Introduction - Office of Superintendent of Public Instruction Web viewAs the politician’s vocal coach, ... No Score. Performing ... and word- or phrase-emphasis to create meaning

AssessmentOSPI-Developed Performance

Office of Superintendent of Public InstructionSeptember 2015

A Component of the Washington State Assessment System

TheatreThe Arts

Speaking the Speech Grade 10

Office of Superintendent of Public InstructionOld Capitol Building

P.O. Box 47200Olympia, WA 98504-7200

For more information about the contents of this document, please contact:

Anne Banks, The Arts Program SupervisorPhone: (360) 725-4966, TTY (360) 664-3631

OSPI provides equal access to all programs and services without discrimination based on sex, race, creed, religion, color, national origin, age, honorably discharged veteran or military status, sexual orientation including gender expression or identity, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. Questions and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at (360) 725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.

This work is licensed as a Creative Commons Attribution Non-Commercial Share Alike product by the Washington Office of Superintendent of Public Instruction. For more information on this license, please visit http://creativecommons.org/licenses/by-nc-sa/3.0/.

Table of ContentsIntroduction...................................................................................................................................................ii

Overview.........................................................................................................................................................1

Test Administration: Expectations......................................................................................................1

Description of the Performance Assessment..................................................................................2

Learning Standards....................................................................................................................................2

Assessment Task.........................................................................................................................................3

Teacher’s Instructions to Students.................................................................................................3

Accommodations....................................................................................................................................3

Student’s Task..........................................................................................................................................3

Supporting Materials and Resources for Teachers......................................................................8

Preparation for Administering the Assessment.......................................................................8

Recommendations for Time Management...............................................................................10

Glossary....................................................................................................................................................11

Speaking the Speech: Arts Assessment for Theatre, Grade 10 Page i

OSPI-DOSPI-D EVELOPEDEVELOPED P P ERFORM ANCEERFORM ANCE A A SSESSM ENTSSSESSM ENTS FORFOR THETHE A A RTSRTS

IntroductionTo Washington educators who teach theatre:

Welcome to one of our OSPI-developed performance assessments and this implementation and scoring guide. This document is part of the Washington assessment system at the Office of Superintendent of Public Instruction (OSPI).

The assessments have been developed by Washington State teachers and are designed to measure learning for selected components of the Washington State Learning Standards. They have been developed for students at the elementary and secondary levels. Teachers from across the state in small, medium, and large districts and in urban, suburban, and rural settings piloted these assessments in their classrooms. These assessments provide an opportunity for teachers to measure student skills; they can both help teachers determine if learning goals have been met, and influence how teachers organize their curricula. They also provide an opportunity for students to demonstrate the knowledge and skills they have gained.

These assessments:

Provide immediate information to teachers regarding how well their students have acquired the expected knowledge and skills in their subject areas.

Inform future teaching practices.

Provide resources that enable students to participate in measuring their achievements as part of the learning experience.

Included in this document are:▪ directions for administration

▪ assessment task

▪ scoring rubrics

▪ additional resources

Our hope is that this assessment will be used as an integral part of your instruction to advance our common goal of ensuring quality instruction for all students.

If you have questions about these assessments or suggestions for improvements, please contact:

Anne Banks, Program Supervisor, The Arts (360) 725-4966, [email protected]

Speaking the Speech: Arts Assessment for Theatre, Grade 10 Page ii

SPEAKING THE SPEECH TheatreGrade 10

An OSPI-Developed Performance Assessment

OverviewThis document contains information essential to the administration of Speaking the Speech, an OSPI-developed arts performance assessment for theatre (Grade 10). Prior to administration of this assessment, all students should have received instruction in the skills and concepts being assessed. Please read this information carefully before administering the performance assessment.

This classroom-based performance assessment may be used in several ways:

As an integral part of instruction.

As a benchmark, interim, or summative assessment.

As a culminating project.

As an integral part of a unit of study.

As a means of accumulating student learning data.

As an individual student portfolio item.

Test Administration: Expectations The skills assessed by this task should be authentically incorporated into

classroom instruction.

This assessment task is to be administered in a safe, appropriately supervised classroom environment following district policy and procedures.

All industry and district safety policies and standards should be followed in the preparation and administration of OSPI-developed performance assessments in dance, music, theatre, and visual arts.

Speaking the Speech: Arts Assessment for Theatre, Grade 10 Page 1

Synopsis ofSpeaking the Speech

Each student selects a speech from the samples provided by the teacher. The student must then perform the speech in a way that captures the audience’s attention and demonstrates the vocal techniques of an effective speaker, including appropriate expression and articulation. The teacher will record each student’s final performance.

