Appendix D: Evaluation Example

Grade 8

Topic: Orientation to Drama

Expression and Trust

It is expected that students will:

• demonstrate trust through collaborative drama
• demonstrate an appreciation for the diversity of others and their various perspectives

It is expected that students will:

• plan and create settings to enhance the dramatic situation

In drama, an atmosphere of reciprocal trust, respect, and encouragement is necessary to build a sense of unity. For the orientation unit described here, the teacher developed and organized a series of activities to help students develop trust in themselves and others, communicate and express thoughts and feelings openly, and build a sense of unity and commitment to the group. The teacher gathered information about the students and their progress through ongoing observation of activities and short drama performances.

• The students participated in warm-up and "getting-to-know-each-other" activities. Students introduced their partners, participated in Do You Like Your Neighbour?, and gained a sense of security and comfort with their classmates.

• Students participated in a number of trust exercises such as Trust Falls, Trust Lifts, and Trust Circles. The teacher encouraged students to trust each other physically by having them relax while a close circle of peers gently passed them from person to person around the circle. The teacher instructed the students in the correct procedures when performing a fall in order to protect members of the class from accidents or injuries. Students practised falls while the teacher supervised, providing suggestions and recommendations to ensure safety.

• Students practised active listening skills. The class discussed situations they had experienced when someone really listened to them and when someone was not listening. The teacher demonstrated these situations while students observed the behaviours that communicated listening or not listening. Students practised listening skills by presenting a story about themselves in which one student spoke and another did the arm gestures and subsequent activities such as Telephone.

• Students were given opportunities to work with members of the class in a variety of groups. The teacher used different methods to allocate students to groups: e.g., alphabetically by first name or last name, by birth date or hand size, random walk-freeze, and so forth. Students learned to appreciate others and to develop their drama skills in co-operation with various classmates.

• The teacher and students brainstormed a collection of key dramatic terms and concepts (e.g., teamwork, respect, acceptance, trust, imagination). The class discussed the importance of these concepts to drama, and students composed in their journals metaphors or similes to personally interpret and describe the concepts.

• The students performed short dramatic works in the context of a park setting, a mugger and victim, and the line, "Give me all your money!" Students had to fall showing they could fall safely and correctly.

• Students incorporated the drama skills they had learned in an acting presentation. They discussed types of television commercials­interviews, demonstrations, testimonials, glamour­and created a commercial for "New Bonzo" or "Zig Splat." They practised, received peer feedback, and performed their commercial for the class.

To what extent do students:

• co-operate to ensure others¹ safety
• feel secure enough with their group to take risks
• show their respect for the ideas of others by interacting positively
• build on the ideas of others
• assume a group identity in order to accomplish an assigned task
• create a believable environment
• as an actor, reflect the effects of the environment (e.g., a windy beach, a street corner in a poor area of a city)

The teacher used the following performance scale to assess and evaluate the students. The assessment and evaluation was based on ongoing observation and the prepared drama performances.

Outstanding
Participates with enthusiasm, approaching tasks with excitement and a heightened level of energy and involvement. Takes risks, jumping right in. Listens actively to others, incorporating and building on others¹ ideas. Motivates, encourages, accepts, and supports others, showing respect for differences. Shows flexibility and an ability to adapt to changing situations. Demonstrates an ability to work with all members of the class. Protects peers from potential harm by following procedures, and encourages safety by giving suggestions and recommendations. Confidently and effectively solves problem situations. Offers interesting ideas and ways of approaching drama situations, frequently adding a creative and unique twist to the dramatic work. Suspends disbelief, becoming totally committed to the new environment and character. Willingly plays high or low status characters.

Good
Actively participates and shows enthusiasm, becoming energetically involved in the task. Challenges self and takes risks. Contributes ideas, listens to others, and accepts their ideas. Encourages others and willingly works with other members of the class. Shows concern for others and ensures their safety. Committed to the group project or performance. Possesses good concentration skills, and shows signs of originality and creativity. Usually able to solve problem situations effectively. Believability present in both environment and character.

Satisfactory
Regularly participates and takes risks when supported. Occasionally offers new ideas to situations, although they tend to be predictable. Rarely pushes the limits of creative thinking. Works willingly with other students, especially when given the opportunity to choose partners. Ensures basic safety. Limited commitment to new environments and characters. Involvement is sporadic but heightened when the student is engaged.

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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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