The Broadway Experience
The Broadway Experience
Presented by: D.C. Bridges, Thalita Hosey, Maggie Jinkins, Marla Brewton, and Ryan Decker
Hello, Broadway!!! If you dream of bright lights, singing, and dancing, The Broadway Experience is for you. This unit will give you a true glimpse into what it takes to create a Broadway show. You will also take part in a journey into the historical, musical, entrepreneurial, and cultural influences that shape Broadway. By the end of this production, you will truly be able to give your regards to Broadway! Join us for a genuine Broadway experience!
· What lessons can we learn from Broadway?
· What does “America” mean to us?
· Is there a difference between out idea of “America” and the United States?
What is the difference?
· What are some recurring themes?
· How has Broadway shaped the American experience?
· How did musical theatre develop?
· How does one make Broadway dreams come true?
· Why does Broadway endure?
· What can we learn about ourselves from Broadway?
· What is the history of theatre in America?
· What is the history of theatre/drama and how does musical theatre continue theatre traditions forged in early in human history? (from the Native Americans and Africans to Greeks to European Theatre to Broadway)
· Do people refer movies or plays/musicals?
· Who are some important people from Broadway? (composers, writers, actors, producers, etc.)
· How is makeup used to transform the actors?
· What are the steps to achieving a role in a Broadway play?
· What are the roles in a Broadway production?
· What are the components of the actor’s stagecraft?
· What Broadway plays do you like and why?
· Do people prefer movies or plays?
· Do you see a Broadway career in your future?
· Throughout history, people have had an appreciation of the theatre.
· Theatre is a culturally enriching experience.
· Theatre permeates our society through books, movies, music, and play.
· Man continues to search for answers to address the need for perfection and the acceptance of imperfection.
· Examine the historical timeline of theatre. Select one event. How would its absence affect today’s theatre?
· After each “All About…” section, students will journal about their reactions to the play/musical.
· Was the Improv experience difficult for you? Why do think so?
· Think about make-up, costumes, and sets. Why is the visual aspect crucial to imparting the theme of the work?
· After learning about the actor’s craft, do you have a different view of acting?
· How important are character studies to actors?
· Think about Broadway. What are some of the themes of the plays and do you feel that they are relevant to you today?
History of the Theatre Timeline PPT- from the Greeks to Broadway. View website, quiz and class discussion.
All about… - Introduction, explanation, and reflection about selected plays/musicals. The Lion King, Show Boat, The Color Purple, Wicked, etc.
Improv- students participate in activities and games that introduce them to acting basics, movements, concepts of the stage, blocking, etc.
Impromptu- students pull a character and scenario out of a hat and act in character in an improvisational manner.
Make-up – Experience skills essential to every performer by learning the basics of make-up application and how to develop a more effective character.
Trackstar webquest- students participate in a Web scavenger hunt, which will familiarize them with musical theatre.
Costume Design- students design their own costumes and explore the importance of costuming in theatre in improving productions.
Name-it game – A pre-assessment in which students listen to Broadway musical selections and will be asked what they recognize and which do they actually know.
The Actor’s Tools - on what an actor needs to develop to become more effective.
Politics of Broadway- consists of PPT on Showboat and how politics of the time (zeitgeist) influence productions and perceptions and contemporary examples. Wicked, Race.
Research- choose a famous or influential person from Broadway and share with the rest of the youths and teachers.
Field Trip- students go on a campus field trip to the theatre department and experience a stage “striking”, scene before and after onstage. They will also tour the makeup and costume rooms, and have the opportunity to appear on the stage in the auditorium.
Character studies- Students will use a character planning sheet to research and plan a character, using makeup, costumes, dialect, and movement.
Guest Speakers- Speaker addressing their own experiences in musical theatre and also on set design and other background activities.
Playbill- students create their own brochures/pamphlets, and playbills for their production, which will be their third day culminating activity.
Dialects – Students study scenes from the musical “The Color Purple” to help increase their knowledge of dialect by listening to and describing different dialects and connecting what they have learned about dialects to “The Color Purple.”
The Production- students put on their own Broadway production.
Name-it Game - A pre-assessment in which students listen to Broadway musical selections and will be asked what they recognize and which do they actually know.
Reflection activities: Examine the historical timeline of theatre. Select one event. How would its absence affect today’s theatre? After each “All About…” section, students will journal about their reactions to the play/musical. Was the Improv experience difficult for you? Why do think so? Think about make-up, costumes, and sets. Why is the visual aspect crucial to imparting the theme of the work?
Production- end assessment and product. The students will put on their own Broadway production.
· The Handbook of Skits and Stunts
· Dressing the Part
· American Set Design 2
· The Stage and the School
· How to Run a Theatre
· Making Stage Costumes: A practical guide
· The Actor at Work
· Teachers will introduce students to Broadway theatre from its Native and Greek origins to today’s most current shows.
· Teachers will guide students through the process of play development, production, and performance and encourage research of a self-selected theatre related-topic.
· Through the use of reflection journals, studentswill explore the recurring themes, their thoughts and feelings, evoked by these themes, and their relevance to the lives of the students. Students will also write about career options.
· Students will develop an appreciation of Broadway theatre through the exploration of music, make-up, costumes, set design, and other careers associated with the theatre.
Suggested Gifted Outcomes
Thinking Skills - a variety of thinking skills, the student will articulate problems, make connections, draw distinctions, analyze information objectively and critically, and reflect upon relationships between facts and culturally seated beliefs and conventions.
· defining the question (written, visual, social, etc.)
· developing hypotheses (written or visual)
· predicting a variety of possible outcomes
· gathering data (written or visual)
· analyzing data and procedures
· making connections by comparing rules, principles, and questions in and across domains
· illustrating the ability to use decision-making skills
Communication - The artistically gifted student will be able to project and read images through an understanding of the relationship between perceptual process and image formation. They will articulate the relationship, both visually and verbally, while referencing artistic problems and objects, and by selecting the appropriate medium for communicating the idea, solution, and/or feeling.
· recognizing that visually mediated ideas are validated by society and/or experts in the field
· demonstrating the ability to communicate and interpret meaningful ideas through artistic presentation
· developing appreciation and awareness of the perspectives of audience and critic
· exhibiting understanding of the function of artists’ decisions, inclinations, choices, and preferences
· establishing understanding of the role of art and artists in affecting change
· participating in discussions of authenticity, propaganda, fact and fiction, and manipulation of truth
· recognizing art used for propaganda purposes
· defining purpose in art, along with issues of authenticity, propaganda, fact and fiction
· identifying intended audience and anticipating responses to a work of art
· acknowledging and expressing verbally and visually the powerful emotional connectiveness of art
Research - Given a real situation, the artistically gifted student will identify and define the problem, design a studious inquiry appropriate to the problem, visualize and internalize a solution, determine the most appropriate media/medium for dissemination of the solution, and present the results to an authentic audience.
· selecting problems of intense interest to investigate
· selecting appropriate techniques, elements of design, and media
· utilizing abilities to cross-reference
· demonstrating ability to select an attainable outcome
· defending design of artwork
· collecting data appropriate to project development
· utilizing and valuing intuitive thinking as an artistic mode
· utilizing and valuing creative thinking as an artistic mode
· utilizing and valuing scientific thinking as an artistic mode
· demonstrating an awareness and researched understanding of the subject
· identifying interdisciplinary connections
· utilizing principles of visual arts restoration and anticipating archival issues
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