Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Event T.E204

Exploring Character Relationships

Grade 5

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Reflection

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Licensing Statement

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ACKNOWLEDGEMENTS

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

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Michigan Student Learning Standards Assessed

MAEIA Performance Standard(s)

TH.EL.R.1–Discuss classroom dramatizations using appropriate theatrical vocabulary.

Michigan Content Benchmark(s) and GLCE(s)

ART.T.III.EL.1–Imagine and clearly describe characters, their relationships, and their environments.ART.T.III.5.1–Understand characters’ thought processes during dramatic scenes.

Intended Students Fifth-grade theatre students

Alignment to National Core Arts Standards

Anchor StandardTH:Cn11–Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents will improvise in a scene while portraying characters of different social ranks. The characters will interact with one another, and the students will try to identify their social statuses based on how others interact with and treat them.

SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take 45 minutes to complete, as shown below:

o Part 1–Assessment Questions (Day 1, 5 minutes)o Part 2–Acting Out the Scene Using Hidden Status Cards (Day 1, 15 minutes)o Part 3–Class Discussion of the Interaction of the Characters (Day 1, 15 minutes)o Part 4–Reflection (Day 1, 10 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencils o A deck of playing cards consisting of only the aces, kings, 5s, 2s, and jokerso Tape for taping the cards to students’ backso Six chairso Bell

ASSESSMENT SETUPThe teacher should make sure that the room is set up with six chairs placed in three rows of two chairs. The rest of the students should have enough space to sit and watch the scene.

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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 and a pencil. When ready, say:

You should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 and follow along as I read the directions aloud to you.

This assessment has four parts to it:

o Part 1–Assessment Questions o Part 2–Acting Out the Scene Using Hidden Status Cards o Part 3–Class Discussion of the Interaction of the Characters o Part 4–Reflection

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

PART 1–ASSESSMENT QUESTIONSEach student needs a Student Booklet and a pen or pencil. When ready, say:

This assessment begins with three assessment questions. Turn to page 6 in your Student Booklet. First, write your name in the space provided on page 6. Then read and respond to the three questions. You have 5 minutes to complete your responses.

Pause while students answer the questions. After 5 minutes, say:

Time is up. Tear off page 6 and give it to your teacher.

Now turn back to page 2, and you will continue to follow along with the directions.

Pause while students turn back to page 2.

PART 2–ACTING OUT THE SCENE USING HIDDEN STATUS CARDSTeachers will need a deck of playing cards consisting of only the aces, kings, 5s, 2s, and jokers, tape for taping the cards to students’ backs, and six chairs. Teachers should also have a board with examples of status situations (e.g., a boss and a worker, a sergeant and a private, a teacher and a student). When ready, say:

Today, you will be doing a short assessment activity that deals with how different characters in a scene might be treated.

For this activity, your teacher is going to pick five students to be in a scene that takes place in a movie theater.

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Your teacher will tape a playing card on the back of each of the chosen actors. The playing card shows his or her rank, or status, in society.

Here is what each card represents:

o The aces have the highest rank. They have achieved a status that makes everyone else cater to them and serve them.

o The kings are high in rank but not as high as aces. They must be careful not to offend the aces!

o The 5s are neutral. They often go unnoticed. They are not treated wonderfully, but they are not treated poorly.

o The 2s are low in rank. No one wants to be associated with a 2! The 2s often get pushed aside.

o The jokers are there for everyone else’s amusement. Although they are low in status, they are still important because they serve and entertain.

Each actor will not know which card is on his or her own back but will determine his or her own social rank based on how others interact with and treat him or her in the scene.

Once the characters have interacted and taken their seats in the “movie theater,” your teacher will ring the bell and call “freeze.” The class will then reflect on how the various characters were treated by one another and see whether or not the characters can identify their own rank.

Pick five students to stand with their backs facing you and tape one of the cards on each student’s back. Be sure to use a variety of ranks, although 4 aces could be interesting, too!Once you have picked a cast, say:

In this activity, you will enter the movie theater one at a time and begin interacting with each other AFTER you become aware of one another’s status.

