Assessment
The first step of assessment stems from the ability to
clearly define the content that is to be covered (Hogan, 2007). As such, I would like state that the content
I intend on covering is the development of a set design for theatrical
production. Through a series of
activities within this learning goal, students will be tested early and often
for their content retention as well as their ability to create a basis for a
set design using the information that is provided in the module.
In terms of testing content retention, one form of
assessment will be done through a series of selected response items, mainly
multiple choice questions, true false responses and matching questions. While the nature of these questions are
fairly low in terms of mental operation according to Bloom’s Taxonomy in the
Cognitive Domain, it is necessary for the building of knowledge integration for
future activities. While these testing
activities mainly fall into summative evaluation, an activity which typically
used for grading, it also serves a purpose as a formative assessment. Formative assessments, as Hogan states, is “necessary
as they look at process and possible improvements” (2007). If the students are struggling with the
correct responses to the selected response items, it may be necessary to refine
some of the instructional methods to insure that there is this an acceptable
understanding of this basic content.
Being as it serves a summative function, it will not be graded.
Moving throughout the course, there is another opportunity for
assessment with the student’s creation of two PowerPoint presentations. The first will basically assess student’s
abilities to retrieve images online and place them in a PowerPoint presentation. The nature of the images will be descriptive
to the set of Little Shop of Horrors, as described in the assignment. The second PowerPoint will assess a greater skill,
the retrieval and written analysis of images they find online. It will assess their understanding of the concepts
of elements of design and principles of composition with the collection of such
demonstrative images of those ideas. In
addition to the images, there will be a short writing, a sentence or two that
explains what is going on in the image and how is the element or principle
aiding the intended message. The
resulting presentation will be placed online and analyzed and critiqued by
other students within the course.
A final project will serve both formative and summative
functions. The project surrounds the creation
of a collage that acts like a set design.
Students will first choose a scene in a movie that they are familiar
with, describe it within a few descriptive details by word, and then work to match
that description visually. Within it,
students will use their culminated knowledge of choosing appropriate images as
well as the elements of design and principles of composition to convey an
idea. The resulting work will be posted
as an image as well as a brief paragraph with the necessary writing. As the learning is a desired result throughout
course, students will be evaluated through their peers with a rubric as well as
the teacher. The feedback will be the formative
function and tell students where they were successful and if necessary, where
they need improvement in their design.
The grade, the summative function will be made up of three equal parts:
the average of their peer’s evaluation, the validity of their critique for
other students, and the evaluation of the teacher.
In the end of the course, an accurate depiction of growth
can be seen in the sum total of questions and projects that students
complete. Also throughout the course,
students will not only get to test their own creative abilities, but their
abilities to analyze and critique the work of others, a valuable skill in
itself.
Information retrieved from:
Hogan, Thomas P. Educational Assessment: A Practical Introduction.
Hoboken, NJ: John Wiley, 2007. Print.
Final Project
Your Challenge: Your theatrical company is looking for a movie to adapt to the stage. For them to consider your favorite movie, they would like you choose a scene from that movie and show them what it can look like on stage. Using any program that you are familiar with, cut out the “set pieces” you would like to put on stage from images you find on google, and copy/paste them into a document. Think about the elements of design in those images (your tools) and how you use them (principles of design). Use of these things will help you tell an effective story that easily relates to the time, location and mood. Remember, movies have the advantage of having large sets, your stage is medium sized. Therefore, try to limit your number of set pieces so that the actors have space to walk around. Look at the example as it will help you get a better idea of what needs to be done. If you have any questions, please email me at erik_chocianowski@yahoo.com. Happy designing!
|
Item
Measured
|
Exceeds
3
points
|
Meets
2
points
|
Progressing
1
point
|
Needs
Improvement
No
Points
|
|
Does
this project make use of the principles of design?
|
Very clearly, and there are three or more uses of
the principles of design.
|
There are two clear uses of the principles of
design.
|
There is one use of the principles of design.
|
No clear use of the principles of design.
|
|
How
effective is the choice of set pieces?
Are they appropriate for the setting?
|
More than ¾ of images are appropriate for the setting.
|
More than ½ of the images are appropriate for the setting.
|
More than ¼ of the images are appropriate for the setting.
|
None of the images are appropriate for the setting and are seemingly
random.
|
|
How
effective are choice of set pieces for the mood of the story?
|
More than ¾ of the images are appropriate for the
mood.
|
More than ½ of the images are appropriate for the
mood.
|
More than ¼ of the images are appropriate for the
mood.
|
None of the images are appropriate for the mood of
the story and are seemingly random.
|
|
How
effective are the choice of images as they relate to the time?
|
More than ¾ of the images are appropriate for the time period.
|
More than ½ of the images are appropriate for the time period.
|
More than ¼ of the images are appropriate for the time period.
|
None of the images make sense for the time period.
|
|
What
would you say describes the overall success of this design?
|
This is very successful, I can see this easily transitioning
to the stage.
|
This is fairly successful, with a little refinement,
this could reach the stage.
|
This design needs some work to tell a story but can
make it to stage.
|
This design may need an over haul to make it to
stage, it loses sight of the story in different ways.
|
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