TEAM: Performing Arts Team - Josh, Cass, Kristin, Justin

Drama Assessment - WInchester and Davis

SMART GOAL - The percentage of theatre students scoring proficient or higher in oral interpretation will increase from 60% to 80% by March 2011 (2nd Semester) as measured by the oral interpretation rubric applied to a individual performance by the week of March 14th.

80%=proficient



Instructional Strategies - The areas of focus will be on volume (projection), content (interpretation), and speaking clearly (articulation).
  • Teacher will model necessary skills by performing in front of class and having students use rubric to assess
  • Teacher will use individual coaching methods to differentiate according to need and encourage the artistic exploration of a single performance
  • Teacher will model monologue and text analysis and will articulate meaning in performance
  • Teacher will break students into small performance/coaching groups and have them provide feedback using rubric for each other
  • Teacher will empahasize vocabulary and insist that students use the words in their discussions and feedback



FOCUS: Performance Etiquette - Before, During, and After a Show
STANDARD: Performing Etiquette

FOCUS: Audience Member Expectations - to be a good performer, you need to be a good audience
STANDARD: Performing/Audience Etiquette
ASSESSMENT DIRECTIONS: Use the rubric to model proper audience etiquette
ASSESSMENT PROMPT: What does it mean to be a good audience member?
ASSESSMENT RUBRIC: Attached
DATA TIMELINE: Wednesday, September 9th, 2010

Classical Concert Etiquette : Audience (To be a Good Performer, You Have to Be a Good Audience Member)










Teacher Name: ACHS PERFORMING ARTS







Student Name:






CATEGORY
4
3
2
1
Program
Student looks at program before event begins and then quietly consults it between numbers, if desired.
Student looks at program quietly between numbers.
Student puts program in lap and does not fiddle with it during the performance.
Student waves program around or rattles it unnecessarily.
Stays seated
Student keeps all body parts within own seating area during entire performance, politely sharing armrest with at least one neighbor.
Student keeps all body parts within own seating area during most of the performance, politely sharing armrest with at least one neighbor. Movements do not distract or irritate others.
Student leans toward another student to talk quietly, but stays in seat and keeps hands and feet to himself/herself.
Student gets out of seat OR lets arms, hands, legs stray into the space of another.
Attention
Listens politely to/watches the performance. Has an interested expression almost all the time.
Listens politely to/watches the performance. Looks interested some of the time. Does not distract others when not listening.
Does not appear to be listening or interested, but keeps quiet and does not distract others.
Distracts others by talking, moving, rattling things, playing with toys, etc. during the actual performance.
Showing Appreciation
Claps at an appropriate volume at the end of all performances. Has pleasant expression and looks toward the performers while clapping.
Claps at an appropriate volume at the end of all performance. Does not look at performers when clapping.
Does not clap for all selections OR claps at the wrong time.
Claps too loudly, drawing audience attention, OR whistles and screams while clapping.
Entering the Hall or Auditorium
Stands quietly outside the door until directed quietly to assigned seat.
Talks in a soft voice outside the door until directed quietly to assigned seat.
Talks in a soft voice while waiting and while being seated.
Talks in a loud voice while waiting OR being seated.





Date Created: Sep 01, 2010 11:46 am (CDT)













Self Assessment




% Proficient






Program
4
3
2
1

Route Cause - Engagement



Chatfield
18
13
2
1
91%






Davis
8
15
3
1
85%






Shellard
10
15
7
0
78%


















Stays Seated











Chatfield
20
12
4
1
86%
Route Cause - Observable



Davis
7
14
3
1
84%






Shellard
0
29
3
0
91%


















Attention











Chatfield
11
13
9
1
71%
Route Cause - Engagement



Davis
12
11
1
1
92%






Shellard
20
10
2
0
94%


















Showing Appreciation











Chatfield
17
16
1
1
94%
Route Cause - Cultural/Training


Davis
13
8
2
2
84%






Shellard
9
20
2
0
94%


















Entering Auditorium











Chatfield
16
8
4
1
83%
Route Cause - Rehearsal



Davis
7
14
1
3
84%






Shellard
N/A
N/A
N/A
N/A
N/A


















The percentage of students scoring proficient or higher in the area of attention during a practice performance will be at least 85% across the board.












