​I thought formative assessment could better evaluate theater classes through the definition of formative assessment stated in Formative Assessment in Theater Education: An Application to Practice (Chen). The article states, “Research has shown that well-implemented formative assessment can effectively double a student's learning rate (Wiliam 2007/2008). The heart of theater is the rehearsal process, the process by which actors develop their skills in their performances. “It is a continuous, formative evaluation experience where you receive feedback and adjust accordingly.” In other words, I also believe that since the core of a play is the rehearsal process, formative evaluation is necessary to continuously receive feedback on acting, make corrections, and develop. Above all, we agree that by giving, receiving, and resolving feedback, students realize their potential to make valuable contributions to their ensemble. I especially liked how this article suggests that ‘praise’ is necessary for ongoing, constructive feedback. Continuous feedback based on positive comments will improve students' acting skills. The fact that video recording of rehearsals at the end has proven to be a powerful tool to help students improve their performance and technique is an important keyword to apply in future classes.

Unlike formative assessments as presented in Formative and Summative Assessment in the Classroom (Dixson), summative assessments are typically high-stakes assessments and are used to obtain a final assessment of how much learning has occurred, i.e., how much the student knows (Gardner, 2010). Summative assessments are almost always graded, are generally less frequent, and occur at the end of a lesson. This is the score we receive each semester. Without summative assessment, students will not know what areas they are lacking. Also, the teacher may be unable to find areas for further reinforcement and improvement. In this respect, formative and summative evaluations should be used appropriately.

In this sense, I created a formative and summative evaluation model suitable for theater classes.

I. Formative evaluation: 

​1. Exit Tickets

After the rehearsal, have students describe and think about their performance and briefly summarize their understanding of the topic. And the teacher encourage them to find their own problems and reflect on what they need to strengthen in the final audition. These tickets allow teachers to assess student understanding and determine next steps for the class or individual students.

 2. Filming the drama for Review and Reflection

As presented in "Formative Assessment in Theater Education: An Application to Practice (Chen)", filming is the best option for students to increase their understanding of technique and theater in theater classes. This helps students feel confident and accomplished. Students can rewatch their plays on film. And you can find areas for improvement and discover your strengths. You can watch the footage with your teacher and tell them what needs to be improved. It's also a great opportunity to learn relevant skills while shooting and editing.

3. ​Use a whiteboard or min blackboard as a note

Students can use individual whiteboards to write down their understanding or questions about the course and evaluate the presentations shown by other students or groups.

​4. Use the feedback form

After a rehearsal or audition, you can use a simple survey-type feedback form to survey your satisfaction with your performance and areas for improvement.

​II. Summative evaluation

​There is a way to score your understanding and achievement of what you have learned based on objective grounds.

Drama Kids Online- Elementary

​I evaluated and compared Drama Kids Online- Elementary and BCSS Arts STEM Theater Lesson Grade 7 through the Danielson Framework. Drama Kids is an online course conducted through Zoom and aimed at elementary school students. In the case of BCSS Arts STEM Theater Lesson, it is conducted offline for 7th-grade students. Therefore, comparing these two lessons evaluates online/offline and lectures for lower/higher grade students.

In the case of Drama Kids, classes were conducted according to a well-prepared curriculum that actively utilized audio-visual and media technologies in advance, so it received high scores in knowledge transfer and systematic demonstration in Domain 1. However, because it is conducted online, it has limitations in that it is difficult to evaluate students. On the other hand, in the case of Arts STEM Theater Lesson, since it is an offline class that is conducted impromptu using body and voice without audio-visual assistance, it has the disadvantage of not being able to measure students' prior knowledge or skills individually and organize the class in a structured way. We judged it effective because we can construct meaningful classes by evaluating students according to the content and forming rapport.

In domain 2, Drama Kids received a low score because it was an online class, and had difficulty establishing rapport with students. However, because the class time and content are set in advance, it can proceed naturally according to the time. However, since the environment as a physical space is not considered, 2e may receive the lowest score or be unable to score, so an online evaluation tool is likely to be required. In the Arts STEM Theater Lesson, I could feel that the student's achievement and concentration were substantial due to the teacher's outstanding talent in maximizing student interaction. In addition, it received high scores for considering the safety of students, such as ensuring that furniture, etc., was removed from the surrounding area.

In domain 3, it can be seen that the communication of the teacher's instructions is clearly expressed in the case of Drama Kids due to the clear lesson pre-planning and objectives and the expertise of the instructor's demonstrating skills. Even though it's online, well-prepared, relevant, and humorous questions help students focus in class. However, it received low scores for the difficulty of providing smooth feedback to students and the inability to control the pace. Arts STEM Theater Lesson received high scores for being able to control the pace directly, communicate clearly with students, and receive appropriate feedback.

In Domain 4, Drama Kids received a high score, showing the instructor's expertise in clothing, poses, and gestures as befits professional content. However, the inability to reflect on teaching and student achievement is still a barrier that must be overcome. The Arts STEM Theater Lesson was given high marks in that it approached students with relatively natural clothing and attitudes and conducted classes by giving and receiving appropriate feedback to students through motions, gestures, and acting.

Purpose: 

1. Defining the components of the observation cycle. 2. Becoming familiar with the components of Domain 1. 3. Evaluating the effectiveness of a lesson plan

1a: Demonstrates Knowledge of Subject Matter
1b: Demonstrates Knowledge of Pedagogy
1c: Plans with Knowledge of Students’ Background, Skills, and Interests
1d: Selects Appropriate Instructional Goals
1e: Demonstrates Knowledge of Teaching Resources
​1f: Designs Coherent Instruction
1g:​Assesses Student Learning

PURPOSE:

​1. Recognize the qualifiers used at various levels of practice (developing, effective, etc.) 2. Becoming familiar with the components of Domain 2.

