Mise-en-scène+Unit

Unit Question: What creative tools are avalible to me? AOI: Human Ingenuity

MIse-en-Scene: Documenting the Creative Process Rubric Mise-en-Scene Comic Strip
 * ==Formative Assessment == || ==Due Date == || =Criterion = ||
 * Students will write an interm reflection on their current state of understanding . ||  || C ||
 * Students will document research into the creative process in their developmental work book ||  || A ||
 * Students will create a rough draft of their Comic Strip. ||  || A ||
 * Students will present their performance to class for peer feedback ||  || B ||
 * Evaluation based on their contributions to the practical work. ||  || D ||
 * ==Summitive Assessment == || ==Due Date == || =Criterion = ||
 * Mise-en-Scene performance ||  || B1, B2 ||

Assignment:
Students will plan, create, and perform a piece of theatre utilizing the creative process.
 * The piece will include a performance concept and intended impact upon the audience. ||  || It will run approximately 5 minutes in length. ||
 * It will include a range of theatrical techniques. ||  || The piece will be performed for an invited audience. ||


 * ** Tick ** ||  || ** Task specific Level Descriptors ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1– 2 ** || * uses a limited number of ideas, techniques and artistic conventions to create, perform a play.
 * requires considerable teacher's guidance to demonstrate (including evidence from the developmental workbook) a **limited** level of proficiency in applying ** some ** skills, techniques and processes needed to create, perform a play. ||
 * || ** 3– 4 ** || * uses simplistic ideas, techniques and artistic conventions to create, perform a play.
 * requires teacher's guidance to demonstrate (including evidence from the developmental workbook) a **limited** level of proficiency in applying ** some ** skills, techniques and processes needed to create, perform a play. ||
 * || ** 5– 6 ** || * uses ** a range ** of simple ideas, techniques and artistic conventions to create, perform a play.
 * demonstrates (including evidence from the developmental workbook) a ** satisfactory ** level of proficiency in applying ** some ** skills, techniques and processes needed to create, perform a play. ||
 * || ** 7- 8 ** || * uses ** some ** complex ideas, techniques and artistic conventions to create, perform a play.
 * demonstrates (including evidence from the developmental workbook) a ** satisfactory ** level of proficiency in applying ** some ** **complex** skills, techniques and processes needed to create, perform a play. ||
 * || =9- 10= || * uses ** several ** complex ideas, techniques and artistic conventions to create, perform a play.
 * demonstrates (including evidence from the developmental workbook) a **high** level of proficiency in applying **several** complex skills, techniques and processes needed to create, perform a play. ||


 * ==Summitive Assessment == || ==Due Date == || =Criterion = ||
 * Creative Process Comic Strip ||  || A1, A2 ||

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Assignment:
Students will create a comic strip demonstrating their understanding of the creative process.
 * Describe your performance concept and intended impact upon the audience ||  || Find between 4 and 7 examples of how your performance concept impacted upon your artistic choices across the production elements ||
 * Discuss the ideas behind these particular creative choices ||  || Reflect on the impact upon the audience and the play as a whole ||


 * ** Tick ** ||  || ** Task specific Level Descriptors ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || * The student is able to communicate a limited critical understanding of working with a performance concept in the context of their own production.
 * The student identifies one or two examples of the application of the performance concept to their production. ||
 * || ** 3 – 4 ** || * The student is able to communicate a satisfactory understanding of working with a performance concept in the context of their own production.
 * The student identifies three or four examples of the application of the performance concept to their production and partially identifies its impact on the audience and the play as a whole. ||
 * || ** 5 – 6 ** || * The student is able to communicate a good level of critical understanding of working with a performance concept in the context of their own production.
 * The student justifies five or six examples of the application of the performance concept to their production and discusses its impact on the audience and the play as a whole. ||
 * || ** 7 - 8 ** || * The student is able to communicate a well-developed critical understanding of working with a performance concept in the context of their own production.
 * The student fully justifies six or seven examples of the application of the performance concept to their production and evaluates its impact on the audience and the play as a whole. ||




 * ==<span style="font-family: Arial,Helvetica,sans-serif;">Summitive Assessment == || ==<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;">Final Reflection ||  || <span style="font-family: Arial,Helvetica,sans-serif;">A3, C1, C2, C3 ||

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 13px;">Assignment:
Students will write a reflection analyzing their finished products.
 * Describe your performance concept and intended impact upon the audience ||  || Find between 4 and 7 examples of how your performance concept impacted upon your artistic choices across the production elements ||
 * Discuss the ideas behind these particular creative choices ||  || Reflect on the impact upon the audience and the play as a whole ||


 * ** Tick ** ||  || ** Task specific Level Descriptors ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || The student is able to communicate a limited critical understanding of working with a performance concept in the context of their own production. The student identifies one or two examples of the application of the performance concept to their production. ||
 * || ** 3 – 4 ** || The student is able to communicate a satisfactory understanding of working with a performance concept in the context of their own production. The student identifies three or four examples of the application of the performance concept to their production and partially identifies its impact on the audience and the play as a whole. ||
 * || ** 5 – 6 ** || The student is able to communicate a good level of critical understanding of working with a performance concept in the context of their own production. The student justifies five or six examples of the application of the performance concept to their production and discusses its impact on the audience and the play as a whole. ||
 * || ** 7 - 8 ** || The student is able to communicate a well-developed critical understanding of working with a performance concept in the context of their own production. The student fully justifies six or seven examples of the application of the performance concept to their production and evaluates its impact on the audience and the play as a whole. ||