Final Report
Assessment Institute, Fall 2014
TH-­‐120, Acting I for the Non-­‐Major
Scene Study Performance Assessment
The scene study performance assignment is a culmination of TH-­‐120 course curricula, requiring application and integration of many skills. Instructors assigned contemporary scenes, approximately 3.5 minutes in length. Course Enrollment
This assessment involved two dual-­‐credit sections of TH-­‐120, Acting I for the Non-­‐Major.
a) Section: TEA1 Serving: high school juniors and seniors from Queens High School of Teaching (QHST)
Program: College Now at Queensborough Community College (QCC)
Location: QHST campus
Participation Requirements: current enrollment at QHST; a passing average; a record of good attendance; a teacher’s recommendation; and an application
Section Retention: 23 students began the course; 19 completed the midterm; and 19 students completed the scene study assignment (the subject of this assessment)
b) Section: 21C Serving: high school sophomores, juniors, and seniors from Humanities & the Arts High School and Martin Van Buren High School Program: 21st Century Community Learning Centers at QCC
Location: Queensborough Community College
Participation Requirements: current enrollment at Humanities & the Arts High School or Martin Van Buren High School; all students are accepted (unless a student has shown to be a poor fit in a previous semester); course enrollment is first-­‐come, first-­‐served (if a course offering is full, students are asked to choose another course)
Section Retention: 23 students began the course; 19 students completed the midterm; 12 completed the scene study assignment (the subject of this assessment)
General Education Outcomes
Students will:
communicate effec]vely through reading, wri]ng, listening, and speaking. (1)
integrate knowledge and skills in their program of study. (5)
work collabora]vely in diverse groups directed at accomplishing learning objec]ves. (7)
apply aesthe]c and intellectual criteria in the evalua]on or crea]on of works in the humani]es or the arts. (10)
Heather Huggins, Adjunct Lecturer Department of Speech and Theatre
Queensborough Community College, CUNY
Course Objectives, Student Learning Outcomes
Students will:
expand and deepen their physical and vocal expression for the stage. advance in perceptual skills. integrate class exercises and develop a character. be present on stage with a centered, neutral instrument. remain focused, sustaining concentra]on throughout scene work and ac]ng exercises. dis]nguish their role in the physical environment of the stage. combine physical ac]on with psychological mo]va]on. support the ar]cula]on of character through movement and sound.
analyze text and integrate analysis into performance.
Measurement of Outcomes
The expecta]on is that, by the end of the course, high school students enrolled in either dual-­‐credit college course (TH-­‐120 TEA1; TH-­‐120 21C) will perform at minimum (in parentheses):
a. Beginning/Ending – at Lower Milestone or above (2); b. Characteriza]on -­‐ at Lower Milestone or above (2); c. Voice – at Lower Milestone or above (2); d. Concentra]on – at Lower Milestone or above (2); e. Given Circumstances -­‐ at Lower Milestone or below (2); f. Physicality -­‐ at Lower Milestone or below (2).
g. Collabora]on -­‐ at Lower Milestone or above (2).
Assessment Tool
The founda]onal rubric was developed to assess monologue performance in TH-­‐120 and TH-­‐121 by Professor Yonker during the 2013 Fall Assessment; the Speech and Theatre Department has since adopted this rubric as a course tool for evalua]ng monologues in TH-­‐120 and TH-­‐121. The scene study assignment developed for this assessment builds upon the monologue performance assignment and rubric, expec]ng students to “work collabora]vely in diverse groups directed at accomplishing learning objec]ves” (General Educa]on Outcome 7). To assess this addi]onal outcome, I adapted Professor Yonker’s monologue rubric to include collabora(on; this rubric is aiached.
