Theatre

Performance Assessments

Theatre performance assessments are searchable by grade or grade-span. They are also searchable by MAEIA performance standards, VPAA Guidelines, and NCAS Anchor Standards or Educator Evaluation Method.

Browse MAEIA Performance Assessments

Scroll down to see the entire catalogue or use the form below to search. You can hover over the standards' codes for each assessment to read the standards.  All items have an overview. Some have exemplars attached to the rubrics.

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  • TH.HS.R.3
  • ART.T.V.HS.2
  • TH:Re9
  • TH:Re8
  • C.1
  • P1.1
  • ART.T.IV.HS.1
  • TH:CN10
  • P.3
  • C.1.2
  • P1.1
  • ART.T.IV.HS.1
  • TH:Cn10
  • C.1
  • C.3
  • ART.T.II.HS.1
  • TH:CN10
  • TH.MS.P.2
  • ART.T.I.8.2
  • TH:Cr1
  • TH.IV.MS.2
  • TH.IV.7.2
  • TH:Cn11
  • TH.MS.C.3
  • ART.T.II.MS.3
  • TH:Cr2
  • TH.MS.R.2
  • ART.T.IV.MS.1
  • ART.T.IV.7.1
  • TH:Re8
  • TH.HS.R.3
  • C.1.4
  • ART.T.V.HS.1
  • TH:Cr1
  • TH.HS.R2
  • R.1.1
  • ART.T.IV.HS.5
  • TH:Re7
  • TH.HS.R.3
  • III.R.2
  • T.III.HS.2
  • TH:Cr2
  • TH.HS.R.2
  • C.2
  • ART.T.V.HS.2
  • TH:Cn11
  • VA.HS.C.1
  • C.1
  • ART.VA.II.HS.7
  • TH:Re8
  • TH.HS.R.1
  • R.4
  • ART.T.III.HS.6
  • TH:Re8
  • TH.HS.C.4
  • C.4
  • ART.T.II.HS.5
  • TH:Re8
  • TH.HS.C.3
  • C.3
  • ART.T.II.HS.3
  • TH:Re9
  • TH.HS.C.1
  • TH.HS.P.2
  • C.3
  • P.3
  • ART.T.II.HS
  • ART.T.I.HS.2
  • TH:Pr4
  • TH.HS.P.1
  • TH.HS.P.3
  • C.5
  • P.3
  • ART.T.III.HS.1
  • ART.T.II.HS.1
  • TH:Pr4
  • P.3
  • R.1.1
  • ART.T.II.HS.1
  • TH:Re7
  • TH.HS.C.1
  • P1
  • ART.T.II.HS.2
  • TH:Pr4
  • P.3
  • P.1.2
  • ART.T.II.HS.1
  • TH:Cr1
  • P.2
  • P.3
  • ART.T.I.HS.2
  • TH:Cn11
  • TH.HS.P.3
  • C.3
  • ART.T.II.HS.3
  • TH:Cn11
  • P.2
  • P.1.4
  • ART.T.I.HS.2
  • TH:Pr4
  • P.1
  • P.1
  • ART.T.I.HS.2
  • TH:Pr4
  • P.1
  • P.1
  • ART.T.II.HS.2
  • TH:Pr4
  • TH.HS.R.3
  • R.1
  • ART.T.III.HS.3
  • ART.T.III.HS.4
  • ART.T.III.HS.5
  • ART.T.III.HS.9
  • TH:Cr1
  • TH.HS.R.3
  • P.1
  • ART.T.III.HS.7
  • TH:Cn11
  • TH.HS.R.2
  • C.1
  • C.2
  • ART.T.IV.HS.1
  • TH:Cr3
  • TH.HS.R.3
  • R.3
  • ART.T.IV.HS.3
  • TH:Cn11
  • R.2
  • R4
  • ART.T.III.HS.5
  • TH:Re7
  • TH.HS.R.1
  • R.4
  • ART.T.III.HS.6
  • TH:Re9
  • TH.HS.C.3
  • C.2
  • ART.T.II.HS.3
  • TH:Pr6
  • TH.HS.C.3
  • P.1
  • ART.T.II.HS.3
  • TH:Pr5
  • TH.HS.C.2
  • C.1
  • C.3
  • ART.T.II.HS.2
  • TH:Cr1
  • TH.HS.C.2
  • P.1
  • ART.T.II.HS.2
  • TH:Pr4
  • TH.HS.C.1
  • P.1
  • ART.T.II.HS.2
  • TH:Pr4
  • TH.HS.P.3
  • P.1.2
  • ART.T.I.HS.1
  • TH:Pr5
  • TH.HS.P.2
  • P.1.1
  • ART.T.I.HS.2
  • TH:Pr5
  • TH.HS.P.3
  • C.1.1
  • C.1.2
  • C.1.3
  • C.1.4
  • C.1.5
  • P.1.2
  • P.1.4
  • R.1.1
  • ART.T.III.HS.1
  • TH:Re8
  • TH.HS.P.1
  • C.5
  • ART.T.II.HS.2
  • TH:Re9
  • TH.HS.P.1
  • C.1
  • P.3
  • R.1
  • ART.T.III.HS.1
  • ART.T.II.HS.2
  • TH:Pr4
  • TH.MS.P.2
  • ART.T.I.MS.2
  • ART.T.I.8.2
  • TH:Pr5
  • TH.MS.R.2
  • ART.T.IV.MS.2
  • ART.T.IV.6.2
  • TH:Re8
  • TH.MS.R.2
  • ART.T.IV.MS.1
  • ART.T.IV.8.1
  • TH:Cr2
  • TH.MS.R.1
  • ART.T.III.MS.4
  • ART.T.III.8.4
  • TH:Re9
  • TH.MS.R.1
  • ART.T.III.MS.2
  • ART.T.III.
  • TH:Re9
  • TH.MS.R.1
  • ART.T.III.MS.1
  • ART.T.III.8.1
  • TH:Pr5
  • TH.MS.C.2
  • ART.T.II.MS.2
  • ART.T.II.8.2
  • TH:Cn11
  • TH.MS.C.4
  • ART.T.II.MS.2
  • ART.T.II.6.2
  • TH:Cr2
  • TH.MS.C.3
  • ART.T.II.MS.1
  • ART.T.II.7.1
  • TH:Cr2
  • TH.MS.P.1
  • ART.T.I.MS.3
  • ART.T.I.8.3
  • TH:Pr5
  • TH.MS.P.1
  • ART.T.I.MS.2
  • ART.T.I.8.2
  • TH:Cr1
  • TH.MS.R.3
  • ART.T.V.MS.2
  • ART.T.V.8.2
  • TH:Cr3
  • TH.MS.R.3
  • ART.T.V.MS.1
  • ART.T.V.8.1
  • TH:Re8
  • TH.MS.R.1
  • ART.T.III.MS.5
  • ART.T.III.8.5
  • TH:Re9
  • TH.MS.C.2
  • ART.T.II.MS.3
  • ART.T.II.8.3
  • TH:Cr3
  • TH.EL.R.1.
  • ART.T.III.EL.5
  • ART.T.III.5.5
  • TH:Re9
  • TH.EL.R.1.
  • ART.T.III.EL.4
  • ART.T.III.5.4
  • TH:Re7
  • TH.EL.R.1.
  • ART.T.III.EL.4
  • TH:Re7
  • TH.EL.R.1.
  • ART.T.III.3E
  • ART.T.III.5.3
  • TH:Re9
  • TH.EL.R.1.
  • ART.T.II.EL.2
  • ART.T.III.3.2
  • TH:Cr1
  • TH.EL.R.1.
  • ART.T.II.EL.1
  • ART.T.III.5.1
  • TH:Cn11
  • TH.EL.C.3.
  • ART.T.II.EL.2
  • ART.T.II.5.2
  • TH:Pr5
  • TH.EL.P.1
  • ART.T.I.5.1
  • ART.T.I.5.2
  • TH:Pr6
  • TH.EL.P.1
  • ART.T.I.EL.1
  • ART.T.I.5.1
  • TH:Pr5
  • TH.EL.R.1
  • ART.T.III.EL.4
  • ART.T.III.5.4
  • TH:Cr2
  • TH.EL.R.3
  • ART.T.V.EL.2
  • ART.T.V.4.2
  • TH:Cn10
  • TH.EL.R.1
  • ART.T.III.EL.3
  • ART.T.III.5.3
  • TH:Re7
  • TH.EL.R.1
  • ART.T.III.EL.1
  • ART.T.III.3.3
  • TH:Cr3
  • TH.EL.R.1
  • ART.T.III.EL.1
  • ART.T.III.4.1
  • TH:Re7
  • TH.EL.C.2
  • ART.T.II.EL.2
  • ART.T.II.4.2
  • TH:Cr2
  • TH.EL.C.1
  • ART.T.II.EL.1
  • ART.T.II.3.1
  • TH:Pr5
  • TH.EL.P.3
  • ART.T.I.EL.2
  • ART.T.I.K.2
  • ART.T.I.1.2
  • TH:Pr4
  • TH.EL.R.1
  • ART.T.III.EL.5
  • ART.T.III.2.5
  • TH:Re8
  • TH.EL.R.1
  • ART.T.III.EL.3
  • ART.T.III.2.3
  • TH:Re7
  • TH.ELC.2
  • ART.T.EL.2
  • TH:Cr2
  • TH.EL.P.2
  • ART.T.I.EL.2
  • ART.T.I.2.2
  • ART.T.I.EL.2
  • ART.T.I.2.2
  • TH:Pr4
  • TH.EL.P.1
  • ART.T.I.EL.1
  • ART.T.I.K.1
  • ART.T.I.1
  • TH:Pr4
  • TH.EL.R.2
  • ART.T.IV.EL.1
  • ART.T.IV.2.1
  • TH:Cn11
  • TH.EL.C.1
  • ART.T.II.EL.2
  • ART.T.II.2.2
  • TH:Cr2

Showing all results for "Theatre"


Assessment Title Grades High School Level Educator Effectiveness Method MAEIA Performance Standard Content Standard VPAA Guideline NCAS Anchor Standard Requires Recording Time

T.E313 TE313

Action Verbs

Action Verbs

Students will learn to create actions and scenes using action verbs. First they will perform individually, and then they will perform in small groups. Finally, each group will write a scene and perform it. All these activities will be based on the action verbs given to them.

