Appendix
Figure 1: Delaware State Theatre Standards Addressed in this Unit
1.6 - Explore human issues and various outcomes in order to devise a performance piece that is linear in presentation form. – Students will explore freedom in America and create their own performance that explores a freedom they think is necessary to their lives.
1.7 - Write an original one- act play with clearly developed characters, setting, conflict and resolution – The culminating activity of this unit will have students write their own mini-musical of one act with all of the above elements mentioned.
2.3 - Identify character motivations through research and analysis and be able to articulate how they affect the character's actions – Students will analyze key characters in each play and cite the motivation for their actions in selected scenes and songs. Additionally, they will develop their own characters that represent the needs of their generation.
4.1 - Analyze the meaning of improvised or scripted scenes, scenarios and/or plays – Students will watch and act out scenes and listen to songs, evaluating them on what type of freedom is represented in each selection.
4.2 - Create a concept that conveys meaning for a scripted scene (be it linear, episodic, abstract) through the use of metaphor, mood or theme – Freedom is the central theme to all of this unit, so everything examined and created will be based on a particular construct of freedom.
6.3 - Incorporate elements of dance, music, and visual arts to express ideas and emotions in improvised and structured scenes. – Students will listen to and write their own songs that explore a particular type of freedom.
8.2 - Analyze dramatic works in the context of the culture, time and place in which they originated. – Students will answer why certain freedoms are explored at particular points in American history.
8.4 - Assess the socialcultural and economic impact of theatre art on society. – Students will evaluate how the specific musicals chosen may have impacted how Americans viewed freedom during that point in history.
Figure 2: Audio Activator/Warm-up Questions
What does the person in this story want/need? How does this song sound (fast/slow, loud/soft, lots of drums/flutes, etc.) and what does that tell you about how the character feels/thinks? What images come to mind when you listen to this song? What musical do you think this song is from? What year do you think this musical was produced? What do you think was happening historically when this musical was made? Who is this song/scene written for? What is the freedom this person/these people are trying to express? If there are two songs, how are these songs similar/different?
Figure 3: Suggested List of Songs to Pair for Audio Activator/Warm-up
-"America," West Side Story / "Not for the Life of Me," Thoroughly Modern Millie / "Oklahoma," Oklahoma!: Freedom to a better life, Freedom from an imperfect past
-"Jet Song," West Side Story / "Brotherhood of Man," How to Succeed in Business Without Really Trying: Freedom to community, belonging.
-"Rent," Rent / "Ain't Got No," Hair: freedom from an authority (beware cursing)
-"Seasons of Love," Rent / "Easy to be Hard," Hair: freedom to love, freedom from cruelty
-"Hooverville," Annie / "Privilege to Pee" Urinetown / "Act I Finale," Urinetown: freedom from poverty, irresponsible capitalism
-"The Company Way," How to Succeed in Business Without Really Trying / "Run, Freedom, Run" Urinetown: freedom to autonomy
Figure 4: End-of-Class Create-a-Character Basic Worksheet Headings
Freedom: Character NeedsWho/What Might Prevent Character from Getting these NeedsSituation where the two characters might come into conflict:
Figure 5: Playbill Assignment
Often when musicals are created, there is additional marketing that theaters develop to let the audience know more about the show. One of the primary ways that musicals communicate important information about the creation of the show is through a program or Playbill. As a group, you will create you own Playbill including the following information (Be sure to answer ALL of the questions in each section):
1. Director's Note: Consider yourselves the directors of the show. As a group, write a director's note about what freedom you chose to explore, and tell audiences why you think this freedom is important to the lives of modern Americans. What freedoms do Americans lack that you think they should fight for? Why did you choose your song, and how does it contribute to your intentions? Finally, cite examples of at least one other musical that you consider an influence for your musical and explain how it influenced your musical.
2. Character Biography: Each performer should write a biography for their character. What are your character's needs? What is his/her relationship with other characters. What do their relationships and actions tell audiences about how they experience freedom? Provide a personal history that explains significant events in his/her life and how these events affected the character.
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