Michigan Arts Education Instruction and Assessment Program Arts Education Assessment Specifications Theatre August 2016 Edited by James Scott Cochran, Cheryl L. Poole, and Edward Roeber Michigan Assessment Consortium Lansing, MI
MichiganArtsEducationInstructionandAssessmentProgram
ArtsEducationAssessmentSpecifications
Theatre
August2016
EditedbyJamesScottCochranCherylLPooleandEdwardRoeber
MichiganAssessmentConsortiumLansingMI
2
TableofContents Section Page(s)TableofContents 2ListofTables 3Chapter1ndashIntroductiontotheMAEIAAssessmentSpecificationsDocument 4
11ndashPurposeoftheArtsEducationAssessmentSpecifications 412ndashWhatAreAssessmentSpecifications 413ndashHowWastheMAEIAAssessmentSpecificationsUsed 514ndashHowWeretheMAEIAAssessmentSpecificationsDeveloped 515ndashHowAretheMAEIAAssessmentSpecificationsStructured 5
Chapter2ndashOverviewoftheArtsEducationAssessmentDesign 7
21ndashDisciplineAreasAssessed 722ndashCognitiveComplexityandDifficultyoftheItems 7
Table221ndashWebbrsquosDepthofKnowledge 823ndashNatureoftheAssessmentItems 9
Table231ndashPerformanceTasks 9Table232ndashPerformanceEvents 9Table233ndashConstructed-ResponseItems 9Table234ndashSelected-ResponseItems 9
24ndash AssessmentattheHighSchoolLevel 1025ndashUseofGraphicsAudioandVideointheAssessments 1126ndashAccessibilityandAccommodationsndashUniversalDesign(UD)and Evidence-CenteredDesign(ECD) 1127ndashIssuesofBiasandSensitivityinArtsEducationAssessments 1128ndashAssessmentTimeandStructures 12 29ndashPotentialAssessmentAdministrationProcesses 12
Chapter3ndashContentStandardsfortheTheatreAssessment 1331ndashMichiganArtsEducationContentStandards 1332ndashPerformanceStandardsAssessedintheMAEIAProject 14 Table321ndashTheatrePerformanceStandards 14
Chapter4ndashTheatreAssessmentSpecifications 17
41ndashDesignoftheTheatreAssessments 1742ndashDescriptionoftheTheatreAssessments 18 Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-519 Table422IllustrativeTheatreIdeasforAssessmentndashGrades6-823Table423IllustrativeTheatreIdeasforAssessmentndashGrades9-122843ndashRangeofContentforAssessingTheatre 31 Table431ResourcesforTheatreatGradeSpans 3244ndashNatureoftheScoringRubricsforAssessingTheatre 33Table441SampleTheatreRubricforActingPerformanceAssessments 34 Table442SampleTheatreRubricforReflectionandEvaluation 35
Chapter5ndashSummaryofAvailableTheatreAssessments 37 51ndashOverview 37
3
52ndashNumberofPerformanceEventsandPerformanceTasksAvailable 37 Table521NumberofTheatrePerformanceEventsGradesK-8 37 Table522NumberofTheatrePerformanceTasksGradesK-8 38 Table523NumberofGrades9-12TheatrePerformanceEvents 38 Table524NumberofGrades9-12TheatrePerformanceTasks 38
ReferencesforTheatre 39
ListofFiguresandTablesPage(s)
Figure221ndashWebbrsquosDepthofKnowledge 8Table231ndashPerformanceTasks 9Table232ndashPerformanceEvents 9Table233ndashConstructed-ResponseItems 9Table234ndashSelected-ResponseItems 9Table321ndashTheatrePerformanceStandards 14
Table421ndashIllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5 19 Table422ndashIllustrativeTheatreIdeasforAssessmentndashGrades6-8 23Table423ndashIllustrativeTheatreIdeasforAssessmentndashGrades9-12 28 Table431ndashResourcesforTheatreatGradeSpans 32Table441ndashSampleTheatreRubricforActingPerformanceAssessments 34 Table442ndashSampleTheatreRubricforReflectionandEvaluation 35
Table521ndashNumberofTheatrePerformanceEventsGradesK-8 37 Table522ndashNumberofTheatrePerformanceTasksGradesK-8 38
Table523ndashNumberofGrades9-12TheatrePerformanceEvents 38Table524ndashNumberofGrades9-12TheatrePerformanceTasks 38
4
Chapter1
IntroductiontotheMAEIATheatreAssessmentSpecificationsDocument
AssessmentspecificationscommunicatethestandardsandcontenttobemeasuredinanassessmentaswellashowthatcontentwillbeassessedtoawidevarietyofaudiencesTheseaudiencesincludetheindividualswhohelptobuildtheassessmentsaswellasthosewhowillusetheassessmentsandtheassessmentresultsThereforethisArtsEducationAssessmentSpecificationsDocument-Theatre(ASD)isintendedtoserveasasupportingdocumenttohelpthefullarrayofpotentialusersunderstandthepurposesandusesoftheplannedassessmentaswellasprovidemorespecificinformationastohowtoaccuratelyreadandinterprettheMAEIAartseducationassessments
11PurposeoftheArtsEducationAssessmentSpecifications
ThepurposeoftheMAEIAArtsEducationASDistoprovideinformationontheassessmentspecificationsthatguidedthedevelopmentanduseoftheMichiganTheatreartseducationmeasuresTothisendthisMAEIAASDwilldescribethefollowingbull Whatareassessmentspecificationsbull HowwastheMAEIAassessmentspecificationsusedbull HowweretheMAEIAassessmentspecificationsdevelopedbull HowaretheMAEIAAssessmentSpecificationsstructured
12WhatAreAssessmentSpecifications
GoodachievementassessmentsarecontentdrivenSuccessfulcompletionoftheassessmentdevelopmentprocessrequiresdeepunderstandingoftheknowledgeskillsandabilitiesthataremeasuredonanassessmentandhowthesearederivedfromthecontentstandardsuponwhichtheassessmentisbasedNotonlyisunderstandingofthespecificcontentimportantdevelopersandusersmustalsoknowtherangeanddepthofcontenteligibletobeassessedtherelativeweightingamongthevariouscontentstrandstobeincludedontheassessmenttheitemtypesusedtomeasureeachstrandandotherkeyfactorssuchasdepthofknowledgespreadwithinandacrossstrandsstandardsindicators
Specificallyasetofassessmentspecificationsisaformaldocumentthatguidesthedevelopmentandassemblyofanassessmentbyexplainingthefollowingessentialinformation
bull Content(standardsindicatorsandvalidityclaims)thatisorisnottobeincludedforeach
assessedartsdisciplineateachgradelevelacrossvariouslevelsofthesystem(studentandclassroom)
bull Emphasisandbalanceofcontentgenerallyindicatedasnumberofitemsorpercentageofpointsperstandardorindicator
bull Itemtypessendingaclearmessagetoitemdevelopershowtomeasureeachstandardorindicatorandtoartseducatorsandstudentsaboutlearningexpectationsand
bull DepthofKnowledge(DOK)1indicatingthecomplexityofitemtypesforeachstandardor
1DepthofKnowledgeisaproceduredevelopedbyNormWebbUniversityofWisconsinWisconsinCenterforEducationResearchtoevaluatethealignmentofassessmentstostandardsItisalsousedtojudgethecognitive
5
indicatorAssessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstructionForassessmentdeveloperstheassessmentspecificationsdeclarehowtheassessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbasedFullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalidreliableandunbiasedinferencesaboutstudentachievementatthestudentclassroomschoolandstatelevels
ForthoseresponsibleforcurriculumandinstructiontheASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposesaswellassuggestinghowthecontentisintendedtobedemonstratedasindicatedbyitemtype
Insummaryassessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured
13HowwastheMAEIAAssessmentSpecificationsUsed
AsdescribedabovetheMAEIAASDwasusedto
bull DescribeingeneraltermswhattheMAEIAassessmentsindancemusictheatreandvisualartswouldcover
bull Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed
bull Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped
bull Describehowtheassessmentsmaybeadministeredandscoredbull Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybe
reportedbull Discusshowtheassessmentinformationmaybeusedbyschooldistricts
14HowweretheMAEIAAssessmentSpecificationsDeveloped
MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC)OncedraftedbytheassessmentspecificationswriterstheMAEIAASDunderwenteditorialreviewbytheMACPMTThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschoolsSincetheASDwasusedfirstinthedevelopmentoftheartseducationassessmentsthisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself
AsplansforfieldtestingtheassessmentsinschoolsweremadeandsuchuseoccurredadditionalrefinementstothedocumentwerenecessaryInthissensebecausetheASDremainsaldquolivingdocumentrdquoitsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears
15HowaretheMAEIAAssessmentSpecificationsStructured
complexityofstandardsandassessmentsTheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
2
TableofContents Section Page(s)TableofContents 2ListofTables 3Chapter1ndashIntroductiontotheMAEIAAssessmentSpecificationsDocument 4
11ndashPurposeoftheArtsEducationAssessmentSpecifications 412ndashWhatAreAssessmentSpecifications 413ndashHowWastheMAEIAAssessmentSpecificationsUsed 514ndashHowWeretheMAEIAAssessmentSpecificationsDeveloped 515ndashHowAretheMAEIAAssessmentSpecificationsStructured 5
Chapter2ndashOverviewoftheArtsEducationAssessmentDesign 7
21ndashDisciplineAreasAssessed 722ndashCognitiveComplexityandDifficultyoftheItems 7
Table221ndashWebbrsquosDepthofKnowledge 823ndashNatureoftheAssessmentItems 9
Table231ndashPerformanceTasks 9Table232ndashPerformanceEvents 9Table233ndashConstructed-ResponseItems 9Table234ndashSelected-ResponseItems 9
24ndash AssessmentattheHighSchoolLevel 1025ndashUseofGraphicsAudioandVideointheAssessments 1126ndashAccessibilityandAccommodationsndashUniversalDesign(UD)and Evidence-CenteredDesign(ECD) 1127ndashIssuesofBiasandSensitivityinArtsEducationAssessments 1128ndashAssessmentTimeandStructures 12 29ndashPotentialAssessmentAdministrationProcesses 12
Chapter3ndashContentStandardsfortheTheatreAssessment 1331ndashMichiganArtsEducationContentStandards 1332ndashPerformanceStandardsAssessedintheMAEIAProject 14 Table321ndashTheatrePerformanceStandards 14
Chapter4ndashTheatreAssessmentSpecifications 17
41ndashDesignoftheTheatreAssessments 1742ndashDescriptionoftheTheatreAssessments 18 Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-519 Table422IllustrativeTheatreIdeasforAssessmentndashGrades6-823Table423IllustrativeTheatreIdeasforAssessmentndashGrades9-122843ndashRangeofContentforAssessingTheatre 31 Table431ResourcesforTheatreatGradeSpans 3244ndashNatureoftheScoringRubricsforAssessingTheatre 33Table441SampleTheatreRubricforActingPerformanceAssessments 34 Table442SampleTheatreRubricforReflectionandEvaluation 35
Chapter5ndashSummaryofAvailableTheatreAssessments 37 51ndashOverview 37
3
52ndashNumberofPerformanceEventsandPerformanceTasksAvailable 37 Table521NumberofTheatrePerformanceEventsGradesK-8 37 Table522NumberofTheatrePerformanceTasksGradesK-8 38 Table523NumberofGrades9-12TheatrePerformanceEvents 38 Table524NumberofGrades9-12TheatrePerformanceTasks 38
ReferencesforTheatre 39
ListofFiguresandTablesPage(s)
Figure221ndashWebbrsquosDepthofKnowledge 8Table231ndashPerformanceTasks 9Table232ndashPerformanceEvents 9Table233ndashConstructed-ResponseItems 9Table234ndashSelected-ResponseItems 9Table321ndashTheatrePerformanceStandards 14
Table421ndashIllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5 19 Table422ndashIllustrativeTheatreIdeasforAssessmentndashGrades6-8 23Table423ndashIllustrativeTheatreIdeasforAssessmentndashGrades9-12 28 Table431ndashResourcesforTheatreatGradeSpans 32Table441ndashSampleTheatreRubricforActingPerformanceAssessments 34 Table442ndashSampleTheatreRubricforReflectionandEvaluation 35
Table521ndashNumberofTheatrePerformanceEventsGradesK-8 37 Table522ndashNumberofTheatrePerformanceTasksGradesK-8 38
Table523ndashNumberofGrades9-12TheatrePerformanceEvents 38Table524ndashNumberofGrades9-12TheatrePerformanceTasks 38
4
Chapter1
IntroductiontotheMAEIATheatreAssessmentSpecificationsDocument
AssessmentspecificationscommunicatethestandardsandcontenttobemeasuredinanassessmentaswellashowthatcontentwillbeassessedtoawidevarietyofaudiencesTheseaudiencesincludetheindividualswhohelptobuildtheassessmentsaswellasthosewhowillusetheassessmentsandtheassessmentresultsThereforethisArtsEducationAssessmentSpecificationsDocument-Theatre(ASD)isintendedtoserveasasupportingdocumenttohelpthefullarrayofpotentialusersunderstandthepurposesandusesoftheplannedassessmentaswellasprovidemorespecificinformationastohowtoaccuratelyreadandinterprettheMAEIAartseducationassessments
11PurposeoftheArtsEducationAssessmentSpecifications
ThepurposeoftheMAEIAArtsEducationASDistoprovideinformationontheassessmentspecificationsthatguidedthedevelopmentanduseoftheMichiganTheatreartseducationmeasuresTothisendthisMAEIAASDwilldescribethefollowingbull Whatareassessmentspecificationsbull HowwastheMAEIAassessmentspecificationsusedbull HowweretheMAEIAassessmentspecificationsdevelopedbull HowaretheMAEIAAssessmentSpecificationsstructured
12WhatAreAssessmentSpecifications
GoodachievementassessmentsarecontentdrivenSuccessfulcompletionoftheassessmentdevelopmentprocessrequiresdeepunderstandingoftheknowledgeskillsandabilitiesthataremeasuredonanassessmentandhowthesearederivedfromthecontentstandardsuponwhichtheassessmentisbasedNotonlyisunderstandingofthespecificcontentimportantdevelopersandusersmustalsoknowtherangeanddepthofcontenteligibletobeassessedtherelativeweightingamongthevariouscontentstrandstobeincludedontheassessmenttheitemtypesusedtomeasureeachstrandandotherkeyfactorssuchasdepthofknowledgespreadwithinandacrossstrandsstandardsindicators
Specificallyasetofassessmentspecificationsisaformaldocumentthatguidesthedevelopmentandassemblyofanassessmentbyexplainingthefollowingessentialinformation
bull Content(standardsindicatorsandvalidityclaims)thatisorisnottobeincludedforeach
assessedartsdisciplineateachgradelevelacrossvariouslevelsofthesystem(studentandclassroom)
bull Emphasisandbalanceofcontentgenerallyindicatedasnumberofitemsorpercentageofpointsperstandardorindicator
bull Itemtypessendingaclearmessagetoitemdevelopershowtomeasureeachstandardorindicatorandtoartseducatorsandstudentsaboutlearningexpectationsand
bull DepthofKnowledge(DOK)1indicatingthecomplexityofitemtypesforeachstandardor
1DepthofKnowledgeisaproceduredevelopedbyNormWebbUniversityofWisconsinWisconsinCenterforEducationResearchtoevaluatethealignmentofassessmentstostandardsItisalsousedtojudgethecognitive
5
indicatorAssessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstructionForassessmentdeveloperstheassessmentspecificationsdeclarehowtheassessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbasedFullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalidreliableandunbiasedinferencesaboutstudentachievementatthestudentclassroomschoolandstatelevels
ForthoseresponsibleforcurriculumandinstructiontheASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposesaswellassuggestinghowthecontentisintendedtobedemonstratedasindicatedbyitemtype
Insummaryassessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured
13HowwastheMAEIAAssessmentSpecificationsUsed
AsdescribedabovetheMAEIAASDwasusedto
bull DescribeingeneraltermswhattheMAEIAassessmentsindancemusictheatreandvisualartswouldcover
bull Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed
bull Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped
bull Describehowtheassessmentsmaybeadministeredandscoredbull Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybe
reportedbull Discusshowtheassessmentinformationmaybeusedbyschooldistricts
14HowweretheMAEIAAssessmentSpecificationsDeveloped
MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC)OncedraftedbytheassessmentspecificationswriterstheMAEIAASDunderwenteditorialreviewbytheMACPMTThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschoolsSincetheASDwasusedfirstinthedevelopmentoftheartseducationassessmentsthisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself
AsplansforfieldtestingtheassessmentsinschoolsweremadeandsuchuseoccurredadditionalrefinementstothedocumentwerenecessaryInthissensebecausetheASDremainsaldquolivingdocumentrdquoitsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears
15HowaretheMAEIAAssessmentSpecificationsStructured
complexityofstandardsandassessmentsTheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
3
52ndashNumberofPerformanceEventsandPerformanceTasksAvailable 37 Table521NumberofTheatrePerformanceEventsGradesK-8 37 Table522NumberofTheatrePerformanceTasksGradesK-8 38 Table523NumberofGrades9-12TheatrePerformanceEvents 38 Table524NumberofGrades9-12TheatrePerformanceTasks 38
ReferencesforTheatre 39
ListofFiguresandTablesPage(s)
Figure221ndashWebbrsquosDepthofKnowledge 8Table231ndashPerformanceTasks 9Table232ndashPerformanceEvents 9Table233ndashConstructed-ResponseItems 9Table234ndashSelected-ResponseItems 9Table321ndashTheatrePerformanceStandards 14
Table421ndashIllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5 19 Table422ndashIllustrativeTheatreIdeasforAssessmentndashGrades6-8 23Table423ndashIllustrativeTheatreIdeasforAssessmentndashGrades9-12 28 Table431ndashResourcesforTheatreatGradeSpans 32Table441ndashSampleTheatreRubricforActingPerformanceAssessments 34 Table442ndashSampleTheatreRubricforReflectionandEvaluation 35
Table521ndashNumberofTheatrePerformanceEventsGradesK-8 37 Table522ndashNumberofTheatrePerformanceTasksGradesK-8 38
Table523ndashNumberofGrades9-12TheatrePerformanceEvents 38Table524ndashNumberofGrades9-12TheatrePerformanceTasks 38
4
Chapter1
IntroductiontotheMAEIATheatreAssessmentSpecificationsDocument
AssessmentspecificationscommunicatethestandardsandcontenttobemeasuredinanassessmentaswellashowthatcontentwillbeassessedtoawidevarietyofaudiencesTheseaudiencesincludetheindividualswhohelptobuildtheassessmentsaswellasthosewhowillusetheassessmentsandtheassessmentresultsThereforethisArtsEducationAssessmentSpecificationsDocument-Theatre(ASD)isintendedtoserveasasupportingdocumenttohelpthefullarrayofpotentialusersunderstandthepurposesandusesoftheplannedassessmentaswellasprovidemorespecificinformationastohowtoaccuratelyreadandinterprettheMAEIAartseducationassessments
11PurposeoftheArtsEducationAssessmentSpecifications
ThepurposeoftheMAEIAArtsEducationASDistoprovideinformationontheassessmentspecificationsthatguidedthedevelopmentanduseoftheMichiganTheatreartseducationmeasuresTothisendthisMAEIAASDwilldescribethefollowingbull Whatareassessmentspecificationsbull HowwastheMAEIAassessmentspecificationsusedbull HowweretheMAEIAassessmentspecificationsdevelopedbull HowaretheMAEIAAssessmentSpecificationsstructured
12WhatAreAssessmentSpecifications
GoodachievementassessmentsarecontentdrivenSuccessfulcompletionoftheassessmentdevelopmentprocessrequiresdeepunderstandingoftheknowledgeskillsandabilitiesthataremeasuredonanassessmentandhowthesearederivedfromthecontentstandardsuponwhichtheassessmentisbasedNotonlyisunderstandingofthespecificcontentimportantdevelopersandusersmustalsoknowtherangeanddepthofcontenteligibletobeassessedtherelativeweightingamongthevariouscontentstrandstobeincludedontheassessmenttheitemtypesusedtomeasureeachstrandandotherkeyfactorssuchasdepthofknowledgespreadwithinandacrossstrandsstandardsindicators
Specificallyasetofassessmentspecificationsisaformaldocumentthatguidesthedevelopmentandassemblyofanassessmentbyexplainingthefollowingessentialinformation
bull Content(standardsindicatorsandvalidityclaims)thatisorisnottobeincludedforeach
assessedartsdisciplineateachgradelevelacrossvariouslevelsofthesystem(studentandclassroom)
bull Emphasisandbalanceofcontentgenerallyindicatedasnumberofitemsorpercentageofpointsperstandardorindicator
bull Itemtypessendingaclearmessagetoitemdevelopershowtomeasureeachstandardorindicatorandtoartseducatorsandstudentsaboutlearningexpectationsand
bull DepthofKnowledge(DOK)1indicatingthecomplexityofitemtypesforeachstandardor
1DepthofKnowledgeisaproceduredevelopedbyNormWebbUniversityofWisconsinWisconsinCenterforEducationResearchtoevaluatethealignmentofassessmentstostandardsItisalsousedtojudgethecognitive
5
indicatorAssessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstructionForassessmentdeveloperstheassessmentspecificationsdeclarehowtheassessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbasedFullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalidreliableandunbiasedinferencesaboutstudentachievementatthestudentclassroomschoolandstatelevels
ForthoseresponsibleforcurriculumandinstructiontheASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposesaswellassuggestinghowthecontentisintendedtobedemonstratedasindicatedbyitemtype
Insummaryassessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured
13HowwastheMAEIAAssessmentSpecificationsUsed
AsdescribedabovetheMAEIAASDwasusedto
bull DescribeingeneraltermswhattheMAEIAassessmentsindancemusictheatreandvisualartswouldcover
bull Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed
bull Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped
bull Describehowtheassessmentsmaybeadministeredandscoredbull Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybe
reportedbull Discusshowtheassessmentinformationmaybeusedbyschooldistricts
14HowweretheMAEIAAssessmentSpecificationsDeveloped
MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC)OncedraftedbytheassessmentspecificationswriterstheMAEIAASDunderwenteditorialreviewbytheMACPMTThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschoolsSincetheASDwasusedfirstinthedevelopmentoftheartseducationassessmentsthisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself
AsplansforfieldtestingtheassessmentsinschoolsweremadeandsuchuseoccurredadditionalrefinementstothedocumentwerenecessaryInthissensebecausetheASDremainsaldquolivingdocumentrdquoitsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears
15HowaretheMAEIAAssessmentSpecificationsStructured
complexityofstandardsandassessmentsTheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
4
Chapter1
IntroductiontotheMAEIATheatreAssessmentSpecificationsDocument
AssessmentspecificationscommunicatethestandardsandcontenttobemeasuredinanassessmentaswellashowthatcontentwillbeassessedtoawidevarietyofaudiencesTheseaudiencesincludetheindividualswhohelptobuildtheassessmentsaswellasthosewhowillusetheassessmentsandtheassessmentresultsThereforethisArtsEducationAssessmentSpecificationsDocument-Theatre(ASD)isintendedtoserveasasupportingdocumenttohelpthefullarrayofpotentialusersunderstandthepurposesandusesoftheplannedassessmentaswellasprovidemorespecificinformationastohowtoaccuratelyreadandinterprettheMAEIAartseducationassessments
11PurposeoftheArtsEducationAssessmentSpecifications
ThepurposeoftheMAEIAArtsEducationASDistoprovideinformationontheassessmentspecificationsthatguidedthedevelopmentanduseoftheMichiganTheatreartseducationmeasuresTothisendthisMAEIAASDwilldescribethefollowingbull Whatareassessmentspecificationsbull HowwastheMAEIAassessmentspecificationsusedbull HowweretheMAEIAassessmentspecificationsdevelopedbull HowaretheMAEIAAssessmentSpecificationsstructured
12WhatAreAssessmentSpecifications
GoodachievementassessmentsarecontentdrivenSuccessfulcompletionoftheassessmentdevelopmentprocessrequiresdeepunderstandingoftheknowledgeskillsandabilitiesthataremeasuredonanassessmentandhowthesearederivedfromthecontentstandardsuponwhichtheassessmentisbasedNotonlyisunderstandingofthespecificcontentimportantdevelopersandusersmustalsoknowtherangeanddepthofcontenteligibletobeassessedtherelativeweightingamongthevariouscontentstrandstobeincludedontheassessmenttheitemtypesusedtomeasureeachstrandandotherkeyfactorssuchasdepthofknowledgespreadwithinandacrossstrandsstandardsindicators