All performances should be video recorded for later scoring. The student reflection is not scored but should be read by the teacher to inform the teacher about how each student was challenged by the process and learned from the experience.

This item has not been field-tested by Michigan teachers. arts integration connections cross-discipline ELA English Language Arts multi-discipline
6th, 7th, 8thN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.MS.P.2TH.MS.P.2 – Demonstrate acting skills that reflect clear artistic choices.ART.T.I.MS.2ART.T.I.MS.2 – In an ensemble, interact as the invented characters in improvised and scripted scenes.ART.T.I.8.2ART.T.I.8.2 – Utilize role-playing and characterization skills to perform in ensemble scenes.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 100 min

T.E304 TE304

Adding A New Character to a Script

Adding A New Character to a Script

Students will analyze a script—specifically, the characteristics and motivation of a key character. Students will then create a new character to support or impede the key character in some way and describe the new character and the actions he or she will take.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
6thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.C.4TH.MS.C.4 – Execute varied research methods to inform creative decisions.ART.T.II.MS.2ART.T.II.MS.2 – Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people.ART.T.II.6.2ART.T.II.6.2 – Infer meaning from a script to create characters.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

T.E209 TE209

Alternative Aesop’s Fables

Alternative Aesop’s Fables

Working in groups, students will identify the characters, setting, and events of one of Aesop’s fables and then create new versions by making changes to the characters, setting, and events.

Student performances of the improvised versions will be video recorded for later scoring using the Teacher Scoring Rubric–Development and Performance in the Teacher Booklet. Students will also respond to a set of five reflection prompts based on their experiences.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.4ART.T.III.EL.4 – Analyze classroom dramatizations and constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations.ART.T.III.5.4ART.T.III.5.4 – Suggest and implement alternative characters, settings, or events after viewing or participating in a performance.N/ATH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 80 min

T.T304 TT304

Analyze and Critique a Theatre Performance

Analyze and Critique a Theatre Performance

Students will analyze a theatre performance for a variety of factors, including the director, actors, technical elements, and overall presentation. Observations will also be made about how other art forms, such as visual arts, dance, and music, were integrated into the show.

This item has not yet been field-tested.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.R.3TH.MS.R.3 – Practice skills to critique one’s own and others’ performances.ART.T.V.MS.1ART.T.V.MS.1 – Describe characteristics and compare the presentation of characters, environments, and actions in theatre, musical theatre, dramatic media, dance, and visual arts.ART.T.V.8.1ART.T.V.8.1 – Analyze and critique the integrated nature of the arts in recorded or live theatre performances.N/ATH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 245 min

T.T303 TT303

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. connections cross-disciplinary cross-discipline ELA English Language Arts integrated journalism mult discipline multi-disciplinary
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.R.1TH.MS.R.1 – Describe and discuss how theatre can synthesize several art forms into a dramatic structure.ART.T.III.MS.5ART.T.III.MS.5 – Describe and analyze the effect of publicity, study guides, programs, use of various electronic media, and physical environments on audience response and appreciation of dramatic performances.ART.T.III.8.5ART.T.III.8.5 – Analyze and apply materials such as social media, production program, handbills, and posters from various sources to discover how they affect audience response.N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 150 min

T.T407 TT407

Analyze, Block, Rehearse, and Perform

Analyze, Block, Rehearse, and Perform

In small groups of five actors, students will analyze, block, rehearse, and perform a scene from the play, The Importance of Being Earnest by Oscar Wilde.

This assessment has six parts:
o Part 1–Assessment Questions
o Part 2–Reading and Selection
o Part 3–Read-Thru
o Part 4–Blocking
o Part 5–Rehearsal
o Part 6–Performance

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.C.1TH.HS.C.1 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble, and create and sustain characters that communicate with audiences.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. five 50 min class periods

T.E308 TE308

Articulate Performance Choices for William Shakespeare’s Hamlet

Articulate Performance Choices for William Shakespeare’s Hamlet

In Part 1 of the assessment, students will read a description of the character of Hamlet from William Shakespeare’s Hamlet. Then they will predict what performance choices someone playing this character might make.

In Part 2, they will watch four performances of a portion of the “To be or not to be” soliloquy while filling in the performance choices that each of the actors makes while performing the soliloquy.

In Part 3, after all four performances have been viewed and analyzed, students will select two of the most varying Hamlets in their opinion and elaborate in writing what was unique about the character choices and to what effect were they used.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.MS.R.1TH.MS.R.1 – Describe and discuss how theatre can synthesize several art forms into a dramatic structure.ART.T.III.MS.4ART.T.III.MS.4 – Analyze research from print and non print sources, and apply to script writing, acting, design, and directing choices.ART.T.III.8.4ART.T.III.8.4 – Articulate how artistic choices support the creation and portrayal of characters and their stories.N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 50 min

T.T413 TT413

Audience Etiquette and Impact

Audience Etiquette and Impact

Students will work collaboratively to research audience etiquette and the impact of audience on a performer and their performance.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.1TH.HS.R.1 – Articulate how audiences impact a performance, and how individual audience members bring their own perspective and aesthetic criteria to bear upon their viewing experiencesART.T.III.HS.6ART.T.III.HS.6 – Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement.R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.TH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. one to two 50 min class period

T.E330 TE330

Beginning, Middle, and End

Beginning, Middle, and End

Students will generate ideas for creative writing as they improvise three-line stories. They will then review story structure and apply it to a short story of their own creation.

First, students will work in small groups, creating three-line stories through improvisation. Then, students will work as a class to discuss the possible topics and story ideas that were generated through the activity. Next, students will work individually to write a short story based on a selected topic. Finally, students will share their stories with another student. They will also discuss possible revisions with their partners.

This item has not been field-tested by Michigan teachers.
6th, 7thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.C.3TH.MS.C.3 – Work collaboratively to explain and apply the elements of a script.ART.T.II.MS.3ART.T.II.MS.3 – Individually and in groups, create characters, environments, and actions that create tension and suspense.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work. 51 minutes

T.T406 TT406

Blocking a Scene

Blocking a Scene

After analyzing and researching the one-act play The Actor’s Nightmare by Christopher Durang, student directors will cast and direct classmates in a scene. This task focuses on the assessment of the directors only. Student actors would get graded using separate rubrics and expectations. The actors may rotate into the role of directors in future assignments. Scenes average three to five actors, so in a class of 30 students, there would be approximately five to seven directors.

This assessment has five parts:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read, Analyze, and Prepare Scene (Days 1–2)
o Part 3–Scene Rehearsal (Days 3–7)
o Part 4–Scene Performance (Day 8)
o Part 5–Reflection (Day 9)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.HS.P.2TH.HS.P.2 – Effectively communicate directorial choices to actors and designers.ART.T.I.HS.2ART.T.I.HS.2 – Communicate directorial choices to a small ensemble for improvise or scripted scenes.P.1.1P.1.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:Pr5TH:Pr5 – Develop and refine artistic techniques and work for presentation.Approx. nine 50 min class periods

T.T401 TT401

Character Analysis: The Diary of Anne Frank

Character Analysis: The Diary of Anne Frank

Students will read the play The Diary of Anne Frank by Francis Goodrich and Albert Hackett. To help build background knowledge, students will also read the resource materials that are provided. Each student will complete a character analysis on an assigned character and then perform a duet scene or ensemble scene in the role of the character he or she has analyzed. After three days of class rehearsal, students will be recorded performing their scenes for the class. This may take more than one class period. After performing, students will observe and take notes on their filmed performances and reflect on their work.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.P.1TH.HS.P.1 – Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.ART.T.III.HS.1ART.T.III.HS.1 – Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genre and media.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble create and sustain characters that communicate with audiences.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.P.3P.3 – Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.R.1R.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentationApprox. seven-eight 50-min class periods

T.E301 TE301

Characterization in Improvisational Scenes

Characterization in Improvisational Scenes

Students will develop characters based on individual prompt cards given to them that describe characters in situations. Next they will improvise the characters as part of an ensemble scene. They will then write their reflections about the experience on a worksheet.

