CREATING YOUR OWN MUSICAL

LESSON 12: CREATING YOUR OWN MUSICAL

OBJECTIVE
To apply knowledge and practice the devising theatre form

DESCRIPTION
In this lesson, students will present their devising pieces and prepare to watch the next musical,
Dreamgirls.
Technology note: You need the ability to show a video to the class.

MATERIALS
•  The Dreamgirls Study Guide

INSTRUCTION
1. Beginning-of-Class Routine
a. By this time in the year you probably have your own routine to start the class. Whether
it’s a warm-up, a student led warm-up, or a journal prompt, focus your exercises toward
musical theatre and devised theatre.
b. For example, a good journal prompt might be “How might you use devising or
improvisation skills outside of this class?”
c. You could incorporate a devised theatre exercise as your warm-up to get students used
to creating in groups. Have students improvise a scene based on a photograph from a
well-known photographer, such as Annie Leibovitz, Ansel Adams, Dorothea Lange, Andy
Warhol, Anne Geddes, etc.
2. Presentations
a. Give students five minutes (or whatever time you think they need) to review their pieces.
b. Each group presents their pieces.
c. Afterward, discuss the pieces. What images stood out to you? What moments stood out
to you? What was easy about the activity? What was difficult? What would you change for
next time?
3. Dreamgirls Study Guide
a. Hand out and review the Dreamgirls Study Guide.
i. Explain to students: Some of the study guide requires Google research about the
era and the musical itself. For example, there are questions about the original
musical.
ii. Some of the study guide requires you to watch the movie carefully in order to
answer the questions. For example, you will have to identify two songs from the
movie, identify the type of song, and give evidence for how the song moves the
story forward.

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 iii. They will complete the study guide and hand it in at the beginning of Lesson 17 for
assessment. (Use the answer key provided in Lesson 17.)
4. Sweeney Todd Study Guide
a. Remind students that their Sweeney Todd study guide is due in the next class.
5. End-of-Class Routine
a. Use your regular end-of-class routine in the last five minutes of class.
b. A possible exit slip question: Compare and contrast your favorite songs from Singin’ in the
Rain and Sweeney Todd. List three similarities and three differences.

ASSESSMENT
•  Student presentations for Sweeney Todd.
•  While students are performing, take notes: what was successful, and what suggestions do you
have for improvement for the future? This might include the structure of the play or students’
technique (vocally and physically).
○○ For a completion/participation/demonstration of skills grade, use the following scale:
ƒƒ 4: Strong ensemble work. Students worked together to thoughtfully and
creatively fulfill the requirements of the prompt they chose. Strong vocal and
physical technique. Strong understanding of the elements of musical theatre.
ƒƒ 3: Mostly strong ensemble work. Students usually worked together to fulfill the
requirements of the prompt they chose. Vocal and physical technique is usually
strong. Understanding of the elements of musical theatre is usually strong.
ƒƒ 2: Ensemble work needs attention. Some group members may not be
engaged or contributing. Vocal and physical technique may need attention.
Understanding of musical theatre elements may need clarification.
ƒƒ 1: Understanding of how to work in an ensemble needs attention. Most group
members may not be engaged or contributing. Vocal and physical technique
is underdeveloped and detracts from understanding or appreciating the
performance. Musical theatre elements need clarification.
•  Depending on which prompt they chose, after the performances prepare to have students
discuss the following:
○○ PROMPT 1: What inspired your new ending to Sweeney Todd? What scenes,
characterizations, or clues from the musical we watched in class gave you suggestions?
○○ PROMPT 2: Do you personally agree with this moral or maxim? Why or why not? How
do you feel about performances that include morals or lessons?
○○ PROMPT 3: Do you personally agree with this “big idea” from Sweeney Todd? Why do
you think that some people seek vengeance?
○○ FOR ALL GROUPS: What actions would you perform for next time to strengthen the
story or characterization of your piece?

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 CREATING YOUR OWN MUSICAL
DREAMGIRLS STUDY GUIDE
Name:

BACKGROUND INFORMATION
Fill in the blanks using a Google search.