Results
84% of the par]cipa]ng dual-­‐credit students performed at or above expecta]ons. Moving Forward
Aler comple]ng the assignment and assessment, I adapted the scene study rubric to include a category for prepara(on; this revised rubric is aiached. Heather Huggins, Adjunct Lecturer Department of Speech and Theatre
Queensborough Community College, CUNY
TH120 – Acting for Non-­‐Majors Scene Study Rubric Beginning/Ending Characterization Voice Concentration Capstone (4) Upper Milestone (3) Lower Milestone (2) Benchmark (1) Student enters and exits with intention, begins only when motivated, and addresses the initial event of the scene/play. 6 Student demonstrates ability to pursue strong, clear objectives, and character lives believably and honestly within the Given Circumstances. 6 Student speaks with proper support and volume, clear articulation, using Standard American Speech, and voice is expressive and motivated. 5 Student is focused when speaking and listening; student sustains the world of the play throughout the performance. 7 Student enters and exits with intention and begins only when motivated, but does not address the initial event of the scene/play. 15 Student demonstrates ability to pursue strong, clear objectives, but character is not consistently believable or honest within the Given Circumstances. 10 Student speaks with proper support and volume, clear articulation, and voice is expressive and motivated. 9 Student is focused when speaking and listening; student sustains the world of the play throughout most of the performance. 11 Student begins only when motivated but enters or exits without intention. 5 Student occasionally demonstrates ability to pursue strong, clear objectives, but character does not live within the Given Circumstances. 10 Student speaks with proper support and volume, clear articulation, but voice lacks expression or is unmotivated. 12 Student is unfocused when speaking or listening, or fails to sustain the world of the play throughout the performance. 8 Student enters and exits without intention, and begins without motivation. 5 Student does not demonstrate ability to pursue objectives, nor to live within the Given Circumstances. 5 Student speaks with lack of proper support, volume, and/or articulation, and voice lacks expression or is unmotivated. 5 Student is unfocused throughout the performance. 5 1 TH120 – Acting for Non-­‐Majors Scene Study Rubric Given Circumstances Physicality Collaboration Student identifies and demonstrates the “who, what, where, and when” of the Character’s world in performance, making varied, specific, and bold choices. 7 Student’s movement is controlled and justified by the text and is creatively chosen. 5 Student skillfully shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is available throughout the scene, organically listening and responding to his/her partner(s). 7 Student identifies and demonstrates 2-­‐3 of the “who, what, where, and when” of the Character’s world in performance. 11 Student’s movement is controlled and justified by the text. 8 Student adequately shares responsibility of rehearsing, developing, and performing the scene with partner(s). Student is somewhat available throughout the scene, generally listening and responding to his/her partner(s). 9 Student identifies and demonstrates only 1 of the “who, what, where, and when” of the Character’s world in performance. 8 Student’s movement is justified by the text but static and limited in choice. 13 Student occasionally shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is inconsistently available throughout the scene, sporadically listening and responding to his/her partner(s). 12 Student is unable to identify and demonstrate the “who, what, where, and when” of the Character’s world in performance. 5 Student’s movement is excessive or lacks control and is not justified by the text. 5 Student rarely shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is rarely, if ever, present throughout the scene. 3 2 ~to~lvO
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Beginning/Ending
TH120- Acting for Non-Majors
Scene Study Rubric
Capstone (4)
Upper Milestone (3)
Lower Milestone (2)
Benchmark (1)
Student enters and exits
with intention, begins only
when motivated, and
addresses the initial event
Student enters and exits
with intention and begins
only when motivated, but
does not address the initial
event ofthe scene/play.
Student begins only when
motivated but enters or
exits without intention.
Student enters and exits
without intention, and
begins without motivation.
ofthe scen~(ray.@
(3)
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Characterization
Student demonstrates
ability to pursue strong,
clear objectives, and
character lives believably
and honestly within the
Given Circumstances.
(j)
\H
Voice
Student speaks with proper
support and volume, clear
articulation, using Standard
American Speech, and voice
is expressive and motivated.
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Concentration
.TUt-1
5~--h~-A
(})
Student is focused when
speaking and listening;
student sustains the world
of the play throughout the
performance.
\\ll
@
Student demonstrates
ability to pursue strong,
clear objectives, but
character is not consistently
believable or honest within
the Given Circumstances.
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6)
Student speaks with proper
support and volume, clear
articulation, and voice is
expressive and motivated.
\k\1
I
@
Student is focused when
speaking and listening;
student sustains the world
of the play throughout most
of the performance.
Ui1 I
&J
(f)
l\11
Student occasionally
demonstrates ability to
pursue strong, clear
objectives, but character
does not live within the
Given Circumstances.
U11
I
Student does not
demonstrate ability to
pursue objectives, nor to
live within the Given
Circumstances.
Student speaks with lack of
proper support, volume,
andjor articulation, and
voice lacks expression or is
unmotivated.
(j)
Student is unfocused when
speaking or listening, or
fails to sustain the world of
the play throughout the
per~a~le.~
6J
\ll
(Q
Student speaks with proper
support and volume, clear
articulation, but voice lacks
expression or is
unmotivated.
