T.T303

Analyze Effects of Publicity Materials on Audiences

Analyze Effects of Publicity Materials on Audiences

Students will select a play and research various media formats to analyze the effects on the audience. All student work will be online so they can download material to their Student Booklet file(s). The teacher can substitute scripts so long as the scripts are well known enough to have a body of material from which to draw.

This item has not been field-tested by Michigan teachers.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC–PART 2

  • Dimension
  • Conjectures about Effect on Potential Theatergoers

  • Identify Clichés

  • Response to Color

  • 1
  • 2
  • 3
  • 4
  • Makes no comments

    N/A at this time.
  • Student makes few comments on possible effects on theatergoers.

    N/A at this time.
  • Student comments on possible effects on theatergoers.

    N/A at this time.
  • Student makes insightful comments on possible effects on theatergoers.

    N/A at this time.
  • No clichés identified

    N/A at this time.
  • Student identified some clichés.

    N/A at this time.
  • Student identified most clichés.

    N/A at this time.
  • Student identified both obvious and subtle clichés.

    N/A at this time.
  • No response

    N/A at this time.
  • Student demonstrated an emerging awareness of the use of color.

    N/A at this time.
  • Student demonstrated a competent response to the use of color.

    N/A at this time.
  • Student had significant insight about color and its effects.

    N/A at this time.

TEACHER SCORING RUBRIC–PART 3

  • Dimension
  • Analysis of the Effects on Audiences

  • Selection with Most Effect on Audience and Reasons Why

  • 1
  • 2
  • 3
  • 4
  • Student provided no analysis of the effects on audiences.

    N/A at this time.
  • Student provided a partial analysis of the effects on audiences.

    N/A at this time.
  • Student provided a credible and competent analysis of the effects on audiences.

    N/A at this time.
  • Student provided an outstanding analysis of the effects on audiences.

    N/A at this time.
  • Student did not identify a selection.

    N/A at this time.
  • Student identified a selection and partially defended the choice.

    N/A at this time.
  • Student identified a selection with the most effect on the audience and defended the choice competently.

    N/A at this time.
  • Student identified a selection clearly and defended the choice in an extraordinary way.

    N/A at this time.

TEACHER SCORING RUBRIC–FINAL PRESENTATION

  • Dimension
  • Focus on topic

  • Findings presented faithfully

  • Selection of material for the assignment

  • Student provided a convincing argument for his or her position .

  • 1
  • 2
  • 3
  • 4
  • Student was rarely on topic.

    N/A at this time.
  • Student partially focused on topic.

    N/A at this time.
  • Student mostly focused on topic.

    N/A at this time.
  • Student was always focused on topic.

    N/A at this time.
  • Minimal findings presented

    N/A at this time.
  • Findings presented marginally, with some reflection

    N/A at this time.
  • Findings presented faithfully, with competent reflection

    N/A at this time.
  • Findings presented competently and faithfully, with insightful reflection

    N/A at this time.
  • Selection did not meet expectations.

    N/A at this time.
  • Selection met some of the expectations for the assignment.

    N/A at this time.
  • Selection met all expectations and criteria for the assignment.

    N/A at this time.
  • Selection exceeded all expectations and criteria for the assignment.

    N/A at this time.
  • No evidence or support for the student’s position

    N/A at this time.
  • Minimal evidence and support provided for the student’s position

    N/A at this time.
  • A competent argument was made for the student’s position.

    N/A at this time.
  • A compelling argument was made with strong evidence for the student’s position.

    N/A at this time.
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