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iRubric: Journal Week 2 rubric

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Journal Week 2 Journal Week 1 Rubric Code: F72A7C By tizlar Ready to use Public Rubric Subject: Humanities Type: Assignment Grade Levels: Undergraduate

Journal Week 2
	Poor 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
Journal Introduction	Poor Does not include introductory information and/or information is incomplete or irrelevant.	Fair Student director consistently includes: their last name, The date on which they are writing, the number of the entry (e.g., "Journal Entry #7)	Good Student director consistently includes: their last name, The date on which they are writing, the number of the entry (e.g., "Journal Entry #7) and the topic of the entry (their idea, the name of the thing to which you are responding, or both)	Excellent For a minimum of 3 entries, student director includes: their last name, the date on which they are writing, the number of the entry (e.g., "Journal Entry #7), The topic of the entry (their idea, the name of the thing to which you are responding, or both), and A title for the entry (Student directors can be creative).
Phase 2 - Blocking
	Poor 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
Word minimum	Poor Does not include a minimum of 400 words and/or information submitted is incomplete or irrelevant.	Fair Includes a minimum of 400 words	Good Includes a minimum of 400 words of intensely focused but informal exploratory writing. Writes generally; fails to support viewpoints with specifics. Note: Maximum will vary depending on the questions prompts given.	Excellent Includes a minimum of 400 words of intensely focused but informal exploratory writing. Information submitted is supported. Note: Maximum will vary depending on the questions prompts given.
Blocking Process	Poor Student director does not describe their blocking process and/or information supplied is incomplete or irrelevant.	Fair Student director generally describes their blocking process. Specific examples to validate their conclusions are NOT included.	Good Student director describes their blocking process and provides examples.	Excellent Student director describes their blocking process, provides examples, and validates their conclusion(s).
Blocking/ Paper-blocking	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director lists areas in the script where the blocking implemented differs from their paper-blocking	Good Student director lists and supports areas in the script where the blocking implemented differs from their paper-blocking	Excellent Student director lists and supports areas in the script where the blocking implemented differs from their paper-blocking and explains how the blocking evolved.
Blocking in the moment	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director describes how they were able to work "in the moment." General explanation is given of the effectiveness of the director's paper-blocking.	Good Student director describes how they were able to work "in the moment." Explanation is given of the effectiveness of the director's paper-blocking by answering the question prompt: Did paper-blocking open your possibilities and communication with the actors? Why or why not? Information submitted is not supported.	Excellent Student director describes how they were able to work "in the moment." Explanation is given of the effectiveness of the director's paper-blocking by answering the question prompt: Did paper-blocking open your possibilities and communication with the actors? Why or why not? Information submitted is supported.
Actor communication	Poor Information submitted is incomplete and/or irrelevant.	Fair Student discusses and offers examples on how they communicated with their actors.	Good Student discusses and offers examples on how they communicated with their actors. Discussions of past techniques and newly developed rehearsal techniques are included and supported.	Excellent Student discusses and offers examples on how they communicated with their actors. Discussions of past techniques and newly developed rehearsal techniques are included and supported. Answers to the question prompts below are discussed: What past techniques have you learned from previous rehearsals/ acting sessions did you find effective? Why? What new techniques have you discovered and implemented and why are they effective?
Director's discovery	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director includes, yet fails to support the discoveries, comments, and/or questions they uncovered in the blocking section of rehearsals.	Excellent Student director includes and supports the discoveries, comments, and/or questions they uncovered in the blocking section of rehearsals.
Problem Solving	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director includes, yet fails to support and/or offer solutions to the challenges they foresee in their process.	Good Student director includes and supports the challenges they foresee in their process. However, the student director's responses/solutions to difficulties and/or challenges focuses on emotion and/or elements out of their control.	Excellent Student director includes and supports the challenges they foresee in their process. Additionally, the student director devises a well-supported plan on how they plan to solve/overcome their challenges. *Answer solutions given lies in the student director's control.
Looking Forward	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director lists what they are most looking forward to in the remaining rehearsal process.	Excellent Student director lists and supports what they are most looking forward to in the remaining rehearsal process.
