Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Task T.T418

Student Portfolio

High SchoolLevel 3

Teacher BookletTeacher DirectionsStudent Directions

Teacher Scoring RubricStudent Checklist

Student Worksheets

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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.

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Michigan Student Learning Standards Assessed

Performance Standard(s)

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

Content Standard

ART.T.III.HS.3–Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.ART.T.III.HS.4–Develop multiple interpretations and visual, aural, and multimedia production choices for scripts and production ideas and choose those that are most interesting.ART.T.III.HS.5–Justify selections of text, interpretation, and visual, aural, and electronic art.ART.T.III.HS.9–Evaluate personal and others’ collaborative efforts and artistic choices in informal and formal productions.

VPAA GuidelinesR.1–Observe, describe, reflect on, analyze, and interpret works of the visual, performing, or applied arts.

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 TASK Students will create a portfolio demonstrating their best work in their best areas of theatrical production. Portfolios should include artifacts of student progress, and analytical and reflective pieces, and showcase a project from conceptualization through realization. Work from a student’s entire theatre career may be used.

There should be interim review and feedback given by the teacher throughout the project. The interim feedback may be informal or used for class grading purposes.

At the completion of the project, students will retain ownership of their portfolios with the intent that they will continue building and revising their portfolios throughout postsecondary and their careers.

SUGGESTED TOTAL TIMEThis assessment has three parts to it. The assessment should take at least five 50-minute class periods to complete, as shown below:

o Part 1–Overview and Explanationo Part 2–Artifact Collection and Self-Evaluationo Part 3–Case Study

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It should be conducted over the course of a school year. See the suggested timeline below. The teacher will want to customize this list and show either a due date or the start and end dates for each activity. This list is on page 11 in the Student Booklets.

Septembero Introduce Portfolio Project (Teacher)o Draft Educational and Work Philosophy (Student)o Create Title Page (Student)o Brainstorm/Indicate Areas of Interest for Portfolio Inclusion (Student)o Collect and Provide Feedback on Philosophy Statement, Title Page, and Areas of Interest

(Teacher)o Return Student Work with Feedback (Teacher)Octobero Collect Artifacts (Students)o Collect Artifacts for Review and Feedback (Teacher)o Return Artifacts with Feedback (Teacher)Novembero Collect Artifacts (Student)Decembero Write Reflective and Analytical Pieces (Student)o Submit for Instructor Review and Feedback (Student)o Review and Provide Feedback on Student Submissions (Teacher)Januaryo Return Submissions with Constructive Feedback (Teacher)o Collect Artifacts (Student)o Submit Artifacts for Review and Feedback (Student)Februaryo Collect Artifacts (Student)o Write Reflective and Analytical Pieces (Student)March/Aprilo Revise Writingo Organize and Assemble Portfolioo Create a Table of Contentso Submit Completed Portfolio for Assessment

LIST OF MATERIALS REQUIREDThe materials required for this assessment are:

o Student Bookletso Pens or pencilso Computer with word processor software o Technology for taking photographso Folders (if using hard-copy option)o CD/DVD (if using digital option)o Internet (for research and e-portfolio option)

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o Digital storage space

ASSESSMENT SETUPThe teacher must decide the format in which students will complete and submit their portfolios: digital (CD/DVD/e-portfolio) or hard copy. The teacher should provide a minimum of five instructional hours towards the completion of this project, but other work can be completed outside of class. The nature of portfolios may require students to work collaboratively with peers to collect artifacts. Writing must be completed independently.

STIMULI USED IN THE PERFORMANCE EVENTThe work completed throughout the student’s tenure as a theatre student, including class and extracurricular work, may be used in this assessment.

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

Students need a Student Booklet, a sheet of paper, and the materials listed above. 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:

Turn to page 2 in your Student Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has three parts to it:

o Part 1–Overview and Explanationo Part 2–Artifact Collection and Self-Evaluationo Part 3–Case Study

The directions for each part are given in the Student Booklet.

PART 1–OVERVIEW AND EXPLANATIONPart 1 should take one 50-minute class period to complete. Each student will need a Student Booklet and a pen or pencil.

Throughout this school year, you will build a portfolio showcasing your achievements as a student performer and/or technical crewmember. Be careful not to lose this Student Booklet, as it will serve as a communication tool for providing feedback and will be used for the duration of the year.

With the understanding that students often specialize in one aspect of theatre, you will include quality work demonstrating your best work in your strongest areas.

