LAB CREATOR OVERVIEW FOR:
Unit # 0 - Overview
Unit # 0 - Handout # 1 - Syllabus |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/Syllabus.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/Syllabus.doc |
Unit # 0 - Handout # 2 - Song Structure Handout 1 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongStructureHandout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongStructureHandout1.doc |
Unit # 0 - Handout # 3 - Song Structure Handout 2 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongStructureHandout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongStructureHandout2.doc |
Unit # 0 - Handout # 4 - AABA Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/AABAHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/AABAHandout.doc |
Unit # 0 - Video # 1 - Overview | ||
VIDEO: | LENGTH of Video: 18:34 |
Unit # 0 - Video # 2 - Song Structure | ||
VIDEO: | LENGTH of Video: 4:27 |
Unit # 0 - Video # 3 - AABA STRUCTURE | ||
VIDEO: | LENGTH of Video: 5:20 |
Unit # 0 - Assignment # 1 - Overview Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/OverviewAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/OverviewAssignmentPrintout.doc |
Online version of assignment text: Overview Assignment Please answer whichever of the following questions are of interest to you, including none or all of them. 1. Why do you want to write? 2. Why do you want to write lyrics? 3. Have any of your lyrics been performed, or produced, or recorded? If so, tell me a little about that. 4. How does musical theatre fit into your professional life and life-goals? 5. Send me three lyrics of yours which you’d like me to see. Please include a very brief context for each lyric -- who’s singing it, and what’s happened right before the music starts? (I won’t comment on them, I promise, but they might make for interesting points of reference in our feedback sessions.) |
Unit # 0 - Assignment # 2 - Song Structure Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/SongStructureAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/SongStructureAssignmentPrintout.doc |
Online version of assignment text: Structure Assignment Part One -- For each of the following three scenarios, describe a possible song structure you might choose which matches the shape of the dramatic content. Don't worry about pretty prose; bullet points are fine. Once you've written the bullet points, assign letters A, B and C, which roughly correspond to the content. Scenario 1. A monkey has always wanted to fly, and she's finally presented with an opportunity. The problem is that she'd have to join the Wicked Witch of the West's army in order to get the ability to fly. She's torn about signing the oath of allegiance being presented to her by the head Flying Monkey. Scenario 2. We're onboard a tiny research vessel which has just hauled up a zillion dollars worth of old Spanish gold coins. The owner of the vessel has gone down to the ocean bottom for one last haul, presenting two crew members with the opportunity to stage an accident, and pocket some coins for themselves. Scenario 3. Mom is suspicious about her grandson's bruises. Does she call Social Services, or give her son the benefit of the doubt one more time? Example 1: Example 2: Part Two. Sketch out three scenarios which might lend themselves to the structure ABAB. Examples: Part Three. Sketch out three scenarios which might lend themselves to the structure ABAC. Examples: You write: |
Unit # 1 - The Idea
Unit # 1 - Handout # 1 - Book Lab Overview |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout1.doc |
Unit # 1 - Handout # 2 - Some Definitions |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout2.doc |
Unit # 1 - Handout # 3 - Sample Scene from Gypsy |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout3.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Handout3.doc |
Unit # 1 - Exercise # 1 - The Idea – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit1_Exercise1.doc |
Unit # 1 - Video # 1 - The Idea | ||
VIDEO: | LENGTH of Video: 35 minutes |
Unit # 1 - Assignment # 1 - Action Loops |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit1_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit1_Assignment1_Printout.doc |
Online version of assignment text: In this assignment, you will be creating and analyzing Action Loops for a hypothetical musical called Zoo Guard: the Musical. Tommy Redfeld is desperate to win a bet with his buddies that he can get past the zoo guard without paying. The musical is the story of his many attempts to slip past the zoo guard. Tommy’s Unwavering Want: To get past the zoo guard without paying. What temporary goals does Tommy try to accomplish in this room, in this moment to further his unwavering goal of getting past the zoo guard? For each one of the nine different tactics, supply the following: Please use the example on page two of the Assignment Printout for the format of your assignment. Hint: Part of the assignment is about following instructions. |
Unit # 1 - Assignment # 2 - Adaptation/Conflict |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit1_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit1_Assignment2_Printout.doc |
Online version of assignment text: 1. Adaptation: Write a description of an adaptation of “The Three Little Pigs” using Personal Conflict (Man vs. His Society) as the dominant source of conflict. (Write one paragraph for the beginning of the story; one paragraph for the middle; and one paragraph for the end. One page maximum) 2. Write a description of a variation on the iconic “Boy meets girl; boy loses girl; boy gets girl back” storyline, and identify whether you are using Extra-Personal, Personal, or Inner Conflict as the main source of conflict. (Write one paragraph for the beginning of the story; one paragraph for the middle; and one paragraph for the end. One page maximum) 3. Model: Choose one of your favorite movies as a model, and write a description of an original story that uses the movie as a model. Put your main character into a situation where he/she has to choose between two evils; or two goods. (Write one paragraph for the beginning of the story; one paragraph for the middle; and one paragraph for the end. One page maximum). |
Unit # 1 - Lyric Lab Overview
Unit # 1 - Handout # 1 - Lyric Lab Syllabus |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit1_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit1_Handout1.doc |
Unit # 1 - Video # 1 - Lyric Lab Overview | ||
VIDEO: | LENGTH of Video: 10 minutes |
Unit # 1 - Video # 2 - Writing in a Structure | ||
VIDEO: | LENGTH of Video: 6 minutes |
Unit # 1 - Assignment # 1 - Overview Assignment |
This assignment has 5 question(s) for 20 points each for a total of 100 possible point(s). The total points needed for a pass are: 1 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit1_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit1_Assignment1_Printout.doc |
Online version of assignment text: Please answer whichever of the following questions are of interest to you, including none or all of them. 1. Why do you want to write? 2. Why do you want to write lyrics? 3. Have any of your lyrics been performed, or produced, or recorded? If so, tell me a little about that. 4. How does musical theatre fit into your professional life and life-goals? 5. Send me three lyrics of yours which you’d like me to see. Please include a very brief context for each lyric -- who’s singing it, and what’s happened right before the music starts? (I won’t comment on them, I promise, but they might make for interesting points of reference in our feedback sessions.) |
Unit # 1 - Introduction
Unit # 1 - Handout # 1 - Lesson Overview |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit1_Handout1.pdf |
DOC File: |
Unit # 1 - Handout # 2 - Sample Starter Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit1_Handout2.pdf |
DOC File: |
Unit # 1 - Exercise # 1 - Musical Models |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/music_Unit1_Exercise1.pdf |
DOC File: |
Unit # 1 - Video # 1 - Introduction Video | ||
VIDEO: | LENGTH of Video: 8.5 minutes |
Unit # 1 - Video # 2 - Musical Modeling | ||
VIDEO: | LENGTH of Video: 14.5 minutes |
Unit # 1 - Assignment # 1 - Student Introduction |
This assignment has 1 question(s) for 15 points each for a total of 15 possible point(s). The total points needed for a pass are: 10 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit1_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit1_Assignment1_Printout.doc |
Online version of assignment text: Please answer whichever of the following questions are of interest to you — 1. Why do you compose music? |
Unit # 1 - Assignment # 2 - Sample Score |
This assignment has 1 question(s) for 15 points each for a total of 15 possible point(s). The total points needed for a pass are: 10 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit1_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: Obtain your own permanent copy of one piano/vocal score written by either Richard Rodgers, Frank Loesser or Stephen Sondheim. We encourage you to purchase this copy, but you may copy it from a library. Make sure it's the entire piano-vocal score — not excerpts. Send me a paragraph to tell me why you chose this score. We are aware that the VIDEO for this unit says to acquire three scores, but that requirement has changed since the video was made. You now only need to obtain ONE score. |
Unit # 1 - Overview – Why Outline?
Unit # 1 - Handout # 1 - Script for Gypsy |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_Gypsy.pdf |
DOC File: |
Unit # 1 - Video # 1 - Why Outline? | ||
VIDEO: | LENGTH of Video: 20 minutes |
Unit # 1 - Assignment # 1 - Overview |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit1_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit1_Assignment1_Printout.doc |
Online version of assignment text: Read the copy of the libretto for Gypsy (book by Arthur Laurents, lyrics by Stephen Sondheim) that is available as the Handout for this Unit. (NOTE: You will not receive any feedback for this assignment!) |
Unit # 1 - Advanced Lyric Overview
Unit # 1 - Handout # 1 - Advanced Lyric Lab Syllabus |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit1_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit1_Handout1.doc |
Unit # 1 - Video # 1 - Advanced Lyric Overview | ||
VIDEO: | LENGTH of Video: 8 minutes |
Unit # 1 - The Ballad
Unit # 1 - Handout # 1 - The Ballad – A Definition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Handout.doc |
Unit # 1 - Handout # 2 - SCRIPT – The Rabbit Hole |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_RabbitHole.pdf |
DOC File: |
Unit # 1 - Exercise # 1 - The Ballad – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Exercise.doc |
Unit # 1 - Assignment # 1 - The Ballad |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ballad_Assignment.doc |
Online version of assignment text: Write a ballad for a specific moment in Act II, Scene 1 of David Lindsay-Abaire’s play The Rabbit Hole. In the play, this moment is a stage direction: Left alone, Howie is reeling but trying not to show it. He drinks his beer… Before you begin writing, jot down some notes regarding the problem in the play from Howie’s point of view. Who is having a harder time with the mourning process – Howie or Becca? Why? What is the impact of this on the stage direction in question? What is Howie feeling at this exact moment, and how does it affect Howie’s behavior in the following pages of the scene, especially the sequence with Jason? The stage direction tells us he is “reeling” – which in itself suggests a level of discomfort. What is he feeling? Why does this feeling cause him to be “reeling?” The song must explore this moment in a way that the stage direction cannot. The parameters: This is to be an A-A-B-A song. You may write a short intro to the song if you like. If you write more than one refrain consisting of A-A-B-A, you may write a contrasting C section between the refrains if you like. The song could have either of the following forms: A-A-B-A, A-A-B-A; A-A-B-A-C-A-A-B-A; or A-A-B-A-B-A (with or without intro in each case). You may invent other permutations of the form. However, make sure we hear once through A-A-B-A before you do anything creative with the form. Lyricists: write the lyrics, as well as a description about what each stanza is hoping to accomplish. Include some notes about Howie's subtext, as well as perhaps some ideas of how much of his thoughts he can say out loud to Becca, and how much he must keep to himself. Composers: write the music, as well as a brief description about the Howie's state of mind, and how you're hoping that is reflected in your music. Include some notes about how you're trying to use the music to convey the words which Howie is not speaking out loud (either to himself or to his wife Becca). |
Unit # 1 - The Shape of Things
Unit # 1 - Handout # 1 - The Shape of Things – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/1.-The-Shape-of-Things-Text.pdf |
DOC File: |
Unit # 1 - Exercise # 1 - The Shape of Things – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/1.-The-Shape-of-Things-X.pdf |
DOC File: |
Unit # 1 - Video # 1 - The Shape of Things – Book | ||
VIDEO: | LENGTH of Video: 5:14 |
Unit # 1 - Video # 2 - The Shape of Things – Lyrics | ||
VIDEO: | LENGTH of Video: 5:50 |
Unit # 1 - Video # 3 - The Shape of Things – Music | ||
VIDEO: | LENGTH of Video: 5:06 |
Unit # 1 - Assignment # 1 - The Shape of Things – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/1.-The-Shape-of-Things-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 1 - Demo for Bookwriters
Unit # 1 - Handout # 1 - Sample Handout from Outlining Lab – 20 QUESTIONS TO ASK ABOUT YOUR STORY IDEA |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit3_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit3_Handout1.doc |