2a: Creates an Environment of Respect and Rapport
2b: Establishes High Expectations
2c: Manages Classroom Procedures
2d: Manages Student Behavior
​2e: Uses Physical Environment to Support Learning Activities

PURPOSE:

​1. Becoming familiar with the components of Domain 3. 2. Observe, collect, sort, and rate evidence of effectiveness.

3a: Communicates Clearly and accurately
3b: Uses High-level, Open ended Questions
3c: Engages Students in Learning
3d: Paces Instruction and Provides Closure
​3e: Provides Appropriate Feedback to Students
3f: ​Demonstrates Flexibility and Responsiveness

PURPOSE:

1. Becoming familiar with the components of Domain 4. 

4a: Reflects on Teaching
4b: Reflects on Student Achievement
4c: : Provides Evidence of Student Achievement
4d:Accepts Constructive Feedback
​4e: Exhibits Professional Demeanor
4f: ​Exhibits Professional Responsibility
4g: : Works Cooperatively with Other Professionals​

​Since starting graduate school last year, I have published three books before graduation. It is the result of combining the storytelling learned in the master's program and the drawing as an artist. Above all, it is rewarding to see my three picture books searched for on the Amazon store.

Of course, looking back, I think it would have been better if I had written it more perfectly. But I can't achieve everything from the beginning. And I didn't set out to do it for any fame or fortune.

I hope that children who need to read this book will feel encouraged, happy, energized, and ready to start their day again after reading it. I think this kind of motivation is enough.

'Hello, My Robin', published last winter, is the story of a child who is isolated after being bullied. The main character, Robert, refuses to go to school due to the trauma of being bullied. He spends every day at home playing games. For him, his father tries to attract his attention by hanging a small birdhouse on a tree branch near his room. But Robert's wound completely cut him off from the outside world.

Then one day, a pair of pretty robins build a nest on a tree branch near Robert's room and lay eggs. And Robert opens his heart as he watches the robin lay eggs and the babies come out of the eggs. He slowly comes out of the house and sometimes observes the nest on the tree outside. How happy will the parents be when they see Robert like this? But as time passes, the time comes for the robin couple and their babies to leave the nest. Can Robert, who is left behind, overcome his breakup with Robin? The corresponding story unfolds later.

The story was inspired by a true story in which my best friend showed a pair of robins visiting a tree in her yard and laying eggs. And it was published as part of a storytelling assignment in my master's class. Professor Stephanie Boggs, who helped me with this publication, encouraged and supported me from beginning to end. 

And earlier this year, I published my second book following 'Hello, My Robin'. The first draft of this book was already written before ‘Hello, My Robin’. This is a fanciful tale with a happy ending in which her daughter, tormented and with her ego ruined by her narcissistic mother, gets to make her own life. If you are interested in narcissists, reading this will help you learn how to overcome the pain caused by them.

​This story is about the snail Anna and her mother Nancy. Anna, the most beautiful snail in town, is raised as a trophy by her narcissistic mother. She had to strive to be the best. Then one day, an accident happens that destroys her beautiful shell. Her narcissistic mother, Nancy, is ashamed of her. The story is that after many twists and turns, Anna finds her lost self and confidently becomes independent from Nancy.

​The recently published book 'I Am a Good Artist' was created to introduce children to the world of the artist profession. This book was created by asking questions and finding answers with my daughter. It started with the curiosity of whether children who want to become artists actually hesitate because of prejudice. This is an autobiographical, educational picture book about discovering that while working as an artist, the most essential things were internal factors, not external ones, and that persistence, perseverance, and passion were the more critical keywords than anything else.

​After publishing the three books above, the greatest reward remains that I kept the promise I made to myself. More than anything, I hope these books give someone good energy and hope.

​Thank you again to those who purchased my book and showed interest.

I was able to keep my promise to publish my third picture book before the end of the year. Today I received a message announcing the publication of my third book.

My third book will soon be available on the Amazon store. I am currently in a hurry to publish the e-book. The paperback will be out in a few weeks.

This book is not a story-telling book, but rather an informative and educational picture book that explains the profession of an artist to children. When I explained about artists to children in third world countries last year as an online job fair, I felt that I was lacking in many areas. So, this year, I thought about creating a book that would be easy for children to understand and challenge them, while also helping them break the limitations of artistic expression and help them understand true art.

 I also make a living as an artist, but my concept of my job is often vague. Above all, I wanted to break away from the prejudice that one needs a dedicated artist, good materials, and a degree from a prestigious university to become an artist, and to teach the concept of a true artist.

 This is something that I thought would have been better if I had known it earlier during my career. I asked and answered questions with my daughter, who was very curious about my job, and created a picture book.

 The main character of the picture book is Olivia. She didn't go to art school. She is a self-taught artist and paints on walls using the finger-stamping technique. That's why she doesn't need an atelier. She goes on to talk about her own life as an artist, freeing herself from the prejudices her people feel. The snail being interviewed is my trademark snail, Anna. Through Olivia, Anna learns what an artist does and what mindset she must have to become a true artist. This story is interesting because the answer is obtained from the child's question. And it contains children's ingenious questions and ideas. I also interspersed the images used in this book with my students' drawings. This book is full of beautiful and happy images drawn by children.

​I hope that through this book, children will be able to freely and boldly pursue the path of artists without prejudice against artists.
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