Performance Standard #2

Creates instructional activities that provide students with the knowledge and skills to successfully complete the program of study assessments within the particular trade or industry

Evidence 1: Student production, Almost, Maine, photos and sample music here

Description: Production photos and sample music from 2018 student production capturing various aspects of design and performance

Analysis: The ART program typically produces four shows each year, with two being larger productions that provides student technicians opportunities to design and create multiple areas of stagecraft, including set, costume, lighting and sound.

Stills from the production offer an opportunity to note elements of costuming, set design, and lighting; the provided audio clip features student-composed music used during the show (with a short, student-created sound effect of a door closing at the end).

Productions such as this provide authentic opportunities for assessment, and students drawn to the program understand the importance of quality in drawing an audience to shows.

Students perform scenes from Almost, Maine

Evidence 2: Recording of children's story The Pied Piper

Description: This completed project served as the final assessment in lieu of an in-person performance

Analysis: Generally, students in the performance class create and perform a children's play early in the year that travels to local elementary schools as part of ART's outreach to local schools. Most years, the technical aspects are quite light, as technicians are still developing skills they will utilize in later productions. The beginning of the 2020-2021 school year, however, demanded a new approach, however. Both technicians and actors learned elements of audio production, including editing and foley*, in the production of children's stories as radio plays that could be sent out to the elementary schools. This recording, The Pied Piper, was one of four such stories created.

Performance students created the scripts, learned the basics of creating a home recording studio, and performed individual vocal tracks. This allowed them the opportunity to experience vocal work that would translate well into voiceover and character voice work. Technicians engineered the programs, incorporating sound effects and music; students had to either create the effects or find audio from the public domain that was available for free use. In the end, each technician created one story from the multiple tracks. This project meet several learning targets will providing a good introduction to the importance of the voice and sound to storytelling.