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THEATRE Introduction Philosophy Statement NJ Theatre Resources 0 1 2 Offers no evidence of familiarity with resources available to the NJ theatre educator Offers minimal evidence of familiarity with resources available to the NJ theatre educator Offers adequate evidence of familiarity with resources available to the NJ theatre educator Offers significant evidence of familiarity with resources available to the NJ theatre educator Offers superior evidence of familiarity with resources available to the NJ theatre educator (professional companies, service organizations, etc.) Arts Advocacy and Arts Education Offers no evidence of an informed view of arts advocacy and the value of arts education Offers minimal evidence of an informed view of arts advocacy and the value of arts education Offers adequate evidence of an informed view of arts advocacy and the value of arts education Offers significant evidence of an informed view of arts advocacy and the value of arts education Offers superior evidence of an informed view of arts advocacy and the value of arts education Educator as Artist Offers no evidence of range of experiences as a practicing theatre artist Offers minimal evidence of range of experiences as a practicing theatre artist Offers adequate evidence of range of experiences as a practicing theatre artist Offers significant evidence of range of experiences as a practicing theatre artist Offers superior evidence of range of experiences as a practicing theatre artist Does not identify the extent of theatre’s presence in the local community Displays minimal or irrelevant knowledge of theatre in the local community, with no evaluation Displays general knowledge and conducts only a partial evaluation of theatre’s presence in the local community Displays general knowledge or partial evaluation of theatre’s presence in the local community Establishes appropriate criteria and conducts evaluation of theatre’s presence in the local community (ie, theatre companies, curricular and extra-curricular exposure to the arts, contact with professional artists, etc.) No use of theatre manipulatives, artifacts, technology, or media Use of theatre manipulatives, artifacts, technology, or media is superficial, irrelevant, or inappropriate Use of theatre manipulatives, artifacts, technology, or media is substantive, but does not contribute to instructional support for achievement of learning goals Integrates a limited number of theatre manipulatives, artifacts, technology, or media into instruction to support achievement of learning goals Integrates a variety of theatre manipulatives, artifacts, technology, and media into instruction to support achievement of learning goals No attempt to develop theatre literacy Theatre literacy content is incorrect, irrelevant, or inappropriate Strategies are used to integrate theatre literacy into instructional design, but they do not support the learning goals A single strategy is identified and used to integrate theatre literacy into instructional design in support of learning goals Multiple strategies are identified and used to integrate theatre literacy into instructional design in support of learning goals Contextual Factors Theatre in the Community Learning Goals Assessment Plan Design for Instruction Theatre Technology Theatre Literacy 3 4 Instructional DecisionMaking Analysis of Student Learning Reflections & Self-Evaluation Context for Content Writing Mechanics and Organization Theatre-specific language No attempt to relate past theatrical experiences to current context Previous theatrical experiences are irrelevant or inappropriate to the current context Previous theatrical experiences are described, but they do not support reflection and self-evaluation of the current context Appropriately relates current context to a single previous theatrical experiences to support reflection and selfevaluation Appropriately relates current context to range of previous theatrical experiences to support reflection and selfevaluation Insufficient use of advanced, precise, and accurate theatre vocabulary, terminology, techniques, or concepts Minimal use of advanced, precise, and accurate theatre vocabulary, terminology, techniques, or concepts Adequate use of advanced, precise, and accurate theatre vocabulary, terminology, techniques, or concepts Significant use of advanced, precise, and accurate theatre vocabulary, terminology, techniques, or concepts Superior use of advanced, precise, and accurate theatre vocabulary, terminology, techniques, or concepts Submitted by Rachel Evans Draft, July 28, 2008