Senior Music and Musical Theatre Collaborative Learning Activity

Course: AMU4M

Grade: 12

Unit: Storytelling and Music 

Curriculum Expectations: 

A1.1 apply the creative process when performing increasingly complex and difficult notated and/or improvised music

A1.2 apply the creative process when composing and/or arranging increasingly complex musical works 

A2.3 apply the elements of music and related concepts effectively and with increasing skill and creativity when composing and/or arranging music in a variety of forms

B1.1 deconstruct with increasing skill and insight the elements and other components of music through score study of and purposeful listening

B3.1 analyse and assess the impact of the study of music on their self-awareness, their expressive capabilities, their awareness of social issues, and their understanding of others

B4.3 demonstrate an understanding of the benefits of their continuing involvement in a variety of aspects of the arts community

Checklist of Success Criteria: 

• Students will use the creative progress to analyze the relationship between music and storytelling in musical theatre

• They will apply music theory knowledge to create character themes and motifs 

• Work collaboratively in groups to stage a play with musical scoring, promote the show, and perform for an audience

• Deepen their appreciation and understanding for collaborating across artistic disciplines 

Project Outline: 

Music students will form groups of 4 with another group of 4 from the Musical Theatre class. Groups from the Musical Theatre class will be assigned a scene from the play they are working on. Music students are to create musical underscoring or snippets that reflect the narrative of the story. Each scene needs to include at least one 1 1/2 minute to 2 minute length piece. Duration of the project will run for one semester.

Collaborative Rehearsals and Discussions:

• Students from both classes discuss how music establishes the setting, narrative, characters, and mood

• Two classes per week will be allocated to team meetings where students brainstorm ideas and begin composing

• Students will develop leadership and collaborative skills through critical thinking, problem-solving, and time management skills

Production 

• Musical theatre performance at the end of the semester (presented to classes/to the school/the community)

• Music can be pre-recorded or performed live with the live actors 

• Classes will collaborate with the school’s tech team to work out sound, lights, and other tech aspects required for the show

• Promotion for the production organized by students

Reflection and Evaluation 

• Students will complete weekly journal entries on their journey through the creative process and reflect on how the production is coming together

• Groups will informally assess each other through peer-discussion and evaluation about a month before the production goes up. Scenes will be rehearsed and performed in front of their peers (3 classes and upwards per week of collaboration should be allotted by this point) 

• End of term self-assessment form/checklist on their leadership development 

Assessment Tools: 

• Journal reflections (summative, students reflect on the learning process, challenges they face, how they have navigated these problems, successes and new-found learnings) 

• Peer assessments (formative, to share artistic visions with peers, receive peer feedback) 

• Collaborative rehearsals with musical theatre groups (formative, to plan out ideas, make revisions, put ideas into production. Dress rehearsals can serve as summative evaluations) 

• Live musical production (summative evaluation) 

• End of project self-assessment form/checklist (formative)

Kingston, March 2025