This item has not been field-tested by Michigan teachers.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.P.1TH.MS.P.1 – Practice and lead vocal and physical warm ups and facilitate effective rehearsals.ART.T.I.MS.2ART.T.I.MS.2 – In an ensemble, interact as the invented characters in improvised and scripted scenes.ART.T.I.8.2ART.T.I.8.2 – Utilize role playing and characterization skills to perform in ensemble scenes.N/ATH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

T.T201 TT201

Characterization through the Story of Goldilocks and the Three Bears

Characterization through the Story of Goldilocks and the Three Bears

Students will recreate and apply characterization to the play of Goldilocks and the Three Bears. They will identify the different characters, pick identifying character traits of each of them (physical and vocal), and make simple setting choices.

This item has not yet been field-tested.
3rdN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.C.1TH.EL.C.1 – Recognize, identify, manipulate, and create parts of a story through performance and design.ART.T.II.EL.1ART.T.II.EL.1 – Work to select interrelated characters, environments, and situations for classroom dramatizations.ART.T.II.3.1ART.T.II.3.1 – Illustrate characters, environments, and situations that support the creation of a classroom dramatization.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 95-105 min

T.E311 TE311

Characters of the Harlem Renaissance

Characters of the Harlem Renaissance

Students will research historical figures from the Harlem Renaissance. Students will then select two of those persons and write a dialogue that may have happened between them in which the persons discuss similarities and differences in their artistic careers, artistic styles, and/or personal beliefs. Students should also describe the persons’ reasons for working together, as well as their hopes, or lack thereof, for working together in the future.

This item has not been field tested by Michigan teachers.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.R.2TH.MS.R.2 – Describe and analyze audience response and appreciation of dramatic performances.ART.T.IV.MS.1ART.T.IV.MS.1 – Describe and compare universal characters and situations in dramas from and about various cultures and historical periods.ART.T.IV.8.1ART.T.IV.8.1 – Demonstrate a basic knowledge of American theatre history that may include the study of African, Asian, Native and Latin American and other cultures.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 60 min

T.E410 TE410

Cold Reading

Cold Reading

Working with a partner, students will present a cold reading of two scenes from varying genres. Students will have 15 minutes to review the scenes. Each pair will then be recorded performing their cold reading.

This assessment has three parts to it:
o Part 1–Assessment Questions
o Part 2–Review Scenes
o Part 3–Record and Reflect Upon Cold Reading

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.1TH.HS.C.1 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.TH.HS.P.2TH.HS.P.2 – Effectively communicate directorial choices to actors and designers.ART.T.II.HSART.T.II.HS – Individually and in ensemble, create, and sustain characters that communicate with audiences.ART.T.I.HS.2ART.T.I.HS.2 – Communicate directorial choices to a small ensemble for improvised or scripted scenes.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.P.3P.3 – Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 50 min

T.E307 TE307

Constructing Meaning through Technical Choices

Constructing Meaning through Technical Choices

Students will select a scene from one of three plays and then construct meaning for the scene through the use of technical choices. Students will make decisions in four of six possible technical areas—lighting, sound, costumes, props, scenery, and vocal expression. The three plays are:

West Side Story—A musical in which a modern-day Romeo and Juliet are involved in New York street gangs. On the harsh streets of the Upper West Side, two gangs battle for control of the turf. The situation becomes complicated when a gang member falls in love with a rival’s sister.

A History of Messy Rooms—A companion play to the children’s book “Why Do I Have to Make My Bed?” by Wade Bradford.

Macbeth—The witches prophesy that Macbeth will be made Thane (a rank of Scottish nobility) of Cawdor and eventually King of Scotland. They also prophesy that Macbeth’s companion, Banquo, will beget a line of Scottish kings, although Banquo will never be king himself.

This item has not yet been field-tested.
8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.MS.R.1TH.MS.R.1 – Describe and discuss how theatre can synthesize several art forms into a dramatic structure.ART.T.III.MS.2ART.T.III.MS.2 – Analyze improvised and scripted scenes for technical requirements.ART.T.III.ART.T.III. 8.2 – Construct meaning from dramatic elements, theme, and patterns to make technical decisions.N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 50 min

T.T409 TT409

Contrasting Monologues

Contrasting Monologues

From a choice of several monologues of contrasting genres, students will select two monologues, one drama and one comedy, to memorize, analyze, block, and perform.

This assessment has five parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read and Select Monologues (Day 1)
o Part 3–Analyze Characters (Day 2)
o Part 4–Score Monologues (Days 3–4)
o Part 5–Perform Monologues (Days 5–6)
The directions for each part are given in the Student Booklet.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.2TH.HS.C.2 – Compare and demonstrate various classical and contemporary acting techniques and methods.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble, and create and sustain characters that communicate with audiences.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. six to seven 50 min class periods

T.T410 TT410

Contrasting Monologues: Time Periods

Contrasting Monologues: Time Periods

Students will select, prepare, memorize, and perform two monologues from two different time periods (contrasting monologues based on time period). One selection should be written before 1900, and the other selection should be written after 1900. Both must be pieces written for theatrical performance and may not be taken from a movie, television show, or other electronic medium.

This assessment has three parts:
o Part 1–Assessment Questions
o Part 2–Select and Prepare Monologues
o Part 3–Submit Recorded Monologues

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.2TH.HS.C.2 – Compare and demonstrate various classical and contemporary acting techniques and methods.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble, and create and sustain characters that communicate with audiences.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts.TH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Over two weeks with approx. one 50 minutes in-class.

T.T414 TT414

Create a Rubric

Create a Rubric

The teacher will assign students to groups of three to create a four-point rubric that can be used in evaluating a student performance of a scene. The student-created rubric should cover the dimensions of voice, body, mind, and rehearsal time.

On the rubric, a level 4 should reflect an advanced performance, a level 3 should reflect an adequate performance, a level 2 should indicate that the criteria are partially met, and a level 1 should indicate that the performance needs substantial improvement. Students will have a copy of the assessment rubric provided in the Student Booklet to use as a guideline and a model as they work.

At the conclusion of two class periods, each student group shall submit one typed rubric that could be effectively used to assess the quality of student performances. The rubric should employ theatre vocabulary correctly and effectively. The rubric should also: 1) be professional in appearance, 2) be formatted as a table, 3) use a professional font in a size no larger than 12 points and 4) be free of spelling and grammatical errors.

The teacher should retain copies of these rubrics to use in upcoming student performances.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. R.2R.2 – Analyze the effect of their own social and cultural experiences on their dramatic work and evaluate the validity and practicality of the information in critiquing productions.ART.T.III.HS.5ART.T.III.HS.5 – Justify selections of text, interpretation, and visual, aural, and electronic art.R4R4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.TH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. two 50 min class periods

T.E413 TE413

Create and Respond to a Performance

Create and Respond to a Performance

Using the essay “All I Really Need to Know I Learned in Kindergarten” by Robert Fulgham as a stimulus piece, students will work in teacher-assigned groups of three to five students to present a short, improvised play using one of the lessons outlined in the essay.

The lesson must be made clear and adapted for the age of the audience.

Students will have seven minutes to plan their performance. The performances should be no more than three minutes in length and tell a complete story (beginning, middle, and end). The performance should be humorous in nature.

Each individual will respond to questions about the performance of one other group. In this example of three student groups—Group 1 should respond to Group 2; Group 2 should respond to Group 3: and Group 3 should respond to Group 1. The critiques will serve as the evaluative piece for this assessment.

This assessment has five parts to it:
o Part 1–Read the Assigned Essay
o Part 2–Group Assignments
o Part 3–Prepare a Performance
o Part 4–Group Performances
o Part 5–Evaluation

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.1TH.HS.R.1 – Articulate how audiences impact a performance and how individual audience members bring their own perspective and aesthetic criteria to bear upon their viewing experiences.ART.T.III.HS.6ART.T.III.HS.6 – Articulate and justify personal aesthetic criteria for critiquing dramatic texts and events that compare perceived artistic intent with the final aesthetic achievement.R.4R.4 – Experience, analyze, and reflect on the variety of meanings that can be derived from the results of the artistic/creative process.TH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 50 min

T.T207 TT207

Create, Extend, and Add On a Scene

Create, Extend, and Add On a Scene

Students will suggest and implement alternative characters, settings, or events after viewing or participating in a performance. Groups of four students (or, if needed, smaller or larger groups) will be assigned characters in an improvised scene (or, as an option, the teacher can suggest a scenario or opening line) and then rotate so each actor plays two roles.

After the performances, the students will reflect in writing on their experience. The written work and recorded scenes will be evaluated according to the Teacher Scoring Rubrics.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.4ART.T.III.EL.4 – Analyze classroom dramatizations and constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations.ART.T.III.5.4ART.T.III.5.4 – Suggest and implement alternative characters, settings, or events after viewing or participating in a performance.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 90 min

T.T206 TT206

Creating a “Me Project”

Creating a “Me Project”

Each student will prepare and share a “Me Project” that introduces himself or herself while highlighting various artistic strategies and connecting to daily emotions and ideas.

