If theater and the other arts can become a valued partof every student’s education and life experience, ourattempt to find qualitative summative ways to evaluatestudent learning will be well worth our efforts
Couldn't agree more!
16 Matching Annotations
- Sep 2020
-
-
-
we are fairly confident that there wassignificant progress on the theater arts standards overthe course of the 4-month period of workshops.
I think that this is a fair assumption, however, the lack of a control group does really make this somewhat unreliable and unprofessional.
-
(The student’s writing includes his spelling, punctu-ation, capitalization, and line spacing.)
I'm sure this was just done to have the most accuracy but it's very adorable to me
-
The teaching artist then read a series of questions thatprompted students to create a scene that might have hap-pened after the end of the story they had just heard andthen explain and reflect on the scene. The first questionand prompt was as follows:What could happen next?Show us on the stage below. Create the scenery andremember to include the characters on the stage
Especially for young elementary schoolers, developing their story telling, especially allowing them to create it visually with theatre, is really important and I love this activity!
-
However, based on the requirements of our grant,formative assessment would not be sufficient
I feel like the majority of this so far has just talked so much about what they were planning on doing rather than just doing it. Granted, I'm only about halfway through, but still it's very strange to me.
-
Our workshop series included activities, one buildingon the next, that included rehearsal and performancewithin the classroom
I think it's really cool that in theatre, it can be taught and done in such a wide variety of ways yet still can be somewhat boiled down to this simple process. Very great point that they made.
-
In order to be faithful to the requirements of theproject we moved past the resistance from others (andourselves) and created an assessment tool that couldalign with five of the national theater standards.
It's interesting that even the authors and creators of this assessment had doubts about it and how well it'd work. They're very upfront about nearly everything having to do with the work which, to me, is pretty cool and interesting.
-
At thetime, the coauthors of this article, Tabone andWeltsek
Use of third person when authors are referring to themselves.
-
90% of fourth and fifth grade students participat-ing for a 2-year period passed the New Jerseystandardized language arts tests, versus 70% of thecontrol group.The percentage of sixth- and seventh-graders par-ticipating for 1 year scoring proficient was 56.4%;the control group was 43.1%.Prior to the intervention, third grade studentspassing state English language arts (ELA) tests inthe six treatment JCPS was 38.4%; in the controlschools 46.6%. By the final year of project partici-pating third-graders passing the state tests was64%, while control group students’passing ratewas 51.7%
The inclusion of statistics also reminds me of some sort of scientific article, similarly to my last point.
-
All of the schools in the projectstarted with low levels of student proficiency onstandardized state tests in both language artsand math.
This paragraph reads a bit like a psychology study article to me or some sort of scientific method process, which is basically what the article is. This is interesting to me, though, because considering it's about theatre and education, I wouldn't have expected it to be written this way.
-
Carmine Tabone & Gustave J. Weltsek
There are two authors for this article and, after doing some research, I found Tabone is an educational director of an educational arts team and Weltsek is an arts education professor and advocate.
-
Catterall,2002; De la Cruz,1995; Inoa, Weltsek & Tabone,2014; Parks & Rose,1997; Podlozny,2000; Tabone,2004; Turner et al.,2004; Wagner,1986; Walker,Tabone, & Weltsek,2011; Williamson & Silvern,1992;Winner, Goldstein, & Vincent-Lancrin,2013;Wolf,1998).
This is a super long reference! Very interesting that for this one sentence there's so many people to reference.
-
The state of theater education
Sub-headings like this are used in this article to title new sections of the paper. I think they're actually pretty helpful and allow the reader to know what to expect in what they'll read next.
-
“testing and accountability system...surrep-titiously legitimizes the neglect of arts education”(p. 144)
This use of quotations is likely how I'd use them when writing an essay or research paper.
-
Freire,1995)
There's no specific reference to this source, normally we quote or mention the name of an author when using them as a source in writing.
-
I would never write a paper where I outright state the purpose of it. Also, this is such a long, run-on sentence that is usually frowned upon especially when it's just one paragraph.
-