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iRubric: Fable Performance rubric

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Fable Performance Group Scene Performance Students perform the fable they have written a script for. Rubric Code: C4C5WW By quawie Ready to use Public Rubric Subject: Arts and Design Type: Presentation Grade Levels: 6-8

Scene Performance
	Excellent 5 pts	Good 4 pts	Satisfactory 3 pts	Fair 2 pts	Poor 1 pts
Focus/Characterization 20 % Actors displayed effective concentration and energy in the scene.	Excellent Actor listens to and responds to other character on stage. Concentration complete. Remains in character. Smooth line delivery. Believable.	Good Actor listens to and responds to other character on stage. Concentration mostly complete. Remains in character. Smooth line delivery. Believable.	Satisfactory Actors listens to and responds to other character on stage. Concentration somewhat complete. Remains in character. Believable.	Fair Actor listened and responded to partner. Concentration incomplete.	Poor Actor does not listen and respond to partner. Unbelievable.
Voice 20 % Actors used effective use of voice. Displayed effective volume, diction, and vocal variety.	Excellent Words clear and well-projected. Varied rate, volume, pitch and pause. Pitch and inflection match character. Phrasing is clear. Voice fits character. Words pronounced correctly. Clear diction.	Good Words clear and well-projected. Varied rate, volume, pitch and pause. Phrasing is clear. Voice fits character. Words pronounced correctly. Clear diction.	Satisfactory Words clear and well-projected. Varied rate, volume, pitch and pause. Voice fits character. Words pronounced correctly. Clear diction.	Fair Words clear Varied rate and volume. Voice fits character. Words pronounced correctly.	Poor Words muffled and unclear. Monotone. Words pronounced incorrectly. Unclear diction.
Blocking/ Stage Picture 20 % Actors used effective movement on stage to display a proper interpretation of scene in a visually effective manor.	Excellent Effective. Position convey character. Blocking enhances meaning. Inventive. Movement develops emotion and character. On Cue. Open to audience.	Good Effective. Position convey character. Blocking enhances meaning. Movement develops emotion and character. On Cue. Open to audience.	Satisfactory Effective. Positions convey character. Blocking enhances meaning. On Cue. Open to audience.	Fair Effective. Positions convey character. On Cue. Open to audience.	Poor Ineffective. Positions do not convey character.
Preparation 20 % Student will demonstrate effective use of class and rehearsal time for preparation.	Excellent All lines memorized. No prompts needed. Rehearsal shows through exceptional performance.	Good All lines memorized. No more than one prompt needed. Well-rehearsed.	Satisfactory Most lines memorized, few to no prompts needed. Rehearsal evident through smooth performance.	Fair Some lines memorized. Student uses script to get through scene. Student demonstrates some evidence of rehearsal.	Poor Lines not memorized. Script needed to get through scene. Performance not rehearsed.
Audience Participation 10 % Was a good audience member when not involved with play performance	Excellent Was a good audience when not involved in play performance.	Good Was a good audience when not involved in play performance most of the time.	Satisfactory Was a good audience when not involved in play performance some of the time.	Fair Was a good audience when not involved in a play performance little of the time.	Poor Was disruptive during play performance
Ensemble Participation 10 % Was a constructive critic of classmates' work during rehearsal process	Excellent Was a supportive and constructive critic of classmates' work throughout, leading to improvement in the piece.	Good Was a supportive and constructive critic of classmates' work for most of the time, leading to some improvement in the piece.	Satisfactory Was a supportive and constructive critic of classmates' work for most of the time, though there was no improvement in the piece.	Fair Was rarely a supportive and constructive critic of classmates' work, no change in the piece.	Poor Was ineffective as a critic.

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