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AssessmentOSPI-Developed Performance

Office of Superintendent of Public InstructionSeptember 2015

A Component of the Washington State Assessment System

TheatreThe Arts

Time for Rhyme Grade 5

Office of Superintendent of Public InstructionOld Capitol Building

P.O. Box 47200Olympia, WA 98504-7200

For more information about the contents of this document, please contact:

Anne Banks, The Arts Program SupervisorPhone: (360) 725-4966, TTY (360) 664-3631

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.

This work is licensed as a Creative Commons Attribution Non-Commercial Share Alike product by the Washington Office of Superintendent of Public Instruction. For more information on this license, please visit http://creativecommons.org/licenses/by-nc-sa/3.0/.

Table of ContentsIntroduction...................................................................................................................................................ii

Overview.........................................................................................................................................................1

Test Administration: Expectations......................................................................................................1

Description of the Performance Assessment..................................................................................2

Learning Standards....................................................................................................................................2

Assessment Task.........................................................................................................................................3

Teacher’s Instructions to Students.................................................................................................3

Accommodations....................................................................................................................................3

Student’s Task..........................................................................................................................................3

Supporting Materials and Resources for Teachers......................................................................9

Preparation for Administering the Assessment.......................................................................9

Recommendations for Time Management...............................................................................11

Glossary....................................................................................................................................................12

Time for Rhyme: Arts Assessment for Theatre, Grade 5 Page i

OSPI-DOSPI-D EVELOPEDEVELOPED P P ERFORM ANCEERFORM ANCE A A SSESSM ENTSSSESSM ENTS FORFOR THETHE A A RTSRTS

IntroductionTo Washington educators who teach theatre:

Welcome to one of our OSPI-developed performance assessments and this implementation and scoring guide. This document is part of the Washington assessment system at the Office of Superintendent of Public Instruction (OSPI).

The assessments have been developed by Washington State teachers and are designed to measure learning for selected components of the Washington State Learning Standards. They have been developed for students at the elementary and secondary levels. Teachers from across the state in small, medium, and large districts and in urban, suburban, and rural settings piloted these assessments in their classrooms. These assessments provide an opportunity for teachers to measure student skills; they can both help teachers determine if learning goals have been met, and influence how teachers organize their curricula. They also provide an opportunity for students to demonstrate the knowledge and skills they have gained.

These assessments:

Provide immediate information to teachers regarding how well their students have acquired the expected knowledge and skills in their subject areas.

Inform future teaching practices.

Provide resources that enable students to participate in measuring their achievements as part of the learning experience.

Included in this document are:▪ directions for administration

▪ assessment task

▪ scoring rubrics

▪ additional resources

Our hope is that this assessment will be used as an integral part of your instruction to advance our common goal of ensuring quality instruction for all students.

If you have questions about these assessments or suggestions for improvements, please contact:

Anne Banks, Program Supervisor, The Arts (360) 725-4966, [email protected]

Time for Rhyme: Arts Assessment for Theatre, Grade 5 Page ii

TIME FOR RHYME TheatreGrade 5

An OSPI-Developed Performance Assessment

OverviewThis document contains information essential to the administration of Time for Rhyme, an OSPI-developed arts performance assessment for theatre (Grade 5). Prior to administration of this assessment, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment.

This classroom-based performance assessment may be used in several ways:

As an integral part of instruction.

As a benchmark, interim, or summative assessment.

As a culminating project.

As an integral part of a unit of study.

As a means of accumulating student learning data.

As an individual student portfolio item.

Test Administration: Expectations The skills assessed by this task should be authentically incorporated into

classroom instruction.

This assessment task is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.

All industry and district safety policies and standards should be followed in the preparation and administration of OSPI-developed performance assessments in dance, music, theatre, and visual arts.

Time for Rhyme: Arts Assessment for Theatre, Grade 5 Page 1

Synopsis ofTime for Rhyme

Each student performs a nursery rhyme. The student will perform his or her rhyme first in front of a partner (assigned by the teacher); the partner will provide feedback. After using the feedback to refine his or her performance, the student will perform for the teacher (who will record the performance). The student must also respond to questions about her/his performance.

Accommodations based upon a student’s individualized education program (IEP) or 504 Plan may require additional modifications to this assessment.

Additional modifications to the administration of this assessment may be required to accommodate cultural differences, diversity, and religious mores/rules.

Description of the Performance Assessment Performance prompts ask each student to prepare and present a solo

performance based on the criteria outlined in the task. The teacher will record (film) the student’s final performance in order to facilitate scoring and document each student’s performance.

Students must also respond to short-answer questions and instructions. Their answers may be written or verbal. All written work must be completed on the response sheets provided. All verbal responses must be recorded to facilitate scoring and to document each student’s performance.

Learning StandardsThis assessment addresses Washington State Learning Standards for Theatre, including the GLEs from the Options for Implementing the Arts Standards through Theatre by Grade Level document.

GLE 1.2.15th Grade

Applies his/her understanding of given circumstances to create a character’s facial expressions, gestures, body movements/stances, stage positions, and blocking in a performance.

GLE 2.3.15th Grade

Applies a responding process to a presentation.

Depending on how individual teachers build their lesson units, additional Washington State Learning Standards can be addressed.

Note: Literacy Connections

Reading fluency is developed by multiple readings and performances of rhyming and rhythmic languages. The task in this assessment develops an internal sense of prosody, which helps students read poetry and prose with appropriate phrasing and rate. Fluency (phrasing and rate) leads to better reading comprehension.


Assessment TaskTeacher’s Instructions to Students

1. Say: “Today you will take the Grade-5 Washington OSPI-developed arts performance assessment for theatre. This assessment is called Time for Rhyme.”

2. Provide the class with copies of the student’s section of the assessment (which may include the student’s task, response sheets, rubrics, templates, and glossary), along with any other required materials.

3. Tell the students that they may highlight and write on these materials during the assessment.

4. Have the students read the directions to themselves as you read them aloud. We also encourage you to review the glossary and scoring rubrics with the students.

5. Answer any clarifying questions the students may have before you instruct them to begin.

6. If this assessment is used for reporting purposes, circle the scoring points on the first page of each student’s response sheets.

AccommodationsThe following accommodations can be made for students with special needs or whose English language skills are limited:

To complete the response sheets, students may dictate their answers to an instructional aide, who will write them down.

The student may give the written and/or recorded responses in their first language. We request a written and/or verbal English translation for consistency (validity/reliability) in scoring the rubric.

Refer also to the student’s individualized education program (IEP) or 504 Plan.

Student’s TaskThe following section contains these materials for students:

The student’s task: Time for Rhyme (Grade 5)

Assessment rubric


Response sheets

Student’s Task

Time for RhymeTime for RhymeYou are auditioning to be an entertainer at the annual preschool festival at your school. The preschool teachers have asked that students perform nursery rhymes for their auditions.

First, you must memorize your audition piece and perform it in front of a partner (assigned by your teacher). You should rehearse and refine your performance based on your partner’s feedback. Next, you will perform the piece in front of a panel of preschool teachers. The panel will choose entertainers that include a variety of movements and appropriate vocal techniques in their performances. Your audition will be recorded.

Finally, the panel requires that you respond to questions about your performance.

Your Task

First, create your performance—

The preschool teachers explain that you must meet the following requirements when preparing for your audition:

Choose a nursery rhyme from a collection provided by the preschool teachers.

Memorize the nursery rhyme that you have selected or been given by your teacher.

Create a performance that uses four voice skills, including:

o Appropriate projection, so that you are heard by the entire audience.

o Appropriate expression, to show meaning and emotion.

o Clear articulation, so that you can be understood by all who hear you.

o Appropriate variety of rate.