Unit # 1 - Exercise # 1 - Sample Exercise from Outlining Lab – DEALING WITH FEEDBACK |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Exercise1.doc |
Unit # 1 - Video # 1 - Sample Video from Book Lab – THE IDEA | ||
VIDEO: | LENGTH of Video: 35 minutes |
Unit # 1 - Assignment # 1 - Sample Assignment – EXPOSITION |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment1_Printout.doc |
Online version of assignment text: Write an exchange of dialogue between Mr. and Mrs. Cherry, a husband and wife of 35 years, in which the audience learns information of which both husband and wife are fully aware. Write one exchange for EACH of the scenarios detailed below. Use no more than four sentences per exchange. Write the exchange in two ways. Example #1: Neighbor exposition which they would say to each other: Example #2: Neighbor exposition which they would say to each other: Scenarios for Assignment: |
Unit # 1 - Progression
Unit # 1 - Handout # 1 - Progression Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionHandout.doc |
Unit # 1 - Handout # 2 - Progression Examples |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionExamplesHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionExamplesHandout.doc |
Unit # 1 - Exercise # 1 - Progression Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Progression_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Progression_Exercises.doc |
Unit # 1 - Video # 1 - Progressions | ||
VIDEO: | LENGTH of Video: 9:45 |
Unit # 1 - Video # 2 - Progression Examples | ||
VIDEO: | LENGTH of Video: 50:00 |
Unit # 1 - Assignment # 1 - Progression Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 85 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProgressionAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProgressionAssignmentPrintout.doc |
Online version of assignment text: Progression Assignment For each of the following thesis statements, identify a progression which might convey its meaning in an AABA refrain, and then write a four-sentence outline, in prose, about the content of each of the A’s and the B. Don’t write the lyric itself; write the name of the progression, and a description of each of the sections. Thesis 1 - My feelings about you have changed. Example Thesis: I can’t sleep unless you’re next to me. Progession which will convey the thesis’ meaning: Problem/Solution A - I can’t sleep unless you’re next to me. (identifies problem) |
Unit # 2 - The Outline
Unit # 2 - Handout # 1 - Six Suggested Steps to an Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout1.doc |
Unit # 2 - Handout # 2 - Language in an Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout2.doc |
Unit # 2 - Handout # 3 - Story Structure Worksheet |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout3.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Handout3.doc |
Unit # 2 - Exercise # 1 - The Outline – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit2_Exercise1.doc |
Unit # 2 - Video # 2 - The Outline | ||
VIDEO: | LENGTH of Video: 26 minutes |
Unit # 2 - Assignment # 1 - Sample Outline |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit2_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit2_Assignment1_Printout.doc |
Online version of assignment text: 1. Go through the first two steps of an outline (Three Phrase Beginning/Middle/End and Premise) for the show that you pitched in the Exercise for Unit #1, or for any other show you are currently working on. 2. Go through the next three steps (Swill Outline; Rough Outline; First Draft of Outline) for the first two scenes of your show. |
Unit # 2 - Assignment # 2 - Character Worksheet |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit2_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit2_Assignment2_Printout.doc |
Online version of assignment text: 1. Design a Character Worksheet listing the personality traits and background information you feel you should know about a character before trying to invent that person’s speech pattern(s). This can start with biographical information: Name, Age, Family relationships, etc. It can also include some physical information (big wart on nose, etc.) and then into cultural habits (movies, music, novels, hobbies, and the like). You might also include a famous actor or literary model (who would be the perfect person to cast in this role?). Feel free to be creative, and come up with as many items as you can. Create this worksheet as if it were an application, with blanks to fill in. 2. Fill in the blanks for the lead character of the show you outlined in Assignment #1. |
Unit # 2 - Rhyme
Unit # 2 - Handout # 1 - Rhyme – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit2_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit2_Handout1.doc |
Unit # 2 - Handout # 2 - Marking Rhyme Schemes |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit2_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit2_Handout2.doc |
Unit # 2 - Exercise # 1 - Rhyme – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit2_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit2_Exercise1.doc |
Unit # 2 - Video # 1 - Rhyme | ||
VIDEO: | LENGTH of Video: 41 minutes |
Unit # 2 - Assignment # 1 - Rhyme |
This assignment has 40 question(s) for 2 points each for a total of 80 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit2_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit2_Assignment1_Printout.doc |
Online version of assignment text: 1 Submit ten pairs of words which demonstrate masculine rhyme. 2 Submit ten pairs of words which demonstrate feminine rhyme. 3 Submit ten pairs of words which demonstrate triple rhyme. 4 Submit ten pairs of words which demonstrate near rhyme. |
Unit # 2 - The Female Voice
Unit # 2 - Handout # 1 - Vocabulary & Range |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit2_Handout1.pdf |
DOC File: |
Unit # 2 - Handout # 2 - Musical Modeling |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit2_Handout2.pdf |
DOC File: |
Unit # 2 - Exercise # 1 - Exploring Common/Optimal Range |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit2_Exercise1.pdf |
DOC File: |
Unit # 2 - Video # 1 - The Female Voice | ||
VIDEO: | LENGTH of Video: 29 minutes |
Unit # 2 - Assignment # 1 - Vocal Chart – Female |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit2_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Create a vocal chart for all the female characters in the musical. Write a few words about each of the following questions. Shorthand is possible; I am not looking for an essay in complete sentences, rather use bullet-point notes which demonstrate you are thinking about the answers to these questions.: • Compare the ranges for each voice type. |
Unit # 2 - Assignment # 2 - Color and Range – Female |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit2_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: In this assignment, let us compare operatic uses of these voice models in order to better understand their distinctions. Even if you are less familiar with opera the comparison may be useful since many composers of music theatre have been very familiar with uses of the voice types in opera and operetta or also composers in that genre. Just listen to the following examples and make notes on your thoughts. Mezzo-Soprano • Carmen — Habañera. This aria may be found in Act I and is sung by the main character, Carmen. Although the opera is tragic, the early acts are lighthearted and Carmen is very flirtatious in this number. Composer: Georges Bizet. • Samson et Dalila — Mon coeur s’ouvre à ta voix. This aria may be found in Act II and is sung by Delilah as she tempts Samson into telling her his secret. Composer: Camille Saint-Saëns. • Vanessa — Must the winter come so soon? This modern American opera is very dark and involves two women, Vanessa (sop.) and her niece Erika (mezzo). Vanessa is awaiting the return of her lover after twenty years. When his son arrives complications ensue. Erika sings the aria in the first act. Composer: Samuel Barber.(CLICK HERE TO LISTEN Soprano • The Magic Flute — Ach, Ich Fühl’s. This aria is may be found in Act II and is sung by Pamina who is in love with the tenor, Tamino. He is keeping a vow of silence and she does not understand why he will not speak to her. Composer: Wolfgang Amadeus Mozart.(http://www.youtube.com/watch?v=dmHyA4WsJAM) • Porgy And Bess — Summertime. This aria may be found at the beginning of the opera and is sung by Clara as she trys to encourage her baby to sleep. Composer: George Gershwin.(http://www.youtube.com/watch?v=d1LAOQKwD54&feature=fvst) • Susannah — The Trees On The Mountain. Based on the biblical story of Susannah, this opera is set in Appalachia. This folk song opens the second act. Composer: Carlyle Floyd. (http://www.youtube.com/watch?v=Vks4LNbIm1I&feature=related) Coloratura Soprano • The Magic Flute — Der Hölle Rache. This famous revenge aria may be found in Act II and is sung by the Queen of the Night. Composer: Wolfgang Amadeus Mozart. (http://www.youtube.com/watch?v=DvuKxL4LOqc&feature=related) • Ariadne auf Naxos — Zerbinetta’s Aria. This aria plays out in the one act opera — though it is preceded by a lengthy prologue. A troupe of performers are forced to perform their comic and dramatic offerings at the same time. Composer: Richard Strauss. (http://www.youtube.com/watch?v=ezEEH-Ls1lU&feature=related) • Ballad of Baby — Gold Is A Fine Thing. “The Silver Aria” is sung by Baby Doe toward the end of Act One. The opera takes place in 1880’s Colorado. Composer: Douglas Moore. (http://www.youtube.com/watch?v=gaiBfU5MnzU&feature=related) • The Rake’s Progress — No Word From Tom/I Go To Him. Anne Truelove longs for her missing lover, Tom, and vows to go to London to search for him in this aria and cabaletta. Composer: Igor Stravinsky (http://www.youtube.com/watch?v=Xo2LtFXlgA8) |
Unit # 2 - Step 1: 3 Phrase Beginning/Middle/End
Unit # 2 - Handout # 1 - Six Steps to an Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Handout1.doc |
Unit # 2 - Handout # 2 - Types of Conflict |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Handout2.doc |
Unit # 2 - Exercise # 1 - 3 Phrases Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Exercise1.doc |
Unit # 2 - Video # 1 - 3 Phrase Beginning/Middle/End | ||
VIDEO: | LENGTH of Video: 17 minutes |
Unit # 2 - Assignment # 1 - Three Phrases/Types of Conflict |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit2_Assignment1_Printout.doc |
Online version of assignment text: 1. Write at least three different Three-Phrase Beginning/Middle/End groups for the |
Unit # 2 - Character Through Diction
Unit # 2 - Handout # 1 - Character Through Diction |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Handout2.doc |
Unit # 2 - Exercise # 1 - Character Through Diction – 1 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Exercise1.doc |
Unit # 2 - Exercise # 2 - Character Through Diction – 2 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Exercise2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Exercise2.doc |
Unit # 2 - Video # 1 - Character Through Diction | ||
VIDEO: | LENGTH of Video: 37 minutes |
Unit # 2 - Assignment # 1 - Character Through Diction |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit2_Assignment2_Printout.doc |
Online version of assignment text: Character Through Diction |
Unit # 2 - The Comedy Song
Unit # 2 - Handout # 1 - The Comedy Song – A Definition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Handout.doc |
Unit # 2 - Handout # 2 - SCRIPT – Becky Shaw |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_Becky_Shaw.pdf |
DOC File: |
Unit # 2 - Exercise # 1 - The Comedy Song – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Exercise.doc |
Unit # 2 - Assignment # 1 - The Comedy Song |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Assignment.doc |
Online version of assignment text: Write a comedy song for the character of Becky to sing in Act 2 Scene one from Gina Gianfriddo’s play Becky Shaw. The moment will be for the character of Becky at the very beginning of the scene, when she's describing her awful night. In this scene Becky is “rehearsing” a story she plans to tell her employer, trying to determine how best to use the story to her advantage. The employer, Andrew enters immediately, and she gets right on with her plan. You will not let Andrew enter. Instead, you will write a comedy song for Becky to sing, as she deals with her “problem.” Remember, the source material is a play, not a musical. That means the characters are not necessarily transparent. You will have to read the entire play to fully understand why Becky is “rehearsing” at the top of this scene. Her rehearsal may or may not be the topic of your song. Whatever topic you choose for the song, the song will be about Becky trying to solve her problem, her complaint, if you will. Make a list of aspects of the character’s personality that might affect the song. Put some specific language on the list, nouns, verbs, and OK, if you must, adjectives and adverbs, that relate to the moment in the scene. Outline the progress of the song: What is the thesis, how does it develop and where does it end (beginning, middle, end). Do this before you begin writing. Lyricists: write the lyrics, as well as a description about what each stanza is hoping to accomplish. Include some notes about Becky's subtext, and what kind of reaction she's hoping to get from Andrew. Composers: write the music, as well as a brief description about the Becky's state of mind, and how you're hoping that is reflected in your music. Include some notes about Becky's subtext, and what kind of reaction she's hoping to get from Andrew. |
Unit # 2 - The Devil is in the Details
