Welcome Maine Theatre Educators!

James PalmariniDirector of Educational Policy

Educational Theatre Association

jpalmarini@schooltheatre.org

Rick AshFive Town CSD

Kathy CaloWells Ogunit SD

Theo Van DeventerRSU 3

Deb Elz HammondBangor School Department

Lisa NealRSU 19

Rick OsannBonny Eagle High School

Jean PhillipsWiscassett School District

Kailey SmithMSAD 49

Debra SusiMaine Central Institute

D’Arcy F. RobinsonRSU 16

Rebecca WrightEllsworth Schools

REVIEW BETH/RICK

Who are you and why are you here?

• An article outlining the Core Standards’ Model Cornerstone Assessments

• Maine Defining Proficiency in Theatre document• HS Proficient level Model Cornerstone Assessment• Proficient level task description• Proficient level performance rubric • Standards crosswalk sheet • Benchmarking/template (2 sides) sheet• 15 steps to assessment• Bonny Eagle High School standards• A full set of the National Core Theatre Standards

The handouts in your EdTA folder

Breakout 1 • What, why & how of proficiency• About standards• Maine Learning Results/Portrait of Theatre Proficiency• National Core Theatre Standards• A crosswalk alignment view and exercise

Breakout 2 • The NCAS Model Cornerstone Assessments Structure, elements, goals Benchmarked proficiency examples Benchmarking exercise

Breakout 3 • Fifteen steps to standards-based assessment Review and questions Small-group work session A, with facilitator and peer

coaching

Breakout 4 • Check in How’s the work going? Shareable Ah Hah moments Questions and concerns

• Small group work session B

Breakout 5 • Reflections, questions, and share out What have you learned about assessment for

proficiency? How will you apply your assessment work in the

classroom? What challenges do you feel still have in

assessing student learning in theatre?

BREAKOUT 1: Lots of questions

1. What does student proficiency look and sound to you in theatre?

2. Why, how and what do you assess to determine this proficiency?

Reflection 1:Your thoughts, questions, shares

The Maine Learning Results

Maine Department of Education Regulation 132 - The Maine Learning Results: Parameters for Essential Instruction establishes parameters for essential teaching and learning in grades Pre-Kindergarten through Diploma across eight content areas and supports the goals outlined in the Guiding Principles.

The Maine Learning Results—Theatre

A. Disciplinary LiteracyB. Creation, Performance, and ExpressionC. Creative Problem-SolvingD. Aesthetic and CriticismE. Visual and Performing Arts Connections

.

The Maine Learning Results—Theatre

Portraits of Proficiency—Theatre

B. Theatre Creation, Performance, and Expression

a. Students must be able to demonstrate a character through the use of voice (timing and tone/level) and physicality for an audience

b. Students must participate as an actor, director, stage-manager, or designer in a performed scene or full production.

Performance Standardstranslate student achievement into measureable goals.

Standards

• Define what students should know and do about specific aspects of a subject area and when.

• Affirm that a subject is a rigorous academic discipline with a recognized body of knowledge and skills.

• Create a foundation for teacher evaluation through the articulation of measureable learning goals that are taught and learned over time by students

Core Theatre Standards Crosswalk

Your State Name: Maine

Core Artistic Process Compares to

Maine MLR/BEHS

CoreAnchor Standard/Process Verb MLR Anchor Core Grade

Core Grade level Theatre Performance Standard

MaineGrade MLR/BEHS

Creating Disciplinary Literacy/Creating

Anchor:Generate and conceptualize artistic ideas and work

Verb: Envision/Conceptualize

Students show literacy in the arts discipline by understanding and demonstrating concepts, skills, terminology and processes

HS Proficient Understand and apply technology to design solutions for a drama/theatre work

9-12

MLR indicator: Students fulfill at least one technical role from pre-show to strikeMLR Standard: Develop specific light & sound cues & use them in scene development.BEHS Standard: Apply knowledge of technical elements to construct ideas and impact the visual composition of a dramatic work.

Reflection 2:Your thoughts, questions, shares

Breakout 2: Model Cornerstone Assessments

http://www.nationalartsstandards.org

Model Cornerstone Assessments at the benchmark grades of 2, 5, 8 and the three high school levels (proficient, accomplished, advanced) are examples of the type of evidence needed to show student achievement aligned to targeted performance standards.

In the 2014-15 and 2015-16 school years they were field tested, applying assessment tools and differentiated learning strategies

The goals of MCAs Illustrate the type of evidence needed to show

attainment of learning

Reflect the standards artistic processes and link to the performance standards

Anchor a curriculum around the most important task knowledge and skills students should know and do

Provide a model of standards-based observable and measureable tasks

Cornerstone Assessments…

“are substantive in nature and require students to apply factual knowledge, concepts, skills, higher-order thinking, and habits of mind in order to be successful. They are worthy of being taught to.”

Jay McTighe

The components of an MCA

Strategies for embedding in instruction Detailed assessment procedures Knowledge, skills, and vocabulary Differentiated/inclusion strategies Suggested score devices and task specific rubrics Resources needed for task implementation Assessment focus chart Benchmarked student work

Benchmarked student work are student performance artifacts that have been scored, based on a given rubric, at standard (Proficient) or above standard (Accomplished or Advanced).

