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iRubric: Analysis rubric

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Analysis Analysis (Introduction to Dramatic Literature) Rubric Code: WX72W83 By tizlar Ready to use Public Rubric Subject: Arts and Design Type: Assignment Grade Levels: Undergraduate

DIRECTING PROMPT BOOK
	Unsatifactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Table of Contents	Unsatifactory Table of content is available	Poor Table of content is included	Fair Table of content is available and includes page numbers	Good Table of content is complete, organized, and includes page numbers	Excellent Table of content is complete, easy to maneuver, well organized, and includes page numbers	POINTS EARNED
Communication
	Unsatifactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Contact list	Unsatifactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student include contact name	Fair Student include contact name and phone number of all cast members	Good Student include contact name, phone number, and e-mail address of all cast members	Excellent Student include contact name, phone number, mailing address, and e-mail address of all cast members	POINTS EARNED
Audition sheet/conflicts	Unsatifactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student includes audition sheets and/or conflict forms of some actors in the scene	Fair Student includes audition sheets and/or conflict forms of some actors in scene completely filled out	Good Student includes audition sheets and conflict forms of most actors in scene completely filled out	Excellent Student includes audition sheets and conflict forms of all actors in scene completely filled out	POINTS EARNED
Rehearsal Calendar	Unsatifactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student includes a general rehearsal calendar of anticipated rehearsals of at least one day a week for four hours. Student includes what they intend to accomplish at each rehearsal. (four weeks rehearsal maxium)	Fair Student includes a general rehearsal calendar of anticipated rehearsals of at least three days a week for a minimum of two hours. Student includes what they intend to accomplish at each rehearsal. (four weeks rehearsal maximum)	Good Student includes a specific rehearsal calendar of anticipated rehearsals of at least three days a week for a maximum of two hours. Location and times are included. Student includes what they intend to accomplish at each rehearsal. (four weeks rehearsal maximum)	Excellent Student includes a specific rehearsal calendar of anticipated rehearsals of at least three days a week for a minimum of two hours. Specific units explored in each rehearsal is clearly recorded. Student includes what they intend to accomplish at each rehearsal. Location and times are included. (four weeks rehearsal maximum)	POINTS EARNED
Rehearsal Journal *Must be printed from dated journal entries entered via blogger	Unsatifactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Typed journal entries will correspond to rehearsal dates via rehearsal calendar. Student will record the progress and discoveries made in rehearsal. Additionally, questions, challenges, and successes, will be included. Journal will also indicate student's problem-solving ability.	Fair Student sucessfully creates an individual blog entry via blogger. Postings consistently corresponds to rehearsal dates via the rehearsal calendar. Student has recorded the progress and discoveries made in rehearsal. Additionally, questions, challenges, and successes, are also included. Blog posting should also indicate student's problem-solving ability. Student submits a printed copy of all blog posts.	Good Student sucessfully created an individual blog entry via blogger. Postings corresponds to rehearsal dates via the rehearsal calendar. Additionally, student has recorded the progress and discoveries made in rehearsals consistently. Additionally, questions, challenges, and successes, are also included. Specific discussions on blocking, actor training, warm-ups, and actor attendance should be discussed. Student should also submit a printed copy of all blog posts and responses.	Excellent Student sucessfully created an individual blog entry via blogger. Postings correspond to rehearsal dates via the rehearsal calendar and is recorded consistently. Additionally, questions, challenges, and successes, are included. Specific discussions on blocking, actor training, warm-ups, and actor attendance should be discussed. Student should also respond in 100-150 words to at least 5 of their peers individual blog posts. Student submits a printed copy of all blog posts and responses	POINTS EARNED
Directing Analysis
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
First Script Impression	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student lists information concerning their likes/dislikes of the playscript, yet it is not well supported and/ or is less than 3 paragraphs	Fair Student lists what they liked and/or disliked about their selected play in less than 3 paragraphs and/or information is supported generally using the script as reference.	Good Student effectively list what they liked and/or disliked about their selected play in 3-5 paragraphs or more. Evidence is supported specifically using the script as reference.	Excellent Student effectively listed what they liked and/or disliked about their selected play in 3-5 paragraphs or more. Student has effectively supported their conclusion with specific commentary using the script as a vehicle for discussion.	POINTS EARNED