Next rehearsal session goals	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director lists their goals for the next rehearsal session.	Good Student director lists and supports their goals for the next rehearsal session. Student director fails to provide tangible quotes, units, and/or page numbers to validate their responses.	Excellent The student director lists and supports their goals for the next rehearsal session. Student director provides tangible quotes, units, and/or page numbers to validate their responses.
Phase 3 - Lines
	Poor 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
Word minimum	Poor Does not include a minimum of 400 words and/or information submitted is incomplete or irrelevant.	Fair Includes a minimum of 400 words	Good Includes a minimum of 400 words of intensely focused but informal exploratory writing. Writes generally; fails to support viewpoints with specifics. Note: Maximum will vary depending on the questions prompts given.	Excellent Includes a minimum of 400 words of intensely focused but informal exploratory writing. Information submitted is supported. Note: Maximum will vary depending on the questions prompts given.
Punctuation	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director discusses, yet fails to support the function of punctuation in their rehearsal process.	Good Student director discusses, yet fails to support the function of punctuation in their rehearsal process. The student director also articulates how punctuation has assisted and/or derailed the rhythm and tempo of their piece.	Excellent Student director discusses and supports the function of punctuation in their rehearsal process. The student director also articulates how punctuation has assisted and/or derailed the rhythm and tempo of their piece.
Choice of words	Poor Information submitted is incomplete and/or irrelevant.	Fair The student director reviews the choice of words, phrases and sentence structure, choice of images, and peculiar characteristics from their prompt-book submission and discusses how the information informed their rehearsal.	Good The student director reviewed the choice of words, phrases and sentence structure, choice of images, and peculiar characteristics from their prompt-book submission and discusses how the information informed their rehearsal. Specifics such as quotes, units, phrases, words, sentence structure, and choice of images are included, yet not validated.	Excellent The student director reviewed the choice of words, phrases and sentence structure, choice of images, and peculiar characteristics from their prompt-book submission and discusses how the information informed their rehearsal. Specifics such as quotes, units, phrases, words, sentence structure, and choice of images are included and validated.
Consistency	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director states the consistency of their rehearsal process.	Good Student director states the consistency of their rehearsal process and discusses how the consistency has assisted in exploring/setting blocking, establishing rhythm, and line memorization.	Excellent Student director states the consistency of their rehearsal process and discusses how the consistency has assisted in exploring/setting blocking, establishing rhythm, and line memorization. Information submitted is supported and/or validated.
Embracing lines	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director includes a response to the questions below: 1. What progress are actors making in remembering their character's lines?	Good Student director includes a response to the questions below: 1. What progress are actors making in remembering their character's lines? 2. How are the actors embracing (eagerly accepting and exploring) their lines?	Excellent Student director includes a response to the questions below: 1. What progress are actors making in remembering their character's lines? 2. How are the actors embracing (eagerly accepting and exploring) their lines? 3. What evidence from the rehearsals/ script can you use to validate your conclusions?
Verbatim/ Paraphrased	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director includes a response to the questions below: 1. Are the actors' lines verbatim or overly paraphrased?	Good Student director includes a response to the questions below: 1. Are the actors' lines verbatim or overly paraphrased? 2. How have you addressed this success and/or concern in rehearsal?	Excellent Student director includes a response to the questions below: 1. Are the actors' lines verbatim or overly paraphrased? 2. How have you addressed this success and/or concern in rehearsal? 3. Is the discussion well supported using evidence from the rehearsal session and script to support your conclusions?
Director's Discovery	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director includes, yet fails to support the discoveries, comments, and/or questions they uncovered in rehearsals.	Excellent Student director includes and supports the discoveries, comments, and/or questions they uncovered in rehearsals.
Actor's Discovery	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director includes, yet fails to support the discoveries, comments, and/or questions actors uncovered in rehearsals.	Excellent Student director includes and supports the discoveries, comments, and/or questions actors uncovered in rehearsals.