•  Set in the 1960s and 1970s, a time when African Americans were struggling to achieve
equality as segregation began to die
•  The story was inspired by the importance of 1960s’ predominantly African American girl
groups such as The Supremes, The Chiffons, and The Shirelles. The Greek Chorus from Little
Shop of Horrors—Chiffon, Crystal, and Ronette—were based on back-up singers and girl
groups from the same era.
•  Motown Records Corporation is a record label company that played a major role in the racial
integration of popular music. Originally based out of Detroit, Michigan, Motown Records
(because Detroit was known as the _____________ City, due to its production of automobiles
in the early 20th century) was founded by ______________________________________________
in 1959.
○○ Motown was the first record label to be owned by an African American and feature
mainly African American artists and groups who wanted to break through to the pop
charts.
○○ Motown was known for its unique mixture of soul music with a pop influence, which
was trademarked “The Motown Sound.”
•  Many songs originally recorded by African American artists were popularized for broader
audiences by white singers (as per the original version of “Hound Dog” recorded by Willie
Mae “Big Mama” Thornton and popularized by Elvis Presley). It was not uncommon for the
original black artists to receive little to no recognition or compensation for their work.
•  Definition of a payola scheme: when record companies illegally pay or provide other
compensation to radio stations so their songs will be played.
•  In Dreamgirls, Curtis uses money from his car dealership, as well as from gambling and the
mob, to illegally increase airplay of Jimmy Early and the Dreamettes’ songs.

THE ORIGINAL BROADWAY PRODUCTION

•  Conceived in 1975 by playwright Tom Eyen and composer Henry Krieger.

•  ___________________________________________ starred as Effie. Originally Effie was intended

to die at the end of Act One.

•  ___________________________________________ starred as Deena.

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 •  ___________________________________________ starred as Lorrell.

•  Premiered on Broadway at the Imperial Theatre on _______________________ (day, month, and

year) and closed on August 11, 1985, after _______________________ performances.
•  Effie’s showstopper, “And I Am Telling You I’m Not Going,” became a number one hit on the
Billboard R & B charts in 1982.

TONY AWARDS RECEIVED

•  Best Book of a Musical (Tom Eyen), Best Lead Actress in a Musical (_______________________
______________), Best Lead Actor in a Musical (Ben Harney), Best Featured Actor in a Musical
(Cleavant Derricks), Best Lighting Design (Tharon Musser), and Best Choreographer (Michael
Bennett and Michael Peters)

THE FILM
•  Released nationwide on this date (month, day, year): ____________________.
•  Screenplay adapted by Bill Condon from the original Broadway book. Condon also directed
the film.
•  The project remained in limbo for more than twenty years, until the success of the Oscar-
winning movie musical ______________________________ (2002), which was also written by
Condon.
•  One big change from the musical to the film: much of the action is moved from Chicago to
Detroit, home of Motown and The Supremes, more closely aligning the fictional story of The
Dreams with the true-life story of The Supremes.
•  Certain character designs were also chosen to remind audiences of The Supremes, such as
Deena’s disco appearance and hairstyle in the latter half of the film, which intentionally mimics
Diana Ross’ similar style in the 1970s.
•  Condon originally sought to cast unknown actors as The Dreams.
•  R & B singer Beyonce Knowles successfully lobbied for the part of Deena.
•  Anika Noni Rose (Lorrell) was a successful Tony award winning Broadway actor.
•  Jennifer Hudson (Effie) was an American Idol finalist and beat out 782 other actors who
auditioned for Effie.
•  Four new songs for the film were written by the original Dreamgirls composer Henry Krieger:
“Love You I Do,” “Patience,” “Perfect World,” and “______________________.”

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AWARDS
Academy Awards:
•  Best Sound Mixing (Michael Minkler, Bob Beemer, Willie D. Burton)
•  Best Supporting Actress (___________________________________________)
Golden Globe Awards:
•  Best Motion Picture, Musical or Comedy
•  Best Supporting Actor (Motion Picture): _______________________________
•  Best Supporting Actress (Motion Picture): Jennifer Hudson

CAST OF CHARACTERS
Fill in the blanks with information about the film adaptation of Dreamgirls.

Effie White (Jennifer Hudson): At the story’s beginning, the lead singer of The Dreamettes.

Deena Jones (Beyonce Knowles): One of the two backup singers for The Dreamettes.

Lorrell Robinson (Anika Noni Rose): The youngest member of The Dreamettes.

Curtis Taylor, Jr. (Jamie Foxx): A Cadillac dealer with his eye on The Dreams.

Marty (________________________________): Jimmy T. Early’s manager.

James “Thunder” Early (____________________________): A famous James Brown-like soul singer.

C.C. White (Keith Robinson): Effie’s brother and songwriter/composer for The Dreams.

Michelle Morris (_________________________________________): Curtis’ secretary.