Accommodations based upon a student’s individualized education program (IEP) or 504 Plan may require additional modifications to this assessment.

Additional modifications to the administration of this assessment may be required to accommodate cultural differences, diversity, and religious mores/rules.

Description of the Performance AssessmentPerformance prompts ask each student to create and present a solo performance based on the criteria outlined in the task. The student’s final performance should be recorded to facilitate scoring and to document each student’s performance.

Learning StandardsThis assessment addresses Washington State Learning Standards for Theatre, including the GLEs from the Options for Implementing the Arts Standards through Theatre by Grade Level document.

GLE 1.2.110th Grade

Analyzes given circumstances in a script to create a character’s facial expressions, gestures, body movements/stances, stage positions, blocking, and business in a performance.

Depending on how individual teachers build their lesson units, additional Washington State Learning Standards can be addressed.


Assessment TaskTeacher’s Instructions to Students1. Say: “Today you will take the Grade-10 Washington OSPI-developed arts

performance assessment for theatre. This assessment is called Speaking the Speech.”

2. Provide the class with copies of the student’s section of the assessment (which may include the student’s task, response sheets, rubrics, templates, and glossary), along with any other required materials.

3. Tell the students that they may highlight and write on these materials during the assessment.

4. Have the students read the directions to themselves as you read them aloud. We also encourage you to review the glossary and scoring rubrics with the students.

5. Answer any clarifying questions the students may have before you instruct them to begin.

6. If this assessment is used for reporting purposes, circle the scoring points on the first page of each student’s notes sheet. (See the student’s section of the assessment.)

AccommodationsRefer to the student’s individualized education program (IEP) or 504 Plan.

Student’s TaskThe following section contains these materials for students:

The student’s task: Speaking the Speech (Grade 10)

Assessment rubric

Student’s notes sheet


Student’s Task

Speaking the SpeechSpeaking the SpeechYou are a vocal coach for politicians in your state. A politician is having trouble capturing the audience during her speeches. She is worried that her vocal techniques are not good enough, so she has hired you to teach her how to be a more effective speaker.

As the politician’s vocal coach, you will select a speech from the samples provided and fully demonstrate the techniques the politician needs to use in order to become a more effective speaker. Your performance will be recorded, so that she can study your vocal techniques later and improve her own effectiveness.

Your Task

First, select a speech—

Select a speech from the samples provided (or review the speech assigned by the teacher). The speech should take no longer than one minute to present. If the speech you have chosen is longer than one minute, present only a portion of it.

Second, prepare and deliver the speech—

You will demonstrate for the politician how she should use her voice to communi-cate her ideas and engage the audience fully. To do this, you must use the following theatrical vocal techniques when you rehearse and perform the speech:

Use appropriate projection:

o Speak with a resonant and consistently audible voice.

o Use correct vocal placement.

o Use diaphragmatic breath support fully.

Use appropriate expression:

o Use expression throughout to create meaning and express emotion.

o Use phrasing—including pause, punctuation, and emphasis—that creates meaning and emotion.

o Vary the inflection/pitch effectively.

o Vary the rate appropriately.


Articulate appropriately:

o Pronounce words correctly.

o Use articulators (such as lips and tongue) correctly.

o Enunciate words clearly.

o Deliver separate and distinct words clearly within a sentence (for example, “What’s up?” rather than “W’zup?”).

You will perform the speech first for a partner (assigned by the teacher). Use the feedback that you receive from your partner to refine your performance. Your final performance will be recorded.


Assessment Rubric

Speaking the Speech4 points 3 points 2 points 1 point No Score

Perf

orm

ing

(exp

ress

ive

voic

e)

The student meets all four of the following requirements, thereby demonstrating a thorough under-standing of expressive voice in the speech: Uses expression throughout to

create meaning and express emotion.

Uses phrasing meaningfully and consistently (including pause, punctuation, and emphasis).

Varies inflection (pitch) effec-tively.

Varies rate appropriately.

The student meets three of the require-ments listed at left, demonstra-ting an ade-quate under-standing of ex-pressive voice in the speech.

The student meets two of the require-ments listed at left, demonstra-ting a partial un-derstanding of expressive voice in the speech.

The student meets one of the require-ments listed at left, demonstra-ting a minimal understanding of expressive voice in the speech.