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Work should demonstrate an understanding of standards commonly applied to theatre education and demonstrate qualities that make your work unique.

You may submit your portfolio in a digital or hard-copy format, at your teacher’s discretion. The portfolio requirements remain the same regardless of the submission format. Elements of your portfolio will be assessed both formally and informally throughout the year when appropriate. Now turn to page 6.

Pause while students turn to page 6. Then say:

The Teacher Scoring Rubric on pages 5–6 of your Student Booklet will be used to evaluate your work. Please read Level 4, the highest level of performance.

Pause while students read the rubric. Then, say:

You may use work accumulated during your experience as a theatre student. Select your best work. Your writing should be free of spelling and grammatical errors and must be typed. Your teacher will be available to answer questions and provide guidance throughout the duration of the assessment.

Your audience includes your teacher and any prospective group of theatre professionals from a prestigious college theatre program.

Please use the following format for all typed content:o Font Type: Use a professional font such as Arial, Verdana, Cambria, or Calibrio Font Size: 10, 11, or 12 pointo Margins: One inch on all sideso Line Spacing: Double

Your portfolio should be organized as follows:1. Title Page2. Table of Contents3. Statement of Personal Educational and Work Philosophy4. One “Case Study” to show a piece of your work from conception to realization,

including a piece of writing discussing challenges met and overcome during your work on the project as well as areas of success and needing improvement.

5. A minimum of five artifacts carefully selected from the suggestions provided with an accompanying written response for each artifact.

6. A works-cited page using MLA or APA guidelines

A suggested timeline is provided on page 11 of the Student Booklet. Your teacher will assign specific deadlines as you work throughout the project.

All work must be submitted as a digital portfolio (CD/DVD), an e-portfolio (online), or a hard copy (folder with color photographs and renderings when appropriate). Your teacher will tell you which of these submissions to use.

Are there any questions?

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Pause to answer questions. Then say:

Please turn to the Title Page Template on page 8 in your Student Booklet. While your final copy must be typed, you will use this template as a guide to setting up your title page. Please fill in the information as requested: your first and last name, grade in school, home address, phone number, email address, and school name. When you complete the Title Page Template, wait until your teacher tells you to proceed.

Pause while students complete the Title Page Template. Then say:

Time is up.

Please turn to the Educational and Work Philosophy Statement on pages 9–10 in your Student Booklet. To focus the development of your portfolio, you will draft an Educational and Work Philosophy Statement. This will become a typed one-page explanation of your educational and career goals as they relate to your experiences in theatre arts. The paper should focus on your experiences as a theatre student AND your collegiate and professional goals. Please include an explanation of how these components relate to one another. You should also include a self-reflective statement and an analysis of your personal work ethic. You will have an opportunity to revise your draft as the project progresses.

You will have the rest of the class period to begin drafting your statement using the space provided on pages 9–10 of your Student Booklet.

Pause to allow students to work. When there are five minutes remaining, say:

There are five minutes remaining. Please come to a stopping point in your work.

After five minutes, say:

Time is up. Please close your Student Booklet and leave it on your desk.

Review student statements either formally or informally for quality and goal setting. Begin Part 2 within two weeks.

PART 2–ARTIFACT COLLECTION AND SELF-EVALUATIONPart 2 should take 20 minutes to complete and should be done within two weeks of completing Part 1. Each student will need his or her Student Booklet and a pen or pencil.

Please open your Student Booklet to page 3 and follow along as I read the directions for Part 2.

Pause for students to turn to page 3. Then say:

As you assemble your portfolio, you will collect at least five artifacts or pieces of evidence demonstrating your growth as a theatre student. You will then write a self-reflective/analytical piece for each artifact.

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As a student, you have experienced and will experience theatre from different performance perspectives. The following is a list of suggested artifacts you may wish to include in your portfolio. You must include five items from the list on page 4 of the Student Booklet OR use your own ideas with your teacher’s approval. You will also need to complete one Case Study in addition to gathering the collection of five artifacts and completing the accompanying writing assignments.

Because the purpose of a portfolio is to show your development as an artist and highlight your best work, you may use work from your cumulative theatre experience. You may use course work and extracurricular work. Unless noted for artistic reasons, renderings, sketches, and photographs must be in color.

