Monday, November 26, 2012

Final Assessment


 

“Learning Creativeness through Drama Improv"


Objectives


1. Small group of three of four students will improve original one-act
           2. Intermingle roles with other characters using improvisation
          3. Use an inspired range of movement and interchange that is appropriate to the characters  

              created in the students original one-act

Students Will

  1. Create and act out characters in an spontaneous scene
  2. Create and sustain discussion as their character relating to others
  3. Relate material from another culture to their own
  4. Explore through drama solutions to a real problem

Learning Outcome:

Students will be able to differentiate between the difficulties of learned scenes and improve scene. Students will use their abilities to convey emotion in original scenes.

Assessment:

  1. Discuss the characters of the story. Do people live today that are similar to characters? Do they deal with the same problems? What can those people do? Where can they find help (friends, teachers, agencies)?
  2. What were the main characters like? How are their actions dictated by their culture? Ask the students to review what was learned about drama and characters. Was it difficult to sustain serious emotion?
  3. When in our own lives do we behave in a similar manner? During certain (selected) scenes, how did people express their meaning?
  4. How do we express ourselves (body, voice)? Talk about where we see elements of drama in our daily lives, in acting with parents, teachers. Do we ever play characters? We talked about super heroes, now what about more serious characters? What sorts of attitudes are necessary in discussing serious themes?

 

 

 

Assessment Rubric

                Criteria
3 - Advanced
2 – Proficient
1 – Basic
  The student demonstrates an understanding of the cultural aspects of the play
Student has analyzed how the foundations of the play exemplify the time period.
Student has explained how the culture affects the play.
Student has described the cultural aspects of the play.
 The student demonstrates an understanding of the terminology of a theatrical production
Student has conceptualized contrasting productions using the components of theatre.
Student has analyzed how the components of theatre are used in this learner-created production.
Student has understood how the components of theatre are used in this learner-created theatrical production.
The student demonstrates an understanding of the creative and collaborative processes used in the group performance
Student has evaluated the effectiveness of the group performance choices and the choices of others.
The student can justify performance choices and relate these to other's choices in the production.
Student has described his/her performance in the production.

 

Monday, November 5, 2012

Assignment Three


“In the portfolio blog you created last week, develop at least three test items that support your outcomes, and write at least one essay item that supports your outcomes.  These should be included in the same post as your outcomes. Then, start a new post in your blog that explains your thought process and rationale behind the test items and essay item(s).  Use the textbook to support your decisions.”

 

Lesson Plan (12th Grade Drama)

Student’s will read After reading Beth Henley’s 1972 one-act, “Am I Blue” and Alfred Sutro’s 1922 one-act “A Marriage Has Been Arraigned” students will be able to recognize and recreate the elements of a one-act drama.

Learning Outcomes:

1.            Students will explore; through drama, solutions to real life problems 

2.            Students will compare and contrast literature from various genres, time periods, and cultures

3.            Students will master the writing process from brainstorming to editing and revising to completion of the final project

Learning Outcomes (O) Test Questions (T) Rationale (R) and Essay (E):

(O) Students will compare and contrast literature from various genres, time periods, and cultures
(T) Recall from memory specific examples that clearly define the time period the selected readings takes place; compare and contrast the time periods from two specific plays.

(O) Students will explore; through drama, solutions to real life problems 
(T) In the selected readings we encounter several characters faced with life altering decisions. Choose one of the selected readings and place yourself in the position of the main character. Explain how, in present day, you can use available resources to make an educated choice when faced with the same decision. Will your decision be the same? Or will you choose differently? Why or why not?

(O) Students will master the writing process from brainstorming to editing and revising to completion of the final project
(T) Write a five paragraph essay summary of one of the selected readings by briefing recapping the premise of the story but using a majority of your essay to explain your ‘take-away’ from the one-act play.
(R) Students should respond to literature and drama in a variety of ways whether it is personal, analytical or evaluative. The students must show evidence that the elements of the drama are understood, especially mood, theme, author’s point of view, tone (esp. irony), and metaphor. It is necessary for the student’s to write informal essays to show they understand the elements of the drama are understood. The student will learn by exploring the story through their own words.
(E) Writing an informal essay will help students explore the story through their own words.  By comparing and contrasting the selected dramas students are able to gain a more complete understanding of how fiction can relate to their personal experience. Students will share observations in a formal informal analytical paper and write imaginatively. This will allow the students to think critically by using dramatic examples. As a result students will be able to read, think and write effectively.

Monday, October 29, 2012

Assignment Two


“Then, using the information in Chapter 6 of your textbook and the article "Enhancing curriculum and delivery: linking assessment to learning objectives," write at least three measurable learning outcomes for a hypothetical unit of study and grade level of your choosing.  Later, you will be asked to develop the learning activities and assessments that support these learning outcomes.”

 

Lesson Plan (12th Grade Drama)

Student’s will read After reading Beth Henley’s 1972 one-act, “Am I Blue” and Alfred Sutro’s 1922 one-act “A Marriage Has Been Arraigned” students will be able to recognize and recreate the elements of a one-act drama.

 

Learning Outcomes:

1.     Students will explore; through drama, solutions to real life problems  

2.     Students will compare and contrast literature from various genres, time periods, and cultures

3.      Students will master the writing process from brainstorming to editing and revising to completion of the final project