Scroll below to see the group work reflection questions that will help you to meet the listed course expectations as well as the rubric for your performance.
Heroic
Tale Structure – Reflection Name:
Course
Expectations:
C3.2 identify and apply the skills and
attitudes needed to perform various tasks and responsibilities in producing
drama works
B1.1 use the critical analysis process
before and during drama projects to identify and assess individual and peer
roles and responsibilities in producing drama works
1.
What are your
obligations as a productive group member in producing a drama work?
2.
Indicate your
assessment of each member’s contribution to your group over the past three
classes periods, including your own, by writing his/her name in the appropriate
column.
Criteria
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1 Poor
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2 Fair
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3 Good
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4 Excellent
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Committed to group success
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Focused on task
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Listens attentively
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Contributes ideas
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Supports others’ contributions; tactfully suggests changes
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Willing to change mind to build concensus
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Accepts criticism
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3.
What were your thoughts/feelings when you
first learned who you would be working with in this group?
4.
How have these
thoughts/feelings changed over the past three days as you have worked on this
task?
5.
Based on your
experiences in this classroom over the past four weeks, indicate the following,
with a brief explanation for your response.
a)
The person I have
most enjoyed working with is
b)
The person who
has most surprised me is
c)
The person whose
work in a group I respect the most is
d)
The person whose
stage work I respect the most is
e)
The person who
has the leadership qualities I most admire is
f)
One person that I
haven’t worked with very much but who I would like to work with is
g)
One person who I
find it challenging to work with is
ADA
20
Workshopping/Rehearsals
Checklist: Peer and
Self-Assessed/Teacher Evaluation
Course Expectations:
C3.2 identify and apply the
skills and attitudes needed to perform various tasks and responsibilities in
producing drama works (e.g. use active listening and
cooperative problem-solving skills; practice punctuality; use tact in
suggesting changes and improvements; demonstrate willingness to accept
criticism and build consensus)
C3.3 demonstrate an
understanding of theatre and audience etiquette, in both classroom and formal
performance contexts (e.g., as a performer: show
willingness to take direction and behave appropriately towards other actors; as
a view: demonstrate respect for performers and other
audience members by paying attention, not interrupting or talking, and
applauding when appropriate)
ü Present (in the classroom, doesn’t
stray to chat with other groups, etc.)
ü Punctual
ü Focused and committed to the group
(no cell phone)
ü Listens to ideas
ü Contributes ideas
ü Supports others’ contributions and/or
tactfully suggests changes/improvements
ü Willing to change mind to build
consensus
ü Accepts criticism
ü Attentive audience member (refrain from anything that
would distract the performer/other audience members…cell phone, talking, etc.
and show respect through applause)
Performance
Rubric – Heroic Tale Structure
Course Expectations:
A2.1 select and combine the
elements of drama to achieve a variety of purposes in ensemble presentations
A3.3 use a variety of
technological tools (e.g., light, sound,
set design, props, models) to enhance the impact of drama works
Criteria
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Level
4
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Level
3
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Work
on to reach Level 3
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Heroic Tale Structure (Group)
Thinking/Inquiry
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Highly effective use of heroic tale
structure to create an entertaining and/or thought-provoking original work
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Effective use of Heroic Tale Structure
Template to construct a plot and characters for an enjoyable theatrical
experience
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Use of dramatic elements (Group) Application
Tableau;
mime; music; asides; captions; soliloquys; props; costumes; shadow screen;
sound effects; choral work; special lighting effects; black boxes;
voice-over; narration;
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The performance is enhanced and invigorated through the artistic
application of a variety of dramatic elements to achieve specific purposes in
plot development, characterization, establishment of mood, atmosphere,
setting, etc.
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A variety of dramatic elements are applied for specific purposes in
plot development, characterization, establishment of mood, atmosphere,
setting, etc.
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Acting: Characterization (Ind.)
Application
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An authentic character comes to life
on stage
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The actor establishes and maintains a
consistent character in action and reaction through physicality and vocalization
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Group
Members:
Comments: