Introduction
As a part of our course, we are looking into the concept of beauty today. Details of how our perception of beauty is shaped and how it relates to the modern word view and how it was in the past.
Task
Pick a time in history and analyze the era and culture and the perception of beauty in that time frame. You are asked to create a presentation using visuals and data to give evidence to the beauty standards of the specific culture, how they were formed and what the effects were on the society and people of that time.
Process
1. Choose a certain period in time and a context
2. Do research the given details in the task section
3. Put the information in your own words on a presentation including pictures and your own analysis as well.
4.Present in class
Evaluation
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Teacher Rubric: Oral presentations |
- This is a sample rubric for teachers to assess students’ oral presentations. The criteria are based on the standards for LOTE and Communication.
- This rubric is designed to be integrated into a scoring sheet. A complete grading sheet typically has a scoring system attached to performance descriptors, and space for comments.
- The criteria, performance levels and performance descriptors are suggestions only and can be altered to suit specific requirements.
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Criteria |
Below expected level |
At expected level |
Above expected level |
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Introduction of topic |
Topic introduced. |
Topic introduced clearly, and purpose of talk was made clear. |
Topic introduced clearly and in an interesting way. Purpose of talk was made clear. Outline of points was given. |
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Development of topic |
Some understanding of topic shown. Some links and connections made between ideas. Points are usually developed with minimum detail. Information is usually relevant. |
Good understanding of topic shown. Links and connections between ideas made clear. Information was relevant and expressed in own words. Points were developed with sufficient and appropriate details. |
A very good understanding of the topic shown. Links and connections between ideas made clear. Information was relevant and well expressed in own words. Points were well-organised and developed with sufficient and appropriate details. |
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Ability to engage and involve audience |
Some eye contact was made. Techniques used to engage audience were minimal, or mainly ineffective. |
An interesting approach taken to topic. Speaker used techniques such as visual aids and props, anecdote, surprising facts, direct audience participation. |
Speaker monitored audience and adapts presentation accordingly. An interesting or original approach taken to the topic. Speaker used techniques such as visual aids and props, anecdote, humour, surprising facts, direct audience participation. |
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Suitability of presentation for purpose and audience |
Attempts were made to tailor the presentation content to the intended purpose of informing, interesting or persuading. |
The presentation content and structure was tailored to the audience and to the intended purpose of informing, interesting or persuading. |
The presentation content, structure and delivery were closely tailored to the audience and to the intended purpose of informing, interesting or persuading. |
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Voice: clarity, pace, fluency |
Presenter occasionally spoke clearly and at a good pace. |
Presenter usually spoke clearly to ensure audience comprehension. Delivery was usually fluent. |
Presenter spoke clearly and at a good pace to ensure audience comprehension. Delivery was fluent and expressive. |
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Vocabulary, sentence structure, grammar |
The vocabulary of the presentation was mainly appropriate for the topic. The presentation content was occasionally grammatically correct. |
The vocabulary of the presentation was appropriate for the topic. Sentence structures were usually correct. The presentation content was usually grammatically correct. |
The vocabulary of the presentation was appropriate for the topic. A variety of phrases and sentence structures were used. The presentation content was grammatically correct. |
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Pronunciation |
Pronunciation occasionally correct, but often hesitant and inaccurate. |
Pronunciation and intonation is usually correct. |
Pronunciation and intonation is correct and confident. |
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Cultural conventions for oral presentation |
Greetings and general presentation are not culturally inappropriate. |
Greetings are culturally appropriate. Questions are answered appropriately. |
Greetings are culturally appropriate. Gestures, stance and eye contact are appropriate. Questions are answered appropriately. |
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Use of visual aids |
No visual aids were used; OR Visual aids were occasionally appropriate and related to the spoken message. |
Visual aids supported the presentation effectively. They clarified and reinforced the spoken message. |
Visual aids were carefully prepared and supported the presentation effectively. They clarified and reinforced the spoken message. The aids added impact and interest to the presentation. |
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Conclusion of topic |
An attempt was made to conclude the presentation. |
The presentation was summed up clearly. |
The presentation was summed up clearly and effectively, with key points emphasised. |
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Answering questions from audience |
Not all questions could be answered. Questions answered with difficulty, and little knowledge of the topic was demonstrated. |
Most questions answered. Answers showed good knowledge and understanding of the topic. Language was mainly correct. |
Questions answered with little difficulty. Very good knowledge of the topic was demonstrated. Language was correct and fluent. |
taken from: Criteria / Rubric for the Oral Presentation (busyteacher.org)
Conclusion
Please use the criteria and evaluate a peer's presentation and reflect on what you have learned.