Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

THEATRE AssessmentPerformance Task T.T411

Sound Design: The Crucible

High SchoolLevel 2

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubric

Student Worksheets

©2018. Please reference the Licensing Statement on this page.

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ACKNOWLEDGEMENTS

“A Radio Script” © Thomas H. Hunter, from http://mysite.verizon.net/tomhunter/.

USING THIS MAEIA ASSESSMENT TO DEMONSTRATE EDUCATOR EFFECTIVENESS (METHOD 1)This assessment can be used to demonstrate arts educator effectiveness by changing the prompt (such as musical selection, play, work of art) used, if any, and repeating the item one or more times either in the current school year or the next one. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. This is especially suitable for assessments (e.g., MAEIA events) that require less time and effort to administer.

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Michigan Student Learning Standards Assessed

Performance Standard(s)TH.HS.C.3–Develop designs that use visual and aural elements that support and bring the text to life.

Content StandardART.T.II.HS.3–Develop designs that use visual and aural elements to convey environments that support text.

VPAA Guidelines

P.1–Apply the techniques, elements, principles, intellectual methods, concepts, and functions of the visual, performing, or applied arts disciplines to communicate ideas, emotions, and experiences, address opportunities to improve daily life, and solve problems with insight, reason, and competence.

Intended Students Second-year (Level 2) theatre students

Alignment to National Core Arts Standards

Anchor StandardTH:Pr5–Develop and refine artistic technique and work for presentation.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASK Using the play The Crucible by Arthur Miller, students will create a sound design to interpret and support the environment and mood of the play.

SUGGESTED TOTAL TIMEThis assessment has four parts to it. The assessment takes place over one week. Three 50-minute class periods are needed for in-class work, as shown below:

o Part 1–Assessment Questions (Day 1)o Part 2–Read Script and Brainstorm Sound Cues (Day 1)o Part 3–Research and Select Sound Cues (Day 2)o Part 4–Reflection Essay (Day 3)

LIST OF REQUIRED MATERIALS The materials required for this assessment are:

o Student Bookletso Pens or pencilso Computers with Internet access or access to a sound catalogo Copies of The Crucible by Arthur Millero Individual recording devices (suggested)

ASSESSMENT SETUPEach student will need a computer with Internet access on Day 2. Each student should have enough table or desk space to work independently on his or her sound design.

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STIMULUS USED IN THE PERFORMANCE TASKThe Crucible by Arthur Miller

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections for teachers are in regular text. Directions to be read to students are in bold.

Each student needs a Student Booklet, a sheet of paper, and access to the other materials listed. When ready, say:

Each of you should have a Student Booklet. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 in your Booklet and follow along as I read the directions aloud.

Pause while students turn to page 2. Then say:

This assessment has four parts to it:

o Part 1–Assessment Questions (Day 1)o Part 2–Read Script and Brainstorm Sound Cues (Day 1)o Part 3–Research and Select Sound Cues (Day 2)o Part 4–Reflection Essay (Day 3)

The directions for each part are given in the Student Booklet.

PART 1–ASSESSMENT QUESTIONS (DAY 1)Part 1 should take 20 minutes to complete. Each student will need a Student Booklet and a pen or pencil.

This assessment begins with three assessment questions. Turn to pages 8–9 in your Booklet. First, write your name in the space provided on page 8. Then read and respond to the three questions. You will have 20 minutes to complete your responses.

When you are finished, tear off pages 8–9 and give them to your teacher.

Pause while students work on the task. When there are 5 minutes remaining, say:

There are 5 minutes remaining to finish the assessment questions.

After 5 minutes, say:

Time is up. Tear off pages 8–9 and give them to your teacher.

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PART 2–READ SCRIPT AND BRAINSTORM SOUND CUES (DAY 1)Part 2 should take the rest of the class period to complete. Each student will need a Student Booklet, a pen or pencil, and a copy of the play The Crucible.

Today you will begin the process of creating a sound design for the play The Crucible by Arthur Miller. Your design should capture the environment and reflect the mood of the play.

