Dramatic Function Select three songs from your musical and discuss them in your paper. Discuss each song’s form, musical achievements and dramatic function of the song inside of the musical
Music of the Theatre
MUS 2060-OL, 3-credits Fall 2023 – 100% Asynchronous
Other virtual or office appointments can be scheduled via email.
Questions can be emailed or asked on Blackboard. Response times are quick during business hours. Questions asked after 5:00 pm may receive a response the next business day.
Video and audio performances from Broadway to Hollywood provide the student with an understanding of the wide variety of musical entertainments.
To study music of the theatre through text, audio and video recordings and experience through live performance.
1. Study and analyze the forms of music in musical theatre.
2. Distinguish, explain, and evaluate mature music in musical theatre forms.
3. Appreciate how music of the theatre evolved.
Students will be able to:
1. Demonstrate knowledge of basic music, musical theatre and opera terminology and periods.
2. Identify recorded songs from musicals when replayed and be able to identify which musical they come from and the composer/lyricist team
3. Comprehend the progression of music theatre from ancient times to the modern-day musical
4. Evaluate a live music theatre performance
5. Formulate their opinions of their live music theatre experience by utilizing music vocabulary
6. Demonstrate knowledge of basic music terminology and understand how 19th Century music dramas (operas) were influential in the formation of music
7. Formulate their opinions about the effectiveness of a particular score using basic music terminology
REQUIRED COURSE MATERIALS
TEXT: McLamore, Alyson. Musical Theater: An Appreciation. 2nd ed., Routledge, 2017
Students can purchase or rent an electronic version of the textbook: https://bit.ly/37v6tzW
Free Videos: Over Thirty-one videos are available for free in this course.
Required video musicals to purchase:
Showboat – Rent for $2.99*
Company or other musical TBD– Students many need to rent for $2.99*
Hamilton – Disney+ (free trial available)
*may be available on Disney+, Amazon Prime, Netflix, Hulu or other streaming services.
TICKET: Students will need to purchase a ticket for a live musical experience.
Music of the Theatre is an 100% asynchronous online course.
How can students successfully complete this course?
Step One: understand how to use blackboard
Once students have logged into the online course, they will find the following links in the left hand column: If you have trouble logging into the Blackboard, contact the Office of Digital Education at 313.578.0580 or https://bit.ly/3KLI6LS
Announcements: All public announcements from the Professor will be listed here. These announcements are emailed to each student. Please reference these announcements and the syllabus before contacting the Professor with questions.
Syllabus: A copy of the syllabus can be found in this folder.
Content: Students will become very familiar with the content folder. This folder contains all video files, handouts, listening examples, and chapter PowerPoints. Students can also find assignment links to the papers, projects, quizzes, midterm, and final exam in the weekly folders both in the content section and in the unit folders. Email submissions are not accepted.
Units: Units have been designed to provide students with resources. A course schedule can be found at the end of this syllabus. Each unit contains an outline of everything due that week. It will direct you to the unit content folder where students will find chapter PowerPoints, videos, journals, and a link to a discussion board where students can ask questions about each week. These items can also be accessed directly through the content section and discussion board links on the left column. Students are encouraged to follow this schedule but can work ahead in readings, videos, and discussion boards.
Journals: Each student is responsible for keeping an electronic journal in blackboard. Please see more information under assignments.
Discussion Board: The Professor has created a discussion board forum for course and content questions. Students can access this forum by the discussion board link on the left column in blackboard or from the weekly folder link found in the weekly module. The Professor generally responds to all questions within 48 hours. If the question is personal, please email the Professor at firstname.lastname@example.org. The Professor will respond to every email. If you do not receive a response, please email again or call their office at 313-993-3269. Sometimes emails are not received. Students are encouraged to schedule an appointment during office hours to discuss the course if needed.
Step Two: understand assignments
Students should follow the course schedule found in the syllabus.
SYLLABUS REVIEW STATEMENT (SRS)
Students are responsible for reading and understanding the syllabus for this course. Upon reading and understanding the entire syllabus students are required to complete the “Syllabus Review Statement” found in the unit area under unit “Syllabus Review Statement and Introduction” folder. Students are required to complete the syllabus review statement by Friday, September 2, 2022 at 11:59 p.m.
The SRS is a requirement for this course but is worth zero points. Upon submitting it in blackboard, students will find that they will receive zero points for completing the assignment.
It is critical that students view and understand the syllabus the first week of the semester. Because of the importance, students who fail to complete the syllabus review statement by the due date will receive negative 25 points off their final grade for each week it is not completed. IE: if a student fails to complete this test for the entire term, they will lose: 16 weeks x -25 points: -400 points.