Unit # 2 - Handout # 1 - The Devil is in the Details – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/2.-The-Devil-is-in-the-Details-Text.pdf |
DOC File: |
Unit # 2 - Exercise # 1 - The Devil is in the Details – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/2.-The-Devil-is-in-the-Details-X.pdf |
DOC File: |
Unit # 2 - Video # 1 - The Devil is in the Details – Book | ||
VIDEO: | LENGTH of Video: 8:35 |
Unit # 2 - Video # 2 - The Devil is in the Details – Lyrics | ||
VIDEO: | LENGTH of Video: 5:24 |
Unit # 2 - Video # 3 - The Devil is in the Details – Music | ||
VIDEO: | LENGTH of Video: 5:20 |
Unit # 2 - Assignment # 1 - The Devil is in the Details – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/2.-The-Devil-is-in-the-Details-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 2 - Demo for Lyricists
Unit # 2 - Handout # 1 - Sample Handout from Lyric Lab 1 – PROGRESSIONS HANDOUT |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProgressionHandout.doc |
Unit # 2 - Exercise # 1 - Sample Exercises from Lyric Lab 1 – PROGRESSION EXERCISES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Progression_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Progression_Exercises.doc |
Unit # 2 - Video # 1 - Video Sample from Lyric Lab 1 – PROGRESSIONS | ||
VIDEO: | LENGTH of Video: 9:45 |
Unit # 2 - Assignment # 1 - Sample Assignment – PROGRESSIONS |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProgressionAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProgressionAssignmentPrintout.doc |
Online version of assignment text: Progression Assignment For each of the following thesis statements, identify a progression which might convey its meaning in an AABA refrain, and then write a four-sentence outline, in prose, about the content of each of the A’s and the B. Don’t write the lyric itself; write the name of the progression, and a description of each of the sections. Thesis 1 - My feelings about you have changed. Example Thesis: I can’t sleep unless you’re next to me. Progession which will convey the thesis’ meaning: Problem/Solution A - I can’t sleep unless you’re next to me. (identifies problem) |
Unit # 2 - Prosody and Scansion
Unit # 2 - Handout # 1 - Prosody Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProsodyHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ProsodyHandout.doc |
Unit # 2 - Handout # 2 - Scansion Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ScansionHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ScansionHandout.doc |
Unit # 2 - Exercise # 1 - Scansion Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Scansion_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Scansion_Exercises.doc |
Unit # 2 - Video # 1 - Prosody | ||
VIDEO: | LENGTH of Video: 9:20 |
Unit # 2 - Video # 2 - Scansion | ||
VIDEO: | LENGTH of Video: 17:52 |
Unit # 2 - Video # 3 - Terms You’ll Never Need to Know | ||
VIDEO: | LENGTH of Video: 0:53 |
Unit # 2 - Video # 4 - Scansion Exercises | ||
VIDEO: | LENGTH of Video: 13:39 |
Unit # 2 - Assignment # 1 - Prosody Assignment Part 1 |
This assignment has 4 question(s) for 25 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment1Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment1Printout.doc |
Online version of assignment text: Prosody Assignment - Part 1 Repairing Prosody |
Unit # 2 - Assignment # 2 - Prosody Assignment Part 2 |
This assignment has 8 question(s) for 10 points each for a total of 80 possible point(s). The total points needed for a pass are: 60 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment2Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment2Printout.doc |
Online version of assignment text: Prosody Assignment - Part 2 Part Two - Matching Accents |
Unit # 2 - Assignment # 3 - Prosody Assignment Part 3 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment3Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment3Printout.doc |
Online version of assignment text: Prosody Assignment - Part 3 Hark the Herald Angels Sing/America the Beautiful Repair the lyric in both songs. You are not to change a single note of music. Note: in the music of Hark! the Herald Angels Sing, several of the measures call for a melisma (more than one note on a single syllable). In your rewrite of the lyric, try to preserve this musical idea. For example, in the last two notes of measure 2, the original lyric was “si-ing” on two notes--attempt in your rewrite to find a new single syllable to function as a melisma, just as in the original. NOTE: You will find the MUSIC for this assignment in the Prosody Assignment Part 3 PRINTOUT (link below). |
Unit # 2 - Assignment # 4 - Prosody Assignment Part 4 – Optional |
This assignment has 7 question(s) for 10 points each for a total of 70 possible point(s). The total points needed for a pass are: 50 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment4Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ProsodyAssignment4Printout.doc |
Online version of assignment text: Prosody Assignment - Part 4 Optional COMPOSERS’ Assignment: There are voices in my head NOTE: You will find the MUSIC for this assignment in the Prosody Assignment Part 4 PRINTOUT (link below). |
Unit # 2 - Assignment # 5 - Scansion Assignment |
This assignment has 40 question(s) for 2 points each for a total of 80 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ScansionAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ScansionAssignmentPrintout.doc |
Online version of assignment text: Scansion Assignment Whene’er he heard a tale of woe meter:_________________________ Tokyo weather is mercifully meter:_________________________ What though I’m in a sorry case? meter:_________________________ When the moon hits your eye like a big pizza pie meter:_________________________ The other night, from cares exempt, meter:_________________________ You ask if sugar’s good for little boys meter:_________________________ Bark. Bark. Woof. Woof. meter:_________________________ You’ll see my name in lights again meter:_________________________ “When do we eat?” said the master ventriloquist, meter:_________________________ Part Two Scansion Assignment 2.1 - Write and scan eight lines of perfect iambic tetrameter using only masculine rhymes. Mark ictus, mora and virgule. |
Unit # 3 - The Rough Draft
Unit # 3 - Handout # 1 - Tips About Exposition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout1.doc |
Unit # 3 - Handout # 2 - Format Guidelines |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout2.doc |
Unit # 3 - Handout # 3 - Word Templates |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout3.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Handout3.doc |
Unit # 3 - Handout # 4 - Sample Script Pages |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3Handout4.docx |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Handout4.pdf |
Unit # 3 - Exercise # 1 - The Rough Draft – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit3_Exercise1.doc |
Unit # 3 - Video # 3 - The Rough Draft | ||
VIDEO: | LENGTH of Video: 29 minutes |
Unit # 3 - Assignment # 1 - Neighbor/Stranger Exposition |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment1_Printout.doc |
Online version of assignment text: Write an exchange of dialogue between Mr. and Mrs. Cherry, a husband and wife of 35 years, in which the audience learns information of which both husband and wife are fully aware. Write one exchange for EACH of the scenarios detailed below. Use no more than four sentences per exchange. Write the exchange in two ways. Example #1: Neighbor exposition which they would say to each other: Example #2: Neighbor exposition which they would say to each other: Scenarios for Assignment: |
Unit # 3 - Assignment # 2 - Character Through Diction/Subtext |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit3_Assignment2_Printout.doc |
Online version of assignment text: Download the short scene from the Assignment Printout which is purposefully written without much character in the dialogue. Rewrite the scene, giving the dialogue more specificity, with clues telling us what kind of people are talking (use the Character Sketches below as the basis for your two characters). Your objective here is to infuse the dialogue with character, using language specific to the character. This will help the lyricist create a song with the characters’ language patterns, and even using some of the actual specific language of the dialogue if appropriate. It will also help the composer create music that is pertinent to these particular people. Please think about the following questions before you write each line of dialogue: CHARACTER SKETCHES Let the characters’ language accomplish basically the same scene as the one that follows on the next page, but with much more information about who they are and what they want from each other. Remember, the key to dialogue is subtext. Let us learn what the characters really think and feel through what they say, but don’t let them articulate exactly what they really think and feel. But REMEMBER: You don’t have to get ALL the information about these people into this one scene. Use the information to give a flavor to the characters and to their diction. Note: Make sure you use ANMT’s standard formatting for this scene. Get used to it! |
Unit # 3 - Alliteration
Unit # 3 - Exercise # 1 - Alliteration – Exercise 1 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit3_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit3_Exercise1.doc |
Unit # 3 - Exercise # 2 - Alliteration – Exercise 2 |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit3_Exercise2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit3_Exercise2.doc |
Unit # 3 - Video # 1 - Alliteration | ||
VIDEO: | LENGTH of Video: 22 minutes |
Unit # 3 - Assignment # 1 - Alliteration |
This assignment has 21 question(s) for 5 points each for a total of 105 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit3_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit3_Assignment1_Printout.doc |
Online version of assignment text: Alliteration Assignment Using the lyric “Falling in Love with Love” (from The Boys from Syracuse), identify the following: 1. Seven examples of alliteration Indicate each instance by capitalizing the letters which are involved. (Example, from assonance: dAnce, And keep your hAnd out of romAnce) (feel free to use that one, if you wish) Falling in Love with Love I weave with brightly colored strings |
Unit # 3 - The Male Voice
Unit # 3 - Handout # 1 - Vocabulary & Range |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit3_Handout1.pdf |
DOC File: |
Unit # 3 - Handout # 2 - Musical Modeling |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit3_Handout2.pdf |
DOC File: |
Unit # 3 - Exercise # 1 - Exploring Common/Optimal Range |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit3_Exercise1.pdf |
DOC File: |
Unit # 3 - Video # 1 - The Male Voice | ||
VIDEO: | LENGTH of Video: 28.5 minutes |
Unit # 3 - Assignment # 1 - Vocal Chart – Male |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit3_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: • Create a chart similar to the chart you built for your musical modelling in the exercise for this chapter for three singing male characters from the shows of Richard Rodgers. If possible, pick one character each from the three voice types: Bass, Baritone, and Tenor. • Create a similar chart for three singing male characters from the shows of Frank Loesser. • Create a similar chart for three singing male characters from the shows of Stephen Sondheim. • Create a similar chart for one additional male character that does not seem to fit an exact definition of one of the three voice types. • Compare the ranges for each voice type. • Compare the tessitura for each voice type. • What kinds of colors can you identify with each character’s music? • What kinds of musical uses does the composer have for each voice type? • Do the differences in range reflect the dramatic/comedic structure of the show? If so, how? • Does the use of range reflect differences of style between the three composers? If so, how? • Are there differences in the vocal/musical writing between comedic and dramatic characters? • If there are differences between comedic and dramatic uses, what are they? • What kinds of general guidelines for each voice type can you glean from these models? • How does the voice that does not fit the exact model compare to the other characters? • What is different about that voice/character? • Are there unconventional uses you found in the scores for each voice type? If so, what are they? • What other kinds of observations can you make about male voice types? |
