Georgia Performance Standards - Theatre Arts
Grades 9-12 - MUSICAL THEATRE LEVELS I-IV - Performing

8 units • 8 professional development courses aligned to
TAHSMT.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.
b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.
c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.
d. Conduct rehearsals to present a musical theatre performance for a live audience.

View all Standards for Georgia Performance Standards - Theatre Arts

TAHSMT.PR.1 Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.
b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.
c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.
d. Conduct rehearsals to present a musical theatre performance for a live audience.

This page lists 8 units and 8 professional development courses aligned to TAHSMT.PR.1 from the Georgia Performance Standards - Theatre Arts . Designed for drama teachers, these resources directly address TAHSMT.PR.1 - Act and direct by communicating and sustaining roles within a variety of situations and environments.
a. Examine and implement the skills and tasks associated with acting, singing, and dancing, incorporating vocal and movement technique, observation, and imagination to create characters for formal and informal performances.
b. Identify and examine the responsibilities and tasks of an actor in relation to directors, designers, choreographers, technical crew, and production staff.
c. Use the skills and tools of a director to develop a presentation of formal and informal musical theatre performances.
d. Conduct rehearsals to present a musical theatre performance for a live audience.

Improvisation in Musical Theatre

by Annie Dragoo

Understanding basic improvisation skills will help musical theatre performers understand that musical theatre is more than just singing and dancing. It’s about using all the tools (voice, body, and mind) an actor has at their disposal to create a character. This unit focuses more on the improv aspect rather than the musical theatre aspects - in fact students need no prior musical theatre knowledge. Annie Dragoo, creator of the unit, uses this material as her first unit in her musical theatre class. It’s a great introduction and will get your students in the right frame of mind to approach musical theatre. The lessons explore a variety of improv skills such as vocal responses, movement, character study, sensory awareness and culminate in an improv scene and unit essay.

# musical theatre # improv

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Creating Your Own Musical

by Laramie Dean

Instructor Laramie Dean uses this unit as the final project for his Drama 2 students. Drawing upon any of the skills students have developed throughout, they create a product that could be used within a new piece of musical theatre. Students start by analyzing three musicals, study guides included, and practice creating musical elements. They are then given class time to prepare in groups as many elements as they can for a new musical using devised theatre techniques. There are 24 lessons in this unit which culminates in a final assessed performance.

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Creating a Musical: Project

by Annie Dragoo

Want a fun project that has your students collaborating and creating? In this unit by Annie Dragoo, students in groups will write and perform an original musical by adding modern songs to a traditional fairy tale story. The six lessons take students from writing their script, to choreography and planned movement, to rehearsing, performing and evaluation. The Rubric will focus on student performance. That means vocal delivery, emotional delivery, blocking/choreography, energy, focus, and characters.

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Introduction to Musical Theatre: Movement

by Annie Dragoo

Musical theatre performers use their bodies to sing, to dance, and to act. We must think of our bodies as instruments and learn to use our instruments properly in order to be better musical theatre performers. The overall objective with this unit, by Annie Dragoo, is for students to demonstrate an understanding of the use of good movement as it connects to musical theatre. Some of the activities include using action verbs, moving as animals and inanimate characters, nonverbal communication and situational movement. Students will then perform a scene that will allow them to put to practice all the movement techniques they have learned.

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Musical Theatre

by Anna Porter

Musical Theatre has two components that separate it from straight plays: song and dance. This unit gives students the opportunity to try out both. In musical theatre, music signifies heightened emotion. We can’t express ourselves with just words, we need music (and through extension, song and dance) to take it further. This unit includes three lesson plans: 1. Acting the Song - “Musical Tactics” 2. Acting the Song - “Textual Analysis” 3. Introduction to Dance A solo performance assignment is also included, and the unit includes assessment tools - rubrics, reflections, and self-evaluations.

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The Autobiographical Monologue

by Gai Jones

All students have something to say and a story to tell. They can relate to their personal stories better than anyone else. All students have a lot of material which can be used as part of an original monologue. In this unit, students will write an autobiographical monologue based on their personal expertise, memories, distinct point of view, sense of truth, and life experiences. Through the process, students will be encouraged to explore past stories, objects, and images and other personal material.

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Tech Theatre Unit: Costuming When You Don't Sew

by Drama Teacher Academy

In this unit, students will take on the role of the costumer, which is different from a costume designer. It introduces costuming concepts in order to execute a costume. No complicated sewing is required, which is great if you don’t have the background, the access, or the resources to have a class of students create costumes. Instead of making costumes from scratch, as a designer would, students will create costumes from stock, borrowed items, or low-cost finds. They will take finished products and adapt them into what they need to create the right atmosphere. In order to help with their adaptations, students will try different distressing techniques and learn three SIMPLE stitches that they’ll be able to use over and over again. It’s a valuable tech theatre skill to teach students how to execute on costumes when you (and they) don’t sew!

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Scene Staging

by Lindsay Price

The goal for this unit is to give students a process to work primarily on their own to create a staged scene with specific, dynamic blocking and three-dimensional characters. This unit would work well as a culminating project for a semester. In this unit, students will work independently to analyze, block, build character, experiment, and rehearse a scene. Their performance can count as a summative assessment for the class. Material: This unit requires that students have access to scenes from plays. Ideally, students should work in pairs and prepare duet scenes.

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