This item has not yet been field-tested.
4thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.3TH.EL.R.3 – Build skills to critique self and others’ performances.ART.T.V.EL.2ART.T.V.EL.2 – Compare how ideas and emotions are expressed in theatre, dramatic media, dance, music, and visual arts.ART.T.V.4.2ART.T.V.4.2 – Create artistic projects that show how ideas and emotions are expressed in everyday life.N/ATH:Cn10TH:Cn10 – Synthesize and relate knowledge and personal experiences to make art. Approx. 90 min

T.T412 TT412

Creating a Visual Response to a Script

Creating a Visual Response to a Script

Students will create a lobby display for a play of their choice by selecting and reading a play and analyzing and interpreting the script to develop a design concept around a central theme. Students will next create a visual representation of the design concept on poster board using various materials. Then they will write a description, draw a picture, or create a three-dimensional model of the design concept to show how it will work as a lobby display. Finally, students will prepare a response explaining their analysis and justifying their design concept.

This assessment has three parts to it:
o Part 1–Select, Analyze, and Interpret Script (Day 1)
o Part 2–Develop Design Concept and Visual Representation (Days 2–4)
o Part 3–Design Concept Description (Day 5)

This item has not been field-tested by Michigan teachers. connections cross-discipline design drawing integration multi-discipline visual arts
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.C.3TH.HS.C.3 – Develop designs that use visual and aural elements that support and bring the text to life.ART.T.II.HS.3ART.T.II.HS.3 – Develop designs that use visual and aural elements to convey environments that support text.C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.TH:Pr6TH:Pr6 – Convey meaning through the presentation of artistic work. Approx. five 50 min class periods

T.T301 TT301

Creating Monologues, Dialogues, and Scenes

Creating Monologues, Dialogues, and Scenes

Each student will create a monologue, a dialogue, or a scene based on a real life conflict. The source of the conflict may either be from the student’s life or from conflict that the student has observed. Evaluation of the monologues, dialogues, or scenes will focus on the inclusion of the elements of a good scene and the performance of the scene.

This item has not yet been field-tested.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.C.2TH.MS.C.2 – Create monologues, dialogues, and short plays that reflect dramatic action in response to real life conflict.ART.T.II.MS.3ART.T.II.MS.3 – Individually and in groups, create characters, environments, and actions that create tensions and suspense.ART.T.II.8.3ART.T.II.8.3 – Create monologues, dialogues, and short plays in response to real life conflict.N/ATH:Cr3TH:Cr3 – Refine and complete artistic work.Approx. 250 min

T.E305 TE305

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. exemplars field-tested
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.C.2TH.MS.C.2 – Create monologues, dialogues, and short plays that reflect dramatic action in response to real life conflict.ART.T.II.MS.2ART.T.II.MS.2 – Analyze descriptions, dialogue, and actions to discover, articulate, and justify character motivation and invent character behaviors based on the observation of interactions, ethical choices, and emotional responses of people.ART.T.II.8.2ART.T.II.8.2 – Employ real-life concerns of the audience to create characters.N/ATH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 100 min

T.E210 TE210

Critiquing Reader’s Theatre Performance

Critiquing Reader’s Theatre Performance

Students will use the proper vocabulary to critique themselves and peers in a performance of a Reader’s Theatre script in a respectful and constructive manner.

This item has not been field-tested by Michigan teachers.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.5ART.T.III.EL.5 – Develop a means of improving the collaborative process of planning, playing, responding, and evaluating classroom dramatizations.ART.T.III.5.5ART.T.III.5.5 – Display skills to critique self and others in a respectful and constructive manner.N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 45 min

T.T102 TT102

Cultural Comparisons of Cinderella

Cultural Comparisons of Cinderella

Students will identify and compare similar characters in two different Cinderella stories from different cultures.

This item has not yet been field-tested.
2ndN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.2TH.EL.R.2 – Recognize and discuss the role of the audience.ART.T.IV.EL.1ART.T.IV.EL.1 – Identify and compare similar characters and situations in stories and dramas from and about various cultures, illustrate with classroom dramatizations, and discuss how theater reflects life.ART.T.IV.2.1ART.T.IV.2.1 – Observe that different art forms reflect upon the diversity of society.N/ATH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 95 min

T.E405 TE405

Design Concept

Design Concept

Students will take one class period to research and create a photo design collage that represents their interpretation of a provided concept statement and write a reflection of their work.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.P.3TH.HS.P.3 – Apply technical knowledge and skills, based on dramatic text and research, to create functional scenery, properties, lighting, sound, costumes, and makeup.ART.T.II.HS.3ART.T.II.HS.3 – Develop designs that use visual and aural elements to convey environments that support text.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.TH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

T.E409 TE409

Developing Characters from a Song

Developing Characters from a Song

Using an existing duet from a musical, students will work with a partner to create a scene with dialogue that honors the original context of the song. They will then revise their scene to improve its quality.

This assessment has three parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Song Selection (Day 1)
o Part 3–Draft and Final Scene (Day 2)

This item has not yet been field-tested.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.P.1TH.HS.P.1 – Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.TH.HS.P.3TH.HS.P.3 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.III.HS.1ART.T.III.HS.1 – Analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media.ART.T.II.HS.1ART.T.II.HS.1 – Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.C.5C.5 – Reflect on and articulate the steps and various relationships of the artistic/creative process.P.3P.3 – Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. two 50 min class periods

T.T417 TT417

Diary Entries: The Janitor

Diary Entries: The Janitor

Students will create a series of diary entries written in the voice of Sam from The Janitor by August Wilson. They will also write a paragraph relating The Janitor to a universal theme and explain how they can identify with the character of Sam at some point during his life.

This assessment has three parts:
o Part 1–Assessment Questions
o Part 2– Read Script
o Part 3–Diary Entries and Synthesis Paragraph

This item has not yet been field-tested.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.3TH.HS.R.3 – Compare how universal themes are treated in drama from various cultural and historical periods.ART.T.III.HS.7ART.T.III.HS.7 – Identify and research the cultural, historical, and symbolic clues in dramatic texts and evaluate the validity and practicality of the information to assist in making artistic choices from informal and formal productions.P.1P.1 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.TH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.Approx. three 50 min class periods

T.E302 TE302

Directing a Short Scene

Directing a Short Scene

Students will lead an acting warm-up and then block a short rehearsal. Students will work in groups of three. They will each take a turn leading the group. Each director will assign a role to other students in the group and then block the scene. The only props allowed will be two chairs.

The scenes will be performed and video recorded for later scoring. The final activity will be a short reflective written piece in which students will respond to two questions.

This item has not yet been field-tested.
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.P.1TH.MS.P.1 – Practice and lead vocal and physical warm ups and facilitate effective rehearsals.ART.T.I.MS.3ART.T.I.MS.3 – Lead small groups in planning rehearsals for improvised and scripted scenes.ART.T.I.8.3ART.T.I.8.3 – Serve as leader to utilize effective communication, organizational, and critical skills to facilitate a successful rehearsal.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 100 min

T.E406 TE406

Directing a Tableau

Directing a Tableau

Using group tableau, student directors will create a “one moment on stage” tableau that communicates a personal point of view about a chosen topic. Students will also write a reflection describing their motivation and justifying the choices they made in communicating to an audience.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.2P.2 – Effectively communicate directorial choices to actors and designers.ART.T.I.HS.2ART.T.I.HS.2 – Communicate directorial choices to a small ensemble for improvised or scripted scenes.P.3P.3 – Describe and consider relationships among the intent of the student/artist, the results of the artistic/creative process, and a variety of potential audiences or users.TH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

T.E403 TE403

Directing Open Scenes

Directing Open Scenes

Students will assume the role of a director and direct two teacher-assigned classmates in an open scene chosen from a list of four provided open scenes. The student director will (1) cast the two students; (2) complete a director’s worksheet; (3) work with the student actors on establishing circumstances, relationships, objectives, characterization, and blocking; and (4) write a reflection about the directing experience.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.2P.2 – Effectively communicate directorial choices to actors and designers.ART.T.I.HS.2ART.T.I.HS.2 – Communicate directorial choices to a small ensemble for improvised or scripted scenes.P.1.4P.1.4 – Perform, present, exhibit, publish, or demonstrate the results of the artistic/creative process for an audience.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentationApprox. 50 min

T.E402 TE402

Directing/ Scoring a Script

Directing/Scoring a Script

Students will assume the role of the director of the short play A Conversation with My Dogs by Merrill Markoe, with only one set piece, a chair set at center stage.

Each student will identify and mark conventions on the script using standard theatre terms. Students will identify super objective, motivations, obstacles, and costume descriptions.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.1P.1 – Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.ART.T.I.HS.2ART.T.I.HS.2 – Communicate directorial choices to a small ensemble for improvised or scripted scenes.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentationApprox. 50 min

T.E303 TE303

Dramatic Action from Real Life

Dramatic Action from Real Life

Students will perform short scenes based on current news stories. The stories will be assigned to a specific group. The students will develop and perform the scene, and then each student will complete three reflection questions. The performances will be video recorded for later scoring.

