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iRubric: Drama Conflict & Power Scene rubric

iRubric: Drama Conflict & Power Scene rubric

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Drama Conflict & Power Scene 
Drama Conflict & Power Scene
Students have learned the essentials of stage fighting and how to portray power in a scene. Their assignment is to use a conflict situtation to create a 'story board' of tableaux which they will use as the basis for creating a dramatization. Self and teacher evaluation will be used.
Rubric Code: TXB57C8
By mariannevaessen
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Project  
Grade Levels: 9-12

Powered by iRubric Conflict & Power Scene
  Excellent

4 pts

Good

3 pts

Fair

2 pts

Poor

1 pts

Tableaux Performance
Content

Excellent

The scenes are accurate demonstrating an understanding of the topic.
Good

The scenes are logical and relevant to the topic.
Fair

Some of the scenes do not make sense in the context of the topic.
Poor

The scenes are illogical and have no relevance to the topic.
Character Portrayals

Excellent

Character portrayals are accurate and demonstrate an excellent grasp of the topic.
Good

Character portrayals are relevant to the topic and well thought out.
Fair

Character portrayals are not always relevant to the topic.
Poor

Character portrayals have no relevance to the topic.
Power

Excellent

There is a very clear power structure in the scenes. It is always clear who has the most power, descending down to the person with the least power.
Good

There is a power structure in the scene. It is often clear who has the most power and who has the least power, but it is difficult to tell where all of the levels of power are.
Fair

There is a vague power structure in the scene. The viewer can assume who has the most power, but all other levels of power are unclear.
Poor

There does not seem to be any power structure in the scenes. It is not clear who has the most or least power.
Skit Performance
Facial Expressions

Excellent

Different facial expressions were used, and they accurately portrayed the mood or emotion intended. Very expressive faces.
Good

Students used facial expressions and attempted to match the mood or emotion. They were expressive most of the time.
Fair

Students sometimes tried to use facial expressions in an attempt to match the mood or emotion. They were expressive some of the time.
Poor

There were few if any facial expressions. Present facial expressions did not match with mood or emotion. The faces were blank.
Voice

Excellent

Students varied the tone and volume of voices often to match the mood/emotion of the character. Students could always be heard.
Good

Students attempted to change the tone/volume of the voice to add mood and emotion. Most of the time the voice matched the situation.
Students' voices could be heard most of the time.
Fair

Students sometimes attempted to change the tone/volume of the voice to add mood and emotion. Some of the time the voice did not match the situation.
Occasionally students could not be heard.
Poor

Students were hard to hear. Voice was monotone, and there were little to no emotions/moods portrayed.
Body Movement

Excellent

The movements were expressive and helped to tell the story. They matched the mood/emotion of the character. Movements seemed to fit the moment.
Good

There were body movements. Most of the time the movements matched the emotion/mood, and helped to tell the story. Rarely did the movements seemed out of place.
Fair

There were some body movements. Some of the time the movements matched the emotion/mood, and helped to tell the story. Sometimes the movements seemed out of place.
Poor

Actors stood still most of the time, as if frozen. Few body movements did not help to tell the story.
Group Work
Rehearsed

Excellent

Extensive rehearsal is evident. All students know what is happening, and have an excellent idea of their parts.
Good

Rehearsal is evident, but some students look confused and are unsure of what is going on. Some students have a good idea of their parts.
Fair

Some rehearsal is evident, but several students look confused and are unsure of what is going on. Some students have a general idea of their parts.
Poor

The skit looks as if it was thrown together at the last minute. Students do not know what is going on or what they should be doing.
Equal contribution

Excellent

All students are acting and speaking. Parts have fairly equal amounts of contribution.
Good

All students are acting and speaking, but one or two parts are contributing more than others.
Fair

Most students are talking and acting. A few are not contributing to the skit. Some students are doing most of the work.
Poor

One person is doing most of the speaking/acting. Others are just standing around.



Keywords:
  • Drama, Tableaux, Skit, Dramatization



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