QUIZZES, MIDTERM EXAM AND THE FINAL EXAM:
Quizzes, midterm exam and the final exam may contain multiple choice, matching, fill in the blanks, true and false, listening, and short essay questions. Students will find the quiz, midterm, and final exam links in the unit weekly folder or in the content section.
To ensure that students are actively learning and studying appropriately for quizzes and exams a generous time limit has been established.
Though students are encouraged to work ahead in this online course, the Professor will only allow the quizzes, midterm, and final exam to be taken during the week it is due. The quizzes, midterm exam and final exam cannot be taken late. If a student does not take them on time, they will fail the quizzes, midterm, or final exam.
If students have an approved excused absence that requires an alternative time to take a quiz, midterm exam or final exam, arrangements must occur with the Professor more than 48 hours prior to the due date of the quiz, midterm, or final exam. Often excused absences are planned in advance and should allow students to communicate well ahead of the due dates.
Students are expected to read, critically think, and learn the content of this course. Students need to learn the material to complete the quiz, midterm, and final exam within the timed test window. Students are allowed to use notes when taking the exams but will not perform well if they haven’t learned the material.
All quizzes and exams are due by 11:59 pm on the due date.
The Professor will email a blackboard announcement when the quiz or exam is live on blackboard during the due week, usually live Tuesday through Friday. Students can check the announcement page on blackboard for updates and reminders of the email announcements the Professor sends outs.
This course will have weekly Journal assignments worth 10 points each for 130 total points. Journal assignments will vary in length and scope. At the end of the syllabus is a detail list of the journal questions that are required for this course. Students will have until 11:59 pm on Friday each week to submit the journal assignment. Students can access the journals via the “journal” link found on the left column on blackboard in the course.
Please pay close attention to the weekly journal assignment directions for full points. Journal assignments will be graded the following week. Students need to check journal assignments for any comments and questions that the Professor may have. Students may need to provide additional information or work in order to earn full points for that week’s journal assignment.
Journals are due on each Friday by 11:59 pm. Late journals will not earn full points. Late journals can earn up to 50% of the points. Late journals will be graded halfway through the semester and at the end of the term.
PERFORMANCE CRITIQUE PAPER:
Students are required to experience one approved live musical performance and write a performance critique about their experience. It is an important part of this course to have students experience performance, critically think about it, and then draft a paper about their experience. At the end of this syllabus is a rubric that outlines the requirements for this performance critique. Please review the rubric prior to experiencing the live performance.
Students will need to include a copy of their theatre ticket on the last page of their paper, proving they attended the show.
A list of approved musical performances will be kept on the announcement page of the blackboard course. The Professor will update offerings as musicals are announced. There are limited offerings, so students need to plan immediate what musical they plan to see and purchase tickets to secure them.
Approved musicals as of 8/26.22
Broadway In Detroit: https://www.broadwayindetroit.com/
“Dear Evan Hansen” September 27 – October 9
“Fiddler on the Roof” October 11-16
“Hamilton” November 15 – December 4
*These tickets can be very expensive. Before ordering them, know that these shows often have Rush tickets available on the day of a performance for $25 cash, if you show your student ID. Each ID can purchase two tickets at this rate for best available seats. Each show varies. Sometimes this doesn’t happen. The instructor works with the theatre and will email out information as it becomes available.
Detroit Opera https://detroitopera.org/
“The Valkyries” September 17-20
“Faust” November 12-20
* Student ticket rates may be available by contacting the ticket office.
Meadow Brook Theatre https://www.mbtheatre.com/little-shop-of-horrors
“Little Shop of Horrors” October 5 – 30
*Student ticket rates may be available by contacting the ticket office.
This musical experience is outside of the videos and full-length musicals required in the course schedule.
Students will be able to earn up to 25 points in extra credit if they submit a second performance critique paper on an approved musical performance or video.
Students should compose their papers in MLA format with college level writing that includes an opening and closing paragraphs. Students should directly compose thoughts related to each area of the rubric. Critiques must be at least three full pages long, pages numbered, 10-to-12-point type, Times New Roman font, doubled spaced, 1-inch margins. Students writing more than five pages are taking the assignment too seriously. Students should compose their papers by following the rubric requirements. Students are expected to use the courses vocabulary terms in the paper. Students should bold each vocabulary term and use a minimum of 20 terms in your paper.
Papers can only be submitted for grading to the professor via the assignment link found in the content section of the course. All papers must be submitted as word.doc. Other document formats will not be accepted. Students will have until the due date to submit the appropriate file format. If the paper is not submitted correctly on time, please be aware of the late paper policy.