Use four different movements in your performance, including:

o Appropriate gestures.

o Appropriate body movements (movement made by the body while standing still).

o Clear and expressive facial expressions.


Meaningful blocking (movement through space).

Second, rehearse; then give your final performance—

The preschool teachers explain that you must meet the following requirements when rehearsing and performing:

Develop and rehearse your nursery rhyme: Your performance should be between 30–seconds and 1–minute long.

Perform your nursery rhyme for the partner assigned by your teacher and receive your partner’s feedback. Then, refine and rehearse your performance based on the feedback. (Use the response sheets to help you with the rehearsal process: Note that the second sheet helps you incorporate your partner’s feedback.)

Begin and end your performance with a three-second neutral pause to indicate a clear beginning and a clear ending. You may end “off stage” or “off camera.” (Your final performance will be recorded.)

Third, show how you fulfilled the requirements of the preschool teachers—

The teachers explain that you must also use the response sheets to respond to questions about your performance:

You must respond in writing or verbally following the final performance.

You must use the vocabulary of theatre correctly in your responses.


Assessment RubricTime for Rhyme

4 points 3 points 2 points 1 point No Score

Crea

ting

(mov

emen

t)

The student demonstrates a thorough understanding of movement by meeting all four of the following requirements: Uses appropriate gestures. Makes appropriate body movements. Makes clear and expressive facial

expressions. Uses meaningful blocking.

The student demonstrates an adequate understanding of movement by meeting three of the four require-ments listed at left.

The student demonstrates a partial un-derstanding of movement by meeting two of the four requirements listed at left.

The student demonstrates a minimal un-derstanding of movement by meeting one of the four requirements listed at left.

The student demonstrates no under-standing of movement, having met none of the four require-ments listed at left.

Crea

ting

(voi

ce sk

ills)

The student demonstrates a thorough understanding of voice skills by meeting all four of the following requirements: Uses appropriate volume (projects

appropriately). Uses clear expression that shows

meaning and emotion. Articulates clearly to be understood. Uses appropriate rate of speech.

The student demonstrates an adequate understanding of voice skills by meeting three of the four require-ments listed at left.

The student demonstrates a partial un-derstanding of voice skills by meeting two of the four requirements listed at left.

The student demonstrates a minimal un-derstanding of voice skills by meeting one of the four requirements listed at left.

The student demonstrates no under-standing of voice skills, having met none of the four require-ments listed at left.

Resp

ondi

ng

The student meets all four of the following requirements, thereby demonstrating a thorough understanding of responding skills: Describes the story that she/he

performed. Describes how he/she used movement. Describes how she/he used vocal skills. Describes the changes that he/she

made to the final performance (based on the partner’s feedback).

The student meets three of the four re-quirements listed at left, demonstrating an adequate understanding responding skills.

The student meets two of the four re-quirements listed at left, demonstrating a partial un-derstanding of responding skills.

The student meets one of the four re-quirements listed at left, demonstrating a minimal understanding of responding skills.

The student meets none of the four re-quirements listed at left, demonstrating no under-standing of responding skills.


Response SheetsStudent’s Name/ID# _____________________________________________ Grade Level _________

(circle number) Creating Score (movement) 4 3 2 1 NS

Creating Score (voice skills) 4 3 2 1 NS

Responding Score 4 3 2 1 NS

Responses

Respond to the following prompts and questions to explain how you met the requirements.

1. In your own words, write the story of your nursery rhyme.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. Describe the specific voice skills that you used during your performance of the nursery rhyme.

projection: _________________________________________________________________________________

expression: _________________________________________________________________________________

articulation: ________________________________________________________________________________

rate: ________________________________________________________________________________________

3. Describe the specific movements that you used during the performance of your nursery rhyme.

gestures: ___________________________________________________________________________________

body movement: ___________________________________________________________________________

facial expression: ___________________________________________________________________________

blocking: ___________________________________________________________________________________


4. Describe the changes that you will make to your final performance based on the feedback that you received from your partner.