Benchmarking standards-based learningYields proof of students’ achievement through a body of evidence that demonstrates what learning looks and sounds like, through audio, video, visual art images, and performance portfolios.

MCA samples of student work in grades 2, 5, and 8 were gathered by teams of educators in the five arts areas

Five expert adjudicators, working virtually, helped determine the selection samples for further review.

The adjudicators convened and reviewed the samples, agreeing on those they assessed at or above standard demonstrations of the MCA tasks.

Those samples can now be viewed on the Standards website

In the MCA Project:

A look at a Proficient level MCA

PROFICIENT MCA

Artistic Processes: Creating, Performing, Responding, ConnectingTitle: Character-Based Improvisation

Description: Assess a character's wants, needs, objectives, and how they inform personality characteristics. Students will choose a character from a suggested genre (fairy tale, nursery rhyme, or other literary source) with which they are familiar and complete the Character Analysis Worksheet. All students will then be given the same set of scene parameters that includes a place, situation and clearly-defined obstacle to overcome. Working with an assigned partner, students will improvise and perform a three-minute scene in character, revealing as much of the information from the worksheet as possible. They will then revise the scene based on oral or written teacher/peer feedback and personal reflection, and perform it again.

PROFICIENT RUBRIC

Artistic Process, Anchor, Standard

Key Traits/ Look Fors

Rubric criteria Above Standard At Standard Near Standard Below Standard

Creating Generate and conceptualize artistic work.Envision/Conceptualize:Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work. PerformingDevelop and refine artistic ideas techniques and ideas for presentationPrepare:Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.ConnectingUse basic theatre research methods to better understand the social and cultural backgrounds of a drama/theatre work.Research:Relate artistic ideas and works with societal, cultural, and historic context to deepen meaning.

• Use clear objectives, obstacles, and tactics in improvisation scene work.• Identify quality character development and ways to enhance an actor’s portrayal of a character.

Believability

The actor’s choices and behavior significantly enhanced the reality of the scene throughout the improvisation.

The actor’s choices and behavior adequately expressed the reality of the scene throughout the improvisation.

The actor’s choices and/or behavior communicated a limited sense of reality to the scene.

The actor’s choices were not clear and/or distracted from the reality of the scene.

• Adhere to the rules of improvisation in scene work• Use facial expression, movement, gestures, and vocal color to enhance character development

Truthfulness

The actor used engaging gesture, movement, and vocal tone to reveal nuances within the character’s personality.

The actor used gesture, movement, and vocal tone to express the character’s personality.

The actor used gesture, movement, and vocal tone to demonstrate some aspects of the character’s personality.

The actor used unclear and/or minimal gesture, movement, and/or vocal tone that inadequately reflected the character’s personality.

Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.

Commitment to Character

The actor became the character throughout the entire improvisation.

The actor stayed in character throughout the entire improvisation.

The actor stayed in character during most of the improvisation.

The actor had difficulty staying in character during the improvisation.

Commitment to Relationship

The actor sustained a rich and revealing bond between the two characters.

The actor maintained a connection between the two characters.

The actor supported some interaction between the two characters.

The actor focused on his or her own character.

The MCA’s Standards

Creating (Envision/Conceptualize) Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work

Performing (Prepare) Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

Responding (Reflect) Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Connecting (Research) Relate artistic ideas and works with societal, cultural, and historic context to deepen meaning.

PROFICIENT SELF-ASSESSMENT RUBRIC

A Benchmarking Exercise in 5 Steps

1. Review the MCA lesson and rubric. 2. Watch the video3. Do an initial review and record your

score4. Share and discuss your scores with the

group. 5. Decide: is there agreement on what

level the student performed the task?

Theatre Benchmarking Template

Criterion

ScoreAbove

Standard4

AtStandard

3

NearStandard

2

Below standard

1

A look at a Proficient level MCA

Reflection 3:Your thoughts, questions, shares

10 minute

Break

Breakout 3: Building a Model Cornerstone Assessment

Building a Model Cornerstone Assessment1. Write your task description

2. Title your task

3. Designate the grade level

4. List your artistic processes

5. Scan the performance standards in your

chosen artistic processes

Building a Model Cornerstone Assessment

6. Estimate your teaching and assessment time

7. Create a strategies for embedding in instruction list

8. Cut & paste the detailed assessment procedures,

introduction & administrative expectations

9. List your detailed assessment procedures

10. Create a student task prompt

Building a Model Cornerstone Assessment

11. Make a vocabulary, knowledge, and skills list

12. Consider opportunities for inclusion & differentiation strategies

13. List the resources a student will need to complete the task assessment

14. Choose your scoring devices

15. Create your assessment focus chart

Day One wrap up:Large group debrief/share/reflection

What did you learn about assessment today?

What do you have questions about?

What will be focusing on tomorrow?

Breakout 4• Check inHow’s the work going?Shareable Ah Hah momentsQuestions and Concerns• Small group work session B

Breakout 5• Reflection and shareoutWhat have you learned about assessment

for proficiency? How will you apply your future assessment

work in the classroom?What challenges do you still have in the

assessing student learning in theatre?

jpalmarini@schooltheatre.org