Your portfolio should achieve these goals:o Demonstrate your growtho Exhibit a range of abilitieso Illustrate your understanding of theatrical conventionso Demonstrate an ability to appraise and reflect upon your worko Express your unique creative process

Other than the typed-writing and content requirements, you may format these in a way that best expresses your accomplishments and achieves the goals of this portfolio. For each artifact you select, you must include:1. Appropriate annotations for the use of copyrighted performance materials2. Acknowledgement of producing organizations for each show3. ¾–1 page of writing for each entry discussing the context of your work and your

process and describing your precise role in the project, as well as including a statement of conceptualization (how you came up with your ideas and things you may have used for inspiration), and a self-reflection on your areas of success and areas for improvement.

Some class time will be provided for writing. However, the collection of artifacts will occur primarily outside of designated class time. To help provide direction throughout this project, use the List of Suggested Artifacts below and take a moment and place a check mark in the boxes next to the ideas you think you would like to include, based on your interests and experiences.

LIST OF SUGGESTED ARTIFACTS Swatched Costume Rendering Set Designs Photographs of Works in Progress Storyboard Original Manuscripts/Plays/Scenes Photographs of Models Planning Sketches Production Photos Research Materials (with appropriate citations) Costume Sketches and Studies

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Organizational Materials (lists, charts, schedules, paperwork) Examples of Pattern Drafting Storyboards and Lighting Study Visual Research (with appropriate citations) Character Research (with appropriate citations) Lighting/Sound Plot and Cue Sheets Budget Documentation and Reports Promotional Materials Programs Character Studies Performance Videos (2 minute maximum) Photographs that Capture the Essence of a Performance Other Demonstrations of Student Work with the Approval of the Teacher Indicate Idea Here: _____________________________________________________________________________

Are there any questions?

Pause to answer questions. Then allow students five minutes to mark their interests. When ready, say:

Please turn to Part 3 and follow along as your teacher reads the directions.

PART 3–CASE STUDYPart 3 should take the rest of the class period. Each student will need his or her Student Booklet and a pen or pencil.

In addition to the collection of individual artifacts, you must complete one Case Study. The Case Study demonstrates your exploration of the creative process and allows an opportunity for you to document one project from conception to completion.

For example, a student interested in costume design might include research on a character, color costume sketches, costume renderings with fabric swatches, photographs of the costume-making process, and final production photographs.

You will also need to document your journey through the creative process by writing a one- or two-page piece discussing challenges you met and overcame while conducting the creative process, reflecting on your successes and areas for improvement, and indicating how you developed the ideas for your original work (where did you get your ideas and what did you use for inspiration?).

Are there any questions?

Pause to answer questions. When ready, say:

You may keep your Student Booklet throughout this assessment for access to the directions. When your portfolio has been turned in, this assessment is complete.

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Your teacher will establish deadlines as you progress through the school year. You will be provided some time in class to work on the written elements of this project. A suggested timeline has been provided to help you stay focused. Please silently review the Suggested Timeline for your Portfolio Project on page 11 of your Student Booklet.

Pause for students to review the timeline. Then say:

Please read the Teacher Scoring Rubric on pages 5–6 of your Student Booklet. Review level 4, the highest level of performance.

TEACHER SCORING RUBRICDimensions 1 2 3 4Structural ElementsTitle Page, Table of Contents, Educational and Work Philosophy, Case Study, Five Artifacts, Works Cited, Font Type and Size, 1-inch Margins, and Double Spacing

Structural elements are incomplete and/or unorganized.

Structural elements are not comprehensive or are inaccurate. Structural elements are organized, but without a logical structure.

Structural elements are comprehensive, accurate, and logically organized.

All structural elements are included in a professional, comprehensive, accurate, and logically organized manner.

Artistic Elements

Does not reach a standard described by any of the descriptors.

Able to demonstrate limited knowledge and understanding of the elements of the art form studied.

Able to demonstrate good knowledge and understanding of the elements of the art form studied.

Able to demonstrate excellent knowledge and understanding of the elements of the art form studied.

Critical Understanding

Does not reach a standard described by any of the descriptors.

Able to communicate a limited critical understanding of the art form studied, in the context of his or her own work.

Able to communicate a good level of critical understanding of the art form studied, in the context of his or her own work.

Able to communicate a well-developed critical understanding of the art form studied, in the context of his or her own work.

Critical Reflection

Does not reach a standard described by any of the descriptors.

Records his or her artistic development and processes with little reflection.

Reflects critically on his or her artistic development and processes at different stages of his or her work.