If you struggle with writing and need support, please visit our Writing Center on Detroit Mercy’s McNichols campus. The Professor will gladly review a draft of your paper with a 48-hour notice. All papers are due on due dates.
Live Performance Critique Paper
Extra Credit Performance Critique (optional)
November 18, 2022
December 9, 2022
MUSICAL THEATRE RESEARCH PAPER:
Students will be assigned a topic for their paper by October 21, 2022, which will be on a musical theatre composer or production. The Professor will attempt to match your interests and major with ideas found in a musical for your paper. Once the topic is assigned, students are allowed to ask for a new topic by meeting with the Professor (virtually or office appointment) to discuss your concerns and ideas. Topics cannot be changed after October 31, 2022.
A paper rubric with requirements can be found at the end of this syllabus for this paper. Please review and follow the rubric requirements closely when researching and composing your paper.
Students are required to use three sources that does not include our textbooks.
Students should compose their papers in MLA format with college level writing that includes an opening and closing paragraphs. Students should directly compose thoughts related to each area of the rubric. Papers must be at least five full pages long, include page numbers, 10-to-12-point type, TNR, doubled spaced, 1-inch margins. A works cited page is required but doesn’t count toward the page total. Students writing more than ten pages are taking the assignment too seriously.
Students are strongly encouraged to schedule a video chat with the Professor to discuss your musical theatre paper assignment if you have questions or concerns about finding sources.
Students will need to research their topic by using the library’s resources. Additional sources are acceptable including newspaper reviews, interviews on podcasts, film or television.
Students will be required to have a works cited page with at least three resources. One resource must be a book.
The final paper will be due on December 2, 2022, by 11:59 pm.
Step Three: how to study for this course
The Professor recommends the following study strategy to be successful in this course.
1. Read and understand assignments for entire week found in course schedule (found in syllabus or unit folders in blackboard)
a. The course schedule is divided into 16 units.
b. In blackboard – click on the Unit tab in the left column.
i. Each unit has a folder with an overview of the course schedule for that unit.
ii. Inside: Links to content information:
1. Question for the Professor
2. Chapter PowerPoint links
3. Chapter Listening Links
4. Video Content Links
5. Quizzes or Test/Exam Links
2. Read Professor weekly email and understand (usually on Mondays)
3. Read and understand weekly journal assignment questions (found at the end of this syllabus and on the journal assignment links in blackboard.)
4. Text Book Chapter Study:
a. Read the chapter
b. Listen to the musical example while following the text book
c. Read/listen to the Chapter PowerPoint
d. Take notes about chapter highlighting the vocabulary terms used in the chapter and main themes.
e. Questions: Ask question on the chapter discussion forum or privately email the Professor.
5. Video Study:
a. Watch assigned videos
i. Take notes on major themes. Note: fine details will not be covered on the quizzes or exams but the major themes will.
ii. Often the videos connect directly to the Chapter text.
iii. Questions: Ask question on the chapter discussion forum or privately email the Professor.
6. Repeat steps 4 and 5 to cover all assigned readings and videos for the week.
7. Complete and submit the Journal Assignment due that week by 11:59 pm on Friday.
8. Complete and submit paper Assignments due that week by 11:59 pm on Friday.
9. Review all notes from previous chapters in preparation for any quiz or exam.
10. Complete any quiz or exam by 11:59 pm on Friday.
Remember – all tests are open book and notes. The Professor provides a study guide for the midterm and final exams on the Friday before the exam are due.
1. Relax and refresh yourself for the following week.
A reminder: Detroit Mercy’s policies: During a traditional 14-week semester: A three credit course should have 37.5 hours of content during a term. That equals approximately 2.5 hours each week. Students should expect 5 hours of homework or study time each week for a three-hour class to be successful.
Step Four: understand course policies
EVALUATION AND GRADING
Project Due Date Points
Journals: 6 weekly journal assignments 20 points each
Quiz 1: Ch 1-4
Quiz 2: Ch 5-15
Quiz 4: Ch 22-28
Performance Critique Paper
Musical Theatre Research Paper
Extra Credit Performance Critique Paper
Total Points 980
100 – 93 = A 92 – 90 = A- 89 – 87 = B+ 86 – 83 = B 82 – 80 = B- 79 – 77 = C+
76 – 73 = C 72 – 70 = C- 69 – 67 = D+ 66 – 63 = D 62 – 60 = D- Below 60 = F
LATE PAPER POLICY
Students should turn all papers in on time. The Professor will allow for late papers, but the student will lose 10% for each day the paper is late. No papers are accepted 10 days after the due date. Students should avoid using this policy.
