T.E305

Creating Scenes from Famous Photographs

Creating Scenes from Famous Photographs

In teams of four, students will analyze historically notable photographs and create three scenes for each—the event before the picture was taken, the event shown by the photograph, and the event that followed the taking of the photograph. The team’s scenes will be video recorded for later scoring using the rubric provided.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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–VIDEO PERFORMANCE

  • Dimension
  • Physical/Verbal Commitment

  • 1
  • 2
  • 3
  • 4
  • Student did not participate in the scene.

    N/A at this time.
  • Student makes one or two attempts at participating in the scene but spends most of the time outside of the scene, separated from the action.

    N/A at this time.
  • Almost full participation in the scene, with only a couple moments of inattention resulting in the student taking on his or her own gestural habits and not those of his or her character.

    View Exemplar
  • Full participation in the scene. Physical gestures and vocalizations are consistent with the chosen theme (i.e., the truth about humanity).

    View Exemplar

TEACHER SCORING RUBRIC–PERFORMANCE CHOICES

  • Dimension
  • Focus/ Specificity

  • Consideration of Audience

  • 1
  • 2
  • 3
  • 4
  • Shows little to no understanding of the task.

    N/A at this time.
  • Provides general descriptions of the actions the group has chosen to perform.

    View Exemplar
  • Provides more specific descriptions of the actions the group has chosen to perform and acknowledges character motivation.

    View Exemplar
  • Provides specific modifiers describing the actions the group has chosen to perform and a strong motivation for his or her character to behave as he or she did.

    View Exemplar
  • Shows little to no understanding of the task.

    N/A at this time.
  • Mentions the group’s truth about humanity.

    View Exemplar
  • Considers the group’s truth about humanity and the way it affects the performance.

    View Exemplar
  • Considers the group’s truth about humanity and the way it affects both the performance and the audience perception of the performance.

    View Exemplar
Having trouble viewing videos?

Leave Feedback for this Assessment

What did you like? Did you need to revise anything? How could we make this assessment better?
Our Assessments are written by teachers for you, so your feedback is important to us!

Comments about items may be moderated and/or reposted in the blogs to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.

Sign up for our newsletter to stay up to date with all of our assessments.

Sign Up Now!