Unit # 3 - Assignment # 2 - Color And Range – Male |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit3_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: In this assignment, let us compare operatic uses of these voice models in order to better understand their distinctions. Even if you are less familiar with opera the comparison may be useful since many composers of music theatre have been very familiar with uses of the voice types in opera and operetta or also composers in that genre. Just listen to the following examples and make notes on your thoughts. Bass • Don Giovanni — Don Giovanni! a cenar teco m'invitasti. This music may be found at the end of the opera and is sung by the Commendatore who has come to drag Don Giovanni down to hell. Composer: Wolfgang Amadeus Mozart. (http://www.youtube.com/watch?v=pophzoEXQF8) • Porgy And Bess — Bess You Is My Woman. This duet may be found in Act II and is sung by Porgy and Bess as they prepare for the church picnic. Composer: George Gershwin. (http://www.youtube.com/watch?v=ApZ0lqGIF74) • The Magic Flute — O Isis und Osiris. This aria is may be found at the beginning of Act II and is sung by Sarastro. It is a quintessential bass sound. Composer: Wolfgang Amadeus Mozart. (http://www.youtube.com/watch?v=K_IaJDqz2Zo) • Susannah — I’m A Lonely Man, Susannah. Based on the biblical story of Susannah, this opera is set in Appalachia. This aria in act II is an example of bass-baritone. Composer: Carlyle Floyd. (http://www.youtube.com/watch?v=Cm37jLJm1GM&feature=related) Baritone • The Marriage of Figaro — Se vuol ballare, signor contino. This aria is may be found at the end of Act I. Figaro sings of his plans to outwit the Count (also bass-baritone). Composer: Wolfgang Amadeus Mozart. (http://www.youtube.com/watch?v=_i9H4HeiSGg) • The Old Maid And The Thief — When The Air Sings of Summer. Originally a radio opera, a thief wanders into the lives of three women. Composer: Gian Carlo Menotti. http://www.youtube.com/watch?v=tSbSVCXrFxA) • Ballad of Baby — Warm as the Autumn Light. This aria may be in Act I and is sung by Horace Tabor to his beloved Baby Doe. Composer: Douglas Moore. (http://www.youtube.com/watch?v=C-SK4RO7Jvo) Tenor • The Magic Flute — Dies’ Bildness ist bezaubernd schön. This aria opens the opera and is sung by the hero,Tamino, when he finds a picture of the woman he will come to love. Composer: Wolfgang Amadeus Mozart. (http://www.youtube.com/watch?v=0TnruLf_haY) • Street Scene — Lonely House. This aria is in the first act when Sam addresses the loneliness he has come to feel in a very crowded lower east side neighborhood in New York City. Composer: Kurt Weill. (http://www.youtube.com/watch?v=adVHUTI7R5w&feature=related) • The Rake’s Progress — Here I Stand. This aria is sung by Tom Rakewell as he refuses to settle down with a job to support his intended wife, Anne Truelove. Composer: Igor Stravinsky http://www.youtube.com/watch?v=qn8P5175dHw — about 5 minutes in) |
Unit # 3 - Step 2: Premise Paragraph
Unit # 3 - Handout # 1 - 20 Questions |
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Unit # 3 - Handout # 2 - Sample Premise |
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Unit # 3 - Exercise # 1 - Twenty Questions |
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Unit # 3 - Video # 1 - The Premise/Twenty Questions | ||
VIDEO: | LENGTH of Video: 33 minutes |
Unit # 3 - Assignment # 1 - Premise Paragraph |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit3_Assignment1_Printout.doc |
Online version of assignment text: Referring back to the Three-Phrase Beginning/Middle/End attempts from the last |
Unit # 3 - Substitution
Unit # 3 - Handout # 1 - Substitution |
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Unit # 3 - Exercise # 1 - Substitution Exercise 1 |
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Unit # 3 - Exercise # 2 - Substitution Exercise 2 |
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Unit # 3 - Exercise # 3 - Substitution Exercise 3 |
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Unit # 3 - Video # 1 - Substitution – Part 1 | ||
VIDEO: | LENGTH of Video: 40 minutes |
Unit # 3 - Video # 2 - Substitution – Part 2 | ||
VIDEO: | LENGTH of Video: 30 minutes |
Unit # 3 - Video # 3 - Substitution – Test Hints | ||
VIDEO: | LENGTH of Video: 22 minutes |
Unit # 3 - Video # 4 - Substitution – Assignment Hints | ||
VIDEO: | LENGTH of Video: 11 minutes |
Unit # 3 - Assignment # 1 - Substitution |
This assignment has 30 question(s) for 3 points each for a total of 90 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? NO |
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Online version of assignment text: Substitution Assignment 1. You see how well that men can get along. Avoiding an accent (iambic). In each of the following lines, assume the music has made the third foot a perfect iamb. Make a substitution which will avoid the accent. Scan these as tetrameter, and make substitutions in the third foot only. Your substitution should retain as much of the original meaning as possible. Ensuring an accent. In the following, assume the music has made the third foot iambic. Make a substitution which will ensure the accent. Part Two: Supporting the Meaning Substitute a spondee: Substitute single syllable Over and over he rolled the slow wagon 17/18. Over and over he rolled the slow wagon Supporting the meaning (speeding up). In the following, speed things up by making a substitution at the end of the second line. Supporting the meaning (subtext). In the following, make substitutions to support the meaning. Don’t rewrite the line. Substitute one or two feet with alternate meter. Emptying a foot out completely is an allowable substitution. Retain as much of the original meaning as possible, but with substitutions, emphasize the subtext. Substitution: 24. Well, ain’t that fine news! 25. Don’t look so wise, 26. Remember when you first reached for my hand? 27. There have been a thousand raggy, draggy dances Part Three: Allowing the Phrase to Breathe |
Unit # 3 - The Conflict Duet
Unit # 3 - Handout # 1 - The Conflict Duet – A Definition |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/Songwriting_Duet_Handout.doc |
Unit # 3 - Handout # 2 - SCRIPT – Big Bang Theory |
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DOC File: |
Unit # 3 - Exercise # 1 - The Conflict Duet – Exercise |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Duet_Exercise.doc |
Unit # 3 - Assignment # 1 - The Conflict Duet |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Duet_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Duet_Assignment.doc |
Online version of assignment text: Write a duet for a specific moment in the pilot episode of The Big Bang Theory by Bill Prady and Chuck Lorre. One of the ongoing conflicts in the series is the constant bickering between Sheldon and Leonard, one always correcting or disagreeing with the other, often on nit-picking grounds nobody else would care about or even be interested in. After reading the entire pilot, go back and analyze the scene that begins on page 20 (scene 5), where Sheldon and Leonard are in the car, preparing to rescue Penny’s TV from her former boyfriend. We can assume the ex-boyfriend is somewhat more aggressive than either Sheldon or Leonard …and probably both of them combined. Still, they are bickering – why are we doing this, should we be doing this, can we actually do this, etc. There are also other points of conflict between the two in other areas of the script that might be employed here. Parameters: Write the song with these parameters: 1) The basic shape of the song will be A-A-B-A. However, there may be contrasting sections, melodic and harmonic development along the way. As always, it's best if the audience is treated to once through the “tune” of a song before including variations, but this is not a hard and fast rule. 2) Characterize the song. It is being sung by two very different people - this means the music and words must reflect these differences. Examples of this sort of characterization include I’ll Never Be Jealous Again from The Pajama Game and Like Everyone Else from Side Show. In the Pajama Game example, the music is quite different for each character, whereas in the Side Show example the two characters are delineated more by words and orchestration. In order to provide contrasting music to reflect the different attitudes of Sheldon and Leonard, you may want to create contrapuntal singing. Call and response might also work in this instance, especially if the response is contrary to the call. Other ways of providing subtextual information include reharmonizing portions of the song when the singer’s attitude changes, or creating different accompaniment figures to indicate underlying emotional intentions. These are tools, not requirements. The composer must decide how to characterize this conflict musically, just as the lyricist must decide how to explore the conflict with words. Lyricists: write the lyrics, as well as a description about what each stanza is hoping to accomplish. Composers: write the music, as well as a brief description about how you're hoping the characters' states of mind are reflected in your music. |
Unit # 3 - The Voice of the Character
Unit # 3 - Handout # 1 - The Voice of the Character – Handout |
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DOC File: |
Unit # 3 - Exercise # 1 - The Voice of the Character – Exercise |
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DOC File: |
Unit # 3 - Video # 1 - The Voice of the Character – Book | ||
VIDEO: | LENGTH of Video: 6:12 |
Unit # 3 - Video # 2 - The Voice of the Character – Lyrics | ||
VIDEO: | LENGTH of Video: 5:47 |
Unit # 3 - Video # 3 - The Voice of the Character – Music | ||
VIDEO: | LENGTH of Video: 5:53 |
Unit # 3 - Assignment # 1 - The Voice of the Character – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/3.-The-Voice-of-the-Character-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 3 - Demo for Composers
Unit # 3 - Handout # 1 - Sample Handout from Music Lab – FORM AND SUBSTITUTION |
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Unit # 3 - Exercise # 1 - Sample Exercise from Music Lab – BUILDING A PIANO ACCOMPANIMENT |
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Unit # 3 - Video # 1 - Video Sample from Music Lab – SETTING A LYRIC | ||
VIDEO: | LENGTH of Video: 45.5 minutes |
Unit # 3 - Assignment # 1 - Sample Assignment – STRUCTURE & SUBSTITUTIONS |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Using the song you created in the exercise for this unit with a simple harmonization, create a more complex harmonization. Consider the following: • Harmonic Rhythm: Do the chords increase in frequency toward the end of phrases? • Feel: • Tonality: • Cadences: • Harmonization: • Motion: Once you have explored several options, create a second version of your song with substitutions and structures. Does the altered song version work as well or better than the original? Submit both versions for evaluation and discussion. |
Unit # 3 - Scansion Subtleties
Unit # 3 - Handout # 1 - Scansion Subtleties Handout |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/ScansionSubtletiesHandout.doc |
Unit # 3 - Video # 1 - Scansion Subtleties | ||
VIDEO: | LENGTH of Video: 34:16 |
Unit # 3 - Assignment # 1 - Scansion Subtleties Assignment |
This assignment has 50 question(s) for 2 points each for a total of 100 possible point(s). The total points needed for a pass are: 84 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ScansionSubtletiesAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/ScansionSubtletiesAssignmentPrintout.doc |
Online version of assignment text: Scansion Subtleties Assignment - Part One Scan the following verses, marking: ictus, mora, virgule. Label each with its predominant metrical form (e.g., “trochaic tetrameter” Gather round me, everybody meter:_________________________ In all the towns and cities fair meter:_________________________ Let’s meet on the road to Morocco, meter:_________________________ There's a bright, golden haze on the meadow meter:_________________________ What do you do with a B.A. in English? meter:_________________________ Columbus and his men, they say, meter:_________________________ All around the cobbler's bench meter:_________________________ Oh, what a beautiful mornin' meter:_________________________ Don’t be afraid of the future, meter:_________________________ Scansion Subtleties Assignment - Part Two Scansion Assignment 2.1 - Write and scan eight lines of iambic tetrameter which are perfect except for even numbered lines in which you are to use iambic trimeter. Use only masculine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.2 - Write and scan eight lines of perfect trochaic tetrameter which are perfect except for even numbered lines in which you are to use trochaic trimeter. Use only feminine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.3 - Write a quatrain which scans in the following way: u u / │ u u / │ u u / │ u / u u / │ u u / │ u u / │ u / Scansion Assignment 2.4 - Write a quatrain which scans in the following way: / u u │ / u u │ / u u │ / u / u u │ / u u │ / u u │ / u |
Unit # 4 - Incorporating Songs
Unit # 4 - Handout # 1 - Sample Scene from Green Grow the Lilacs |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit4_Handout1.doc |
Unit # 4 - Handout # 2 - Sample Scene from Oklahoma! |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit4_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit4_Handout2.doc |
Unit # 4 - Handout # 3 - Song Spotting Worksheet – Prep |
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Unit # 4 - Handout # 4 - Song Spotting Worksheet – Example |
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DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit4_Handout4.doc |
Unit # 4 - Exercise # 1 - Incorporating Songs – Exercises |
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Unit # 4 - Video # 4 - Incorporating Songs | ||
VIDEO: | LENGTH of Video: 15 minutes |
Unit # 4 - Assignment # 1 - Incorporating Songs |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
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Online version of assignment text: You and collaborators have decided that the New York City scene (from the Exercise for this Unit) will end with a solo from SHE. The following song is the one that your collaborators deliver to you. Go back and revise your New York City scene to lead elegantly into this song. Feel free to insert dialogue into the song (i.e. between stanzas) if that feels right for your scene. (for example: SHE might make a phone call at some point during the song that points forward to how she will respond to her current feelings). Also make sure you use proper formatting for your scene and song, in preparation for an integrated script and score, referencing the Handout on Formatting from Unit 2.