Incompletes are reserved for extraordinary circumstances such as personal emergences that can be documented. An incomplete is granted when in the judgment of the Instructor a student can successfully complete the work of the course without attending regular class sessions. Incompletes, which are not converted to a letter grade within six months, will automatically revert to an F (failing grade).
NOTE FROM THE PROFESSOR
No syllabus can account for all possible situations. Keep in mind, therefore, that whatever the circumstances, the applicable standard is that participants in this class are expected to conduct themselves as adults, accepting responsibility for themselves and their work while demonstrating respect for themselves and other people involved in the class.
The Professor has a ZERO tolerance policy on cheating, plagiarizing and academic dishonesty. If a student is caught or is connected to an issue the Professor reserves the right to fail them and kick them out of the course immediately. This means no sharing papers, helping each other take tests and exams, stealing opinions from reviews from local papers, plagiarizing from the theatre’s program or anything associated with academic dishonesty. Just do your own work. Cite your sources and be a responsible adult.
Step Five: understand Detroit Mercy policies
Student Support Resources: University of Detroit Mercy has a wide array of support services available for free to all students. We encourage all members of the community to be aware of this list of student support resources—including contact information for reporting incidents or concerns. Students can also refer to the webpage for Current Students. COVID-related concerns, about yourself or anyone else, should be reported through the COVID referral form.
Technology Recommendations: University of Detroit Mercy Information Technology Services (ITS) posts current recommendations for student technology needs—including hardware, software, and internet connectivity—on their website.
Important Announcements: Important messages will be communicated through Blackboard and/or emailed to your Detroit Mercy email address.
University-Authorized Absences: The university recognizes that attending class is essential for student learning and engagement. In cases of university-authorized absences for university-sponsored activities, religious observances, or exigent circumstances, instructors shall provide students the opportunity to make up missed work without penalty up to 10% of the course meeting time. Instructors shall determine how students may access, substitute, and/or submit missed work. Students are responsible for all course content and activities missed due to university-authorized absences.
Instructional Continuity and Class Cancellation: Instructional continuity refers to the continuation of instruction during unforeseen campus closure or instructor absence. Should the need to cancel a class session occur, students will be contacted through Blackboard and/or their Detroit Mercy email address. The following procedures will be in place to ensure continuity of instruction in this course: [Faculty should describe their plan(s)]. Students are responsible for all course material provided through this instructional continuity plan.
Disability Support Services
The University of Detroit Mercy is committed to providing equitable access to learning opportunities for all students. The Office of Disability Support Services collaborates with students who have disabilities to arrange reasonable accommodations. In the event that you encounter any barrier(s) to full participation in this course due to the impact of your disability, please contact a member of the Disability Support Staff. Our office will confidentially discuss the barriers you are experiencing and explain the eligibility process for establishing academic accommodations.
It is important that if you require an academic accommodation due to a documented disability, emergency medical condition, temporary disability or require special arrangements to be proactive in this process by requesting the accommodations before or at the start of every semester.
Title IX: Sexual violence and sexual harassment are contrary to our core values and have no place at the University of Detroit Mercy. In accordance with Title IX and related laws, Detroit Mercy prohibits sex and gender-based discrimination, including discrimination toward pregnant and parenting students. If you experience sexual violence or sexual harassment that limits your ability to participate in this course or any other Detroit Mercy program or activity, there are resources and options available. Please be aware that I am not a confidential resource, and that I will need to disclose alleged incidents of sex or gender-based discrimination to the university’s Office of Title IX. You may also contact Megan Novell, the Title IX Coordinator, directly by calling 313.993.1802 or emailing email@example.com to learn about supportive measures and options that are available to students alleging or alleged to have engaged in sex or gender-based discrimination.
Reporting Bias-Motivated Incidents: University of Detroit Mercy is committed to fostering a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated (Discrimination and Harassment Prevention Policy) and should be reported by contacting the Dean of Students.
Compliance with Student Policies: University of Detroit Mercy students are expected to be familiar with and comply with student-related policies and practices, including those found in the Detroit Mercy Student Handbook. The Student Handbook also contains contact information for the Dean of Students and the Dean of each College/School.
Academic Integrity: As members of an academic community engaged in the pursuit of truth and with a special concern for values, University of Detroit Mercy students must conform to the highest standard of honesty and integrity in their academic work. The fundamental assumption under which the University operates is that work submitted by a student is a product of their own efforts. Among the most serious academic offensives is plagiarism, submitting the ideas or work of another source without acknowledgment or documentation. The consequences of plagiarism or any act of academic dishonesty may range from failure in a course to dismissal from the university.
