Learning Unit
Broadway Bound

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

-What makes a viable Musical?

-How can several art forms combine to create a Musical?

INITIATING ACTIVITY

WRITING A STORY POEM-The students are asked to think of a cat they have met somewhere in their lives. If they have never met one then they are to imagine one. They are then assigned the activity of writing a story poem about this cat and some of its antics.

CREATING A COLLAGE-The students are asked to bring in photos and pictures of all kinds of cats. These are to be used to create a collage on one of the classroom walls.

LEARNING EXPERIENCES

IDENTIFYING CREATORS-Using a graphic organizer the students take note as they listen to a lecture on the different people involved in creating a musical. The four areas of creation to be identified are staging, song dance, and story. Under each area they then identify the key people involved in creation, story-author, song-composer, dance-choreography, and staging-costume designer and set designer. The students then brainstorm the roles of each creator. this is then discussed as a class with each group sharing their ideas of the roles of the different creators. They then return to the groups to brainstorm the interaction of the different creators. The groups then share their ideas with the class.

HEARING THE STORY-The students are to listen to the original poems from the book Opossum's Book of Practical Cats. They then listen to the corresponding song from the play Cats. As they listen they are to draw the cat being described as well as putting the cat in a situation he would be found in based on what they learned from the story and the music.

The following is a cooperative learning experience for the students. The class should be divided into three groups. Each group works on one of the activities. When the groups complete their assignment they switch to another activity in order to participate in each activity.

1. DESIGN A SET-Working in a group the students brainstorm ideas of what needs to be present on the stage as a set for the play Cats. They can use their drawings and/or the book to remind them of the story. When they have finished brainstorming each student is to use the ideas and create/design the set on the provided sketch of a stage. Each students will take their sketch and create a diorama of the set.
2. DESIGN A MASK-Using a molding compound the students each create a cat mask. Use a balloon for the basic form. After the mask is dry the students are to paint and decorate the mask to reflect the character of their chosen cat.
3. DESIGN A DANCE-Working in a group the students choose a song from the play Cats. the students are instructed on how to use the CD player. Together they listen to and choose a song on which to do their activity. The students are to pick a verse and/or chorus of the song to use for doing choreography. They decide how the characters will move on the stage. Using a video recorder the students are to tape the group doing their dance while the chosen song is being played.

COMPOSER RESEARCH-The students are to use electronic research to gather information on the composer. They are to use the information gathered to create paper telling background information, education, work experience, and notable works of the composer. this paper is to be generated on computer.**

VIEWING CATS-The students watch the video of Cats. The teacher is to stop the film periodically to discuss several topics such as characterization, the set, the costumes, and the dance being sure to have students share how close their ideas were to the production.

WRITING A CRITIQUE-Using a graphic organizer have students identify the key points in writing a critique. Be sure to include description, observation, analysis, and opinion. Under each topic have students come up with words they can use to critique in each area.

CRITIQUING A MUSICAL-The students will be instructed on how to critique a musical. they will learn to judge based on the quality of the song, story, staging, and dance. They are to share opinions of the production and speak intelligently about what they are seeing. After the idea is taught, the students are to write a critique of the play Cats. After the critiques are completed the students return to their groups and choose one critique to represent the group. They may edit for grammatical errors but not content. The three class critiques are then put into a computer and a Critique newspaper is then produced. The critiques are read and then discussed.**

**It is assumed that the students will be trained in computer skills by attending a separate computer class.

CULMINATING PERFORMANCE

USING WHAT WE LEARNED-The students will watch a video of a Musical that has not been taught in the classroom. The viewing should be undisturbed and not discussed. At the conclusion of the video the students are to write a critique of the musical being sure to elaborate on the story, staging, and dance.

CONNECTIONS TO STANDARDS

-Math, Science, and Technology

Standard 2: The students will access, generate, process, and transfer information using appropriate technologies.

-The Arts

Standard 3: Responding to and Analyzing works of Art, the students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.

-English Language Arts

Standard 1: Language for literary response and expression, listening and reading.

Standard 2: Language for literary response and expression speaking and writing.

Rubric for Composer Research

*each element is equally weighted