Specificallyasetofassessmentspecificationsisaformaldocumentthatguidesthedevelopmentandassemblyofanassessmentbyexplainingthefollowingessentialinformation
bull Content(standardsindicatorsandvalidityclaims)thatisorisnottobeincludedforeach
assessedartsdisciplineateachgradelevelacrossvariouslevelsofthesystem(studentandclassroom)
bull Emphasisandbalanceofcontentgenerallyindicatedasnumberofitemsorpercentageofpointsperstandardorindicator
bull Itemtypessendingaclearmessagetoitemdevelopershowtomeasureeachstandardorindicatorandtoartseducatorsandstudentsaboutlearningexpectationsand
bull DepthofKnowledge(DOK)1indicatingthecomplexityofitemtypesforeachstandardor
1DepthofKnowledgeisaproceduredevelopedbyNormWebbUniversityofWisconsinWisconsinCenterforEducationResearchtoevaluatethealignmentofassessmentstostandardsItisalsousedtojudgethecognitive
5
indicatorAssessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstructionForassessmentdeveloperstheassessmentspecificationsdeclarehowtheassessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbasedFullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalidreliableandunbiasedinferencesaboutstudentachievementatthestudentclassroomschoolandstatelevels
ForthoseresponsibleforcurriculumandinstructiontheASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposesaswellassuggestinghowthecontentisintendedtobedemonstratedasindicatedbyitemtype
Insummaryassessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured
13HowwastheMAEIAAssessmentSpecificationsUsed
AsdescribedabovetheMAEIAASDwasusedto
bull DescribeingeneraltermswhattheMAEIAassessmentsindancemusictheatreandvisualartswouldcover
bull Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed
bull Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped
bull Describehowtheassessmentsmaybeadministeredandscoredbull Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybe
reportedbull Discusshowtheassessmentinformationmaybeusedbyschooldistricts
14HowweretheMAEIAAssessmentSpecificationsDeveloped
MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC)OncedraftedbytheassessmentspecificationswriterstheMAEIAASDunderwenteditorialreviewbytheMACPMTThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschoolsSincetheASDwasusedfirstinthedevelopmentoftheartseducationassessmentsthisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself
AsplansforfieldtestingtheassessmentsinschoolsweremadeandsuchuseoccurredadditionalrefinementstothedocumentwerenecessaryInthissensebecausetheASDremainsaldquolivingdocumentrdquoitsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears
15HowaretheMAEIAAssessmentSpecificationsStructured
complexityofstandardsandassessmentsTheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
5
indicatorAssessmentspecificationsareessentialforbothassessmentdevelopersandforthoseresponsibleforcurriculumandinstructionForassessmentdeveloperstheassessmentspecificationsdeclarehowtheassessmentswillbedevelopedtoensurefullcoverageofcontentandmaintainfidelitytotheintentofthecontentstandardsonwhichtheassessmentisbasedFullalignmenttocontentstandardsisnecessaryifeducationalstakeholdersaretomakevalidreliableandunbiasedinferencesaboutstudentachievementatthestudentclassroomschoolandstatelevels
ForthoseresponsibleforcurriculumandinstructiontheASDprovidesaguidetothecompetingdemandsofartseducationcontentforinstructionalplanningpurposesaswellassuggestinghowthecontentisintendedtobedemonstratedasindicatedbyitemtype
Insummaryassessmentspecificationsprovidecleardevelopmentguidancetotestdevelopersandsignalstothebroadereducationcommunityboththefullcomplexityofthepertinentcontentstandardsandhowperformanceonthesestandardswillbemeasured
13HowwastheMAEIAAssessmentSpecificationsUsed
AsdescribedabovetheMAEIAASDwasusedto
bull DescribeingeneraltermswhattheMAEIAassessmentsindancemusictheatreandvisualartswouldcover
bull Providemoredetailedinformationaboutthetypesofassessmentexercisesthatwereusedandwhatknowledgeandskillstheyaddressed
bull Provideprototypeassessmentexercisestoshowreadersthetypesofassessmentstobeselectedordeveloped
bull Describehowtheassessmentsmaybeadministeredandscoredbull Provideillustrativeinformationaboutthemannerinwhichassessmentresultsmaybe
reportedbull Discusshowtheassessmentinformationmaybeusedbyschooldistricts
14HowweretheMAEIAAssessmentSpecificationsDeveloped
MAEIAassessmentspecificationsweredevelopedbyartseducatorsandothersundertheguidanceofaMAEIAProjectManagementTeam(PMT)fromtheMichiganAssessmentConsortium(MAC)OncedraftedbytheassessmentspecificationswriterstheMAEIAASDunderwenteditorialreviewbytheMACPMTThiswaspairedwithafieldreviewbyMichiganandnationalartseducatorstoassurethattheASDpresentedachallengingyetattainablelevelofexpectationsforstudentsandschoolsSincetheASDwasusedfirstinthedevelopmentoftheartseducationassessmentsthisdevelopmentprocessalsoyieldedrefinementsthatneededtobemadetothedocumentitself
AsplansforfieldtestingtheassessmentsinschoolsweremadeandsuchuseoccurredadditionalrefinementstothedocumentwerenecessaryInthissensebecausetheASDremainsaldquolivingdocumentrdquoitsdevelopmentandrefinementwasamoreorlesscontinualprocessoverseveralyears
15HowaretheMAEIAAssessmentSpecificationsStructured
complexityofstandardsandassessmentsTheMAEIAprojectwilluseWebbcognitivecomplexityprocessesinassessmentdevelopment
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
6
TheassessmentspecificationswritersusedtheoutlineprovidedbythePMTtofillintheinformationneededAdraftoutlinefortheMAEIAASDwasfirstcreatedandwasusedattheinitialmeetingoftheassessmentspecificationswriterstosuggestthetopicstobeincludedintheMAEIAASDSubsequentlythisoutlinewasrefinedandusedbytheteamineachdisciplinetodescribetheassessmenttobedevelopedineachdiscipline
TheexamplesandrecommendationsintheASDarenotexhaustivetheydescribesomeofthemore
importantexamplesofartseducationassessmentsthatwillguidethedevelopmentanduseoftheMAEIAassessmentsTheMAEIAASDcontainseveralchaptersincludingbull Chapter2ndashAnOverviewoftheArtsEducationAssessmentDesignbull Chapter3ndashContentStandardsfortheTheatreAssessmentbull Chapter4ndashTheatreAssessmentSpecificationsbull Chapter5ndashSummaryofAvailableTheatreAssessmentsThesechaptersincludeinformationonanumberoftopicsbull Adiscussionofthepurposesfortheartseducationassessmentprogrambull Anoverviewoftheartseducationstandardstobeassessedbull Adescriptionoftheproposedartseducationassessmentdesignandinstrumentsbull Illustrationsofthisassessmentineachoftheartsdisciplinesforwhichassessmentswillbe
created(dancemusictheatreandvisualarts)bull Anoverviewoftheassessmentdevelopmentstepsandhowtheassessmentswillbe
administeredandbull Anoverviewofthemannerinwhichtheresultsoftheassessmentsmaybereportedat
differenteducationallevelstodifferentgroupsandaudiences
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
7
Chapter2OverviewoftheArtsEducationAssessmentDesign
ThischapterprovidesanoverviewoftheartseducationassessmentstheDepthofKnowledgeanddifficultylevelsintendedfortheitemsadescriptionofthedifferenttypesofassessmentstobecreatedandotherassessmentdesignanddevelopmentissuesconsideredinthedevelopmentoftheMAEIAassessments21DisciplineAreasAssessed
SincethefirsteditionoftheMichiganArtsEducationContentStandardsin1998MichiganhasprovidedrecommendedlearningexpectationsforstudentsindancemusictheatreandthevisualartsThisisconsistentwiththe1994NationalArtsEducationStandardsTheMAEIAassessmentsareanchoredinthegrade-levelandhighschoolcontentexpectationsintheartsdisciplinesofdancemusictheatreandvisualartsTheMAEIAprojectwasawarethatNCCASwasdevelopingstandardsformediaartsThedevelopmentofmediaartsstandardsaspartoftheMichiganArtsEducationContentStandardsmaybeworkthattheMichiganDepartmentofEducationwillembarkonsincenationalleadershipintheformofNCCASMediaArtsStandardsbecameavailablein2014TheMAEIAartseducationassessmentshavebeenlinkedtotheAnchorStandardscontainedintheNationalCoreArtsStandardsmaterialsThiswillpermituserstolinktobothstateandnationalartseducationstandards
22CognitiveComplexityandDifficultyoftheItems
OneoftheessentialcharacteristicsoftheassessmentsthatwerecreatedistheircognitivecomplexityThisisanimportantingredientinwell-craftedassessmentmeasuresbecausethereisatleastamodestcorrelationbetweencomplexityofthetaskandthedepthatwhichtheperformancestandardsinartseducationwillbemeasured
TheNationalStandardsoftheArtsencouragetheorganizationoflearningprocessesintothreecategoriesCreatePerformandRespondThroughthismethodoforganizationassessmentopportunitiesbecomeanaturalpartoftheprocessoflearningTheprocessofmeasuringgrowthcanincludeassessmentsusedforsummativeandformativepurposesauthenticperformancesandthecognitiveaffectiveandpsychomotordomainsTheassessmentscoverseverallevelsofcognitivecomplexityanduseavarietyoftoolsincludingportfoliospre-andpost-testsperformancetasksandeventsconstructed-responseandselected-responseitems
Historicallytherehavebeenseveralmethodsforjudgingthecognitivecomplexityofasetofcontent
standardsaswellastheassessmentsthatmeasurethemSchemasuchasBloomrsquosTaxonomyhavebeenusedinthepastbyeducatorsWhenstateswererequiredtodemonstratethecomplexityoftheircontentstandardsandthealignmentoftheirstateassessmentstothesestandardsthoughtwonewmethodsweredevelopedThefirstdevelopedbyAchievejudgedthestandardsandtheassessmentsholisticallyTheotherwasatooldevelopedbyNormanWebbWisconsinCenterforEducationResearchUniversityofWisconsincalledtheWebbAlignmentToolBecauseofthenatureofthistoolmoststates(includingtheMichiganDepartmentofEducation)usedtheWebbtoolfortheirNCLB-requiredalignmentstudiestoshowalignmentbetweenthecontentstandardsandassessmentsTheWebbAlignmentToolisusedtoensureassessmentsmeasurethecontentstandardsatthesamelevelofrigordictatedbythestandard
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
8
LevelsofThinkinginBloomrsquosTaxonomy2andWebbrsquosDepthofKnowledgearerelatedtooneanotherasshowninFigure221
Figure221ComparisonofBloomrsquosTaxonomyandWebbrsquosDepthofKnowledge
221 WebbrsquosDepthofKnowledge(DOK)ndashDepthofKnowledgeisonepartoftheWebbalignmenttool
developedbyNormWebbTheWebbAlignmentToolisusedtojudgethecognitivecomplexityofstandardsandassessmentsTheWebbAlignmentToolisusedtojudgethedepthofknowledgeofeachstandardfollowedbythedepthofknowledgerangeofknowledgecategoricalconcurrenceandbalanceofrepresentationofbothasetofstandardsandtheassessmentsthatmeasurethemDepthofKnowledgeisthemostimportantofthesecriteriaDOKisusedtojudgethecognitivecomplexityofstandardsandassessmentsWebbdefinedfourlevelsofDOKbull Level1(Recall)includestherecallofinformationsuchasafactadefinitionatermorasimple
procedureaswellasperformingasimplealgorithmorapplyingaformulaKeywordsthatsignifyaLevel1includeldquoidentifyrdquoldquorecallrdquoldquorecognizerdquoldquouserdquoandldquomeasurerdquo
bull Level2(SkillConcept)includestheengagementofsomementalprocessingbeyondahabitual
responseALevel2assessmentitemrequiresstudentstomakesomedecisionsastohowtoapproachtheproblemoractivitywhereasLevel1requiresstudentstodemonstratearoteresponseperformawell-knownalgorithmfollowasetprocedure(likearecipe)orperformaclearlydefinedseriesofstepsKeywordsthatgenerallydistinguishaLevel2itemincludeldquoclassifyrdquoldquoorganizerdquordquoestimaterdquoldquomakeobservationsrdquoldquocollectanddisplaydatardquoandldquocomparedatardquo
bull Level3(StrategicThinking)requiresreasoningplanningusingevidenceandahigherlevelof
