Skip to main content

Workshop Syllabus

Workshop: Frozen Spectacular

Length of workshop: 2 day

Overview: A musical theatre workshop inspired by Disney’s “Frozen” films.

Explore well-loved Frozen characters and scripted scenes inspired by the films. Learn the basics of stagecraft, spoken voice skills and characterisation as you gain confidence throughout our fun-filled StarTime rehearsal process!

Be trained by our singing coach as you apply your new vocal skills to a selection of new songs from Frozen 2 and classic songs from Frozen. 

Then, join our dance coach to learn brand new choreography inspired by the films and the brand new Frozen Broadway musical!

On the final day, invite your family and friends along to watch you shine while performing our very own Frozen Summer Spectacular. Imagine the thrill and excitement of showcasing all you have learned while exploring this magical family story. Build your confidence, build your skills, be creative and be inspired as we explore the world of Elsa, Anna, Olaf, and many more favourite friends!

Participants will:

  • Learn acting skills as they develop and perform as a character through scripted drama
  • Engage with and apply the fundamentals of improvisation – making and receiving offers
  • Learn choreography and develop physical awareness and focus
  • Learn the fundamentals of singing technique through scales, exercises and songs
  • Engage with music to sing as part of an ensemble or choose to sing a solo/duet
  • Commit to a chosen character through dance and singing to heighten storytelling skills

Session 1

Singing Warm Up

WHAT: Vocal Warm Up and Technical Exercises

HOW:

  • Scales and Exercises
  • Demonstrate each vocal exercise using call and response method 
  • Students to repeat it back 
  • Correct any poor or unsafe vocal technique 
  • Focus on pitch, technique, diction, technique

WHY: Participants will:

  • Safe vocal technique
  • How to effectively warm up the voice
  • Pitch, rhythm, tempo and dynamics
  • Recorded Vocal Exercise tracks (Coach to please supply on your personal phone or Laptop)
  • Speaker (StarTime to Supply)

Head Coach:

  • Instruct Vocal Warm Up
  • Correct poor or unsafe technique 

2nd Coach:

  • Crowd Control and Behaviour Monitoring
  • Sing along with kids to model what is being taught
  • Toilet Trips and other logistical assistance

Not at the moment.

Learning Song: SOME THINGS NEVER CHANGE

WHAT:

  • Learn to sing the song “Some Things Never Change”
  • Learn about the story, circumstances, characters and lyrics of this song

HOW:

  • Teach song to students in small chunks (section by section) using call and response method
  • Practise each chunk with the backing track then join each section to the previous section

WHY: Participants will learn about:

  • Safe vocal technique
  • How to effectively warm up the voice
  • Pitch, rhythm, tempo and dynamics
  • Diction and Pronunciation
  • Storytelling through song
  • Performance Quality
  • Printed Lyrics sheets: “Some Things Never Change” – 1 sheet per child
  • Demo track: “Some Things Never Change”
  • Backing / Karaoke Track: “Some Things Never Change”
  • Speaker (StarTime to Supply)

Head Coach:

  • Teach Song 

2nd Coach:

  • Crowd Control and Behaviour Monitoring
  • Sing along with kids to model what is being taught
  • Toilet Trips and other logistical assistance

Add some content to your accordion item here.

Mini Audition

WHAT:

  • Identify sections of the song where students could be featured as a solo, duet or featured group
  • Students may choose to sing a small section as a solo or duet in front of the group
  • Select featured singers based on audition

HOW:

  • Ask students to raise their hand if they’d like to try out for a solo by singing in front of the group
  • Students who would like to sing solo make a line across back of stage. Remaining students form audience
  • Inform students that you will choose soloists based on: singing accuracy, presentation, expression, energy and confidence.
  • Award stars for displays of Courage and Commitment
  • Award stars for displays of Encouragement from audience members and friends

WHY: Participants will learn about:

  •  Pitch, rhythm, tempo and dynamics
  • Storytelling through song
  • Performance Quality
  • Courage and Commitment
  • Gaining confidence by trying something new and achieving at a solo level
  • Printed Lyrics sheets: “Some Things Never Change” – 1 sheet per child
  • Demo track: “Some Things Never Change”
  • Backing / Karaoke Track: “Some Things Never Change”
  • Speaker (StarTime to Supply)

Head Coach:

  • Coordinate & Host Mini Audition
  • Decide who will play what role based on both solo audition and the morning’s classwork 

2nd Coach:

  • Operate music
  • Crowd Control and Behaviour Monitoring
  • Sing along with kids to model what is being taught
  • Toilet Trips and other logistical assistance

Some students may be very intimidated by the idea of singing alone – invite them to try singing with a buddy or in a small group such as 3 or 4 students – this is great for their confidence, and the sense of achievement they get from giving it a go is fantastic. That being said – if they are reluctant to give it a go, they don’t have to. Session 2

Add Actions to Song

WHAT: Add Actions and simple Choreography to perform with the song “Some Things Never Change”

HOW:

  • Teach simple, memorable actions that relate to the words in the song
  • Discuss the story that the song tells

WHY: Participants will:

  • Learn about how movement and song can be used to tell a story
  • Develop coordination
  • Develop performance quality
  • Develop characterisation and storytelling skills
  • Backing track – “Some Things Never change”
  • Speaker (StarTime to supply)

Head Coach:

  • Prepare choreography in advance

  • Teach choreography to students

  • Put students in positions 

Coach:

  • Learn choreography with students

  • Model choreography for students’ reference

  • Allocate stars on Star Chart for commitment, focus, courage, etc

  • Assist with crowd control

  • Assist with logistical tasks

  • Keep actions simple and keep them related to the words as much as possible
  • find ways to help the kids remember the actions and positions – this could be a word trigger that’s in the lyrics or a beat in the backing of the song, etc. Be prepared to adapt your plans quickly if it’s not working!

Session 3

Dance Warm Up – Lyrical Technique

WHAT:

  • Cardio Warm Up
  • Stretch
  • Basic Dance Skills & Technique – e.g. kicks, turns, leaps and rolls down the room
  • Investigate who has tricks up their sleeve such as cartwheels, splits, leaps, walkovers, leg mounts

HOW:

  • Warm Up to music:
  • Conduct a short cardio warm up – skipping, jumping, star jumps, jogging
  • Conduct a short stretch session – teach safe technique
  • Instruct on basic dance skills – form lines and complete kicks and turns down the room
  • Tricks Session and show & Tell: Investigate who has tricks up their sleeve such as cartwheels, splits, leaps, walkovers, leg mounts that could be used during the routine

WHY: Participants will learn:

  • about safe dance practice
  • to warm up their bodies
  • basic dance technique and skills such as kicks, turns, leaps and rolls
  • Warm Up Playlist (make sure themes and lyrics are appropriate!)
  • Coach to provide on personal phone, iPod or laptop
  • Speaker – StarTime to provide

Head Coach:

  • Organise for next activity

  • If possible, support 

2nd Coach:

  • Direct the Dance Warm Up

  • Correct students’ technique

  • Add challenges for any outstanding students who find the work very easy

  • Please note you may like to just choose the most outstanding tricks in your choreography, rather than trying to make use of everything – it can get a little chaotic.
Dance – “Into the Unknown” (or “Show Yourself”)

WHAT:

  • Teach Choreography to “Into the Unknown” from FROZEN II. If you prefer you could choose “Show Yourself”.
  • Allocate Positions and Patterns
  • Teach Soloists’ Acting and Choreography to “I Just Can’t Wait To Be King”
  • Combine Singing, Acting & Dance elements
  • Performance Quality and Storytelling

HOW:

Teach Choreography to “Into the Unknown”

  • Teach each section to students, adding and joining as you go

Allocate Positions and Patterns

  • Place the most confident dancers and movers at the front
  • Try to change positions for at least one section – e.g. for simpler parts you may wish to put those with less experience at the front
  • Avoid having students in one straight horizontal line, as those who aren’t confident or struggle to remember will have no one to copy

Teach Soloists’ Acting and Choreography to “I Just Can’t Wait To Be King”

  • Add the soloists into the choreography

Performance Quality and Storytelling

  • Discuss and model the differences between a strong and weak performance – what makes it good or entertaining – which would the audience most enjoy and why?

WHY: Participants will learn:

  • Develop physical coordination
  • Develop confidence in singing and dancing simultaneously
  • Develop performance technique and storytelling abilities through singing and dancing
  • Learn Choreography inspired by FROZEN on Broadway and other dance companies
  • Understand how dance can be used to tell a story
  • Track for chosen song, cut to a suitable length by the Head Coach
  • Speaker (To be provided by StarTime)
  • Green StarTime Tape to mark the centre of the room / stage

Head Coach:

  • Provide Choreography

  • Teach Choreography to students

  • Instruct Soloists

2nd Coach:

  • Assist Head Coach with behaviour management and crowd control

  • Learn Soloists’ choreography and assist them with this while Head Coach works with Group and vice versa

  • Learn Group Choreography and Assist with Demonstration of Choreography

  • Look for students to earn stars

Choreography:

  • Match the choreography to the lyrics! Most children who attend our workshops are at a Beginner to Intermediate level of ability and experience. Strong, simple, memorable choreography that matches the words of the song will produce the best performance.
  • All StarTime Head Coaches are expected to come to their workshops with their choreography pre-planned. Be prepared to be flexible – if something’s not working the way you envisaged it – adapt it quickly, to make it appropriate to the group you are teaching.

