Unit 3: Blocking

Musical Theatre 15/25/35

Rationale

The goal of unit 3 is to create the basic framework of the show and its

transitions. During this time students will also begin to dive into bringing their

characters through script analysis. Through character analysis they will create a

background to support character choices and show growth through the progression of

the show. The same is expected of those with non-named roles.

Assessment for students is based on observation of character growth with a

personal reflection of their character when blocking is finished. Further reflection of

growth will be assessed as more pieces are added to the show through choreography

and into full production.

During the duration of staging students will also begin designing non-

performance aspects of the show such as lighting, sound, set, and costumes. This is to

teach understand of other jobs/competencies required in musical production. The

beginning of each class will be used to update the class(company) on what is being

worked on, what needs help, and when tasks will be completed. This encourages all

students to participate in different areas of production. Daily reports are required to

ensure students stay on task, and progress can be tracked.

 Unit Plan Grid Organizer

Unit Topic: Blocking Grade Level: 10/11/12 Strand: Musical Theatre 15/25/35
GLEs in full:

Preparation/Rehearsal
 Make effective use of rehearsal time
 Develop self-discipline to use undirected time to advantage
Performance
 Use and respond to stage directions
 Pick up cues effectively
 Distinguish between oneself as a performer and character
 Memorize required text, music, and choreography
Reflection/Evaluation
 Critique performance of self and others
 Identify dominant mood of a scene/score
 Examine the historical context of Musical Theatre selections

SLEs in full:

Drama

Technique
1. Use the voice to communicate character, situation, and style
2. Create effective entrances and exits, consistent with character, situation, and style
3. Create and maintain “illusion of first time” in rehearsal and performance
4. Play character’s transitions
5. Show consistency of character while acting, singing, and dancing
6. Sustain character through a scene or musical number
7. Display appropriate character relationships with all characters in scene and musical number
 8. Create action consistent with character’s motivation
9. Communicate meaning and character through voice, movement, gesture, and facial expression
10. Demonstrate the ability to focus on, and achieve the objective of a scene or musical number
11. Recognize, create, select and sustain physical details of the character from scripted material and/or vocal score
12. Perform a scene or monologue from a musical
Interpretation
1. Demonstrate the ability to focus on, and achieve the character’s immediate moment-to-moment objectives within the scene
or musical number
2. Demonstrate the ability to focus on, and achieve the character’s main objective for a scene or musical number
3. Demonstrate the ability to focus on, and achieve the character’s overall objective throughout the entire musical.
4. Make logical acting choices consistent with the character, situation and style of the selected material
5. Analyze script/score for character’s transitions
6. Analyze script to create antecedent action for character
7. Analyze script/score for explicit clues to character
8. Analyze text to determine a character’s motivation
Elective
1. Enhance performance through technical theatre/design components (lighting, sound, costume, set, properties, make-up,
management.

Music/Materials to be learned in the lesson:

 Blocking to Fiddler on the Roof Act 1

 Blocking to Fiddler on the Roof Act 2
 Theatre Tech/Design
o Set Design
o Lighting Design
o Sound Design
o Props
o Costumes
 Lesson Plan Summaries
(point form descriptions of your activies)
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
Oct. 29 Technique  Analyze (B) motivation of  Lead students in a physical warm-up and FA-Observation
1-10 character (P) in Fiddler on stretch.
Interpretation the Roof score (M)  Present set design to students for the first
5-8  Demonstrate (B) scene and explain groundwork.
knowledge of the objective  Discuss the context of the scene, and its
of the scene (P) In Act 1 historical significance-is there a
Scene 10 of Fiddler on the connection to present day?
Roof  Stage-Act 1 Scene 9/10
 Following basic blocking, run scene as
many times as time permits
 Following class, have students sign up on
the backstage sign up sheet. Students may
sign up under set, tech, costumes/makeup,
props, or crew.
Oct. 30 Technique  Design (B) various aspects  Meet with full company at the beginning FA-Observation,
3 blocks 1-10 of technical theatre and of class. Those that are not needed in Google Form
(2 hours) Interpretation design(P) for Fiddler on scenes will disperse to begin work on
5-8 the Roof (M) other specific aspects of the show as
Elective  Analyze (B) Character assigned. One of two teachers will be free
1 traits (P) based on to help where needed.
instances from Act 1  Students will be required to submit
Scenes 1,2,3. completed task list to google forms
  Discuss family atmosphere with actors,
ask what clues the script gives to
character traits.
 Stage the beginning of the show. Do each
scene separately, going back to run all
three after.
 Act 1 scene 1
 Act 1 Scene 2
 Act 1 Scene 3