thinkingthantheprevioustwolevelsInmostinstancesrequiringstudentstoexplaintheirthinkingisaLevel3activityActivitiesthatrequirestudentstomakeconjecturesarealsoatthislevelThecognitivedemandsatLevel3arecomplexandabstractThecomplexitydoesnotresultfromthefactthattherearemultipleanswersapossibilityforbothLevels1and2butbecausethetaskrequiresmoredemandingreasoningAnactivityhoweverthathasmorethanonepossibleanswerandrequiresstudentstojustifytheresponsetheygivewouldmostlikelybeaLevel3
2 ATaxonomyforLearningTeachingandAssessingARevisionofBloomrsquosTaxonomyofEducationalObjectives httpwwwpaffastatepausPAAECurriculum20Files720DOK20Compared20with20Blooms20Taxonomypdf
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
9
bull Level4(ExtendedThinking)requirescomplexreasoningplanningdevelopingandthinkingmostlikelyoveranextendedperiodoftimeTheextendedtimeperiodisnotadistinguishingfactoriftherequiredworkisonlyrepetitiveanddoesnotrequireapplyingsignificantconceptualunderstandingandhigher-orderthinkingAtLevel4thecognitivedemandsofthetaskshouldbehighandtheworkshouldbeverycomplexStudentsshouldberequiredtomakeseveralconnections-relateideaswithinthecontentareaoramongcontentareas-andhavetoselectoneapproachamongmanyalternativesonhowthesituationshouldbesolvedinordertobeatthishighestlevelLevel4activitiesincludedevelopingandprovingconjecturesdesigningandconductingexperimentsmakingconnectionsbetweenafindingandrelatedconceptsandphenomenacombiningandsynthesizingideasintonewconceptsandcritiquingexperimentaldesigns
WherepossibleassessmentwritersstrivetowritemostoftheirassessmentitemsatDOKlevels3and4althoughitemswrittenatDOKlevels1and2arealsonecessaryindevelopingawell-roundedassessment
23NatureoftheAssessmentItems
TheMAEIAartseducationassessmentsarecomprisedofanumberofdifferenttypesofassessmentitemsEachoftheseisdescribedbelowTheitemtypesarelistedhereindescendingorderofimportancetotheoverallassessmenteffortsinceonegoalofthisartseducationeffortwastocreateassessmentsthatmirrorandencourageauthenticinstructionatdeeplevelsofcognitivecomplexity231 PerformanceTasksndashAsusedinthisassessmentdesignperformancetasksarepromptsthat
requirestudentstospendmultipleclassperiodsweeksormonthsinpreparingaresponseThesetypicallyaremulti-partitemsandmayrequirestudentsresearchatopicpreparearesponsedevelopapaperapresentationandoraperformanceandreflectonwhattheylearnedduringtheprocessofrespondingtothepromptsManyoftheseitemsareconstructedtomeasureperformancestandardsatDOKlevels3and4
PerformancetasksshouldbecomprisedofmultiplecomponentsthatculminateinafinalproductFortheseassessmentitemseducatorsandstudentsshouldbeprovidedwitharubricaswellasexamplesthathavereachedthearrayofscores(JacksonampDavis2000)TherubricshouldprovidesufficientdetailtoguidestudentsrsquoeffortsinthetaskandsamplesofstudentworktoprovidemoreindepthexamplesforhowtoproceedForexamplestudentsmightcreateanoriginalworkofartthroughthedesignprocessof
1 Identifyingaproblem2 Planningpossiblesolutions3 Testingsolutionstodeterminebest4 Refiningdesignthroughtheuseofaprototype5 Completingaworkthatresultsinthesolutionofthedesignproblem6 Exhibitingthefinishedproductforfeedback
TheperformancetaskmayconsistofmultiplestepsalongthewayThusachecklistmightbeusedtohelpguidestudentsincompletingallaspectsofthetaskandortoconveythemannerinwhichthesedifferentpartsofthetaskmaybescoredBothtypesofchecklistsareusefulinhelpingstudentstodotheirbestonthesetypesofassessments
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
10
232 PerformanceEventsndashTheseareon-demandperformanceassessmentitemsthatrequirestudentstoconstructaresponseinaverybriefperiodoftimewithlittleornoadvancepreparationorrehearsalSometimesthisisviewedasldquofirstdraftrdquoworkonthepartofthestudentAftertheirinitialperformancestudentsarealsogivenlittleornosubsequentopportunitiestoimprovetheirperformanceTheseassessmentsmayrequireaclassperiodorlesstoimplementStudentsmayworkaloneorwithasmallgroupofotherstudents(egtheperformanceofascenefromaplay)inpreparingandimplementingtheirresponsesWhensmallgroupsareassessedindividualstudentsstillreceivetheirownscoresTheseassessmentsarealsoatDOKlevels3and4
233 Constructed-ResponseItemsndashThisitemtyperequirestheindividualtocreatetheirownanswer(s)
ratherthanselectfromprewrittenoptionsTheseitemsareopen-endedthatisthereareusuallyseveralwaysinwhichtheycanbeansweredcorrectlyResponsesareoftenwrittenalthoughtheyneednotbeandeveninthecasewhentheyarethesemaybeessayschartsgraphsdrawingsorothertypesofwrittenresponsesSuchitemsaretypicallyatDOKlevels2or3Theseitemsareincludedinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)
234 Selected-ResponseItemsndashThisitemtypeincludesmultiple-choicetrue-falsematchingandother
typesofitemsinwhichstudentsareprovidedwithavarietyofresponsesandstudentsselecttheanswerstothequestionsratherthanconstructingtheirownresponses
Manyassessmentsarecomprisedofasignificantnumberofselected-responseitemsIntheMAEIAartseducationassessmentthisitemtypewillbeusedonlyinconjunctionwiththeotheritemtypes(egperformancetasksorperformanceevents)TheseitemsmeasurecontentatDOK1and2andcovercontentrequiredtorespondcorrectlytotheothertypesofitems
SeeChapter4forexamplesofeachtypeofTheatreassessment
24AssessmentattheHighSchoolLevel AtthehighschoolleveltheMAEIAassessmentshavebeencreatedtoaddressdifferentlevelsofpastand
currentparticipationininstructioninanartsdisciplineStudentsparticipateintheartsfordifferentreasonsanddurationsrangingfromstudentswhotakeayearofinstructiontofulfilltheone-creditMichiganhighschoolgraduationrequirementtostudentswhointendtostudytheartsincollegeandenterartscareersafterwardsTasksandeventsweredevelopedforthisrangeofhighschoolartsstudents
o Level1mdashStudentswhofulfilltheironecreditvisualperformingorappliedarts(VPAA)highschool
graduationrequirementonlyorwhoareintheirfirstyearofamulti-yearVPAAprogram
o Level2mdashStudentswhohavealreadycompletedtheirfirstyearinanartsdisciplineandarenowintheirsecondyearofinstructioninthesameartsdiscipline
o Level3mdashStudentswhohavealreadycompletedtheirfirstandsecondyearcoursesinasingleartsdisciplineandarenowintheirthirdyearorfourthyearofinstructioninthesameartsdiscipline
NoteIfastudenttakesoneyearofinstructioninonediscipline(egmusic)andthenoneyearofinstructioninanotherdiscipline(egtheatre)thisstudentwouldparticipateintheLevel1assessmentsineachdisciplineWhilemanyassessmentsarewrittenfortwoormoreoftheselevelsteachersalsohavetheflexibilitytoadjusttheassessmentstomatchtheinstructionallevelsofthestudentsbeingassessed
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
11
25UseofGraphicsAudioandVideointheAssessments
Becausetheartsaresomedia-richitisnaturalthattheassessmentswilluseavarietyofmediaintheassessmentsThepotentialmediatobeusedinclude
bull VideoandPhotographyndashThismediumisusedtopresentcontentintheartseducationassessments
ForexampleclipsofdanceorperformanceascenefromatheatricaloravisualartsproductionareusedInthesecasestheclipsareshort(acoupleofminutesorless)andareavailabletothetestadministratortodownloadfromawebsite
bull AudiondashThismediumisusedparticularlyinthemusicassessmentalthoughaudiomightbepartofatheatreassessmentaswellAgaintheseaudioclipsmightbedownloadedfromawebsite
bull PrintmediandashParticularlyinthevisualartsassessmenthighqualityreproductionsarenecessarySomeoftheseareusedwithindividuallyadministeredassessmentitemswhileothersareusedwithgroup-administereditemsThenatureofthereproductioniscarefullyconsideredForexamplesomeprintsarereproducedintestbookletswhileothersmightbeprintsthateducatorsadministeringtheassessmentsneedtodownloadorpurchaseSomeassessmentsusedigitalprojectionsofpromptmaterialInallcasesthequalityofthereproductionsisanissuendashwhetherreproducedinblack-and-whiteorincolor
bull DigitalmaterialsndashDigitalmaterialssuchasjpegsmp3mp4orvideofilesshouldbeeasilyassessibleandmayrequiretheuseofscreensLCDprojectorsandMP3players
bull CapturingstudentresponsesndashStudentresponsestodancemusicandtheatreitemsmightbevideorecordedoraudio-tapedDigitalstudentportfoliosareavailabletopreserveandmaintaindigitalevidenceandsamplingofstudentworkandperformanceMaintainingitindigitalformatwillpermitlaterscoringandifnecessaryre-scoring
bull UseofCopyrightedMaterialsndashOneoftheissueswiththeuseofgraphicsaudioandvideoisthatsomeofthebestexamplesmaybecopyrightedandpermissiontousethismaterialisrequiredunlessthematerialsarelocatedinthepublicdomainThisprojectsoughttoobtainedpermissionstousecopyrightedmaterialsthatareshownintheassessmentbooklets
26AccessibilityandAccommodationsndashUniversalDesign(UD)andEvidence-CenteredDesign(ECD)
TheprinciplesofuniversaldesignweretaughttoitemwriterssoastominimizetheneedforassessmentaccommodationsbyincreasingtheaccessibilityoftheitemsforallstudentsincludingstudentswithdisabilitiesandwhoareEnglishlearnersWhileitwasimpossibletoavoidallaccessibilityissuesmanywereeliminatedbycarefulattentiontothemannerinwhichtheassessmentitemswerewrittenandprovidedtostudentsThissaiditisalmostcertainthatsomestudentsthosewithSection504plansIEPsorEnglishlearnerswillstillrequirecertainaccommodationsTheprinciplesofevidence-centereddesign(ECD)wereusedincreatingtheitemsECDisatechniqueusedtoassurethattheitemsmeetthepurposesforwhichtheyaredesignedValidityclaimsfortheitemsareestablishedthecharacteristicsoftheitemstobedevelopedaredescribedandthentheitemsarecreatedtoaddressandshowevidencethattheitemstodemonstratetheseclaimsThisisanitemtechniqueusefulforcreatingitemsforthefullrangeofstudentsandallcontentareas
27 IssuesofBiasandSensitivityinArtsEducationAssessments
Carefulconsiderationinanyassessmentneedstobegiventoavoidingusingsensitivetopicsormaterialasthebasisoftheassessmentaswellastoassurethattheitemsarenotbiasedagainstanysub-groupofstudentsEachoftheserequiressomestudyandreviewduringtheassessmentdevelopmentreview
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
12
andfieldtestingprocessInordertoavoidsensitivetopicsforassessmentdevelopmenttheMAEIAProjectManagementTeamdevelopedalistoftopicsandmaterialthattheassessmentdeveloperswouldavoidorwouldbesuretotreatwithsensitivity
28AssessmentTimeandStructures
TheassessmentsthatwerecreatedcantakeseveralclassperiodstoadministerSomeoftheassessmentsaredesignedtobecarriedoutoutsideoftheclassroomwithsupportfromthecertifiedartseducatorsthroughouttheassessmentprocessForexampleoutsidetheclassroommightbethroughadjudicationatfestivalsorthroughco-curriculumactivities
Insomeoftheartsdisciplinesindividually-administeredassessmentsorsmall-groupassessmentsare
usedWhilethelengthofeachoftheseassessmentsmaybeonlyafewminutesthistimemayneedtobemultipliedtimesthenumberofindividualstudentsorgroupsofstudentsthatneedtobeassessed
29PotentialAssessmentAdministrationProcesses
Itshouldbepossibleforthegroup-administeredassessmentstobegiventostudentsinoneortwoclassperiodsasanentireclassgroupTheregularcertifiedartseducatorwillgivetheseassessmentstotheirclasseswhentheymeetTheremaybetestbookletsanswerdocumentsneededortheassessmentsmightbeadministeredonline(atthedistrictchoice)Inadditionancillarymaterialsmaybeneededtoadministertheseassessmentsincludingvisualartsmodelsorreproductionsspecialtools(egdrawingpencils)andsoforthDigitalandprintmediamightbeneededfortheseassessmentsIndividually-administeredassessmentswillbemorechallengingtoadministertostudentssincethetimeforassessmentismultipliedbyasmanystudentsasthereareinthegroupbeingassessedItissuggestedthatinsuchcasesthecertifiedartseducatorconducttheindividualassessmentsIfdoneduringregularclasstimeanadditionaleducatormightbeaskedtotakeovertheclassOrtheindividualassessmentsmightbescheduledattimesoutsideofregularclassroominstructionThereisnomethodthatwillworkinallcircumstancesItisanissuethateachschooladministeringtheMAEIAassessmentswillneedtoconsideranddetermine
