By Victor V. Bobetsky associate professor and Director of the Teacher Education Program in Music at Hunter College of the City University of New York, Russell L. Robinson
Because the first musical theater publication specifically for center college productions, The Magic of center college Musical offers a step by step consultant for achievement. Bobetsky techniques making plans and generating musicals within the context of a curricular unit of research and contains recommendations for assessing pupil studying.
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Extra resources for The Magic of Middle School Musicals: Inspire Your Students to Learn, Grow, and Succeed
It also allows any colleagues who may be working with you on acting, directing, and choreography to help you evaluate students’ potential from another perspective. When choosing lead characters, you will want to see if the students can project their speaking voices, display confidence onstage, and demonstrate the necessary singing ability for the role. For the first two criteria, have your students perform a prepared monologue. The passage can come from selected portions of the show’s script that you distribute and assign in advance, or the stu- AUDITIONING AND CASTING PROCEDURES 33 dents can choose their own material (not necessarily related to the show).
Here are some additional items you should plan for: How, when, and where you will schedule auditions. Rehearsal times and locations for each group involved in the performance (main characters, chorus, dancers, band students, stage crew, tech crew, lighting crew)—highlight when each group will need to use the auditorium. Uninterrupted time in the auditorium for the art teacher and students to create and design the scenery. Times and locations for combined rehearsals, which will take place in the auditorium beginning two weeks prior to the performance, and dress rehearsals, which will take place one or two days before the performance.
Now it is time to fill the minor speaking roles. As you conducted the auditions for lead roles, you may have noticed certain students whose personalities, mannerisms, or physical qualities seemed well suited to one of these smaller parts. If such a student was not selected for a lead role, cast him or her in the smaller part. In addition, there may be a student whose abilities are limited but who really wants to be in the cast. One teacher told me about a talented boy with a developmental/physical problem that caused him difficulty figuring out spatial relationships.