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iRubric: Honors Theatre III Acting Test rubric

iRubric: Honors Theatre III Acting Test rubric

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Honors Theatre III Acting Test 
Honors Theatre III Acting Test
This is the rubric for the Honors Theatre III Acting Test. Students are assigned a random partner and given a who, what, and where. Students must create a scene based on those circumstances and present them for a test grade.
Rubric Code: QX6924X
By Clovvorn
Ready to use
Public Rubric
Subject: (General)  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Honors Acting Test Theatre III
  Poor

0 pts

Fair

1 pts

Good

3 pts

Excellent

5 pts

Rehearsal Time (Shared Grade)

Poor

>Students did not use their rehearsal time effectively.
>Most of the time was spent talking or doing work not pertaining to the assignment.
>Students did not physically rehearse.
Fair

>The majority of the time was spent off-task.
>Students did not spend any of their time physically rehearsing, but instead sat and talked about it only.
Good

>The majority of the time was spent on-task.
>Students had some difficulty staying together and rehearsing the entire time.
>Some time was spent physically rehearsing.
Excellent

>Students spent the entire time rehearsing and staying on-task.
>Students spent the majority of the time physically working through their scene and improving upon it.
Voice & Articulation

Poor

>Student could not be heard. Voice was too low and quiet to be understood.
>Student did not practice good articulation and slurred most of their words, making them not understandable.
>Student was very monotone and did not use pitch changes or inflection.
Fair

>Student could hardly be heard. The audience had to strain to hear them.
>Student also mumbled/did not use very good articulation, making them hard to follow.
>Student rarely changed their pitch or utilized inflection.
Good

>Student was able to be heard the majority of the time, but still had trouble projecting in the full space.
>Student spoke clearly and with a moderate tempo, but did slur a few words.
Excellent

>Student was heard and understood clearly, with no trouble from the audience.
>Every word was clear and articulated, and their voice filled the entire performance space.
Movement

Poor

>The student utilized no movement during their scene, relying instead on sitting or standing with no gestures.
>They spent most of their time with their back to the audience.
Fair

>The student utilized minimum movement in their scene.
>Most of the scene consisted of sitting or standing with little to no gestures.
>They had their back to the audience often.
Good

>The student moved in the space and utilized pantomime and gestures to indicate the area around them.
>However, many of their movements were not specific or clear.
>They were open to the audience most of the time.
Excellent

>The student exhibited clear, concise movements with their scene.
>Their movements appeared rehearsed and controlled.
>They used pantomime and gestures to indicate space.
>They stayed open to the audience the entire time.
Character-Who

Poor

>The student did not attempt to communicate their character to the audience.
>The student did not attempt to communicate their relationship to their partner.
Fair

>The student had a character in mind, but had trouble communicating it to the audience.
>The student had trouble communicating the relationship between themselves and their partner.
Good

>The student had a character created for their scene, but did not use original methods to communicate it. (i.e. showing vs. telling)
>The student had a clear relationship with their partner, but did not use original methods to communicate it. (i.e. showing vs. telling)
Excellent

>The student had a character for their scene and communicated it to the audience in an original way.
>The student had a clear relationship with their partner and communicated it to the audience in an original way.
Location-Where

Poor

>The students made no attempt to inform the audience of their location.
Fair

>The students made limited attempts to inform the audience of their location.
>The students forgot about their location after the beginning of the scene.
Good

>The students made an attempt to communicate their location to the audience, but did not do so in an original way (i.e. showing vs. telling).
>Many times, the students forgot about their location after the beginning of the scene.
Excellent

>The students clearly showed their location to the audience in an original way.
>The students maintained the location of their scene throughout the scene.
Plot-What (Shared Grade)

Poor

>The students' scene had no beginning, middle, or end.
>Students seemed to not know what was going on.
>Complete lack of planning.
Fair

>Students were able to convey a general plot, but were still missing a clear beginning, middle, or end.
>Appeared to have some thought with what they were doing, but was not fully made apparent.
Good

>Students created a clear beginning, middle, and end, but did not appear to have thought it through.
>Students seemed unsure at times as to what to do next.
Excellent

>Students had a clear beginning, middle, and end.
>Showed clear, concise thinking with the creation of the plot.
>Students seemed to be aware the entire time of where the scene was going.



Keywords:
  • theatre, drama, test, acting, improvisation, improv, scene, evaluation, honors

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