You should have a minimum of eight unique sound cues in your sound design. Sound effects as outlined in the script (breaking glass, blowing wind, etc.) should not be included in your design and will not be counted towards your eight cues. Your sound score should be unique to your design as inspired by the script.

First, read the play and make notes of your ideas. You may choose your eight cues at any point in the script, but be sure to note the moment through dialogue and/or action in your worksheet, which is covered in Part 3. You will eventually complete the Draft Sound Design Worksheet on page 5 of your Student Booklet, which will be handed in at the end of the next class for review.

Pause to allow students to view the worksheet. Then say:

In one week, you will turn in a Final Sound Design Worksheet and a Reflection Essay, which are covered in more detail in Parts 3 and 4.

The Teacher Scoring Rubric that will be used to evaluate your performance is shown on page 4 of your Student Booklet. Review Level 4, the highest level of performance.

Pause while students read the rubric. Then say:

You have the rest of the class period to read the script. What you don’t finish in class should be taken home and completed as homework.

Pause to allow students to work. When there are 5 minutes remaining, say:

There are 5 minutes remaining. Come to a stopping place in your work.

After 5 minutes, say:

Time is up. If you have not finished, you may take the script home with you. Please close your Student Booklet and leave it on your desk.

PART 3–RESEARCH AND SELECT SOUND CUES (DAY 2)Part 3 should take one class period to complete. Each student will need a Student Booklet, a pen or pencil, a copy of the script, and a computer with Internet access.

You will have the entire class period today to research the music and sounds that interest you. From your research, choose a minimum of eight unique cues to create your sound design. Use the Draft Sound Design Worksheet on page 5 of your Student

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Booklet to write your cues. This will be turned in at the end of today’s class so your teacher can be sure you are on the right track. Remember, this is just a draft. You will do further research outside of class, and you are allowed to make changes to create your final sound design.

The Final Sound Design Worksheet on page 6 of your Student Booklet and your sound clips will be submitted digitally. Be sure you include each of the following as noted in the chart:

Cue # Page # Notation of sound in and out Moment of action and/or dialogue from the script where your cue is to be played Title of sound cue Citation of source A “play” link

Your Final Sound Design Worksheet is due in six days. You will turn in your Reflection Essay, explained in Part 4, at the same time.

You may now begin your research. Remember to refer often to the Teacher Scoring Rubric on page 4. Are there any questions?

Pause to allow for questions, then say:

Begin now.

When there are 5 minutes remaining, say:

There are 5 minutes remaining. Your Draft Sound Design Worksheet will be turned in at the end of class.

After 5 minutes, say:

Time is up. Please close your Student Booklet and leave it on your desk. Your teacher will be collecting them to check your Draft Sound Design Worksheet.

Look over each student’s Draft Sound Design Worksheet. Advise any students who seem to be off track or need more direction. Remind students of the due date for the finished project at the beginning or end of each class period.

PART 4–REFLECTION ESSAY (DAY 3)Part 4 should be completed outside of instruction time. Each student will need a copy of the script and a pen, pencil, or word processor.

When you finish your final sound design, you will write an essay outside of class reflecting on your design process and inspiration. Describe how (the actual process) and why (your inspiration) you made the choices you did in creating your sound

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design. Be sure to make references to the script and how you attempted to capture the environment and the mood of the moment.

Your Reflection Essay is due along with your Final Sound Design Worksheet one week from the start of this assessment. You should work on these outside of class.

After all student work has been submitted, the assessment is completed.

TEACHER SCORING RUBRICDimensions 1 2 3 4NotesStudent made notes reflective of reading the script.

No notes were written.

Only sketchy notes were provided.

Substantive notes were provided.

Detailed notes were provided.

Sound Cues Student completed one or none of the cues.

Student completed two to four of the cues.

Student completed five to seven of the cues.

Student completed all eight of the cues.

MoodStudent’s artistic choices reflected the mood of the scene.

