Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Event T.E205

Role-Playing Party

Grade 3

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Role-Playing StripsReflection

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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.2–Communicate information to peers about people, events, time, and place related to classroom dramatizations.ART.T.III.3.2–Analyze elements of dramatic structure for successful classroom dramatization. [The Five Ws]

Intended Students Third–grade theatre students

Alignment to National Core Arts Standards

Anchor Standard TH:Cr1–Generate and conceptualize artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE EVENTStudents will improvise in a scene using various characters from role-playing cards. They will interact with each other as their given characters while staying within the rules of improvisation.

SUGGESTED TOTAL TIME This assessment has four parts to it. This assessment should take 50 minutes to complete, as shown below:

o Part 1–Assessment Questions (Day 1, 10 minutes)o Part 2–Acting Out a Scene Using Role-Playing Strips (Day 1, 20 minutes)o Part 3–Class Discussion of the Characters (Day 1, 15 minutes)o Part 4–Reflection (Day 1, 5 minutes)

LIST OF REQUIRED MATERIALSThe materials required for this assessment are:

o Student Bookletso Pens or pencilso Role-playing strips found on pages 8 and 9 of the Teacher Booklet o Box with the role playing strips in ito Bell to cue students to enter the scene, one at a timeo Video-recording equipment

ASSESSMENT SETUPThe teacher should make sure that the room is set up for the students to sit in a circle with enough space for four to five students to perform in the middle of the circle. A separate space for students waiting to enter the scene should also be set up. Cut out the role-playing strips and place them in a box for students to select from.

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

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Students need a Student Booklet and a pen or 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 your teacher reads the directions aloud to you.

Pause while students turn to page 2, then say:

This assessment has four parts to it:

o Part 1–Assessment Questions o Part 2–Acting Out a Scene Using Role-Playing Stripso Part 3–Class Discussion of the Characters o Part 4–Reflection

The directions for each part are in your Student Booklet.

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

The 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 questions. The Teacher Scoring Rubric that will be used to score question 3 is on page 6 of your Student Booklet. Review Level 4, the highest level of performance.

You have 10 minutes to complete your responses.

Pause while students work on the task. After 10 minutes, say:

Time is up. Tear off page 6 and give it to your teacher. Then close your Student Booklet.

When ready to move on, read the directions for Part 2.

PART 2–ACTING OUT A SCENE USING ROLE-PLAYING STRIPSThe teacher should have prepared role-playing strips from pages 8 and 9 of the Teacher Booklet and have them ready to draw from a box. The teacher should have the video-recording equipment set up and ready to use. When ready, say:

Acting is reacting. Today, you are going to do improvisation. Improvisation is acting without scripted dialogue. When you act without a script, you need to react to your scene partner while staying in character. There is no script to read. Those of you in the scene will be improvising with each other as the characters that you pick from this box. Remember, acting is about reacting.

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Let’s review some important rules for improvisation:

o Do not say no or deny any information.o Make your partner look good.o Give and take. Everyone in the scene should get a chance to interact.o Don’t leave the scene, unless you have met your objective.o Know who you are, where you are, and what you want.

For this activity, your teacher is going to pick a student to be the “host” of a birthday party. Four more of you will be chosen to attend this party as guests, arriving one at a time each time the bell is rung.

Each guest will pick a strip of paper from this box and will enter the scene as that character. You will interact with the host and the other guests while staying in that character.

The strips of paper in the box describe different characters doing different things. When your teacher calls on you, pick one strip of paper and then take a couple of minutes to think about how you will become that character at the party.

If you would like to be one of the guests, please raise your hand.

Call on four students. Then say:

A host for the party is also needed. This person needs to interact and react to all of the guests and keep the scene focused on the party. Who would like to be the host?

Call on a volunteer. Have the students select their roles. Then say:

Take a couple of minutes to think of what you will say and do.

Pause while student volunteers think of what to say and do. When ready, say:

All of the guests should be in a single line. You will enter the scene one at a time on cue when the bell rings. Remember, a cue is a signal for an actor to respond or enter a scene.

The bell ringing the first time is the cue for the host to begin preparing his or her house for the arrival of guests at the party.

When the bell is rung again, that will be the cue for the first guest in line to enter the party. Then the bell will ring again for the next guess to come to the party.