Extensions:

  • If you have any outstanding dancers you may like to send them aside or to another studio with the 2nd Coach and give them the chance to choreograph a small section, or “tricks” element of their own. Be specific with how many counts they get / which lyrics they need to fit their choreography to.

Extension

Acting Scenes – FROZEN the Musical

WHAT:

Perform scenes inspired by the Broadway musical of FROZEN

HOW:

  • Explain basic stagecraft – e.g. don’t mask the other actors, try and face towards the front
  • Reminder of basic vocal technique
  • Split students into groups
  • Allocate scenes & distribute scripts
  • Allocate roles 
  • Groups to work together collaboratively to rehearse their scene and find their blocking and characterisation – Head Coach & Coach to float between groups and assist with problem-solving, feedback, ideas etc.

WHY: Participants will:

  • Show courage by speaking in front of a group
  • Display commitment to role and character and understand their part in telling a story
  • Work collaboratively with their scene partners to tell a story
  • Learn basic stagecraft
  • Learn basic spoken voice skills

Microphone (for large groups or corporate workshops only)

Head Coach:

  • Head Coach – Prepare scripts, etc.

2nd Coach:

  • Should take a leadership role during this activity when possible

  • Get kids engaged

Begin with something simple like “I am a Tree” – give them a theme to start off with.

Acting Scenes – FROZEN the Musical

WHAT:

Perform scenes inspired by the Broadway musical of FROZEN.

HOW:

  • Explain basic stagecraft – e.g. don’t mask the other actors, try and face towards the front
  • Reminder of basic vocal technique
  • Split students into groups
  • Allocate scenes and distribute scripts
  • Allocate roles
  • Groups to work together collaboratively to rehearse their scene and find their blocking and characterisation 

WHY: Participants will learn:

  • to show courage as they perform with their class
  • to show commitment to role, character and story
  • the basics of Improvisation such as making and accepting offers
  • the essentials of stagecraft through games and activities
  • the basics of good spoken voice technique
  • Printed scripts

Head Coach:

  • Explain basic stagecraft rules

  • Allocate groups, scenes and roles (especially in cases where there is arguing about who does what!)

  • Float between groups giving feedback and support

  • Allocate stars for groups that show COLLABORATION & COMMITMENT 

2nd Coach:

  • Float between groups giving feedback and support

  • Allocate stars for those who show StarTime Values

  • You may wish to shorten or simplify scenes for younger students – please feel free to do this!
  • You may wish to showcase all of the scenes in front of parents during the afternoon presentation
  • If you have a very young group of students (e.g. mostly Kindy to Year 2) you may wish to focus on the singing and dancing for the performance instead and simple use the scenes as a learning experience
  • You may alternatively wish to select just 1 or 2 outstanding scenes to present to parents
Acting Scenes – Show & Tell

WHAT:

Groups present their scripted scenes to an audience of their peers

HOW:

  • Create an audience of students
  • Ask each group to come up and perform their scene – they may use their script if they need
  • Award stars for COURAGE, COMMITMENT, CREATIVITY, COLLABORATION, etc
  • Award stars for COMPASSION for focussed and supportive audience members and group members

WHY: Participants will:

  • Demonstrate courage by performing in front of their peers
  • Learn performance quality
  • Put stagecraft into practice
  • Give and receive feedback respectfully good spoken voice technique
  • Printed scenes

Head Coach:

  • Host Show and Tell

  • Give encouragement, feedback and acting coaching 

2nd Coach:

  • Organise students into audience

  • Award stars

  • You may wish to shorten or simplify scenes for younger students – please feel free to do this!
  • You may wish to showcase all of the scenes in front of parents during the afternoon presentation
  • If you have a very young group of students (e.g. mostly Kindy to Year 2) you may wish to focus on the singing and dancing for the performance instead and simple use the scenes as a learning experience
  • You may alternatively wish to select just 1 or 2 outstanding scenes to present to parents