Reflects critically and deeply on his or her artistic development and processes at different stages of his or her work.

Evaluation Does not reach a standard

Carries out a limited

Carries out a good evaluation

Carries out an excellent

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described by any of the descriptors.

evaluation of his or her work, with guidance.

of his or her work. The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made.

Use of Feedback Does not reach a standard described by any of the descriptors.

Uses feedback in his or her artistic development with extensive guidance, which informs his or her own artistic development and processes.

Uses feedback in his or her artistic development with little guidance, which informs his or her own artistic development and processes.

Intentionally uses feedback in his or her artistic development that shows an appropriate consideration of his or her artistic processes.

Process and Perspective

Does not reach a standard described by any of the descriptors.

Demonstrates his or her artistic process.

Demonstrates his or her creative process and artistic perspective.

Thoroughly demonstrates his or her creative process and unique artistic perspective.

[This is on page 7 of the Student Booklet.]STUDENT CHECKLISTS

Format Work is free of spelling and grammatical errors Work is typed Work appears professional Use of professional font (i.e. Arial, Verdana, Cambria, Calibri) for text Use of 10-, 11-, or 12-point font Use of 1-inch margins All work is double-spaced

Comprehensiveness Five artifacts included Each artifact is accompanied by a piece of writing All performing organizations are recognized Copyrighted material is cited Works cited page included using MLA or APA style Title Page Table of Contents I am proud of the work I am submitting and believe it highlights my theatre career

Artifacts (Complete for Each Artifact) Artifact demonstrates my best work

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Artifact represents my creative vision for a project Artifact (if photographic) is in full color Accompanying writing gives credit to the performing organization Accompanying writing cites any copyrighted work or research materials Accompanying writing explains my precise role in the project Accompanying writing addresses areas of success Accompanying writing addresses areas for improvement Accompanying writing includes a statement of conceptualization Accompanying writing discusses the context of the work Accompanying writing is ¾–1 page in length

Case Study Includes several artifacts that document my role in one project from beginning to end Represents my creative vision for a project Documentation (if photographic) is in full color Accompanying writing gives credit to the performing organization Accompanying writing cites any copyrighted work or research materials Accompanying writing explains my precise role in the project Accompanying writing discusses challenges I met as I completed the creative process Accompanying writing discusses how I overcame those challenges Accompanying writing addresses areas of success Accompanying writing addresses areas for improvement

[This is on page 8 of the Student Booklet.]TITLE PAGE TEMPLATE

First and Last Name

_______________________Grade

Home Address

_________________________________________________________________Phone Number

_____________________________________________________________________________________________Email

______________________________________________________________________________________________School

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[This is on pages 9-10 of the Student Booklet. Response space is condensed in the Teacher Booklet.]EDUCATIONAL AND WORK PHILOSOPHY STATEMENT

This is just a rough draft. Your final statement must be revised and typed. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[This is on page 11 of the Student Booklet.]SUGGESTED TIMELINE

Septembero Introduce Portfolio Project (Teacher)o Draft Educational and Work Philosophy (Student)o Create Title Page (Student)o Brainstorm/Indicate Areas of Interest for Portfolio Inclusion (Student)o Collect and Provide Feedback on Philosophy Statement, Title Page, and Areas of Interest

(Teacher)o Return Student Work with Feedback (Teacher)Octobero Collect Artifacts (Students)o Collect Artifacts for Review and Feedback (Teacher)o Return Artifacts with Feedback (Teacher)Novembero Collect Artifacts (Student)Decembero Write Reflective and Analytical Pieces (Student)o Submit for Instructor Review and Feedback (Student)o Review and Provide Feedback on Student Submissions (Teacher)Januaryo Return Submissions with Constructive Feedback (Teacher)o Collect Artifacts (Student)o Submit Artifacts for Review and Feedback (Student)Februaryo Collect Artifacts (Student)o Write Reflective and Analytical Pieces (Student)March/Aprilo Revise Writingo Organize and Assemble Portfolioo Create a Table of Contentso Submit Completed Portfolio for Assessment

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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.T418A Teacher ______________________________________________ Class ___________________________

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STUDENT NAME STRUCTURAL ELEMENTS

ARTISTIC ELEMENTS

CRITICAL UNDERSTANDING

CRITICAL REFLECTION

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.T418B Teacher ______________________________________________ Class ___________________________

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STUDENT NAME EVALUATION USE OF FEEDBACK

PROCESS & PERSPECTIVE