Adzura Elier

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STARRR  FRAMEWORK OF REFLECTION

(Situation, Tasks, Action/Activity, Result, Rubric, Reflection)

The STAR formula helps you structure your reflections on experiences:

Situation

• Students perform or participate in a performance or production of a Shakespearean play.

• They must showcase in-depth critical understanding of the selected work.

Tasks

• Adapt the play from its original text into something else while retaining at least 30% of the original material.

• Present the adaptation in that new format.

*Their ability to adapt and perform the plays is indicative of the ability to synthesise, create and apply the various skills from the course as well as the program.

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Action/Activity

• Identify the tasks needed to be accomplished.

  • Selecting the sections they want from the play

  • Script writing or story boarding their chosen format for the adaptation/presentation.

  • Preparing for the peripherals of the genre/format/platform.

  • Rehearsals, venue bookings, coordination among groups.

• Describe the steps and structure of their methods in accomplishing this.

• Log and document ongoing progress using social media platforms as each member fulfil the different tasks (together and/or separately).

• Explain what, when and how they did it.

• Explain and justify their reasons for it.

Result

• What was the outcome of your actions?

• What did you achieve?

• What did you learn?

Rubric

Students were assessed on both their final performance as well as the process of completing that production.

Reflection

Their reflection after the post mortem.

Queensland University of Technology. (2011). The STARL-P framework for reflection. Brisbane, Qld: Author. Retrieved from http://www.studenteportfolio.qut.edu.au/projectinfo/STARL- P%20Framework%20_2_.pdf

Extra Credit

A- 4 points added to final grade

B- 3 points added to final grade

C- 2 points added to final grade

Props and Costumes

A- Students use several props or costumes that show considerable work/creativity and which make the presentation better.

B- Students use a few props that show considerable work/creativity and which make the presentation better.

C- Students use props which makes the presentation better.

Memorization

A- Student's lines were memorized and student spoke with ease. Words pronounced correctly and clearly. No major mistakes.

B- Student's lines were memorized and student spoke with some ease. Few major mistakes.

C- Student's lines were memorized but student made major mistakes here and there.

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