Student’s artistic choices did not reflect the mood of the scene.

Student’s artistic choices somewhat reflected the mood of the scene.

Student’s artistic choices adequately reflected the mood of the scene.

Student’s artistic choices consistently and clearly reflected the mood of the scene.

EnvironmentStudent’s artistic choices captured the environment of the scene.

Student’s artistic choices did not capture the environment of the scene.

Student’s artistic choices somewhat captured the environment of the scene.

Student’s artistic choices mostly captured the environment of the scene.

Student’s artistic choices consistently and clearly captured the environment of the scene.

Reflection on Process

Student did not describe his or her process or use examples from the script.

Student somewhat described his or her process using some examples from the script.

Student adequately described his or her process using good examples from the script.

Student clearly described his or her process using effective examples from the script.

Justification of Choices

Student did not justify his or her choices or use examples from the script.

Student somewhat justified his or her choices using some examples from the script.

Student adequately justified his or her choices using good examples from the script.

Student clearly justified his or her choices using effective examples from the script.

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[This page is on pages 5–6 of the Student Booklet.]DRAFT SOUND DESIGN WORKSHEET/FINAL SOUND DESIGN WORKSHEET

Cue #

Page #

In/O

ut

Motivatin

g Action

an

d/or D

ialogue

Soun

d T

itleSou

rce“P

lay” Link

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[This is on pages 8–9 of the Student Booklet.]ASSESSMENT QUESTIONS

Name: __________________________________

1. Which of the following best arranges the steps the sound designer would use to complete the tasks in the most logical, chronological order?

A. Meet with the director; develop cue sheet; meet with other designers

B. Read the script; meet with other designers; record cues

C. Read the script; meet with the director; research cues

D. Meet with other designers; read the script; record cues

[Key: C]

Read the following script and use it to answer questions 2 and 3. The Teacher Scoring Rubric used to evaluate your responses is on page 9.

A Radio Script by Tom HunterIt was a windy September afternoon. The clock was just striking three. It was still raining outside and my dog was howling plaintively. Suddenly, I heard a car horn and the screech of brakes. “Oh dear,” I thought, just as there was a knock at the door. I opened the squeaky door to reveal a very old man standing on the threshold. I was about to ask him his business when a gunshot rang out. The very old man fell, with a thud, dead at my feet. [To be found at: http://mysite.verizon.net/tomhunter/stories/script.htm]

2. List the sound effects as noted in the script.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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3. State the mood of the script above and provide three textual clues as evidence to support your choice.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TEACHER SCORING RUBRIC—ASSESSMENT QUESTIONSDimensions 1 2 3 4Sound Effects Listed

Listed one to three effects.

Listed four to six effects.

Listed seven to nine effects.

Listed all ten effects.

Mood Stated Work is incomplete and inaccurate.

Work shows some effort but lacks details in one or more areas.

Work is accurate and complete in most respects.

Work is excellent, accurate, and complete in all respects.

Textual Clue 1 Work is incomplete and inaccurate.

Work shows some effort but lacks details in one or more areas.

Work is accurate and complete in most respects.

Work is excellent, accurate, and complete in all respects.

Textual Clue 2 Work is incomplete and inaccurate.

Work shows some effort but lacks details in one or more areas.

Work is accurate and complete in most respects.

Work is excellent, accurate, and complete in all respects.

Textual Clue 3 Work is incomplete and inaccurate.

Work shows some effort but lacks details in one or more areas.

Work is accurate and complete in most respects.

Work is excellent, accurate, and complete in all respects.

When you have finished, tear off pages 8-9 and give them to your teacher.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

T.T411-1 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME NOTES SOUND CUES MOOD ENVIRONMENT REFLECTION JUSTIFICATION

MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

T.T411-2 Teacher ______________________________________________ Class ___________________________

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STUDENT NAME SOUND EFFECTS

MOOD STATED

TEXTUAL CLUE 1

TEXTUAL CLUE 2

TEXTUAL CLUE 3