This is what my partner said: This is how I will change my performance:


Supporting Materials and Resources for Teachers

Preparation for Administering the Assessment

Tools & Materials

Teachers will need the following materials and resources to administer this performance assessment:

copies of the task, including the glossary of terms (one for each student)

copies of the student-response sheets (one set for each student)

one pencil per student

a variety of books containing nursery rhymes or copies of nursery rhymes

a marked performance space

an audio/video recording device

Guidelines

This assessment is an individual performance.

Copy the student’s task, glossary of terms, and response sheets. Make one set for each student.

Props and costumes should not be used in this assessment. Chairs may be used as “sitting devices.”

Prior to the assessment, provide copies of nursery rhymes or a variety of books containing nursery rhymes; allow each student to choose a rhyme for her/his performance. Alternatively, you may assign a rhyme to each student, or you may ask all students to perform the same rhyme.

Assign to each student a student-partner who will watch the student’s performance and provide feedback to the performer.

Each student’s performance must be recorded for this assessment.

Video set up should be in a defined space so that the performer can be seen at all times. Place the camera so that it records the performance from the audience’s point of view.

Coach students to face the audience while performing. The performer’s face must be seen so that her/his facial expression can be assessed.


The performer should have a three-second neutral pause at the beginning and ending of the performance to indicate a clear start and clear end. The student may end “off stage” or “off camera.”

Prompt the student to say her/his name, number, and current grade level into the recording device before beginning the performance.

Students who respond in writing must include their names/numbers on their response sheets.

As an alternative to a written response, you may permit video or audio recording.

Video set up should be in a defined space so that the performer can be seen at all times.

Prompt the student to say her/his name, number, and current grade level into the recording device before beginning the performance.

Coach the students who are being recorded to face the recording device when they are responding.

Students must have a copy of the response sheets when they are being recorded.

The teacher’s role during recording is to read questions. Students may use resources that are visible in the testing classroom, but you may not prompt or coach students during the assessment.

If necessary to meet individual needs, a student may dictate her/his response-sheet answers (to be written down by a teacher or aide). Students may use resources that are visible in the testing classroom, but you may not prompt or coach students during the assessment.

When you are administering the assessment, students may ask questions to clarify the process. You should encourage students to ask questions at any time throughout the administration of the assessment.


Recommendations for Time ManagementStudents may have as much time as they need to complete the task. The timeframes suggested here are meant only as a guide, and you may shorten or lengthen them to suit the individual circumstances of the class and students.

The following is a three-day suggested timeframe:

DAY 1

15 minutes: The teacher provides the class with the task and reads it aloud. The students may ask questions. The teacher answers any questions.

15 minutes: Each student selects and memorizes a nursery rhyme, develops a performance, and rehearses.

15 minutes: Each student performs for the partner assigned by the teacher; the partner offers feedback.

DAY 2

10 minutes: The students refine and rehearse their nursery-rhyme performances, incorporating their partners’ feedback.

35 minutes: Each student performs his/her nursery rhyme for the teacher, who records the performance.

DAY 3

5 minutes: The teacher distributes response sheets to the students.

20 minutes: The students prepare their responses while the teacher records the remaining performances.

15 minutes: The teacher collects the written responses and records the verbal responses if needed.

All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test.