9/15/2010 - As of this date and through a combination of formal and informal observations, we have all met the SMART goal of students meeting the proficiency mark in the area of audience attention.
Shellard - 90%
Chatfield - 87%
Davis - 93%

Strategy One - Teachers will create a script appropriate to several different performances in regards to being a good audience member with student buy-in and input - this will be recorded for performances where it would be appropriate to use it. It will also be translated.
Strategy Two - Teachers will provide students formalized opportunities for audience assessment and will model being a good audience member.
Strategy Three - Teachers and students will rehearse and role play being good audience members in different situations.

Formal Assessment on Being a Good Audience Member - (To be given by October 1st)
Teachers will arrange a formal audience/observer situation and will apply the rubric to evaluate a class.



Unit for September/October
Visual Arts
_


Art 1
Mike Rogers and Maria Pelissier
Color Theory

Elements and Principles of Design Pre Quiz


Assessment directions: Please answer the following questions to the best of your ability. You have five minutes to complete this quiz


1.) What are the primary colors?

2.) What are the secondary colors?

3.) What are the intermediate colors?

4.) What are the complementary colors?

5.)What happens when you mix complementary colors?


Rubric:
5= Advanced
4= Proficient
3= Partially Proficient
2 or less= Not Proficient

Pre-Assessement

Maria Pelissier
Advanced:0
Proficient:7
Proficient Partially:12
Not Proficient:17


Mike Rogers
Advanced:0
Proficient:17
Proficient Partially:18
Not Proficient:31

Post Assesement

Maria Pelissier
Advanced:12
Proficient:24
Proficient Partially:8
Not Proficient:2


Mike Rogers
Advanced:16
Proficient:14
Proficient Partially:9
Not Proficient:1




In our pre-assessment, out of 102 students, we had 0 students tested "Advanced" and 24 students test "Proficient." In our post assessment we had 38 students test "Advanced" and 28 students test "Proficient." We did not achieve our goal of 90% with 66% of the student reaching proficient or higher. We believe much of our failure to reach 90% proficiency was due to student absences and new students joining our class. We believe that in order to reach our goal in the future we can scaffold lessons into smaller steps in order to make success easier for our students.






Performance Behaviors:
1. Primary Colors
2. Secondary Colors

Students may have taken art classes before


Obsticals:
1. intermediate colors
2. Complementary colors
3. Mixing complementary colors

Students may have never learned these particular color theory methods in previous art classes



The Percentage of Art 1 students scoring proficient or higher in color theory will increase from 24% to 90% by the end of October 1 as measured by this assessment administered in late September.



STEP 4: SELECT COMMON TEACHING STRATEGIES

Instructional1. Objectives/ Goals written on board
2. Show Examples of Student Work.
3. Show examples of famous artists work
4. Take notes over procedure/ steps
5. Accountability/ Stamp Sheet
6. Small Group instruction
7. Specific Due Dates
8. Grading Rubric
9. Content objective achieved
Resources· Student work
· Demos made by instructor
· Famous artists
· Internet
· Magazines
· Books
Processes· Demonstration
· Small Group Demo
· Individual Instruction
· Power Points
· Scaffolding / step by step instruction
· I Do, We Do, You Do



Unit For November
Visual Arts




November Vocabulary Pre Test


1. Thumbnail Sketch
2. Tints
3. Shading
4. Self Portrait
5. Texture
6. Silhouette
7. Shape:
8. Still life
9. Symmetrical balance
10. Tertiary colors

Definitions:
A. a portrait an artist makes using himself or herself as its subject, typically drawn or painted from a reflection in a mirror. Also a portrait taken by the photographer of himself, either in a mirror, by means of a remote release, or with a self timer.

B. showing change from light to dark or dark to light in a picture by darkening areas that would be shadowed and leaving other areas light. Shading is often used to produce illusions of dimension and depth (see illustration).