The student meets none of the require-ments listed at left, demonstra-ting no under-standing of ex-pressive voice in the speech.

Perf

orm

ing

(pro

jecti

on) The student meets all four of the

following requirements, thereby demonstrating a thorough under-standing of projection in the speech: Speaks in a resonant voice. Speaks in a consistently audible

voice. Uses correct vocal placement. Uses diaphragmatic breath

support fully.

The student meets three of the require-ments listed at left, demon-strating an adequate un-derstanding of projection in the speech.

The student meets two of the require-ments listed at left, demon-strating a partial understanding of projection in the speech.

The student meets one of the require-ments listed at left, demon-strating a mini-mal under-standing of pro-jection in the speech.

The student meets none of the require-ments listed at left, demon-strating no un-derstanding of projection in the speech.

Perf

orm

ing

(arti

cula

tion)

The student meets all four of the following requirements, thereby demonstrating a thorough under-standing of articulation in the speech: Uses correct pronunciation of all

words, excluding the introduction.

Uses articulators (such as lips and tongue) correctly.

Enunciates words clearly. Delivers separate and distinct

words clearly within a sentence.

The student meets three of the require-ments listed at left, demonstra-ting an ade-quate under-standing of articulation in the speech.

The student meets two of the require-ments listed at left, demonstra-ting a partial un-derstanding of articulation in the speech.

The student meets one of the require-ments listed at left, demonstra-ting a minimal understanding of articulation in the speech.

The student meets none of the require-ments listed at left, demonstra-ting no under-standing of articulation in the speech.


Student’s Notes

Student’s Name/ID# _____________________________________________ Grade Level _________

(circle number) Performing (expressive voice) Score 4 3 2 1 NS

Performing (projection) Score 4 3 2 1 NS

Performing (articulation) Score 4 3 2 1 NS

Your Notes

Use the following space to write notes as you develop your performance of the speech and receive feedback from your partner. (Your notes will not be scored.)


Supporting Materials and Resources for Teachers

Preparation for Administering the Assessment

Tools & Materials

Teachers will need the following materials and resources to administer this performance assessment:

copies of the task, including the glossary of terms (one set for each student)

copies of the student’s notes sheet (one for each student)

a selection of speeches

a marked performance space

one pencil per student

a podium (optional)

an audio/video recording device

Guidelines

This assessment is an individual performance.

Copy the student’s task, glossary of terms, and notes sheet. Make one set of copies for each student.

Provide a selection of speeches:

Speeches should not be in a dialect.

You may allow students to choose a speech from the selection provided, or you may assign a speech to each student (suited to the student’s reading ability). Alternatively, you may require all students to perform the same speech.

If you allow students to choose a speech, give the students time prior to the assessment to make a selection.

Since most speeches are longer than a minute, the students may choose a portion of a published speech, or you may cut the speech until it is about one minute.

You may choose speeches from anthologies or online sites, such as The History Place (www.historyplace.com/speeches/previous.htm).


http://www.historyplace.com/speeches/previous.htm

Students may seek assistance in pronunciation and reading during the rehearsal process.

Students are not required to memorize their speeches: They may use printed copies during the performance.

Students may augment the printed copies of their speeches in any way that assists their delivery.

The use of a podium (without a microphone) is acceptable, but not necessary.

Assign to each student a partner who will watch the student’s performance and provide feedback to the performer.

Each student’s performance must be recorded for this assessment.

Recording setup must be in a defined space where the performer can be seen at all times. Place the camera so as to record the scene from the audience’s perspective.

Prompt the students to state their names/numbers and current grade levels into the recording device before they begin performing.

Coach the students to face the audience while performing. (The performer’s face must be seen so that facial expression can be assessed.)

Each performer must include a three-second neutral pause at the beginning and at the ending of his/her performance to indicate a clear start and a clear ending. The student may end off stage or off camera.

When you are administering the assessment, students may ask questions to clarify the process. You should encourage students to ask questions at any time throughout the administration of the assessment.


Recommendations for Time ManagementStudents may have as much time as they need to complete the task. The timeframes suggested here are meant only as a guide, and you may shorten or lengthen them to suit the individual circumstances of the class and students.

The following is a two-day suggested timeframe:

DAY 1

10 minutes: The teacher provides the class with the task and reads it aloud. The students may ask questions. The teacher answers questions.

15 minutes: Each student selects a speech or reviews the speech that was assigned.

30 minutes: The students rehearse their vocal performances.

5 minutes: The teacher collects all materials (including speeches) from the students.

