Fine Arts Performance Descriptors and Classroom Assessments

More documents

Recommendations

Info

Three Pigs Examples of Student Work • Meets • Exceeds Time Requirements • Four class periods (one to introduce the task and group planning; one for group practice; one for taping; one for paragraph writing) Resources • Video camera and blank tape • Planning pages for all groups • Copies of the Choice Chart • Copies of the Planning Page • Three Pigs Rubric 42
THREE PIGS NAME_____________________________________________ DATE _______________________ ! Exceeds 11 - 12 total points Approaches 4 – 7 total points ! Meets 8 - 10 total points Begins 3 total points Knowledge/Creative Expression/Collaboration Acting Tools/Drama Elements Analysis of Elements, Defense of Choices Knowledge/Communication Writing Conventions – Write a paragraph to explain choices 4 •Used focus, concentration and imagination throughout the work. Was serious about the work •Used body shape, facial expression, and actions to create a believable character and retell events of story •Able to interact with others in the group in a safe and appropriate manner throughout the process •Discussed all the elements and expressive qualities (body shape, gesture, movement, facial expression, feeling) •Descriptions are detailed and accurate •Connections and relationships are clear and logical •Paragraph is well organized •All ideas fit together •No major errors in spelling, punctuation, or grammar 3 •Used focus, concentration, and imagination 75%-85% of the time. If broke focus, got back together quickly •Used body shape, facial expression, or actions (combined two of the above) to create a believable character and retell events of story •Able to interact with others in group in a safe and appropriate manner throughout 75%-85% of the process •Discussed all the elements (body shape, gesture, movement, facial expression,) •Descriptions are accurate with one to two errors •Connections and relationships are made for many areas •Paragraph is organized •Most ideas fit together •Several minor errors in spelling, punctuation, or grammar and no more than one major error 2 •Used focus, concentration, and imagination 50% of the time •Used body shape, facial expression, or actions (one of the above) to create a believable character and retell events of story •Able to interact with others in the group in a safe and appropriate manner 50%-74% of the time during the process •Discussed most of the elements (body shape, gesture, movement, facial expression) •Descriptions included some details, accurate, with three to four errors •Connections and relationships are hard to understand •Paragraph is loosely organized •Hard for reader to understand some of major ideas •A lot of minor and several major errors in spelling, punctuation, or grammar 1 •Used focus, concentration, and imagination only occasionally in the work •Used body shape, facial expression, or actions but was not able to create a believable character or retell events •Able to interact with others in my group in a safe and appropriate manner only occasionally (25% -49%) •Discussion was limited or elements identified incorrectly •Details do not match the idea or are missing •Not able to make connections •Paragraph is not clear. •Very hard for reader to understand what was meant •So many errors in spelling, punctuation, or grammar that reader can’t tell what said Score 43
Page 1 and 2: Performance Descriptors and Classro
Page 3 and 4: Topics In This Presentation !Standa
Page 5 and 6: • Goals are the most general of t
Page 7 and 8: Performance Descriptors for Illinoi
Page 9 and 10: Stage B: Goals, Standards and Perfo
Page 11 and 12: Performance Standards Performance S
Page 13 and 14: Exceeds RUBRIC: Continuum of Eviden
Page 15 and 16: Group Activity One In your group:
Page 17 and 18: Masks Across Cultures Procedures 1.
Page 19: Masks Across Cultures Examples of S
Page 22 and 23: Masks Across Cultures Student Work
Page 24 and 25: Masks Across Cultures “Meets” T
Page 26 and 27: Masks Across Cultures “Exceeds”
Page 28 and 29: Fruit Salad Procedures Using the me
Page 30 and 31: Fruit Salad Examples of Student Wor
Page 32 and 33: FRUIT SALAD Name __________________
Page 34 and 35: Fruit Salad Student Work Samples Wa
Page 36 and 37: Fruit Salad “Meets” The field t
Page 38 and 39: Fruit Salad “Exceeds” The field
Page 40 and 41: Procedures Three Pigs 1. In order t
Page 44 and 45: NAME ______________________________
Page 46 and 47: Three Pigs Student Work Samples Wai
Page 48 and 49: Three Pigs “Meets” The field te
Page 50 and 51: Three Pigs “Exceeds” The field
Page 52 and 53: Choreographic Principles and Form P
Page 54 and 55: Choreographic Principles and Form
Page 56: Choreographic Principles and Form E
Page 64 and 65: Contour Drawing Performance Standar
Page 66 and 67: Contour Drawing 2 Have students rev
Page 69 and 70: Contour Drawing Student Work Sample
Page 71 and 72: Contour Drawing “Meets” The fie
Page 73 and 74: Contour Drawing “Exceeds” The f
Page 75 and 76: Ensemble Rehearsal Techniques Proce
Page 77: Ensemble Rehearsal Techniques Examp
Page 81 and 82: Ensemble Rehearsal Techniques “Me
Page 83 and 84: Ensemble Rehearsal Techniques “Me
Page 85 and 86: Ensemble Rehearsal Techniques Excee
Page 87 and 88: Should You Try This At Home? Group
Page 89: If you have questions or ideas abou

Fine Arts Performance Descriptors and Classroom Assessments

Create successful ePaper yourself

Delete template?

Save as template?