This item has not yet been field-tested.
7thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.C.3TH.MS.C.3 – Create monologues, dialogues, and short plays that reflect dramatic action in response to real-life conflicts.ART.T.II.MS.1ART.T.II.MS.1 – Refine and record dialogue and action.ART.T.II.7.1ART.T.II.7.1 – Explain and demonstrate the unique characterization of the dramatic script, such as dramatic action and dialogue.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 100 min

T.E310 TE310

Evaluate Contrasting Artistic Work Eastern and Western Theatre

Evaluate Contrasting Artistic Work Eastern and Western Theatre

Students will compare and contrast traditional Eastern theatre and Western theatre. After answering two selected-response questions, students will each write a brief essay comparing and contrasting the two theatre types based on cultural perspectives.

This item has not been field-tested by Michigan teachers.
7th, 8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.R.2TH.MS.R.2 – Describe and analyze audience response and appreciation of dramatic performances.ART.T.IV.MS.1ART.T.IV.MS.1 – Describe and compare universal characters and situations in dramas from and about various cultures and historical periods. ART.T.IV.7.1ART.T.IV.7.1 – Demonstrate a basic knowledge of non-Western theatre history such as that of Asia, Africa, India, and Australia.N/ATH:Re8TH:Re8 – Interpret intent and meaning in an artistic work.Approx. 50 min

T.E208 TE208

Every Object Tells a Story

Every Object Tells a Story

Students will develop and perform impromptu scenes logically incorporating three seemingly unrelated items. The performances will be video recorded for scoring by the teacher using the provided rubrics.

This item has not yet been field-tested.
4thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.4ART.T.III.EL.4 – Analyze classroom dramatizations and constructively suggest alternative ideas for dramatizing roles, arranging environments, and developing situations.N/ATH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 60 min

T.E206 TE206

Everyday Pantomime

Everyday Pantomime

Students will critique their own everyday activity pantomimes as well as pantomimes designed by peers.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.3EART.T.III.3E – Describe the visual, aural, oral, and kinetic elements of classroom dramatizations and explain personal preference.ART.T.III.5.3ART.T.III.5.3 – Critique personal and peer artistic design choice.N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 90 min

T.E204 TE204

Exploring Character Relationships

Exploring Character Relationships

Students will improvise in a scene while portraying characters of different social ranks. The characters will interact with one another, and the students will try to identify their social statuses based on how others interact with and treat them.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.II.EL.1ART.T.II.EL.1 - Imagine and clearly describe characters, their relationships, and their environments. ART.T.III.5.1ART.T.III.5.1 - Understand characters' thought processes during dramatic scenes.N/ATH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 45 min

T.E312 TE312

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.
6thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.MS.R.2TH.MS.R.2 – Describe and analyze audience response and appreciation of dramatic performances.ART.T.IV.MS.2ART.T.IV.MS.2 – Analyze the emotional and social impact of dramatic events in their lives, in the community, and other cultures.ART.T.IV.6.2ART.T.IV.6.2 – Identify the ways in which many cultures have used theatre to communicate ideas.N/ATH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 100 min

T.T202 TT202

Fairy Tale Redux

Fairy Tale Redux

Students will identify, re-create, and reflect upon the characters in common fairy tales. The students will first examine The True Story of the Three Pigs by Jon Scieszka to establish the roles of the different characters. Then in groups of four, they will explore, create, and perform dialogue based on other fairy tales.

This item has not yet been field-tested.
4thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.C.2TH.EL.C.2 – Paraphrase, memorize, perform, and improvise dialogue to create stories.ART.T.II.EL.2ART.T.II.EL.2 – Use dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.ART.T.II.4.2ART.T.II.4.2 – Perform dialogue from a story to show different interpretations.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 170 min

T.T101 TT101

Fairy Tales from the Villain’s Perspective

Fairy Tales from the Villain’s Perspective

Students will use dialogue to tell a story that shows different interpretations.

This item has not yet been field-tested.
2ndN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.EL.C.1TH.EL.C.1 – Recognize, identify, manipulate, and create parts of a story through performance and design.ART.T.II.EL.2ART.T.II.EL.2 – Apply skills and knowledge to create in the arts.ART.T.II.2.2ART.T.II.2.2 – Paraphrase dialogue from a story to show different interpretations.N/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 130 min

T.T415 TT415

Global Theatre

Global Theatre

Students will research theatres and theatre artists from all over the world and create a large, collective “World Theatre Collage,” describing and exhibiting their findings. They will also respond to the work of their peers.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.R.3TH.HS.R.3 – Compare how universal themes are treated in drama from various cultures and historical periods. Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.ART.T.IV.HS.3ART.T.IV.HS.3 – Identify and compare the lives, works, and influences of representative theatrical artists in various cultures and historical periods.R.3R.3 – Describe, analyze, and understand the visual, performing, or applied arts in historical, contemporary, social, cultural, environmental, and/or economic contexts.TH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. one to two weeks

T.E102 TE102

Human and Nonhuman Characters

Human and Nonhuman Characters

Students will demonstrate vocal and physical characterizations by improvising human and nonhuman characters. Students will work in pairs from a prompt card and will respond to side coaching by the teacher. The teacher will use a student checklist to rate elements of successful performance.

Students should have an understanding of improvising simple scenes. Students should be familiar with working in pairs and performing in front of their peers.

There is no Student Booklet for this assessment.

This item has not yet been field-tested.
2ndN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.P.2TH.EL.P.2 – Dramatize simple stories bringing alive all identifying elements of a story.ART.T.I.EL.2ART.T.I.EL.2 – Assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience and heritage, imagination, literature, and history.ART.T.I.2.2ART.T.I.2.2 – Dramatize human and nonhuman characters with prompting and side coaching.ART.T.I.EL.2ART.T.I.EL.2 – Dramatize human and nonhuman characters with prompting and side coaching.ART.T.I.2.2ART.T.I.2.2 – Dramatize human and nonhuman characters with prompting and side coaching.N/ATH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 55 min

T.T205 TT205

Illustration Tableau

Illustration Tableau

Students will create, critique, and reflect on tableau illustrations based on selections from Didn’t Do My Homework Because . . . by Davide Cali and Benjamin Chaud.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.3ART.T.III.EL.3 – Describe the visual, aural, oral, and kinetic elements of classroom dramatizations and explain personal choiceART.T.III.5.3ART.T.III.5.3 – Critique personal and peer artistic design choices.N/ATH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 70 min

T.E408 TE408

Improvisation, Writing, and Reflecting

Improvisation, Writing, and Reflecting

The teacher will assign students to groups of four, each comprised of two pairs of students. These groups will select a topic and outline a short scene based on this topic.

The students will complete basic information about the scene on an outline sheet. Pairs of students will take turns acting out their improvisations based on the scene outline and receive feedback from the other pair of students in their group of four. Each group will then use the feedback to revise their outlines.

This assessment has four parts to it:
o Part 1–Assessment Questions (10 minutes)
o Part 2–Selection of Scene Topic and Writing of Scene Creation Worksheet (15 minutes)
o Part 3–Presentation and Feedback Discussion with Another Pair of Students in the
Improvisation Group (15 minutes)
o Part 4–Revision of Outline (10 minutes)

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.3P.3 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.II.HS.1ART.T.II.HS.1 – Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.R.1.1R.1.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.TH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 80 min

T.T431 TT431

Improvisational Writing and Performance

Improvisational Writing and Performance

The class will brainstorm a list of teen issues. The teacher will assign students to groups of three or four students. Each group will select an issue to use as the main conflict in an improvisation. Each group will then work together to complete the improvisation worksheet.

Then groups will practice their improvisations, using the outline and information on the worksheet to guide them. Revisions will be made to the worksheet. Next, groups will perform their improvisations for the class and be recorded. Students will then write reflections on their own work and the work of their classmates.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. C.1C.1 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.IV.HS.1ART.T.IV.HS.1 – Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues.P1.1P1.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:CN10TH:CN10 – Synthesize and relate knowledge and personal experiences to make art.100 minutes

T.E106 TE106

Improvising Animal Behavior and Dialogue

Improvising Animal Behavior and Dialogue

Students will imagine themselves as common animals and improvise behavior and dialogue characteristic of those animals. They will then act out one of their favorite animals.

There is no Student Booklet for this assessment.

This item has not been field-tested by Michigan teachers.
Kindergarten, 1stN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.ELC.2TH.ELC.2 – Paraphrase, memorize, perform, and improvise dialogue to create storiesART.T.EL.2ART.T.EL.2 – Use dialogue to tell stories and formalize improvisations by writing or recording the dialogueN/ATH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 60 min

T.T419 TT419

Lighting Design

Lighting Design

After reading William Shakespeare’s A Midsummer Night’s Dream, students will research and analyze the play and create a lighting design. Students will create a research resource and reference collection, a lighting cue description, a lighting plot, and a written design statement. Students will also prepare and present a justification of design concepts and choices in a five- to ten-minute oral presentation that will be recorded.