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
13
Chapter3
ContentStandardsfortheTheatreAssessment
ThischapterdescribesinsomedetailthecontentassessedintheMAEIAVisualArtsAssessmentsThisincludestheMichiganartseducationcontentstandardsandbenchmarksatthegrades3-8andhighschoolleveltheMAEIAperformancestandardsandtheNationalCoreArtsStandards
31MichiganArtsEducationContentStandards
TheMichiganArtsEducationContentStandardsandBenchmarksforDanceMusicTheatreandtheVisualArts(1998)werefirstapprovedbytheStateBoardofEducationin1998Theywerealignedtothe1994NationalArtsEducationStandardspartoftheseriesofvoluntarystandardsdevelopedbyeachofthecontentareasunderGoals2000Theseestablishedtheexpectationsthatallstudentsshouldachieveinallcorecurricularsubjectsincludingthearts
In2011theMichiganStateBoardofEducationapprovedarevisedsetofMichiganArtsEducationContentStandardsandBenchmarksandGradeLevelContentExpectationsInadditiontoprovidinglearningexpectationsattheK-8gradelevelsthe2011revisionalignedtheMichiganStandardstotwonewsetsofguidelinestheartistic-creativeprocessasdescribedintheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)and21stcenturyskillsofcriticalthinkingcommunicationcollaborationcreativityinformationmediaandtechnologyskillslifeandcareerskillsApartnershipoforganizationsandstatesworkedtogetherastheNationalCoalitionforCoreArtsStandards(NCCAS)toleadtherevisionofthe1994NationalCoreArtsStandards(NCAS)NCASgoalsareconsistentwiththecorealignmentsthatdrovethe2011MichiganartseducationstandardsrevisionThereforewhilebasedonMichiganrsquos2011ArtsEducationContentStandardstheMAEIABlueprintandAssessmentSpecificationsreflectscurrentthinkinginthefieldofeducationandtheartsTheNCASwasreleasedin2014ThestandardsdescribewhatstudentsshouldknowandbeabletodoasaresultofaqualitycurricularartseducationprogramNCCAShascommittedtodevelopingthenextgenerationofvoluntaryartseducationstandardsbuildingonthefoundationcreatedbythe1994documentInadditionNCCASiscommittedtosupportingthe21st-centuryneedsofstudentsandeducatorshelpingensurethatallstudentsarecollegeandcareerreadyandaffirmtheplaceofartseducationinabalancedcorecurriculumInboththe1998and2011editionsoftheMichiganArtsEducationContentStandardsstudentlearninghasbeenorganizedaroundthesefivestandardswhichareconsistentfordancemusictheatreandvisualartsatallgradelevels1 Studentsapplyartseducationskillsandknowledgetoperforminthearts2 Studentsapplyartseducationskillsandknowledgetocreateinthearts3 Studentsapplyartseducationskillsandknowledgetoanalyzedescribeandevaluateworksof
art4 Studentsapplyartseducationskillsandknowledgetounderstandanalyzeanddescribethe
artsintheirhistoricalsocialandculturalcontexts5 Studentsapplyartseducationskillsandknowledgetorecognizeanalyzeanddescribe
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
14
connectionsamongtheartsbetweentheartsandotherdisciplinesandbetweentheartsandeverydaylife
RespondingtonationaleffortstostreamlinestandardsforeducatorstheMichiganCreditGuidelinesfortheVisualPerformingandAppliedArts(2006)organizedtheartistic-creativeprocessaroundthreestrandsPerformCreateandRespondThefirsttwostrandsaligndirectlytoMichiganArtsEducationContentStandards1and2TheRespondStrandencompassesMichiganArtsEducationContentStandards3-5Itisnoteworthythattheartistic-creativeprocessisdescribedasiterativeandnon-linearStudentsatthe9-12levelareexpectedtoidentifythecomponentsoftheprocessandtobegivensufficientopportunitiestoengageintheprocessmultipletimesStudentslearnthroughthestepsofCreatePerformandRespondtosynthesizeinformationsothatitbecomespartoftheirembodiedknowledgehencecreatingldquoenduringunderstandingsrdquoandconnectedlearningacrossdisciplines
32PerformanceStandardsAssessedintheMAEIAProject
ForthepurposesofidentifyingimportantartslearningfortheMAEIAassessmentspecificationsdevelopmentprocesstwosetsofwritingteamscomprisedofK-16dancemusictheatreandvisualartseducatorsstudiedtheMichiganStandardsBenchmarksandGradeLevelContentExpectationsinDanceMusicTheatreandtheVisualArtsTheyidentifiedcommonalitiesandoverarchingideasTheydiscussedwhatwasfundamentaltothelearningprocessesandwhattiedsomeofthestandardstogetherintermsofstudentsrsquoabilitiestobeabletodemonstrateknowledgeandskillsTheyalsodiscussedwhichover-archingideaswerefundamentaltodemonstratinglearningintheirrespectiveartsdisciplinesandtoreallyfunctionasanartistintheworldTheyfoundtheframeofPerformCreateandRespondhelpfulintermsoforganizingtheseideasTheyworkedwithinthosetoidentifywhatarereferredtoinMAEIAdocumentsasperformancestandardsPerformancestandardsarediscipline-specificandcondensetheMichiganMeritCurriculumrsquosfivecontentstandardsintothethreeoverarchingperformancestandardsofCreatePerformandRespondTheseperformancestandardsweredevelopedtoserveasthebasisforMAEIAmodelassessmentsthatmeasurestudentproficiencyineachartsdisciplineateachgradespan-K-23-56-8and9-12Considerationsintheidentificationofperformancestandardsincluded
Scopeandsequenceanddedicatedinstructionaltime Verticalandhorizontalalignmentatthegradespansfocusedontheartisticprocess Differentiationofthecurriculumforvaryingdevelopmentalsocialcognitivelevelsaswellasfor
studentswithdisabilitiesandEnglishlanguagelearnersTherearecertainnuancestotheperformancestandardsthatareimportantineachartsdisciplinealongwithdisciplinespecificconsiderationstorememberwhendevelopingassessmentsTheyarepresentedbelow 321TheatrePerformanceStandards
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
15
ThetheatreprogramdescribedintheMAEIABlueprintisdiscipline-basedandisaninterwovenexplorationandstudyofallaspectsoftheatreThetheatreprogramdescribedinMAEIABlueprintcultivatesthewholepersongraduallybuildingmanykindsofliteracyincludinginnovationsintechnologywhiledevelopingintuitionreasoningimaginationcreativityanddexterityintouniqueformsofexpressionandcommunicationStudentspresenttheirfinalcreativevoicesthroughperformanceGuidedbyMichiganstandardsstudentsrespondtothecreativeworkofothersandreflectontheirowncreativeworkStudentsalsolearnhowresponsetothepresentationofcreativeworkcanchangebasedoninstitutionalsettingculturalbackdropandmedia
THEATREPERFORMANCESTANDARDS
GradesK-5Create
1 Studentscanrecognizeidentifymanipulateandcreatepartsofastoryincludingcharactersscenerycostumespropslightingsoundandmakeup
2 Studentscanparaphrasememorizeperformandimprovisedialoguetocreatestories3 Studentscanshowvariedinterpretationsandcollaboratetodramatizestoriesthroughclear
definitionofcharactersrelationshipsenvironmentsandplotlines
Perform1 Studentscanrecognizeimitateandrecreate(vocallyandphysically)realandnon-real
charactersbasedonrealandnon-realexperiences2 Studentscandramatizesimplestoriesbringingalivevariousenvironmentsthroughdesignand
performance3 Studentscanselectmovementmusicandorvisualelementstocommunicatelocaleandto
enhancethemoodofaclassroomdramatization
Respond1 Studentscandiscussclassroomdramatizationsusingappropriatetheatricalvocabularyand
constructivelycollaboratetoreflectonandimprovequality2 Studentscanrecognizeanddiscusstheroleoftheaudience3 Studentscanbuildskillstocritiqueselfandothersperformance4 Studentscanrecognizediscussandreflectuponhowtheatrereflectslifeinourownand
othersrsquoculturesGrades6-8Create
1 Studentscandiscussexamineanddemonstratevariousactorrolesandtheroleofdesignerindevelopingtechnicalelementstosupportastoryscript
2 Studentscancreatemonologuedialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
3 Studentscanworkcollaborativelytoexplainandapplytheelementsofscript4 Studentscanexecutevariedresearchmethodstoinformcreativedecisions
Perform
1 Studentscanpracticeandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals2 Studentscandemonstrateactingskillstodevelopcharacterizationsthatreflectartisticchoices3 Studentscanpracticeandexplainthefunctionsandinterrelatednatureofdesignincreating
appropriateenvironmentsforthedrama4 Studentscanworkcollaborativelytoplayapartindesignorperformanceforacompleteplay
Respond
1 Studentscandescribeanddiscusshowtheatrecansynthesizeseveralartformsintoa
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
16
2 dramaticstructure3 Studentscandescribeandanalyzeaudienceresponseandappreciationofdramatic
performances4 Studentscandescribeandevaluatetheperceivedeffectivenessofstudentscontributionsto
thecollaborativeprocessofdevelopingimprovisedandscriptedscenesandarticulateandsupportthemeaningsconstructedfromtheirandothersdramaticperformances
5 Studentscancompareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicateideasregardingthehumanexperienceandcondition
6 Studentscanexplaintheknowledgeskillsanddisciplineneededtopursueworkintheatrefilmtelevisionandelectronicmedia
Grades9-12Create
1 Studentscancollaboratewithactorstoconstructrefineandrehearseimaginativescriptssothatstoryandmeaningarecommunicatedtoanaudience
2 Studentscancompareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
3 Studentscandevelopdesignsthatusevisualandauralelementstoconveyenvironmentsthatclearlysupportandbringthetexttolife
4 StudentscandesigncoherentstagemanagementpromotionalandbusinessplansPerform
1 StudentscananalyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmediaEffectivelycommunicatedirectorialchoicestoactorsanddesigners
2 Studentscanapplytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
3 Studentscanindividuallyandcollectivelymakeandjustifyartisticchoices
Respond1 Studentscananalyzeandcritiquethewholeandthepartsofdramaticperformancestaking
intoaccountthecontextandconstructivelysuggestalternativeartisticchoices2 Articulatehowaudiencesimpactaperformanceandhowindividualaudiencemembersbring
theirownperspectiveandaestheticcriteriatobearupontheirviewingexperience3 Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkand
evaluatethevalidityandpracticalityoftheinformationincritiquingproductions4 Comparehowsimilarthemesaretreatedindramafromvariousculturesandhistorical
periodsillustratewithinformalperformancesanddiscusshowtheatrecanrevealuniversalconcepts
5 IdentifyculturalandhistoricalsourcesandartistsofAmericanandmusicaltheatre6 Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocational
opportunitiesintheatrefilmtelevisionandelectronicmedia7 Explainhowsocialconceptssuchascooperationcommunicationcollaborationconsensus
self-esteemrisktakingsympathyandempathyapplyintheatreanddailylife
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
17
Chapter4
TheatreAssessmentSpecifications
