Performing Arts Talent Area

An aptitude for performing arts encompasses many possible manifestations, and students will have varied levels of efficacy.

Performing arts suggests a broad range of engagement in the world of theater, drama and speech or debate. It could manifest as acting, technical design, script writing or some other demonstration of exemplary performance.  

At its essence, an identification speaks to an individual’s imagination, creativity, sensitivity and interpretation within the realm of performing arts.

Types of evidence

The type of evidence Jeffco Public Schools is looking for relates to performance, design and management skill, creativity and presentation or production. Not all students will have all of the following examples. Student can: 

• Demonstrate complexity in characters and the use of extended vocabulary. 
• Include a larger worldview in the creation of stories, characters, events or themes. 
• Identify and explain multiple theatrical elements.
• Identify questions that will expand the story or situation involved in play building. 
• integrate a "better way" of including a given idea or character element. 
• Analyze and evaluate theatrical creation.
• Develop scripts and design projects with complexity of relationship and interpretation. 
  • Many older students in this developmental phase have the background and experience to move into more professional settings for playwriting, performance and design.
• Develop scripts, design or technical projects, and directorial leadership with complexity of relationships and varied interpretations. 
• Demonstrate the development of performing arts skills and processes. 
  • Many older students in this developmental phase have the background and experience to work in professional settings for playwriting, performance and design or technical theater.

The Colorado Department of Education has approved different types of qualifying information for a body of evidence in dance aptitude within Jeffco.

Performance, portfolio and product evaluation

• Top place or ranking at a state or national contest related to the performing arts
• Expert juried performance at the advanced or distinguished level
• Portfolio or product review at the advanced or distinguished level

Norm-referenced observation

• 95th percentile or above on norm-referenced observation scale in the area of performing arts (SIGS, GRS, GES)
• Research-based checklist or scale (Haroutounian Scale)

Criterion or norm-referenced test

• 95th percentile or above on an approved norm-referenced or criterion-referenced test for Creativity (such as Torrance Test of Creative Thinking or PCA)
• 95th percentile or above on an approved cognitive assessment (KBIT, CogAT, WISC, WPPSI)

1. Fill out the performing arts aptitude identification referral form.
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2. Review the performing art portfolio rubric.
3. Assemble the portfolio.
4. Submit the portfolio by the deadline on the timeline for talent identification.
5. GT resource teachers or expert jurors will evaluate the portfolio and build a body of evidence.
6. A GT resource teacher may perform cognitive-creative testing or performing arts behavior scales, such as research-based observation scales, with the student.
7. The GT review team will review the body of evidence and inform parents of the status or decision within 30 school days of the review.

Assemble the portfolio

Portfolios must be electronic and submitted online. Submissions can be annotated to help the review team understand the student’s thinking and process.

Due to the varied nature of performance and disciplines within performing arts, including acting, design, directing and stagecraft, it is difficult to define what a portfolio must be.  Jeffco is looking for at least five artifacts that evidence advanced performing arts ability.

Portfolios could include:

• Video of stage performance
• Video of individual performance
• Letters of recommendation for exceptional performing arts ability from directors, teachers or other experts in the field of performing arts
• Unique, individual scripts, stage directions or other evidence of performing arts thinking and problem-solving
• Props, stage design, markups, lighting schematics, audio programming and costume design.
• Self-reflection on dramatic experiences.
• Pictures (photographs or sketches) of evidence related to performance art or speech and debate.