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Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium
THEATRE AssessmentPerformance Event T.E420
Résumé
High SchoolLevel 3
Teacher BookletTeacher DirectionsStudent Directions
Teacher Scoring RubricRésumé ExamplesRésumé Templates
©2018. Please reference the Licensing Statement on this page.
Licensing Statement
1. Booklet. The Michigan Department of Education ("MDE") and Michigan Assessment Consortium (“MAC”) own the rights to all Michigan Arts Education Instruction & Assessment (the "MAEIA") Booklet(s) (the “Booklet”). All use of the Booklet is governed by this Licensing Statement (the “License”), and MAEIA's Terms and Conditions located at https://maeia-artsednetwork.org/terms-conditions/. Any unauthorized use of the Booklet is subject to the intellectual property and copyright laws of the United States and other countries, as appropriate.
2. License. Subject to the terms of this License, MDE and MAC grant to you a worldwide, royalty-free, non-sublicensable, non-exclusive license to reproduce and share the Booklet for educational purposes only. This License does not provide you with any rights for any other non-commercial or commercial purposes. You may not impose any additional or different terms on the Booklet if doing so restricts exercise of the rights licensed under this License by any recipient of the Booklet. No part of this License constitutes permission for you to assert or imply that you or your use of the Booklet is connected, sponsored by, or endorsed by MDE and MAC. Moral rights and trademark rights are not licensed under this License.
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55863:00001:-13477783
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ACKNOWLEDGEMENTS
USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)
This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.
Michigan Student Learning Standards Assessed3
Performance Standard(s)
TH.HS.R.3–Analyze and explain knowledge, skills, and discipline needed to pursue careers and vocational opportunities in theatre, film, television, and electronic media.
Content Standard
ART.T.V.HS.1–Describe and compare the basic nature, materials, elements, and means of communicating in theatre, dramatic media, musical theatre, dance, music, multi-media, and the visual arts. (21st Century Skills: I.3, I.4, I.a6, II.2, II.3, II.4, III.2)
VPAA Guidelines
C.1.4–Use the best available and appropriate instruments, resources, tools, and technologies to facilitate critical decision making, problem solving, editing, and the creation of solutions.
Intended Students Third- and fourth-year (Level 3) theatre students
Alignment to National Core Arts Standards
Anchor StandardTH:Cr1–Generate and conceptualize artistic ideas and work.
OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will choose one of two provided templates and create a theatrical résumé listing their own experiences and training.
SUGGESTED TOTAL TIME This assessment should take one 50-minute class period to complete.
LIST OF MATERIALS REQUIRED The materials required for this assessment are:
o Student Bookletso Pens or pencilso Computero T.E20 Résumé Templates/Example Templates (Microsoft Word electronic file)
ASSESSMENT SETUPStudents will work independently to create their own Résumés. If possible, the Résumé blanks should be recreated in a Microsoft Word document in which students create their Résumés digitally.
DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.
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Students need a Student Booklet and a pen or pencil. When ready, say:
You each have a Student Booklet. Begin by filling in the information requested on the front cover.
Pause while students complete the requested information. Then say:
This assessment has one part—Creating a Résumé.
The directions are given in the Student Booklet.
PART 1–CREATING A RÉSUMÉEach student will be reflecting on and summarizing his or her theatrical experience in order to create a theatre résumé. Computer adaptations can be made if a computer lab and a means for accessing and submitting a Microsoft Word document are available.
When ready to begin, say:
Today you will use the computer or your Student Booklet to create a theatrical résumé.
You will see two examples of résumés on pages 4 and 5. You may use either résumé as an example to follow as you create your own résumé in the blank spaces on page 6 or on page 7. Please look over both résumés. If you do not have any acting experience and have focused on technical theatre exclusively, delete the acting section on the second example and expand the technical theatre experience section.
These are only examples. Please make changes that are appropriate for you. Feel free to eliminate areas in which you lack experience and also feel free to include other areas such as Film, Technical Jobs, etc. in which you do have experience.
Look at the Teacher Scoring Rubric on page 3. It will be used to evaluate your résumé. Pay special attention to level 4, the highest level of performance.
Pause while students look over sample Résumés and the rubric. Then say:
You have the rest of the class period to create your own résumé. Fill in your chosen résumé template with your personal information. Note that when you are listing experience, you should start with the most current example first. Now turn to page 4 or 5 and begin. You have 40 minutes.