U1t (I
(j)
\ll
lit
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Student is unfocused
throughout-the
performance.
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(j)
1
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TH120- Acting for Non-Majors
Scene Study Rubric
Given Circumstances
Student identifies and
demonstrates the "who,
what, where, and when" of
the Character's world in
performance, making
varied, specific, and bold
choices.
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Physicality
@
Student's movement is
controlled and justified by
the text and is creatively
chosen.
\\\ ill
Collaboration
Student skillfully shares the
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is available
throughout the scene,
organically listening and
responding to his/her
partner(s).
\l\l
(1)
Student identifies and
demonstrates 2-3 of the
"who, what, where, and
when" of the Character's
world in performance.
cY
U11' \\
Student's movement is
controlled and justified by
the text.
\\\\
@
Student adequately shares
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is somewhat
available throughout the
scene, generally listening
and responding to his/her
partner(s).
W1@
Student identifies and
demonstrates only 1 ofthe
"who, what, where, and
when" of the Character's
world in performance.
m@
ll I
Student's movement is
justified by the text but
static and limited in choice.
%
\lll
(§)
Student occasionally shares
the responsibility of
rehearsing, developing, and
performing the scene with
partner(s). Student is
inconsistently available
throughout the scene,
sporadically listening and
responding to his/her
pa;(sli
I
Student is unable to identify
and demonstrate the "who,
what, where, and when" of
the Character's world in
performance.
(i)
@
Student's movement is
excessive or lacks control
and is not justified by the
text.
ttl_@
Student rarely shares the
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is rarely, if ever,
present throughout the
scene.
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2
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Beginning/Ending
TH120- Acting for Non-Majors
Scene Study Rubric
Capstone (4)
Upper Milestone (3)
Lower Milestone (2)
Benchmark (1)
Student enters and exits
with intention, begins only
when motivated, and
addresses the initial event
of the scene/play.
Student enters and exits
with intention and begins
only when motivated, but
does not address the initial
event ofthe scene/play.
Student begins only when
motivated but enters or
exits without intention.
Student enters and exits
without intention, and
begins without motivation.
\\\
Characterization
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G)
ted.
Student is focused when
speaking and listening;
student sustains the world
of the play throughout the
pec;1;manoe. G2
(9
Student demonstrates
ability to pursue strong,
clear objectives, but
character is not consistently
believable or honest within
the Given Circumstances.
Ill
Student speaks with proper
support and volume, clear
articulation, using Standard
American Speech, and voice
;, ""\\''"ve "(;?:tv•
Concentration
\,m\
Student demonstrates
ability to pursue strong,
clear objectives, and
character lives believably
and honestly within the
Given Circumstances.
\I\
Voice
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Student speaks with proper
support and volume, clear
articulation, and voice is
expressive and motivated.
\ll
(j)
I
CD
Student occasionally
demonstrates ability to
pursue strong, clear
objectives, but character
does not live within the
Given Circumstances.
l\\\
(1)
Student speaks with proper
support and volume, clear
articulation, but voice lacks
expression or is
unmotivated.
Jm
@
Student is focused when
speaking and listening;
student sustains the world
of the play throughout most
Student is unfocused when
speaking or listening, or
fails to sustain the world of
the play throughout the
ofthe~~~tnn~
perf\llanctl)
\\
(i)
Student does not
demonstrate ability to
pursue objectives, nor to
live within the Given
Circumstances.
\l
@
Student speaks with lack of
proper support, volume,
and/or articulation, and
voice lacks expression or is
unmotivated.
ll
p)
Student is unfocused
throughout:the
performance.
\l
GJ
1
Sec~ 'Oil ·,
d-l C
TH120- Acting for Non-Majors
Scene Study Rubric
Given Circumstances
I Student identifies and
demonstrates the "who,
what, where, and when" of
the Character's world in
performance, making
varied, specific, and bold
choices.
\\\
Physicality
1
Student's movement is
controlled and justified by
the text and is creatively
chosen.
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Collaboration
®
@
I Student skillfully shares the
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is available
throughout the scene,
organically listening and
responding to his/her
partner(s).
lI\
@
Student identifies and
demonstrates 2-3 of the
"who, what, where, and
when" of the Character's
world in performance.
\\ ll
0)
Student's movement is
controlled and justified by
the text.