Remember that you can’t deny who you are! You must accept the treatment you are given and respond accordingly. Gather the clues you need to identify yourself. The audience should NOT give any clues to the actors about which cards are on their backs. Are there any questions so far?

Answer any questions about the process and expectations.

You will interact with the other characters and treat them appropriately according to the status that matches their playing card. They will be treating you as your card dictates as well, and you will begin to gather clues about your personal status from the way they are treating you.

When ready, say:

All the actors should be in a single line. You will enter the scene one at a time when your teacher rings the bell. The first bell is the cue for the first student in line to enter the scene.

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Remember—Acting is re-acting, so be sure to re-act to each other in the scene according to status, and gather clues about your character as well. You will have 5 minutes to act in these roles.

Now address the audience. Say:

Audience, you need to observe each character in the scene to see if you think that the actors treated everyone accurately according to the rank signified by each actor’s card.

Ring the bell once to prompt the first student to arrive at the movie theater. Repeat this process every minute until all five students are at the movies. The characters should interact as they find a seat, get popcorn, or talk to each other.

Let the scene go on for another 5 minutes. When the scene is done and all the characters have interacted with one another and taken seats at the movie, ring the bell and say:

Freeze!

You may notice that the actors are sitting closely to how they are ranked. Aces may have made their way (or have been escorted!) to the front (or the back). The 2s may be near the back (or the front) if they were treated accurately. The 5s may be near the middle.

When you are ready, read Part 3.

PART 3–CLASS DISCUSSION OF THE INTERACTION OF THE CHARACTERS When ready to begin, say:

Great job, characters! Could you tell which card you had on your back based on the way you were treated in the scene?

Call on each actor to identify his or her status. Note those that are accurate. Then say:

Class, what did the actors do that made it easy for you to know each character’s rank? Call on several students and discuss their ideas. When the characters have been discussed, proceed to Part 4.

PART 4–REFLECTIONEach student needs a Student Booklet and a pen or pencil. When ready to start, say:

Now pick up your Student Booklet again and turn to page 4. Respond to the prompt on the reflection page. The Teacher Scoring Rubric that will be used to score your reflection is on the bottom of page 4 of your Student Booklet. Review Level 4, the highest level of performance.

You will have 10 minutes to complete the reflection.

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At the end of the 10 minutes, say:

Time is up. Leave your Student Booklet on your desk.

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[This page is on page 4 of the Student Booklet. Response space is condensed in the Teacher Booklet.]REFLECTION1. Describe a time when you felt like an ace, a five, or a two card in status.

TEACHER SCORING RUBRIC–REFLECTIONDimension 1 2 3 4Student identifies a time when feeling like an ace, a five, or a 2 card.

Student does not identify the situation.

Student describes the situation in minimal detail.

Student describes the situation in considerable detail.

Student describes feelings in the situation in extensive detail.

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[This page is on page 6 of the Student Booklet. Response space is condensed in the Teacher Booklet.]ASSESSMENT QUESTIONS

Name ___________________________________________________________________

1. What does the word status mean in society?

A. The position of an individual in relation to others

B. How much money an individual has

C. The job a person has

D. How many people are in a family

[Key: A]

2. In theater, what is a cue?

A. A letter in the alphabet

B. A signal for an actor to begin

C. The name of the play

D. What the actors wear when on stage

[Key: B]

3. Give three examples where people are of different statuses. Think of places where groups of people work or live. The Teacher Scoring Rubric that will be used to evaluate your response is shown on page 6.

TEACHER SCORING RUBRIC—ASSESSMENT QUESTIONDimension 1 2 3 4Student gives examples of situations involving levels of rank or status.

Student does not give an example where there are high and low ranking people.

Student gives one example where there are high and low ranking people.

Student gives two examples where there are high and low ranking people.

Student gives three examples where there are high and low ranking people.

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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.E204 Teacher __________________________________ Class _____________________

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STUDENT NAME REFLECTION ASSESSMENT QUESTION