Course copyright: All course materials students receive or have online access to are protected by copyright laws. Students may use course materials and make copies for their own use as needed, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the Student Code of Conduct, and/or liable under Federal and State laws. In addition, distributing completed essays, labs, homework, exams, quizzes, or other assignments constitutes a violation of the Student Conduct policy.
Recording of Class Sessions: Video/audio recordings of class sessions (face-to-face or online) may be recorded for the benefit of students in the class. Recordings will be shared via platforms with access limited to other members of the class. I will attain consent from students if recordings of student comments or images will be shared with a broader audience. Students are prohibited from recording class sessions unless instructor permission has been granted. In the case of ADA accommodations, recordings of class sessions may not be shared or distributed.
Religious Observances: It is the policy of University of Detroit Mercy to respect the faith and religious obligations of each student. Students with exams and classes that conflict with their religious observances should notify their instructor at the beginning of the semester in order to work out a mutually agreeable alternative. Please note that, regardless of whether an absence is “excused” or “unexcused,” the student is responsible for all missed course content and activities.
Blackboard: In this course we will be using Blackboard for assignments, activities, and/or discussion. Students should have regular access to Blackboard and their Detroit Mercy email. The use of student data in Blackboard conforms to the Family and Educational Rights and Policy Act (FERPA) and information policies of University of Detroit Mercy. Downloading the Blackboard mobile app will also allow you to view content and participate in courses on an iOS or Android mobile device.
Universal Design for Learning: I am committed to the principle of universal learning. This means that our classroom, virtual spaces, practices, and interactions have been designed to be as inclusive as possible. If you have a particular need, please email me or arrange a meeting with me so I can help you learn in this course. I will treat any information that you share as private and confidential. Contact Disability Support Services to seek official accommodations due to a disability or emergency medical condition.
Learning Environment: Universities provide a safe haven for multiple perspectives and for disagreement and dissent. However, all of our conversations should be pursued in the spirit of mutual respect and civility. Together we will work to create an environment in which every voice and perspective is heard and respected. The use of harmful or exclusionary language, including language that is racist, sexist, homophobic, or transphobic, would erode what we are trying to accomplish in our course and is not acceptable in the university classroom.
IMPORTANT DETROIT MERCY LINKS
2022-2023 Student Handbook
CLAE Academic Integrity and Plagiarism Policy
COURSE OVERVIEW AND SCHEDULE
WK Unit Reading Assignments including all side bars Listening Assignments
from each chapter Video Assignments Due dates
Aug. 29 – Sept. 2 1 Welcome to Class!
Ch. 1: The Birth of “Staged” Music
Ch. 2: Developing Genres in the 18th Century: Ballad Opera and Singspiel
Ch. 3: Developing Genres in the 18th Century: Opera Buffa and Dramma Giocoso
Musical Example 1
Musical Example 2 and 3
Musical Example 4
Syllabus Review Statement
Sept. 5-9 2
Ch. 4: The Musical Stage in the American Colonies
Ch. 5: France and Spain in the 19th Century
Ch. 6: The Serious and the Not-So-Serious: Italy, Germany and Austria in the 19th Century
Musical Example 5a and 5b
Musical Example 6
Musical Example 7 Broadway Ep 1 Part 1 (21:22)
Broadway Ep 1 Part 2 (23:41)
Broadway Ep 1 Part 3 (12:11 Journal
Sept. 12-16 3
Ch. 7: England in the 19th Century: Gilbert and Sullivan
