T.E401

Pantomime

Pantomime

Students will create an original pantomime and successfully communicate a student-created situation conveying a clear plot (beginning, middle, and end), character, setting, conflict, and resolution.

This assessment has five parts to it:
o Part 1–Assessment Question (5 minutes)
o Part 2–Write and Select a Pantomime Situation (5 minutes)
o Part 3–Create and Rehearse Pantomime (10 minutes)
o Part 4–Perform Pantomime (15–25 minutes)
o Part 5–Write Reflection on Performance (10 minutes)

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

  • Dimension
  • Actor is prepared and used rehearsal time wisely

  • Story elements of plot and setting are performed in a clear manner

  • Story elements of conflict and resolution are performed in a clear manner

  • Performer commitment through movement and gesture

  • Audience is able to interpret what the performance is about

  • 1
  • 2
  • 3
  • 4
  • Scene shows limited rehearsal and appears as if it is being performed for the first time.

    N/A at this time.
  • Scene is unprepared, with no thought given to character, story, or simple actions to relate story.

    N/A at this time.
  • Scene is moderately rehearsed; actor is unclear about order of events or required actions.

    N/A at this time.
  • Scene is well rehearsed and actor knows the elements and location of the event.

    N/A at this time.
  • Story is a chain of events with no obvious setting.

    N/A at this time.
  • Story has no clear plot or defined setting.

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  • Events build on each other, but setting is underdeveloped

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  • Story shows a clear beginning, middle, and end with obvious setting.

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  • Conflict unclear and without obvious resolution.

    N/A at this time.
  • Story has no clear conflict or defined resolution.

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  • Conflict defined, but resolution is underdeveloped

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  • Story shows a clear conflict and resolution.

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  • Performer does not embody character. Movement/gesture is nondescript.

    N/A at this time.
  • Performer embodies character through some of the scene. Movement/gesture is loose and unrefined.

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  • Performer embodies character through most of the scene. Movement/gesture is strong, but not fully motivated.

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  • Performer embodies character through entire scene. Movement/gesture is clear and deliberate.

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  • Audience is unable to interpret what the performance
    is about.

    N/A at this time.
  • Audience is able to interpret what the performance
    is about only in parts.

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  • Audience is able to interpret what the performance
    is about most of the time.

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  • Audience is able to interpret what the performance
    is about all of the time.

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TEACHER SCORING RUBRIC–WRITTEN REFLECTION

  • Dimension
  • Student reflected upon own successes.

  • Student reflected on how to improve his or her performance.

  • 1
  • 2
  • 3
  • 4
  • Student did not discuss or provide examples of success from his/her performance using the vocabulary of story elements and characterization.

    N/A at this time.
  • Student partly discussed and provided few examples of success from his/her performance using the vocabulary of story elements and characterization.

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  • Student discussed and provided some examples of success from his/her performance using the vocabulary of story elements and characterization.

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  • Student clearly discussed and provided examples of success from own performance using the vocabulary of story elements and characterization.

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  • Student did not discuss or provide examples of improvements from his/her performance using the vocabulary of story elements and characterization.

    N/A at this time.
  • Student partly discussed and provided few examples of improvements from his/her performance using the vocabulary of story elements and characterization.

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  • Student mostly discussed and provided some examples of improvements from his/her performance using the vocabulary of story elements and characterization.

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  • Student clearly discussed and provided examples of improvements from his/her performance using the vocabulary of story elements and characterization.

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    View Exemplars
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