ARTS EDUCATION TEACHER HANDBOOK
ARTS EDUCATION TEACHER HANDBOOK THEATRE ARTS
:: ELEMENTARY ASSESSMENTS - COSTUMES AND MAKEUP SHAKESPEARE STYLE
ELEMENTARY ASSESSMENTS - COSTUME AND MAKEUP SHAKESPEARE STYLE
Submitted by Laurel Eury Johnson
Winston-Salem/Forsyth County Schools
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Assessment Title: Costume and Make-up Shakespeare Style |
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Grade Level or Course: Theatre Arts III |
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Targeted Goals and Objectives
from the 2000 North Carolina Arts Education Standard Course of
Study and Grade Level Competencies, K-12: 1.02 Examine and use playwriting techniques used to develop characters, plot, and theme through asides, soliloquies, allegory, symbol, mood and metaphor. 1.03 Understand and use the functions of characters in plays such as foil, protagonist, antagonist, incidental and agent of fate. 1.06 Research playwrights' lives and/or work. 2.10 Explore and demonstrate non-western theatre practices. 3.01 Take an active role in the technical aspects of formal and informal productions. 2.12 Continue to evaluate strengths and weaknesses of self and others verbally and through writing entries in a journal. 3.03 Write critiques of the technical aspects of a formal or informal production. 3.04 Demonstrate, discuss and/or write about the components of technical theatre: scenery, costumes, makeup, lighting, sound and props. 6.02 Demonstrate an understanding of theatre as a collaborative art. |
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| Link with other subjects: English IV 1.02 Respond to texts so that the audience will: empathize with the voice of the text, make connections, reflect, examine, and recognize author's language |
Type of Assessment: _____ Diagnostic __X__ Monitoring __X__ Summative (You may check more than one) |
Type of Item: _____ Selected Response __X__ Written Response _____ Performance _____ Conversation _____ Observation |
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Alignment with NC High School
Exit Exam:(check domain and write objective number(s) __X__ Communication 3, 5 __X__ Processing Information 11 _____ Problem Solving _____ Using Numbers and Data |
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| Assessment Item: A. The students will create and continuously update a journal and/or folder based on their experiences with this lesson. They will respond to questions such as : What is this scene about? Which characters interest you? Why? How would you imagine certain characters dressed? What words or phrases provide readers insight to your character? Plan a costume and make-up plot for your character. Explain your choices of color and fabric. Is your plan realistic? Historically accurate? Explain. Describe your character's personality. How is it reflected in his dress and make-up? What type of voice or accent will you use to distinguish your character? How would Shakespeare feel about your performance? Explain. What grade do you feel you deserve based on our rubric? Explain. Also included in the journal/folder should be factual information discovered through research.
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Scoring Information: Rubric from group and self-evaluation - Knowledge of the student's performance in order to compare process with product *note: The journal/folder may be scored individually using a teacher-created rubric or it may be scored as part of the whole product, in which case the journal would count as part of the rubric created by students and teacher |
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Teacher notes: This assessment is based on the "Costume and Make-up Shakespeare Style" project. Students should have a solid background of Shakespeare and his style before completing this project. They should also have knowledge of performance techniques, and ability to self-evaluate fairly and accurately. They should know that quality performances are important when representing theatre arts classes to other subjects, but with extreme time limitations, an in-house performance is entirely plausible. The important aspect of this project is the process, not the product. |
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Other related items: Check out the Shakespeare's Globe web site at www.shakespeares-globe.org for sample entries in actor and crew journals. These will help students understand that theatre is a collaborative process. |
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