Barbara McKean, University of Arizona
Susan Anderson, Northshore School District
Kathy Vitz, Washington Theatre Arts Education Consultant
Cynthia Chesak, Tukwila School District
Sandra Jennings, Yakima School District

The Elementary Theater Arts Curriculum Model offers K-5 students and teachers selected drama/theater activities. The model is organized into 5 theatre strands and is divided according to three grade levels (K-1; 2-3; 4-5). All of the activities seek to target the Essential Academic Learning Requirements in elementary theater.

This Assessment Tool Kit is comprised of Performance Assessment Checklists and Rubrics that aid teachers in evaluating the development of students’ theater knowledge and skills. The checklists and rubrics are one type of assessment that should be used along with continual observation and ongoing feedback that occurs as part of good instruction in the arts. Including informal side coaching and critiques as part of the creating and performing process is a natural, invaluable way of giving students feedback which helps them develop their skills and shape their work. The checklists and rubrics presented here should be used to help clarify learning objectives and as a way to assess developed work once students have received instruction and feedback.

The Assessment Tool Kit focuses directly on the complex performance activities presented in the Elementary Theater Arts Curriculum Model. A chart outlining the connections to the Curriculum Model is included with the performance assessment charts.

Since these assessment tools are performance based, the instruments focus on the skills and techniques in theater as outlined in the Washington State Essential Academic Learning Requirements (EALR) in Theatre Arts (1.2). However, embedded in all drama/theater activities are the application of knowledge of concepts and vocabulary of the elements and principles of organization (1.1); the thinking skills using artistic processes of creating (2.1), performing (2.3) and responding (2.3); and the use of knowledge and skills to express and communicate ideas and feelings (3). Holistic assessment of students understanding in these broader areas would include both the performance assessments and pencil/paper types of assessments.

For grades K- 2, the instruments are in the form of criterion-based performance checklists. For 4th and 5th grades, analytic scoring rubrics are used as well as a holistic scoring rubric. As with any progressive assessment, the skills and techniques are cumulative. Teachers may need to begin with earlier grade levels, depending on the experience and instruction students bring to the particular grade level.

Key Traits

All of the assessment instruments focus on the six key traits identified in the EALR 1.2.
These are:
Voice –Imitates and uses vocal sounds, uses voice to produce rhythmic language patterns, speaks in a range of volume within dramatic activities, uses articulation, pronunciation and enunciation in dramatic activities, selects and uses specific vocal qualities.
Movement – imitates and uses movement, uses simple movements to imitate character, demonstrates a range of movements to create characters, selects and uses specific movements in dramatic activities.
Sensory/Emotional Recall – identifies the 5 basic senses, recalls and describes different feelings, identifies character feelings, uses appropriate feelings to create character, uses emotional and sensory recall to create characters.
Focus – identifies focus techniques that enhance dramatic performances, including staging techniques (blocking, relating to audience, etc).
Ensemble (collaboration) – contributes to dramatic play and solving dramatic problems, works with partners and small groups/ensemble to solve dramatic problems in improvisations, scenes and/or plays (includes following directions, etc).
Audience Skills – demonstrates self control, focused attention active listening/viewing, response skills and respect for the artists in a variety of theater arts settings and performances.

Elementary Theater Arts Assessment Tool Kit Contents
• Assessment Connections to Elementary Curriculum Model

• Grades 2-3 Criterion-Based Performance List

• Arts Assessment Web Site

GRADES 2 - 3               Criterion-Based Performance List

Score points are used to measure the degree of frequency the trait is demonstrated within any given activity.
3 – Consistently      2 – Sometimes     1 - Rarely/Never

Performance List for ___________________________________________________

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Arts Assessment Web Sites
National
ArtsEdge (http://artsedge.kennedy-center.org/)

Curriculum Studio
• Assessment resources
• Visual art assessment
• State assessment guides

NAEP: National Assessment of Educational Progress (http://nces.ed.gov/nationsreportcard/arts/)
National Arts Assessment Tests and Results (1997)
• Student tasks for creation, performance, and response in each of the four arts forms and methods for scoring the task.

Project Zero: Harvard University (www.pz.harvard.edu)
• Assessment research in the arts
• Portfolio assessment

State Assessment Links
Office of the State Superintendent of Education (http://www.k12.wa.us/curriculumInstruct/arts/default.asp)
• Washington State Standards in the Arts
• Update on Assessment of Washington Standards

Artsworks from the Arizona Arts Education Research Center (az.arts.asu.edu/arstwork)
• Curriculum, Instruction and Assessment