Given Circumstances Environmental facts Polar Attitudes Previous Action
Geographical Location	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student list geographical location without support and/or states geographical location is not specific	Fair Student generally includes place and/or randomly selects a location not supported by the script. Significant information is not included or supported	Good Student effectively included the exact place including climate and supports conclusion	Excellent Student effectively included the exact place including climate. Significant information delineating environmental factors pulled from tangible research is also included	POINTS EARNED
Date	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student states season(s), year(s), and time(s) of day the scenes in the play take place and/or state the significance of the date	Fair Student generally includes season(s), year(s), and time(s) of day the scenes in the play takes place. Significance of the date is general.	Good Student effectively includes season(s), year(s), and time(s) of day scenes in the play takes place. Significance of date is clearly stated and supported.	Excellent Student effectively includes and supports season(s), year(s), and time(s) of day scenes in the play takes place. Student also discusses significance of the date and includes tangible research sources.	POINTS EARNED
Economic	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student briefly states the economic environment(s) found in the play. Statement of class level is incomplete and/or discussion is severely limited.	Fair Student generally communicates the economic environment(s) found in the play effectively listing the class level while generally stating the wealth or poverty of the characters in the play. Student research support is incomplete and/or is not adequately supported.	Good Student effectively communicates the economic environment(s) found in the play effectivley listing the class level while stating the wealth or poverty of the characters in the play. Student researches and includes discussion on one/two/or three class levels when more are present.	Excellent Student effectively communicates the economic environment(s) found in the play effectivley listing the class level while stating the wealth or poverty of the characters in the play. Student researches and includes two or more economic levels if used in the play.	POINTS EARNED
Political	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student generally includes the relatationship of the characters to the form of government under which they live.	Fair Student effectively includes the specific relationships of the characters to the form of government under which they live.	Good Student effectively includes the specific relationships of the characters to the form of government under which they live. Student effectively uses the script to support their conclusion. External research sources (research) is utilized and cited.	Excellent Student effectively includes the specific relationships of the characters to the form of government under which they live. The script is used well to support the student's conclusion. In addition, research is documented and supported with tangible research sources.	POINTS EARNED
Social	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student generally list the mores and social institutions under which the characters live.	Fair Student effectively lists the mores and social institutions under which the characters live.	Good Student effectively lists the mores and social institutions under which the characters live. The conclusion drawn is listed and supported effectively with examples from the script	Excellent Student effectively lists the mores and social institutions under which the characters live. The conclusion drawn is listed and supported effectively with examples from the script. External research sources are used and is effectively documented.	POINTS EARNED
Religious	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student generally lists formal and informal psychological controls.	Fair Formal and informal psychological controls are specifically listed and described.	Good Formal and informal psychological controls are specifically listed and described. Specific information from the script is documented to support conclusion.	Excellent Formal and informal psychological controls are specifically listed and described. Specific information from the script is documented to support the conclusion(s) drawn. External sources are used effectively.	POINTS EARNED
Previous Action	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student generally compiles a list indicating previous action. Work is not supported.	Fair Student generally includes a specific list indicating previous action located within the script. Information is documented.	Good Student effectively includes a specific list indicating and supported previous action located within the script. Information is documented.	Excellent Student effectively includes a specific list indicating and supporting previous action located within the script. Information is documented effectively using the script.	POINTS EARNED
