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Summative 2014-2015

The document outlines requirements for a summative drama assessment involving the development of characters and a performance. Students must: 1) design costumes and explain physical attributes for two characters; 2) describe a character's physicality and movement; 3) write a passage from a character's perspective one month or year ago; 4) design a stage plot considering flow and use of space; 5) explain an artistic motif and color palette; and 6) perform with a cast, developing characters and memorizing lines for two performance dates. The assessment evaluates students' use of the creative process, drama elements and conventions, and presentation skills, as well as critical analysis, understanding of drama's social impact, and application of skills to other contexts.

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105 views3 pages

Summative 2014-2015

The document outlines requirements for a summative drama assessment involving the development of characters and a performance. Students must: 1) design costumes and explain physical attributes for two characters; 2) describe a character's physicality and movement; 3) write a passage from a character's perspective one month or year ago; 4) design a stage plot considering flow and use of space; 5) explain an artistic motif and color palette; and 6) perform with a cast, developing characters and memorizing lines for two performance dates. The assessment evaluates students' use of the creative process, drama elements and conventions, and presentation skills, as well as critical analysis, understanding of drama's social impact, and application of skills to other contexts.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ADA 3MY: SUMMATIVE 2014-2015

Part A: Character Building and Production Elements


A)

B)

C)
D)

E)

F)

Examine a variety of sources, primarily online sources, to get a sense of the


appearance of the summative characters. In an ideal world with an unlimited budget,
costume two (2) characters. You have two options for the costuming:
1. Create an original mixed media piece for each character to show
the clothing style, hair style, height, weight, and accessories that
you envision him/her wearing. Provide a brief explanation for each
element.
2. Create an Inspiration Board on Pinterest with a minimum of 10
images to the clothing style, hair style, height, weight, and
accessories that you envision him/her wearing. Provide a brief
explanation for each element.
Each character you perform has physicality which is different from your own, and in
this case it is potentially extremely different. In 250 words, explain the way that your
character moves.
Writing in Role: Select one character from the play and write a 250 word passage
explaining what (s)he was thinking either a) one month ago or b) one year ago.
Stage Plot: Design the overall layout of the stage considering the flow of traffic and
use overall of space. Consider how each element you add contributes to the overall
feeling of the piece.
Artistic Vision: What motif can you weave through in order to support the statement
of the piece? What colour palette might you use? In 250 words, explain your
selections.
Post-Performance you will complete a reflection. This will be outlined on a separate
sheet for you and will be completed in class on the final Wednesday of the semester.

Part B: Performance Tasks


You will be required with your cast to create your section of the show including not only the
creative vision and application of it but also all of the performance elements. Individually you
will need to memorize your lines and develop your character fully. Depending on casting,
additional thinking/work about character may be required once roles are selected.
We will be multipley casting our play in order to make the work load more manageable. There
will end up being only one run of the show which will be split between 2 days. Each troupe will
create their own artistic vision based on the creative visions of our class members from Part A.
As we are on tight timelines, I will make access available at lunch or afterschool to the costume
room and prop room for finding pieces so you can maximize rehearsal time.

The final performance dates are Monday June 15th and Tuesday June 16th.

SUMMATIVE OVERALL EXPECTATIONS


Overall Expectations:
A1. The Creative Process: use the creative process and a variety of sources and forms, both individually
and collaboratively, to design and develop drama works;
A2. Elements and Conventions: use the elements and conventions of drama effectively in creating
individual and ensemble drama works, including works based on a variety of sources;
A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological
tools to enhance the impact of drama works and communicate for specific audiences and purposes
B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others
drama works;
B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama,
and of how creating and viewing drama can benefit individuals, groups, and communities;
B3. Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama
activities, and demonstrate an understanding of ways in which they can apply this learning in personal, social, and
career contexts
C1. Concepts and Terminology: demonstrate an understanding of the nature and functions of drama
forms, elements, conventions, and techniques, including the correct terminology for the various
components;
C2. Contexts and Influences: demonstrate an understanding of the origins and development of drama
and theatre arts and their influence on past and present societies;
C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and
interpersonal practices in drama activities
Specific Expectations
A1.1 develop interpretations of drama texts or other sources from a variety of Western and non-Western traditions as
a basis for their own drama presentations
A2.1 highlight selected elements of drama and subordinate others to achieve specific purposes
A3.2 use a range of techniques and acting approaches to refine performance during rehearsal
A3.3 select and use a variety of technological tools, including forms of new media, to highlight the message and
enhance the impact of drama works
B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the
group process, and modify the roles and process as needed
B3.1 identify the collaborative skills and techniques they used to produce ensemble drama works, and explain how
they can be applied in a variety of other contexts
B3.2 analyse their use of the creative process in drama activities, and explain what they learned from it and how that
learning can be applied in work and other social contexts
C1.2 use correct terminology for the various components and processes of their own and others drama works
C1.3 demonstrate an understanding of production and promotion
C3.1 identify and follow safe and ethical practices in all drama activities roles, practices, and terminology
C3.2 demonstrate an understanding of the tasks and responsibilities involved in producing drama works
C3.3 demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and
formal performance contexts

THE CREATIVE PROCESS

Challenging and
inspiring

Imagining and
generating

generating possible solutions to the creative


challenge by using brainstorming, thumbnail
sketches, choreographic sketches, musical
sketches, mind mapping
creating a plan for an art work by choosing
ideas, determining and articulating a focus,
and choosing an appropriate art form
exploring a range of elements and techniques
and making artistic choices for a work
producing a preliminary version of the work
sharing the preliminary work with peers and
teacher, and seeking their opinions and
responses
refining the initial work on the basis of their
own reflection and others feedback
completing the art work and presenting it to or
performing it for an audience (e.g., their peers,
a teacher, the public)
reflecting on the degree of success of the work
with reference to specific aspects that went
well or that could be improved using the

results of this reflection as a basis for starting


another arts project

Planning and
focusing
Exploring and
experimenting
Producing
preliminary work

Revising and
refining
Presenting and
performing
Reflecting and
evaluating

responding to a creative challenge from the


teacher or another student using creative

ideas inspired by a stimulus

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