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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