Laura Huggins

MUED 470
2/2/2023

10 Show Concepts

1. “Bewitched”
Selections include:
“No One Mourns the Wicked” by Stephen Schwartz
“I Put a Spell On You” by Jalacy Hawkins
“The Sleeping Beauty”, Op. 66 No. 6 (“Spell Scene”) by Pytor Illych Tchaikovsky
Symphony No. 9 by Ludwig Van Beethoven (excerpts from movements 1 and 4)

Educational benefits:
Musical:
● Students will be exposed to a variety of music styles including
classical/romantic era orchestral, musical theater, and jazz
● Students will familiarize themselves with the classic piece of standard
orchestral repertoire that is Beethoven 9
● Students will be challenged to play powerful music at full dynamics
without sacrificing tone quality or intonation
Non-musical:
● Students will practice movement and acting abilities in the storytelling
manner of this production
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show
● Students will learn about the historical context of “witch hunts”

Visual Ideas:
The production will tell the story of a witch (select color guard member or
additional dance soloist) casting a spell on a band member (trumpet or trombone
soloist) who falls in a siren-like obsession with the member until a witch hunt that
results in the demise of the witch frees the member. I would like the colors of the first
half of the production to be generally dark, likely using solid black flags. As the witch is
killed, I would like red/fire flags to be used representing the hypothetical burning of the
witch (I think depicting burning at the stake a la “Wicked Games” is a little dark for high
school so instead I would like to imply it with colors and choreography).
I’m picturing this in a long silk held by two guard members at the pole running from
front to back field over the witch at the end of the show, after which the witch
disappears under the structure representing her burning.

Something like this would be appropriate for the rest of the guard at the end of the
production. I want the presence of fire but I don’t want those flags to overpower the silk
that the witch will be under.

I’d like a two-tiered platform where the witch can be seen

standing above the band, members can interact with the witch in
attempts to kill her, and she can disappear behind at the end of
the show. This could be rock-like as such, or a simple wooden
structure.

For the sake of this show, an emphasis will be placed on rifle work rather than flags.
 2. “Icarus”

Musical selections include:

“Fly Me to the Moon” by Bart Howard
“Symphony No. 5” by Ludwig Van Beethoven (Movement 1)
“Fly Like an Eagle” by Steve Miller
“Sunshine on My Shoulders” by John Denver (slowed and minor)
“Symphony No. 5” by Ludwig Van Beethoven (Movement 3)

Educational Benefits:
Musical:
● Students will be exposed to a variety of musical genres and will thus
become more confident in their understanding of how to perform multiple
genres of music
● Students will work on rhythmic accuracy in traditional, standard
repertoire with Beethoven 5.
● Students will learn to create mood shifts in their playing and work on
conveying emotion in order to properly tell this story.
Non-musical:
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show.
● Students will learn about Greek mythology and traditional fables through
the theme of this show.

Visual ideas:
The production will tell the traditional story of Icarus flying too close to the sun
despite the warnings of his father. It will end tragically, as does the myth. Members of
the color guard will portray Icarus and his father. The beginning of the production will
show the two of them regularly side-by-side and seemingly joyful. Icarus will climb a
structure with his angel wing flags and “fall” to his death while his father tries to stop
him the entire time. His father will mourn his death.

The structure will incorporate similar rocks as presented in the

“Bewitched” program.

These angel wing flags will be used by Icarus and then the rest of
the color guard in mocking homage after his death.

Flags over the course of the show will be solid blue and then
yellow to represent the water/sun as Icarus prepares to take flight.
3. “Hooray for Hollywood”

Musical selections include:

“Diamonds Are a Girl’s Best Friend” by Jule Styne
“Moon River” by Henry Mancini
“Live and Let Die” by Paul and Linda McCartney
“Hooray for Hollywood” by Richard A. Whiting

Educational Benefits:
Musical:
● Students will be challenged to play jazz-based music and learn
about swing
● Students will learn how to maintain balance and proper tone in
pieces of a variety of styles
Non-musical
● Students will learn about cultural history through music history and
the variety of selections incorporated in this show.
● Students will learn about film history.
● Students will study the triumphs and failures of 1940s-1970s
Hollywood.
Visual Ideas
This production would demonstrate the filming and production of a
movie. A voiceover could serve as the “director” (think most of “A Chorus
Line”), cuing effects such as drill formations and flag changes. Colors
would be based in black, gold, and sepia brown. The show may use a large
film reel prop as a stage for soloists.
 4.Pandora’s Box

Musical Selections Include:

“Fugue in G Minor” by Johann Sebastian Bach
“Paint it Black” by The Rolling Stones
“Angels in the Architecture” by Frank Ticheli
Educational Benefits:
Musical:
● Students will develop skills in stylistic contrast between movements
● Students will practice technical agility with the fast music found in the first
and final movement.
Non-musical:
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show.
● Students will learn about the Greek mythology of which this production is
based.

