SCAAP: Applying Vocabulary to Describe a Performance

Task Details

Applying Vocabulary to Describe a Performance

In this task, students will demonstrate their ability to apply theatre vocabulary words to describe a performance. Before delivering this task, students should experience defining and explaining theatre technical elements, and they should be able to describe details of a performance using the vocabulary words included in this performance task. They should experience discussing and writing their understandings of the vocabulary words with a variety of theatre genres, styles, and/or techniques. Use the Suggested Meanings, Keywords, and Examples document and the Writing About Theatre Practice Page to prepare students for this assessment.

This page contains an 'at a glance' overview of this task, downloadable documents, links to suggested theatre performance recordings, and the task rubric with student work samples and rating justifications for each proficiency level.

Content Area, Artistic Process, & Anchor Standard

Theatre
Artistic Process	Responding
Anchor Standard 5	I can interpret and evaluate live or recorded dramatic performances as an active audience member.

Targeted Grade Level(s)

Upper Elementary
Middle School

Documents

Classroom Piloting Status

Piloted

Supplemental Materials

Suggested Meanings and Keywords
Definitions and examples of student explanations
Suggested Performance - Animals, Animals
“Animals, Animals” from Me…Jane by Patrick McDonnell (0:30-1:45), sourced from the Kennedy Center’s Digital Stage collection
Suggested Performance - Whistle a Happy Tune
“Whistle a Happy Tune” from The King and I by Rodgers and Hammerstein, sourced from the PBS series Great Performances
Writing about a Performance Worksheet
Directions, word bank, writing areas, and rubric
Writing about Theatre Practice Page (Fillable PDF)
A version of the standard practice page with a blank word bank
Writing about Theatre Practice Page (Standard Version)
A short version of the Writing about a Performance Worksheet with sentence stems

Rubric and Sample Student Work

Proficiency Level	Description	Sample Student Work	Justification
UNDERSTANDING AND APPLYING THEATRE VOCABULARY
Exemplary	All writing demonstrates clear, strong understanding of technical elements of theatre: Uses all vocabulary words correctly Includes precise and specific explanations of all vocabulary words’ meanings References accurate details or examples that describe specific moments from the performance for all vocabulary words	Exemplary 1 Exemplary 2	Sample 1 Vocabulary words: costumes, set, & lighting The student used all three vocabulary words correctly and included specific explanations of the meanings of all the terms. The student referenced specific details about how each of the terms applied to the performance. The student described the effects that the lighting produced and insights into how the costumes portrayed the time period and the characters’ status. Sample 2 Vocabulary words: set, costume, & lighting For all three vocabulary words, the student clearly demonstrates a comprehensive understanding throughout each response. The student included many specific details, including their thoughts and inferences about how the set, costumes, and lighting were used. For example, the student wrote, that the boat setpiece “looks like an old boat because it’s made of wood,” that the dirty clothes and “wrags” made it look like the characters do not have much money, and that the lighting effect on the fog showed that it was early morning.
Proficient	Most writing demonstrates clear, strong understanding of technical elements of theatre: Uses most vocabulary words correctly Includes correct explanations of most vocabulary words’ meanings References accurate details or examples from the performance for most vocabulary words	Proficient Sample 1 Proficient Sample 2	Sample 1 Vocabulary words: costumes, set, & lighting All three vocabulary words were used correctly, and adequate explanations were provided for all three terms. References to the scene were included for only two of the terms, but no reference or example given for lighting. Sample 2 Vocabulary words: set, lighting, & costumes The student’s writing demonstrated understanding of the meaning of the vocabulary words. The student’s description of the “meaning” of both set and lighting were descriptions of the purpose and effects of the set and lighting rather than their actual meanings. The vocabulary words were used correctly, and accurate details were provided for the set and lighting. The student provided some inferences about the costumes but did not refence details to support their inferences.
Approaching Proficient	Some writing demonstrates clear understanding of technical elements of theatre: Uses some vocabulary words correctly Includes explanations of some vocabulary words’ meanings References some details from the performance, which may be inaccurate or vague	Approaching Proficient Sample 1 Approaching Proficient Sample 2	Sample 1 Vocabulary words: set, lighting, & props The student used the vocabulary words correctly; however, the explanations were very general and provided only basic information. An example was provided for each term, but only lighting included details from the scene. Sample 2 Vocabulary words: set, props, & lighting The student used the vocabulary words correctly and included a very basic explanation of the words’ meanings or their use in the production. Some limited references and details were included for each vocabulary word.
Emerging	Writing demonstrates limited understanding of technical elements of theatre: Uses few vocabulary words correctly Includes explanations of few vocabulary words’ meanings References few details from the performance, which are inaccurate or vague	Emerging Sample 1 Emerging Sample 2	Sample 1 Vocabulary words: sound, lighting, & props The student’s writing did not demonstrate understanding of the vocabulary words. They did not include explanations of the vocabulary words or their application to the performance. An incorrect reference was given for props because the student stated that the ship was a prop instead of part of the set. The terms sound and lighting were used correctly, but the examples were vague. Sample 2 Vocabulary words: costumes, sound, & props The student used the vocabulary words correctly but did not include any references to or details about the performance. A basic definition was used to explain the term props. The writing for costume and sound vaguely explained the usage of these terms in a production.
Needs Major Support	The student’s writing is off-topic, does not specifically refer to details in the performance, and/or does not demonstrate an understanding of technical elements of theatre.	Needs Major Support Sample 1 Needs Major Support Sample 2	Sample 1 Vocabulary words: set, sound, lighting The student's writing was generally off-topic, providing opinions unrelated to the task or the performance. Lighting was the only term used correctly. None of the vocabulary words were explained, and references from the scene were not included. Sample 2 Vocabulary words: costumes, props, & set The student’s writing did not provide evidence of understanding for any of the vocabulary words. A short explanation was provided for costumes. The student referenced an “old lady” in the performance, but they provided no details about the character’s costume. The responses for set and props were incomplete.