They come to see the great parade They say how lucky I am that I live here They will not take a moment to look at me I’ve got to get away from here I need to go home – to be with my friends
To listen to a recording of this song, CLICK HERE
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Unit # 4 - Prosody
Unit # 4 - Handout # 1 - Prosody Handout |
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Unit # 4 - Handout # 2 - Euphony Handout |
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Unit # 4 - Video # 1 - Bad Prosody | ||
VIDEO: | LENGTH of Video: 22 minutes |
Unit # 4 - Video # 2 - Euphony | ||
VIDEO: | LENGTH of Video: 22 minutes |
Unit # 4 - Video # 3 - Poetic Meter versus Spoken Meter | ||
VIDEO: | LENGTH of Video: 29 minutes |
Unit # 4 - Video # 4 - Prosody Assignment Video | ||
VIDEO: | LENGTH of Video: 11 minutes |
Unit # 4 - Assignment # 1 - Euphony |
This assignment has 19 question(s) for 5 points each for a total of 95 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? YES |
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Online version of assignment text: Euphony Assignment 1.1 Examine excerpt #7 on the handout (Color and Light from Sunday in the Park with George), and identify in it examples of: 1.2 Create three short euphonious phrases in which the sounds are formed by similar regions of the singer’s lips or mouth (e.g., “Not a Todd, a Donatello” or “Oh, the old folks of yore.”) 1.3 Create three short euphonious phrases formed from “tiny” syllables which are easily articulated with the tip of the tongue or the front of the lips (e.g., “pit a pat o’ butter” or “bitter batter bitter batter”) 1.4 Create three short euphonious phrases in which initial consonants repeat preceding consonants. (e.g., “lonely yellow window washer.”) 1.5 Create three short UN-euphonious phrases which use clustered consonants, probably requiring a distracting amount of diction in order to be understood. (e.g., “couch scratch”) 1.6 Create three slightly longer phrases in which the first third is euphonious, the middle third is UN-euphonious, and the final third is euphonious again. In other words, glunk up the middle parts of three otherwise perfectly lovely phrases. |
Unit # 4 - Assignment # 2 - Prosody Assignment 1 – Repairing Prosody |
This assignment has 4 question(s) for 25 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
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Online version of assignment text: Part One - Repairing Prosody In the Prosody test, there were four examples of lyrics which, if set to strict and absolutely regular music, would result in poor prosody. Your assignment is to re-examine those lyrics and repair the line which is going to cause the problem. As in the test, assume that each and every line is set to music which is strict and absolutely regular, ta-TUM, ta-TUM, ta-TUM, ta-TUM (iambic tetrameter). Find the line which is going to have prosody issues. That is to say, which line is going to have an unaccented syllable fall in an accented location (fa-mi-LY), or vice-versa, which line is going to have an accented syllable fall in an unaccented location? Re-write the line. 1.1 1.2 1.3 1.4 |
Unit # 4 - Assignment # 3 - Prosody Assignment 2 – Matching Accents |
This assignment has 8 question(s) for 10 points each for a total of 80 possible point(s). The total points needed for a pass are: 60 |
Is this assignment Optional for Core? NO |
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Online version of assignment text: Part Two - Matching Accents Assuming each of the following is the first stanza of a refrain. Write a second stanza, matching the prosody exactly. That is to say, if there is a subtle accent in the third foot of the second line, match that same subtlety with a similarly subtle word in the same location in the second stanza. Match the syllables, one for one, and the accents which are associated with them. Exactly. No fudging whatsoever; the point of this exercise is to distinguish subtleties of accent, and to sharpen your skills at replicating them. Don’t worry about rhyme. Example: Here’s what you’re to match The fly that’s in my soup So here’s what you write: The waiter that I’ve called (Note the “IN” of the first line, a weak syllable sitting in a potentially accented location...it’s matched with “THAT” -- equally weak.) 2.1 2.2 2.3 2.4 2.5 2.6 Methinks I saw a black black cat. 2.7 2.8 |
Unit # 4 - Assignment # 4 - Prosody Assignment 3 – Hark the Herald Angels |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit4_Assignment4_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit4_Assignment4_Printout.doc |
Online version of assignment text: Part Three - Hark the Herald Angels Sing/America the Beautiful The lyrics to two famous compositions have been swapped, and the result is bad prosody. Your assignment is to alter the lyrics as little as possible so as to restore good prosody. Repair the lyric in both songs. Each phrase is to retain as much of its original meaning as possible. For example, you might need to rewrite “amber waves of grain” as “amber oceans of grain” or “grain in waves of tan” to allow it to scan correctly, or you might need to find a different color of grain; but try to retain the water/wave metaphor if possible. You are not to change a single note of music. Note: in the music of Hark! the Herald Angels Sing, several of the measures call for a melisma (more than one note on a single syllable). In your rewrite of the lyric, try to preserve this musical idea. For example, in the last two notes of measure 2, the original lyric was “si-ing” on two notes attempt in your rewrite to find a new single syllable to function as a melisma, just as in the original. |
Unit # 4 - Assignment # 5 - Optional for Composers – Voices in My Head |
This assignment has 7 question(s) for 10 points each for a total of 70 possible point(s). The total points needed for a pass are: 50 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit4_Assignment5_Printout.pdf |
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Online version of assignment text: Optional COMPOSERS’ Assignment: There are voices in my head Examine the tiny tune “There are voices in my head.” Re-set the lyric “There are voices in my head” seven different ways so that the meaning is “no, no, there aren’t voices in your head, there are voices in MY head.” That is to say, set the lyric to emphasize the syllable “my.” Re-set the lyric seven different ways, so as to explore each of the following musical ways to accent: Original setting - no accents |
Unit # 4 - Setting a Lyric
Unit # 4 - Handout # 1 - Vocabulary |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Handout1.pdf |
DOC File: |
Unit # 4 - Handout # 2 - Musical Modeling |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Handout2.pdf |
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Unit # 4 - Handout # 3 - Rhythm Background |
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Unit # 4 - Handout # 4 - Multiple Voice Settings |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Handout4.pdf |
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Unit # 4 - Handout # 5 - Types of Songs in Musical Theatre |
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Unit # 4 - Exercise # 1 - Identify Types of Musical Theatre Songs |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Exercise1.pdf |
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Unit # 4 - Video # 1 - Setting a Lyric | ||
VIDEO: | LENGTH of Video: 45.5 minutes |
Unit # 4 - Assignment # 1 - Working With Meter in Lyrics |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Evaluate the following poem by Lord Byron. Pick one stanza and mark the strong and weak syllables. SHE walks in beauty, like the night One shade the more, one ray the less, And on that cheek and o'er that brow • Are there the same number of poetic feet in each line? If the following exist — Examine the other two stanzas. |
Unit # 4 - Assignment # 2 - Metrical Analysis in Lyrics |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Assignment2_Printout.pdf |
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Online version of assignment text: Select two songs from the show you chose to model from the list in Unit One and type the lyrics out double spaced on a page. Print the page, then go back through and identify strong and weak syllables in each line. Consider the same questions as above on the right. Next, select one other new lyric you do not know from one of the following sources: Follow the same pattern as above: |
Unit # 4 - Assignment # 3 - Setting Lyrics — A Sections |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Assignment3_Printout.pdf |
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Online version of assignment text: Take two songs from your work in the previous assignment. Create a melody based on the metrical analysis you have completed. Before you begin an “A” section: Create a melody, phrase by phrase. Be sure to: |
Unit # 4 - Assignment # 4 - Setting Lyrics — Subsequent Sections |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit4_Assignment4_Printout.pdf |
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Online version of assignment text: Continue the two songs from your work in the previous assignment. Continue creating a melody for any B, C or D sections in your lyric. • Should you set subsequent sections in the same key center? Assemble the song. • Do all the sections fit together smoothly? |
Unit # 4 - Step 3: Swill Outline
Unit # 4 - Handout # 1 - Swill Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Handout1.doc |
Unit # 4 - Exercise # 1 - Swill Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Exercise1.doc |
Unit # 4 - Video # 1 - The Swill Outline/Structure | ||
VIDEO: | LENGTH of Video: 31 minutes |
Unit # 4 - Assignment # 1 - Swill Outline |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit4_Assignment1_Printout.doc |
Online version of assignment text: Using a premise you have previously written, expand the idea into a two-page swill outline. |
Unit # 4 - Linear Prosody
Unit # 4 - Handout # 1 - Linear Prosody |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit4_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit4_Handout1.doc |
Unit # 4 - Video # 1 - Linear Prosody | ||
VIDEO: | LENGTH of Video: 41 minutes |
Unit # 4 - Assignment # 1 - Linear Prosody |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit4_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit4_Assignment1_Printout.doc |
Online version of assignment text: 1. Analyze the excerpt from Now (Excerpt #10) from A Little Night Music, marking where Sondheim has stops. Where does the first phrase drive to? Where does the second phrase drive to? Mark each of the stopping points, and note the three separate structures (Hint: the middle section beginning with the word “Say”.) |
Unit # 4 - The Ensemble
Unit # 4 - Handout # 1 - The Ensemble Song – A Definition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Handout.doc |
Unit # 4 - Handout # 2 - SCRIPT – Anna In The Tropics |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_AnnaInTheTropics.pdf |
DOC File: |
Unit # 4 - Exercise # 1 - The Ensemble Song – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Exercise.doc |
Unit # 4 - Assignment # 1 - The Ensemble Song |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Ensemble_Assignment.doc |
Online version of assignment text: Assignment: write a song for the ensemble of characters in Act II, Scene 3 of Anna In The Tropics by Nilo Cruz. (begins on page 49 in the Dramatist Play Service acting edition) This scene is an opportunity for an ensemble number, where the characters are all united in a single activity - the celebration to introduce a new product. There is also, however, some dissent, some potential for contrapuntal activity. Before you begin writing: Jot down some notes outlining the “plan” for the song - what will happen during the song, how will the audience know more about the characters, their struggles, aspirations, fears, etc. at the end of the song than they did at the beginning. Include thoughts about your ideas about how to contain dramatic development within the song, a movement from condition A to condition B for at least one character (but maybe for several characters). Remember, this is an ensemble play, rather than a play about one person. At the center of this ensemble moment there should be a recognizable AABA tune - but once that shape has been identified, you are free to develop and vary it as the drama seems to require. Whatever you all do - you will realize that this is not an old-fashioned “merry villagers” moment. Everyone on the stage has something at stake in this scene, and these stakes should be attended to in the song. |
Unit # 4 - The Inside Dope
Unit # 4 - Handout # 1 - The Inside Dope – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/4.-The-Inside-Dope-Text.pdf |
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Unit # 4 - Exercise # 1 - The Inside Dope – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/4.-The-Inside-Dope-X.pdf |
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Unit # 4 - Video # 1 - The Inside Dope – Book | ||
VIDEO: | LENGTH of Video: 5:37 |
Unit # 4 - Video # 2 - The Inside Dope – Lyrics | ||
VIDEO: | LENGTH of Video: 5:36 |
Unit # 4 - Video # 3 - The Inside Dope – Music | ||
VIDEO: | LENGTH of Video: 5:28 |
Unit # 4 - Assignment # 1 - The Inside Dope – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/4.-The-Inside-Dope-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 4 - Demo for Teams
Unit # 4 - Handout # 1 - Sample Handout from Master Class – DEFINITION OF A MUSICAL SCENE |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Handout.doc |
Unit # 4 - Exercise # 1 - Sample Exercise from Master Class – THE INSIDE DOPE |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/4.-The-Inside-Dope-X.pdf |
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Unit # 4 - Exercise # 1 - Sample Exercise from Song Lab – THE COMEDY SONG |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Comedy_Exercise.doc |
Unit # 4 - Video # 1 - Video Sample from Master Class – SONG SPOTTING | ||
VIDEO: | LENGTH of Video: 6:04 |
Unit # 4 - Assignment # 1 - Sample Assignment – DEVIL IN THE DETAILS |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/2.-The-Devil-is-in-the-Details-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 4 - Rhyme
Unit # 4 - Handout # 1 - Rhyme Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/RhymeHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/RhymeHandout.doc |
Unit # 4 - Handout # 2 - Marking Rhyme Schemes |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/MarkingRhymeSchemeHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/MarkingRhymeSchemeHandout.doc |
Unit # 4 - Exercise # 1 - Rhyme Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Rhyme_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Rhyme_Exercises.doc |
Unit # 4 - Video # 1 - Rhyme | ||
VIDEO: | LENGTH of Video: 5:50 |
Unit # 4 - Video # 2 - Marking Rhyme Schemes | ||
VIDEO: | LENGTH of Video: 6:08 |
Unit # 4 - Video # 3 - Importance of Rhyme | ||
VIDEO: | LENGTH of Video: 40:00 |
Unit # 4 - Video # 4 - Rhyme Exercises | ||
VIDEO: | LENGTH of Video: 16:31 |
Unit # 4 - Assignment # 1 - Rhyme Assignment |
This assignment has 40 question(s) for 2 points each for a total of 80 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/RhymeAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/RhymeAssignmentPrintout.doc |
Online version of assignment text: Rhyme Assignment Rhyme 1.1 Submit ten pairs of words which demonstrate single rhyme. |
Unit # 4 - Assignment # 2 - Refrain Structure Review Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/RefrainStructureReviewAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/RefrainStructureReviewAssignmentPrintout.doc |
Online version of assignment text: Refrain Structure Review Assignment You are to write an AABA refrain in perfect meter and form, following a progression structure. 1. Outline the idea for an AABA refrain. Sketchy sentences are fine; this stage is informal but critical. 2. Select a progression which suits your diea, then bullet-point the fuction of each A sesion, and the B-section. 3. Write a AABA refrain in perfect meter (e.g., perfect trochaic trimeter) and perfect rhyme. 4. Scan. 5. Identify the meter. 6. Identify the rhyme scheme. e.g.: a c Note: This can duplicate another assignment or project of your own. |
Unit # 5 - Revisions
Unit # 5 - Handout # 1 - Dealing with Feedback |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit5_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit5_Handout1.doc |
Unit # 5 - Exercise # 1 - Revisions – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit5_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit5_Exercise1.doc |
Unit # 5 - Video # 5 - Revisions | ||
VIDEO: | LENGTH of Video: 20 minutes |
Unit # 5 - Assignment # 1 - Ten Minute Play |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit5_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit5_Assignment1_Printout.doc |
Online version of assignment text: 1. Write an outline for a ten-minute play for five characters and a specific location. Choose a location from the list below – then choose two characters from the “Men” category, two from the “Women” category, and one from the “Either” category. Make sure you designate one of these characters as your lead character. 2. Revise your outline until you feel it has a clear beginning, middle and end, and that your lead character either accomplishes their unwavering want; or learns something important; or undergoes a significant change (or all three). Don’t forget to include a compelling conflict or obstacle for your lead. 3. Once you are happy with your outline, write the actual short play. (ten pages maximum) Make sure you use ANMT standard formatting. LOCATION/EVENT MEN WOMEN EITHER (you get to choose – Male or Female) |
