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iRubric: Staged Reading Performance rubric

iRubric: Staged Reading Performance rubric

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Staged Reading Performance 
Characterization SLO
Rubric Code: N235WX7
By tpohlhaus
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Presentation  
Grade Levels: 9-12

Powered by iRubric Staged Reading
  Excellent (A)

5 pts

Good (B)

4 pts

Fair (C)

3 pts

Needs Improvement (D)

2 pts

Poor (F)

1 pts

Physical Characterization

Excellent (A)

*Employs outstanding use of physical mannerisms, gestures, and body movement to define character's background.
Good (B)

*Employs very strong use of physical mannerisms, gestures, and body movement to define character's background.
Fair (C)

*Strives to use some physical mannerisms, gestures, and body movement to define character's background.
Needs Improvement (D)

*Employs little or ineffective physical mannerisms, gesture,and body movement to define character's background.
Poor (F)

*Employs no physical mannerism that is similar to the character; actor employs habitual patterns with no character focus.
Vocal Characterization

Excellent (A)

*Employs outstanding use of voice quality & inflection to define character's background.
Good (B)

*Employs very strong use of voice quality & inflection to define character's background.
Fair (C)

*Strives to use voice quality & inflection to define character's background
Needs Improvement (D)

*Employs little or ineffective voice quality & inflection to define character's background.
Poor (F)

*Employs no voice quality or inflection that is similar to the character; actor is monotone with no character focus.
Volume & Articulation

Excellent (A)

Student spoke loudly and clearly during the entire performance.
Good (B)

Student spoke loudly and clearly during most of the performance.
Fair (C)

Student spoke loudly and clearly during some of the performance.
Needs Improvement (D)

Student rarely spoke loudly and clearly during the performance.
Poor (F)

Student did not speak loudly or clearly during the performance.
Movement/blocking

Excellent (A)

*Student expertly uses blocking to enhance and add interest to the piece.<BR>

*Student's movements always reflect purpose.
Good (B)

*Student uses most of the blocking developed during rehearsals in a way that adds interest to the piece.<BR>

*Student's movements usually reflect purpose.
Fair (C)

*Student's movements rarely reflect purpose.<BR>

*Execution of blocking is inconsistent.
Needs Improvement (D)

*Student's moves are generally confusing and without purpose.<BR>

*Recollection of blocking is minimal.
Poor (F)

*No attempt is made to execute blocking that was given. <BR>

*Student moves randomly and without purpose during the scene.
Focus/Poise

Excellent (A)

*Student stays in character for the entire performance. <BR>

*Student is confident and poised onstage.
Good (B)

*Student stays in character for most of the performance. <BR>

*Student is usually confident and poised onstage.
Fair (C)

*Student stays in character for some of the performance. <BR>

*Student is occasionally confident and poised onstage.
Needs Improvement (D)

*Student rarely stays in character during the performance. <BR>

*Student lacks confidence and poise onstage.
Poor (F)

*Student is unable to stay in character. <BR>

*Student does not demonstrate confidence or poise onstage.
Preparedness

Excellent (A)

*Student is very comfortable with the script and blocking and able to look up to connect with other actors and audience.
Good (B)

*Student is comfortable with the script and blocking.
Fair (C)

*Student is mostly comfortable with the script and blocking, but may have 1-2 moments of confusion.
Needs Improvement (D)

*Student is somewhat uncomfortable with the script and blocking and has many moments of confusion.
Poor (F)

*Student is very uncomfortable with the script and blocking.



Keywords:
  • theatre performance characterization acting



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