This assessment has six parts:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read, Research, and Create Reference Collage (Days 1–3)
o Part 3–Create Lighting Plot (Days 4–5)
o Part 4–Create Lighting Cues Design Statement (Day 6)
o Part 5–Prepare Presentations (Day 7)
o Part 6–Record Presentations (Days 8–10)

This item has not been field-tested by Michigan teachers. connections cross-discipline ELA English Language Arts integration multi-discipline
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.P.3TH.HS.P.3 – Apply technical knowledge and skills, based on dramatic text and research, to create functional scenery, properties, lighting, sound, costumes, and makeup.ART.T.I.HS.1ART.T.I.HS.1 – Use the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup).P.1.2P.1.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.TH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. eight to ten 50 min class periods

T.E419 TE419

Makeup and Costume Design

Makeup and Costume Design

After reading the Fox and the Grapes scene from the one-act play Aesop’s (Oh So Slightly) Updated Fables, by Kim Esop Wylie, students will create coordinating makeup and costume designs for Grapes or the Fox.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. P.3P.3 – Apply technical knowledge and skills, based on dramatic text and research, to create functional scenery, properties, lighting, sound, costumes, and makeup.ART.T.II.HS.1ART.T.II.HS.1 – Use the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup).P.1.2P.1.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.TH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

T.E411 TE411

Mask Design

Mask Design

Students will design a mask and select background music that aligns with the provided performance script and the character depicted in the mask design.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.3TH.HS.C.3 – Develop designs that use visual and aural elements that support and bring text to life.ART.T.II.HS.3ART.T.II.HS.3 – Develop designs that use visual and aural elements to convey environments that support text.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.TH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. 50 min

T.E108 TE108

Monkeys and Theatrical Elements

Monkeys and Theatrical Elements

In a large group and in small groups, students will contribute to a dramatization of a song using choral reading, vocal expression, and movement. They will reflect on the experience by describing and identifying personal preferences of vocal expression with words, vocal expression with sounds, and movement elements of the dramatization.
The assessment will be scored using the rubric on page 8 of the Teacher Booklet.

There is no Student Booklet for this assessment.

This item has not yet been field-tested.
Kindergarten, 1st, 2ndN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatization using appropriate theatrical vocabularyART.T.III.EL.3ART.T.III.EL.3 – Describe the visual, aural, oral, and kinesthetic elements of classroom dramatizations and explain personal preferences.ART.T.III.2.3ART.T.III.2.3 – Reflect upon personal preferences of music, sound, movement, dance, and design in the classroom dramatization.N/ATH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 30 min

T.E430 TE430

Monologue Creation

Monologue Creation

The teacher will pair students. Each student will complete the Emotional Recall Worksheet and then create a monologue for a character experiencing the same emotion in a different situation. Students will complete basic information about the character and monologue before writing the monologue script. Students will then meet with assigned partners and peer edit the monologue script. Students will discuss feedback with each other and then each student will revise the monologue script.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. C.1C.1 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.II.HS.1ART.T.II.HS.1 – Construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.C.3C.3 – Understand, recognize, and use the elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline. TH:CN10TH:CN10 – Synthesize and relate knowledge and personal experiences to make art.50 minutes

T.E417 TE417

Monologue Creation

Monologue Creation

Using the photo prompt “The Beggar’s Dog,” each student will write a monologue of at least 150 words from a perspective other than his or her own (for example, from the perspective of the old man, the dog, or a bystander). The monologue must focus on one of the provided universal themes and share a message about this theme. The monologue will include stage directions that enhance the reader’s understanding of the character.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.3TH.HS.R.3 – Compare how universal themes are treated in drama from various cultures and historical periods.T.III.HS.2T.III.HS.2 – Analyze the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.III.R.2III.R.2 – Identify, describe, and analyze connections across the visual, performing, and applied arts disciplines and other academic disciplines.TH:Cr2TH:Cr2 – Organize and develop artistic ideas and work.Approx. 50 min

T.E401 TE401

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. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.1P.1 – Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble, create and sustain characters that communicate with audiences.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, and experiences; address opportunities to improve daily life; and solve problems with insight, reason, and competence.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 50 min

T.E414 TE414

Peer Discussion and Critique

Peer Discussion and Critique

Students will watch and critically evaluate Bouchareb/Besser performing a portion of Charlotte’s Web. Students will then share their observations with a small group of peers, create a Venn diagram to highlight the similarities and differences in their opinions, and write a synthesis essay.

This assessment has four parts to it:
o Part 1–Assessment Questions
o Part 2–Observation
o Part 3–Group Discussion and Venn Diagram
o Part 4–Synthesis Essay

This item has not been field-tested by Michigan teachers. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. VA.HS.C.1VA.HS.C.1 – Students can apply the creative process, materials, and organizational principles to devise innovative works of art and design individually and collaboratively.ART.VA.II.HS.7ART.VA.II.HS.7 – Creative collaboration to resolve visual problems.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.TH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 50 min

T.E418 TE418

Performance Self-Evaluation

Performance Self-Evaluation

After performing in a play, students will write a self-evaluation of their work. They will use their Student Booklets and work independently as they answer the provided prompts. They will reflect on how their unique cultural and social experiences impacted the play, including the challenges and successes of the play, and provide a self-evaluation. Student reflections will be evaluated on how well they support their answers. This self-evaluation would also work well as part of a portfolio.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R2TH.HS.R2 – Analyze the effect of their own social and cultural experiences on their dramatic work and evaluate the validity and practicality of the information in critiquing productions.ART.T.IV.HS.5ART.T.IV.HS.5 – Analyze the effect of personal cultural experiences on their dramatic work.R.1.1R.1.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.TH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 50 min

T.E101 TE101

Performing the “Bremen Town Musicians” with Sounds and Movement

Performing the “Bremen Town Musicians” with Sounds and Movement

Part 1–The teacher will lead students in the activity of “Yes, Let’s,” where the students are instructed to explore and recreate the sounds of various barnyard animals, objects, and people through the use of percussive sounds created with their bodies (e.g., clapping, stomping, snapping) and vocalizations.

Part 2–Students will listen to the teacher read the story, “Bremen Town Musicians,” and will fill in appropriate animal, objects, and people sounds when prompted to do so. Before using this story with students, the teacher should practice the pauses and prompts to be used with students so that they are inserted seamlessly into the story.

There is no Student Booklet for this assessment.

This item has not yet been field-tested.
Kindergarten, 1stN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.EL.P.1TH.EL.P.1 – Recognize, imitate, and recreate (vocally and physically) real and non-real characters, based on real and non-real experiences.ART.T.I.EL.1ART.T.I.EL.1 – Use variations of locomotor and non-locomotor movement and vocal pitch, tempo, and tone for different characters.ART.T.I.K.1ART.T.I.K.1 – Imitate and recreate the sounds of objects, animals, and people.ART.T.I.1ART.T.I.1 – Imitate and recreate the sounds of objects, animals, and people.N/ATH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 50 min

T.E412 TE412

Press Release Creation

Press Release Creation

Using several resources, students will create a press release for a production. The resources to be created are a cast list, plot synopsis, list of musical numbers, and director’s notes.

This item has not been field-tested by Michigan teachers. connections cross-discipline ELA English Language Arts integrated journalism multi-discipline
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.4TH.HS.C.4 – Design coherent stage management, promotional, and business plans.ART.T.II.HS.5ART.T.II.HS.5 – Design stage management, promotional, and business plansC.4C.4 – Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision-making, problem solving, editing, and the creation of solutions.TH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 50 min

T.E332 TE332

Problem Solving

Problem Solving

Students will identify a specific societal issue from an article in their local newspaper. The students will then invent a product that solves the issue through an improvisational exercise. Finally, students will reflect on their performance choices and proposed solutions.

This item has not been field-tested by Michigan teachers.
7th, 8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.IV.MS.2TH.IV.MS.2 – Students can analyze the emotional and social impact of dramatic events in their lives, in the community, and in other cultures.TH.IV.7.2TH.IV.7.2 – Students can explore the ways in which many cultures have used theatre to raise social awareness.N/ATH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.50 minutes

T.T305 TT305

Re-creating Orphan Train Stories

Re-creating Orphan Train Stories

From 1854 to 1929, an estimated 250,000 orphaned, abandoned, and homeless children were placed with families throughout the United States and Canada during the Orphan Train Movement. This assessment includes a set of 15 stories about actual children’s experiences as orphans with the Orphan Train.

In small groups of three to five, students will use movement, rhythm and graphic arts to retell the story of one of the Orphan Train riders.

This item has not been field-tested by Michigan teachers.
8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.MS.R.3TH.MS.R.3 – Practice skills to critique self and others’ performances.ART.T.V.MS.2ART.T.V.MS.2 – Incorporate elements of dance, music, visual arts, and multi-media to express ideas and emotions.ART.T.V.8.2ART.T.V.8.2 – Synthesize several art forms into dramatic presentations.N/ATH:Cr3TH:Cr3 – Refine and complete artistic work.Approx. 200 min

T.T203 TT203

Read Charlotte’s Web Aloud to Analyze Characters and Setting

Read Charlotte’s Web Aloud to Analyze Characters and Setting

Students will read Charlotte’s Web and analyze the characters and settings using prompts and templates provided.