Ch. 8: The United States in the Early 19th Century
Ch. 9: New American Genres of the Later 19th Century
Ch. 10: Operetta in American, 1880-1903
Musical Example 8
Musical Example 9
Musical Example 10 and 11
Musical Example 12 and 13 Broadway Ep 2 Part 1 (23:34)
Broadway Ep 2 Part 2 (22:12)
Broadway Ep 2 Part 3 (11:18) Quiz 1: Ch 1-4
Sept. 19-23 4 Ch. 11: The Continuing Dominance of Operetta
Ch. 12: Challenges of Operetta
Ch. 13: The Princess Shows
Ch. 14: Increasing Drama on the Stage
Musical Example 14
Musical Example 15 and 16
Musical Example 17
Musical Example 18 and 19 Broadway Ep 3 Part 1 (23:17)
Broadway Ep 3 Part 3 (11:33)
Sept. 26-30 5
Ch. 15: Musical Theatre of the Lighter Kind
Ch. 16: Great Partnerships of the Early Book Musical: Kern and Hammerstein
Ch. 17: Great Partnerships of the Early Book Musical: Rodgers and Hart
Ch. 18: Great Partnerships of the Early Book Musical: The Gershwins (1)
Musical Example 20
Musical Example 21
Musical Example 22
Musical Example 23 Video: Showboat (1:47:46) Rent for $2.99
02_Gershwin-Porgy and Bess (13:48)
Quiz 2: Ch. 5-15
Oct. 3-7 6
Ch. 19 Great Partnerships of the Early Book Musical: The Gershwins (2)
Ch. 20: Great Solo Acts: Irving Berlin
Ch. 21: Great Solo Acts: Cole Porter and Other Efforts in the 1930s Musical Example 24
Musical Example 25
Musical Example 26
Oct. 10-14 7 Fall Break and Midterm Exam
Late Journal Check
Oct. 17-21 8
Ch. 22: New Achievements From Familiar Names: Rodgers and Hart, Irving Berlin
Ch. 23: A Cole Porter Renaissance and the Rise of Recognition
Ch. 24: Politics and Social Commentary
Musical Example 27 and 28
Musical Example 29
Musical Example 30 Broadway Ep 4 Part 1 (23:09)
Broadway Ep 4 Part 2 (21:16)
Broadway Ep 4 Part 3 (12:39)
Oct. 24-28. 9 Ch 25: Rodgers and Hammerstein: Oklahoma!
Ch 26: Rodgers and Hammerstein: Carousel and South Pacific
Ch 27: Rodgers and Hammerstein: The King and I and The Sound of Music
Ch 28: Lerner and Loewe Musical Example 31
Musical Example 32 and 33
Musical Example 34 and 35
Musical Example 36 and 37 Video: Oklahoma! – Act 1: (1:52:50) FREE
Video: Oklahoma! – Act 2: (1:03:41) FREE Journal
Oct. 31 – Nov. 4 10 Ch 29: Leonard Bernstein
Ch 30: Jule Styme ad Frank Loesser
Ch 31: Meredith Willson and Others Faces of the 1950s
Ch 32: New Names in the Lights in the 1960s
Ch 33: Sondheim in the 1960s: Flash in the Pan?
Musical Example 38 and 39
Musical Example 40 and 41
Musical Example 42 and 43
Musical Example 44
Musical Example 45 Broadway Ep 5 Part 1 (22:45)
Broadway Ep 5 Part 2 (22:42)
Broadway Ep 5 Part 3 (11:38)
Quiz 4: Ch 22-28
Nov. 7-11 11 Ch 34: New Partnerships: Bock and Harnick
Ch 35: New Partnerships: Kander and Ebb
Ch 36: New Partnerships: Andrew Lloyd Webber and Tim Rice
Ch 37: Wunderkinder of the 1970s
Ch 38: Sondheim in the 1970s: The Endless Experiments Musical Example46 and 47
Musical Example 48 and 49
Musical Example 50 and 51
Musical Example 52
Musical Example 53 and 54 Musical “Company” – FREE
Nov. 12-18 12 Ch 39: Andrew Lloyd Webber Without Time Rice: Cats and Starlight Express
Ch 40: The Luxuriant Lloyd Webber
Ch 41: The New Team in Town: Schonberg and Boublil
Ch 42: New Names, New Teams in the 1980s Musical Example 55 and 56
Musical Example 47 and 58
Musical Example 59 and 60
Musical Example 61
Broadway Ep 6 Part 1 (23:31)
Broadway Ep 6 Part 2 (22:22)
Broadway Ep 6 Part 3 (11:42)
Live Performance Critique Paper Due
Nov. 21-25 13 Thanksgiving
Nov. 28 – Dec. 2 14 Ch 43: Stephen Sondheim: Never a Formula
Ch 44: A Surge of “Soloists”
Musical Example 62 and 63
Musical Example 64 and 65 Research Paper Due
Dec 5-9. 15 Ch 45: Team Efforts – The 1990s and Beyond
Ch 46: Whither Musical Theater?
Hamilton Musical PowerPoint Musical Example 66 and 67
Musical Example 68 and 69 Video: Hamilton – on Disney Plus
Late Journals for
Extra Credit due
Late Journal Check
Dec. 12-16 16 Final Exam
Final Due by 11:59 pm on Friday 12/16/22
*Professor reserves the right to change or alter the syllabus at anytime.
LIVE PERFORMANCE CRITIQUE GRADING RUBRIC
*Include copy of ticket on last page of paper.
