Unit 1: Audition Process

Musical Theatre 15/25/35

Rationale

Musical theatre curriculum covers the basis for performance as a triple threat-singer,

dancer, and actor. However, it seldom goes into detail on the steps leading up to creating a show.

The audition process vaguely covered, glanced over at most. This unit strives to cover basic

concepts for auditioning to better prepare those wanting to pursue higher levels of performance

in university.

The class is designed to treat all students as a theatre company before casting a show.

They work as colleagues to critique and work with as many other students as possible in the four

weeks leading up to auditions. Students will learn all audition pieces and work to create

characters, taking feedback from both teacher and students. Classes on movement are given

relating to the upcoming show, as well as a dialect workshop. Students will also be given the

opportunity to chat with professionals to help answer any other questions they might have about

pursuing the arts. Mock auditions are done to have students think critically about the necessary

steps when going into auditions. The unit finishes up with auditions and callbacks the following

week.
 Unit Plan Grid Organizer

Unit Topic: Audition Prep Grade Level: 10/11/12 Strand: Musical Theatre
GLEs in full:

Preparation/Rehearsal
1. Develop self-discipline to use undirected time to advantage
2. Demonstrate and understanding of job descriptions for Musical Theatre personnel and production hierarchy
Performance
1. Use and respond to stage directions
2. Distinguish between oneself as a performer and character
3. Memorize required text, music, and choreography
4. Prepare a portfolio, to include such items as audition pieces, photos, reviews, tapes, resume
Reflection/Evaluation
1. Critique performance of self and others
2. Identify dominant mood of a scene/score
3. Examine the historical context of Musical Theatre selections

SLEs in full:

Music
 Technique (T)
1. Understand the use and care of the vocal instrument
2. Understand the need for and the daily practice of correctly produced vocal warm-ups for healthy vocal development
3. Understand and demonstrate proper musical phrasing
4. Project to audience through focus of sound and energy
5. Demonstrate ability to maintain correct rhythm throughout a given piece of music
 Interpretation (I)
1. Communicate mood and emotion through voice
2. Interpret the score to communicate changes in mood or emotion
 3. Sing in the style appropriate to the character
 Elective (E)
1. Sing alone in an audition
Drama
 Technique (T)
1. Use the voice to communicate character, situation, and style
2. Show consistency of character while acting, singing, and dancing
3. Sustain character through a scene or musical number
4. Create action consistent with character’s motivation
5. Demonstrate the ability to focus on, and achieve the objective of a scene or musical number
6. Recognize, create, select, and sustain physical details of the character from scripted material and/or vocal score
7. Perform a scene or monologue from a musical
 Interpretation(I)
1. Demonstrate the ability to focus on and achieve the character’s immediate or moment-to-moment objectives within the
scene or musical number.
2. Make logical acting choices consistent with the character, situation, and style of the selected material
3. Analyze text to determine a character’s motivation.
Dance
 Technique(T)
1. Recognize the need for appropriate dance attire
2. Understand the need for basic progression of a warm-up consistent with the dance style.
3. Develop the ability to listen to, watch, reproduce and internalize a movement or pattern

Music/Materials to be learned in the lesson:

 Selected scenes from Fiddler on the Roof
 Male and Female Solo Songs
 “Tradition” Chorus Music from Fiddler on the Roof
 Basic Folk Dance Combinations
 How to make a performance resume and portfolio.
 Lesson Plan Summaries

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Day B=Behaviour FA=Formative
P=Proficiency Assessment
M=Method SA=Summative
Assessment