C. an area which stands out from the space next to it or around it because of a defined boundary or because of a difference of value, color, or texture.

D. a dark image outlined against a lighter background.


E. a rough drawing used to capture the basic elements and structure of a situation often used as the basis for a more detailed work.

F. a painting or other two-dimensional work of art representing inanimate objects such as bottles, fruit, and flowers. Also, the arrangement of these objects from which a drawing, painting, or other art work is made.


G. an art style developed in Europe in the 1920's, characterized by using the subconscious as a source of creativity to liberate pictorial subjects and ideas. Surrealist paintings often depict unexpected or irrational objects in an atmosphere of fantasy, creating a dreamlike scenario; An art movement in which one's dreams, nightmares, sub consciousness and fantasy inspired the final works.

H. the placing of identical forms to either side of the central axis of a work to stabilize it visually.


I. the tactile surface characteristics of a work of art that are either felt or perceived visually.

J. also called intermediate colors, these are blends of primary and secondary colors. Colors such as red-orange and blue-green are tertiary colors.


K. occupying or giving the illusion of three dimensions (height, width, depth)

L. crude, small pencil drawings used to develop the initial concept for a design.


M. a hue with white added. Pink is a tint of red.






The percentage of Art 1 students scoring proficient or higher in vocabulary will increase from 22% to 80% by November 23, 2010 as measured by the vocabulary assessment administered at the beginning of November.


Ad Avanced: 90% or above
Proficient: 80% -89%
Partially Proficient: 70%-79%
Not Proficient: 69% and below

Rogers:
Total of students tested: 70
Advanced: 4

Proficient: 12
Partially Proficient: 9
Not Proficient: 45

Pelissier:
Total of students tested: 51
Advanced: 5
Proficient: 3
Partially Proficient: 3
Not Proficient: 40


Strength – what?
1. Students were did very well on specific vocabulary words such as silhouette, thumbnail sketches, and shape
Inferences – why?
1. Students may have heard these vocabulary words in other art classes or these specific vocabulary words may have been too easy.
Weakness – what?
1. Students missed a majority of the vocabulary words on the pre test
Inferences – why?
1. Instructors will go over two vocabulary words each day
a. Teachers will have students write the definition to each vocabulary word
b. Students will then draw a symbol for each vocabulary word
c. Students will write each vocabulary word into a sentence.
2. Instructors will review the vocabulary with the students on a regular basis





Vocabulary For January and February

Vocabulary Pre Test Name_
Block

Date
_

1. Thumbnail Sketch
_
2. Highlight
3. Shading
_
4. Self Portrait_
5. Texture

6. Sillohuette:
7. Still life
_
8. Symmetrical balance
9. Aesthetic_
10. Perspective
Definitions:
A. a portrait an artist makes using himself or herself as its subject.

B. process used in drawing for showing levels of darkness

C. concerning the appreciation of beauty


D. a dark image outlined against a lighter background.


E. A two-dimensional work of art representing inanimate objects such as bottles, fruit, and flowers.

F. the placing of identical forms to either side of the central axis of a work to stabilize it visually.

G. the spot that is lighter in a drawing or painting that shows where the light is hitting it


H. the tactile surface characteristics of a work of art that are either felt or perceived visually.

I. crude, small pencil drawings used to develop the initial concept for a design.

J. Illustrating three dimensions on a two dimensional surface by use of a vanishing point.


Not Proficient- 5 or less
Partially Proficient= 6-7 correct is partially proficient
Proficient= 7-8 correct is proficient
Advanced= 9-10 correct is advanced

Maria Pelissier
Not Proficient= 10
Partially proficient= 10
Proficient= 8
Advanced= 2
Mike Rogers
Not proficient=23
Partially Proficient= 25
Proficient= 11
Advanced= 5
The percentage of Art 1 students scoring proficient or higher in vocabulary will increase from 27% to 80% by March 2, 2011 as measured by the vocabulary assessment administered at the beginning of March.


Post Test:
Mike Rogers __
Not Proficient=10
Partially Proficient= 21
Proficient=22
Advanced= 12