Possible Points Points Earned
MLA format, 3-5 full pages, double-spaced, 1 inch margins, 12 point font, Parenthetical Citations (if commentary from program notes or elsewhere is used at all) 0
Proficiency in Spelling, Grammar, Punctuation, sentence structure, verb tense. Including an opening and closing paragraph. 0
Vocabulary Terms: Students need to use a minimum of 10 vocabulary terms from the semester in your paper. Please bold each vocabulary term in your paper.
0 -1 point for every vocabulary term not used or bolded.
Philosophical and Thematic Ideas/Issues/Meaning
Critically think about the performance and directly state and discuss a minimum of two themes and ideas (each worth 20 pts). Please provide examples from the performance supporting each theme or idea. (This is not a plot summary).
Then reflect on each theme or idea and write about the impact it had on you or the impact it could have on an audience member. (20 pts) Students are encouraged to think deep and write about their connection to the value and how it impacted their lives. Is there a connection to social justice?
Questions to ponder: What are the ideas of the play? Are they presented clearly? By the end of the play do you know everything you need to know? Is the play complete? What is the play about? Are there more than one idea being presented? What are the major values of the play? What is the style of the play? Is the story clear? What characters challenged me to find empathic for their situation? What should I be learning from the story? Was there a moment that made you uncomfortable? Why was this show written and performed? Are the ideas clear? Overall opinion.
Sets, Lighting, Costumes & Sound:
Discuss all four areas of design. Provide an example for each while connecting it to whether the design elements were successful in contributing to the production’s mood. What design elements worked to further the goals of the production? Each design area worth 5 points. 20
Evaluation of the performers
From the reading of the text, videos in this course and through observations during performance, evaluate the performers (10 pts) What characters stood out? Provide examples from the music (10 pts) (they sang) on how the performers elevated the mood, “stole the show”, or captured your attention.
Provide two examples of characters while citing songs from their performances. Discuss using course vocabulary, your opinion and what you learned from the experience. 20
LIVE PERFORMANCE CRITIQUE- Due November 18, 2022
MUSICAL THEATRE RESEARCH PAPER: Due December 2, 2022
Topics assigned. Write a 5-7-page paper following the rubric below. Please write the paper in order of the rubric and add bold headers in-between sections identifying areas. Remember to bold vocabulary terms in the paper. Students must include a works cited page with a minimum of three sources. One source must be a book. Course textbooks do not count toward three sources but can be used.
Description Possible Points Points Earned
Opening paragraph: overview of paper
Composer History and Select Production
Introduce and discuss the background information on the composer. Select one or more of their Broadway Musicals to discuss in this paper. Identify the musical (s) and provide background information.
All papers must use the original Broadway productions and composers for the main topic of information in the paper. Revivals and film versions are not allowed. Discuss the history of the musical, why it was written, the time-period where it was produced and/or any interesting facts you discovered while researching your topic.
Research both the production and the composer. Look for reviews from credible critics and sources, interviews on podcasts and media sources.
Why is this production and/or composer groundbreaking or special?
Was the production recognized with awards?
Crown Jewels of Musical Theatre
(passed down from Kern to Rodgers to Sondheim to Brown…)
1. An American musical theater built on the primacy of the text.
2. An ambition and commitment to write good music for good theatre.
3. A determination to compose one’s own music regardless of book style, or locale.
4. A disciplined method of creation devoted to tireless exploration and meticulous craftsmanship.
5. An uncompromising creative spirit
Discuss how your composer or production was influenced by the crown jewels of musical theatre that were passed down from generation to generation. Connect all five jewel’s themes to your production and discuss their impact.
Musical Theatre: The Music: research and explain the creative process of the production or composer. How were the songs created? Who created them. What methods were employed? What other composers (from this course) write in similar methods?
Music: Dramatic Function
Select three songs from your musical and discuss them in your paper. Discuss each song’s form, musical achievements and dramatic function of the song inside of the musical. Make sure you use vocabulary terms from the textbook to discuss the three songs.
Briefly discuss the plot of the musical and discuss how the music impacted it. What was your favorite song from the musical? Explain significance of songs to the characters, the musical or career and what the audience can take from the performance.
Musical Theatre: Social Justice
Discuss the influence and/or impact the production or composer had on musical theatre history (10 points). Find a social justice component to the production or composer’s work and explain its impact. Discuss social justice topic, personally reflect on it and discuss how the world can be a better place by audience members being impacted by it (20 points).
Closing paragraph: conclusion
Vocabulary Terms: Students need to use a minimum of 20 vocabulary terms from the semester in your paper. Please bold each vocabulary term in your paper. 0 -1 point for every vocabulary term not used or bolded.
Format and sources:
Students should compose their papers in MLA format with college level writing that includes an opening and closing paragraphs. Students should directly compose thoughts related to each area of the rubric.
Papers must be at least five full pages long, pages numbered, 10 to 12 point type, Times New Roman, doubled spaced, 1-inch margins.
A works cited page is required but doesn’t count toward the page total. Students are required to use three sources that doesn’t include text our textbooks. One source must be a book. Podcast, interviews, reviews are all acceptable.
Please write the paper in order of the rubric and add bold headers in-between sections identifying areas.
Students writing more than ten pages are taking the assignment too seriously. Required
Week Unit Journal Assignment
Aug. 29 – Sept. 2 1 Introduce yourself: 250 word minimum. Tell me about yourself. Major, Year, and where you are from. What is your passion? How do you think this class will impact your education and life? Discuss any knowledge or experience you have with the Arts: specifically, music and theatre. Outside of theatre, what style of music do you enjoy listening too and why? 5 points
Connect chapter vocabulary with real life music: Select one of your favorite songs. In 100 words explain the following: Who composed the music? Who was the librettist? Describe the song or a performance of the song with three vocabulary terms from the first three chapters. 5 points
Sept. 5-9 2 Chapter 4: What is your favorite Strophic Form song? Provide the title, explain how it is a strophic form song and finally explain why it’s your favorite. 5 points
Chapter 5: Meter Settings: Duple, Triple and Quadruple. Briefly explain each setting and provide a music song example. You cannot use the examples from the textbook. 5 points
Sept. 12-16 3 The Broadway videos for this week cover numerous topics, songs, and artists that are not covered in our textbook. Please select three of these topics, songs, and artists and explain why they are important. 50 word minimum for each. Total of 150 words. 10 points.
Sept. 19-23 4 Creative exercise, 10 points: Early American musical theatre had productions featuring many popular songs. From your life, select five songs that you consider as popular and create a musical. Try to keep it simple, while having fun.
Step One: Create a title for the show and brief synopsis of your musical.
Step Two: Program list: include at least five songs and list the order of music in your musical. Remember to include song title, composer and lyrist and what year the song was created.
Finally explain how the songs connect to the overall story and/or plot.
Have fun with this.
Sept. 26-30 5 Show Boat Musical: After you have completed this week’s readings and viewing of “Show Boat,” 10 points
Please select one song from the show and research it.
Please post the lyrics and discuss the form of the song.
Provide musical background information on the song and explain the purpose of the song in the musical.
Finally, offer personal reflection on the song. What does it mean to you?
Oct. 3-7 6 Who is the “Great Mr. Abbott”? 100 words min. 5 points
What are the five dramatic elements of a book musical and explain their purpose? 5 points
Oct. 10-14 7 No Journal Assignment
Oct. 17-21 8 Irving Berlin and Cole Porter: Select a musical from each composer and compare them. Discuss the composer’s style, process, and the outcome of the musicals. Finally offer insight to which composer you prefer and why. 10 points.
Oct. 24-28 9 Oklahoma! Musical: After you have completed this week’s readings and viewing of the “Oklahoma,” 10 points
Please select one song from the show and research it.
Please post the lyrics and discuss the form of the song.
Provide musical background information on the song and explain the purpose of the song in the musical.
Finally, offer personal reflection on the song. What does it mean to you?
Oct. 31- Nov. 4 10 Select two musical examples from this week’s chapter readings from two different composers. Compare and contrast both musical examples and offer your opinion. 10 points
Nov. 7-11 11 Upon viewing “Company”, select two contrasting songs from the musical. In separate paragraphs, explain each song’s form, type, and dramatic function. In a third paragraph compare and contrast these songs using the vocabulary from the course. 10 points
Nov. 12-18 12 Broadway video question: Briefly outline the major changes to Broadway in the late 80s-present day, according to the video. 5 points
From the Broadway video, select one of the musicals covered and discuss it. Include title, composer, what is surprising to you about the show, and if it was a success or not. Finally offer your opinion on why it was a success or why it failed. 5 points.
Nov. 21-25 13 No Journal Assignment
Nov. 28- Dec. 2 14 Select one musical example from Unit 13 and briefly discuss the song form, the dramatic function of the song and finally offer your critique of the song and the musical it is from. 10 points
Dec. 5-9 15 As we wrap up the semester, how has your view of music in the theatre changed over the course of this semester? 10 points
Dec. 12-16 16 No Journal Assignment