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Group Voice Project 
A Rant
An opinion piece written in the form of a rant
Rubric Code: Z2X942B
By Miresia
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric A Rant
Self-Assessment
  Level 1

2 pts

Level 2

5 pts

Level 3

8 pts

Level 4

10 pts

Knowledge/Understanding

This is a self-chosen topic that should not require lengthy background research.
Level 1

I demonstrate limited knowledge of the self-selected current topic.
Level 2

I demonstrate some knowledge of the self-selected current topic.
Level 3

I demonstrate considerable knowledge of the self-selected current topic.
Level 4

I demonstrate thorough knowledge of the self-selected current topic.
Confidence, Poise, Movement

Confident and centered body language. Avoiding "filler" words such as "like" and "uhm". This does not include instances where "like" is used to directly compare items or give examples. Engaging the audience through body movements.
Level 1

Mostly slouching, looking away, or uncentered balance throughout presentation. Not making eye contact with camera or audience. Frequent uses of "like" or "uhm". Little to no body movement in the presentation.
Level 2

Demonstrates some confidence and centered body language through at least half of the presentation. Some use of filler words. At least half of the video contains body movement that attempts to engage the audience.
Level 3

Most of the presentation the presenter has body language that is centered, balanced and confident. Actor may have used filler words no more than twice during the presentation. The majority of the presentation contains body movement that engages the audience.
Level 4

Actor uses confident and centered body language throughout the presentation. There was no use of filler words. Body movement enhances the confidence and poise of the actor and helps engage the audience with content.
Projection

The ability of the audience to hear you.
Level 1

Most of the presentation could not be heard.
Level 2

At least half of the presentation could be heard clearly and was spoken at an audible volume for the passion and content of the rant.
Level 3

Most of the presentation is spoken at an appropriate volume for the duration of the rant based on context and content.
Level 4

The entire rant was spoken at an appropriate volume based on context and content. The rant was clear and audible the entire time.
Articulation

The ability to state words clearly and understandably.
Level 1

The words were so unarticulated that the majority of the presentation was not able to be understood.
Level 2

At least half of the words spoken were articulated well and clearly understandable.
Level 3

There may have been a few words that could have been articulated better, but it was still understandable. Most of the presentation was clear and articulated.
Level 4

There was no question about what words were being used. Speech is clear and articulated. Words are not slurred.
Pace

The ability to uses pauses and rate of speaking effectively to convey meaning, emotion, and understanding. This also helps engage the audience and keep them interested.
Level 1

Pace of presentation is inconsistent and does not help convey meaning, emotion, and understanding. Pace causes the audience to become disengaged from the presentation.
Level 2

At least half of the presentation is paced so that it conveys meaning, emotion, and understanding. The audience is mostly engaged during the presentation.
Level 3

Most of the presentation is paced so that it conveys meaning, emotion, and understanding. The audience remains engaged because the pace is appropriate.
Level 4

The pace of the presentation adds to meaning, emotion, and understanding. The audience is fully engaged because the pace enhances the presentation.
Pitch

The tone of voice used to deliver the presentation. Avoid using a monotone pitch and alter your pitch to engage the audience.
Level 1

Pitch of the presentation is mostly monotone with few alterations.
Level 2

At least half of the presentation is completed with appropriate alterations in pitch to help convey meaning, emotion, and engagement to the audience.
Level 3

Most of the presentation is completed with appropriate alterations in pitch to help convey meaning, emotion, and engagement to the audience. All monotone pitches have been avoided.
Level 4

The entire presentation the actor alters the pitch to deliver content that helps the audience understand the meaning and emotion behind the rant. Pitch enhances audience engagement.
Emphasis/Pauses

The stressing of certian words to emphasize their meaning or importance, the placement of pauses to help maintain tempo, provide emphasis, and pausing for effect.
Level 1

There is little emphasis when speaking and there are few pauses to help maintain tempo and effect.
Level 2

At least half of the presentation uses appropriate emphasis and puases to assist with meaning, maintain tempo, and pauses for effect.
Level 3

Most of the presentation uses appropriate emphasis and pauses to create meaning, maintain tempo, provide emphasis, and effect.
Level 4

The entire presentation uses emphasis to create and emphasize meaning. Pauses increase emphasis and effect. Emphasis on words helps engage the audience and keeps the tempo and pace interesting.
Scenario

The scenario makes sense and the interactions with the characters or presenters are fluent and responses are natural.
Level 1

The scenario makes little sense or is not natural at all. Actors are monotone and almost none of the elements of voice are used in the presentation.
Level 2

Most of the scenario makes sense and is natural. The actors use most of the elements of voice to create a fluent natural presentation that has meaning and depth for the audience.
Level 3

All of the scenario makes sense and the actors created a scenario that seems natural and fluid. Pauses and tempo make sense to the audience and all the elements of voice have been used.
Level 4

The scenario has been well planned and makes sense. Interactions with the characters are natural and fluent. Elements of voice have been used to enhance the meaning of the scenario.
Collaboration

Working well together and planning a project that meets all requirements. Students plan and have meetings to divide responsibilities of the project and turn in a final draft.
Level 1

Individual did not collaborate well with others, often missed planned meetings or did not turn in assigned part of the project in a timely manner for the group.
Level 2

Collaboration was evident because the student met with others during scheduled meetings, but may have not completed his or her part on time for the rest of the group.
Level 3

Student collaborated well and met with others in a timely manner and got all parts of the project in on time. Student provided input and advice on all parts of the project. Student gave feedback to others in positive manners and made suggestions for improvement on others parts of the project.
Level 4

Student took on a role of a leader and helped divide the project into parts. Student provided positive feedback to all students on their respective parts of the project and made suggestions for improvement. All parts of the assignment were turned in on time and this student made sure that others were on task and on time as well by following up with them.



Keywords:
  • Projection, articulation, pace, pitch, voice


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