\\\
Student adequately shares
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is somewhat
available throughout the
scene, generally listening
and responding to his/her
partner(s).
®
(j)
Student's movement is
justified by the text but
static and limited in choice.
)l \\
\\\ ~
\ l \l
Student identifies and
demonstrates only 1 of the
"who, what, where, and
when" ofthe Character's
world in performance.
(j)
Student occasionally shares
the responsibility of
rehearsing, developing, and
performing the scene with
partner(s). Student is
inconsistently available
throughout the scene,
sporadically listening and
responding to his/her
patT\tsW
Student is unable to identify
and demonstrate the "who,
what, where, and when" of
the Character's world in
performance.
1\ @
I
Student's movement is
excessive or lacks control
and is not justified by the
text.
n (i)
Student rarely shares the
responsibility of rehearsing,
developing, and performing
the scene with partner(s).
Student is rarely, if ever,
present throughout the
scene.
I l
CD
2
TH120 – Acting for Non-­‐Majors Scene Study Rubric -­‐-­‐ adapted Beginning/Ending Capstone (4) Upper Milestone (3) Lower Milestone (2) Benchmark (1) Student enters and exits with intention, begins only when motivated, and addresses the initial event of the scene/play. Student enters and exits with intention and begins only when motivated, but does not address the initial event of the scene/play. Student begins only when motivated but enters or exits without intention. Student enters and exits without intention, and begins without motivation. Student demonstrates ability to pursue strong, clear objectives, and character lives believably and honestly within the Given Circumstances. Student demonstrates ability to pursue strong, clear objectives, but character is not consistently believable or honest within the Given Circumstances. Student occasionally demonstrates ability to pursue strong, clear objectives, but character does not live within the Given Circumstances. Student does not demonstrate ability to pursue objectives, nor to live within the Given Circumstances. Student speaks with proper support and volume, clear articulation, using Standard American Speech, and voice is expressive and motivated. Student speaks with proper support and volume, clear articulation, and voice is expressive and motivated. Student speaks with proper support and volume, clear articulation, but voice lacks expression or is unmotivated. Student is focused when speaking and listening; student sustains the world of the play throughout the performance. Student is focused when speaking and listening; student sustains the world of the play throughout most of the performance. Characterization Voice Concentration Student is unfocused when speaking or listening, or fails to sustain the world of the play throughout the performance. Student speaks with lack of proper support, volume, and/or articulation, and voice lacks expression or is unmotivated. Student is unfocused throughout the performance. 1 TH120 – Acting for Non-­‐Majors Scene Study Rubric -­‐-­‐ adapted Given Circumstances Student identifies and demonstrates the “who, what, where, and when” of the Character’s world in performance, making varied, specific, and bold choices. Student identifies and demonstrates 2-­‐3 of the “who, what, where, and when” of the Character’s world in performance. Student identifies and demonstrates only 1 of the “who, what, where, and when” of the Character’s world in performance. Student is unable to identify and demonstrate the “who, what, where, and when” of the Character’s world in performance. Student’s movement is controlled and justified by the text. Student’s movement is justified by the text but static and limited in choice. Student’s movement is excessive or lacks control and is not justified by the text. Student occasionally shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is inconsistently available throughout the scene, sporadically listening and responding to his/her partner(s). Student preparation is limited, demonstrating basic familiarity with material. Student's understanding of lines, tactics, and objectives is rudimentary or sporadic. Student rarely shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is rarely, if ever, present throughout the scene. Physicality Student’s movement is controlled and justified by the text and is creatively chosen. Collaboration Student skillfully shares the responsibility of rehearsing, developing, and performing the scene with partner(s). Student is available throughout the scene, organically listening and responding to his/her partner(s). Student adequately shares responsibility of rehearsing, developing, and performing the scene with partner(s). Student is somewhat available throughout the scene, generally listening and responding to his/her partner(s). Preparation Student preparation is significant, supporting fluid, in-­‐the-­‐moment discoveries within the performance. Student's mastery of material is well developed, going beyond the memorization of lines and the integration of objectives and tactics. Student preparation is evident, supporting in-­‐the-­‐
moment adjustments and recovery from unexpected changes. Student's familiarity with material is developed, demonstrating the memorization of lines and an awareness of objectives and tactics. Student preparation is insufficient. Student demonstrates little to no familiarity with the material. 2