Glossary acting skills—the use of voice, movement, improvisation, and characterization.

action—events within the play that move the plot along.

aesthetics—an idea of what is beautiful or artistic; a set of criteria for judging something to be beautiful or artistic.

articulation—the use of all of the articulators (lips, teeth, tongue, soft and hard palettes, larynx, and glottis)to deliver speech or language clearly.

audition—a tryout for a theatrical role.

balance—the arrangement of design elements and actors to create visual stability on stage.

blocking—an actor’s traffic pattern on stage.

business—movements that mime or make use of props, costumes, and make-up to strengthen the personality of a character that the actor is portraying.

character—a person, animal, or thing in a scene, story, or play.

character development—creating from a text a character who uses tactics to overcome obstacles to achieve objectives; portraying this character by choosing physical actions, vocal qualities, and believable emotions that are sustained throughout the performance

conflict—a struggle between two or more opposing forces, events, ideas, or characters in a scene or play.

costumes—the clothing an actor wears to create a character.

creative dramatics—a teacher-led dramatic enactment of story, setting, and/or characters; an experiential process-based activity, not a performance for an audience. The teacher may assume a role.

cue—1. a signal for a performer or technician to perform an action or say a line; 2. a signal from a side-coach to perform an action or say a line.

design—a purposeful plan for the spectacle of a play (such as costumes, set, props, lighting, sound) based on an overall concept.

design concept—the overall visual theme for a combined theatrical design in which features such as lights, sets, costumes, make-up, props, and sound work


together to tell the story. A design concept is a visual way of expressing how the technical elements will illuminate the central theme of the play.

dialogue—a conversation between two characters in a theatrical performance.

diaphragmatic breathing—using the diaphragm muscle to support the breath.

diction—choice and use of words.

drama—a literary composition (a play) intended for a performance before an audience.

dramatic structure—the composition of a theatrical work (such as a play, scene, or improvisation) that includes exposition, inciting incident, rising action, conflict, climax, falling action, and resolution.

elements of theatre—setting, character, conflict, dialogue, plot, and theme.

ensemble—a group of actors working together cooperatively and responsibly to achieve the group’s goal by means of problem solving and creativity.

enunciation—saying the vowels and consonants correctly.

event—something that happens at a certain place and time.

expression—the way the character says words to convey meaning and emotion.

facial expression—movements of the face that show feelings or ideas

focus—1. the intended point of interest on stage; 2. the actor’s ability to concentrate and keep attention fixed on the matter at hand.

genre—a type or category of theatrical work that is defined by a particular style, form, or set of characteristics and is often associated with a specific historical period or culture.

given circumstance—in the text of a play, the information that the playwright gives concerning character, setting, and relationships.

haiku—an unrhymed Japanese verse that consists of three lines, the first containing five syllables, the second containing seven syllables, and the third containing five syllables.

improvisation—a spontaneous performance during which the actors establish a story (including objectives, setting, character, and relationships) with minimal preparation.

improvisational blocking—refusing/denying/ignoring/rejecting an offering.


improvisational theatre—a structured, yet non-scripted scene or play.

inflection/pitch—the use of high and low sounds in speech to convey meaning and emotion.

levels—1. the placement of an object or person on the stage from upstage to downstage; 2. the vertical height of an actor or set piece from the stage floor.

lighting—using a variety of instruments to illuminate both the actors and sets on stage.

make-up—cosmetics applied to the face and body to enhance character.

mime—to act out a movement or the use of an object without words or props (totally silent).

monologue—a speech within a play delivered by a single actor alone on stage.

movement—physical action used to establish meaning and emotion to create character, including:

blocking—an actor’s traffic pattern on stage.

business—movements that mime or make use of props, costumes, and make-up to strengthen characterization.

facial expression—movements of the face that show emotions and/or ideas.

gestures—movement of a body part (arm, leg, hand, etc.) which is used to communicate.

posture/stance—the position of the limbs and the carriage of the body as a whole that communicate character.

whole-body movements—locomotive and non-locomotive uses of the body that communicate character.

nursery rhyme—a short song or poem for young children.

objective—the character’s wants, needs, and desires.

obstacle—what stands in the way of the character achieving his/her objectives.

offering (offer)—a suggestion (conveyed verbally or by means of movement) that is given by one actor to another to initiate or further an improvisation.

