Year 8: Musical Theatre

Musical Theatre: Practical Performance Reflection

Please complete the questions below. I have left the assessment criteria for you to refer to.
1. What do you think was the best thing about your assessment?
We all did our parts well and communicated

2. If you could do it again, what would you try to improve?

Practice more

3. How well did you work in a group? Why do you think this? (If you worked alone, skip to Q4)

We all worked well and did our selected parts

4. What were the challenges you faced?

We didn’t reharse everything that we were supposed too

5. How did you overcome them?

We tried our best and improvised

6. What do you feel you were strongest at in the piece of work?

I did the actions well and communicated

7. What is your main target for next term in Drama?

Put more work in onenote

8. What level would you give your performance? (Use the performing scale on the next page)
Level 5

The Aim: Perform an extract from the musical ‘Hamilton’.

Key questions - What is happening during your extract?
to consider: - Which characters are represented in your extract? How do they feel?
- How can you communicate the meaning of the extract through your voice?
- How can you communicate the meaning of the extract through your physicality?
Criteria: Your performance MUST include the following:
 2-5-minute performance of one of the provided songs from ‘Hamilton’
 Choreographed movement
 Focus on either choreography or vocal performance (singing/rap/spoken word)
 Performance reflection document (provided)

You can perform independently or as part of an ensemble.

Rubric
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9

Performing I can perform I can perform I can perform I can I can I can I can perform
Presenting theatre – drama that is confidently to a live confidently perform confidently complex
characters, plot, improvised and audience with perform to an complex perform as part characters and
and/or planned experiment confidence, audience using issues and of a group and emotions to a
themes and ideas –
to an informal with voice demonstrating a a variety of characters as an live audience
to an audience. audience. and strong techniques to with individual, that unlock
movement understanding suit different confidence, making a meaning and
during a of voice and styles and imagination significant drive forward
performance movement. genres. and flair to contribution to the drama with
to an an audience. performances energy and
audience. across a commitment.
diverse range
of styles and
genres.
Reflecting I can reflect on I can work in I can discuss I can I can critique I can evaluate My writing is
Evaluating own my a group to the work of constructively theatre and discuss the fluid,
performance/work participation evaluate the others and reflect on my thoughtfully, devising comprehensive
and evaluate process of critically own work and reflect on my process and and my subject
or critiquing as a
my own role creating a comment on the work of own work review live terminology is in
member of an within a group performance my own work, others and set and the work theatre. I am context. I can
audience. performance. and set targets considering useful and of others and competent confidently
to help us improvements specific targets make using drama discuss drama
progress. and successes, using effective purposeful language and and critically
using drama changes in can evaluate reflect on a
appropriate terminology. response to how range of theatre
drama feedback. I successfully practices,
terminology. can work is practitioners and
confidently adapted over my own
apply a range time in devising.
of drama response to
terminology feedback.
to my
writing.