Improvisation+Unit

Unit Question: How do I open myself to the options and opportunities that surround me?

AOI: Environments

Science experiment what makes a good improvisation scenario. . ||  || A1, A2, A3 ||
 * ==Formative Assessment == || ==Due Date == || =Criterion = ||
 * Students will write an interm reflection on their current state of understanding in response to a guided question. ||  || C ||
 * Students will record research in bullet points in their DW || Ongoing || A ||
 * Students will turn in a rough draft of their workshop and presentation ||  || A/ B ||
 * Students will write a final reflection analyzing their finished product. ||  || <span style="font-family: Arial,Helvetica,sans-serif;">C ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Self-Evaluation based on their contributions to the practical work. ||  || <span style="font-family: Arial,Helvetica,sans-serif;">D ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">Summitive Assessments == || ==<span style="font-family: Arial,Helvetica,sans-serif;">Due Date == || =<span style="font-family: Arial,Helvetica,sans-serif;">Criterion = ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Conventions of Improvisation Presentation
 * <span style="font-family: Arial,Helvetica,sans-serif;">Improvisation Game Workshop ||  || <span style="font-family: Arial,Helvetica,sans-serif;">B1, B2 ||

Conventions of Improvisation Presentation
Students will write an introduction and a wrap up speech to their original improvisation game. Combined it will be no more than 5 minutes in length.
 * The speech will clearly link the student's original game to at least one convention of improvisation and why that convention is important to improvisation. ||  || The speech will utilize Improvisation and theatre specific vocabulary. ||
 * The speech will explain how and why the students original game teaches or illustrates the chosen convention of improvisation and how it relates to the unit question. ||  || Student will rationalize why the convention of improvisation is important in their own acting. ||


 * ** Tick ** ||  || ** Task specific Level Descriptors ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || * demonstrates a **limited** knowledge and understanding of camera movement
 * demonstrates a **limited** knowledge and understanding of some of the techniques of framing and movement with cameras and communicates the knowledge and understanding ** occasionally ** including some specialized language, concepts and processes.
 * <span style="color: #231f20; font-family: Calibri,sans-serif; font-size: 9.5pt;">has **difficulty** expressing a relevant opinion of camera movement ||
 * || ** 3 – 4 ** || * demonstrates a **satisfactory** knowledge and understanding of camera movement and links the development of camera movement to some aspects of cultural, or historical contexts.
 * demonstrates a **satisfactory** knowledge and understanding of **one or two** techniques of framing and movement with cameras and communicates the knowledge and understanding **rarely** including some specialized language, concepts and processes.
 * <span style="color: #231f20; font-family: Calibri,sans-serif; font-size: 9.5pt;">expresses a **relevant** opinion of the art form studied with tentative links to their own artwork.
 * || ** 5 – 6 ** || * demonstrates a **good** knowledge and understanding of improvisation technique used to their personal context
 * demonstrate an **good** knowledge and understanding of a range of techniques of using improvisation and communicates the knowledge and understanding using a range of specialized language, concepts and processes.
 * <span style="color: #231f20; font-family: Calibri,sans-serif; font-size: 9.5pt;">expresses an **informed** opinion of improvisation in the context of their own artwork ||
 * || ** 7 - 8 ** || * demonstrates an e**xcellent** knowledge and understanding of camera movement and links improvisation used to their personal use of improvisation
 * demonstrate an **excellent** knowledge and understanding of a range of techniques of using improvisation and communicates the knowledge and understanding using a range of specialized language, concepts and processes.
 * expresses an informed opinion and attempts to demonstrate a **critical** understanding of improvisation in the context of their own theatre work ||
 * expresses an informed opinion and attempts to demonstrate a **critical** understanding of improvisation in the context of their own theatre work ||

Improvisation Workshop
Students will create and conduct a 10 minute workshop for their classmates.
 * ===<span style="font-family: Arial,Helvetica,sans-serif;">IB Descriptor === || ===<span style="font-family: Arial,Helvetica,sans-serif;">Clarified Descriptor === ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">The student will || <span style="font-family: Arial,Helvetica,sans-serif;">The workshop conducted for fellow students will demonstrate an idea, theme or personal interpretation of a convention(s) of Improvisation ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">develop skills and apply the techniques and processes involved in creating, performing and/or presenting art. || <span style="font-family: Arial,Helvetica,sans-serif;">students will develop skills and apply the techniques and processes involved in creating, a workshop on improvisation. ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Achievement level || <span style="font-family: Arial,Helvetica,sans-serif;">Level descriptor ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">0 || <span style="font-family: Arial,Helvetica,sans-serif;">The student had difficulty reaching the standards described by any of the descriptors below. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1–2 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:


 * <span style="font-family: Arial,Helvetica,sans-serif;">has great difficulty developing an idea, theme or personal interpretation to a point of realization
 * <span style="font-family: Arial,Helvetica,sans-serif;">has great difficulty developing skills and applying techniques and processes involved in creating, performing and/or presenting art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">3–4 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:


 * <span style="font-family: Arial,Helvetica,sans-serif;">partially develops an idea, theme or personal interpretation to a point of realization
 * <span style="font-family: Arial,Helvetica,sans-serif;">shows limited proficiency in developing skills and applying the techniques and processes involved in creating, performing and/or presenting art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5–6 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:


 * <span style="font-family: Arial,Helvetica,sans-serif;">satisfactorily develops an idea, theme or personal interpretation to a point of realization
 * <span style="font-family: Arial,Helvetica,sans-serif;">shows satisfactory proficiency in developing skills and applying the techniques and processes involved in creating, performing and/or presenting art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">7–8 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:


 * <span style="font-family: Arial,Helvetica,sans-serif;">effectively develops an idea, theme or personal interpretation to a point of realization
 * <span style="font-family: Arial,Helvetica,sans-serif;">shows a good level of proficiency in developing a range of skills, techniques and processes involved in creating, performing and/or presenting art. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">9–10 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:


 * <span style="font-family: Arial,Helvetica,sans-serif;">effectively develops unique ideas, themes or personal interpretations to a point of realization
 * <span style="font-family: Arial,Helvetica,sans-serif;">shows a high level of proficiency in developing a range of skills, techniques and processes involved in creating, performing and/or presenting art. ||

<span style="font-family: Arial,Helvetica,sans-serif;"> Intem and Final Reflection <span style="font-family: Arial,Helvetica,sans-serif;">Final Reflection Assignment: 600-1000 words
 * ===<span style="font-family: Arial,Helvetica,sans-serif;">IB Descriptor === || ===<span style="font-family: Arial,Helvetica,sans-serif;">Clarified Descriptor === ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">describe the progress they have made so far and identify areas that have been particularly easy or challenging || <span style="font-family: Arial,Helvetica,sans-serif;">Find and describe in detail 3 points in the process that you have found easy or challenging. (at least one easy and one challenging) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">identify strengths and weaknesses in their work || <span style="font-family: Arial,Helvetica,sans-serif;">Identify and describe in detail 3 weaknesses or strengths that you had during this project (at least one strength and one weakness) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">receive feedback constructively || <span style="font-family: Arial,Helvetica,sans-serif;">What did you learn and how would you improve if you were to do the project again. ||

<span style="font-family: Arial,Helvetica,sans-serif;">* ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Achievement level || <span style="font-family: Arial,Helvetica,sans-serif;">Level descriptor ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">0 || <span style="font-family: Arial,Helvetica,sans-serif;">The student has difficulty reaching the standards described by any of the descriptors below. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1–2 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:
 * <span style="font-family: Arial,Helvetica,sans-serif;">has difficulty identifying areas that they have found particularly easy or challenging
 * <span style="font-family: Arial,Helvetica,sans-serif;">has difficulty identifying strengths and weaknesses in their work
 * <span style="font-family: Arial,Helvetica,sans-serif;">has great difficulty responding appropriately when receiving constructive feedback ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">3–4 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:
 * <span style="font-family: Arial,Helvetica,sans-serif;">lists areas that have been particularly easy or challenging
 * <span style="font-family: Arial,Helvetica,sans-serif;">lists strengths and weaknesses in their work
 * <span style="font-family: Arial,Helvetica,sans-serif;">responds appropriately when receiving constructive feedback from the teacher ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5–6 || <span style="font-family: Arial,Helvetica,sans-serif;">The student:
 * <span style="font-family: Arial,Helvetica,sans-serif;">describes the progress they have made so far and identify areas that have been particularly easy or challenging
 * <span style="font-family: Arial,Helvetica,sans-serif;">identifies and describes the strengths and weaknesses in their work
 * <span style="font-family: Arial,Helvetica,sans-serif;">responds appropriately when receiving constructive feedback from the teacher and some peers ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">7–8 || <span style="font-family: Arial,Helvetica,sans-serif;">The student is able to:
 * <span style="font-family: Arial,Helvetica,sans-serif;">describe in detail the progress they have made so far and identify areas that have been particularly easy or challenging
 * <span style="font-family: Arial,Helvetica,sans-serif;">identify and describe in detail strengths and weaknesses in their work
 * <span style="font-family: Arial,Helvetica,sans-serif;">responds appropriately when receiving constructive feedback from the teacher and peers