A Component of the
Washington State Assessment System
The Arts
Theatre
Campfire Story
Grade 8
OSPI-Developed Performance
Assessment
Office of Superintendent of Public Instruction
September 2015
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. Box 47200
Olympia, WA 98504-7200
For more information about the contents of this document, please contact:
Anne Banks, The Arts Program Supervisor
Phone: (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 Contents
Introduction................................................................................................................................................... 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 .......................................................................................................................................... 4
Supporting Materials and Resources for Teachers ................................................................... 11
Preparation for Administering the Assessment .................................................................... 11
Recommendations for Time Management ............................................................................... 13
Glossary ................................................................................................................................................... 14
Campfire Story: Arts Assessment for Theatre, Grade 8
Page i
OSPI-DEVELOPED PERFORMANCE ASSESSMENTS
FOR THE
ARTS
Introduction
To 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, anne.banks@k12.wa.us
Campfire Story: Arts Assessment for Theatre, Grade 8
Page ii
C AMPFIRE S TORY
Theatre
Grade 8
An OSPI-Developed Performance Assessment
Overview
This document contains information essential
to the administration of Campfire Story, an
OSPI-developed arts performance assessment
for theatre (Grade 8). 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.
Synopsis of
Campfire Story
Each student prepares and
tells a story. The student
must identify the situation,
conflict, and character, and
include an exciting beginning and surprise ending.
The student performs the
story first for a partner, who
gives feedback. The student
uses the feedback to refine
the story before finally
performing for the teacher.
The student must also prepare a response explaining
how she/he developed the
story and final performance.
 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.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 1
 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 Assessment
 Performance prompts ask each student to create and present a solo
performance based on the criteria outlined in the prompt. The teacher should
record (film) the student’s performance both to document it and to facilitate
scoring.
 Students must also respond to short-answer questions or prompts. Their
answers may be written or verbal. All written work must be completed on the
response sheets provided. All verbal responses must be recorded to facilitate
scoring and to document each student’s performance.
Learning Standards
This 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 1.2.1
Grades 7–8
GLE 2.1.1
Grades 7–8
GLE 2.2.1
Grades 7–8
Applies his/her understanding of given circumstances in a script
to create a character’s facial expressions, gestures, body
movements/stances, stage positions, blocking, and business in a
performance.
Applies a creative process to theatre.
Applies a performance process to theatre.
Depending on how individual teachers build their lesson units, additional
Washington State Learning Standards can be addressed.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 2
Assessment Task
Teacher’s Instructions to Students
1. Say: “Today you will take the Grade-8 Washington OSPI-developed arts
performance assessment for theatre. This assessment is called Campfire
Story.”
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 response sheets.
Accommodations
The following accommodations can be made for students with special needs or
whose English language skills are limited:
 To complete the response sheets, students may dictate their answers to an
instructional aide, who will write them down.
 The student may give the written and/or recorded responses in their first
language. We request a written and/or verbal English translation for
consistency (validity/reliability) in scoring the rubric.
Refer also to the student’s individualized education program (IEP) or 504 Plan.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 3
Student’s Task
The following section contains these materials for students:
 The student’s task: Campfire Story (Grade 8)
 Assessment rubric
 Response sheets
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 4
Student’s Task
Campfire Story
You are a camper at a summer theatre camp. Every camper gets a chance to tell a
story around the campfire. Your acting coach has told you that tonight is your night to
tell a story.
As you prepare your story, identify the situation, the conflict, and the character. Allow
for an exciting beginning and a surprise ending. You will perform the story first for an
assigned partner, who will give you feedback. Use the feedback to refine and rehearse
your story before your final performance.
Your teacher will record your final performance. You will also be asked to prepare a
response explaining how you developed the story and your final performance.
Your Task
First, create your story—
Your acting coach explains that you must meet the following requirements when
you create your story:
 Apply the creative process in the arts:
o Conceptualize the context or purpose.
o Gather information from diverse sources.
o Develop ideas and techniques.
o Organize arts elements.
o Reflect for the purpose of elaboration and self-evaluation.
o Present the work to others.
 Create a story with an effective story line.
 Use all of the following voice skills:
o appropriate projection
o effective expression
o clear articulation
o appropriate rate
 Use all of the following movements:
o clear and expressive facial expression
o appropriate hand gestures
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 5
o appropriate body movement
o effective blocking
 Create a believable character:
o Use a series of movements and vocal choices that enhance and bring to
life a credible and sustainable character throughout the entire
performance.
o Create a performance with layered emotions (more than one emotion
exhibited).
o Maintain focus throughout the entire performance.
Second, perform your story—
Your acting coach explains that you must meet the following requirements when
you create your story:
 Perform the story for your partner in order to receive feedback about your
character and choice of movement.
 Refine and rehearse your story based on the feedback you received from your
partner.
Third, respond to prompts about your performance —
Your acting coach explains that you must meet the following requirements when
responding to prompts about your performance and the process you went through
to create it:
 Describe the creative process that you used to develop your story.
 State two goals that you had for improving your performance.
 Give evidence from your performance to demonstrate how you improved
your performance.
 Use the vocabulary of theatre correctly.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 6
Assessment Rubric
3 points
2 points
1 point
No Score
The student demonstrates a thorough
understanding of arts skills and
techniques by meeting all four of the
following requirements:
 Uses clear facial expression.
 Uses appropriate hand gestures.
 Uses appropriate body movement.
 Uses effective blocking.
The student
demonstrates an
adequate understanding of
arts skills and
techniques by
meeting three of
the requirements listed at
left.
