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iRubric: Dramatic Assessment rubric

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Dramatic Assessment Dramatic Assessment Assessment of singular actor's performance from either a monologue or dramatic scene. Rubric Code: S76B67 By lclarkie06 Ready to use Public Rubric Subject: Arts and Design Type: (Other) Grade Levels: (none)

Dramatic Performance Assessment
	Master Student possesses exemplary skill and mastery of all techniques needed for a successfully delivered dramatic performance. 100 pts	Apprentice Student possesses sufficient skill and mastery of all techniques needed for a successfully delivered dramatic performance. 80 pts	Novice Student is in need of additional skills and mastery of the techniques needed for a successfully delivered dramatic performance. 70 pts	Stage Hand Student possesses little to no skill and/or mastery of the techniques needed for a successfully delivered dramatic performance. 50 pts
Character Development 20 % How well has the student researched, developed, and delivered their character?	Master Character's motivation is well-defined. Depth and range of emotion is expansive. *Life and world of character is illuminated brilliantly through actor's performance.	Apprentice Character's motivation is somewhat defined. Depth and range of emotion is adequate. *Life and world of character is superficial, but adequately displayed through actor's performance.	Novice Character's motivation is lacking. There is little depth or range of emotion. *Life and world of character is not illuminated by actor's performance.	Stage Hand *Student is doing little more than reading from the book.
Voice 20 % Does the student use her/his voice as an instrument to propel their performance?	Master Student consistently uses their voice expressively and articulately. Student projects their voice clearly. *Student utilizes their voice to include variations of pitch, rate, volume, and tone consistent to their character.	Apprentice Student enunciates clearly. Student varies voice pitch and tone, and reflects some level of expressiveness.	Novice *Student strives to enunciate and add variations, but overall effect is flimsy - due to either too much or too little expression.	Stage Hand *Student exhibits poor vocal enunciation and no variations in volume and/or pitch.
Movement 20 % Is the body utilized to the student's utmost ability to aid in development of character's intent and delivery of lines?	Master Student employs phenomenal use of physicality to enhance character with body movements and facial expressions. Student uses a variety of blocking to add interest to the piece. *Student's movements always reflect purpose.	Apprentice Student employs appropriate use of physicality to enhance character with body movement and facial expression. Student uses an appropriate amount of blocking to add interest to the piece. *Student's movements usually reflect purpose.	Novice Student strives to employ appropriate use of physicality, but overall affect is flimsy - due to either too much or too little expression. Student's movements rarely reflect purpose.	Stage Hand Student employs little to no physicality in scene. Student's moves are without purpose.
Preparation 20 % How much time did the student apparently spend in preparation for their performance?	Master Student's lines are delivered flawlessly from memory. Student fluidly delivers her/his lines while hitting their marks confidently. *Student obviously spent a significant amount of time on project and came to class ready and prepared.	Apprentice Student delivers lines and hits marks well and with few errors. Student spent an appropriate amount of time preparing for project.	Novice Student has trouble delivering lines without calling for them. Student lacks any fluidity in movement and delivery of lines; did not spend nearly enough time in preparation.	Stage Hand Student cannot perform without the book. Student has no fluidity and is obviously not prepared.
Focus 15 % Does the student retain focus (stay in character) throughout the entire performance?	Master Student stays completely immersed in their character throughout the entire performance. Student never breaks focus, even during missed lines/cues.	Apprentice Student weaves in and out of character slightly throughout performance. Student subtly breaks focus when thinking of next line/cue or out of obvious nervousness.	Novice Student never truly immerses enough into their character to produce any kind of believability. Student's focus is easily broken; attention wavers often.	Stage Hand Student makes little to no attempt at staying in any type of character. Student lacks focus and seems unprepared.
Ensemble 5 % If graded performance is part of a scene, rather than a monologue, assessment should be made on student's ability to work with others.	Master If monologue - N/A Student's awareness and empathy towards other cast members is very apparent. *Student's attainment of ensemble concept and fruition of goal to work effectively en masse is superlative.	Apprentice If monologue - N/A Student's awareness and empathy towards other cast members is acceptable. *Student's attainment of ensemble concept and fruition of goal to work effectively en masse is acceptable.	Novice If monologue - N/A Student's awareness and empathy towards other cast members is weak. *Student seems to have little concept of how to work as an ensemble.	Stage Hand If monologue - N/A Student's awareness and empathy towards other cast members is non existent. *Student has no concept of how to work as an ensemble.

Keywords:

monologue drama theatre theater scene

Subjects:

Arts and Design

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