Sept. 5 Drama: T5, I2  Express (B) objective  Review of course syllabus FA-questioning/peer
orientation within musical  Pair off- Students will pair up with feedback
accompaniment (P) someone they don’t know and ask them
during the chair exercise their name, favourite musical, and what
(M) they do when they’re not at school.
 Analyze (B) situation  Play chair exercise game- students will
expressed by music (P) in fill musical accompaniment by using
the chair exercise(M) physical gesture to express
mood/objective of scene.
Sept. 6 Drama: T5, I2  Express (B) objective  Play chair exercise game- have any FA-questioning/peer
The chair within musical students that did not go the day before feedback
accompaniment (P) going through.
during the chair  Practice Yiddish/Jewish accents; hand
exercise(M) out material on accents to students. Have
 Analyze(B) situation them pair off and work on
expressed by music (P) in conversations/script scenes.
the chair exercise(M)
Sept. 7 Music: T2,4,5 I2  Analyze (B) mood of
Fiddler music (P) from Fiddler on
music the Roof (M)
 Perform (B) music solo
and with chorus (P) from 
Fiddler on the Roof(M)
 Follow along with the other solo songs
Sept. 10 Music: T1-5 I1,2
 Compare and contrast (B)
singing styles (P)
between choir and
musical theatre (M)
 Interpret (B) character
traits in solos/duets (P) in
fiddler on the roof (M)
Sept. 11 Drama:  Analyze (B) characters
T 1,3,7 for motivation, plot, and
I 1-3 conflict (P) in Fiddler
script (M)
 Perform (B) monologue
or group scene (P) from
Fiddler on the Roof
 Hand out audition packages for Fiddler FA-observation of
on the Roof. Have students go to the individuals during
opening chorus song and get them to rehearsal
follow along to the music.
Sight read through the opening number
with the whole class.
(TBD). Following each play, have those
that would use the song for the audition
sing through together.
 Run through solo songs again splitting FA-observe
the men and the women. progression of
 With the class, analyze background and individuals during
traits/mannerisms of main characters rehearsals
 Discuss what it means to be a singing Peer feedback
actor.
 Workshop solo songs with student
volunteers to discuss performance
practice for solo song.
 Hand out scene package for auditions. FA- Observe student
 Run through scenes with students scene work (on task)
reading parts.
 Split students into partners or small
groups to work on scenes.
 Work time: students split into groups and
work scenes for the remainder of class.
Sept. 12 Drama:  Analyze (B) characters
T 1-7 for motivation, plot, and
I 1-3 conflict (P) in Fiddler
script (M)
 Perform (B) monologue
or group scene (P) from
Fiddler on the Roof
 Critique (B) colleague’s
performances (P) from
Fiddler scenes
Sept. 13 Drama:  Analyze (B) characters
T 1-7 for motivation, plot, and
I 1-3 conflict (P) in Fiddler
script (M)
 Perform (B) monologue
or group scene (P) from
Fiddler on the Roof
 Critique (B) Colleague’s
performances (P) from
Fiddler scenes
Sept. 14 Dance  Discuss (B) reasons for
T1-3 proper warm up (P) when
rehearsing
movement/dance
 Reproduce (B) dance
combos (P) introduced by
the teacher (M)
Sept. 17 GLEs covered (No  Develop (B) personal
SLEs) performance resume (P)
Preparation/Rehearsal based on class discussion
2 (M)
Performance  Discuss (B) importance
4 of a resume (P) for
musical theatre (M)
 Have students get back into their work FA-Peer evaluation,
groups. Give them prep time to work on self-assessment of
scenes. scene work
 Work audition scenes- Have 3-4 groups Questioning
perform their scene. When finished, give
feedback for what worked and what
could use improvement, have students
give feedback to peers as well.
 Continue previous day’s work on FA-Peer evaluation,
audition scenes. self-assessment of
 Work on scenes with whole class. Have scene work
remaining groups work scenes and give Questioning
feedback. Ask student peers give
feedback as well.
 Movement warmup. FA-observation of
 Introduce students to basic folk-dance dance skills
combos that will be used to choreograph
the show.
 Discuss the audition process do’s and do FA-Questioning
not’s. about process,
 Introduce performance resume project checking for
for all students. understanding
 Introduce portfolio project for grade
12’s.
Sept. 18 GLE Pref.4  Critique (B) monologues  Begin class with a discussion about FA- Questioning,
Drama of self and others (P) characters for conflicts, characteristics, observation-are they
T1,6 I 1-3 from Fiddler audition mannerisms, background stories. utilizing time
package  Work time: students have the choice of efficiently?
 Evaluate (B) working on scenes/monologues or
characteristics of continuing work on their resume.
characters (P) in Fiddler  Notify students about Q&A session for
on the Roof (M) Friday (21st).
Sept. 19 Music  Analyze (B) music for  Individual coaching time for musical FA-coaching,
T5, I 1-3 character traits (P) from numbers. observation of group
Drama Fiddler on the Roof  When not in coaching, students will work time
T1-7, I 1-3 numbers continue preparation for auditions by
 Assess (B) personal working on monologues, scenes, and
growth of scene work (P) resume’s.
based on Fiddler
monologues (M)
Sept. 20 Music  Analyze (B) music for  Individual coaching time for musical FA-coaching,
T5, I 1-3 character traits (P) from numbers (continued). observation of group
Drama Fiddler on the Roof  When not in coaching, students will work time
T1-7, I 1-3 numbers continue preparation for auditions by
 Assess (B) personal working on monologues, scenes, and
growth of scene work (P) resume’s (continued). Coaching’s will be
based on Fiddler split between Tony and Dave. Whichever
monologues (M) teacher is not coaching will be
 Evaluate (B) performance circulating to check rehearsal progress.
resumes (P) of self and
others for auditions (M)
Sept. 21 (GLE) prep/reh. 2  Ask questions (B) about  Participate in a discussion panel with FA-Questions
the process of Eva Tavares (the actress playing prepared by students
auditioning, rehearsing, Christine in Phantom Broadway tour) to that they will ask Eva
and performing in a talk about pursuing theatre, and the during our
professional setting (P) workings of professional theatre. conversation.
with Eva Tavares (M)
Sept. 24 Drama  Create (B) casting for
T 1-7 scenes (P) based off
I 1-3 students’ prior
performances (M)
 Analyze (B) character
development (P) based on
class mates’ previous
performances of scenes
(M)
Sept. 25 Drama  Create (B) casting of
T 1-7 scenes (P) based off
I 1-3 students’ prior
performances (M)
 Analyze (B) character
development (P) based on
class mates’ previous
performances of scenes
(M)
Sept. 26 Music  Analyze (B) music for
T5, I 1-3 character traits (P) from
Drama Fiddler on the Roof vocal
T1-7, I 1-3 score
 Assess (B) personal
growth of scene work (P)
based on Fiddler
monologues (M)
 Evaluate (B) performance
resumes (P) of self and
others for auditions (M)
Sept. 27 Music  Analyze (B) music for
T5, I 1-3 character traits (P) from
Drama Fiddler on the Roof
T1-7, I 1-3 numbers
 Assess (B) personal
growth of scene work (P)
 Students will be put into selected groups FA- Observation of
to perform group scenes as chosen by the character
teacher. development
 Scenes will be critiqued by students and Peer feedback,
teacher. personal reflection
 Scene work will continue, changing FA-Student casting
groups up in different combinations. Peer feedback,
 In the second half of class, students will observation, self-
be called on to choose the groups. assessment
 End class by introducing the casting
assignment.
 Individual music coaching will continue. FA- Observation in
 Students will use time not in coaching to coaching
continue work on audition, resume, or Observation-on task?
casting assignment. Whichever teacher is
not in coaching will circulate to work
with students needing it.
 Individual music coaching will continue. FA- Observation in
 Students will use time not in coaching to Coaching
continue work on audition, resume, or Observation-on task?
casting assignment. Whichever teacher is
not in coaching will circulate to check on
students.
 based on Fiddler
monologues (M)
 Evaluate (B) performance
resumes (P) of self and
others for auditions (M)