Problem Solving	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director includes, yet fails to support and/or offer solutions to the challenges they foresee in their process.	Good Student director includes and supports the challenges they foresee in their process. However, the student director's responses/solutions to difficulties and/or challenges focuses on emotion and/or elements out of their control.	Excellent Student director includes and supports the challenges they foresee in their process. Additionally, the student director devises a well-supported plan on how they plan to solve/overcome their challenges. *Answer solutions given lies in the student director's control.
Next rehearsal session goals	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director lists their goals for the next rehearsal session.	Good Student director lists and supports their goals for the next rehearsal session. Student director fails to provide tangible quotes, units, and/or page numbers to validate their responses.	Excellent The student director lists and supports their goals for the next rehearsal session. Student director provides tangible quotes, units, and/or page numbers to validate their responses.
Working with Actors
	Poor 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
Word minimum	Poor Does not include a minimum of 400 words and/or information submitted is incomplete or irrelevant.	Fair Includes a minimum of 400 words	Good Includes a minimum of 400 words of intensely focused but informal exploratory writing. Writes generally; fails to support viewpoints with specifics. Note: Maximum will vary depending on the questions prompts given.	Excellent Includes a minimum of 400 words of intensely focused but informal exploratory writing. Information submitted is supported. Note: Maximum will vary depending on the questions prompts given.
Units/moments	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director in the stopping/starting actor work sessions, lists the units/moments worked/explored during rehearsal and supplies justification.	Good Student director in the stopping/starting actor work sessions, lists the units/moments worked/explored during rehearsal and supplies justification. In the written discussion, the student director also lists what they'd planned to achieve. Additionally, the student director states if the goal was achieved by the end of the rehearsal session.	Excellent Student director in the stopping/starting actor work sessions, lists the units/moments worked/explored during rehearsal and supplies justification. In the written discussion, the student director also lists what they'd planned to achieve. Additionally, the student director states if the goal was achieved by the end of the rehearsal session. Validation is given for why or why not.
Director's Discovery	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director includes, yet fails to support the discoveries, comments, and/or questions they uncovered in rehearsals.	Excellent Student director includes and supports the discoveries, comments, and/or questions they uncovered in rehearsals.
Actor's Discovery	Poor Information submitted is incomplete and/or irrelevant.	Fair N/A	Good Student director includes, yet fails to support the discoveries, comments, and/or questions actors uncovered in rehearsals.	Excellent Student director includes and supports the discoveries, comments, and/or questions actors uncovered in rehearsals.
Problem Solving	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director includes, yet fails to support and/or offer solutions to the challenges they foresee in their process.	Good Student director includes and supports the challenges they foresee in their process. However, the student director's responses/solutions to difficulties and/or challenges focuses on emotion and/or elements out of their control.	Excellent Student director includes and supports the challenges they foresee in their process. Additionally, the student director devises a well-supported plan on how they plan to solve/overcome their challenges. *Answer solutions given lies in the student director's control.
Next rehearsal session goals	Poor Information submitted is incomplete and/or irrelevant.	Fair Student director lists their goals for the next rehearsal session.	Good Student director lists and supports their goals for the next rehearsal session. Student director fails to provide tangible quotes, units, and/or page numbers to validate their responses.	Excellent The student director lists and supports their goals for the next rehearsal session. Student director provides tangible quotes, units, and/or page numbers to validate their responses.
Rehearsal sessions
	Poor 0 pts	Fair 1 pts	Good 2 pts	Excellent 3 pts
Rehearsal sessions	Poor Information submitted is incomplete and/or irrelevant.	Fair Posts from the journal responses include one rehearsal session	Good Posts from the journal responses include a minimum of two rehearsal sessions	Excellent Posts from the journal responses include a minimum of three rehearsal sessions and a maximum of 6 rehearsal sessions.
Rehearsal Responses	Poor Information submitted is incomplete and/or irrelevant.	Fair 1 journal response is posted immediately after the rehearsal/ independent character sessions have concluded and/or before 11:59 pm the day of rehearsal.	Good 2 journal responses are posted immediately after the rehearsal/ independent character sessions have concluded and/or before 11:59 pm the day of rehearsal.	Excellent 3-6 journal responses are posted immediately after the rehearsal/ independent character sessions have concluded and/or before 11:59 pm the day of rehearsal.

Subjects:

Humanities

Types:

Assignment

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