Acting–High School Advanced MCA

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Task: Students will analyze the text of a published, scripted play, scene or monologue and apply performance skills to create a believable character in performance that might be presented to an audience. No more than five minutes of the performance will be video-recorded. The student will then receive feedback/critique from his or her peers and teacher before viewing the video and reflecting upon it and his or her work.

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

National Theatre Standards:

Enduring Understanding: Theatre artists refine their work and practice their craft through rehearsal.
Essential Question: How do theatre artists transform and edit their initial ideas?
Anchor Standard: #3. Refine and complete artistic work
Grade Level Performance Standard: TH:Cr3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic and relevant in a drama/theatre work.

Enduring Understanding: Theatre artists make strong choices to effectively convey meaning.
Essential Question: Why are strong choices essential to interpreting a drama or theatre piece?
Anchor Standard: #4. Select, analyze, and interpret artistic work for presentation.
Grade Level Performance Standard: TH:Pr4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.

Enduring Understanding: Theatre artists’ interpretation of a drama/theatre work is 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.III.a. Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others when participating in or observing 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:Cn11.2.III.a. Justify the creative choices made in a drama/theatre work, based on a critical interpretation of specific data.

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

Student Performance Video:

Teacher Tools

EdTA Teacher Tool 6: High School Advanced Acting MCA--Acting Performance

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

Student will analyze the text of a published, scripted play, scene or monologue and apply performance skills to create a believable character in performance that might be presented to an audience. No more than five minutes of the performance will be video-recorded. The student will then receive feedback/critique from his or her peers and teacher before viewing the video and reflecting upon it and his or her work.

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EdTA Teacher Tool 22: High School Advanced Acting MCA--Sample Student Reflection Worksheet

This student tool provides an example of a self-reflection worksheet that accompanies EdTA Teacher Tool 6: High School Advanced Acting MCA--Acting Performance.

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