41DesignoftheTheatreAssessmentndashThenumberofperformancetasksandeventsarebalancedwiththenumberofconstructedandselected-responsequestionsDuetothediversebodyofstudentlearnersdiversebodyofmaterialandvariedaspectsofproductionitisnecessarytoincludeavarietyofassessmenttypestodemonstratelearninginamultitudeoftheatredisciplinesGiventhattheatrecanincorporateelementsofdancevisualartandmusicaswellasthoseelementsmorespecifictotheatrethisisachallengingtaskTheotherchallengeindesigningtheatreassessmentsiscapturingtheessenceofexcellenceintheatreThatessencesometimescalledldquotalentrdquoisdifficulttoteachandmaynotbeaccessibletothepractitionerduringeachperiodofthepractitionersrsquolifeinoroutoftheclassroomTheactorandactingprofessorPhillipKerroncetoldagroupofactingstudentsinhisclassatUniversityofMichiganthathehadjustfinishedOlivierrsquosbookOnActingHelamentedthatwhileheenjoyedthebookitdidnrsquottellhimhowtobeagreatactorReadingitdidnrsquotrevealthesecrettounlockingtalentlikeOlivierrsquosThisaddressesaconundrumintheatreeducationThereareplacestogotostudytheatrefromtheJulliardSchooltoTheActorsStudiotothelocalYMCAtotheclassroominaK-12publicschoolWhetheritisactingdirectingplaywritingdesignproductionorstagemanagementthereareclassesAndyetthereissomethingabouttheatreperformancethatcannotbetaughtbutonlylearnedbytheexperienceofliveperformanceinfrontofanaudienceTheatreisatitsessenceliveperformanceTheminimalrequirementsforatheatricalproductionareanactorspaceinspirationandanaudienceDavidMametwritesldquoTheaudiencewillteachyouhowtoactandtheaudiencewillteachyouhowtowriteandtodirectrdquoTothatendPerformanceTasksandPerformanceEventsareessentialtodemonstratingtheatreandtolearningtheatreItwouldbeimpossibletoassessessentialstudentskillsabilityorknowledgeintheatrewithoutperformancetasksoreventsInourroleaseducatorswelearnthatldquohellipassessmentneedstobepartofanintegratedsystemofcurriculuminstructionandassessmentrdquo(PelligrinoChudowskyandGlaser2001)InassessingtheatreskillsandknowledgethroughperformancetasksandperformanceeventsassessmentisnotonlyintegratedwithinstructionintheatreperformanceassessmentsandtasksareinstructionThisisespeciallytruewhentheassessmentsandtasksarepresentedinfrontofapublicaudienceoftheatregoersnotonlyinfrontofclassmatesAlloftheworkthatisdoneinclasssuchaslearningthephysicalskillsofactinglearningscriptanalysisandthelanguageofworkinginthetheatreareallultimatelyrealizedandpresentedinperformanceTherearefewotherplacesineducationwherelearningmustbedoneanddemonstratedinfrontofapublicaudienceEveryonewhoworksonashowknowsthatsomethingdifferentisrevealedinperformancethatisnotrevealedinclassorrehearsalMamet(2011)callstherevelationthattakesplaceonstagetheldquoTruthofthemomentrdquoClassesandpracticecanhelppreparetheatrepractitionersfortheldquoTruthofthemomentrdquosothatitisnrsquotlostormissedoronlyexperiencedthroughluckbutldquoTruthofthemomentrdquoonlyoccursliveonstageinfrontofanaudienceBecauseofthisperformancetasksandeventsshouldtakeupthemajorityofthetimespentonassessmentandareinfacttheessenceoftheatreinstructionWhileperformancetasksandeventsareessentialforqualitytheatricaltrainingandeducationothertypesofassessmentarealsoimportanttoatheatreeducationprogramThegoalsofaK-12educationintheatrearenotonlytopreparestudentsforaprofessionallifeintheatrebutalsotogrowcreativitytoenhanceobservationandlisteningskillsandtoteachandpracticepublicpresentationand
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
18
interpersonalcommunicationskillsBecausetopicsintheatrespanthegamutofhumanexperienceK-12theatreeducationengagesstudentsinlearningaboutallsubjectsVisualartistPhoebeGloeckner(2013)writesldquohellipaproperlypreparedartistcreatormustsimplyknoweverythingNotjusthowtodrawbuthowtoseeNotjusthowtouseacomputerprogrambutwhatthewordpenultimatemeansrdquoThisholdstruefortheatreaswellTheatreassessmentscannotmeasureunderstandingineverycontentareabutshouldincludeassessmentsthatdemonstratestudentthinkingaboutlearningaboutcreatingandaboutrespondingtoonersquosoneworkandtheworkofothersInArtswiththeBraininMindEricJensen(2001)writesldquoArt-makinghelpsstudentsacquireafeelforwhatitmeanstotransformanideaintoaproductorartformArtmakingwillrefineinthelearnersaheightenedawarenessofthesensesStudentswillgainaestheticqualitiesofartTheywillbeabletoapplythesequalitiestoliferdquoIntheatricalassessmentaccesstoaperformancespacethatallowsforstagingplaysandscenesthatincludeanumberofactorssceneryandpropsisidealItisalsoimportanttohavealdquorehearsalrdquospacethatallowsforsafekinestheticmovementforaclassofapproximately30studentsDigitalvideorecordingphotographyandtheabilitytoprojectisalsohelpfulsincetheatreisliveperformanceInorderforstudentstobeabletorespondtoperformancesitwillbenecessarytoviewperformancesInsomeareastheassessmentcallsonthestudentsandeducatorstousephotosorvideosofclassroomworktoreflectUsingvideoandphotographythatisgeneratedintheclassroomfacilitatestheselectionofageappropriatecontentbecausestudentswillbecreatingtheworkConstructed-responseitemsassistinmeasuringthestudentrsquosfeelingsorthoughtsabouttheatreTheyareusefulformakingthecreativeprocessvisibleandmeasurableThroughwritingtheactoranddesignerrsquoscraftbecomesvisibleResponseintheatreistraditionallyobservedthroughaudienceapplauseorothervisibleemotionalresponseButapplauseandemotionalresponsesdonotalwaysrevealtheindividualexperiencesofeachaudiencememberConstructed-responseitemsareawaytogainamorenuancedunderstandingofastudentrsquosresponsetothepresentationofanotherartistrsquosproductorartformFurtherthetheatrestudentmaynotalwaysbeanaudiencememberTheatrestudentsmaybeplaywritersdramastudentsorscriptreadersandconstructed-responseitemscanbeusedtoassessthedifferenttypesofwritingandthinkingusedbythesespecialistsSelected-responseitemsareusedformeasuringunderstandingoftheatreconceptsandvocabularyAsolidunderstandingoftermsandconceptsisimportantwhilecreatingrespondingandmakingfinalchoicesforperformanceWhileitispossibleforantheatreartisttooffersuperbperformancewithoutspecificconceptknowledgeorspecificvocabularysuchknowledgeandvocabularygivethepractitionersoftheatreastructureforhoningcraftandforeffectivecommunicationwithoneanotherTheatreisalwayscollaborativeCollaborationdependsoncommunicationandeffectivecommunicationissharedunderstandingSelected-responseitemsintheatreclassesaddressvocabularyandconceptsthataresharedamongtheatrepractitionersinallstagesofproductionincludingdesignactingdirectingandscriptanalysis
42DescriptionoftheTheatreAssessmentsndashTables421422and423provideillustrationsfortheitemsthatcouldbeusedtomeasureeachperformancestandardwiththeanticipatedWebbDepthofKnowledgealsoshownSomeperformancestandardsareassessedinastand-alonemannerwhileothersmaybeassessedusingtwoormoretypesofassessmentitems
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
19
Table421IllustrativeTheatreIdeasforAssessmentndashGradesK-2and3-5
Performance
StrandPerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduceParticularStandardstobeassessed
1Recognizeimitateandrecreate(vocallyandphysically)realandnon-realcharactersbasedonrealandnon-realexperiences
Developarealorimaginarycharacterandrehearseandperformasthatcharacterinastudent-createdscriptedorimprovisedperformancedemonstratingtheabilityto-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-UserehearsaltimeeffectivelyDOK4
Pantomimecharactersgoingthroughtheirdailyroutineandsidecoachwithquestions Whatareyoueatingforbreakfast Areyoufeedingyourpets Whatareyouchoosingtoweartoschooltoday
Afterthepantomimeaskstudentstodiscusshowtheircharacterchoicesarealikeordifferentfromtheirownchoices
DOK3
Answerquestionsregardingcharacter Howoldareyou
Wheredoyoulive
Whatisyourfavoritehobby
DOK2
2Dramatizestoriesbringingaliveallidentifyingelementsofastory
PerforminateachernarratedstorydramatizationwherestudentsshowanunderstandingofcharacterrelationshipsconflictsettingactionsandplotDOK3
Fromthestorydescribehowyoumatchthefollowing Settingswithaction
Characterrelationships
Conflictresolution
DOK3
Sequencetheeventsinthestory(5-7points)DOK2
3Selectaudioandvisualelementstocommunicate
Designandcreatevisualrepresentationsofthemoodof
Measurearoomathomecreateagroundplanandplace
Createaplaylistofmusicthatreflectsthemoodorspecial
Studentswillidentifythefollowingtheatrical
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
20
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
localeandtoenhancethemoodofaclassroomdramatization
thestoryusingoneofthefollowing Collage Crayondrawing
Watercolor Fingerpainting
Setmodel ShadowboxDOK4
furnitureaccordingtotheplanDOK2
effectsofthestoryDOK4
elementsbasedonawellknownstory Whereisthisstorybestset
Whatisthemoodofthestory
Whatpieceofmusicbestfitsthescene
Whatcostumepieceisbestforthemaincharacter
4points)WebsiteforstorieshttpwwwworldoftalescomandUsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeatherAmeryDOK2
Create
1Recognizeidentifymanipulateandcreatepartsofastorythroughperformanceanddesign
UsingstudenttableauxortheatrephotographscreateagroupresponseanalyzingelementsappropriatetothesceneincludingcharacterscostumeslightingsoundetcDOK4
UsingtableauxchangepartsofastoryanddiscussthealternativefollowingactionandendingDOK3
IdentifycharactersinthetableauxorphotographsDescribefromthetableauxorphotographs Costumes Props Scenery Lighting
DOK1
2Paraphrasememorizeperformand
Performshortplaysorstoriesinasequence
Improvisecharacterssolvingvarious
Inpairsassumecharactersandwritelettersto
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
21
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
improvisedialoguetocreatestories
Improvised Withreaddialogue
Withmemorizeddialogue
DOK3
conflictsReciteastorypoemhttpwwwshelsilversteincomindexsitehtmlImproviseascenebasedonwrittenmaterialsuchasanewspaperarticleorjournalentryDOK3
eachotherbasedonarealeventRetellastorytoldbytheteacherDOK3
3Showvariedinterpretationsandcollaboratetodramatizestories
PerformReaderrsquosTheatremultipletimeswhilemakingchoicestochangesettingsandcharactersandmakingchoicestoaddpropsandcostumesWebsitesforReaderrsquosTheatrescriptshttpwwwthebestclassorgrtscriptshtmlhttppinterestcomjudyheltonreaders-theaterDOK3
CreategroupimprovisationsbasedontheReaderrsquosTheatrescriptthatfurtherdefinecharacterrelationshipconflictresolutionandpropsandcostumesDOK4
ListmultiplebullCharactersbullPlacesbullActionsDOK1
Respond
1Discussclassroomdramatizationsusingappropriatetheatricalvocabulary
Translateandcommunicatewrittenstagedirectionsofashortsceneintothefollowing-Designatedentrancesandexits-Interactionwithcostumesprops
Choosetheappropriatewords(multiplechoice)toidentifybullPartsofthestage
(4points)bullEffectivespeech(2points)bullEffective
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
22
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
andsets-Onstagemovements-OffstagespeakingDOK2
movement(2points)bullBlocking(2points)DOK1
2Recognizeanddiscusstheroleoftheaudience
ServeinboththeroleofperformerandaudienceDiscusstheimportanceofeachDOK3
IdentifyvaryingtheatrespacesareasofthetheatrethetypeoftheatrespaceandtheintendedaudienceDOK2
Identifyappropriateresponsesatperformancesorpublicsettings Ballet Jazzmusic Footballgame
Theatre Movies(5points)DOK1
3Buildskillstocritiqueselfandothersrsquoperformance
PerformscenesandmonologuesforstudentaudienceDOK4
Respondtoinclassdramaticworkprovidingthoughtfulandrespectfulfeedbacktopeersrelatedto-Projection-Diction-Physicalization-GestureDOK4
Selectwordsfromawordbankthatdescribethestudentperformances(5pointsperobservedperformance)DOK2
4Recognizediscussandreflectuponhowtheatrereflectslifeinourownandothersrsquocultures
Createastudentmadeldquotheatrearoundtheworldrdquowallwithphotographsandarticlesofperformancesfromaroundtheworld
BringsomeofthephotographsalivethroughtableauxReadplaysfromvariousculturesAttendwatchlivetheatre
EncouragestudentstowritetheirimpressionsoftheldquotheatrearoundtheworldrdquoperformancesandpostthemontheldquowallrdquoWriteajournalentryrespondingtoattendanceatalivetheatreperformance
Identifytheplaceoforiginortypeofperformancepostedonthewall(5points)
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
23
