Abstract
This article investigates the use of the video camera to reinforce formative and summative evaluation in acting pedagogy. Observing senior and junior cohorts across sequential course units, it outlines procedures for goal setting, performance recording, playback analysis, and criterion referenced feedback that convert evaluation into an active learning process. Findings indicate that scheduled taping elevates student preparation, fosters ensemble collaboration, sharpens self and peer critique, and produces archival evidence for curricular review, accreditation, and individualized advising. The discussion addresses instructor concerns about inhibition, vanity, and competitive grading, reporting that camera positioning respectful of audience perspective preserves theatrical authenticity while recorded scenes clarify individual contribution within group work. By linking theatre education, performance assessment, and instructional technology, this article offers a replicable framework for documenting learning gains and sustaining reflective practice in acting classrooms.
Recommended Citation
Saraceni, Iva Jean
(1990)
"The Video Camera as an Assessment Tool in the Acting Class,"
Association for Communication Administration Bulletin: Vol. 74, Article 7.
Available at:
https://stars.library.ucf.edu/aca/vol74/iss1/7
