NCTC Middle School Play Festival
ASW Toolkit
Introduction
ASW (Analysis of Student Work) began as a method to assess student growth in curriculum areas that do not have formal state-wide tests. Most Theatre Arts teachers across NC have been recently been a part of this process. At this point, public school teachers fall into one of these categories:
- They must complete ASW under the direction of DPI.
- They must complete ASW under the direction of their local school system via a waiver from DPI.
Whether you are working on ASW or not, the ideas below can be useful with the students who are participating in the NCTC Middle School Play Festival. All of this material is based on the Standard Course of Study and can either provide ideas for your ASW process, lesson plans, or evidence of standards based teaching and learning. In addition, using the Play Festival as a part of your ASW process can provide you with some powerful evidence of the importance of participating in the festival for your students.
Middle School Essential Standards
6.C.1.2: Apply appropriate vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
7.C.1.2: Apply vocal elements, such as pitch, volume, and projection, in formal and informal presentations.
8.C.1.2: Apply appropriate vocal elements, such as pitch, volume, and projection, effectively while portraying characters
Artifact 1: Audio/video recording of early rehearsal or audition.
Artifact 2: Audio/video recording of later rehearsal or performance.
Supporting Document: NCTC Rubric, Section ‘Projection and Articulation,’ “Characterization’
8.A.1.2: Evaluate theatrical quality of formal or informal theatrical presentations.
Artifact 1: Written critique of live or video performance, or brainstorming on paper (Venn diagrams, idea trees, or other strategies) to document prior knowledge.
Artifact 2: Written critique of another production at play festival, using the NCTC Play Festival Rubric and Judge’s Comments, as a basis/guideline.
7.AE.1.2: Understand how to use technical theatre components of costumes, props, masks, set pieces, and lighting to support dramatic presentations.
Artifact 1: Student reactions (initial ideas, rough draft, brainstorming, lists) to production photographs/videos that describe how technical theatre is utilized to enrich the production.
Artifact 2: Written summary of multiple performances seen at play festival, focusing on the visual effect of technical elements.
Supporting Document: Rules and Guidelines for NCTC Play Festival, and technical specs of host site (website page for host site)
6.CU.2.1: Summarize the rules and purpose of audience etiquette.
Artifact 1: Brainstorming (small groups/individually), create lists, rough drafts, idea trees of appropriate audience behavior, and create strategies for our ensemble to use at play festival.
Artifact 2: After having been to play festival (and observed audience etiquette from multiple sources), create formal documents (such as program pages, PowerPoint, Curtain Speech, Pre-show Video) to encourage appropriate audience etiquette.
Beginning Theatre
B.C.1.2: Apply vocal elements of volume, pitch, rate, tone, articulation, and vocal expression.
Artifact 1: Audio/video recording of early rehearsal or audition.
Artifact 2: Audio/video recording of later rehearsal or performance.
Supporting Document: NCTC Rubric, Section ‘Projection and Articulation.’
Intermediate Theatre
I.A.1.2: Evaluate the works of theatre artists for strengths, weaknesses, and suggestions for improvement.
Artifact 1: Written critique of live or video performance, or brainstorming on paper (venn diagrams, idea trees, or other strategies) to document prior knowledge
Artifact 2: Written critique of another production at play festival, using the NCTC Play Festival Rubric and Judge’s Comments as a basis/guideline.
Proficient Theatre
P.AE.1.1: Analyze design concepts for aesthetic impact of technical elements.
Artifact 1: Student reactions (initial ideas, rough draft, brainstorming, lists) to production photographs/videos that showcase different design concepts.
Artifact 2: Written analysis of multiple performances seen at play festival, focusing on the aesthetic impact of design concepts and technical elements.
Supporting Document: Rules and Guidelines for NCTC Play Festival, and technical specs of host site (website page for host site)
Advanced Theatre
A.CU.2.1: Design strategies to encourage appropriate audience etiquette.
Artifact 1: Brainstorming (small groups/individually), create lists, rough drafts, idea trees of appropriate audience behavior, and create strategies for ourselves to use at play festival.
Artifact 2: After having been to play festival (and observed audience etiquette from multiple sources), we create formal documents (such as program pages, PowerPoint, Curtain Speech, Pre-show Video) to encourage appropriate audience etiquette.
Tool-kit assembled by members of the Education Committee of the NCTC Board of Directors:
Judy Osborne, Chair (K-12 Educator, Union Pines High School)
Stacey Boone (K-12 Educator, Jay M Robinson Middle School)
Judy Dove (Retired K-12 Educator, Wake County Schools)
Adam Faw (K-12 Educator, Pinecrest High School)
Dan Treharne (K-12 Educator, Kings Mountain High School)
Updated September, 2016