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Workshop Syllabus

Workshop: Aladdin Musical Magic

Length of workshop: 2 day

Overview: The best of school holiday activities as you join our magic carpet ride for a thrilling theatrical experience.

Join StarTime on a magic carpet ride for a thrilling theatrical experience that is sure to be the highlight of your Summer holiday!

Inspired by the award winning musical, Magic of Aladdin is an all singing, all dancing musical fun-fest that is not to be missed!

Become a true ‘Triple Threat’ (actor, singer, dancer) as you are mentored by some of the industries finest music theatre performers. Learn a medley of smash-hit songs from the show, including ‘Friend Like Me’, ‘A Whole New World’ & ‘Prince Ali.’ Then, perform some of the choreography as featured in the professional show! You will also collaborate with others to write your own magical movie trailer, and have the chance play your favourite character from the show!

Not only this, we will have all the classic features of a StarTime Extravaganza, including our lunch time StarQuest & Red Carpet Event where you can strut your stuff dressed as your favourite musical theatre character.
On the final day, invite your family and friends along to watch you shine on the main stage, under glittering lights performing the Magic of Aladdin Showcase. Imagine the thrill and excitement of performing all the wonderful things you’ve learnt in front of a live audience before taking a well earned bow.

Be inspired, be creative, and build your confidence no matter what your level of ability or experience. Come join us for this action packed, fun-filled musical workshop! It’s sure to be a holiday highlight!

Participants will:

  • Learn choreography and develop physical awareness and focus
  • Collaborate with others to create own choreography that tells a story
  • Develop a character that celebrates individuality
  • Commit to their chosen character through dance and singing to heighten storytelling skills
  • Design costumes and makeup to bring a character to life
  • Engage with and apply the fundamentals of improvisation – making and receiving offers
  • Engage with music to sing as part of an ensemble or choose to sing a solo/duet

DAY 1 – 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: Students 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: A Whole New World

WHAT:

  • Learn to sing the song “A Whole New World”
  • 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: Students 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: “A Whole New World” – 1 sheet per child
  • Demo track: “A Whole New World”
  • Backing / Karaoke Track: “A Whole New World”
  • Speaker (StarTime to Supply)

Head Coach:

  • Teach Song

  • to stage movement and teach the steps alongside the lyrics

2nd Coach:

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

Ensure there is Lyrics for each student

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: Students 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: “A Whole New World” – 1 sheet per child
  • Demo track: “A Whole New World”
  • Backing / Karaoke Track: “A Whole New World”
  • 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.

You can audition in groups for time saving

DAY 1 – Session 2

Singing / Actions Polishing

WHAT: Revise actions and simple choreography learnt earlier to perform mini performance with the song “A Whole New World”

HOW:

  • Revise simple, memorable actions that relate to the words in the song
  • Practise the song “A Whole New World”
  • Students are given positions (including soloists)

WHY: Students will:

  • Learn about how movement and song can be used to tell a story
  • Develop coordination
  • Develop performance quality
  • Develop characterisation and storytelling skills
  • Mini performance will be polished
  • Backing track -“A Whole New World”
  • 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!
Dancing

WHAT: Add Actions and simple Choreography to perform with the song “A Whole New World”

HOW:

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

WHY: Students 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 -“A Whole New World”
  • 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!

DAY 1 – 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: Students 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 – “FRIEND LIKE ME” 

WHAT:

  • Teach Choreography to “Friend Like Me” from Aladdin. 
  • Allocate Positions and Patterns
  • Separate ACTORS to do the opening section
  • Combine Singing, Acting & Dance elements
  • Performance Quality and Storytelling

HOW:

Teach Choreography to “Friend Like Me”

  • 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 “Friend Like Me”

  • 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: Students 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 Aladdin 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.

Day 1 – Extension Session

StarQuest

WHAT:

Perform scenes inspired by the Broadway musical of Aladdin

HOW:

  • Students prepare and share there own performances whether that be singing, acting or dancing.
  • Students are given encouragement to share with the StarQuest
  • Teacher observes—any spectacular performances prepare select to add to performance

WHY: Students 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

Music prepared for the students performances

Head Coach & Coach:

  • to assist only if asked or needed by group
  • to watch and select some good ones for the Performance

Starquest for students who request can be done in the last 20 minutes of Lunch if there is no time for an Extension session

Mini Polish/Performance

WHAT:

Students are working on cleaning and preparing for the performance.

HOW:

  • Polish—anything that needs to be cleaned start to prepare for the performance to be shown in order
  • Student choreography—incorporating students choreography (if there is time) OR add sections from StarQuest performances—STAGE add a
  • Mini Performance—add transitions, finish dance clean movement.
    Run through day start to finish

WHY:

Students start to add performance quality, refining movement and vocal arrangement to make it clean.

  • Music prepared for the students performances
  • Lyrics
  • Speaker

Head Coach & Coach:

  • make notes and fix/clean sections
  • refining students skills where needed

Students may be encouraged to practice at home overnight if they wish

DAY 2 – 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: Students 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.

Rehearse Performance and Movement

WHAT:

  • Rehearse Performance—and movement.
  • Clean any messy bits block movements.
  • Start to add performance quality to movement

HOW:

  • Students rehearse the Musical Theatre skills starting to add Performance Quality to their singing and dancing.