Polar Attitudes	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or is irrelevant to course assignment requirements	Poor Student generally lists polar attitudes of one or more characters in the play and/or provides a concise explanation without listing the polar attitude.	Fair Student includes and effectively supports polar attitudes of at least one character within the play. A concise explanation of the selected attitudes are included.	Good Student includes and effectively supports polar attitudes of main characters within the play; student also includes a concise explanation of selected attitudes using the script to support their findings	Excellent Student effectively includes and supports polar attitudes of each character within the play; student also includes a concise explanation of selected attitudes using the script to support their findings	POINTS EARNED
Summary of Environmental facts
Significance of the facts	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student includes a brief summary statement of environmental facts.	Fair Student includes a summary statement of environmental facts, yet fails to effectively support/connect the facts to the play.	Good Student includes a strong summary statement determining how the environmental facts affect the total meaning to the play.	Excellent Student includes and supports a strong summary statement determining how the environmental facts affect the total meaning of the play. Student effectively cite sources.	POINTS EARNED
Character
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Super Objective	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student lists strong objective of the character(s), yet fails to list the super objective	Fair Student effectively list the super objective of the characters	Good Student effectively lists the super objective of some characters in the play/ scene selection	Excellent Student lists and supports super objective of all characters in the play by using internal/external sources to support conclusion drawn	POINTS EARNED
Desire	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student provides a general statement of what the character(s) wants most	Fair Student provides a clear statement of what the character(s) wants most	Good Student supports and provides a clear statement of what the character(s) wants most	Excellent Student supports and provides a clear statement of what the character(s) wants most. Statement is not superficial.	POINTS EARNED
Will	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student provides general statement of the characters' relative strength in attaining their desires	Fair Student provides a specific statement of the characters' relative strength in attaining their desires	Good Student provides and support a specific statement of the characters' relative strength in attaining their desires	Excellent Student provides and support a specific statement of the characters' relative strength in attaining their desires. Specifically answers questions: 1. How strong or weak is his/her inner strength? 2. Is it strong enough to push him/her to the full limit or will he compromise?	POINTS EARNED
Moral Stance	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student includes a general description of the characters' values	Fair Student includes a general description of the characters' values and describes how his/her moral stand will affect the attainment of his/her desires	Good Student includes a general description of the characters' values and describes how his/her moral stand will affect the attainment of his/her desires. Student includes a description of how honest the character is with others and his/herself. Additionally, does the character(s) have a sense of moral responsibility to others?	Excellent Student includes a general description of the characters' values and describes how his/her moral stand will affect the attainment of his/her desires. Student includes a description of how honest the character is with others and his/herself. Additionally, does the character(s) have a sense of moral responsibility to others? Finally, what is the moral code that governs his/her inner behavior? What is his/her sense of integrity?	POINTS EARNED
Decorum	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student includes a general description of their interpretation of the character's physical appearance -- what s/he looks like, his/her manners, and his/her poise.	Fair Student includes a specific description of their interpretation of the character's physical appearance -- what s/he looks like, his/her manners, and his/her poise.	Good Student includes a specific and clearly supported description of their interpretation of the character's physical appearance -- what s/he looks like, his/her manners, and his/her poise. Also, student includes a list of the characters' physical characteristics seemingly required by the given circumstances.	Excellent Student includes a specific and clearly supported description of their interpretation of the character's physical appearance -- what s/he looks like, his/her manners, and his/her poise. Also, student includes a list of the characters' physical characteristics seemingly required by the given circumstances. Lastly, student includes a written description of how the character(s) walk, how the character(s) stand, how the character(s) speak, etc.	POINTS EARNED