Unit # 5 - Scansion
Unit # 5 - Handout # 1 - Scansion Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit5_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/lyricnew_Unit5_Handout1.doc |
Unit # 5 - Exercise # 1 - Scansion – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit5_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/lyricnew_Unit5_Exercise1.doc |
Unit # 5 - Video # 1 - Scansion Vocabulary | ||
VIDEO: | LENGTH of Video: 10 minutes |
Unit # 5 - Video # 2 - Scansion | ||
VIDEO: | LENGTH of Video: 38 minutes |
Unit # 5 - Assignment # 1 - Scansion Assignment |
This assignment has 40 question(s) for 2 points each for a total of 80 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit5_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit5_Assignment1_Printout.doc |
Online version of assignment text: Scansion Assignment - Part One Scan the following verses, marking: ictus, mora, virgule. Whene’er he heard a tale of woe meter:_________________________ Tokyo weather is mercifully meter:_________________________ What though I’m in a sorry case? meter:_________________________ When the moon hits your eye like a big pizza pie meter:_________________________ Here’s a story, told by twenty women, meter:_________________________ The other night, from cares exempt, meter:_________________________ You ask if sugar’s good for little boys meter:_________________________ Bark. Bark. Woof. Woof. meter:_________________________ You’ll see my name in lights again meter:_________________________ “When do we eat?” said the master ventriloquist, meter:_________________________ Scansion Assignment - Part Two Scansion Assignment 2.1 - Write and scan eight lines of perfect iambic tetrameter using only masculine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.2 - Write and scan eight lines of perfect trochaic trimeter using only feminine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.3 - Write and scan eight lines of perfect dactylic trimeter using triple rhymes in even numbered lines. Mark ictus, mora and virgule. Scansion Assignment 2.4 - Write a quatrain, each line of which scans in exactly the following way: u u / │ u u / │ u u / │ u u / |
Unit # 5 - Creating A Piano Arrangement
Unit # 5 - Handout # 1 - Vocabulary |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Handout1.pdf |
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Unit # 5 - Handout # 2 - Musical Modeling |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Handout2.pdf |
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Unit # 5 - Handout # 3 - Form & Further Substitutions |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Handout3.pdf |
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Unit # 5 - Exercise # 1 - Building A Piano Accompaniment |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Exercise1.pdf |
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Unit # 5 - Video # 1 - Creating A Piano Arrangement | ||
VIDEO: | LENGTH of Video: 43 minutes |
Unit # 5 - Assignment # 1 - Structure (Harmonization) |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Using the song you created in the exercise for this unit with a simple harmonization, create a more complex harmonization. Consider the following: • Harmonic Rhythm: Do the chords increase in frequency toward the end of phrases? • Feel: • Tonality: • Cadences: • Harmonization: • Motion: Once you have explored several options, create a second version of your song with substitutions and structures. Does the altered song version work as well or better than the original? Submit both versions for evaluation and discussion. |
Unit # 5 - Assignment # 2 - Structure (Advanced) |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit5_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: Using the song you created in the previous assignment, create yet another version working with even more adventurous choices. Consider the following: • Harmonic Rhythm: Do the chords increase in frequency toward the end of phrases? • Feel: • Tonality: • Cadences: • Harmonization: • Motion: Once you have explored several of these further reaching options, create another version of your song with the altered piano arrangement. Does the altered song version work as well or better than the original? Submit all three versions for evaluation and discussion. |
Unit # 5 - Step 4: Rough Outline
Unit # 5 - Handout # 1 - Rough Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Handout1.doc |
Unit # 5 - Handout # 2 - Motivational Questions |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Handout2.doc |
Unit # 5 - Exercise # 1 - Rough Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Exercise1.doc |
Unit # 5 - Video # 1 - Rough Outline/Wants and Goals | ||
VIDEO: | LENGTH of Video: 20 minutes |
Unit # 5 - Assignment # 1 - Rough Outline/Wants and Goals |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit5_Assignment1_Printout.doc |
Online version of assignment text: Using your swill outline as a basis, write a rough outline for your story idea. Make sure that you know what your Lead character wants; not only for the entire show (Unwavering Want), but for each individual scene (Temporary Goal), and that he is doing something specific in each scene to accomplish his goal. Note: you are still free to be developing multiple stories; but at the next stage you will be asked to continue with only one story idea. Once again- your feedback will be on style only - not content.
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Unit # 5 - Conversational Prosody
Unit # 5 - Handout # 1 - Conversational Prosody |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit5_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit5_Handout1.doc |
Unit # 5 - Video # 1 - Conversational Prosody | ||
VIDEO: | LENGTH of Video: 20 minutes |
Unit # 5 - Assignment # 1 - Conversational Prosody |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit5_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit5_Assignment1_Printout.doc |
Online version of assignment text: PART ONE from The Music Man PART TWO Write an extended section of an original lyric which demonstrates conversational prosody. The section should be 20-30 lines long. We recommend that you write a paragraph/prose version first, but that step is optional if you find it burdensome or unhelpful. Topic: Our face-paced society. |
Unit # 5 - The Musical Scene
Unit # 5 - Handout # 1 - The Musical Scene – A Definition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Handout.doc |
Unit # 5 - Handout # 2 - SCRIPT – The Little Dog Laughed |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_LittleDogLaughed.pdf |
DOC File: |
Unit # 5 - Exercise # 1 - The Musical Scene – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Exercise.doc |
Unit # 5 - Assignment # 1 - The Musical Scene |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Scene_Assignment.doc |
Online version of assignment text: Write a duet for the final moments of The Little Dog Laughed by Douglas Carter Beane. Start any time after the moment in which Diane says: “Mitch, you want to be a movie star.” (page 48 in the Dramatists Play Service, Inc. acting version) Before you begin writing: Jot down some notes about what is happening in the scene. It is complex in the way it plays with space and time - not at all linear in the conventional sense. Make some decisions about how to musicalize this scene: What will be the central musical idea? The central lyric idea? How can you take an AABA tune and manipulate it for these 4 characters to differentiate both their speech patterns and their attitudes in the moment of the play? Who is feeling what? How can the music and lyrics help communicate those feelings and, more importantly, transfer those feelings to the audience? Who is feeling the most? What is that character feeling? How can you make the audience experience that feeling? Also: what can or should be spoken rather than sung - why? How can this be integrated into the musical scene? What, if anything, can be omitted? This will end the play. Make sure the audience feels something at the end: Happy, sad, hopeful, hopeless, etc. You ought to be able to answer the following questions; • Which character has the most to gain? Lyricist and Composer: Create an AABA tune with a recurring lyrical and musical anchor that can be used by all four characters. This can be a phrase that means different things to different people, or a phrase that means the same thing to all four of them. Develop the musical scene around this anchor (musically and lyrically). Note that you are also free to add musically contrasting additional C or even D sections. Use underscored dialogue where and if necessary. Make sure there is adequate space in the music for any underscored dialogue. If possible, truly underscore the dialogue - that is, punctuate the dialogue with musical riffs and decorations at the appropriate points rather than just keep playing the tune while people are talking. This means there may be measures of little musical activity, perhaps only a sustained note in the strings, for instance, punctuated by an orchestral sting or clarinet riff to emphasize a word or phrase with particular import. (NOTE: Also make sure that pertinent stage directions are clearly indicated in the score.) |
Unit # 5 - Love Makes the World Go Somewhere
Unit # 5 - Handout # 1 - Love Makes the World Go Somewhere – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/5.-Love-Makes-the-World-Go-Somewhere-Text.pdf |
DOC File: |
Unit # 5 - Exercise # 1 - Love Makes the World Go Somewhere – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/5.-Love-Makes-the-World-Go-Somewhere-X.pdf |
DOC File: |
Unit # 5 - Video # 1 - Love Makes the World Go Somewhere – Book | ||
VIDEO: | LENGTH of Video: 5:23 |
Unit # 5 - Video # 2 - Love Makes the World Go Somewhere – Lyrics | ||
VIDEO: | LENGTH of Video: 5:28 |
Unit # 5 - Video # 3 - Love Makes the World Go Somewhere – Music | ||
VIDEO: | LENGTH of Video: 5:23 |
Unit # 5 - Assignment # 1 - Love Makes the World Go Somewhere – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/5.-Love-Makes-the-World-Go-Somewhere-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 5 - Formatting
Unit # 5 - Handout # 1 - Format Guidelines Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/FormatGuidelinesHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/FormatGuidelinesHandout.doc |
Unit # 5 - Exercise # 1 - Formatting Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Formatting_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Formatting_Exercises.doc |
Unit # 5 - Video # 1 - Formatting Script and Score | ||
VIDEO: | LENGTH of Video: 28:51 |
Unit # 5 - Video # 2 - Formatting Guidelines Annotation | ||
VIDEO: | LENGTH of Video: 33:45 |
Unit # 5 - Assignment # 1 - Formatting Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/FormattingAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/FormattingAssignmentPrintout.docm |
Online version of assignment text: Formatting Assignment The link below will take you to a poorly formatted scene and lyric from a musical. You are to reformat these pages according to the Format Guidelines. |
Unit # 6 - Finishing Touches
Unit # 6 - Handout # 1 - Sample Collaboration Agreement |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit6_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit6_Handout1.doc |
Unit # 6 - Handout # 2 - Public Domain Info |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit6_Handout2.pdf |
DOC File: |
Unit # 6 - Exercise # 1 - Finishing Touches – Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit6_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/07/Book_Unit6_Exercise1.doc |
Unit # 6 - Video # 6 - Finishing Touches | ||
VIDEO: | LENGTH of Video: 18 minutes |
Unit # 6 - Assignment # 1 - Pitch |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit6_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Book_Unit6_Assignment1_Printout.doc |
Online version of assignment text: Write a one-page pitch for a one-act or full-length project that you want to develop next season. Make sure your pitch has a beginning, middle, and end. Make sure your pitch has a lead character (or characters) with a clearly defined goal and compelling obstacle(s). Do not make your pitch a “cliff-hanger”. Cliff-hangers are for promotional material – this pitch is meant to interest potential collaborators. Feel free to write multiple pitches. |
Unit # 6 - Scansion Subtleties
Unit # 6 - Video # 1 - Scansion Subtleties | ||
VIDEO: | LENGTH of Video: 56 minutes |
Unit # 6 - Assignment # 1 - Scansion Subtleties Assignment |
This assignment has 50 question(s) for 2 points each for a total of 100 possible point(s). The total points needed for a pass are: 84 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit6_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit6_Assignment1_Printout.doc |
Online version of assignment text: Scansion Subtleties Assignment - Part One Scan the following verses, marking: ictus, mora, virgule. Label each with its predominant metrical form (e.g., “trochaic tetrameter” Gather round me, everybody meter:_________________________ In all the towns and cities fair meter:_________________________ Let’s meet on the road to Morocco, meter:_________________________ There's a bright, golden haze on the meadow meter:_________________________ What do you do with a B.A. in English? meter:_________________________ Columbus and his men, they say, All around the cobbler's bench Oh, what a beautiful mornin' Don’t be afraid of the future, Scansion Subtleties Assignment - Part Two Scansion Assignment 2.1 - Write and scan eight lines of iambic tetrameter which are perfect except for even numbered lines in which you are to use iambic trimeter. Use only masculine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.2 - Write and scan eight lines of perfect trochaic tetrameter which are perfect except for even numbered lines in which you are to use trochaic trimeter. Use only feminine rhymes. Mark ictus, mora and virgule. Scansion Assignment 2.3 - Write a quatrain which scans in the following way: u u / │ u u / │ u u / │ u / u u / │ u u / │ u u / │ u / Scansion Assignment 2.4 - Write a quatrain which scans in the following way: / u u │ / u u │ / u u │ / u / u u │ / u u │ / u u │ / u |
Unit # 6 - Formatting A Song
Unit # 6 - Handout # 1 - Formatting Guidelines |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit6_Handout1.pdf |
DOC File: |
Unit # 6 - Handout # 2 - Modeling Formatting |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit6_Handout2.pdf |
DOC File: |
Unit # 6 - Exercise # 1 - Formatting Your Song |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit6_Exercise1.pdf |
DOC File: |
Unit # 6 - Video # 1 - Formatting A Song | ||
VIDEO: | LENGTH of Video: 42 minutes |
Unit # 6 - Assignment # 1 - Formatting A Solo |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit6_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Prepare one of your solos for submission. Consider all the points covered in the unit. The final product should be readable page after page, with no turning back pages in the score. Use the following as a checklist to ensure that you have addressed every point. Page Margins |
Unit # 6 - Assignment # 2 - Formatting An Ensemble |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit6_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: Prepare one of your ensembles for submission. Consider all the points covered in the unit. The final product should be readable page after page, with no turning back pages in the score. Use the following as a checklist to ensure that you have addressed every point. Page Margins |
Unit # 6 - Step 5: Outline
Unit # 6 - Handout # 1 - Language of an Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Handout1.doc |
Unit # 6 - Handout # 2 - Sample Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Handout2.doc |
Unit # 6 - Exercise # 1 - Outline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Exercise1.doc |
Unit # 6 - Video # 1 - The Outline/Language | ||
VIDEO: | LENGTH of Video: 26 minutes |
Unit # 6 - Assignment # 1 - Outline/Language |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit6_Assignment1_Printout.doc |
Online version of assignment text: Convert your rough outline into a first draft of an Outline. You will be receiving detailed feedback on the content of your Outline. Before you read (or listen to) this feedback - please read the following disclaimer:
A DISCLAIMER FROM YOUR DRAMATURGE: Thank you for being brave enough to share your initial thoughts on your project. My notes and questions are intended to act as food for thought as you are working on the next draft of your outline. Please do not feel that you need to defend your choices, or to directly answer the questions. If you feel that I have misinterpreted something in the outline - then ask yourself: is When I offer solutions - they are meant as examples of possible solutions only: they are not directives that you are expected to follow. Keep working toward an outline that simply describes the action of the scene. Deal only with what your audience will see and hear - not with what you hope they will think. Remember, a rock-solid outline with a clear beginning, middle, and end, and a clearly defined arc for your main character, will be an invaluable blueprint to refer to once you begin to write your first draft.
