iRubric: Commedia Dell' arte Performance rubric

Commedia themes are very clear in the performance. Actors maintain the physical styles of traditional characters very clearly. eg. Pantalone

Commedia themes are clear in the performance. Actors maintain the physical styles of traditional characters clearly. eg. Pantalone

Commedia themes are mostly present in the performance. Actors maintain the physical styles of tradition characters at times.

Commedia themes are sometimes in the performance. Actors sometimes maintain the physical styles of traditional characters. eg .Pantalone

Commedia themes are not present in the performance. Actors do not at all maintain the physical styles of traditional characters. eg. Pantalone

Can hear actors well.

Well-developed characters (stayed in character throughout the performance)

Can hear actors at least 80% of the time.

Characters are strong, but not so well developed as could be with more recognizable gesturing

Can hear the actors most of the time (50+%)

Characters are somewhat developed and/or not clear.
(more gesture, body language and facial expression required for audience understanding)

Can hear actors at least 25% of the time.

Characters are not developed.
Needs improvement through closer attention to gesture, body language and facial expression

Cannot hear actors well, or can hear well only 10% of the time or less.

Characters not distinguishable; little evidence of gesture, vocal/physical/facial expression.

The student reflects critically and in depth on his/her development and processes and identifies strategies that have been particularly effective.

The student skilfully evaluates his/her skills, identifying strengths and weaknesses.

The student receives feedback constructively and intentionally uses it to inform his/her performance without guidance

The student reflects critically on his/her artistic development and processes and identifies areas that have been particularly easy or challenging.

--generally able to identify strengths or weaknesses in their skills

The student receives feedback constructively and intentionally uses it to inform his/her performance with little guidance.

The student reflects on his/her artistic development and processes but with limited explanation.

--occasionally able to identify strengths and weaknesses, but not completely and with little effect.

The student accepts and applies feedback with continual guidance.

The student records his/her artistic process but with limited reflection.

--limited identification of strengths and weaknesses--incomplete and mostly ineffective

The student is not consistently open to feedback and applies very little to performance.

The student logs dates of artistic process but with no reflection

--student does not therefore identify areas of strength or weakness; no development of role possible

The student does not respond to feedback, nor consider suggestions from group or teacher.