Collaborative Project Process Portfolio Assignment
DRAFT DUE: When we return in September. I will read it, we will have a conference and then you will write your revision WHILE you are also working on directing/design for your Director's Notebook. Final revision will be due in October '22.
FINAL PROCESS PORTFOLIO DUE: TBD October '22.
The Collaborative Project Process Portfolio is what you will submit to IB in your 12th grade year. In 12th grade, your teacher will only be able to look at your full paper once - this is your DRAFT. Your DRAFT should be what you would turn-in to IB if Ms. G. did not get to give you feedback.
The Assignment:
Write a maximum 15 page Process Portfolio about your Collaborative Project following the guidelines below (there is no minimum). This assignment has very specific parts, so please write as outlined below. I encourage you to use images, graphs, pictures from your journal and/or illustrations, but use these in ways that are engaging and clarifying for your reader.
The goal is clarity and thoroughness of expression about the process of making your piece (hence the name: Process Portfolio). Take your reader on your journey with you in whatever ways make sense. This is not about filling pages, it's about communicating vibrantly and thoroughly, explaining so that your reader feels like they understand you, your process in this project, the group's process and the process of presenting your final piece and receiving audience feedback.
In order to write a clear, engaging, thoughtful Process Portfolio, please:
· Explain your answers and process at every step.
· For each subheading, look at the rubric. Make sure you are addressing what the rubric is asking for under each subheading. The "subheading" is the Table of Contents subheadings you will find below, the rubric headings are NOT your paper subheadings.
· Remember your reader does not know you and will only see the 4 minute video of the piece that you submit. The video is 4 minutes that highlights YOUR contribution to the collaboration. You may have one 4 minute clip or two clips that equal up to 4 minutes.
· Pace your writing – do a bit at a time. I have given you a schedule that if you follow the writing will be easier than if you try to do it all at once.
· Use material from your journal.
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FOLLOW THESE STEPS:
STRUCTURE:
Cover Page
Name of Paper (Collaborative Portfolio)
Your candidate number
Session: May 2020
Name of your piece and video length
Create a Table of Contents using the below subheadings. Each subheading is a section of your process portfolio.
My personal context in theatre (including my own approaches, interests and/or skills in theatre) and my research into a professional company that creates and stages original pieces of theatre
The formation of my group and our exploration of the starting point (including our target audience and intentions for the piece)
Reflections on the collaborative development of our piece and the specific explorations led by me.
My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience.
In addition, students are required to submit a separate list of all sources cited.
WRITING:
****The subheadings below are headings in your table of contents and in your paper.**********
My personal context in theatre (including my own approaches, interests and/or skills in theatre) and my research into a professional company that creates and stages original pieces of theatre. In this section you must:
explain your own personal context in theatre (which may include approaches, interests and/or skills in theatre). ***this is prior to forming your group.***
explain the creative approaches employed by an appropriate professional company that creates and stages original pieces of theatre and clearly explain how you wanted to use the approaches of the professional company in your own approach. ****including: explaining how you could possibly use the approaches of the professional company in your own approach to creation, prior to forming a collaborative group.
The formation of my group and our exploration of the starting point (including our target audience and intentions for the piece) In this section you must:
explain the process of forming the collaborative group. Reminder, in the process of forming the ensembles, we:
did several devised mini-collaborations
talked about our personal contexts
did a few rounds of "speed dating" to get to know each other and what each person was thinking about creating
presented research and thinking on a professional collaborative group that devises theatre with special attention to what of their methods each person wanted to try creating with in their own piece
2. explain how and why the ensemble collaboratively chose and explored the starting point, with clear consideration of how they identified the target audience and artistic intentions for the proposed original theatre piece.
Reflections on the collaborative development of our piece and the specific explorations led by me. In this section you must:
explain your own specific contributions to the collaborative process
clearly explain the process by which your group practically developed, structured and prepared the original piece for presentation.
My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience. In this section you must:
explain your own specific artistic choices made in the specific moment(s) of theatre seen in the selected video recording. Explanation: You will choose one or two moments in your performance video that reflect artistic choices that you made. Your video can be no longer than 4 minutes and can have no more than 2 different sections. In this section of writing you are talking about contributions you made that we can see in the video you are submitting.
provide a thorough and discerning evaluation of the presentation of the original piece, explaining how the piece fulfilled its intentions and the extent to which it achieved its impact on the audience with close reference to the audience’s responses.
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FOLLOW THE IB RUBRIC MAP
EACH RUBRIC SECTION BELOW CORRESPONDS TO A SECTION OF YOUR PROCESS PORTFOLIO ***PAY ATTENTION TO THE 7/8 BAND IN EACH RUBRIC SECTION***
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A. Theatre in context: The personal context and research into a professional company
Evidence: process portfolio
A1 To what extent does the student explain their own personal context in theatre (which may include their own approaches, interests and/or skills in theatre), prior to forming a collaborative group?