DAY 2

5 minutes: The teacher distributes the materials.

10 minutes: The students review and rehearse their vocal performances.

35 minutes: Each student performs her/his 1-minute speech for the teacher, who records the performance.

All students who remain productively engaged in the task should be allowed to finish their work. In some cases, a few students may require considerably more time to complete the task than most students; therefore, you may wish to move these students to a new location to finish. In other cases, the teacher’s knowledge of some students’ work habits or special needs may suggest that students who work very slowly should be tested separately or grouped with similar students for the test.


Glossary acting skills—the use of voice, movement, improvisation, and characterization.

action—events within the play that move the plot along.

aesthetics—an idea of what is beautiful or artistic; a set of criteria for judging something to be beautiful or artistic.

articulation—the use of all of the articulators (lips, teeth, tongue, soft and hard palettes, larynx, and glottis)to deliver speech or language clearly.

audition—a tryout for a theatrical role.

balance—the arrangement of design elements and actors to create visual stability on stage.

blocking—an actor’s traffic pattern on stage.

business—movements that mime or make use of props, costumes, and make-up to strengthen the personality of a character that the actor is portraying.

character—a person, animal, or thing in a scene, story, or play.

character development—creating from a text a character who uses tactics to overcome obstacles to achieve objectives; portraying this character by choosing physical actions, vocal qualities, and believable emotions that are sustained throughout the performance

conflict—a struggle between two or more opposing forces, events, ideas, or characters in a scene or play.

costumes—the clothing an actor wears to create a character.

creative dramatics—a teacher-led dramatic enactment of story, setting, and/or characters; an experiential process-based activity, not a performance for an audience. The teacher may assume a role.

cue—1. a signal for a performer or technician to perform an action or say a line; 2. a signal from a side-coach to perform an action or say a line.

design—a purposeful plan for the spectacle of a play (such as costumes, set, props, lighting, sound) based on an overall concept.

design concept—the overall visual theme for a combined theatrical design in which features such as lights, sets, costumes, make-up, props, and sound work


together to tell the story. A design concept is a visual way of expressing how the technical elements will illuminate the central theme of the play.

dialogue—a conversation between two characters in a theatrical performance.

diaphragmatic breathing—using the diaphragm muscle to support the breath.

diction—choice and use of words.

drama—a literary composition (a play) intended for a performance before an audience.

dramatic structure—the composition of a theatrical work (such as a play, scene, or improvisation) that includes exposition, inciting incident, rising action, conflict, climax, falling action, and resolution.

elements of theatre—setting, character, conflict, dialogue, plot, and theme.

ensemble—a group of actors working together cooperatively and responsibly to achieve the group’s goal by means of problem solving and creativity.

enunciation—saying the vowels and consonants correctly.

event—something that happens at a certain place and time.

expression—the way the character says words to convey meaning and emotion.

facial expression—movements of the face that show feelings or ideas

focus—1. the intended point of interest on stage; 2. the actor’s ability to concentrate and keep attention fixed on the matter at hand.

genre—a type or category of theatrical work that is defined by a particular style, form, or set of characteristics and is often associated with a specific historical period or culture.

given circumstance—in the text of a play, the information that the playwright gives concerning character, setting, and relationships.

haiku—an unrhymed Japanese verse that consists of three lines, the first containing five syllables, the second containing seven syllables, and the third containing five syllables.

improvisation—a spontaneous performance during which the actors establish a story (including objectives, setting, character, and relationships) with minimal preparation.

improvisational blocking—refusing/denying/ignoring/rejecting an offering.


improvisational theatre—a structured, yet non-scripted scene or play.

inflection/pitch—the use of high and low sounds in speech to convey meaning and emotion.

levels—1. the placement of an object or person on the stage from upstage to downstage; 2. the vertical height of an actor or set piece from the stage floor.

lighting—using a variety of instruments to illuminate both the actors and sets on stage.

make-up—cosmetics applied to the face and body to enhance character.

mime—to act out a movement or the use of an object without words or props (totally silent).

monologue—a speech within a play delivered by a single actor alone on stage.

movement—physical action used to establish meaning and emotion to create character, including:

blocking—an actor’s traffic pattern on stage.

business—movements that mime or make use of props, costumes, and make-up to strengthen characterization.

facial expression—movements of the face that show emotions and/or ideas.

gestures—movement of a body part (arm, leg, hand, etc.) which is used to communicate.

posture/stance—the position of the limbs and the carriage of the body as a whole that communicate character.

