This document provides guidance for writing a reflection and evaluation of a student's involvement in a Peking Opera performance. It outlines criteria for assessing the student's reflection, including critically reflecting on their artistic development and processes at different stages. It prompts the student to evaluate their strengths and weaknesses in both creating and performing, what they would change, and how feedback was used. The reflection should be 700-1000 words and address these areas of creating and performing. A rubric is also provided to assess the student's reflection and evaluation.

1. Unit: Peking Opera
GUIDING QUESTION: How do you use gesture in Peking Opera?
AOI - C&S– How does Peking Opera reflect Chinese society?
ATL – How do we create?
- How can we use reflection and evaluation to enhance our performance?
TASK: Criteria C – Reflection and Evaluation
In 700 - 1000 words, write a response, which reflects and evaluates your
involvement in the Peking Opera performance.
Look at these areas and answer these questions
CREATING
 What were your strengths?
 What were your weaknesses?
 What would you change?
 What could you improve on? Explain.
 How did you use your feedback?
PERFORMANCE
 What were your strengths?
 What were your weaknesses?
 What would you change?
 How did your research help your performance?
Assessment - Criterion C – REFLECTION & EVALUATION
7-8  The student reflects critically and in depth on his/her artistic
development and processes at different stages of his or her work
 The student carries out an excellent evaluation of his or her work. This
shows a considered appraisal of the quality of work produced and the
details of improvements that could be made.
 The student intentionally uses feedback in his or her artistic
development, which shows an appropriate consideration of his or her
artistic processes.
5-6  The student reflects critically on his or her artistic development and
processes at different stages of his or her work.
 The student carries out good evaluation of his or her work. The
evaluation includes an appraisal of the quality of work produced and
identification of some areas of improvement.
 The student uses feedback in his or her artistic development with little
guidance, which informs his or her own artistic development and
processes.
3-4  The student reflects on his or her artistic processes.
 The student carries out a satisfactory evaluation of his or her work.
Some aspects of the evaluation may be unrealistic or incomplete.
 The student attempts to use feedback in his or her artistic development
and processes with guidance
1-2  The student records his or her development and processes with little
reflection.
 The student carries out a limited evaluation of his or her work, with
guidance
0  The student does not reach a standard described by any of the
descriptors