This item has not yet been field-tested.
4thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.1ART.T.III.EL.1 – Imagine and clearly describe characters, their relationships, and their environments.ART.T.III.4.1ART.T.III.4.1 – Analyze the characters and settings.N/ATH:Re7TH:Re7 – Perceive and analyze artistic work.Approx. 110 min

T.E203 TE203

Recite Nursery Rhymes Using Various Emotions

Recite Nursery Rhymes Using Various Emotions

Students will recite various familiar nursery rhymes using different emotions. They will identify the emotion used and any characteristic (physical/vocal) that helped identify the emotion.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.C.3.TH.EL.C.3. – Show varied interpretations and collaborate to dramatize stories.ART.T.II.EL.2ART.T.II.EL.2 - Use dialogue to tell stories and formalize improvisations by writing or recording the dialogue.ART.T.II.5.2ART.T.II.5.2 - Improvise dialogue from a story to show different interpretations.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 30 min

T.T432 TT432

Researching, Writing, Improvising, and Reflecting on Global Issues

Researching, Writing, Improvising, and Reflecting on Global Issues

The teacher will assign students to groups of three or four. These groups will research global issues, select a specific global issue, and create a short improvised scene based on the research. The students will complete basic information about the scene on an outline sheet.

Students will create characters expressing different viewpoints on the global issue or conflict and provide a possible solution to the issue. Students will perform their scenes for the class and be recorded. Audience members will reflect on the global issues they observed and what they learned through watching the dramatic performances.

This item has not been field-tested by Michigan teachers.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. P.3P.3 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.IV.HS.1ART.T.IV.HS.1 – Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues.C.1.2C.1.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.P1.1P1.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence.TH:Cn10TH:Cn10 – Synthesize and relate knowledge and personal experiences to make art. 150 minutes

T.E420 TE420

Résumé

Résumé

Students will choose one of two provided templates and create a theatrical résumé listing their own experiences and training.

This item has not yet been field-tested.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.R.3TH.HS.R.3 – Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.ART.T.V.HS.1ART.T.V.HS.1 – Describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, multi-media, and the visual arts. (21st Century Skills: I.3, I.4, I.a6, II.2, II.3, II.4, III.2)C.1.4C.1.4 – Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision making, problem solving, editing, and the creation of solutions.TH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

T.E205 TE205

Role-Playing Party

Role-Playing Party

Students will improvise in a scene using various characters from role-playing cards. They will interact with each other as their given characters while staying within the rules of improvisation.

This item has not yet been field-tested.
3rdN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1.TH.EL.R.1. – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.II.EL.2ART.T.II.EL.2 - Communicate information to peers about people, events, time, and place related to classroom dramatizations.ART.T.III.3.2ART.T.III.3.2 - Analyze elements of dramatic structure for successful classroom dramatization. [The Five Ws]N/ATH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approx. 50 min

T.T405 TT405

Romeo and Juliet Costume Design

Romeo and Juliet Costume Design

After reading and analyzing the play Romeo and Juliet by William Shakespeare, students will take the role of costume designers and research their assigned time period. Students will make an organized collage of images and information of the time period. Each student will fill in Costume Design Worksheets and design five costumes. They will design one costume for each of the characters they choose from the options that are provided on the worksheet. Students will present their collages and justify their designs to the class as they are filmed.

Students will have one class period to respond to several assessment questions. Then they will have three class periods to read and analyze the play, and then to analyze the characters using the Costume Design Worksheet. Students will have one class period to research their time period and create their time period collage, two class periods to create their original costume designs, and then have two class periods to plan and present their costume designs to the class.

This assessment has five parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Costume Design Worksheet (Days 2–4)
o Part 3–Time Period Collage (Day 5)
o Part 4–Costume Design (Days 6–7)
o Part 5–Presentations (Days 8–9)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.P.3TH.HS.P.3 – Apply technical knowledge and skills, based on dramatic text and research, to create functional scenery, properties, lighting, sound, costumes, and makeup.ART.T.III.HS.1ART.T.III.HS.1 – Use the basic physical and chemical properties of the technical aspects of theatre (such as light, color, electricity, paint, and makeup).C.1.1C.1.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.C.1.2C.1.2 – Develop an idea, questions, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.C.1.3C.1.3 – Understand, recognize, and use elements, organizational principles, patterns, relationships, techniques, skills, and applications of the visual, performing, or applied arts discipline.C.1.4C.1.4 – Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision making, problem solving, editing, and the creation of solutions.C.1.5C.1.5 – Reflect on and articulate the steps and various relationships of the artistic/creative process.P.1.2P.1.2 – Demonstrate skillful use of appropriate vocabularies, tools, instruments, and technologies of the visual, performing, or applied arts discipline.P.1.4P.1.4 – Perform, present, exhibit, publish, or demonstrate the results oF the artistic/creative process for an audience.R.1.1R.1.1 – Observe, describe, reflect, analyze, and interpret works of the visual, performing, or applied arts.TH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. eight 50 min class periods

T.T404 TT404

Score a Monologue

Score a Monologue

Students will score two monologues, noting the overall objective, main beats, and defined actions. Students will work individually on scoring a practice monologue and then engage in peer review. Students will then score a second monologue individually to be graded.

This assessment has four parts to it:
o Part 1–Assessment Questions
o Part 2–Score First Monologue
o Part 3–Peer Review of Score
o Part 4–Score Second Monologue

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.P.1TH.HS.P.1 – Analyze, practice, and present the physical, emotional, and social dimensions of characters found in dramatic texts from various genres and media.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble create and sustain characters that communicate with audiences.C.5C.5 – Reflect on and articulate the steps and various relationships of the artistic/creative process.TH:Re9TH:Re9 – Apply criteria to evaluate artistic work.Approx. three 50 min class periods

T.E104 TE104

Selecting Audio and Visual Elements to Enhance the Mood of a Classroom Dramatization

Selecting Audio and Visual Elements to Enhance the Mood of a Classroom Dramatization

The teacher will read a story to students, and students will use movement, body awareness, spatial awareness, and listening skills to act out the movement story.

This item has not yet been field-tested.
Kindergarten, 1stN/A 2 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer. TH.EL.P.3TH.EL.P.3 - Select audio and visual elements to communicate locale and to enhance the mood of a classroom dramatization.ART.T.I.EL.2ART.T.I.EL.2 - Assume roles that exhibit concentration and contribute to the action of classroom dramatizations based on personal experience, heritage, imagination, literature, and history.ART.T.I.K.2ART.T.I.K.2 - Recognize a variety of real and non-real characters through guided dramatization.ART.T.I.1.2ART.T.I.1.2 - Role-play a variety of real and non-real characters through guided dramatization.N/ATH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 30 min

T.E306 TE306

Set Design

Set Design

Students will read the opening scene from two popular plays, design a basic setting for each of the two plays, and respond to three questions about their work.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
8thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.MS.R.1TH.MS.R.1 – Describe and discuss how theatre can synthesize several art forms into a dramatic structure.ART.T.III.MS.1ART.T.III.MS.1 – Explain the functions and interrelated nature of scenery, properties, lighting, sound, costumes, and makeup in creating an environment appropriate for the drama.ART.T.III.8.1ART.T.III.8.1 – Study a play or story and visualize, draw, and create a simple theatrical environment for it.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 50 min

T.T204 TT204

Small Group Pantomime Activity

Small Group Pantomime Activity

In groups of three, students will create a pantomime of a simple activity. They will create a floor plan and make simple setting choices. They will perform, critique, and revise.

This item has not yet been field-tested.
3rdN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.1ART.T.III.EL.1 – Imagine and clearly describe characters, their relationships, and their environments.ART.T.III.3.3ART.T.III.3.3 – Respond to and build upon ideas of others’ personal preferences for stage design.N/ATH:Cr3TH:Cr3 – Refine and complete artistic work.Approx. 140 min

T.T411 TT411

Sound Design: The Crucible

Sound Design: The Crucible

Using the play The Crucible by Arthur Miller, students will create a sound design to interpret and support the environment and mood of the play.

This assessment has four parts:
o Part 1–Assessment Questions
o Part 2–Read Script and Brainstorm Sound Cues
o Part 3–Research and Select Sound Cues
o Part 4–Reflection Essay

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. connections cross-discipline ELA English Language Arts exemplars field-tested integration multi-discipline
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.3TH.HS.C.3 – Develop designs that use visual and aural elements that support and bring the text to life.ART.T.II.HS.3ART.T.II.HS.3 – Develop designs that use visual and aural elements to convey environments that support text.P.1P.1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts disciplines to communicate ideas, emotions, and experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence.TH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. three 50 min class periods

T.T418 TT418

Student Portfolio

Student Portfolio

Students will create a portfolio demonstrating their best work in their best areas of theatrical production. Portfolios should include artifacts of student progress, and analytical and reflective pieces, and showcase a project from conceptualization through realization. Work from a student’s entire theatre career may be used.

There should be interim review and feedback given by the teacher throughout the project. The interim feedback may be informal or used for class grading purposes.

At the completion of the project, students will retain ownership of their portfolios with the intent that they will continue building and revising their portfolios throughout postsecondary and their careers.

