Curtain Up Slides ✦✦✦✦✦✦✦✦
Lesson 1: Introduction
Curtain Up!
Entering the dazzling world of Broadway & decoding the storytelling power of showtunes.
Marquee Masters Series Slide 1 of 4
What is Musical Theater?
The unique hybrid of three powerhouse storytelling disciplines.
The Book
Also called the libretto. This is the script, including all spoken dialogue and the narrative spine of the show.
The Score
The music and lyrics. Songs are not just breaks in dialogue—they carry the emotional climax and drive the plot forward.
Movement
Choreography and staging. Dance tells stories that words cannot, expressing deep feelings, tension, or community vibe.
Stage Rule: When a character is too emotional to speak, they sing! Slide 2 of 4
Anatomy of a Showtune
How a theater song is architected to deliver maximum dramatic impact.
01
The Verse (The Set-up)
Establishes the character's baseline reality, current location, and initial thoughts. Often conversational in rhythm.
02
The Chorus (The Core Theme)
The primary musical theme. It contains the central message, repeated hook, and strongest emotional resonance.
03
The Bridge (The Turning Point)
A dramatic shift in tempo, key, or emotion. Here, the character faces a revelation or makes a massive choice.
04
The Outro / Coda (The Aftermath)
The resolution of the song. The character has changed and is now standing in their new state of mind.
Unlike pop songs, showtunes MUST advance the plot. Slide 3 of 4
Active Listening Challenge!
Decoding a Broadway Showtune
As we listen to our first musical sample today, grab your worksheet and hunt for these theatrical elements:
Who is singing? Identify gender, age, and emotional baseline.
Where are they? Listen for sounds or lyrics indicating the environment.
What is their main problem? What is blocking them from getting what they want?
How does the song change? Track musical transitions (tempo, volume, style).
Open your "Curtain Up Worksheet" and prepare to write! Slide 4 of 4
Curtain Up Worksheet Marquee Masters — Lesson 1
CURTAIN UP!
Student Activity Sheet Subject: Musical Theater Basics
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
The Anatomy of a Show
Match the theatrical terms on the left to their correct descriptions on the right. Write the letter in the space provided.
___
1. The Book
A. The songs and musical score, including the melodies and lyrics written for the show.
___
2. The Score
B. The dialogue script that holds the musical elements and storyline together. Also called the libretto.
___
3. Choreography
C. The musical transition, shifting tempo or key, that represents a character's major decision.
___
4. The Bridge
D. The planned movement and dance sequences on stage that express unspoken emotion.
PART 2
Active Listening Showtune Log
Listen carefully to the song your teacher plays. As you listen, analyze the storytelling elements and answer the prompts below. Give complete, specific details!
THE CHARACTER
Who is singing? What does their voice tell you about their personality or emotional state?
THE ENVIRONMENT
Where are they? Identify sound cues or lyrical details that show the setting.
THE CONFLICT
What obstacle does the character face? What is stopping them from achieving their goals?
MUSICAL SHIFTS
Does the tempo, volume, or key change? How does this shift match the character's choice?
Marquee Masters Series © 2026 ACT I, SCENE 1
Golden Age Pioneers Worksheet Marquee Masters — Lesson 2
GOLDEN PIONEERS
Student Activity Sheet Subject: The Integrated Musical (1943-1959)
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
The "Integrated" Musical
Before 1943, Broadway musicals were mostly collections of silly jokes and unrelated songs. In 1943, composer Richard Rodgers and lyricist Oscar Hammerstein II premiered Oklahoma! , creating the first integrated musical . In an integrated musical:
The songs grow directly out of the plot and reveal character feelings.
The dance acts as storytelling rather than just decorative entertainment.
The story (book) is treated with dramatic respect and holds real stakes.
PART 2
Golden Age Lyric Analysis
Read this excerpt from "Oh, What a Beautiful Mornin'" (Oklahoma!, 1943) sung by the cowboy Curly. Analyze how it sets the tone and character.
"There's a bright golden haze on the meadow,
Oh, what a beautiful mornin'!
Q1: Character Baseline
What does this simple, optimistic imagery tell us about Curly's worldview and personality?
Q2: Environment & Mood
How do the words paint a picture of the setting? Why is this setting important to a story about settlers?