SIMILARITIES BETWEEN FICTIONAL MUSICAL GROUP THE DREAMS AND

REAL-LIFE GROUP THE SUPREMES
The story of The Dreams is inspired by the rise of popular 1960s and 70s Motown female singing
groups, and most specifically resembles the story of Diana Ross and The Supremes. The Supremes
were first the Primettes, while The Dreams were The Dreamettes.
Florence Ballard was considered to be the most talented singer in the group. Nevertheless, Diana
Ross was appointed to sing lead after becoming romantically involved with Berry Gordy Jr. The
group was renamed “Diana Ross and The Supremes.”
Ballard was fired after missing several rehearsals. After spending time on welfare, she attempted a
solo career.
Ballard died unexpectedly at the age of 32.
Diana Ross attempted a film career in the mid-1970s, eventually starring in The Wiz, produced by
Motown and also starring Michael Jackson.
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MUSICAL NUMBERS (FROM THE FILM)
Act I
1. "I'm Lookin' for Something" — The Step
Sisters
2. "Takin' the Long Way Home" — Tiny
Joe Dixon
3. "Move" — The Dreamettes
4. "Fake Your Way to the Top" — James
"Thunder" Early & the Dreamettes
5. "Cadillac Car" — James "Thunder"
Early & the Dreamettes
6. "Cadillac Car (Reprise)" — Dave & the
Sweethearts
7. "Steppin' to the Bad Side" — Curtis
Taylor Jr., C.C. White, Wayne, James
"Thunder" Early & the Dreamettes,
Chorus
8. "Love You I Do" — Effie White
9. "I Want You Baby" — Jimmy Early & the
Dreamettes
10. "Family" — C.C. White, Effie White,
Curtis Taylor Jr., Deena Jones, Lorrell
Robinson
11. "Dreamgirls" — The Dreams
12. "Heavy" — The Dreams
13. "It's All Over" — Effie White, Deena
Jones, Lorrell Robinson, Michelle
Morris, C.C. White, Curtis Taylor Jr.
14. "And I Am Telling You I'm Not Going"
— Effie White
15. "Love Love Me Baby" — Deena Jones
& the Dreams
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Act II
1. "I'm Somebody" — Deena Jones & the
Dreams
2. "When I First Saw You" — Curtis Taylor
Jr.
3. "Patience" — Jimmy Early, Lorrell
Robinson, C.C. White, Chorus
4. "I Am Changing" — Effie White
5. "Perfect World" — The Campbell
Connection
6. "I Meant You No Harm/Jimmy's Rap" —
Jimmy Early
7. "Lorrell Loves Jimmy" — Lorrell
Robinson
8. "Family (Reprise)" — Deena Jones & the
Dreams
9. "Step on Over" — Deena Jones & the
Dreams
10. "I Miss You Old Friend" — Jazz Singer
(Loretta Devine)
11. "Effie, Sing My Song" — C.C. White
and Effie White (deleted from theatrical
version, present on DVD)
12. "One Night Only" — Effie White
13. "One Night Only (Disco)" — Deena
Jones & the Dreams
14. "Listen" — Deena Jones
15. "Hard to Say Goodbye" — Deena Jones
& the Dreams
16. "Dreamgirls (Finale)" — The Dreams
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PLEASE ANSWER THESE QUESTIONS AS COMPLETELY AS YOU CAN, USING
EVIDENCE FROM THE FILM.
1. Choose one of the original members of the Dreams (Effie, Deena, or Lorrell). Providing evidence
from the film, discuss their character arc as it progresses from the beginning of the film to the
conclusion. How has this character grown and changed over the course of the story? Consider
their relationships with each other, with their music, family members, and romantic relationships. (6
points)

2. Choose an ensemble musical group you admire. Perform quick research on the history of the
band. Use your research to compose a fifteen- to twenty-sentence summary of a fictional play you
might write inspired by actual events in the life of the group. (8 points)

3. Choose two of the most memorable song/dance numbers. A) What are the qualities of these
moments that make them appealing to you? B) Use your “Musical Theatre Notes” handout to
identify the type of song. How does it move the story forward? Provide evidence from the play/
film. (10 points)

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Name of Song/Dance Number

1:_____________________________________________________________________________________

A)

B) Type of Song: ____________________________________________________________________

How does it move the story forward?

Evidence:

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Name of Song/Dance Number

2:_____________________________________________________________________________________

A)

B) Type of Song: ____________________________________________________________________

How does it move the story forward?

Evidence:

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