This assessment has three parts:
o Part 1–Overview and Explanation
o Part 2–Artifact Collection and Self-Evaluation
o Part 3–Case Study

This item has not yet been field-tested.
9th, 10th, 11th, 12th 3 Students who have already completed their first and second year courses in a single arts discipline and are now in their third year or fourth year of instruction in the same arts discipline. 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.R.3TH.HS.R.3 – Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theater, film, television, and electronic media.ART.T.III.HS.3ART.T.III.HS.3 – Analyze a variety of dramatic texts from cultural and historical perspectives to determine production requirements.ART.T.III.HS.4ART.T.III.HS.4 – Develop multiple interpretations and visual, aural, and multimedia production choices for scripts and production ideas and choose those that are most interesting.ART.T.III.HS.5ART.T.III.HS.5 – Justify selections of text, interpretation, and visual, aural, and electronic art.ART.T.III.HS.9ART.T.III.HS.9 – Evaluate personal and others’ collaborative efforts and artistic choices in informal and formal productions.R.1R.1 – Observe, describe, reflect on, analyze, and interpret works of the visual, performing, or applied arts.TH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approx. five 50 min class periods

T.E407 TE407

Tableaux

Tableaux

Using a general object as inspiration, groups of five to six students will create three tableaux based on an object.
Begin by having each student draw a card at random from a deck of cards with pictures of different objects. Students will be grouped by matching the objects on the card, and the object will be the subject of that team’s tableaux.
The first tableau will show all ensemble members using their bodies to create the assigned object. The second tableau will depict an event where the assigned object is part of the setting or a prop. The third tableau will depict a variation of the second tableau.
For example, if the assigned object is a birthday cake, the ensemble might create a birthday cake as their first tableau, a birthday party as their second tableau, and a birthday party where one person is left out or uninvited as their third tableau.
This assessment has three parts to it:
o Part 1–Students select a card with an illustration of a particular object (a soccer ball, a tree, a campfire, a book, a computer, a clock, a flower, a broom, and so forth) at random from the set of provided object cards.
o Part 2–Students discuss, script, and rehearse with an ensemble the three required tableaux.
o Part 3–Students perform the three tableaux with classmates and/or teacher as audience.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.C.1TH.HS.C.1 – Collaborate with actors to construct, refine, and rehearse scripts to effectively communicate the story.ART.T.II.HS.2ART.T.II.HS.2 – Individually and in ensemble, create and sustain characters that communicate with audiences.P1P1 – Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts discipline to communicate ideas, emotions, experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence.TH:Pr4TH:Pr4 – Select, analyze and interpret artistic work for presentation. Approx. 50 min

T.E202 TE202

Talking Statues

Talking Statues

Students will be assigned to groups of four. If necessary, the teacher can use some groups of three if there are not enough students to have four students in each group. Students will read an article from a British newspaper that describes a project involving “talking” statues. Using this concept, each group of students will improvise and perform their own scene by vocally and physically recreating real people and fictional characters. Each performance will be video recorded for later scoring.

Students will be scored using a rubric with three dimensions: 1) how they used their voices, 2) how they moved, and 3) how they used their improvisational skills.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.P.1TH.EL.P.1 – Recognize, imitate, and recreate (vocally and physically) real and non-real characters, based on real and non-real experiences.ART.T.I.5.1ART.T.I.5.1 – Create and demonstrate vocal expression to support the playing of a character.ART.T.I.5.2ART.T.I.5.2 – Improvise real and non-real charactersN/ATH:Pr6TH:Pr6 – Convey meaning through the presentation of artistic work. Approx. 45 min

T.E416 TE416

Theme Response—On Musicals

Theme Response—On Musicals

After listening to two distinct pieces of music with the lyrics provided, students will choose one piece of music for which to write a scene with a clear theme that uses their own experiences, yet honors the overall mood of the piece.

This item has been voluntarily field tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.2TH.HS.R.2 – Analyze the effect of their own social and cultural experiences on their dramatic work and evaluate the validity and practicality of the information in critiquing productions.ART.T.V.HS.2ART.T.V.HS.2 – Determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre.C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied art discipline.TH:Cn11TH:Cn11 – Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Approx. 50 min

T.T331 TT331

Two-Minute Fairy Tales

Two-Minute Fairy Tales

Students will choose a classic fairy tale to adapt and perform in two class periods. The purpose of this assessment is to allow students to work collaboratively with an established storyline. Students will also think creatively to restructure a story to fit the given parameters and perform it for their peers. Students will be challenged to work quickly and together as a team as they perform a dictated outline.

This assessment does not contain a rubric.

This item has not been field-tested by Michigan teachers.
8thN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.MS.P.2TH.MS.P.2 – Demonstrate acting skills that reflect clear artistic choices.ART.T.I.8.2ART.T.I.8.2 – Utilize role-playing and characterization skills to perform in ensemble scenes. N/ATH:Cr1TH:Cr1 – Generate and conceptualize artistic ideas and work.Approximately 100 minutes.

T.T433 TT433

Understanding Theatre Posters and Set Designs

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.
9th, 10th, 11th, 12th 1 Students who fulfill their one credit visual, performing, or applied arts (VPAA) high school graduation requirement only, or who are in their first year of a multi-year VPAA program 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.HS.R.3TH.HS.R.3 – Compare how universal themes are treated from various cultures and historical periods. Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.ART.T.V.HS.2ART.T.V.HS.2 – Determine how the non-dramatic art forms are modified to enhance the expression of ideas and emotions in theatre. (21st Century Skills: I.3, I.4, II.2, III.2, III.7, III.9)N/ATH:Re9TH:Re9 – Apply criteria to evaluate artistic work.TH:Re8TH:Re8 – Interpret intent and meaning in artistic work.100 minutes

T.E201 TE201

Vocal Expression

Vocal Expression

Students will use vocal pitch, tempo, and tone to demonstrate character development by recording a short excerpt. The teacher will use a rubric to score the recorded performance.

This item has not yet been field-tested.
5thN/A 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.EL.P.1TH.EL.P.1 – Recognize, imitate, and recreate (vocally and physically) real and non-real characters, based on real and non-real experiences.ART.T.I.EL.1ART.T.I.EL.1 – Use variations of locomotor and non-locomotor movement and vocal pitch, tempo, and tone for different characters.ART.T.I.5.1ART.T.I.5.1 – Create and demonstrate vocal expression to support the playing of a character.N/ATH:Pr5TH:Pr5 – Develop and refine artistic technique and work for presentation. Approx. 45 min

T.E109 TE109

Why the Face? Developing a Tableaux

Why the Face? Developing a Tableaux

Students will demonstrate emotional reactions to a variety of critical statements through tableaux. The process should be video recorded for scoring student performances. Students’ scores can be recorded on the MAEIA Classroom Score Summary provided on page 6 in the Teacher Booklet.

There is no Student Booklet for this assessment.

This item has not yet been field-tested.
2ndN/A 3 This assessment can be used in demonstrating arts educator effectiveness through organizing and presenting student performance data along with information about the steps the teacher used to instruct, support, and encourage students. TH.EL.R.1TH.EL.R.1 – Discuss classroom dramatizations using appropriate theatrical vocabulary.ART.T.III.EL.5ART.T.III.EL.5 – Develop a means of improving the collaborative process of planning, playing, responding, and evaluating classroom dramatizations.ART.T.III.2.5ART.T.III.2.5 – Reflect upon the role of constructive criticism for building classroom dramatizations.N/ATH:Re8TH:Re8 – Interpret intent and meaning in artistic work.Approx. 25 min

T.T416 TT416

Write and Direct a Scene Based on a News Article

Write and Direct a Scene Based on a News Article

Using current news stories, students will construct and direct a three-minute, three- to four-page scene that reflects their personal point of view in relation to their own social and cultural experiences. After they write their scenes individually, they will be assigned to groups of three where they will alternately be the director of their own scene and an actor in their partners’ scenes. The performances will be video-recorded for scoring later.

This assessment has five parts to it:
o Part 1–Assessment Questions
o Part 2–Research, Selection, and Script Writing
o Part 3–Collaboration and Peer Evaluation
o Part 4–Rehearsal and Performance
o Part 5–Evaluation and Reflection

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students. exemplars field-tested
9th, 10th, 11th, 12th 2 Students who have already completed their first year in an arts discipline and are now in their second year of instruction in the same arts discipline. 1 This assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer. TH.HS.R.2TH.HS.R.2 – Analyze the effect of their own social and cultural experiences on their dramatic work and evaluate the validity and practicality of the information in critiquing productions.ART.T.IV.HS.1ART.T.IV.HS.1 – Construct social meanings from informal and formal productions and from dramatic performances from a variety of cultures and historical periods, and relate to current personal, national, and international issues.C.1C.1 – Engage in full iterative cycles of the artistic/creative process by problem seeking, exploring, and making analytical, application, aesthetic, and design choices before completion.C.2C.2 – Develop an idea, question, or problem that is guided by the personal, historical, contemporary, cultural, environmental, and/or economic contexts of the visual, performing, or applied arts discipline.TH:Cr3TH:Cr3 – Refine and complete artistic work.Approx. four to five 50 min class periods