Sept. 28 Music  Perform (B) a monologue  Mock audition day. Several students will SA-Casting
T 3-6 and song (P) in an be chosen to do a mock audition for assignment/ resume
I 1-3 audition setting (M) Fiddler on the Roof. due
E1  Critique (B) performance  Other students will observe. They will be FA-mock audition
Drama of self and others (P) given sheets with details of what to look feedback.
T 1-7 within the mock audition for. Feedback will be given to the whole
I 1-3 setting (M) class.
 Mock callback: students will volunteer to
work through how callbacks will go and
what to expect.

Oct.1 Music  Perform (B) chosen  Auditions for musical. Students will do SA-Audition
T1-5 audition rep (P) for the first round of auditions individually.
I 1-3 Fiddler auditions (M)  Other students will be expected to wait
E1 for their allotted time. Since this is a
Drama summative assessment, they will be
T 1-7 allotted time after to work on other
I 1-3 school work.
Oct. 2 Music  Perform (B) chosen  Continue individual auditions. SA-Audition
T1-5 audition rep (P) for
I 1-3 Fiddler auditions (M)
E1
Drama
T 1-7
I 1-3
Oct. 3 Music  Perform (B) chosen  Continue Auditions. SA-Audition
T1-5 audition rep (P) for
I 1-3 Fiddler auditions (M)
E1
Drama
T 1-7
I 1-3
Oct. 4 Music  Perform (B) chosen  Perform callbacks- all students will work SA-Audition
T1-5 audition rep (P) for assigned scenes.
I 1-3 Fiddler auditions (M)
E1
Drama
T 1-7
I 1-3
Oct. 5 Music  Perform (B) chosen  Perform callbacks- all students will work SA-Audition
T1-5 audition rep (P) for assigned scenes.
I 1-3 Fiddler auditions (M)
E1
Drama
T 1-7
I 1-3