The student
demonstrates a
partial understanding of arts
skills and techniques by
meeting two of
the requirements listed at
left.
The student
demonstrates a
minimal understanding of arts
skills and techniques by
meeting one of
the requirements listed at
left.
The student
demonstrates
no understanding of arts
skills and techniques, having
met none of
the requirements listed at
left.
Performing (voice)
The student demonstrates a
thorough understanding of voice
skills by meeting all four of the
following requirements:
 Uses projection effectively.
 Uses expression consistently.
 Uses articulation proficiently.
 Uses rate accurately.
The student
demonstrates an
adequate understanding of voice
skills by meeting
three of the
requirements
listed at left.
The student
demonstrates a
partial understanding of voice
skills by meeting
two of the requirements
listed at left.
The student
demonstrates a
minimal understanding of
voice skills by
meeting one of
the requirements listed at
left.
The student
demonstrates
no understanding of
voice skills,
having met
none of the
requirements
listed at left.
The student meets all four of the
following requirements, thereby
demonstrating a thorough understanding of how to create story
structure:
 Creates a clear beginning.
 Creates a clear middle.
 Includes a central conflict and
resolution.
 Creates a clear ending.
The student
meets three of
the requirements listed at
left, demonstrating an
adequate understanding of
how to create
story structure.
The student
meets two of
the requirements listed at
left, demonstrating a partial
understanding
of how to create
story structure.
The student
meets one of
the requirements listed at
left, demonstrating a minimal understanding of
how to create
story structure.
The student
meets none of
the requirements, listed at
left, demonstrating no
understanding
of how to
create story
structure.
The student meets all four of the
following requirements, thereby
demonstrating a thorough understanding of the responding process:
The student
meets three of
the requirements listed at
left, demonstrating an
adequate understanding of
the responding
process.
The student
meets two of
the requirements listed at
left, demonstrating a partial
understanding
of the responding process.
The student
meets one of
the requirements listed at
left, demonstrating a minimal understanding of the
responding
process.
The student
meets none of
the requirements listed at
left, demonstrating no
understanding
of the responding process.
Responding
Performing (movement)
4 points
Creating
Campfire Story
 Describes the process used to
develop the story.
 States two goals for improvement
of his or her performance.
 Gives evidence from the performance to show that he or she
followed the plan for improvement.
 Uses the vocabulary of theatre
correctly.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 7
Scoring Notes
The following scoring notes should be used as guidelines when scoring this item.
 Performing rubric (voice): Expression and rate must be character-related to
earn credit.
Campfire Story: Arts Assessment for Theatre, Grade 8
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Response Sheets
Student’s Name/ID# _____________________________________________ Grade Level _________
(circle number)
Performing Score (movement)
4
3
2 1
NS
Performing Score (voice)
4
3
2 1
NS
Creating Score
4
3
2 1
NS
Responding Score
4
3
2 1
NS
Responses
Respond to the following prompts to explain how you met the requirements.
Remember to use the vocabulary of theatre.
1. Describe the creative process that you used to develop your story:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 9
2. State two goals for improving your performance:
Goal 1: _____________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Goal 2: _____________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
3. Give evidence from your performance to demonstrate that you made improvements to your performance:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 10
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-response sheets (one set for each student)
 a marked performance space
 one pencil per student
 an audio/video recording device
Guidelines
This assessment is an individual performance.
 Copy the student’s task, glossary of terms, and response sheets. Make one set
of copies for each student.
 Assign to each student a student-partner who will watch the performance and
provide feedback to the performer.
 Each student should obtain your approval of her/his storyline prior to
creating the performance.
 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. The camera should be placed so as to record the
scene from the audience’s perspective.
 Students should be prompted to state their names/numbers and
current grade level 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.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 11
 Students who respond in writing must include their names/numbers on their
response sheets.
 As an alternative to a written response:
 You may permit video or audio recording. Coach the students who are
being recorded to face the recording device when responding. Students
must have a copy of the response sheet when being recorded. The
teacher’s role during recording is to read questions. Students may use
resources that are visible in the testing classroom, but you may not
prompt or coach students during the assessment.
 A student may dictate her/his response-sheet answers as necessary to
meet her/his needs. Students may use resources that are visible in the
testing classroom, but you may not prompt or coach students during
the assessment.
 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.
Campfire Story: Arts Assessment for Theatre, Grade 8
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Recommendations for Time Management
Students 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 three-day suggested timeframe:
DAY 1
 15 minutes: The teacher provides the class with the task and reads it aloud.
The students may ask questions. The teacher answers questions.
 30 minutes: Each student creates a story, develops a performance, and
rehearses.
DAY 2
 10 minutes: Each student performs the story for her/his assigned partner,
who provides feedback.
 5 minutes:
The students refine and rehearse their performances,
incorporating the feedback they’ve received.
 35 minutes: Each student performs her/his story; the teacher records the
performances.
DAY 3
 5 minutes:
The teacher distributes response sheets to the students.
 10 minutes: The students prepare their verbal or written responses.
 5 minutes:
The teacher collects the response sheets of the students who
responded in writing.
 20 minutes: The teacher records the responses of the students who need to
respond verbally.
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.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 13
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.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 14
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.
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 15
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 makeup 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).
Campfire Story: Arts Assessment for Theatre, Grade 8
Page 16
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.
Campfire Story: Arts Assessment for Theatre, Grade 8
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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.
Campfire Story: Arts Assessment for Theatre, Grade 8
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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.
Campfire Story: Arts Assessment for Theatre, Grade 8
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