Oct. 31 Technique  Design (B) various aspects  Meet with whole class to brief on tasks FA-Observation,
1-10 of technical theatre and for the day. Those not needed for staging Questioning, Google
Interpretation design(P) for Fiddler on will work scenes they have staged the day Form
5-8 the Roof (M) before or continue backstage tasks.
Elective  Analyze (B) Character’s  Google form must be completed after
1 motivation (P) based on class with record of tasks started/finished.
text examples from Fiddler  Discuss the context of the scenes with
on the Roof (M) actors. What is the mood? What are the
hints? What are motivations? How do you
know?
 Act 1 Scene 4
 Act 1 Scene 5
 Run scenes after if time permits.
Nov. 1 Technique  Create (B) effective  Meet with full company. Discuss what FA-Observation,
1-10 entrances and exits tasks can be completed or begun. Questioning, Google
Interpretation consistent with character  Breakout into groups to continue Form
5-8 (P) For Act 1 Scene 6 of backstage tasks. Remind students to fill
Elective Fiddler on the Roof out google form at the end of class to
1  Design (B) various aspects track progress.
of technical theatre and  Discuss mood of the scene being staged
today. Ask students if they know of any
 design(P) for Fiddler on
the Roof (M)
 Display(B) appropriate
character relationships(P)
during blocking/staging
rehearsal (M)
Nov. 2 Technique  Design (B) various aspects
1-10 of technical theatre and
Interpretation design(P) for Fiddler on
5-8 the Roof (M)
Elective  Demonstrate (B) ability to
1 achieve objective of
character(P) in Act 1
Scene7/8 of Fiddler on
Nov. 5 Technique  Reflect (B) on personal
1-12 growth of character (P) in
comparison of Act 1 and 2
Interpretation of Fiddler on the Roof(M)
1-8
Elective
1 Remind them to post on google form after
parallels or have experienced anything
similar to the mood of the scene.
 Act 1 Scene 6
 Once blocking is done, run through if
time permits.
 Ask each group to present their FA-Observation,
projects/tasks to the class. Questioning, Google
 Discuss the dream scene. Ask students Form
about what is happening, why is it funny?
 Begin blocking. Those few not needed are
free to continue working on backstage
tasks, have them fill out google form
following class.
 Act 1 Scene 7-run again if time permits.
 Let those not needed for scene 8 go and
continue on backstage tasks.
 Act 1 Scene 8-discuss what about this
scene is seen as faux pas. Is there
significance today?
 Stage scene. Run scene again if time
permits.
 Meet with full company. Discuss what FA-Observation,
tasks they are aiming to complete by Questioning, Google
Thursday, as there will be a run-through Form
of the show on Friday.
 Let all non-principal cast break out to
continue work on backstage tasks.
class.
  Discuss character growth with principals.
Ask how they have changed thus far in
the show. Will they change more? How
do you know?
 Begin blocking. If there are principals not
in the scene, have them work blocking for
other scenes.
 Act 2 Scene 1/3-block and run if time
permits.
 Introduce character development
assignment
Nov. 6 Technique  Find connections(B)  Meet with full company and discuss FA-Observation,
1-12 between mood of music scenes for the day. Do a poll of who is Questioning, Google
and text of scene(P) in needed. Ask those not needed for staging Form
Interpretation blocking rehearsal of what tasks can be done. Remind them to
1-8 Fiddler on the Roof(M) fill out form.
Elective  Discuss the scenes. How have chorus
1 characters developed? What is the chorus
backstory? Are there couples? Are you
married? Class?

 Act 2 Scene 2/-run music in No. 2, then

block scene. Run through again
 Act 2 Scene 4/5-block and run through
scenes as many as time permits.
Nov. 7 Technique  Analyze (B) motivation  Gather company to discuss the day. Have FA-Observation,
1-12 of character (P) based discussion about scene 6. What does it Questioning, Google
on text and contextual remind you of? Ask students if they’d like Form
Interpretation background(M) to share a story. How does it relate to the
1-8 atmosphere set in the scene?
Elective
 1  Let students know that they have the
choice to work on what tasks they had or
watch blocking and working of scene 6.
 When blocking is finished, have students
go to work on backstage tasks, again
reminding them of google forms.
 Act 2 Scene 7-Block and run as many
times before end of class
 Remind students about character
reflection assignment
Nov. 8 Technique  Analyze (B) growth of  Meet with company. Ask if there is FA-Observation,
1-12 character from beginning anyone having issues with projects, send Questioning, Google
to end (P) in Fiddler on the off to continue/finish off what they can Form
Interpretation Roof(M) for the week if they are not needed for
1-8 staging. (GOOGLE FORMS)
Elective  Act 2 Scene 7/8-stage and run finale.
1  Ask principals how characters have
developed. What is the resolution of inner
conflict?

Nov. 9  Demonstrate (B) ability to  Stumble Through run of show (without FA-Observation,
Technique consistently stay in songs) Questioning, Google
1-12 character (P) for entirety of  Inform students when they are not needed Form
scenes in Fiddler on the on stage, they should sit and observe
Interpretation Roof(M) either from the wings silently, or in the SA-Character growth
1-8 audience. development