T.E312

Exploring Various Cultures to Discover Theatre Forms Different from Ours

Exploring Various Cultures to Discover Theatre Forms Different from Ours

Students will research various forms of theatre from other cultures and compare those forms to our forms of theatre. On Day 1, they will complete the Research Worksheet, detailing their process and outcomes. On Day 2, they will present their findings and complete a Reflection worksheet to record their thoughts about the activity and their discovery.

This item has not yet been field-tested.


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–PERFORMANCE

  • Dimension
  • The theatre form and culture chosen are clearly apparent.

  • The form and culture are contrasted with ours.

  • The differences are communicated clearly.

  • 1
  • 2
  • 3
  • 4
  • The theatre form and culture chosen are not apparent.

    N/A at this time.
  • The theatre form and culture chosen are only partially apparent.

    N/A at this time.
  • The theatre form and culture chosen are apparent.

    N/A at this time.
  • The theatre form and culture chosen are clearly apparent.

    N/A at this time.
  • The contrasts are not applied.

    N/A at this time.
  • The forms and cultures are contrasted minimally.

    N/A at this time.
  • The forms and cultures are contrasted competently.

    N/A at this time.
  • The forms and cultures are contrasted with extreme skill.

    N/A at this time.
  • The differences are not communicated.

    N/A at this time.
  • The differences are partially communicated.

    N/A at this time.
  • The differences are communicated.

    N/A at this time.
  • The differences are clearly communicated.

    N/A at this time.

TEACHER SCORING RUBRIC-STUDENT REFLECTION

  • Dimension
  • The reflection has evidence of a thoughtful process.

  • The reflection recognizes the challenges faced and met.

  • The reflection exhibits the student’s growth and learning.

  • 1
  • 2
  • 3
  • 4
  • No evidence of a thoughtful process is about.

    N/A at this time.
  • The reflection is partly thoughtful.

    N/A at this time.
  • The reflection is thoughtful.

    N/A at this time.
  • The reflection is very thoughtful.

    N/A at this time.
  • No challenges are recognized.

    N/A at this time.
  • Some challenges are recognized.

    N/A at this time.
  • Challenges were recognized with explanations about how they were addressed.

    N/A at this time.
  • Significant challenges were recognized with clear explanations about how they were addressed.

    N/A at this time.
  • No student growth is shown in the reflection.

    N/A at this time.
  • Little student growth is shown in the reflection.

    N/A at this time.
  • Student growth is clearly shown in the reflection.

    N/A at this time.
  • Considerable student growth is shown in the reflection.

    N/A at this time.
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