ECE2603_Performing Arts Project

ASSESSMENT DESCRIPTION
Assessment Details

Course Code: ECE2603

Course Name: Learning through the Performing Arts: Music, Dance, Drama/Role play

Course Teacher: Sozan Saed

Task Title: Create a rationale for a time bound performing arts project to be implemented in
a private school setting

Task Description: Create a rationale for a time bound performing arts project to be implemented in a school
setting. The chosen theme / story should be:
 relevant to the specific needs and interests of the target age group
 explored through the medium of dance, music and/or role play and the performance
should be between 5-15 minutes in duration
1. A general overview of the project, the context in which it would take place and a general
Special Instructions:
profile of the learners.
2. A justification for implementing the performing arts project with this specific group of
young learners. This would include an explanation of:
 the relevance of the project to the current unit of study and/or the specific needs and
interests of the group
 the educational benefits of engaging children in drama, movement and music activities
in the preschool
 an acknowledgement of any difficulties you encountered (including personal, cultural,
logistical, resource problems) and the strategies used for overcoming them during the
implementation of the project
3. A detailed plan (see example planner attached) which includes:
 the title and duration of the performance
 the type of organisation required
 all necessary resources
 the specific aims of the project in terms of the aspects of drama, movement and music
to be developed
 the script for the performance including specific roles of both individuals and groups of
children and the teacher
 extension ideas
 references
4. Documentary reflection about the process and the success of the final performance.
Include reference to what your objectives were and how the children were able to achieve
these objectives. Link to areas of development with specific focus on creative development.
A Reference List of sources cited in the assignment.

Weighting: 40%

Duration/Word Limit: 1300-1700 words

Due Date: Week 13

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 Grading/Marking Your grade will be determined using the relevant criteria from the attached rubric.
Criteria:

Late Penalty: Unless special circumstances are agreed with the course teacher regarding late
submission, work submitted 1 working day late will be deducted 10%, 2 days late
20%, 3 days late 30% and any work submitted more than 3 days late will get a zero
mark.

Academic Honesty: Breaches of Academic Honesty will be treat ed with the utmost seriousness. You are
reminded the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT
Academic Honesty Policy, Student Handbook)

HCT Graduate Outcomes Addressed

1. Communication and Information Literacy ☒

2. Critical and Creative Thinking ☒

3. Global Awareness and Citizenship ☒

4. Technological Literacy ☒

5. Self-Management and Independent Learning ☒

6. Teamwork and Leadership ☒

7. Vocational Competencies ☒

8. Mathematical Literacy ☐

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 STUDENT GRADE/MARK REPORT
Course Assessment/Student Details

Course Code: ECE2603

Course Name: Learning through the Performing Arts: Music, Dance, Drama/Role play

Course Teacher: Sozan Saed

Task Title: Create a rationale for a time bound performing arts project to be
implemented in a private school setting

Student Name:

Student ID:

Final Grade/Mark
General Comments

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 ASSESSMENT COVER PAGE
Course Name: Learning through the Performing Course Code: ECE2603
Arts: Music, Dance, Drama/Role
play

Instructor Name: Sozan Saed

Task Title: Create a rationale for a time bound performing arts project to be implemented in
a private school setting

Due Date: Week 13 Date Submitted:

Student Name:

Student ID: Section:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded
the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information please refer to Academic and Student Regulations, HCT Academic Honesty
Policy, Student Handbook)

Student Declaration:
This assignment is entirely my own work except where I have duly acknowledged other sources in
the text and listed those sources at the end of the assignment. I have not previously submitted
this work to the HCT. I understand that I may be orally examined on my submission.

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GRADING/MARKING
CRITERIA
Letter Grade
Percentage for
Gradebook
Research (15%)
Identification and
investigation of a range of
appropriate academic and/
or cultural sources
Subject knowledge (20%)
Understanding and
application of subject
knowledge and underlying
principles
Reflection (20%)
Management of learning
through reflection
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GRADING/MARKING RUBRIC
ACHIEVEMENT INDICATORS
Achievement that does not meet requirements
Significantly below course Below course
requirements requirements – Achievement that Achievement that is Achievement that is
Assessment Clearly achievement that Achievement that minimally
meets the course requirements
satisfactorily meets the significantly above the outstanding relative to the
has not been does not narrowly does not course requirements course requirements course requirements
submitted at meet the meet the
all, is not- requiremen requirements
existent or not ts
carried out
F D C C+ B B+ A- A
0 30 50 64 69 74 79 84 89 100
Little or no information Information Some information has been Adequate information has Information is accurate Extensive independent
presented presented is gathered from readily available been gathered from readily with only occasional errors, research, accuracy,
insufficient or does sources applying standard available sources applying appropriately categorized familiarity with the
not relate sufficiently techniques. Information is standard techniques. and from a wide range of material, and sound
to the task; there sometimes inaccurate Information is generally sources. judgments
may be evidence of accurate
rudimentary
research
Unable to evidence or Limited knowledge of Some evidence of Generally accurate Accurate extensive Complete and full
articulate basic principles subject. Information understanding key aspects of understanding of key aspects understanding of subject. understanding of subject.
and knowledge related to the may be significantly the subject, but details are of the subject. Some Minor irrelevancies and Extensive evidence of
subject. Information may be irrelevant, lacking. Some irrelevancies and irrelevancies and inaccuracies inaccuracies appreciation of the
irrelevant, incomplete and/or incomplete and/or inaccuracies relative significance of all
inaccurate. inaccurate making relevant aspects of the
information hard to subject.
follow logically.
Consistent lack of evidence Sporadic evidence of Some evidence of insight and Adequate evidence of insight Reflection is Reflection is complete and
of reflection for learning. No reflection not thoughtful reflection. and thoughtful reflection. comprehensive with only a has led to substantial
awareness of personal followed through Developing an awareness of Generally, has an awareness few lapses and has led to insight. Strengths have
strengths and weaknesses in consistently. strengths and weaknesses of strengths and weaknesses noteworthy insight. Has a been built on and
relation to task Incomplete good awareness of weaknesses mitigated
5

