Preview Sheets<\/a><\/p>\n <\/p>\n
PREPARATION<\/h4>\n
\u2022 Ensure that an open space is ready and prepared for the activities.<\/p>\n
<\/p>\n
TEACHING PRESENTATION:<\/h4>\n
<\/p>\n
Hook:<\/h5>\n
Have the stage completely cleared and cleared.<\/p>\n
<\/p>\n
Step 1: Instruction\/Discussion [6 minutes]<\/h5>\n
Start a discussion about feedback using the following questions:
\u2022 How do you like to receive feedback on your work (not necessarily theatre work)?
\u2022 How do you like to give feedback?<\/p>\n
<\/p>\n
Allow students to respond to the prompts. Hopefully, you\u2019ll find that the answers vary quite a bit. Point out the variance and explain that just because you like to receive feedback a certain way, doesn\u2019t mean that everyone does. Then ask the class the following question:
\u2022 Is anyone an acting master in here?
\u2022 Is anyone a director here?<\/p>\n
<\/p>\n
Ensure that you let the class know that you are neither of those things, and neither are they. Explain that today, they will have the opportunity to give feedback to their peers, but it shouldn\u2019t be in a way that says, \u201cI know better than you.\u201d You will say good things and offering suggestions of other ideas to try.<\/p>\n
<\/p>\n
Step 2: Directions [4 minutes]<\/h5>\n
Hand out the feedback forms. Explain that students will be turning these in for their grade today, and that you will be reading them. They will also be given the other groups anonymously. Explain that for every scene, they should write two things that they liked about the performance. Then they should write one suggestion. This suggestion MUST BE WRITTEN in the form of an \u201cI wonder\u201d statement. Explain this helps you as the feedback giver to remember that you are offering a suggestion, and it\u2019s just your opinion. Give the students an example:
\u2022 \u201cI wonder if there are more tactics that Colin could try to get his objective.\u201d
\u2022 \u201cI wonder if there are more vocal qualities that Kate could try.\u201d
Ask the students for any clarifying questions, then move onto the previews.<\/p>\n
<\/p>\n
Step 3: Performance [45-70 minutes]<\/h5>\n
Call the groups up randomly for their preview performance. Take notes on their performance using the rubric. You will give these notes to each group so they can better know what to work on before their final performances. At the conclusion to the preview performances, collect the students Feedback Forms so you can prepare them for the next lesson.<\/p>\n
<\/p>\n
Step 4: Self-Assessment [15 minutes]<\/h5>\n
After the performances, ask the students to take out a piece of paper and a pencil. Explain that an important part of any performance in life (acting, teaching, any job) is self-assessment. Ask the students the questions written below. Give several moments for the students to respond to each question. They will complete these self-assessments in class, then turn them in for 20 points.
\u2022 Overall, how do I feel about my performance?
\u2022 What did I do well?
\u2022 What can I work on?
\u2022 Did I have a strong objective?
\u2022 Did I use a variety of tactics?
\u2022 How have I contributed to my partnership?
\u2022 Could I have been more prepared?
\u2022 What do I need to do to improve my performance for the final?<\/p>\n
<\/p>\n
Collect the self-evaluations at the end of class for grading.<\/p>\n
<\/p>\n
ASSESSMENT:<\/h4>\n
The Preview performance is a formative assessment of the overall unit (worth 100 points), however the feedback forms are also an assessment of where the students are at as far as their understanding of good and polite feedback. It is worth 20 points. Deductions should be made for any missing feedback or poor execution of the instructions.<\/p>\n","protected":false},"excerpt":{"rendered":"
CLASS Drama 3 DURATION 75 minutes EDUCATIONAL OBJECTIVE Students will be able to demonstrate their ability to give effective and polite feedback by completing the feedback form for each scene during preview presentations. NATIONAL CORE THEATRE STANDARDS \u2022 TH:Cr1.1.I.c o Use script analysis to generate ideas about a character that is believable …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/756"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=756"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/756\/revisions"}],"predecessor-version":[{"id":3787,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/756\/revisions\/3787"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=756"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=756"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=756"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}