T.T433

Understanding Theatre Posters and Set Designs

Students will view two different media sources (posters and set designs) that contribute to their knowledge about a musical (Oklahoma!). Students will fill in a guided metacognitive log as they are exposed to different media used for the same production. The final assessment at the end of each day will assess the ability of students to draw information about the musical based on the media created to promote and perform multiple productions.

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

Student Booklet

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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 - Question 1

  • Dimension

  • Observation

  • 1
  • 2
  • 3
  • 4

  • Student names only one obvious item in the composition of each poster.

    N/A at this time.

  • Student accurately names more than one item in the composition of each poster.

    N/A at this time.

  • Student accurately names up to three items in the composition of each poster.

    N/A at this time.

  • Student accurately names and describes with detail three or more items in the composition of each poster.

    N/A at this time.

Teacher Scoring Rubric - Question 2

  • Dimension

  • Understanding

  • 1
  • 2
  • 3
  • 4

  • Student has difficulty understanding and explaining the artist’s craft in each poster.

    N/A at this time.

  • Student begins to show understanding of the artist’s craft with limited explanation of each poster.

    N/A at this time.

  • Student shows understanding of the artist’s craft with acceptable explanation of each poster.

    N/A at this time.

  • Student shows full understanding of the artist’s craft with detailed explanation of each poster.

    N/A at this time.

Teacher Scoring Rubric - Question 3

  • Dimension

  • Justification

  • 1
  • 2
  • 3
  • 4

  • Student names few features but fails to substantiate with explanation or support.

    N/A at this time.

  • Student names some features and substantiates with limited explanation or support.

    N/A at this time.

  • Student names plausible features in each poster and substantiates with explanation and support.

    N/A at this time.

  • Student readily names several features in each poster and fully substantiates with explanation and support.

    N/A at this time.

Teacher Scoring Rubric - Question 5

  • Dimension

  • Completion

  • Explanation

  • 1
  • 2
  • 3
  • 4

  • Student fails to match an opinion choice with each poster and leaves explanations incomplete.

    N/A at this time.

  • Student matches an opinion choice with each poster but leaves explanations unfinished.

    N/A at this time.

  • Student matches an opinion choice with each poster and provides very brief explanations.

    N/A at this time.

  • Student matches an opinion choice with each poster and completes the explanations.

    N/A at this time.

  • Student does not provide explanations.

    N/A at this time.

  • Student provides some singular undeveloped explanations.

    N/A at this time.

  • Student provides all explanations but they lack detail and/or depth.

    N/A at this time.

  • Student provides full explanations that are interesting and show understanding of the message of each poster.

    N/A at this time.

Section 2 - Small Group Discussion Self-Assessment Rubric

  • Dimension

  • Contribution

  • Discovery

  • 1
  • 2
  • 3

  • I just listened and let others contribute to the conversation.

    N/A at this time.

  • I listened carefully and added ideas for some of the questions.

    N/A at this time.

  • I listened carefully and actively contributed to the discussion for all of the questions.

    N/A at this time.

  • I don’t think I learned much from the discussion.

    N/A at this time.

  • I learned new ideas about posters.

    N/A at this time.

  • I learned how to analyze posters and form opinions about them.

    N/A at this time.
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