Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Event T.E204

Exploring Character Relationships

Grade 5

Student BookletStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Reflection

Name: ______________________________________

Teacher: ______________________________________

School: ______________________________________

Date: _______________________________________

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ACKNOWLEDGEMENTS

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STUDENT DIRECTIONSThis 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 QUESTIONSThis 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.

When time is up, tear off page 6 and give it to your teacher.

PART 2–ACTING OUT THE SCENE USING HIDDEN STATUS CARDSToday, 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 will pick five students to be in a scene that takes place in a movie theater.

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.

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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?

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.

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

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.

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.

PART 3–CLASS DISCUSSION OF THE INTERACTION OF THE CHARACTERS Great job, characters! Could you tell which card you had on your back based on the way you were treated in the scene?

Class, what did the actors do that made it easy for you to know each character’s rank? PART 4–REFLECTIONNow 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 page 4 of your Student Booklet. Review Level 4, the highest level of performance.

You will have 10 minutes to complete the reflection.

When time is up, leave your Student Booklet on your desk.

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REFLECTION

1. 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 fails to 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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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

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

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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