Pause while students work on this task. After 35 minutes, say:
You have five minutes to finish your résumé. Bring your writing to a close.
After five minutes, say:
5
Time is up. Be sure that your name is on your Student Booklet. Leave your booklet on your desk for your teacher to collect.
(If the résumé is digital, remind students to name and save the document so that the teacher can retrieve it.)
TEACHER SCORING RUBRIC
Dimensions 1 2 3 4
Theatrical RésuméFormat
The format is not followed.
Little of the format layout, information, and/or headings are followed.
The format is mostly followed.
The résumé follows the format of one of the two provided examples. (Layout/ information/headings)
Appearance There is no résumé. The résumé is messy and unorganized.
The résumé is attractive but lacks in either organization or use of space.
The résumé is nicely balanced and spaced so that it is easy to read and attractive. There are headings in bold, and the résumé is organized.
Grammar, Mechanics, and Spelling
There are five or more errors in grammar, mechanics, or spelling.
There are three or four errors in grammar, mechanics, or spelling.
There are one or two errors in grammar, mechanics, or spelling.
There are no errors in grammar, mechanics, or spelling.
Content The résumé has none or little of the required content.
The résumé is lacking in one or more of the following: physical descriptions, theatrical experience, related experiences, and/or related training/education.
The résumé has all required content, but lacks chronological order, has fewer than two pieces of information regarding role/position/title, and/or is missing location.
The résumé includes accurate coverage of all of the following: Name Detailed physical
descriptions Theatrical
experience in chronological order with most recent first (role/ position/title and location included)
Related experiences in chronological order with most recent first (role/ position/title and location included)
Related training/education (role/position/ title and location
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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.
T.E420 Teacher ______________________________________________ Class ___________________________
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STUDENT NAME FORMAT APPEARANCE GRAMMAR MECHANICS CONTENT
FIRST RÉSUMÉ EXAMPLE
Fred Senor
Age 17 Eye Color GREENHeight 5’9” Hair BLOND
Weight 160 Voice TENOR
ACTING [SHOW (All Caps)] [Role] [Where]
MACBETH Malcolm Happy High School
DANCE[DANCE PIECE (All Caps)] [Company] [Where]GISELLE Aerial Dance Theatre New York, NY
TRAINING[Class Taken] [Taught By] [Where]“Acting for Film” Workshop Michael Chandlers Chelsea Summer Repertory
Theatre.
AWARDSBest Leading Actor, 2011
SPECIAL SKILLSo Fluent in Spanisho Juggling (four balls)o Instruments: Piano, Oboe
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SECOND RÉSUMÉ EXAMPLE
Freda [email protected] (661) 123-6789
ACTING
Third Witch (scene)
Macbeth Director:
Kevin P. Lohmann
Western Michigan University
Madge (scene work)
Picnic Director: Mendy McMasters
Western Michigan University
Emily Our Town Director: C.J. Pope Stockdale High School
Ensemble Music Man Director: C.J. Pope Stockdale High School
Ensemble Mirror, Mirror
Director: C.J. Pope Stockdale High School
TECHNICAL THEATRE
Scenery Construction
Theatre of New Voices Western Michigan University
Light Board Operator
Shakespeare Scenes Stockdale High School
Stage Crew The Nerd Stockdale High School
DIRECTING/STAGE MANAGEMENT
Director Hamlet (scene) Stockdale High School
Stage Manager Senior Showcase Stockdale High School
EDUCATIONB.A. in Theatre: California State University, Bakersfield, expected June 2017, Acting: Mendy McMastersDance: Ballet (one year with Cindy Trueblood), Hip-Hop (six months with Marvin Ramey)Trombone: Six years with Ron Christian
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FIRST RÉSUMÉ TEMPLATE
[First and Last Name]
Age Eye Color (All Caps)Height Hair (All Caps)
Weight Voice (All Caps)
ACTING SHOW (All Caps) Role Where
DANCEDANCE PIECE (All Caps) Company Where
TRAININGClass Taken Taught By Where
AWARDS
SPECIAL SKILLS
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SECOND RÉSUMÉ TEMPLATE
[First and Last Name]
[E-Mail Address] [Telephone Number]
ACTING[Role] [Play] Director: [Location]
Director:
Director:
Director:
TECHNICAL THEATRE[Technical Role] [Play] [Location]
DIRECTING/STAGE MANAGEMENT[Role] [Play] [Location]
EDUCATION[Degree title/type of training: Details such as classes taken, length of time]
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