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Unit # 6 - More Progressions
Unit # 6 - Handout # 1 - More Progressions |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit6_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit6_Handout1.doc |
Unit # 6 - Video # 1 - More Progressions | ||
VIDEO: | LENGTH of Video: 13 minutes |
Unit # 6 - The Disappointment Song
Unit # 6 - Handout # 1 - The Disappointment Song – A Definition |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Handout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Handout.doc |
Unit # 6 - Handout # 2 - SCRIPT – In the Next Room |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/SCRIPT_InTheNextRoom.pdf |
DOC File: |
Unit # 6 - Exercise # 1 - The Disappointment Song – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Exercise.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Exercise.doc |
Unit # 6 - Assignment # 1 - The Disappointment Song |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Assignment.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Songwriting_Disappointment_Assignment.doc |
Online version of assignment text: For this assignment, you're to write a ballad for the character of Catherine Givings in the play In the Next Room or the vibrator play by Sarah Ruhl. In an imagined musical version of the play, your song takes place during a scene which doesn't exist in the play. It would occur about midway through the first scene, when Mrs. Givings goes out for a walk in the gardens with Mr. Daldry. In the TCG publication, this offstage scene occurs when Mrs. Givings exits on page 18. |
Unit # 6 - And the Beat Goes On
Unit # 6 - Handout # 1 - And The Beat Goes On – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/6.-And-The-Beat-Goes-On-Text.pdf |
DOC File: |
Unit # 6 - Exercise # 1 - And the Beat Goes On – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/6.-And-the-Beat-Goes-On-X.pdf |
DOC File: |
Unit # 6 - Video # 1 - And the Beat Goes On – Book | ||
VIDEO: | LENGTH of Video: 5:18 |
Unit # 6 - Video # 2 - And the Beat Goes On – Lyrics | ||
VIDEO: | LENGTH of Video: 5:24 |
Unit # 6 - Video # 3 - And the Beat Goes On – Music | ||
VIDEO: | LENGTH of Video: 5:43 |
Unit # 6 - Assignment # 1 - And the Beat Goes On – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/6.-And-the-Beat-Goes-On-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 6 - Song Spotting
Unit # 6 - Handout # 1 - Song Spotting Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongSpottingHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SongSpottingHandout.doc |
Unit # 6 - Handout # 2 - Character Change Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/CharacterChangeHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/CharacterChangeHandout.doc |
Unit # 6 - Handout # 3 - Spotting Checklist |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingChecklistHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingChecklistHandout.doc |
Unit # 6 - Handout # 4 - Spotting Session Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingSessionHandout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingSessionHandout.doc |
Unit # 6 - Handout # 5 - Song Spotting Script |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingAssignmentScript.doc |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Handouts/SpottingAssignmentScript.doc |
Unit # 6 - Exercise # 1 - Song Spotting Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Spotting_Exercises.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/Exercises/Spotting_Exercises.doc |
Unit # 6 - Video # 1 - Song Spotting | ||
VIDEO: | LENGTH of Video: 22:55 |
Unit # 6 - Video # 2 - Character Change | ||
VIDEO: | LENGTH of Video: 24:47 |
Unit # 6 - Video # 3 - Songs Not Driven By Story | ||
VIDEO: | LENGTH of Video: 25:57 |
Unit # 6 - Video # 4 - Spotting Checklist | ||
VIDEO: | LENGTH of Video: 4:45 |
Unit # 6 - Video # 5 - A Spotting Session With Scott | ||
VIDEO: | LENGTH of Video: 18:49 |
Unit # 6 - Assignment # 1 - Song Spotting Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/SongSpottingAssignmentPrintout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/lyriclab1/AssignmentPrintouts/SongSpottingAssignmentPrintout.doc |
Online version of assignment text: Spotting a Script: Assignment You are to spot the script entitled Happily Ever After: When Fairy Tales Go Bad. To do this, you will need to download a copy of the SONG SPOTTING SCRIPT and then replace portions of the book with descriptions of songs which might stand in their stead. You don’t need to write the lyrics, just a description of each of the songs you suggest. There are about a dozen scenes in this script; begin spotting with Scene Two. (Don’t spot the first scene; it’s likely to become a long musical scene, and therefore beyond the scope of this Lyric Lab.) You will probably end up with about 10-14 descriptions of song possibilities. There doesn’t have to be a song in every scene, and neither does there have to be only one song in any given scene. Some of the scenes in the script have a lot of action, and you might discover you’ll want to keep some of it, while the song is being sung. That’s fine; just indicate that’s a possibility you’re considering. Your description for each song should include the following: Working Title(s) of the Song To complete this assignment, you may hand in either: 1. A new version of the edited script, excluding all the material from the book which you cut, and including all the information requested above. If you’re handing in the script electronically, it must be in Microsoft WORD. Please insert an inch of blank space (five carriage returns) before and after each song description, so they stand out on the page. OR 2. A description of songs, including a description of the section you’ve cut and all the information requested above. See Spotting a Song Example (below) for additional reference. Spotting a Script: Example Spotting a Song Assignment Working Title(s) of the Song: Believe in the Small; The Small and Mighty; Believe in Me; Deep Down Inside; Look at Me Scene Number: Act Two, Scene Four Character(s) singing the song: Chicken Little Page number: 2-4-10 1-3 sentence narrative version of the lyric: Chicken Little complains that no one pays any attention to him because he’s so small. He knows he can help people, if they’d just give him a chance. He contemplates going home and giving up, but pulls himself up by his bootstraps and vows to carry out his rescue plan anyway. First line of dialogue which this song replaces: I could’ve helped, I really really could’ve. Last line of dialogue which this song replaces: I pick...rescue! Purpose: Character (decision) Suggested Structure: AABA Suggested Progression: Problem/Solution Description of the purpose of each stanza (i.e., each A, each B or C) First A: Problem: No one believes in me because I’m so small. Do you think some dialogue will be included during this song? No. |
Unit # 7 - Progressions
Unit # 7 - Handout # 1 - Overview of Structure |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout1.doc |
Unit # 7 - Handout # 2 - Progressions – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout2.doc |
Unit # 7 - Handout # 3 - Progressions – Examples |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout3.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit7_Handout3.doc |
Unit # 7 - Video # 1 - Overview of Structure | ||
VIDEO: | LENGTH of Video: 9 minutes |
Unit # 7 - Video # 2 - Progressions | ||
VIDEO: | LENGTH of Video: 42 minutes |
Unit # 7 - Assignment # 1 - Progression Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 85 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit7_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyricnew_Unit7_Assignment1_Printout.doc |
Online version of assignment text: For each of the following thesis statements, identify a progression which might convey its meaning in an AABA refrain, and then write a four-sentence outline, in prose, about the content of each of the A’s and the B. Don’t write the lyric itself; write the name of the progression, and a description of each of the sections. Thesis 1 - My feelings about you have changed. Thesis 2 - Everyone’s out to get me. Thesis 3 - My dog goes completely insane when we get to the dog park Example Thesis: I can’t sleep unless you’re next to me. Progession which will convey the thesis’ meaning: Problem/Examination/Solution A - I can’t sleep unless you’re next to me. (identifies problem) |
Unit # 7 - Composing Incidental Music
Unit # 7 - Handout # 1 - Vocabulary |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Handout1.pdf |
DOC File: |
Unit # 7 - Handout # 2 - Musical Modeling |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Handout2.pdf |
DOC File: |
Unit # 7 - Handout # 3 - Underlining Subtext |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Handout3.pdf |
DOC File: |
Unit # 7 - Handout # 4 - Unscoring Samples |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Handout4.pdf |
DOC File: |
Unit # 7 - Exercise # 1 - Underscoring a Dramatic Scene |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Exercise1.pdf |
DOC File: |
Unit # 7 - Exercise # 2 - Underscoring a Comic Scene |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Exercise2.pdf |
DOC File: |
Unit # 7 - Video # 1 - Composing Incidental Music | ||
VIDEO: | LENGTH of Video: 21.5 minutes |
Unit # 7 - Assignment # 1 - Underscoring a Dramatic Scene |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Consider the scene from A Doll’s House by Henrick Ibsen. HELMER: I would gladly work night and day for you, Nora—bear sorrow and want for your sake. But no man would sacrifice his honour for the one he loves. • Write out a point by point list of the subtext moments for the short scene Submit your list, score, and notes on instrumentation. |
Unit # 7 - Assignment # 2 - Underscoring a Comedic Scene |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit7_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: Consider the scene from The Importance of Being Earnest by Oscar Wilde. GWENDOLEN: Do you allude to me, Miss Cardew, as an entanglement? You are presumptuous. On an occasion of this kind it becomes more than a moral duty to speak one’s mind. It becomes a pleasure. • Write out a point by point list of the subtext moments for the short scene Submit your list, score, and notes on instrumentation. |
Unit # 7 - Step 6: First Revision
Unit # 7 - Handout # 1 - Dealing with Feedback |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Handout1.doc |
Unit # 7 - Exercise # 1 - Dealing with Feedback |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Exercise1.doc |
Unit # 7 - Video # 1 - First Revision/Feedback | ||
VIDEO: | LENGTH of Video: 29 minutes |
Unit # 7 - Assignment # 1 - First Revision |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit7_Assignment1_Printout.doc |
Online version of assignment text:
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Unit # 7 - List Songs
Unit # 7 - Handout # 1 - List Songs |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit7_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit7_Handout1.doc |
Unit # 7 - Video # 1 - List Songs | ||
VIDEO: | LENGTH of Video: 24 minutes |
Unit # 7 - Assignment # 1 - List Songs |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit7_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit7_Assignment1_Printout.doc |
Online version of assignment text: 1. Write a list song, with minimal introduction. Here are some possibilities for topics, or you may choose your own: 2. Optional. Write an additional stanza to You’re the Top, with one of two goals in mind. Either write a new stanza which would fit in perfectly alongside the rest of the existing stanzas, or incorporate contemporary images, if you desire, without concern whether the new images would fit into the original context. However, whichever goal you select, be consistent: don’t mix old with new. |
Unit # 7 - Putting It Together
Unit # 7 - Handout # 1 - Putting It Together – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/7.-Putting-It-Together-Text.pdf |
DOC File: |
Unit # 7 - Exercise # 1 - Putting It Together – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/7.-Putting-It-Together-X.pdf |
DOC File: |
Unit # 7 - Video # 1 - Putting It Together – Book | ||
VIDEO: | LENGTH of Video: 5:38 |
Unit # 7 - Video # 2 - Putting It Together – Lyrics | ||
VIDEO: | LENGTH of Video: 5:33 |
Unit # 7 - Video # 3 - Putting It Together – Music | ||
VIDEO: | LENGTH of Video: 5:21 |
Unit # 7 - Assignment # 1 - Putting It Together – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/7.-Putting-It-Together-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 8 - The Chorus
Unit # 8 - Handout # 1 - The Chorus – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit8_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit8_Handout1.doc |
Unit # 8 - Video # 1 - The Verse, Chorus & Refrain – an introduction | ||
VIDEO: | LENGTH of Video: 6 minutes |
Unit # 8 - Video # 2 - The Chorus | ||
VIDEO: | LENGTH of Video: 28 minutes |
