Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Event T.E420

Résumé

High SchoolLevel 3

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricRésumé ExamplesRésumé Templates

©2018. Please reference the Licensing Statement on this page.

Licensing Statement

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ACKNOWLEDGEMENTS

USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)

This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.

Michigan Student Learning Standards Assessed3

Performance Standard(s)

TH.HS.R.3–Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.

Content Standard

ART.T.V.HS.1–Describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, multi-media, and the visual arts. (21st Century Skills: I.3, I.4, I.a6, II.2, II.3, II.4, III.2)

VPAA Guidelines

C.1.4–Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision making, problem solving, editing, and the creation of solutions.

Intended Students Third- and fourth-year (Level 3) theatre students

Alignment to National Core Arts Standards

Anchor StandardTH:Cr1–Generate and conceptualize artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will choose one of two provided templates and create a theatrical résumé listing their own experiences and training.

SUGGESTED TOTAL TIME This assessment should take one 50-minute class period to complete.

LIST OF MATERIALS REQUIRED The materials required for this assessment are:

o Student Bookletso Pens or pencilso Computero T.E20 Résumé Templates/Example Templates (Microsoft Word electronic file)

ASSESSMENT SETUPStudents will work independently to create their own Résumés. If possible, the Résumé blanks should be recreated in a Microsoft Word document in which students create their Résumés digitally.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

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Students need a Student Booklet and a pen or pencil. When ready, say:

You each have a Student Booklet. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

This assessment has one part—Creating a Résumé.

The directions are given in the Student Booklet.

PART 1–CREATING A RÉSUMÉEach student will be reflecting on and summarizing his or her theatrical experience in order to create a theatre résumé. Computer adaptations can be made if a computer lab and a means for accessing and submitting a Microsoft Word document are available.

When ready to begin, say:

Today you will use the computer or your Student Booklet to create a theatrical résumé.

You will see two examples of résumés on pages 4 and 5. You may use either résumé as an example to follow as you create your own résumé in the blank spaces on page 6 or on page 7. Please look over both résumés. If you do not have any acting experience and have focused on technical theatre exclusively, delete the acting section on the second example and expand the technical theatre experience section.

These are only examples. Please make changes that are appropriate for you. Feel free to eliminate areas in which you lack experience and also feel free to include other areas such as Film, Technical Jobs, etc. in which you do have experience.

Look at the Teacher Scoring Rubric on page 3. It will be used to evaluate your résumé. Pay special attention to level 4, the highest level of performance.

Pause while students look over sample Résumés and the rubric. Then say:

You have the rest of the class period to create your own résumé. Fill in your chosen résumé template with your personal information. Note that when you are listing experience, you should start with the most current example first. Now turn to page 4 or 5 and begin. You have 40 minutes.

Pause while students work on this task. After 35 minutes, say:

You have five minutes to finish your résumé. Bring your writing to a close.

After five minutes, say:

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Time is up. Be sure that your name is on your Student Booklet. Leave your booklet on your desk for your teacher to collect.

(If the résumé is digital, remind students to name and save the document so that the teacher can retrieve it.)

TEACHER SCORING RUBRIC

Dimensions 1 2 3 4

Theatrical RésuméFormat

The format is not followed.

Little of the format layout, information, and/or headings are followed.

The format is mostly followed.

The résumé follows the format of one of the two provided examples. (Layout/ information/headings)

Appearance There is no résumé. The résumé is messy and unorganized.

The résumé is attractive but lacks in either organization or use of space.

The résumé is nicely balanced and spaced so that it is easy to read and attractive. There are headings in bold, and the résumé is organized.

Grammar, Mechanics, and Spelling

There are five or more errors in grammar, mechanics, or spelling.

There are three or four errors in grammar, mechanics, or spelling.

There are one or two errors in grammar, mechanics, or spelling.

There are no errors in grammar, mechanics, or spelling.

Content The résumé has none or little of the required content.

The résumé is lacking in one or more of the following: physical descriptions, theatrical experience, related experiences, and/or related training/education.

The résumé has all required content, but lacks chronological order, has fewer than two pieces of information regarding role/position/title, and/or is missing location.

The résumé includes accurate coverage of all of the following: Name Detailed physical

descriptions Theatrical

experience in chronological order with most recent first (role/ position/title and location included)

Related experiences in chronological order with most recent first (role/ position/title and location included)

Related training/education (role/position/ title and location

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included) Awards and/or

special skills

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

T.E420 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME FORMAT APPEARANCE GRAMMAR MECHANICS CONTENT

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FIRST RÉSUMÉ EXAMPLE

Fred Senor

Age 17 Eye Color GREENHeight 5’9” Hair BLOND

Weight 160 Voice TENOR

ACTING [SHOW (All Caps)] [Role] [Where]

MACBETH Malcolm Happy High School

DANCE[DANCE PIECE (All Caps)] [Company] [Where]GISELLE Aerial Dance Theatre New York, NY

TRAINING[Class Taken] [Taught By] [Where]“Acting for Film” Workshop Michael Chandlers Chelsea Summer Repertory

Theatre.

AWARDSBest Leading Actor, 2011

SPECIAL SKILLSo Fluent in Spanisho Juggling (four balls)o Instruments: Piano, Oboe

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SECOND RÉSUMÉ EXAMPLE

Freda Seniorfredathefrosh@gmail.com (661) 123-6789

ACTING

Third Witch (scene)

Macbeth Director:

Kevin P. Lohmann

Western Michigan University

Madge (scene work)

Picnic Director: Mendy McMasters

Western Michigan University

Emily Our Town Director: C.J. Pope Stockdale High School

Ensemble Music Man Director: C.J. Pope Stockdale High School

Ensemble Mirror, Mirror

Director: C.J. Pope Stockdale High School

TECHNICAL THEATRE

Scenery Construction

Theatre of New Voices Western Michigan University

Light Board Operator

Shakespeare Scenes Stockdale High School

Stage Crew The Nerd Stockdale High School

DIRECTING/STAGE MANAGEMENT

Director Hamlet (scene) Stockdale High School

Stage Manager Senior Showcase Stockdale High School

EDUCATIONB.A. in Theatre: California State University, Bakersfield, expected June 2017, Acting: Mendy McMastersDance: Ballet (one year with Cindy Trueblood), Hip-Hop (six months with Marvin Ramey)Trombone: Six years with Ron Christian

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FIRST RÉSUMÉ TEMPLATE

[First and Last Name]

Age Eye Color (All Caps)Height Hair (All Caps)

Weight Voice (All Caps)

ACTING SHOW (All Caps) Role Where

DANCEDANCE PIECE (All Caps) Company Where

TRAININGClass Taken Taught By Where

AWARDS

SPECIAL SKILLS

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SECOND RÉSUMÉ TEMPLATE

[First and Last Name]

[E-Mail Address] [Telephone Number]

ACTING[Role] [Play] Director: [Location]

Director:

Director:

Director:

TECHNICAL THEATRE[Technical Role] [Play] [Location]

DIRECTING/STAGE MANAGEMENT[Role] [Play] [Location]

EDUCATION[Degree title/type of training: Details such as classes taken, length of time]

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