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iRubric: Acting Assessment rubric

iRubric: Acting Assessment rubric

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Acting Assessment 
Acting Assessment
Assessment of singular actor's performance from either a monologue, scene or production.
Rubric Code: PX8CW9A
By pusedgirl
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric 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

Revisit

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.<BR>
*Depth and range of emotion is expansive.<BR>
*Life and world of character is illuminated brilliantly through actor's performance.
Apprentice

*Character's motivation is somewhat defined. <BR>
*Depth and range of emotion is adequate.<BR>
*Life and world of character is superficial, but adequately displayed through actor's performance.
Novice

*Character's motivation is lacking.<BR>
*There is little depth or range of emotion.<BR>
*Life and world of character is not illuminated by actor's performance.
Revisit

*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, safely, and articulately.<BR>
*Student projects their voice clearly.<BR>
*Student utilizes their voice to include variations of pitch, rate, volume, and tone consistent to their character.
Apprentice

*Student enunciates clearly.<BR>
*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.
Revisit

*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.<BR>
*Student uses a variety of blocking to add interest to the piece.<BR>
*Student's movements always reflect purpose.
Apprentice

*Student employs appropriate use of physicality to enhance character with body movement and facial expression.<BR>
*Student uses an appropriate amount of blocking to add interest to the piece.<BR>
*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.<BR>
*Student's movements rarely reflect purpose.
Revisit

*Student employs little to no physicality in scene.<BR>
*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.<BR>
*Student fluidly delivers her/his lines while following their blocking confidently.<BR>
*Student obviously spent a significant amount of time on project and came to class ready and prepared.
Apprentice

*Student delivers lines and follows blocking 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.<BR>
*Student lacks any fluidity in movement and delivery of lines; did not spend nearly enough time in preparation.
Revisit

*Student cannot perform without the script.<BR>
*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.<BR>
*Student never breaks focus, even during missed lines/cues.
Apprentice

*Student weaves in and out of character slightly throughout performance.<BR>
*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.<BR>
*Student's focus is easily broken; attention wavers often.
Revisit

*Student makes little to no attempt at staying in any type of character.<BR>
*Student lacks focus and seems unprepared.
Ensemble
5 %

If graded performance is part of a scene or production rather than a monologue, assessment should be made on student's ability to work with others.
Master

*If monologue - N/A<BR>
*Student's awareness and empathy towards other cast members is very apparent. <BR>
*Student listens and reacts to character's appropriately, and is involved in meaningful stage buisness throughout the whole performance.
Apprentice

*If monologue - N/A<BR>
*Student's awareness and empathy towards other cast members is acceptable.<BR>
*Student listens and reacts to character's appropriately, and is involved in meaningful stage buisness throughout most of the performance.
Novice

*If monologue - N/A<BR>
*Student's awareness and empathy towards other cast members is weak.<BR>
*Student seems to listen little and reacts to character's inappropriately, and is involved in meaningful stage buisness throughout little of the performance.
Revisit

*If monologue - N/A<BR>
*Student's awareness and empathy towards other cast members is non existent.<BR>
*Student has no concept of how to listen or react to other characters on stage.



Keywords:
  • monologue drama theatre theater scene



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