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iRubric: Stage Combat rubric

iRubric: Stage Combat rubric

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Stage Combat 
Stage Combat - Slap/Punch
Rubric Code: L5WA9W
By DramaMask17
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Presentation  
Grade Levels: 9-12

Powered by iRubric Stage Combat - Slap/Punch
  10-9

(N/A)

8-7

(N/A)

6-5

(N/A)

4-3

(N/A)

2-1

(N/A)

Journal Critique

Criterion A-
Knowledge and Understanding
10-9
8-7

Consistently communicates a critical understanding of stage combat in their work and the work of others.
-Student consistently shows support encourages peers in a positive way.
6-5

Usually communicates an informed opinion of stage combat in their work and the work of others.
-Student shows often shows support and encourages peers in a positive way.
4-3

Sometimes communicates a informed opinion of stage combat in their work and the work of others.
-Student sometimes shows support and encourages peers in a positive way.
2-1

Rarely communicates an informed opinion of stage combat in their work and the work of others.
- Student rarely shows support and rarely encourages peers in a positive way.
Spacing

Criterion B-
Application
10-9

Excellent spacing, well planed and maintained for successful execution of the steps.
8-7

Very clear spacing and creatively planned out.
6-5

Good spacing, well planned.
4-3

Spacing planned, but not maintained properly for execution of the steps.
2-1

No set spacing, actors missed execution of the steps.
Timing

Criterion B-
Application
10-9

Perfect timing. Actors execute the steps in a sophisticated way.
8-7

Excellent timing. Actors executed the steps in a believable way.
6-5

Good use of timing, well executed, yet room for improvement to create a believable scene.
4-3

Some timing, but off enough to make the scene unconvincing.
2-1

Timing is off, making the execution of the steps unconvincing.
Characterization

Criterion B-
Application
10-9

Sophisticated used of mind, body and voice for characterization. Characters are developed creatively and very original.
8-7

Excellent use of mind, body and voice for characterization. Character is believable and unique.
6-5

Good use of mind, body and voice for characterization. Character is believable, but some polishing needed.
4-3

Some use of mind, body and voice for characterization. Character is somewhat believable, but development needed.
2-1

No use of characterization. No use of mind, body and voice. No creation of believable human characters.
Improvisation (Plot)

Criterion B-
Application
10-9

Sophisticated use of the stages of drama. Creative expositions, rising action, climax and denouement.
Scene was extremely clear and easy to follow, held the audience captive.
8-7

Excellent use of the stages of drama. Great exposition, rising action, climax and denouement. Scene was clear and easy to follow, held audience captive.
6-5

Good use of plot. Most of the stages of drama (plot) are used: exposition, rising action, climax and denouement.
4-3

Some plot. Exposition, rising action (conflict), climax or denouement is underdeveloped.
2-1

No plot with exposition, rising action, climax or denouement.
Reflection

Criterion C: Reflection and Evaluation
10-9
8-7

The student effectively reflects critically on their own artistic development throughout their process journal and effectively uses feedback given to both teacher and classmate.
6-5

The student adequately reflects critically on their own artistic development throughout their process journal and adequately uses feedback given to both teacher and classmate.
4-3

The student minimally reflects critically on their own artistic development throughout their process journal and minimally
uses feedback given to both teacher and classmate.
2-1

The student fails to reflect critically on their own artistic development throughout their process journal and fails to use feedback given to both teacher and classmate.
Participation

Criterion D:
Artistic Awareness and Personal Engagement
10-9
8-7

The student shows a strong commitment to their own process and consistently demonstrates curiosity and self-motivation.
6-5

The student shows a commitment to their own process and usually demonstrates curiosity and self-motivation.
4-3

The student shows some commitment to their own process and sometimes demonstrates curiosity and self-motivation.
2-1

The student shows little commitment to their own process and rarely demonstrates curiosity and self-motivation.






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