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Hamilton the Musical A Drama Lesson Using Differentiated Instruction

I think blogging about this particular musical is crucial.   That’s why I am blogging about it here. Hamilton the Musical a Drama Lesson Using Differentiated Instruction.” Recently, my husband and I finally had the fabulous opportunity  in catching the touring company performance of it in Kansas City. It’s truly breathtaking.

A combination of rap, musical, history and fabulous storytelling Hamilton is more than exceptional.  It transcends modern-day musicals with its unique crafting.

Many American History and Language Arts teachers are teaching the musical in their classroom. Consequently, our students are learning about American history which they might never have learned otherwise

Hamilton the Musical A Drama Lesson Using Differentiated Instruction

Hooray, I say!

What about the theater teachers? Or music teachers? They are probably teaching the story and listening to the music. That’s great, but frankly, I think there’s a lot more to teach about the musical.

I teach theater with a twist.  This is a pretty good description of what I mean. 

Do you like to use quotes in your classroom?  Grab a set of pendants which include Lin Manuel Miranda for your classroom here: Bulletin Board Pendants and Posters

Some of our students do NOT want to perform, but they might be interested in some other part of the theater if we can pique their curiosity.

Here is one way to do so.

How Teaching with Hamilton is Unique

You may be aware I am creating a series called Page to Stage–musical theater lessons about Tony award-winning Broadway musicals and one concerning the Tony Awards.   You can check them out– Bundle Drama Lessons: Broadway Musicals

My lessons offer many things.  One of the most important is a description of the responsibilities a playwright, composer, lyricist or producer have bringing a production to life. Plus, I include video clips like this, Lin Manuel Breaks Down His Biggest Songs : https://youtu.be/Urp9MjHLP0s

In the Heights is my latest creation. it includes these descriptions and I’m mighty proud of it, too! Check it out here:  In the Heights 

Teachers purchase these lessons because they work with our students. I always use differentiated instruction in my classroom. For instance, here is a fairly new costume design lesson using the Hamilton Broadway characters as the inspiration. Emergency Substitute Lesson Costume Design with Hamilton Broadway Musical Characters.

Comprehensive Teaching Resources for a Seamless Lesson

Here are the strengths:

1.  Letter to the teacher explaining the lesson and how to use it which alleviates any worries they might have.
2.   Warm-up game is included–after 38 years of teaching, I know which ones are appropriate and successful and I give you my version of the games
3.  Procedure–need I say more?
4.  Teacher’s Script–sometimes it helps to have a script, especially if you are leaving this for a substitute or an inexperienced teacher
5.  Photos of the production--we are all visual thinkers, so this is a big plus
6. Tony Awards it Received (or Nominations)
7. What are the Tony Awards–brief information about the Tony Awards and which awards the particular musical was nominated for or won
8. New York City Map with Competing Theaters Labeled–this helps students visualize the theater section of NYC
9. Trivia About the Shows and Broadway–these are so fun for me to compile!
10. Lyrics Quotes from the Musical–Good for Discussions and Assignments
11. Student Notes and a teacher’s key which makes grading a breeze
12.  Extension Activities--these are probably my most fun to create for teachers.  Each lesson is completely different depending upon the nature of the musical.
13. Exit Slip Suggestions–if a teacher wants to double-check if the students are comprehending the learning, this is a good way to do so
14. New!  Flip Book so students can take notes in a different method if need be (only in the PDF version)
15. Film clip links (hot)–these links are hand-picked by me and include the length and sometimes a recommendation of the grade level who would most appreciate them–all the teacher does is click the link and go!
16. Sources— a teacher can check out the information if they are curious

Data, Data, Data

When I was writing this blog, I found some facts concerning the importance of theater education.  Anyone needing to defend the reasons to teach it?

Do You Need to Be Convinced?

Here are some from the American Alliance of Theater and Education website:

Did you know…

• Students involved in drama performance coursework or experience outscored non-arts students on the 2005 SAT by an average of 65 points in the verbal component and 34 points in the math component(1)?
• Drama activities improve reading comprehension, and both verbal and non-verbal communication skills?
• Drama helps to improve school attendance and reduce high school dropout rates(2)?
• A 2005 Harris Poll revealed that 93% of the public believes that arts, including theatre, are vital to a well-rounded education (3)?
• Drama can improve skills and academic performance in children and youth with learning disabilities?

More Reasons To Teach Theater to our Students

Theater Students:

• involved in drama performance scored an average of 65.5 points higher on the verbal component and 35.5 points higher in the math component of the SAT
• on average, score 55 points higher on verbal and 26 points higher on math than their non-arts classmates.
•  participate in drama performance outscored the national average SAT score by 35 points on the verbal portion and 24 points on the math section.
• considered to be at high risk for dropping out of high school cite drama and other arts classes as their motivations for staying in school.
• who are engaged in the arts are 3 times more likely to win an award for school attendance than those who do not
• A series of studies on the arts and education revealed a consistent causal link between performing texts in the classroom and the improvement of a variety of verbal skills, including especially significant increases in story recall and understanding of written material.
•  students’ understanding of other complex texts including science and math material when they attend a performance of Shakespeare
• can improve reading skills and comprehension better than other activities, including discussion.
• who are highly involved in drama demonstrate an elevated self-concept over those who are not involved.
• help to build their self-esteem and communication skills of high school students when they write plays and perform in dramatic presentations of existing works can
•  recognize their potential for success and improve their confidence through the sheer act of performing
• can improve and help to maintain social and language skills of students with learning disabilities and remedial readers through drama activities.
•  improve reading achievement and attitude in disadvantaged students through improvisational drama

My Final Thoughts

Finally, I wanted to share that a study published in Champions of Change (1999) cites theatre arts, including performance, classes, and participation in a drama club, as a source for “gains in reading proficiency, gains in self-concept and motivation, and higher levels of empathy and tolerance towards others” among youth of low socio-economic status.

Most importantly, 93 percent of Americans believe that the arts are essential to a complete education, 79 percent are convinced that the arts should be a priority in education reform and 79 percent consider the issues facing arts education to be significant enough to merit their personally taking action. Wow!  Amazing data and stats, huh?

Check out Hamilton, the Broadway Musical at: Hamilton the Broadway Musical on Teacherspayteachers.com or in my MadebyTeachers store at: Hamilton the Broadway Musical

and my newest version for the Google Classroom  Hamilton Lesson Distance Learning on Teacherspayteachers.com 

What have you learned from a musical?  Musicals enrich my life so much it is difficult to know where to begin sharing.

I’d love to hear from you.  Contact me at dhcbaldwin@gmail.com or DeborahBaldwin.net