Odyssey Scene Rehearsal: Peer Feedback & Self Reflection
Instructor(s): Ron SopylaMy 3rd grade students worked in pairs with a student director in the rehearsal and performance of a scene from Homer’s The Odyssey (Robert Fagles translation). Together we co-generated checklists and developed an acting rubric focused on physical and vocal expression. Student directors used the rubric criteria to communicate feedback to the actors. In addition students generated a list of Things Good Directors Say to guide directorial feedback. Students identified goals and demonstrated a good deal of independence throughout their rehearsal process.
Pantomime: Peer & Self-Assessment
Instructor(s): Kalitchi FigueroaGrade Level: Elementary (K-5)
The Pantomime for Young Actors research project focused on using peer and selfassessment in the teaching and learning of exercises from Jaques Lecoq’s Pantomime for Actors Technique. My 4th grade students discovered that peer assessment was most effective in motivating them to engage in pantomime exercises and improve their skills in physicality.
Playwriting -Tragedy: Self-Assessment
Instructor(s): Kalitchi FigueroaGrade Level: Elementary (K-5)
My Playwriting-Tragedy Assessment Research Project involved emerging playwrights from a 3rd grade Collaborative Team Teaching (CTT) in learning the basic techniques for writing a scene with a tragic ending. My students self-assessed and revised their scenes using a checklist and a reflection protocol. I also used the same documents to both formatively and summatively assess their work.
How To Presentations: Peer & Self-Assessment
Instructor(s): Ron SopylaGrade Level: Elementary (K-5)
Students often experience challenges in writing procedural narratives. My 2nd grade students collaborated in pairs to write and present procedural narratives focused on demonstrating a recipe. Students wrote scripts that they performed on video. The videos served as the basis for peer feedback and self-assessment. The project culminated in students observing and critiquing the work while enjoying the snacks they produced. The project was highly engaging and supported the development of writing and presentation skills.
Scriptwriting: Peer & Self Assessment
Instructor(s): Annie Sugarman SmithGrade Level: Secondary (6-12)
My 7th grade drama students engaged in personal and group goal setting, as well as peer and self-assessment in a scriptwriting unit. Through a process of peer editing utilizing checklists and rubrics, their scripts grew by leaps and bounds. The goal setting sheets helped keep them motivated and on task, and their attitude toward revision became more positive as they took ownership of their writing.
Creating Monologues: Peer & Self-Assessment
Instructor(s): Tina MontalvoGrade Level: Elementary (K-5)
My 5th grade students found peer assessment motivated them to develop their original character monologues. Students set their own goals and their progress was visible to them. While managing all the paperwork was daunting at first, I was encouraged by my students’ independence and honesty in assessing and revising their work.
Scenewriting: Peer Assessment
Instructor(s): Tina MontalvoGrade Level: Elementary (K-5)
My 3rd grade students engaged in a peer assessment process that supported them in creating characters and writing dialogue. Integrating peer assessment into my scene writing unit improved the quality of their scripts, helped them stay focused and increased their productivity during rehearsals.
Monologue Performance: Peer Assessment
Instructor(s): Cynthia BlackwellGrade Level: Elementary (K-5)
My 3rd graders created and rehearsed original I am…monologues and used peer assessment during rehearsals to improve their performance skills. Student generated criteria helped guide feedback and also helped them to become more independent in their rehearsal process.
Monologues Audition: Peer & Self Assessment
Instructor(s): Shari AkerGrade Level: Secondary (6-12)
The audition class prepared my 8th grade students to audition for performing arts high schools in NYC. Students selected, rehearsed, and performed monologues, as well as learned skills for cold readings, interviews, and improvisations. Formative assessment helped improve their monologue performances and gave them a sense of empowerment over the audition process.
Storytelling: Peer & Self-Assessment
Instructor(s): Ron SopylaGrade Level: Elementary (K-5)
The children in my 1st and 2nd grade Bridge Class learned to tell short folktales and engaged in peer feedback and self-assessment throughout the rehearsal process to improve their work on a storytelling unit. Videoing student rehearsals proved to be a powerful tool in developing their storytelling skills. In addition they developed their abilities to assess work, articulate criteria and identify achievement goals.
Improv: Peer & Self-Assessment
Instructor(s): Ron SopylaGrade Level: Elementary (K-5)
My 3rd grade classes engaged in an Improvisational Theater Unit focused on ensemble building, story construction and rehearsal process using an improvisational method called Slide Show. Formative assessment and the use of protocols created a positive learning environment in which the students became skilled collaborators.