PART 3
The Integrated Writer's Challenge
Imagine you are writing an integrated musical. Read the script scenario below and decide where the song should begin, what its title should be, and what it should accomplish.
Scenario: Two young immigrants, Maria and Josef, have just arrived in New York City in 1952. Josef is terrified of the noise and crowds, while Maria is excited by the bright lights. They argue about their future in America.
Song Title & Style:
What would the song be called? Is it fast, slow, hopeful, or tense?
Plot Advance Action:
What choice or realization must the characters reach by the end of the song?
Marquee Masters Series © 2026 ACT I, SCENE 2
I Want Blueprint Worksheet Marquee Masters — Lesson 3
HEART DESIRES
Student Activity Sheet Subject: The "I Want" Song Archetype
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
What is an "I Want" Song?
Usually appearing as the second or third song in a musical, the "I Want" song introduces the main protagonist's deepest dreams, frustrations, and goals. It is the narrative fuel for the entire show. Without it, the audience doesn't know what to root for!
1. Objective
What the character desires more than anything else.
2. Obstacle
The physical, social, or emotional wall blocking them.
3. Strategy
How they intend to overcome it and fight for their dream.
PART 2
Showtune Case Study
Think of a classic "I Want" song (e.g., Ariel's "Part of Your World," Hamilton's "My Shot," Belle's "Belle Reprise," or Hercules' "Go the Distance"). Analyze its blueprint below:
Character & Song Title
The Character's Dream
The Ultimate Obstacle
PART 3
Your Turn: Outline Your "I Want" Song
Step into the shoes of a character (either a fictional one, or yourself!). Create your own theatrical "I Want" song blueprint.
Character Name & Setting:
The Big Dream (Objective):
The Great Barrier (Obstacle):
Be specific! A good obstacle makes the dream feel impossible.
Lyric Draft (4-6 Lines):
Write a short verse or chorus where the character expresses their dream. Focus on strong verbs and emotional vocabulary!
Marquee Masters Series © 2026 ACT I, SCENE 3
Villainous Vibes Worksheet Marquee Masters — Lesson 4
WICKED WHISPERS
Student Activity Sheet Subject: Villain Songs & Minor Keys
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
The Villain's Musical Toolkit
Composers use specific music theory tools to make a villain sound sneaky, powerful, or unstable. Match each musical concept to its emotional effect:
1. Minor Key
___
A. Notes that are extremely close together, creating a crawling, creepy, or slithering effect.
2. Dissonance
___
B. A musical scale that sounds naturally darker, sadder, or more mysterious than a major scale.
3. Chromaticism
___
C. Clashing, harsh chords that create immediate tension and make the listener feel uncomfortable.
PART 2
Antagonist Motive Analysis
Listen to the villain song selected by your instructor (e.g., Scar's "Be Prepared," Ursula's "Poor Unfortunate Souls," or Frollo's "Hellfire"). Fill out the antagonist breakdown below:
Antagonist Motivation
What is the villain's ultimate goal? What is their excuse for doing evil things?
Vocal Characterization
How does the actor sing? Do they growl, speak-sing, use high nasal tones, or deep operatic notes?
PART 3
Your Turn: Design a Villain Song
Imagine you are writing a musical about a high school bully who wants to control the school cafeteria, or a wicked wizard who wants to steal the sun. Choose one and design their song's music style!
Villain Concept & Goal:
Tempo & Time Signature:
Is it a slow slither (3/4) or a fast march (4/4)?
Signature Instrument:
What instrument fits their vibe (e.g. cello, organ, electric bass)?
First Line of Lyrics:
Write a creepy or boasting opening line.
Marquee Masters Series © 2026 ACT I, SCENE 4
Ensemble Synergy Worksheet Marquee Masters — Lesson 5
POWER CROWDS
Student Activity Sheet Subject: Stage Directions & Ensemble Staging
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
Decoding the Stage
Stage directions are written from the actor's point of view as they face the audience. Fill in the missing abbreviations in our stage grid below: UR (Upstage Right), C (Center Stage), DL (Downstage Left), etc.
