iRubric: Acting: Scene Work II rubric

*Student is fully invested and 100 percent honest in their acting.
*The character is living truthfully (and fully) in them and through them, moment to moment.
*Expertly demonstrates this unique character in this situation.
*Level of investment in character conveys an honest and truthful depiction.
*Engaged in the "magic if," endows setting, partner, props, event.

*Student is not 100 percent invested and honest in their acting 100 percent of the time.
*For the most part, the character is living in them and through them, but at times they are living behind the character on some level.
*Character is fully actualized and alive.
*Clearly demonstrated this character and motivation in this situation throughout the scene.

*Student is not 100 percent invested and honest in their acting;
The character is living in or on them and through them, but they are living behind the character on some level. (or)
*They are honest but the character isn't fully actualized.
*Demonstrates the character in this situation fairly consistently.
*May lack moments of deeper connection to character and situation (and/or) emotional moments.

*Student shows average commitment to participating in the experience.
*They may be alive on some level but they are still hiding behind the character, or character lacks depth of truth.
*Lacks true depth of emotional investment in character and situation or inconsistent in conveying it.

*Any emotional investment in character and situation is inconsistent and mostly ineffective.
*Unable to bring a level of honesty and truthfulness to characterization. *Lacked authentic expression of character in this situation.

*Successfully identified objective, obstacles and actions/tactics.
*Clearly and consistently plays the action identified in analysis.
*Actions were fully developed, leveled, and appropriately colored for the scene.
*Clarity of adjustments (inner monologue clear).

*Successfully identified and conveys goals, obstacles and actions/tactics clearly.
*Has clarity related to purpose of character's actions.
*Actions played with appropriate intensity.
*Adjustments clear.

*Successfully identified Goals, obstacle and tactics/actions in analysis but they were not always played with appropriate intensity, or with clarity of purpose.
*Adjustments made but not always clear or invested

*At times the goals, obstacle and tactics/actions were unclear to the viewer; we didn't always know what you wanted.
*Nonspecific action in scene (or) at times actions seemed disconnected.
*Actor needs to increase commitment to action.
*Adjustments not always clear.

*Plays only generally and inconsistently the goals, obstacles and tactics/actions of character (or)
actor plays generalized action.
*Actions played with a lack of necessary intensity.
*Lacks specificity of action
*Lacks specificity of adjustments.

*Student expertly uses blocking to enhance and add interest to the piece - very dynamic.
*Movement brought clarity to the action.
*Student's movements always reflect purpose, 100 percent motivated.
*Student's fully committed to the movement.
*All movement is character and situation appropriate and aids the story.
*Movement helped reveal the subtext.

*Student uses blocking in a way that adds interest to the piece.
*Student's movements reflect purpose and were, for the most part, fully committed to movement.
*All movement is character and situation appropriate and aids the story.
*Clarified subtext

*Student's blocking and movement were suitable to piece but lacked dynamics.
*Student's movements usually reflect purpose and they were, for the most part, fully committed to the movements.
*Movement is character and situation appropriate and aids the story.
*Subtext may not have been clarified

*Student's movements usually reflect purpose.
*Not all of the blocking is motivated.
*Actors didn't commit 100 percent to their movements.
*Movement didn't always help support or reveal character, text, or subtext.

*Student's blocking is generally confusing and without purpose.
*The execution of rehearsed blocking is forgotten
*Student moves randomly and without purpose during the scene.

*Truly listening with eyes, ears, and mind to the other character and allowing what partner says/does in the moment to shape their characters response.
*Fully alive in the moment.
*Adjusting lines and behavior to what is heard

*Acting is listening generated a large majority of the time.
*Eyes,, ears, and mind are fully engaged in the act.

*Active listening but not always responding to the stimuli in the moment.

*Listening but not responding to stimuli from partner in the moment.
*Cues seem to be the spark for speaking. Little adjustment in the moment

* Plays the text in a vacuum.
* Waits for cue and then speaks.