Slapstick+Unit

Unit Question: How do we use body language, timing, and expression to control the messages we send to others?

AOI: Health and Social Education

Slapstick Handouts


 * ==Formative Assessment == || ==Due Date == || =Criterion = ||
 * Students will write a 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 write a reflection analyzing their finished product. ||  || C ||
 * Self-Evaluation based on their contributions to the practical work. ||  || D ||


 * ==Summitive Assessment == || ==Due Date == || =<span style="font-family: Arial,Helvetica,sans-serif;">Criterion = ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Slapstick Scenes and Presentation ||  || <span style="font-family: Arial,Helvetica,sans-serif;">A and B ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Overview of the Task: <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">In groups students demonstrate three different scenarios in which they explore physical interactions between different stereotypes. Additionally, students will work in groups to create a poster selling their artistic intentions; showing how they intend to apply the research they have collated.

<span style="font-family: Georgia,serif; font-size: 10pt;">Specific task guidelines:
 * 1) <span style="font-family: Georgia,serif; font-size: 10pt;">3 different scenarios of a minute each
 * 2) <span style="font-family: Georgia,serif; font-size: 10pt;">1 poster sized explanations of artistic intentions

=Criterion A: Knowledge and Understanding=


 * ===IB Descriptor=== || ===Clarified Descriptor=== ||
 * <span style="color: #231f20; font-family: arial,helvetica,sans-serif; line-height: 25.33333396911621px;">demonstrate an awareness of the art form studied in relation to some of the contexts that influence their current work || <span style="font-family: Arial,Helvetica,sans-serif;">Construct a poster demonstrating how slapstick comedy can be used to express and control the messages we send to others. ||
 * <span style="color: #231f20; font-family: arial,helvetica,sans-serif; line-height: 25.33333396911621px;">use some basic language, and have a simple understanding of some of the concepts and processes that support their current work || <span style="font-family: Arial,Helvetica,sans-serif;">Use theater specific vocabulary in their poster to show how the concepts of acting link to the unit question. ||
 * express an opinion of the art form studied in the context of their own work. || <span style="font-family: Arial,Helvetica,sans-serif;">Express an opinion of slapstick and their and how they will apply it in their work ||


 * ** A **** c **** hi **** e **** v **** e **** m **** e **** nt level ** || ** L **** e **** v **** e **** l descriptor ** ||  ||
 * 0 || The student had difficulty reaching the standards described by any of the descriptors below. ||   ||
 * 1–2 || ** With guidance ** the student:
 * demonstrates some awareness of the art form studied
 * uses some basic language but has difficulty providing evidence of some of the concepts and processes that support their work
 * expresses a simple opinion of the art form studied ||  ||
 * 3–4 || The student:
 * demonstrates some awareness of the art form studied in relation to one or two contexts (general and/or personal) that influence their work
 * uses some basic language to demonstrate a simple understanding of some of the concepts and processes that support their work
 * expresses an opinion of the art form studied and attempts to relate their opinion to their own work ||  ||
 * 5–6 || The student:
 * demonstrates an awareness of the art form studied in relation to some contexts (general and personal) that influence their work
 * uses basic language demonstrating an understanding of some of the concepts and processes that support their work
 * expresses a relevant opinion of the art form studied in relation to the production of their own work. ||  ||
 * 7–8 || The student:
 * demonstrates an awareness of the art form studied in relation to several different contexts (general and personal) that influence their work
 * uses topic-specific language demonstrating an understanding of several of the concepts and processes that support their work
 * expresses a detailed opinion of the art form studied in relation to the production of their own work. ||  ||

=Criterion B: Application=


 * ===IB Descriptor=== || ===Clarified Descriptor=== ||
 * use ** ideas ** and artistic conventions to create, perform and/or present art || <span style="font-family: Arial,Helvetica,sans-serif;">Create and perform three slapstick scenes that conform to the style ||
 * <span style="color: #231f20; font-family: arial,helvetica,sans-serif; line-height: 25.33333396911621px;">learn skills and develop the techniques and processes needed to create, perform and/or present art, with the teacher’s guidance. || <span style="font-family: Arial,Helvetica,sans-serif;">apply the creative processes when constructing their scenes. ||


 * ** A **** c **** hi **** e **** v **** e **** m **** e **** nt level ** || ** L **** e **** v **** e **** l descriptor ** ||
 * 0 || The student had difficulty reaching the standards described by any of the descriptors below. ||
 * 1–2 || The student:
 * uses a limited number of ideas and artistic conventions to create, perform and/or present art
 * requires considerable teacher guidance to demonstrate (including some evidence from the developmental workbook) a limited level of proficiency in the applying some skills, techniques and processes needed to create, perform and/or present art. ||
 * 3–4 || The student:
 * uses simplistic ideas and artistic conventions to create, perform and/or present art
 * requires some teacher guidance to demonstrate (including some evidence from the developmental workbook) a limited level of proficiency in applying some skills, techniques and processes needed to create, perform and/or present art. ||
 * 5–6 || The student:
 * uses a range of simple ideas and artistic conventions to create, perform and/or present art
 * demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency applying some skills, techniques and processes needed to create, perform and/or present art ||
 * 7–8 || The student:
 * uses some complex ideas and artistic conventions to create, perform and/or present art
 * demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency in applying some of the complex skills, techniques and processes needed to create, perform and/or present art. ||
 * 9–10 || The student:
 * uses several complex ideas and artistic conventions to create, perform and/or present art
 * demonstrates (including evidence from the developmental workbook) a high level of proficiency in applying several complex skills, techniques and processes needed to create, perform and/or present art. ||

Final Reflection
Final Reflection Assignment: 600-1000 words
 * ===IB Descriptor=== || ===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. ||


 * ** A **** c **** hi **** e **** v **** e **** m **** e **** nt level ** || ** L **** e **** v **** e **** l descriptor ** ||
 * 0 || The student has difficulty reaching the standards described by any of the descriptors below. ||
 * 1–2 || The student:
 * has difficulty identifying areas that they have found particularly easy or challenging
 * has difficulty identifying strengths and weaknesses in their work
 * has great difficulty responding appropriately when receiving constructive feedback ||
 * 3–4 || The student:
 * lists areas that have been particularly easy or challenging
 * lists strengths and weaknesses in their work
 * responds appropriately when receiving constructive feedback from the teacher ||
 * 5–6 || The student:
 * describes the progress they have made so far and identify areas that have been particularly easy or challenging
 * identifies and describes the strengths and weaknesses in their work
 * responds appropriately when receiving constructive feedback from the teacher and some peers ||
 * 7–8 || The student is able to:
 * describe in detail the progress they have made so far and identify areas that have been particularly easy or challenging
 * identify and describe in detail strengths and weaknesses in their work
 * responds appropriately when receiving constructive feedback from the teacher and peers ||