BACKSTAGE (Upstage)
Upstage Right UR
Upstage Center _________
Upstage Left UL
Stage Right _________
Center Stage C
Stage Left _________
Downstage Right DR
Downstage Center _________
Downstage Left DL
AUDIENCE (Downstage)
PART 2
Choreographic Formations
Staging is about visual composition. Match the formation below to its correct storytelling impact:
1. The Wedge / V-Shape (▲)
Focuses audience attention on a single leader standing at the tip, with the ensemble framing them.
2. The Staggered Window (▤)
Ensures every singer can be seen between the shoulders of the row in front. Essential for choral projection.
PART 3
Your Turn: Stage the Final Chorus!
You are staging the final high-energy chorus of a showtune. You have one lead singer (L) and four ensemble dancers (E) . Use the grid below to plot their positions to make the lead singer stand out. Draw L and E inside the spaces.
Stage Blocking Drawing Pad (UPSTAGE)
(DOWNSTAGE - AUDIENCE IS HERE)
Blocking Explanation
Explain why you placed the Lead (L) and the Ensemble (E) in these exact spots. How does this help the story or projection?
Marquee Masters Series © 2026 ACT I, SCENE 5
Revolutionary Beats Worksheet Marquee Masters — Lesson 6
REVOLUTIONARY BEATS
Student Activity Sheet Subject: Hip-Hop, Pop & Rock on Broadway
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
The Modern Soundscape
Today's Broadway doesn't just sound like classical orchestras. Modern composers merge traditional storytelling with contemporary music genres. Draw lines to match the modern musical to its dominant music genre:
1. Hamilton (Lin-Manuel Miranda)
2. Six (Toby Marlow & Lucy Moss)
3. Rent (Jonathan Larson)
A. Arena Pop Concert / Girl-Group Vocals
B. Hip-Hop, Rap, & R&B Rhythms
C. 90s Grunge & Alternative Rock
PART 2
Lyric Flow & Internal Rhymes
Modern Broadway songs, particularly rap-based ones, rely heavily on internal rhymes (rhymes that occur *inside* a single line, rather than just at the end). Read this lyric from Hamilton:
"I'm past patiently waitin'. I'm passionately smashin' every expectation,
Find the Internal Rhymes
Write down three words in the first sentence that rhyme internally:
Rhythmic Intent
Why does Hamilton rap so fast? How does the speed represent his character?
PART 3
Your Turn: Write a Rhythmic Rap Showtune
Write a 4-line rhythmic rap verse for a character who is extremely nervous about giving an oral presentation in school. Try to include at least one set of internal rhymes!
Pro-Tip 1: Keep the beats steady.
Pro-Tip 2: Use short, sharp words.
Pro-Tip 3: Circle your rhymes!
Line 1
Line 2
Line 3
Line 4
Marquee Masters Series © 2026 ACT I, SCENE 6
Rehearsal Runway Worksheet Marquee Masters — Lesson 7
SPOTLIGHT PREP
Student Activity Sheet Subject: Vocal scoring & Stage Presence
NAME: ___________________________
DATE: __________________
PERIOD: ___________
PART 1
What is Lyric "Scoring"?
Professional Broadway actors don't just memorize words; they "score" their scripts. Scoring is adding markings to your lyrics to plan exactly where to breathe, which words to stress, and what physical actions to take. Use this handy actor's marking code:
/
Breath Quick catch-breath
Word
Emphasis Underline stressed word
[Action]
Movement Staging cues in brackets
PART 2
Lyric Scoring Challenge
Score this fictional song snippet about a student about to walk onto the stage. Add: 2 breath marks (/), 3 underlined words for emphasis, and 2 physical action brackets [like this].
Acting Copy
"The stage is dark, the crowd is perfectly still.
I feel the chill, my heart is starting to race.
But I take my place, I lift my chin to the sky.
It's time to fly, this is my spotlight hour!"
PART 3
Your Rehearsal Checklist
Review your performance piece for the Showcase next lesson. Self-assess your prep and write down your main performance goal.
Performance Benchmarks
Diction (Crisp Consonants): Are you spitting out your "T"s, "P"s, and "K"s?
Vocal Projection (Diaphragm): Can they hear you clearly in the very back row?
Physical Anchoring: Are your feet planted? No nervous shifting or swaying.
My Main Performance Goal
What single thing do you want to master before standing in the performance spotlight next week?
Marquee Masters Series © 2026 ACT I, SCENE 7