open—maintaining a body position in which the character’s face/frontal body can be seen by the audience in a proscenium or thrust-stage setting.


pantomime—conveying a story by use of expressive body and facial movements without speech, props, costumes, or sounds (instrumental music can be used as background).

pause—the moment of silence within a speech; used to show meaning or emotion and/or to develop character.

performance—a structured presentation of a theatrical work in front of an audience.

phrasing—the use of punctuation, pause, and word- or phrase-emphasis to create meaning and emotion.

play—a form of writing intended for live performance.

plot—a storyline that includes exposition, inciting incident, rising action, climax, and resolution of a conflict.

production—a structured performance created and presented for an audience.

props/properties—objects used by an actor on stage.

projection/volume—the appropriate use of loud and soft sounds to convey meaning and emotion to the entire audience.

pronunciation—the correct way to speak or articulate a word.

rate/cadence—the speed with which words are spoken to convey meaning and emotion.

readers’ theatre—an orchestrated reading that relies primarily on vocal characterization and does not include the elements of visual theatre (such as costuming, sets, or blocking).

rehearsal—the period of time used to prepare a play for performance in front of an audience.

resonance—fullness of voice created by vocal vibrations.

scene—a subdivision of a play, characterized by a single situation or unit of dialogue.

set—the on-stage space and its structures (scenery), within which the actors perform and that represent the setting of the play.

setting—the time, place, and atmosphere in which the scene or play occurs.


side-coaching—comments made by the teacher during an activity that affirm or correct students in the achievement of objectives, especially in creative dramatics.

sound—the process of using music, audio effects, and reinforcement to enhance setting and mood.

stage—the place where the actors perform.

status—the importance (or lack thereof) of a character or object on the stage.

subtext—an implied meaning or unspoken complication that generally runs concurrently with the main plot.

sustainability—an actor’s sustained portrayal of a character—with no noticeable break or lapse—throughout a performance.

stage geography—physical areas of the stage labeled center stage, down center, up center, stage right, stage left, up stage left, down stage left, up stage right, and down stage right.

stage picture—a visual image created by using any combination of set, costume, props, lighting, and character placement.

style—the distinctive characteristics or techniques of an individual artist, group, or period as seen in a work of theatre.

tactics—the possible ways the character can overcome obstacles.

technical design—the plan (based on an overall concept) for costumes, set, props, lighting, sound, make-up, and special effects in a production.

text analysis (script)—the examination of the theatrical elements of a text to gain greater understanding both of the theme and of the character which the actor portrays.

theatre (or theater)—1. the place where plays are presented to an audience; 2. the art of creating performances.

theatre etiquette—appropriate behavior of audience, performers, or technicians in a variety of theatrical settings.

theatre text (script)—any written text used as a script.

theme—the central idea of a play.

three-dimensional character (round)—a character that is developed emotionally, psychologically, and physically.


venue—a place where a performance is held.

vocal placement—resonating the voice in different parts of the body, such as chest, head, nose, throat.

voice—vocal qualities that are used to convey meaning and emotion in order to create character; these include:

articulation—the clear delivery of speech or language utilizing all of the articulators (lips, teeth, tongue, soft and hard palettes, larynx, and glottis.)

breath support—the use of the diaphragm in correct breathing.

enunciation—saying vowels and consonants correctly.

expression—the way the character delivers words to convey meaning and emotion.

inflection/pitch—the use of high and low sounds in speech to convey meaning and emotion.

projection/volume— the appropriate use of loud and soft sounds to convey meaning and emotion to the entire audience.

rate/cadence—the speed with which words are spoken to convey meaning and emotion.

pause—the moment of silence within a speech; used to show meaning or emotion and/or to develop character.

pronunciation—the correct way to speak or articulate a word.

word emphasis—selection of the most important word or words in each phrase or sentence to create meaning, show emotion, and convey character (pointing up the word).

Note: The entire glossary for theatre is included here as a resource for teachers and students.


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