Remember: acting is reacting, so be sure to react to each other in the scene while staying in your character. Listen for your cue.

Turn to address the audience. Say:

Audience, you need to observe everyone in the scene to see whether you can tell who each character is and what each character is doing.

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Ring the bell once. Then say:

Host, please begin preparing for your party. You can make comments about hanging decorations or getting the cake out. Be creative! You will have 10 minutes.

The host should be saying things as if he or she is preparing for a party. Ring the bell again to prompt the first guest to arrive as the character on the strip of paper. Repeat this process every minute, until all the guests are at the party.

When all the guests have arrived, let the scene go on for about 5 minutes or so. When the scene is done and everyone has interacted with each other, ring the bell and say:

Freeze.

When all the actors have stopped acting in the scene, continue on to Part 3.

PART 3–CLASS DISCUSSION OF THE CHARACTERSWhen ready to begin, say:

Great job, cast! The questions for the audience are:

o Who was each guest? o What was each doing?o What did each want?

Call on volunteers to identify one guest at a time. Then say:

What did the actors do to let you know who they were or what they were doing?

Call on various students to answer. Then say:

What did the host do that made it clear who he or she was and what he or she was doing?

Call on various students. Answers should include preparing and getting excited for the party to start. When ready to move on, read the directions for Part 4.

PART 4–REFLECTION Each student will need his or her Student Booklet and a pencil. When ready to begin, say:

Now please pick up your Student Booklet again and turn to page 4. You have 10 minutes to complete the reflection.

The Teacher Scoring Rubric that will be used to evaluate your response is shown on the bottom of page 4 of your Student Booklet. Review Level 4, the highest level of performance.

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[This page is on page 4 of the Student Booklet.]PART 4–REFLECTION

1. Create other roles for characters at the party. Remember to give each character four or five Ws—who, what, where, why, and when. The Teacher Scoring Rubric that will be used to evaluate your response is shown below. Review Level 4, the highest level of performance.

Create at least two character roles Use four or five Ws to describe one of the characters Use four or five Ws to describe a second character

TEACHER SCORING RUBRIC–REFLECTIONDimension 1 2 3 4Student provides additional character ideas for the party game

Student provides an idea using one W.

Student provides one detailed character suggestion using two Ws.

Student provides detailed character suggestions using three Ws.

Student provides multiple character suggestions using four or five Ws.

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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. 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 actors wear

[Key: B]

2. Improvisation in theater means

A. fixing a light bulb.

B. acting without scripted dialogue.

C. my last name.

D. the meaning of a word.

[Key: B]

3. List at least three rules of improvisation. The Teacher Scoring Rubric that will be used to evaluate your response is on page 6.

TEACHER SCORING RUBRIC—QUESTION 5Dimension 1 2 3 4Student explains the rules of improvisation

Student does not answer the question with a specific rule.

Student answers with a generic or minimal answer or one rule is given.

Student gives an adequate answer with two rules.

Student gives an extensive and creative explanation of improvisation, giving three or more rules.

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ROLE PLAYING STRIPS FOR PART 2

ROLE: You are a five year-old child and it is your birthday. You want the biggest piece of cake.

ROLE: You are a sleepy teenager just getting out of bed in the morning, and you want everyone to leave.

ROLE:You are a juggling clown who wants to make someone laugh.

ROLE:You are a toddler who wants to tell a story.

ROLE:You are a new kid at school trying to make friends.

ROLE:You are a police officer looking for a suspect.

ROLE:You are an astronaut wanting to say goodbye.

ROLE:You are a lonely person who needs a hug.

ROLE:You are a very excited person, searching for a moment of calm.

ROLE:You are a patient who just had a tooth pulled, and you want sympathy.

ROLE:You are a rodeo cowboy looking for a horse.

ROLE:You are a pirate looking for hidden treasure.

ROLE:You are late for an appointment, and you want permission to leave.

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ROLE:You are a dog walker, looking for a lost dog.

ROLE:You are a kid looking for a bathroom.

ROLE:You are a confused tourist trying to find out where you are on a map.

ROLE:You are a famous rock star wanting recognition.

ROLE:You too-small shoes are pinching your feet and you want to find relief.

ROLE:You are a parent wanting your children to settle down.

ROLE:You are a cook looking for new ingredients for your stew.

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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.T205 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME REFLECTION QUESTION 5