Improv+Documenting+the+Creative+Proccess


 * __ B1, B2, C1, C2, C3 __**
 * __ Assignment __****__ : __**// Document your creative process as you create your own Improvisation Game and Presentation //
 * **Include photographs and descriptions for what you have developed in the lessons during the week (B)** || **Your own individual ideas for your game or how you could improve the game from the work you done in class (B)** ||  || **Evaluating the product so far and identifying weaknesses that could be improved ©** || **Linking back all ideas to the unit question (B)** ||
 * **Explicitly state feedback that you have received – noting how you applied it and the effect that this application had ©** || **Reflecting on your own development ©** ||  || **Reflecting on how the group is working together ©** || **Making connections between progress, the way the group is working, individual development, the quality of the ideas etc. ©** ||


 * ** 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. ||


 * ** Tick ** ||  || ** Level Descriptors: Criterion C ‘Reflection & Evaluation’ ** ||
 * || ** 0 ** || The student does not reach the standard described by any of the descriptors below ||
 * || ** 1 – 2 ** || * 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 ** || * 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 ** || * 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 ** || * 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 ||
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