Unit # 8 - Assignment # 1 - Chorus Assignment 1 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment1_Printout.doc |
Online version of assignment text: Please note: some of the videos refer to a different order of units (they mention Verse, then Chorus, then Refrain). The order of the units and assignments has altered since the videos were edited. The order of units is correct on the syllabus: 1) the Chorus; 2) the Verse; 3) Refrain. Chorus Assignment 1 Write an original 17th-century English folk song, with multiple verses and a repeating chorus. Italicize/indent the words you mean to be the chorus. Chorus can be 1-4 lines long, and can include some nonsense syllables, as you desire. Verses can be as short as 2 lines long. Topic: Walking down a country road at midnight, a young man meets a maiden who turns out to be Death. For an example, see the Printout of Chorus Assignment 1. |
Unit # 8 - Assignment # 2 - Chorus Assignment 2 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment2_Printout.doc |
Online version of assignment text: Chorus - Assignment 2 The Traditional Chorus in traditional Broadway musicals Write a chorus which a series of wedding guest soloists might sing in a traditional Broadway musical , and include at least three verses sung by the soloists which changes the perspective or dramatic context of the words of the chorus. Include a brief prose set up, so we understand who’s getting married; and also include before each of the verses who’s to sing this particular verse/chorus, and how (s)he feels about the bride and groom. We’re not looking for an AABA Refrain. This should be a “chorus,” as explored in this unit. You may use the following set-up, if you wish, or create your own. But in either case, write the chorus and all the verses. Example: Set-up: A 21-year-old is marrying an 86-year-old billionaire. Verse 1: The billionaire is positive this is true love, and is happy to have his final years on earth be happy ones. He has never been married before. Billionaire’s verse Verse 2: The bride is afraid all this excitement is going to give her husband-to-be a heart attack before they actually get to the words “I do,” so she’s hurrying everyone along, faster, faster, faster. She doesn’t love the guy; she just wants his money. Bride’s verse Verse 3: Sung by an 80-year-old woman, who truly loves the 86-year-old billionaire. She has just told the guy how she feels, for the first time in her life, and he has just said he’ll drop all his plans and marry her right now! But she doesn’t have the self-esteem to believe him, and is now trying to talk him into forgetting about her, and marrying the golddigger. 80-year-old woman’s verse Verse 4: The billionaire stands up to the golddigger, and announces his intentions to marry the 80 year old, to the shock of the golddigger, and the delight of the crowd. Billionaire’s final verse |
Unit # 8 - Assignment # 3 - Chorus Assignment 3 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 75 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment3_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit8_Assignment3_Printout.doc |
Online version of assignment text: Chorus Assignment 3 Write a musical scene meant for an original contemporary Broadway musical, which includes at least three instances of a chorus of 4-12 bars (e.g., the repeating stuff is not very long). Include material in the concluding lines of the chorus which loops repeatedly in its final iteration. Describe in prose the function of the sections between choruses, and then write the entire scene, including verses, dialogue, stage action and chorus. Explore combinations of music/dialogue/recit/verse. Conclude the scene with some or all of the chorus repeating multiple times, eventually exploding into a dance sequence. Topic: Someone has big plans for Saturday night; but his plans are dashed, and the words which begin the scene come back in a new light. A dance breaks out. Examples: The Riddle Song in Floyd Collins Saturday Night in the City from The Wedding Singer |
Unit # 8 - Formatting a Score
Unit # 8 - Handout # 1 - Formatting Guidelines |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit8_Handout1.pdf |
DOC File: |
Unit # 8 - Handout # 2 - Modeling Formatting |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit8_Handout2.pdf |
DOC File: |
Unit # 8 - Exercise # 1 - Formatting Score Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit8_Exercise1.pdf |
DOC File: |
Unit # 8 - Video # 1 - Formatting A Score | ||
VIDEO: | LENGTH of Video: 24 minutes |
Unit # 8 - Assignment # 1 - Formatting A Score – Solo Numbers |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit8_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Select one of the songs from your show: • Format your engraving document with all of the elements: • Mock up title pages for your show including the solo song above Submit your score and mock title pages. |
Unit # 8 - Assignment # 2 - Formatting A Score – Ensemble Numbers |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit8_Assignment2_Printout.pdf |
DOC File: |
Online version of assignment text: Select one of the songs from your show: • Format your engraving document with all of the elements: • Mock up title pages for your show including the solo song above Submit your score and mock title pages. |
Unit # 8 - Second Revision
Unit # 8 - Handout # 1 - Definitions |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Handout1.doc |
Unit # 8 - Exercise # 1 - Logline |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Exercise1.doc |
Unit # 8 - Video # 1 - Second Revision/Definitions | ||
VIDEO: | LENGTH of Video: 13 minutes |
Unit # 8 - Assignment # 1 - Second Revision |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit8_Assignment1_Printout.doc |
Online version of assignment text:
1. Revise your outline based on the notes from your dramaturge. 2.
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Unit # 8 - Twist Songs
Unit # 8 - Handout # 1 - Twist Songs |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit8_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit8_Handout1.doc |
Unit # 8 - Video # 1 - Twist Songs | ||
VIDEO: | LENGTH of Video: 24 minutes |
Unit # 8 - Assignment # 1 - Twist Songs |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit8_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit8_Assignment1_Printout.doc |
Online version of assignment text: Write the complete lyrics to a twist song. |
Unit # 8 - Song Spotting
Unit # 8 - Handout # 1 - Song Spotting – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/8.-Song-Spotting-Text.pdf |
DOC File: |
Unit # 8 - Exercise # 1 - Song Spotting – Exercise |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/8.-Song-Spotting-X.pdf |
DOC File: |
Unit # 8 - Video # 1 - Song Spotting – All | ||
VIDEO: | LENGTH of Video: 6:04 |
Unit # 8 - Assignment # 1 - Song Spotting – Assignment |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/8.-Song-Spotting-Z.pdf |
DOC File: |
Online version of assignment text: Please PRINT OUT the assignment to view the details. |
Unit # 9 - The Verse
Unit # 9 - Handout # 1 - The Verse – Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit9_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit9_Handout1.doc |
Unit # 9 - Handout # 2 - Examples of Verse and Intro |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit9_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit9_Handout2.doc |
Unit # 9 - Video # 1 - The Verse | ||
VIDEO: | LENGTH of Video: 41 minutes |
Unit # 9 - Assignment # 1 - Verse Assignment 1 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit9_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit9_Assignment1_Printout.doc |
Online version of assignment text: Refer to the Handout labeled "Examples of Verse and Intro." 1. Identify which four of the examples are mislabeled “verse,” and actually should be called “intro.” 2. Identify for each example in the Handout whether it is an example of Physical, Narrative or Interpretive, and to which subset(s) of that category it belongs: By the Light of the Silvery Moon |
Unit # 9 - Assignment # 2 - Verse Assignment 2 |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? YES |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit9_Assignment2_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit9_Assignment2_Printout.doc |
Online version of assignment text: Sketch a prose description of a new song which would demonstrate an obvious and blatant use of each of the following: Physical/Physical location. Verse describes a particular place. This needn’t be very formal prose; even bullet points will suffice. The point of this assignment is to demonstrate an understanding of the several variations of verse, rather than “how to outline a song,” so please don’t feel the need to polish your actual text. Just make it clear what the content of each verse would be. In most instances, this will mean sketching out ideas for additional verses as well. Don’t be subtle. Demonstrate a obvious and blatant use of the verse. Optional: If you’re particularly inspired by one of your ideas, write the full lyrics for the song. |
Unit # 9 - Integrating Script And Score
Unit # 9 - Handout # 1 - Composer’s Check List |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit9_Handout1.pdf |
DOC File: |
Unit # 9 - Handout # 2 - Modeling Formatting |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit9_Handout2.pdf |
DOC File: |
Unit # 9 - Exercise # 1 - Integrating Script & Score Exercises |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit9_Exercise1.pdf |
DOC File: |
Unit # 9 - Video # 1 - Integrating Script And Score | ||
VIDEO: | LENGTH of Video: 22.3 minutes |
Unit # 9 - Assignment # 1 - The Opening of Your Show |
This assignment has 10 question(s) for 10 points each for a total of 100 possible point(s). The total points needed for a pass are: 70 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/music_Unit9_Assignment1_Printout.pdf |
DOC File: |
Online version of assignment text: Consider your own integrated script and score: Submit the opening of your show: • Prepare the integrated script and score from the exercise in this unit; |
Unit # 9 - Third Revision
Unit # 9 - Handout # 1 - The Pitch |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Handout1.doc |
Unit # 9 - Handout # 2 - Producer’s Synopsis |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Handout2.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Handout2.doc |
Unit # 9 - Exercise # 1 - Pitch |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Exercise1.doc |
Unit # 9 - Video # 1 - Third Revision/Pitch | ||
VIDEO: | LENGTH of Video: 15 minutes |
Unit # 9 - Assignment # 1 - Third Revision |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit9_Assignment1_Printout.doc |
Online version of assignment text:
1. Revise your outline based on the notes from your dramaturge. 2.
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Unit # 9 - Philosophy of Metaphor
Unit # 9 - Exercise # 1 - Optional Reading Excerpt |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit9_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit9_Exercise1.doc |
Unit # 9 - Video # 1 - Philosophy of Metaphor | ||
VIDEO: | LENGTH of Video: 22 minutes |
Unit # 10 - Refrain Structure
Unit # 10 - Handout # 1 - Refrain Structure (AABA) Handout |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit10_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/2016/08/Lyricnew_Unit10_Handout1.doc |
Unit # 10 - Video # 1 - Refrain Structure – AABA | ||
VIDEO: | LENGTH of Video: 19 minutes |
Unit # 10 - Assignment # 1 - Refrain Structure – AABA |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit10_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Lyricnew_Unit10_Assignment1_Printout.doc |
Online version of assignment text: AABA Refrain Assignment a c Note: This can duplicate another assignment or project of your own. |
Unit # 10 - Final Revision
Unit # 10 - Exercise # 1 - Review |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit10_Exercise1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit10_Exercise1.doc |
Unit # 10 - Video # 1 - Final Revision/Next Steps | ||
VIDEO: | LENGTH of Video: 11 minutes |
Unit # 10 - Assignment # 1 - Final Revision |
This assignment has 1 question(s) for 100 points each for a total of 100 possible point(s). The total points needed for a pass are: 80 |
Is this assignment Optional for Core? NO |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit10_Assignment1_Printout.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/Outline_Unit10_Assignment1_Printout.doc |
Online version of assignment text:
Revise your outline based on the notes from your dramaturge.
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Unit # 10 - Simile
Unit # 10 - Handout # 1 - Simile |
PDF File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit10_Handout1.pdf |
DOC File: http://www.writingmusicaltheatre.com/wp-content/uploads/admin/lyric2_Unit10_Handout1.doc |
Unit # 10 - Video # 1 - Simile | ||
VIDEO: | LENGTH of Video: 11 minutes |
Unit # 10 - Assignment # 1 - Creating Similes |