whole-body movements—locomotive and non-locomotive uses of the body that communicate character.

nursery rhyme—a short song or poem for young children.

objective—the character’s wants, needs, and desires.

obstacle—what stands in the way of the character achieving his/her objectives.

offering (offer)—a suggestion (conveyed verbally or by means of movement) that is given by one actor to another to initiate or further an improvisation.

open—maintaining a body position in which the character’s face/frontal body can be seen by the audience in a proscenium or thrust-stage setting.


pantomime—conveying a story by use of expressive body and facial movements without speech, props, costumes, or sounds (instrumental music can be used as background).

pause—the moment of silence within a speech; used to show meaning or emotion and/or to develop character.

performance—a structured presentation of a theatrical work in front of an audience.

phrasing—the use of punctuation, pause, and word- or phrase-emphasis to create meaning and emotion.

play—a form of writing intended for live performance.

plot—a storyline that includes exposition, inciting incident, rising action, climax, and resolution of a conflict.

production—a structured performance created and presented for an audience.

props/properties—objects used by an actor on stage.

projection/volume—the appropriate use of loud and soft sounds to convey meaning and emotion to the entire audience.

pronunciation—the correct way to speak or articulate a word.

rate/cadence—the speed with which words are spoken to convey meaning and emotion.

readers’ theatre—an orchestrated reading that relies primarily on vocal characterization and does not include the elements of visual theatre (such as costuming, sets, or blocking).

rehearsal—the period of time used to prepare a play for performance in front of an audience.

resonance—fullness of voice created by vocal vibrations.

scene—a subdivision of a play, characterized by a single situation or unit of dialogue.

set—the on-stage space and its structures (scenery), within which the actors perform and that represent the setting of the play.

setting—the time, place, and atmosphere in which the scene or play occurs.


side-coaching—comments made by the teacher during an activity that affirm or correct students in the achievement of objectives, especially in creative dramatics.

sound—the process of using music, audio effects, and reinforcement to enhance setting and mood.

stage—the place where the actors perform.

status—the importance (or lack thereof) of a character or object on the stage.

subtext—an implied meaning or unspoken complication that generally runs concurrently with the main plot.

sustainability—an actor’s sustained portrayal of a character—with no noticeable break or lapse—throughout a performance.

stage geography—physical areas of the stage labeled center stage, down center, up center, stage right, stage left, up stage left, down stage left, up stage right, and down stage right.

stage picture—a visual image created by using any combination of set, costume, props, lighting, and character placement.

style—the distinctive characteristics or techniques of an individual artist, group, or period as seen in a work of theatre.

tactics—the possible ways the character can overcome obstacles.

technical design—the plan (based on an overall concept) for costumes, set, props, lighting, sound, make-up, and special effects in a production.

text analysis (script)—the examination of the theatrical elements of a text to gain greater understanding both of the theme and of the character which the actor portrays.

theatre (or theater)—1. the place where plays are presented to an audience; 2. the art of creating performances.

theatre etiquette—appropriate behavior of audience, performers, or technicians in a variety of theatrical settings.

theatre text (script)—any written text used as a script.

theme—the central idea of a play.

three-dimensional character (round)—a character that is developed emotionally, psychologically, and physically.


venue—a place where a performance is held.

vocal placement—resonating the voice in different parts of the body, such as chest, head, nose, throat.

voice—vocal qualities that are used to convey meaning and emotion in order to create character; these include:

articulation—the clear delivery of speech or language utilizing all of the articulators (lips, teeth, tongue, soft and hard palettes, larynx, and glottis.)

breath support—the use of the diaphragm in correct breathing.

enunciation—saying vowels and consonants correctly.

expression—the way the character delivers words to convey meaning and emotion.

inflection/pitch—the use of high and low sounds in speech to convey meaning and emotion.

projection/volume— the appropriate use of loud and soft sounds to convey meaning and emotion to the entire audience.

rate/cadence—the speed with which words are spoken to convey meaning and emotion.

pause—the moment of silence within a speech; used to show meaning or emotion and/or to develop character.

pronunciation—the correct way to speak or articulate a word.

word emphasis—selection of the most important word or words in each phrase or sentence to create meaning, show emotion, and convey character (pointing up the word).

Note: The entire glossary for theatre is included here as a resource for teachers and students.


Documents

Introduction - Office of Superintendent of Public Instruction Web viewAs the politician’s vocal coach, ... No Score. Performing ... and word- or phrase-emphasis to create meaning