music
Working in groups discussing the similarities and differences between a libretto and the script
Listening to and discussing a range of different types and styles of musical numbers, e.g. solos, duets, choruses
NS – Researching a West End or touring musical
SB Activity – The book, page 93
Examples of libretti from musicals and conventional scripts
AS4a Vocal music
AS4b Listening exercise
Audio recordings of three extracts from musicals, e.g. a solo, a duet and a chorus number
AS5 West End musicals
P4 M4 D4
PLTS TW
EP
CT
LO1: Understand a role or roles in musical theatre work
S2
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Unit 14
Musical Theatre P
erformance
Week Outcome/topic Content Learner activity Resources Assessment and PLTS
Stretch and support
5 LO1: Understand a role or roles in musical theatre work
The function of the roles within the work
Interpretation and research
Discussing the difference between leading and supporting roles
Choosing or allocating roles for research
Discussing how interpretation and research helps the performer to build a character
Learners working on assessment activities
SB Assessment activities 1a,1b, page 95 and 96
(NB assessment activities introduced – learners will continue to develop their understanding of their chosen or allocated role throughout the unit)
P1 M1 D1
PLTS IE
CT
Functional Skills
English
Support – Less able learners should be given one straightforward role to research
6 LO1: Understand a role or roles in musical theatre work
Response to dialogue, direction, lyrics and choreography
Reaction and relationship to other roles
Learners working on assessment activities
SB Assessment activities 1c, 1d, page 96 and 97
(NB assessment activities introduced – learners will continue to develop their understanding of their chosen or allocated role throughout the unit)
Video
Video activity sheet
P1 M1 D1
PLTS IE
CT
Functional Skills English
7–11 LO2: Be able to apply the appropriate performance skills
Developing and applying performance skills
Taking part in practical activities to develop skills in the three key areas, i.e. acting, music and dance
NS – Research into musical theatre performers
SB Assessment activities 2a, 2b, page 99 and 100
SB Activity – Acting, singing and dance styles
SB Assessment activities 2c, 2d, page 103 and 104
(NB assessment activities introduced – learners will continue to develop their performance skills throughout the remainder of the unit)
AS6 Musical theatre performers
P2 M2 D2
PLTS
CT
Functional Skills English
Stretch – More able learners should be given more challenging material to work on
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Week Outcome/topic Content Learner activity Resources Assessment and PLTS
Stretch and support
12–18 LO3: Be able to rehearse for a role in a musical
Rehearsing for a role in a musical
Taking part in rehearsals of a musical theatre work
Learners may take part in some or all of the activities depending on the nature of the piece being rehearsed
SB Activity – The rehearsal schedule, page 105
SB Activity – The score, page 106
SB Breathing, page 106
AS7 Vocal exercises
SB Activity – Preparing a song, page 107
SB Activity – Movement accuracy, page 107
AS9 Rehearsing a movement piece
SB Activity – Musical setting, page 107
SB Activity – Crowd control, page 108
AS8 Being in the chorus
SB Activity – Emotional register, page 109
SB Assessment activity 3, page 109
P3 M3 D3
PLTS TW
Functional Skills English
Stretch – More able learners should be given more challenging material to work on
19–20 LO4: Be able to perform a role in a musical
Performance(s) Taking part in final rehearsals and performances
Discussing and evaluating the rehearsal process and the final performance(s)
SB Assessment activity 4, page 111
AS10 Curtain call
P4 M4 D4
PLTS TW
SM
Functional Skills English
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