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Onlineperformanceshttpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbuckethttpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-tourshttpwwwdigitaltheahttpwwwdigitaltheatrecom
Table422
IllustrativeTheatreIdeasforAssessmentndashGrades6-8
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
PerformPresentProduce
1Practiceandleadvocalandphysicalwarmupsandfacilitateeffectiverehearsals
WorkinginanensemblerehearseasceneensuringparticipationbyallactorsthatincludesvocalandphysicalcharacterizationblockingmemorizationoflinesetcDOK4
Leadactorswarmupandparticipateinpeerledactorswarmupwithattentiontospecificelementsoffocusincludingbreathvoicedictionmovementetc175TheatreGamesWarm-upexercisesforActorsbyNancyHurley(Sep2009)DOK2
WriteinstructionsforaparticularactorrsquoswarmupthatfocusesonanidentifiedneedsuchasvoicebodyteambuildingresponsetimeetcDOK3Fromtheperspectiveofadirectorwriteashortparagraphmotivatinganensembleof
SelecttheactingskillisthefocusofaparticularwarmupDOK1DuringaneffectiverehearsalactorsdisplaywhattypesofbehaviorsDOK1
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
24
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
actorsduringareherasalDOK3
2Demonstrateactingskillsthatreflectclearartisticchoices
Performindependentlyamonologuefromaclassicorcontemporaryplaywithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
Performinanensembleanimprovisedorscriptedscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
UsingtheprovidedsceneormonologuewriteacharacteranalysisthatincludescharactersthoughtsfeelingsmotivationobstaclesandchangesDOK3
3Practiceandexplaintheinterrelatednatureofdesignincreatingappropriatedramaticenvironments
Usingaselectedcharacterfromascriptcreateacostumeforthatcharacterusingquotesfromthescripttojustifychoices(PotentialscriptsWillyWonkaandtheChocolateFactoryTheWatsonsGoToBirminghamAnnie)DOK3
Usingaselectedpiecefromascriptsketchtheenvironmentdescribedanddocumentchoiceswithquotesfromthescript(PotentialscriptsShakespeareAMidsummerNightrsquosDreamAct5Scene1orAliceinWonderlandTeaParty)DOK3
WhatcostumebestfitsthegivencharacterDOK2WhatscenicdesignbestincorporatesthedescriptionfromtheplaywrightDOK2
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
25
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
Create
1Discussexamineanddemonstratevarioustechnicalrolesinsupportofastoryscript
DemonstratetoanaudiencetheworkingsofthedesignusingatheatricalstageorscalemodelDOK3
UsingascriptforaplaycreatealightingplotorsetdesignforoneormorescenesDOK4
DescribetheroleofalightingdesigninthetransitionfromscenetosceneinaperformanceDOK2UsingtheprovidedtextasareferencesketchacostumeforthegivencharacterJustifyyourchoiceswithtextfromthereadingDOK3Usingtheblankfacebelowsketchlinestoprovideamake-upguideforanlsquoold-agersquofaceDOK1
WhichpropshouldbeincludedforthegivensceneDOK1
2Createmonologuesdialoguesandshortplaysthatreflectdramaticactioninresponsetoreallifeconflict
Createandperformanoriginaldialogueorshortscenewithfocusondevelopmentofcharacterobjectivesandmotivation-Usestoryarchtodevelopclearbeginningmiddleandend-Usevocalandphysicalexpressiontointerpreta
PresentoriginalscriptstoanaudienceviaperformanceorreadingDOK3
UsingthecharacterdescriptionprovidedwriteashortmonologueforthecharacterbeingsuretoincludedramaticactioninresponsetotheprovidedreallifeconflictDOK4
IdentifytheconflictinthesituationbelowDOK1
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
26
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
characterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4Createandperformindependentlyamonologuewithfocusoncharacterarchdevelopmentofcharacterobjectivesandmotivation-Usevocalandphysicalexpressiontointerpretacharacterrsquosthoughtsfeelingsandwants-Usestagemovementtocommunicatecharacterphysicality-UserehearsaltimeeffectivelyDOK4
3Workcollaborativelytoexplainandapplytheelementsofscript
Usingtheexampletextannotatethe5elementsofthedramaticarchincludingexpositionrisingactionclimaxfallingactionresolutionDOK2
AccordingtothewrittenselectionwhatchoiceswouldbebestsuitedforthesceneDOK2
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
27
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
4Executevariedresearchmethodstoinformcreativedecisions
Presenttoanaudiencetheresearchusedtoinformwritingoforiginalmonologueordialogue
SelectoneofthefollowingimagestojustifycreativechoicesmadeforsetcostumesetcDOK2
RespondAnalyze
1Describeanddiscusshowtheatrecansynthesizeseveralartformsintoadramaticstructure
AfterviewingaplaydescribehowavarietyofartformscontributedtotheimpactofthesceneIncludespecificexamplesfromplayasevidenceofunderstandingDOK3
UsingthegivensetdesignwhatpieceofartinfluencedthedesignDOK3
2Describeandanalyzeaudienceresponseandappreciationofdramaticperformances
WorkwithclassmatestodesignanddeliverameaningfulrubricforevaluationofperformanceDOK4
DescribetheroletheaudienceplaysintheatreperformanceDOK2
3Practiceskillstocritiqueselfandothersperformance
ReflectonownperformanceincludingstrengthsandopportunitiesforimprovementDOK2
4Compareandcontrastthewaysinwhichmanycultureshaveusedtheatretocommunicate
UsingaVenndiagramanalyzetheexampleofafairytalefromdifferentculturesExampleBrothersGrimm
Afterreadingthepassageretellthestoryfromtheperspectiveofyourownculturalexperience
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
28
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponseItems
SelectedResponseItems
ideasregardingthehumanexperienceandcondition
LittleRedRidingHoodandPrettySelmaALittleRedRidingHoodStoryfromAfricaDOK3
DOK4
Table423
IllustrativeTheatreIdeasforAssessmentndashGrades9-12
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
PerformPresentProduce
ApplySkillsandknowledgetoperforminthearts
1Analyzepracticeandpresentthephysicalemotionalandsocialdimensionsofcharactersfoundindramatictextsfromvariousgenreandmedia
Selectatextandanalyzeafull-lengthscriptDOK4
ConductacharacteranalysisfromadramatictextDOK3
Questionstoinvestigateelementsofacharacter-emotional-physical-motivationDOK2
2Effectivelycommunicatedirectorialchoicestoactorsanddesigners
StudentcreatessetsanddirectsblockingforasceneDOK3
Inapresentationtoyourclassmatesemployavisualimage(photofrontrenderingorfloorplan)ofasetfromatheatricalproductionDiscussthecriticalissuesforadirector
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
29
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
blockingaproductiononthissettingDOK4
3Applytechnicalknowledgeandskillsbasedondramatictextandresearchtocreatefunctionalscenerypropertieslightingsoundcostumesandmakeup
CreateadesignprospectusforaproductionofyourchoicethatdefinesthecoreelementsofplotperiodandphysicalneedsofthesettingDOK4
Builda1rsquotofrac14rdquoScalemodelofatheatricalsettingDOK3
DefinetheconceptsofstructuralanalysisofplotDefineProductionConceptDOK1ListphysicalneedsofasettingDOK1CollectimagesandreferencestosupportdesignConceptDOK3
Create
Applyskillsandknowledgetocreateinthearts
1Collaboratewithactorstoconstructrefineandrehearsescriptstoeffectivelycommunicatethestory
Createastructuralandcharacteranalysisforafull-lengthplayDOK4Createarehearsalplanwithspecificblockinggesturalmovementvocalandemotional
WorkwithcolleaguestomeetdemandsofthescriptincorporatingdirectorrsquosnotesinrevisionofsceneDOK3
DefinestructuralanalysisofplotandcharacterDOK2DefinerehearsalplanDOK2Defineissuesofgestureandmovement
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
30
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
notationsDOK4
DOK2
2Compareanddemonstratevariousclassicalandcontemporaryactingtechniquesandmethods
PerformtwomonologuesofcontrastingstyleandperiodsDOK4
3Developdesignsthatusevisualandauralelementsthatsupportandbringthetexttolife
CreateasoundscorethatprovidesabackgroundforadramaticsceneofyourchoiceDOK3
4Designcoherentstagemanagementpromotionalandbusinessplans
DesignanddeliverapresskitthatincludesaposterpressreleaseandprogramDOK4
Respond Analyzedescribeandevaluateworksofart
1Analyzetheeffectoftheirownsocialandculturalexperiencesontheirdramaticworkandevaluatethevalidityandpracticalityoftheinformationincritiquingproductions
AsindividualscreateaperformanceevaluationrubricbasedonyourpersonalperspectiveSharethatrubricwithyourpeersthendiscussthesimilaritiesanddifferences
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
31
PerformanceStrand
PerformanceStandards
PerformanceTasks
PerformanceEvents
ConstructedResponses
SelectedResponses
intheevaluativemethodsDOK3
2Comparehowuniversalthemesaretreatedindramafromvariousculturesandhistoricalperiod
CreateadiaryofentriesforyourcharacterthatincludeshandwrittenreflectionsinthecharacterrsquosvoiceaswellaspicturesofclothingchoiceslocationsandeventsthecharactermayhaveseenDOK4
WriteacomparativeessayexaminingtheworksofearlyAfricanAmericans(MinstrelJimCrow)tomodernworks(RaisinInTheSunRagtimeFences)DOK3
DefinephysicalemotionalintellectualandspiritualaspectsofhumanbehaviorastheyrelatetoactingDOK2
4Analyzeandexplainknowledgeskillsanddisciplineneededtopursuecareersandvocationalopportunitiesintheatrefilmtelevisionandelectronicmedia
CompleteathoroughresearchonapersonofsignificancefromthetheatricalworldCreateaperformanceworkthatallowsyoutobecomethatpersonandexplaintheirimpactontheworldoftheatreDOK4
43RangeofContentforAssessingTheatrendashIntheatretherearemanydifferentareasoffocuswhere
studentsdemonstrateexpertiseSomestudentsexcelinperformanceasanactorothersasadesignerothersasabuilderorasaplaywrightStillothersmaybeabletodemonstrateproficiencyasacriticorobserverTherearemanywaysofknowingtheatreThereforeweneedmanywaystoassesslearning
ManyskillsintheatrearesubjecttoscaffoldinginthatthereisanexpectationthatstudentsgrowindepthofunderstandingandinperformancefromyeartoyearandexperiencetoexperienceMovingthroughaprogressionofcreatingperformingandrespondingstudentswilldemonstratedepthofknowledgeinavarietyofareas
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
32
ForsomestrandstherewillbemorethanonetypeofassessmentlistedInsomeplacesassessmentsmaybelinkedacrossstandardsandstrandsForinstancealdquoPerformanceEventrdquothatassessestheldquoPerformrdquoorldquoCreaterdquostrandmaybeusedasthebasisforldquoConstructed-responserdquointheldquoRespondrdquostrandSelectionofmaterialsforuseinallgradesshouldkeepinmindissuesofqualityandcommunitystandardswhilemaintainingadiversityofartisticandculturalheritageClassicorhistoricallysignificanttextsaswellascontemporaryworksofcomparableliterarymeritculturalsignificanceandrichcontentarepreferredEducatorsshouldpayparticularattentiontoageappropriatenessaccuracyofinformationandexcellenceofpresentationinrecognitionofaschoolaudienceThefollowingsourcesservetoexemplifythelevelofcomplexityandqualitythatthecurriculumrequiresofallstudentsinagivengradelevelAdditionallytheyaresuggestiveofthebreadthofmaterialthatstudentsmayencounterthroughouttheireducationintheatre
431ResourcesforTheatreatGradeSpans
GradesK-2and3-5
Nelson-Mandelas-Favorite-African-FolktalesZoomyZoomyImprovgamesandexercisesforgroupsWebsiteforStorieshttpwwwworldoftalescombull UsborneStoriesfromAroundtheWorldIllustratedbyLindaEdwardsandRetoldbyHeather
Amerybull CaldecottMedalandHonorBooks1938httpwwwworldoftalescombull ShelSilversteinworkshttpwwwshelsilversteincomindexsitehtml
WebsitesforReaderrsquosTheatrescriptsbull httpwwwthebestclassorgrtscriptshtmlbull httpbmswestportk12ctusmccormickrtrtscriphomehtmlbull httppinterestcomjudyheltonreaders-theatre
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucket
httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwwolfgangsvaultcomconcertshttpwwwwolfgangsvaultcomconcertsbull httpwwwmfaorgexploreinteractive-toursbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwdigitaltheatrecom
Grades6-8
bull 175TheatreGamesWarm-upexercisesforActorsHurleyNancy20119 ZoomyZoomyImprovgamesandexercisesforgroups
bull httpwwwamazoncombooksdp0964235080
Onlineperformancesbull httpwwwmetoperafamilyorgondemandindexaspxicamp=moodampiloc=wllgbucketbull httpwwwwolfgangsvaultcomconcertshttpwwwmfaorgexploreinteractive-toursbull httpwwwdigitaltheahttpwwwdigitaltheatrecombull httpwwwamazoncombooksdp0964235080
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
33
TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfGrades9-12
ZoomyZoomyImprovgamesandexercisesforgroupsbull httpwwwamazoncombooksdp0964235080bull httpwwwamazoncomTraining-American-Actor-Arthur-Bartowdp1559362685AnActorPreparesbull httpwwwamazoncomAn-Actor-Prepares-Constantin-Stanislavskidp0878309837TheSecondCityAlmanacofImprovisationbull httpwwwamazoncomThe-Second-City-Almanac-Improvisationdp0810118017
ImprovisationStartersbull httpwwwamazoncomImprovisation-Starters-Philip-Bernardidp1558702334bull httpwwwamazoncombooksdp0964235080bull httpwwwstratfordfestivalcaeducationteachersaspxid=1096bull httpartsedgekennedy-centerorgeducatorsaspx
WorkscitedintheCommonCoreStateStandardsAppendixBhttpwwwcorestandardsorgassetsAppendix_BpdfAmericanTheatreWingTonyrsquos
bull httpamericantheatrewingcomtheatrereferencestr_researchphpIBTheatreArts
bull httpssitesgooglecomaccsdedutheatre-arts-ibWorkscitedintheCommonCoreStateStandardsAppendixB
bull httpwwwcorestandardsorgassetsAppendix_BpdfAdditionalScriptstothoseintheCommonCoreStateStandards
TheCleanHousebySarahRuhl BookofDaysbyLanfordWilson FortinbrasbyLeeBlessing KingLearbyShakespeare
44NatureoftheScoringRubricsforAssessingTheatre
RubricscanbeavaluedtoolininstructionbyprovidingguidancetothestudentRubricsdescribeforthestudentadirectionandvisionforimprovementArubrictellsushowanindividualscorerevaluatedaperformancetaskaneventoraconstructed-responseitemandthelevelofqualityobservedbythescorerItalsotellsuswhichareasoffocusareimportantwhenevaluatingworkObjectivityishardtoachievewheneducatorsscoretheirownstudentsPersonalpreferencesandbiasesmaybeinherentintheprocessRubricsaddressthischallengebydefiningindetaileachperformanceInordertofairlycomparedifferentindividualsorprogramsthesamerubricshouldbeusedbythesamegroupofratersIfmorethanonepersonisusingascoringrubricstepsshouldbetakentoimprove
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
34
inter-raterreliabilityToyieldmoreaccurateandusefulinformationitishelpfultousesamplesofstudentresponsestotrainscorersByaskingthemtoratepre-scoredexampleperformancesandthentotalkaboutthereasoningbehindtheirscoresdifferentindividualscanlearntoscorestudentworkinacomparablemannertheessenceofreliabilityTrainingcanalsobedonebyprovidingsomespecificsamplesofworkateachlevelthathelpsthescorerdifferentiatebetweenthelevelsofqualityBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
Table441SampleTheatreRubricforActingPerformanceAssessments
Dimension 1 2 3 4
VoiceVolume ArticulationDynamicsInflection
SpeakswithoutbeingheardLacksclarityinspeechMaintainsmonotonedisplaysnoemotion
SpeakswithonlypartialabilitytobeheardPartiallylacksclarityinspeechMaintainsmonotoneusescontrivedemotionalelements
SpeaksldquotothebackoftheroomrdquoWordsareallfullyunderstoodEmotionsclearlyembodythemotivationsofthecharacter
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutvolumearticulationdynamicsandinflectionSkillsandtechniquesareappliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingart
BodyPurposefulMovementGrossMotor
GestureFineMotorSpatialAwareness
Nolocomotormovements
NogesturesNoevidenceofpurposefulmovementsorgestures
Gesturesandmovementdonotreflectcharacterbutratherpersonal
Grossmotorchoicesarenotconsistentlymotivatedbycharacter
Gesturesarenotconsistentlymotivatedbycharacter
Movementsarenotconsistentintheuseofthespace
Largemovementreflectscharactermotivation
Gesturesdemonstratecharacter
Movementdemonstratesunderstandingofspace
CreatesapersonalinterpretationtoapointofrealizationusingpurposefulchoicesaboutPurposefulMovementGrossMotorGestureFineMotorSpatialAwarenessSkillsandtechniquesare
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
35
Dimension 1 2 3 4
physicalhabitsoftheperformerMovementsinterferewithmovementsofotheractors
appliedatahighlevelofproficiencyThestudentshowsanexcellentabilitytoapplytheartisticprocessesinvolvedincreatingartEmploysgesturethatpresentssubtleandeloquentlevelsofcharacterization
MindPresentinthemomentStaysfocusedontask
Distractsotheractorsandaudiencefromsurroundingcircumstances
Createsdistractionunrelatedfromsurroundingcircumstances
Isnotawareofthesurroundingcircumstances
Becomesdistractedfromthetask
Isawareofthesurroundingcircumstances
Isnotdistractedfromthetask
IsincontrolofthesurroundingcircumstancesIsincontrolofthetasksathand
RehearsalTimePreparedContributesTakesDirectionActivere-drafting
UsuallyfailstobringmaterialsOftenfailstoattendrehearsalsOftenLeavesrehearsalsearlyorarriveslate
Doesnotrespondtoorignoresdirection
Bringsbasicmaterialstotherehearsal
Isactiveinrehearsalprocess
Doesnotactondirectionorsuggestion
Littlechangefromoneattempttoanother
Bringsmaterialstorehearsal
Participatesindiscussionsthatcontributetotherehearsalprocess
Demonstrateseffectivechangefromoneattempttoanother
Changesonlywhenpromptedthroughdirection
BringsmaterialstorehearsalLeadsdiscussionsthatcontributetotherehearsalprocessLeadsdiscussionsthatassistinestablishingdirectionDemonstrateseffectivechangefromoneattempttoanotherwithdirectionorthroughowninitiative
Table442SampleTheatreRubricforReflectionandEvaluation
Dimension 1 2 3 4
Critical Thestudentdoes Thestudent Thestudent Thestudent
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
36
Dimension 1 2 3 4
Reflection notreachastandarddescribedbyanyofthedescriptors
recordshisorherartisticdevelopmentandprocesseswithlittlereflection
reflectscriticallyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
reflectscriticallyanddeeplyonhisorherartisticdevelopmentandprocessesatdifferentstagesofhisorherwork
Evaluation Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentcarriesoutalimitedevaluationofhisorherworkwithguidance
ThestudentcarriesoutagoodevaluationofhisorherworkTheevaluationincludesanappraisalofthequalityofworkproducedandanidentificationofsomeareasofimprovement
ThestudentcarriesoutanexcellentevaluationofhisorherworkThisshowsaconsideredappraisalofthequalityofworkproducedanddetailsofimprovementsthatcouldbemade
UseofFeedback
Thestudentdoesnotreachastandarddescribedbyanyofthedescriptors
Thestudentusesfeedbackinhisorherartisticdevelopmentwithextensiveguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentusesfeedbackinhisorherartisticdevelopmentwithlittleguidancewhichinformshisorherownartisticdevelopmentandprocesses
Thestudentintentionallyusesfeedbackinhisorherartisticdevelopmentwhichshowsanappropriateconsiderationofhisorherartisticprocesses
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
37
Chapter5
SummaryofAvailableTheatreAssessments
ThischapterprovidessummaryinformationofthenumberofassessmentsintheMAEIAassessmentpoolforeachgraderange(K-23-56-8and9-12)foreachMAEIAperformancestandardAtthehighschoolleveladditionalinformationprovidedonthenumberofperformancetasksandperformanceeventsdesignedforstudentsinLevels12andor3AllassessmentsdevelopedbyMAEIAareavailableatwwwmaeia-artsednetwork
51 OverviewThetypesofassessmentactivitiesmostappropriateforgaugingthenatureandextentoflearningintheartsrangefromexpansivecreativeprojectsthatunfoldovertimethatallowforcollaborativeworkamongsmallgroupsofstudentstolargegroupassessmentactivitiestoldquosnapshotsrdquoofstudentunderstandingatagivenmomentintimeEachoftheseassessmentsprovidesawindowintostudentsrsquocreativeandcriticalthinkingandallowseducatorstousetheassessmentdatatoimprovetheirteachingwhileprovidingcriticalfeedbacktothelearnersastheyworktowardsimprovingvariousaspectsoftheirartisticskillsTherangeofactivitiesencompassesanappropriatebalanceofallthreeofthelearningmodalitiesintheCreatePerformRespondmodelWhenconsideringtherangeandbalanceofassessmentactivitieswepaidcloseattentiontotheteachingsettingsandstructuresthatarecurrentlymostcommonintheatreprogramsinourstateBecauseofthesubjectivenatureofartwhenstudentsareaskedtocompleteperformancetasksoreventsandconstructedorselected-responseitemsandreflectontheirworktheemphasisshouldbeontheldquorigorousinvestigationandinformedpersonalchoicesrdquoofthestudentcreatingtheartortheartworkbeingrespondedtobythestudent(Vatsky2008p14)
52 NumberofPerformanceEventsandPerformanceTasksAvailableinGradesK-23-56-8and9-12
Table521through524showMAEIAtheatreassessmentitemsbygradelevelK-23-56-8and9-12thatareavailableforuseinassessmentofthetheatre
Table521indicatesthenumberofK-8MAEIAperformanceeventsthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table521NumberofTheatrePerformanceEvents
GradesK-8Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 1 2 6 9Grades6-8 3 3 5 11TOTAL 5 5 12 22
Table522indicatesthenumberofK-8MAEIAperformancetasksthatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
38
Table522
NumberofTheatrePerformanceTasksGradesndashK-8
Level Create Perform Respond TotalGradesK-2 1 0 1 2Grades3-5 2 0 5 7Grades6-8 1 0 3 4TOTAL 4 0 9 13
Table523indicatesthenumberofMAEIAperformanceeventsforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table523
NumberofGrades9-12TheatrePerformanceEventsLevels1-3
PerformanceStandard Level1 Level2 Level3 TotalCreate 3 4 3 10Perform 4 0 2 6Respond 1 0 2 3TOTAL 8 4 7 19
Table524indicatesthenumberofMAEIAperformancetasksforgrades9-12thatwerecompletedThesearenowavailableinthefinalpoolofmodelassessmentswwwmaeia-artsednetwork
Table524NumberofGrades9-12TheatrePerformanceTasks
Levels1-3PerformanceStandard Level1 Level2 Level3 TotalCreate 0 5 1 6Perform 2 1 3 6Respond 3 0 1 4TOTAL 5 6 5 16
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g
39
ReferencesPelligrinoChudowskyandGlaser(2001)KnowingWhatStudentsKnow TheScienceandDesignof
EducationalAssessment
IndianaContentStandardsforEducatorsretrievedfromhttpwwwdoeingovsitesdefaultfileseducator-effectivenessfine-arts-theatrepdf
MichiganArtsEducationBlueprintForAGoldStandardArtsEducationProgramretrievedformwwwmaeia-artsednetwork(2016)
MichiganDepartmentofEducation(2011)httpwwwmichigangovdocumentsmdeCompleteVPAA_Expectations_June_2011_356110_7pdf
NewMexicoContentStandardswithBenchmarksandPerformanceStandardsretrievedfromhttpwwwpedstatenmusstandardshttpwwwpedstatenmusstandards
NorthCarolinaEssentialStandardsforTheatreArtsretrievedfromhttpwwwdpistatencusdocsacrestandardsnew-standardsartstheatre9-12pdf
TheAmericanAllianceforTheatreandEducation(1994)NationaltheatrestandardsRetrievedfromhttpwwwaatecompage=NationalStandards
TheatreStandards-TexasEducationAgency(2004)retrievedfromhttpwwwteastatetxusWorkArealinkitaspxLinkIdentifier=idampItemID=6061
SourcesforRubrics
RogersSpenceandGrahamShari(2003)TheHighPerformanceToolboxSucceedingwithPerformanceTasksProjectsandAssessments3rdEdition
RenaissanceintheClassroomArtsIntegrationhttpwwwgooglecomurlq=http3A2F2Fwwwamazoncom2FRenaissance-Classroom-Integration-Meaningful-Learning2Fdp2F0805838198ampsa=Dampsntz=1ampusg=AFQjCNGYZc5oqQErubF1RGlhg_J3l4gF2g