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iRubric: Acting: Scene Work II rubric
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Acting: Scene Work II
Acting: Scene Work
Paired acting assignment
Rubric Code:
D43A92
By
creative88
Ready to use
Public Rubric
Subject:
Arts and Design
Type:
Presentation
Grade Levels:
Undergraduate
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Performance Rubric
Exceptional
5 pts
Very Strong
4 pts
Good
3 pts
Fair
2 pts
Poor
1 pts
Memorization
Exceptional
*Scene is memorized.
*Text holds to what is written.
*Actors own the words.
Very Strong
*Overall, scene is well memorized.
* Actors know the lines and the meaning of them but there may be a line or two that are paraphrased.
Good
*Scene is memorized but there may be several lines paraphrased or an adlib.
*Meaning of line is clear and communicated.
Fair
*May be a lapse but actor easily recovers. *Paraphrasing or adlibs occur due to spotty memorization of scene.
* Moments when actor is in head looking for line.
Poor
*Scene is not fully memorized. May be frequent adlibs and paraphrasing.
*Seems unfamiliar.
*May not have full grasp of meaning.
*Actor needs promptings.
Believability
Exceptional
*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.
Very Strong
*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.
Good
*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.
Fair
*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.
Poor
*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.
Character Development
Exceptional
*Character's motivation is highly defined.
*Depth and range of emotion is ongoing and expansive.
*Life and world of character is illuminated brilliantly through actor's performance.
Very Strong
*Character's motivation is well-defined.
*Depth and range of emotion is very good.
*Life and world of character is clearly displayed through actor's performance.
Good
*Character's motivation is defined.
*There are moments of depth and range of emotion.
*Life and world of character is adequately illuminated by actor's performance.
Fair
*Character's motivation is lacking at times.
*There is little depth or range of emotion.
*Life and world of character is not fully illuminated by actor's performance.
Poor
*Very little development of a character is present
*Life and world of character is not present. *Actor does little more than deliver lines.
Objective, Action, Obstacle
Adjustments, Tactics, Commitment
Exceptional
*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).
Very Strong
*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.
Good
*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
Fair
*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.
Poor
*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.
Focus/Concentration
Exceptional
*Student stays completely immersed in their character and in the world of the play (style of play) throughout the entire performance.
*100 percent present. *Confident and poised.
Very Strong
*Focus was very strong *Maintains focus throughout scene. *Remains in world of play (style of scene). *Appeared confident. *Never broke character.
Good
*Focus was good *Maintains focus throughout the large majority of the scene but not 100 percent present.
*Remains in world of play (style of scene). *Appeared confident.
*Never broke character.
*May have stood outside the character or the moment a time or two.
Fair
* Focused but mind seems to wander at times, begins to watch own performance or that of others or went into head to find lines more than once.
*Character is depicted adequately; any break in focus on character was quickly recovered.
Poor
*Lacked focus or inconsistent focus. *Broke character during performance.
*Audience was present to actor rather than character.
*Broke 4th wall, watched audience.
Movement/blocking
Exceptional
*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.
Very Strong
*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
Good
*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
Fair
*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.
Poor
*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.
Physical Characterization
(I.B. work - Acting II)
Exceptional
Employs outstanding use of physical mannerisms, gestures, and body movement to define character's imaginary background.
Very Strong
Employs very strong use of physical mannerisms, gestures, and body movement to define character's imaginary background.
Good
*Strives to use some physical mannerisms, gestures, and body movement to define character's imaginary background and biography.
Fair
*Employs little or ineffective physical mannerisms, gesture,and body movement to define character's imaginary background.
*Habitual patterns may surface
Poor
*Employs no physical mannerism that is similar to the character
*Actor employs habitual patterns with no character focus.
Listening & Allowing
Exceptional
*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
Very Strong
*Acting is listening generated a large majority of the time.
*Eyes,, ears, and mind are fully engaged in the act.
Good
*Active listening but not always responding to the stimuli in the moment.
Fair
*Listening but not responding to stimuli from partner in the moment.
*Cues seem to be the spark for speaking. Little adjustment in the moment
Poor
* Plays the text in a vacuum.
* Waits for cue and then speaks.
Keywords:
Theatre Scene Performance
Subjects:
Arts and Design
Types:
Presentation
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