Self-Evaluation of a Performance Video
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This learning activity provided by:
Author:
Amy Patel
System: Madison City School: James Clemens High School
General Activity Information
Activity ID:
1797
Title: Self-Evaluation of a Performance Video
Digital Tool/Resource: Performance Self-Evaluation
Web Address – URL:
Overview: Theater students will watch a video of their prior performance and evaluate the performance using a rubric and reflective questions.
This activity was created as a result of the Arts COS Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
Arts Education 14) Respond to what is seen, felt, and heard in a drama/theatre work in order to make artistic choices.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 7: Perceive and analyze artistic work.
Process Components: Reflect
Essential Questions:
EU: Theatre artists reflect to understand the impact of drama processes and theatre experiences.
Concepts & Vocabulary:
Research
Original Play Critiques
Live Theatre
Analysis
Reflection
Written Critiques
Vocal
Open forum discussion
Constructive Feedback
Alexander Technique
Tone
Volume
Enunciation
Movement
Characterization
Believability
Stanislavski
Blocking
Business on stage
Directing
Choices
Balanced stages
Picturization
Design
Lighting
gels
LEDs
stage plots
cues Costume
characterization
Sewing
patterns
costume plots Sound
stage plot
sound cues
special effects Makeup
Stage makeup
Use of shadow
corrective makeup
Cleaning procedures
Theatrical production
Skill Examples:
Students will watch a play or a filmed play if live theatre is not available (for prime examples, network with high schools, local community and college theatre programs, or traveling professional theatre companies).
Students will have an open discussion of their opinions about the play. They will begin by answering the questions: 1. What did I see? 2. What did I feel?
Review online original critiques of the previously viewed play. Discuss the value and weight these reviews receive on a daily basis in the world of theatre. Taking into consideration the critiques and earlier open discussion, students will write their own critiques in which they justify their perspectives and beliefs concerning the play.
Arts Education 15) Develop detailed supporting evidence and criteria to reinforce artistic choices, when participating in or observing a drama/theatre work.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
Concepts & Vocabulary:
Research
Analysis
What defines a good performance?
What is a positive critique?
Performing iambic pentameter
Vocal
Linklater
Vowel Tree
freeing the natural voice
Movement
Shakespearean movement
Characterization's impact on movement
Design
scenic painting from historical impact to techniques
Theatrical production
modernizing historical plays
performing in historical plays
The impact of language on the actor Skill Examples:
Students will watch a live performance or film of a classic play that they study in their English classes. They will use their literary and theatrical knowledge to write a critique in class. They will cover multiple aspects of performance: design, acting technique and directing choices as well as their personal response to the play.
Students will perform a scene with a partner. They will use their character analysis, play analysis, and period research to develop strong choices for their scene work. They will perform for the class.
Students will perform for each other. They will have an open oral critique of each performance. Students will openly discuss what worked for each scene and what was challenging. Students will learn how to critique in a positive way.
Students will pick a Shakespearean monologue to perform. They will use historical information, personal experiences, and cultural norms of the time to create and perform the monologue.
Students will study theatre during the Elizabethan period. They will discuss Shakespeare and his contemporaries' technique of critiquing political policies in plays. Students and teacher will discuss modern examples of writers referencing current issues in their plays and films. Examples: The West Wing, 13 Reasons Why, Avengers were all created to comment on current popular cultural issues.
Arts Education 15) Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing a drama/theatre work.
Unpacked Content
Artistic Process: Responding
Anchor Standards:
Anchor Standard 8: Interpret intent and meaning in artistic work.
Process Components: Interpret
Essential Questions:
EU: Theatre artists' interpretations of drama/theatre work are influenced by personal experiences and aesthetics
Concepts & Vocabulary:
Research
How does a Director's point of view impact the play?
Analysis
Using critique to analyze personal performances
being able to recognize a quality performance
Using analytical ability to discuss positives and negatives of performances
Design
aesthetic critique
application of design principles on productions
Theatrical production
Defining the needs of producing a play
critically assessing their success in their productions
Developing the ability to compare and contrast productions Skill Examples:
Students will create a theatre blog in which they go see live theatre in the area. Students will write Theatre Reviews for each play that they see and post their critique. Students will use their interpretive skills to acknowledge and write about different directorial choices and design differences.
Students will pair up to peer critique monologues and scenes for competition. Students will create their own rubric for the exercise. They will watch each piece and write a critique. They will also work to help each other grow in their scenes and monologues. They will do a final performance for the class and do an oral critique.
Students will film a performance of one of their class plays. They will create an anonymous survey where they critique their work. They will read the critique and discuss the comments in class.
Learning Objectives: Students will be able to evaluate their own performance using given criteria.
Students will be able to describe strengths and weaknesses of the performance.
Students will be able to set goals for further improvement.
Strategies, Preparations and Variations
Phase: After/Explain/Elaborate
Activity: Students will watch a video of their own performance TWICE. The first time, they can allow themselves to feel awkward or hypercritical. It's natural to feel that way. The second time they watch the video, encourage them to watch it and pretend that they are NOT watching themselves. They are watching someone who just happens to look like them. They may even decide to give that actor a different name and refer to the actor in third person, as "him" or "her," rather than the first person "me." (NOTE: For some students, this may take several viewings before they are able to distance themselves.)
Using the attached document, students will evaluate their performance according to the given criteria.
Assessment Strategies: The teacher may meet with each student to discuss the student's self-evaluation. They may compare the student's self-evaluation with the teacher's evaluation of the performance.
Advanced Preparation: Teacher modeling is essential for this activity to be effective. The teacher may record their own performance, or use a video from a movie. Together, the teacher and students should watch the video TWICE, just as the students will watch their own video twice. Afterward, the teacher can discuss their evaluations of the performance.
The teacher will need to print enough rubrics for the entire class.
Each student will need a device to watch their performance.
Variation Tips (optional):
Notes or Recommendations (optional):
Keywords and Search Tags
Keywords and Search Tags:
