EdTA MCA 4: Character Based Improvisation–High School Proficient MCA

Task:  Assess a character’s wants, needs, objectives, and how they inform personality characteristics. Students will choose a character from a suggested genre (fairy tale, nursery rhyme, or other literary source) with which they are familiar and complete the Character Analysis Worksheet. All students will then be given the same set of scene parameters that includes a place, situation and clearly-defined obstacle to overcome. Working with an assigned partner, students will improvise and perform a three-minute scene in character, revealing as much of the information from the worksheet as possible. They will then revise the scene based on oral or written teacher/peer feedback and personal reflection, and perform it again. Keep an eye on student E02A who scored at standard in this performance task.

Student work: 2016-HS-I-P (performance video) and 2016-HS-I-R (student reflection document)
Teacher Tool: 2016-HS-I-MCA
Grade Level:
9 -12

National Theatre Standards:

Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry.
Essential Question: What happens when theatre artists use their imaginations and/or learned theatre skills while engaging in creative exploration and inquiry?
Anchor Standard: #1. Generate and conceptualize artistic ideas and work.
Grade Level Performance Standard: TH:Cr1.1.I.c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.

Enduring Understanding: Theatre artists develop personal processes and skills for a performance or design.
Essential Question: What can I do to fully prepare a performance or technical design?
Anchor Standard: #5. Develop and refine artistic techniques and work for presentation.
Grade Level Performance Standard: TH:Pr5.1.I.a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.

Enduring Understanding: Theatre artists reflect to understand the impact of drama processes and theatre experiences. Essential Question: How do theatre artists reflect to understand the essence of drama processes and theatre experiences?
Anchor Standard: #7. Perceive and analyze artistic work.
Grade Level Performance Standard: TH:Re7.1.I.a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Enduring Understanding: Theatre artists’ interpretations of drama/theatre work are influenced by personal experiences and aesthetics.
Essential Question: How can the same work of art communicate different messages to different people?
Anchor Standard: #8. Interpret intent and meaning in artistic work.
Grade Level Performance Standard: TH: Re8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.

Enduring Understanding: Theatre artists critically inquire into the ways others have thought about and created drama processes and productions as a way to inform their own work.
Essential Question: In what ways can research into theatre histories, theories, literature, and performances alter the way a drama process or production is understood?
Anchor Standard: #11. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Grade Level Performance Standard: TH:Cn11.1.2.b. Use basic theatre research methods to better understand the social and cultural backgrounds of a drama/theatre work.

National Core Arts Standards © 2015 State Education Agency Directors of Arts Education (SEADAE) on behalf of NCCAS. All rights reserved. www.nationalartsstandards.org

Student Tools

EdTA Student Tool 1: High School Proficient MCA--Self Reflection Worksheet

This student tool provides an example of a self-reflection worksheet that accompanies EdTA Teacher Tool 4: High School Proficient MCA--Character-Based Improvisation.

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Teacher Tools

EdTA Teacher Tool 4: High School Proficient MCA--Character-Based Improvisation

This teacher tool provides a High School Proficient Theatre Model Cornerstone Assessment for the artistic processes of Creating, Performing, Responding, and Connecting.

Assess a character's wants, needs, objectives, and how they inform personality characteristics. Students will choose a character from a suggested genre (fairy tale, nursery rhyme, or other literary source) with which they are familiar and complete the Character Analysis Worksheet. All students will then be given the same set of scene parameters that includes a place, situation and clearly-defined obstacle to overcome. Working with an assigned partner, students will improvise and perform a three-minute scene in character, revealing as much of the information from the worksheet as possible. They will then revise the scene based on oral or written teacher/peer feedback and personal reflection, and perform it again.

Download