Experimentation/
Exploration of ideas (10%)
Problem solving, risk taking,
experimentation and
testing of ideas and
materials in the realization
of concepts
Collaborative professional
working (10%)
Suitable behavior for
working with others and in
diverse teams
References (5%)
Bibliography, citation, in
text citation, referencing
(APA style format)
Clarity and accuracy (15%)
Clarity of message, accuracy
of grammar, vocabulary,
spelling, punctuation
sentences
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Little or no engagement with
alternative ideas and
processes
Does not collaborate with
others
Little or no referencing
Irrelevant or inappropriate
selection of references.
No citations in text.
The whole text is unclear.
Errors are numerous and
cause significant
misunderstanding.
awareness of strengths and weaknesses
personal strengths
and weaknesses
Unable to identify Operates within familiar and Evidence of exploration of Evidence of conceptual risk Unfamiliar conceptual
problems; does not well established ideas, processes, media and taking / using own analysis territories may be
understand the processes, media and/or materials; may lead to to inform further cycles of explored
purpose of risk taking materials; some evidence of potential directions for future inquiry and potential future
or exploration of exploration work directions
alternatives
Collaborates Some ability to work Productive and positive but Demonstrates initiative and Consistently provides
reluctantly collaboratively, but is requires some guidance from respects team members. leadership as well as
inconsistent. the team. Contributes ideas and support. Compromises to
solutions to problems or accommodate common
conflict. goal. Contributes
positively and
productively. Takes
initiative and
responsibility.
Inadequate Evidence of referencing, but not Adequate referencing, but Fully-formed references Fully-formed and accurate
referencing with a throughout. some inconsistencies. with minor errors references.
significant number of Few references and many are Limited number of Limited number and Extensive selection of
inconsistencies not suitable or reputable. references, but not all are selection of reputable and reputable and suitable
Few references that Few citations with little or no suitable or reputable. suitable references. references.
are not suitable or links to your ideas. Few citations that are not Many citations are Well selected citations
reputable. directly linked to your ideas. appropriate but only used that support ideas.
The citations have no as an association to your
links to your ideas. ideas.
Mostly unclear with Sometimes clear, with patches Generally clear and accurate. Clearly expressed, with Clearly expressed
patches of significant of confusion. Accuracy is Errors can cause only occasional errors that throughout. Consistently
break down. Errors inconsistent. Errors cause misunderstanding in places. do not cause accurate. Requiring a
can cause significant misunderstanding. Correction Still some correction misunderstanding. minimal amount of
misunderstanding required. required. Requiring a minimal correction.
and require amount of correction.
numerous
corrections.
6
Word limit (5%)
(refer to section 5i of the
Assessment Handbook)
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Word limit severely
interfered with potential to
achieve the task.
Inattention to the Insufficient words to complete The additional words, or lack Task was completed well Completed exceptionally
word length the task requirements, or of required word length within the word limit task well and within the
guidelines too many words which did not detracted from the intent of range. word limit range.
jeopardized the enhance your response. the task.
completion of the
task to a higher
grade.
7
 An example of a Performing Arts Project Planner:
Performance Title:
Aspect of DRAMA
being addressed
Flower shop
(adapted from IB PYP
Organization: e.g. the role play helped them
to communicate together
Circle Time Area / Hall /
Outside and collaborate because the
casher will ask the customer
The flower shop were done
about what they want and
in the auditorium, at Tifal El
the customer well have to
emarat school
count his money.
Duration of Critical thinking because
Activity: the customers well think
about how many they will
5-10 minutes pay and the casher will
think how much he will pay
back for them.
And this role model helped
them in physical using their
hands, because the helper
will use hands to create the
flowers, and boutique.
The students were able to
move their whole body and talk
to each other so they develop
their language and their
physical.
The Teacher’s Role:
(What the teacher does):
Set up materials
Tell the them the story and let them memorize
the sentences
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AIMS: done this part
Aspect of MOVEMENT or MUSIC Activity Type: Resources:
movement in response The music activity type,
Flowers
to music being explored they will dance with the
song that I put for them. Casher
I choose to play for them a
song that is called “flower The music type that was
Bottle of
parts” they performer the use is Rhythm, Repeated
song movements like when
pattern of movement or flowers
the song says” flowers” they sound. Rhythm and
have to move their hand to
pattern develops Money
up. listening, recognition,
memory, and the skills of Tables
Promoting Reflection of: coordination when
performing and inventing Chairs
they moved their whole body
“hands, feet and hands”. rhythms a patterns
Tape
When the song starts they
used their whole hands the
whole arm
Creative movement develops
the child from all space.
This will help the students to
be able to develop their fine
and motor skills.
References:
THE SCRIPT:
The Role of the children Comments:
(What the children do/say):
I let the students use the materials within their
role, like the casher will use the casher thing.
The students had one day to memorize the
sentences and practice together at the break
time.
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Extension Ideas:

General Evaluation of the Performance:

https://drive.google.com/file/d/1d1mz5LZbDQPRLXhB6j3znjzLYRH7IxWh/view?usp=drivesdk

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