PERF 220–1 GROUP PRESENTATIONS

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Groups, shows, and dates: view here.

Objectives:

• To learn experientially as well as cognitively;
• To experience the artistic process and understand how choices reflect and influence audience response;
• To absorb important information on musical theatre analysis and criticism, and to apply this information to presentations
• as well as written work;
• To work collaboratively in peer groups;
• To analyze and discuss theatrical material, apply it to a focus on American society, and develop creative presentations in order to instruct the class; and
• To provide practical experience in oral communication.

Overview: For this collaborative project, you will choose a decade from a provided list. Your group will prepare a presentation of a musical from that decade, which we have not discussed extensively in class. The goal of the presentation is to teach, illuminate, engage, and stimulate the class. Be clear, be creative, be substantive. Visuals and/or handouts are required. Don’t be afraid to entertain.

There is an oral component and a written component for each group presentation:

Oral Presentation (50 points: 25 individual + 25 group): A 4- to 5-minute presentation addressing a substantive topic related to the musical. Topics should emphasize particularly important social or political issues related to the play, but also might include information or historical context on the original production, biographical information on the creators / designers / performers, major revivals or movie versions, musical or dramatic innovations, critical responses, etc.—but only if this information provides genuine, significant insight into the musical.

It is not necessary for the group to address every one of these topics unless relevant. Each individual topic must be substantive and contribute to our deeper understanding and appreciation of the play. If you have chosen a musical from one of the teaching modules, this information should be different from (and augment) what we have learned in class.

The total time for the group presentation may not exceed 20 minutes (25 minutes for groups of five people). This leaves some time at the start of the presentation for the entire group to give a basic overview of their musical: the creative team, notable awards, important cast members, and a very brief sketch of the plot should all be addressed in these first couple minutes.

All presentations will be cut off beyond 20 (or 25) minutes, and every member of the group must speak. The group grade will be lowered if not everyone has had a chance to speak. Rehearsal and timing are critical. Little to no class time will be available for group work. Meeting outside of class is essential. Everyone has a busy schedule, so avoid conflicts by planning well in advance.

Individual Essay (25 points): Each group member will submit a typed-up script of what they say during their presentation, plus a grading evaluation (see below). The essay should also include a bibliography of at least three sources (at least two of which are not from the internet. Published scholarly journal articles and e-books count as printed sources).

Optional Performance: You may also perform a portion of the assigned musical that captures the spirit and/or message of the piece. This may be a scene, a song, or a scene into a song. For any musical material, please perform with a pianist (note that I am happy to play, but I may not be free to rehearse much outside of class). These scenes are to be memorized and staged. Costumes are not necessary. Difficult-to-acquire props should be mimed. No money should be spent on the performance aspect of your presentation.

The performance portion of your presentation should not exceed ten minutes (and it may be shorter). Everyone in the group must still speak—so if you perform, you should introduce the song you’re performing as your script. In the 10-minute window, you may perform multiple short scenes or songs, if desired. However, the same time limits apply (up to 10 minutes for the performance, and 20 or 25 minutes total for the entire presentation).

Grading: Each student will receive an individual grade and a group grade for each presentation. Also, you will submit a typed evaluation of every member of your group, including yourself. You should speak about each group member’s assigned task and how effectively they contributed to the project (a short paragraph of 2–3 sentences per groupmate). For yourself, go into a little more detail about your contribution to the presentation and the process by which you prepared and researched the presentation, and honestly evaluate your own work. I will be the only person to read these evaluations. Be candid, but not cruel.

Fairness: It is critical that every student pull their own weight (including design, photocopying, and producing handouts). If a member is missing meetings and/or not doing the work, act quickly and in good faith, and take the following steps: 1. Speak to the student before or after class AND leave messages by phone and email (sending a copy of the email to me). If this has no effect, 2. Vote by majority to eject the student from the group, reassign their tasks, and inform me. If you are ejected from a group, you will need to write a makeup paper by yourself on the same topic. This paper will be graded on a scale of B–F.