Appendix D: Evaluation Example

Grade 10

Topic: Dramatic Anthology

Expression and Trust

It is expected that students will:

• develop trust in self and others through class activities and through individual and ensemble performances

It is expected that students will:

• choose appropriate physical and vocal expression to enhance drama

It is expected that students will:

• select appropriate dramatic forms for representing particular ideas and experiences

It is expected that students will:

• demonstrate how a central image contributes to a unified work
• organize and control drama and theatre elements to enhance the drama

It is expected that students will:

• demonstrate a commitment to the team approach in rehearsal and performance

In this unit, the teacher created opportunities for students to participate in various performances such as Readers Theatre, scenarios based on student-generated ideas, and improvisations. Students were encouraged to contribute regularly to group work, to support other group members, and to respond to others in a positive, supportive manner.

• Students worked with and manipulated the unities of time, place, and action through discussion and improvisation. Students created a scene in which the unities were observed. Students looked at how structure affects the central image. The teacher provided examples of media options that students could choose for their performance project.

• The teacher divided the class into two groups. Each group brainstormed a list of topics with personal relevance to form the central theme for their project (e.g., leaving school, love, choices, change, alcohol use). Students planned and structured their groups in order to create three related sections that were to form a dramatic anthology.

• In each group, students assigned themselves responsibilities, rehearsed and staged the anthology, and presented it as a unified dramatic work composed of all three sections.

Performance

To what extent do students:

• use their bodies imaginatively and effectively
• use vocal techniques that enhance the dramatic work
• select and organize forms to represent their ideas and illuminate the theme
• present a clearly articulated theme
• suspend disbelief
• use a central image to unify the project
• integrate focus, tension, contrast, form, and balance in their work

To what extent do students:

• display confidence and take risks
• contribute ideas and support the group in the dramatic process
• contribute strengths, refine work, and commit to the group performance
• present an original work

The teacher used a performance scale to evaluate the group¹s performance and a separate scale to evaluate the student¹s group communication skills and commitment to the dramatic work.

Key:

4­Outstanding
Goes beyond expectations and incorporates unique and creative qualities; presents an original work.

3­Good
Fully meets the criteria, and the dramatic work is effective and shows originality.

2­Satisfactory
Meets most of the important criteri; dramatic work communicates meaning.

1­IP
Not yet ready to evaluate; needs assistance, support, and intervention in order to be successful.

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Province of British Columbia
Ministry of Education
Standards Department © 1995 Copyright

Maintained by: Fine Arts Coordinator - Drama

Revised: January 28, 1999

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