Summary adjectives	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor N/A	Fair N/A	Good N/A	Excellent Student summarizes all of the categories above using adjectives only. Do not set down a character's dramatic actions but only the traits the character reveal.	POINTS EARNED
Initial character-mood-intensity 1. Heartbeat: rate 2. Perspiration: heavy, light, etc. 3. Stomach condition 4. Muscle tension 5. Breathing: rate, depth	Unsatisfactory Student does not submit work and/or work submitted is irrelevant to course assignment requirements	Poor Student provides a general sense of the physical or "body-state of the character" -- his/her nervosity (each character in scene must be included)	Fair Student provides a general sense of the physical or "body-state of the character" -- his/her nervosity at the beginning of each scene (each character in scene must be included)	Good Student provides a detailed sense of the physical or "body-state of the character" -- his/her nervosity at the beginning of each scene (each character in scene must be included)	Excellent Student provides detailed descriptions clearly supporting the characters' nervosity at the beginning of each scene and/or unit	POINTS EARNED
Dialogue
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Choice of words	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or irrelevant to course assignment requirements	Poor Student generally includes choice of words for the playwright and/or character. Information is not supported and/or efficiently evaluated.	Fair Student effectively evaluates the choice of words the playwright and/or character(s) uses in select acts, and/or scenes, yet does not support and/or evaluate the choice of words for the play in its entirety.	Good Student effectively evaluates the choice of words the playwright and characters within the script use in which to tell the story. Evaluation is supported and cited using internal/ external sources.	Excellent Student effectively evaluates the choice of words the playwright and characters within the script use in which to tell the story. Environmental facts, such as the economic, social, and religious factors are built upon effectively in written discussion.	POINTS EARNED
Phrases and sentence structure	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or irrelevant to course assignment requirements	Poor Student generally evaluates the choice of phrases and sentence structures used within selected play. Additionally, student generally evaluates the structure of lines and speeches found within the script. Information stated is not well supported.	Fair Student effectively evaluates the choice of phrases and sentence structures used within selected play. Additionally, student will evaluate and support the structure of lines and speeches found within the script.	Good Student effectively evaluates the choice of phrases and sentence structures used within selected play. Additionally, student evaluated the structure of lines and speeches found within the script using the script as a catalyst of discussion.	Excellent Student effectively evaluates the choice of phrases and sentence structures. Additionally, student will evaluate the structure of lines and speeches found within the script using the script as a catalyst of discussion. Student will provide a strong written summary while listing how this information acquired has helped their interprettion and/or will aid in communicating more effectively with their actors. External sources are used and cited.	POINTS EARNED
Choice of images	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or irrelevant to course assignment requirements.	Poor Choice of image(s) is general and is not supported by internal and/or external sources.	Fair Choice of image is specific yet is not well supported by internal and/or external sources.	Good Choice of image is specific and is well supported by internal sources.	Excellent Choice of image is specific and is well supported by internal and external sources. Sources utilize are cited.	POINTS EARNED
Peculiar characteristic	Unsatisfactory Student does not submit work and/or work submitted is incomplete and/or irreverent to course assignment requirements	Poor Peculiar characteristics of characters found within the script is generally stated.	Fair Peculiar characteristics of characters found within the script is specifically stated.	Good Peculiar characteristics of characters found within the script is stated and supported using tangible evidence from the script.	Excellent Peculiar characteristics of characters found within the script is stated and supported using tangible evidence from the script and external sources.	POINTS EARNED
Idea
	Unsatisfactory 0 pts	Poor 10 pts	Fair 20 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Theme Statement	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Student includes a general If/then statement.	Fair Student includes a general If/then statement and supports statement using internal sources.	Good Student includes a specific If/then statement and supports statement using internal and/or external sources.	Excellent Student includes a specific major and minor If/then statement and supports statements using internal and/or external sources.	POINTS EARNED