WHY: Students will rehearse their musical their performance to continue to develop their:

  • Pitch, rhythm, tempo and dynamics
  • Diction and Pronunciation
  • Storytelling through song
  • singing and dancing
  • Performance Quality
  • Printed Lyrics sheets: “A Whole New World” – 1 sheet per child
  • Demo track: “A Whole New World”
  • Backing / Karaoke Track: “A Whole New World”
  • Speaker (StarTime to Supply)

Head Coach:

  • Rehearse / Teach Song

  • to rehearse stage movement and teach the steps alongside the lyrics

2nd Coach:

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

Ensure there is Lyrics for each student

DAY 2 – Session 2

Dance Warm Up – Lyrical Technique

WHAT:

  • Cardio Warm Up
  • Stretch
  • Basic Dance Skills & Technique – e.g. kicks, turns, leaps and rolls down the room

HOW:

  • Warm Up to music:
  • Conduct a short cardio warm up – skipping, jumping, star jumps, jogging
  • Conduct a short stretch session – teach safe technique
  • Revisit basic dance skills – form lines and complete kicks and turns down the room

WHY: Students will re-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.
Polishing Dance – “FRIEND LIKE ME” 

WHAT:

  • Rehearse Choreography to “Friend Like Me” from Aladdin. 
  • Polish allocated Positions and Patterns
  • Separate ACTORS to do the opening section
  • Rehearse performance Singing, Acting & Dance elements
  • Performance Quality and Storytelling

HOW:

Rehearse Choreography to “Friend Like Me”

  • Rehearse each section with students, adding and joining entire performance as you go

Allocated 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

Rehearse Soloists’ Acting and Choreography to “Friend Like Me”

  • Including the soloists into the choreography

Performance Quality and Storytelling

  • Re-visit discussion 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: Students are rehearsing all elements in preparation for their performance whilst continuing to:

  • Develop physical coordination
  • Develop confidence in singing and dancing simultaneously
  • Develop performance technique and storytelling abilities through singing and dancing
  • Learn Choreography inspired by Aladdin 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.
Full Rehearsal

WHAT:

  • Full rehearsal of performances “A Whole New World” & “A Friend Like Me”

HOW:

  • Run through the whole show
  • Ensure the students understand the transitions—movement cues, and to remind them of the performance elements required

WHY:

  • Students are rehearsing all elements in preparation for their performance
  • Track for songs, cut to a suitable length by the Head Coach
  • Lyrics for songs
  • Speaker (To be provided by StarTime)
  • Green StarTime Tape to mark the centre of the room / stage

Head Coach:

  • Does warm up

  • Guides Choreography to students

  • Guide Soloists

2nd Coach:

  • Assist Head Coach with behaviour management and crowd control

  • Helps students who need more direction (ie those who may get confused)

  • 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.

    DAY 2 – Session 3

    Dress Rehearsal

    WHAT:

    • Full rehearsal of performances “A Whole New World” & “A Friend Like Me” with costumes and props

    HOW:

    • Students dress in costumes
    • Run through the whole show
    • Ensure the students understand the transitions—movement cues, and to remind them of the performance elements required

    WHY:

    • Students are rehearsing all elements in preparation for their performance
    • Track for songs, cut to a suitable length by the Head Coach
    • Lyrics for songs
    • Speaker (To be provided by StarTime)
    • Green StarTime Tape to mark the centre of the room / stage

    Head Coach:

    • Does warm up

    • Guides Choreography to students

    • Guide Soloists

    2nd Coach:

    • Assist Head Coach with behaviour management and crowd control

    • Helps students who need more direction (ie those who may get confused)

    • Look for students to earn stars

    Choreography:

    • Select a “MC” to introduce and conclude the performance
    • Allow for some downtime following rehearsal
      Prep Rehearsal

      WHAT:

      • Students are ensuring they are focused and prepared for performance

      HOW:

      • Rehearse for the showing to parents
      • Discuss entrances, exists and performance/audience etiquette
      • Fun warm-up/pump up including everybody
      • Focus Game
      • Pep Talk

      WHY:

      • Students are confident and ready in all elements for their performance
      • Music and speakers are set up for the performance
      • Green StarTime Tape to mark the centre of the room / stage
      • If possible a microphone for the MC

      Head Coach:

      • organising students

      • encouraging them and preparing for there performance

      • PEP talk

      2nd Coach:

      • Checking on sound, seats, costumes, and any other props need to be set up.

      • Lyrics or scripts if needed

      Choreography:

      • be encouraging and re-assure students who are less confident
        Parent Performance

        WHAT:

        Students perform for parents and friends—doing the organised section Acting, opening scene, A Whole New World, Friend like me and Finale scene with bows

        HOW:

        • Let parents in and prepare for performance
        • HC gives an introduction to the performance, explains what they have done
        • After performance—gives Pep talk
        • Runners up and StarTime award
        • Explains future workshops!
        • Hand out the Startime Certificates

        WHY:

        Students are able to showcase to their parents all the skills they have developed over the past 2 days

        • Track for songs, cut to a suitable length by the Head Coach
        • Lyrics for songs
        • Speaker (To be provided by StarTime)
        • Green StarTime Tape to mark the centre of the room / stage
        • StarTime Oscar
        • StarTime certificates with students names

        Head Coach:

        • Guides Choreography to students if needed
        • Guide Soloists if needed

        • Call out students names for awards & certificates

        2nd Coach:

        • Assist Head Coach with behaviour management and crowd control

        • Helps students who need more direction (ie those who may get confused)

        • Assist with handing out certificates

        Choreography:

        • Select a “MC” to introduce and conclude the performance
        • Allow for some downtime following rehearsal