iRubric: Drama 10 Ensemble Performance rubric

Student seldom followed the instructions of the director and would fall back into bad habits which resulted in continuously being redirected to the standards expected by the director.

Student sometimes followed the instructions of the director, but would fall back into bad habits which resulted in continuously being redirected to the standards expected by the director. The student may have responded negatively or made excuses which limited them from pushing forward.

Student followed the instructions of the director, but would sometimes have to be redirected to the standards expected by the director. Student usually had a positive attitude towards feedback given to them.

Student mostly followed the instructions of the director and pushed themselves to go beyond the director's expectations. This student had a positive attitude towards feedback given to them.

Student had an exceptionally positive attitude and may have sought out extra learning opportunities in order to perfect their character and performance. They often offered suggestions for their character. Student always followed the instructions of the director and pushed themselves to go beyond the director's expectations.

Student still struggled with line/movement cue during dress rehearsals and relied on others to prompt them on several occasions. Several problems during the show.

Student struggled with many line/movement cues during dress rehearsals and relied on others to prompt them on several occasions. By performance time, student showed adequate improvement.

Student knew their lines, but often struggled with the line/movement cues (they knew the line or movement but not when to do it or say it). They mastered this by the dress rehearsal or performance time.

Most of the time, student had their weekly line assignment memorized and knew their line/movement cues. By dress rehearsal time, lines and cues were mastered.

Lines were mastered well before dress rehearsals. Student had their weekly line assignment memorized and knew their line cue/movement cues. They often knew the lines of others and were able to prompt others.

All areas of body language were attempted, but all areas (body language, facial expression and blocking) need some work.

Body language and facial expression shows attention to detail, but may be limited in two areas; they had problems with blocking, facial expression, and/or body language.

Body language and facial expression shows attention to detail, but may be limited in one area; they had problems with blocking, facial expression, or body language.

Body language and facial expression shows attention to detail. The student carried themselves in order to develop the character. The student's facial expression & body language was showed thoroughness of character throughout the entire play. Student was aware of blocking and made sure the audience could always see them.

Body language and facial expression shows attention to detail. In all aspects, student went above and beyond in the way they carried themselves in order to develop the character. The student's facial expression & body language was over the top and showed thoroughness of character throughout the entire play. Student was consistently aware of blocking and made sure the audience could always see them.

Student participated in the scene, but was often out of character which interrupted the flow of the play.

Student was in character only in the scenes when it was important for the character or directly involved the character. Student sometimes didn't react to the scene or conversation with body language & facial expression.

Student was in character & reacted with body language & facial expressions only in the scenes when it was important for the character or directly involved the character. Student was consistently in character at these times.

Student reacted to other characters and conversations with body and facial expressions that helped establish the character as a powerhouse character. Student was always & consistently in character when the scene was involved them directly.

Student reacted to other characters and conversations with sophisticated body and facial expressions that helped establish the character as a powerhouse character. Student was always & consistently in character when the scene was involved them directly.