Meaning of Title	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Student includes a general idea expressing the meaning of title and/or states "a meaning does not exist"	Fair Student includes a general idea expressing the meaning of title and supports it generally using evidence from the script	Good Student includes a specific idea expressing the meaning of the title and supports it generally using evidence from the script	Excellent Student includes a specific idea expressing the meaning of the title and supports it specific using evidence from the script and/or external sources	POINTS EARNED
Technical elements
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Groundplan	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Groundplan is designed to accommodate a proscenium stage.	Fair Groundplan is designed to accommodate a proscenium stage. Groundplan has at least 3 acting areas.	Good Groundplan is designed to accommodate a proscenium stage. Groundplan has at least 5 acting areas. The Groundplan supports the dramatic action.	Excellent Groundplan is designed to accommodate a proscenium stage. Groundplan has at least 5 acting areas. The groundplan supports the dramatic action of the piece and is well balanced. A concise summary of groundplan and dramatic action is included and internal/external support is clearly given.	POINTS EARNED
Lighting	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Using a concept statement as a catalyst for discussion, student generally communicates the lighting environment and requirements of the production	Fair Using a concept statement as a catalyst for discussion, student generally communicates the lighting environment and requirements of the production using internal and/or external sources to support vision.	Good Using a concept statement as a catalyst for discussion, student effectively communicates the lighting environment and requirements of the production using internal and/or external sources to support vision.	Excellent Using a concept statement as a catalyst for discussion, student effectively communicates the lighting environment and requirements of the production using internal and/or external sources to support vision. Students directorial desire is well supported through environmental factors and dramatic action.	POINTS EARNED
Sound	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Using a concept statement as a catalyst for discussion, student generally communicates the sound requirements of the production	Fair Using a concept statement as a catalyst for discussion, student generally communicates the sound requirements of the production using internal and/or external sources to support vision.	Good Using a concept statement as a catalyst for discussion, student effectively communicates the sound requirements of the production using internal and/or external sources to support vision.	Excellent Using a concept statement as a catalyst for discussion, student effectively communicates the sound requirements of the production using internal and/or external sources to support vision. Students directorial desire is well supported through environmental factors and dramatic action. A CD is provided with sound requirements included.	POINTS EARNED
Costume	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Using a concept statement as a catalyst for discussion, student generally communicates the costume requirements for each character in the the play.	Fair Using a concept statement as a catalyst for discussion, student generally communicates the costume requirements of the production using internal and/or external sources to support vision for each character in the play.	Good Using a concept statement as a catalyst for discussion, student effectively communicates the costume requirements of the production using internal and/or external sources to support vision for each character in the production.	Excellent Using a concept statement as a catalyst for discussion, student effectively communicates the costume requirements of the production using internal and/or external sources to support vision. Students directorial desire is well supported through environmental factors and dramatic action.	POINTS EARNED
Props	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Student lists a general list of props used in scene/play	Fair Student lists a general list of props used in scene/play corresponding to page numbers used in script	Good Student lists a specific list of props used in the play corresponding to page numbers used in script. Additionally, student supplies a photograph, sketch, and/or clipping of prop requested.	Excellent Student lists a specific list of props used in the play corresponding to page numbers used in script. Additionally, student supplies a photograph, sketch, and/or clipping of prop requested. A summary of each prop is included detailing actor's activity and internal/external support.	POINTS EARNED
Special effects	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Using a concept statement as a catalyst for discussion, student generally communicates requirements of special effect in the production and/or student states "there is no special effect requirements" without stating why special effects are not necessary.	Fair Using a concept statement as a catalyst for discussion, student generally communicates the requirements of special effects for the production using internal and/or external sources to support the vision	Good Using a concept statement as a catalyst for discussion, student effectively communicates the requirements of special effects using internal and/or external sources to support the vision	Excellent Using a concept statement as a catalyst for discussion, student effectively communicates the requirements of special effects using internal and/or external sources to support the vision. Additionally, the student's directorial desire is well supported through environmental factors and dramatic action.	POINTS EARNED
