Analysis of a Performance

Learning Skills

interpreting, filtering, balancing perspectives

Why?

While the idea of "performance" may seem straightforward, according to the Theory of Performance (Faculty Guidebook 1.2.1), there are multiple dimensions or aspects to nearly any performance. Getting a handle on these dimensions and learning how to analyze a performance will help strengthen your ability to assess and mentor a performer and his or her performance. It can also help you, as you strive to increase your own performance as a learner, educator, and mentor. During this activity you will choose a performance, determine the dimensions that make up that performance, note where and when measurement is (or might be) applied to the performance, and consider how performance criteria are (or might be) used with respect to that performance.

Learning Objectives

Be able to analyze a performance according to the Performance Model from the Theory of Performance.

Performance Criteria

The Performance Analysis Form that you produce

  • Attribute 1: All aspects of the performance situation are identified in the Performance Analysis Form

  • Attribute 2: Completed form is posted as part of your pre-activity work

    •
    Resources

  • Getting a Handle on Performance: The Performance Model

  • Performance Analysis Form

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    Plan

    1. Read the resources included with this activity (they also appear in your handbook).

    2. Decide upon a performance that you will analyze. Note that you need not choose a classroom- or even education-based performance. The performance that you select should be at least somewhat familiar to most people. Feel free to be creative in selecting your performance.

    3. Once you have decided upon a performance, analyze that performance according to the Performance Model (also found in your handbook).

    4. Fill out the "Performance Analysis Form" online (below) and submit your responses. Please note that you cannot save your responses and come back to the form later; the form must be completed in a single sitting. You are welcome to draft your responses in another program and copy and paste them into the appropriate fields.

    Name:

    Performance:

    Identity:

    Skills:

    Knowledge:

    Context:

    Personal Factors:

    Fixed Factors:

    Performance Criteria:

    (Ways you might describe or recognize a high-quality performance.)

    		 1.
    2.
    3.

    Measurement:

    (When/where/how is it or might it be applied to the performance?)