A2 To what extent does the student explain the creative approaches employed by a professional company that creates and stages original pieces of theatre and explain how they could possibly use the approaches of the professional company in their own approach to creation, prior to forming a collaborative group?
7–8
5–6
This work is good:
• the student describes their own personal context in theatre (which may include approaches, interests and/or skills in theatre). The work is appropriate
• the student describes the creative approaches employed by an appropriate professional company that creates and stages original pieces of theatre and describes how they could possibly use the approaches of the professional company in their own approach.
This work is excellent:
• the student explains their own personal context in theatre (which may include approaches, interests and/or skills in theatre). The work is detailed, appropriate and relevant
• the student explains the creative approaches employed by an appropriate professional company that creates and stages original pieces of theatre and clearly explains how they could possibly use the approaches of the professional company in their own approach.
B. Theatre in context: The formation of the group and exploration of the starting point (including target audience and intentions for the proposed piece)
Evidence: process portfolio
B1 To what extent does the student explain the process involved in forming the collaborative group (with knowledge gained from their own personal context and research into a professional company)?
B2 To what extent does the student explain how the ensemble chose and explored the starting point (through theoretical and/or practical activities), and how they identified target audience and artistic intentions for the proposed original theatre piece?
7–8
5–6
This work is good:
• the student describes the process of forming the collaborative group. The work is appropriate
• the student describes how and why the ensemble collaboratively chose and explored the starting point and how they identified target audience and artistic intentions for the proposed original theatre piece.
This work is excellent:
• the student explains the process of forming the collaborative group. The work is detailed, appropriate and relevant
• the student explains how and why the ensemble collaboratively chose and explored the starting point, with clear consideration of how they identified the target audience and artistic intentions for the proposed original theatre piece.
C. Theatre processes: The student’s own specific contributions to the collaborative process and the development of the piece
Evidence: process portfolio
C1 To what extent does the student explain their own specific contributions to the collaborative process?
C2 To what extent does the student explain the process by which the group practically developed, structured and prepared the original piece for presentation?
D. Presenting theatre: The student’s artistic choices in the specific moment(s) of theatre seen in the video and evaluation of the whole theatre piece
Evidence: process portfolio and video recording
D1 To what extent does the student explain their artistic choices made in the specific moment(s) of theatre seen in the selected video recording?
D2 To what extent does the student evaluate the presentation of the original 13–15 minute theatre piece, explaining the extent to which the piece fulfilled its intentions and the impact it had on the audience (making reference to the audience’s responses during the talkback)?
PROOFREAD!
CONGRATS! YOU'RE DONE.
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Below are notes for Ms. Guzowski, you need not look at these.
FOR ASSIGNMENT PURPOSES, WE WILL CALL THESE SECTIONS:
Section A: My personal context in theatre (including my own approaches, interests and/or skills in theatre) and my research into a professional company that creates and stages original pieces of theatre. Under this subheading, make sure you address these points:
· A1: My personal context in theatre (including my own approaches, interests and/or skills in theatre) -***this is prior to forming your group.****
· A2: My research into a professional company that creates and stages original pieces of theatre ****including: explaining how you could possibly use the approaches of the professional company in your own approach to creation, prior to forming a collaborative group? ( before forming your ensemble)
_______________________________
Section B: The formation of my group and our exploration of the starting point (including our target audience and intentions for the piece). Under this subheading, make sure you address these points:
· B1: The formation of my group. including: how you your personal context and professional group research influenced your decisions about whom you wanted to work with.
· B2: Our exploration of the starting point (including our target audience and intentions for the piece) including: exploration of starting point, identification of your target audience, and creation of artistic intentions for your piece.
_______________________________
Section C: Reflections on the collaborative development of our piece and the specific explorations led by me. Under this subheading, make sure you address these points:
· C1: Reflections on the collaborative development of your piece including: explaining the process by which the group practically developed, structured AND prepared the original piece for presentation
· C2: Reflections on the specific explorations led by me including: explaining how you led the group in specific explorations AND all specific contributions to the piece that you made
_______________________________
Section D: My artistic choices (as seen in the video) and my evaluation of the final piece considering the impact on the audience. Under this subheading, make sure you address these points:
· D1: My artistic choices as seen in the 4 minutes of video I have submitted. Explanation: You will choose one or two moments in your performance video that reflect artistic choices that you made. Your video can be no longer than 4 minutes and can have no more than 2 different sections.
· D2: My evaluation of the final piece considering the impact on the audience. Including: explaining the extent to which the piece fulfilled its intentions AND the impact it had on the audience (making reference to the audience’s responses).