Movement requirements	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor Using a concept statement as a catalyst for discussion, student generally communicates the characters' movement requirements for each character in the the play.	Fair Using a concept statement as a catalyst for discussion, student generally communicates the characters' movement requirements for the production using internal and/or external sources to support vision for each character in the play.	Good Using a concept statement as a catalyst for discussion, student effectively communicates the movement requirements of the production using internal and/or external sources to support vision for each character in the production.	Excellent Using a concept statement as a catalyst for discussion, student effectively communicates the movement requirements for each character in the production using internal and/or external sources to support vision. Students directorial desire is well supported through environmental factors and dramatic action.	POINTS EARNED
Aristotle's elements of Drama	Unsatisfactory Student does not submit work and/or work submitted is irreverent to course assignment requirements	Poor N/A	Fair N/A	Good Student list Aristotle's six elements of drama in order of importance based on scene/play selected. 1. Plot 2. Character 3. Thought/ theme 4. Language 5. Music 6. Spectacle	Excellent Student list Aristotle's six elements of drama in order of importance based on scene/play selected. Student includes a concise summary explaining reasoning for rating. 1. Plot 2. Character 3. Thought/ theme 4. Language 5. Music 6. Spectacle	POINTS EARNED
Tools in Staging
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Units/ Objectives	Unsatisfactory Units and objectives are generally indicated	Poor Units are well marked; actor's objectives include a verb	Fair Units are well marked; actor's objectives include a verb. Units and objectives are effectively integrated.	Good Units are well marked; actor's objectives include a verb and receiver. Units and objectives are effectively integrated.	Excellent Units are well marked; actor's objectives include a verb, receiver, and desired response. Units and objectives are effectively integrated.	POINTS EARNED
Blocking	Unsatisfactory Promptbook is created to accommodate written blocking. General blocking is included.	Poor Promptbook is effectively created to accommodate blocking. General blocking is included and properly scored.	Fair Promptbook is effectively created to accommodate blocking. Specific blocking is included and properly scored. Blocking goes with dramatic action. Correspondence is effectively included on the ground plan.	Good Promptbook is effectively created to accommodate blocking. Specific blocking is included and properly scored. Blocking consistently goes with dramatic action. Correspondence is effectively included on the ground plan. activity is clearly indicated.	Excellent Promptbook is effectively created to accommodate blocking. Specific blocking is included and properly scored. Blocking consistently goes with dramatic action. Correspondence is effectively included on the ground plan. activity is clearly indicated. Appropiate abbreviations and acting areas are well utilized.	POINTS EARNED
Miscellaneous
	Unsatisfactory 0 pts	Poor 10 pts	Fair 30 pts	Good 50 pts	Excellent 70 pts	POINTS EARNED (N/A)
Bibliography	Unsatisfactory Sources are not cited	Poor Sources are listed and/or improperly cited	Fair Some sources are listed and properly cited using MLA format	Good All sources are listed yet are improperly cited using MLA format (books, articles, webpages, photos, etc.)	Excellent All sources are listed and properly cited using MLA format (books, articles, webpages, photos, etc.)	POINTS EARNED
Evaluation of Actors in Scene	Unsatisfactory N/A	Poor N/A	Fair N/A	Good N/A	Excellent Evaluations are given to all actors in directing scenes and completed in a timely fashion. Every question on form must be answered and clearly supported. Forms must remain anonymous. Hence, they must be given to instructor directly by participants. No exceptions.	POINTS EARNED
Evaluation of Student Directors	Unsatisfactory N/A	Poor N/A	Fair Student is in attendance and watches all peer directing scenes. Additionally, student comments on 5 directing scenes by completing evaluation worksheet(s) in its entirety.	Good Student is in attendance and watches all peer directing scenes. Additionally, students comments on 5 directing scenes by completing evaluation worksheet(s) in its entirety. Comments are clear and supported from course instruction.	Excellent Student is in attendance and watches all peer directing scenes. Additionally, students comments on 5 directing scenes by completing evaluation worksheet(s) in its entirety. Comments are clear, individualized, and supported from course instruction	POINTS EARNED

Subjects:

Arts and Design

Types:

Assignment

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