# Theatre Praxis Practice Questions

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An elementary school teacher is organizing a lesson with the goal of exploring performance through the use of improvisation. Which of the following group activities is most likely to promote effective student learning as part of the lesson?

A. Practicing a choreographed dance to a popular song

B. Drawing pictures of selected characters from a story

C. Reading through a play-script and blocking action

D. Creating a simple skit inspired by a costume piece
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Terms in this set (118)
An elementary school teacher is organizing a lesson with the goal of exploring performance through the use of improvisation. Which of the following group activities is most likely to promote effective student learning as part of the lesson?

A. Practicing a choreographed dance to a popular song

B. Drawing pictures of selected characters from a story

C. Reading through a play-script and blocking action

D. Creating a simple skit inspired by a costume piece
Selections from which of the following books are most appropriate to assign to middle school theatre students who are beginning their study of Shakespeare?

A. Playing Shakespeare by John Barton

B. Tales from Shakespeare by Charles and Mary Lamb

C. Prefaces to Shakespeare by Harley Granville-Barker

D. Shakespeare Our Contemporary by Jan Kolt
B. is the correct answer. Charles and Mary Lamb's classic prose adaptation, Tales from Shakespeare (1807), was one of the first such works to provide young people access to the play by simplifying their complicated plots and archaic language. It is the only option that is at an appropriate reading level for middle school students.
In a high school acting class, students are assessed at specific points during the school year, utilizing their input as well as their teacher's. Which of the following methods best contributes to this assessment?

A. Having students give oral presentations to the class in which they reveal a recent grade they earned and explain how they think they might improve their performance

B. Conferencing with each student to discuss specific areas where the student must work harder to earn a better grade

C. Administering a form to the students on which they will rate themselves according to several criteria and provide written explanations for the ratings

D. Having students prepare portfolios of their work for the teacher that are indicative of their best efforts and of areas that need improvement
C. is the correct answer. Having students complete a self-evaluation form prepared by the teacher will allow the teacher to gain meaningful input from students about their progress. By preparing the form, the teacher can guide students toward specific areas to emphasize in their self-evaluations, and by asking students to explain their answers, the teacher will encourage them to reflect meaningfully on their work.
Which of the following scenarios provides an example of a diagnostic assessment?

A. On the first day of class, a high school theatre teacher assesses students' skills as performers by putting them into pairs and having each pair present an unrehearsed reading of a two-person scene.

B. Midway through the term, a middle school theatre teacher assesses students, skills as performers by having each student give two performances of a monologue, the first based on the student's own interpretation of the text and the second based on feedback provided by the teacher.

C. A middle school theatre teacher assesses students by having them take a final exam covering key theatre terms and ideas that have been discussed over the course of the year.

D. A high school theatre teacher assesses students by having them present a fully staged production to an audience of teachers and peers.
A. is the correct answer. A diagnostic assessment is one that provides a teacher with information about students' prior knowledge, skills, or abilities. As a result of the assessment described, the teacher will gain knowledge of the performance skills that the students already have before they start the class.
Over the course of a unit on character development, a theatre teacher periodically asks carefully designed questions to assess students' understanding of the material and to help them better achieve the learning goals of the unit. The teacher's questions are an example of which type of assessment?

A. Formative

B. Summative

C. Authentic

D. Portfolio
During a unit on voice, a high school drama teacher wants students to analyze a vocal performance, focusing exclusively on how an actor uses his or her voice to convey meaning and emotion. Which of the following means of presenting the performance to students is most likely to help them focus solely on vocal performance?

A. Showing a video recording of an actor addressing the camera.

B. Playing a studio recording of an actor performing a monologue.

C. Inviting volunteers from the community theatre to perform a scene for the class.

D. Distributing copies of the soundtrack of a complete production to students.
A teacher has students interview family members about an important event in the family's life. The teacher then works with students to adapt the interviewees' responses into performances. Using this approach, which of the following will each student-made performance incorporate?

A. Autoethnography

B. Oral History

C. Forum theatre

D. Feedback theatre
On the first day of class, a middle school theatre teacher uses an improvisational exercise to introduce the theme of an original performance that the students will be developing over the course of the term. Which of the following components of the creative process is the teacher most directly addressing with the improvisational exercise?

A. Preparation

B. Incubation

C. Illumination

D. Modeling
A high school drama teacher wants students to experience collaboration with peers involved in other arts programs at the school. Which of the following approaches will be most effective for the teacher to take?

A. Inviting visual arts students to design posters for a production featuring theatre students in leading roles.

B. Creating an open mic night where students involved in various artistic disciplines can present their work.

C. Asking theatre and dance students to devise original performances combining movement and dialogue.

D. Screening documentaries for theatre students about notable creative partnerships between artists representing different mediums.