Visual ideas:
The production will tell the story of Pandora’s box. A very large chest prop will sit
in the middle of the field. Many guard members will emerge to depict evil creatures that
haunt the band members. They will be wearing many colors. Flags will be exceptionally
vibrant to contrast with the simple band uniform. Finally, a soloist depicting “Hope” will
emerge from the box dressed in gold, and the show will end on a hopeful, but ominous
note.
 5. “Nightmare”

Musical selections include:

“Strangers in the Night” by Bert Kaempfert
“Danse Macabre” by Camille Saint-Saens
“Thriller” by Michael Jackson
“Sweet Dreams (Are Made of This)” by Annie Lenox and Dave Stewart
Educational Benefits:
Musical:
● Students will develop skills in stylistic contrast between movements
● Students will practice technical agility in the difficult, fast music found in
“Danse Macabre”.
Non-musical:
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show.

Visual ideas:
The production will use a voiceover to abstractly tell the story of the creatures
that haunt the night as we sleep. The guard will portray fiendish creatures haunting
band members and be dressed primarily in black with accents. Flags will be a variety of
colors but will end in solid black.
 6. “The Mask We Wear”

Musical selections include:

“Masquerade” by Andrew Lloyd Weber
“Cinderella Op. 87 Act II No. 37- Waltz Coda” by Sergei Prokofiev
“All I Ask of You” by Andrew Lloyd Weber
“Romeo and Juliet Act I Scene XII, Masks” by Sergei Prokofiev
Educational Benefits:
Musical:
● Students will develop skills in stylistic contrast between slow and fast
movements.
● Students will learn
Non-musical:
● Students will learn about cultural history through music history and the
selections incorporated in this show.

Visual ideas:
The production will tell a Cinderella-like love story occurring at a masquerade
ball, as two people dance with and fall for one another, but neither knows the other’s
true identity. The color guard will be in masquerade masks and colorful, flamboyant
gowns. A bridge-like structure in the middle of the field will be used by instrumental and
guard soloists- this is where the majority of the story-telling action will take place.
 7. “A Midsummer Night’s Dream”

Musical selections include:

“Scherzo from A Midsummer Night’s Dream” by Felix Mendehlson
“I Dreamed a Dream” by Claude Michael-Schönburg
“Fantasy” by Earth, Wind & Fire

Educational Benefits:
Musical:
● Students will develop skills in stylistic contrast between slow and fast
movements.
● Students will practice technical agility in the difficult, fast music found in
the first movement.
Non-musical:
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show.

Visual ideas:
The production will abstractly cover the concept of dreaming, utilizing minimalist
but fairy-like guard costumes to pay homage to the story of “A Midsummer Night’s
Dream” on which all show design will be very loosely based. A stage for soloists will be
provided in the shape of a cloud with a platform on top.
 8. “Fosse”

Musical selections include:

“Magic to Do” by Stephen Schwartz
“Rich Man’s Frug” by Cy Coleman
“Hernando’s Hideaway” by Jerry Ross
“Hot Honey Rag” by Fred Ebb
Educational Benefits:
Musical:
● Students will develop rhythmic and stylistic skills in music with heavy jazz
influences.
● Students will develop skills in stylistic contrast between slow and fast
movements.
Non-musical:
● Students will learn about the history and choreographic style of Bob Fosse.
● Students will broaden their knowledge of musical theater.

Visual ideas:
The production will use simple, solid-color flags. The color guard will be in
bowler hats and movement will be fosse-esque. If not done well, fosse choreography
looks like a poor attempt of other choreography with turned-in legs and intense leans.
For this reason, it is imperative that all members who participate in movement have
extensive stylistic training.
 9.“Disco Fever!”

Musical selections include:

“Night Fever” by the Bee Gees
“After the Love Has Gone” by Earth, Wind & Fire
“Celebration” by Kool & The Gang

Educational Benefits:
Musical:
● Students will learn to play with consistent high energy in order to convey
the specific mood of this piece, but without sacrificing tone quality.
Non-musical:
● Students will learn about 1970’s history through music history and the
variety of selections incorporated in this show.
● Students will learn about the impact of disco music on modern day pop.

Visual ideas:
The production will use bright, vibrant colors. The color guard uniforms will look
very 1970’s with shiny disco pants. If the director elects to have an on-field stage for
soloists, it would be structured to look like a disco ball. This theme will not convey a
specific story, but rather, is designed to be a fan-favorite filled with fun and well-known
tunes.
 10. “The Heist”

Musical selections include:

“Theme from The Pink Panther” by Henry Mancini
“Skyfall” by Paul Epworth and Adele Adkins
“Mission: Impossible Theme” by Lalo Schifrin

Educational Benefits:
Musical:
● Students will learn to create mood shifts in their playing and work on
conveying emotion in order to properly tell this story.
● Students will develop rhythmic and stylistic skills in jazz-based music.
Non-musical:
● Students will learn about cultural history through music history and the
variety of selections incorporated in this show.

Visual ideas:
The production will use dark colors to convey the “sneaky” and “spy-like” mood
that the music is intended to convey. Color guard flags will contain diamonds to
demonstrate the stealing of gems. This production will likely not feature a specific
storyline, as that would likely be unbearably cheesy with this theme in particular.