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iRubric: Greek Theatre: Performance rubric

iRubric: Greek Theatre: Performance rubric

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Greek Theatre: Performance 
Greek Theatre: Performance
Create a full Greek Theatre experience using the scenes you were given: You must be memorized, engaged, open and using grand gestures, as well as opening with three choral tableaus, and ending with one gestural movement piece.
Rubric Code: V2W798C
By jtakhar86
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Presentation  
Grade Levels: 9-12

Powered by iRubric Greek Chorus: Performance
Create a 2-5 minute choral scene from the provided text, demonstrating the conventions of Ancient Greek Theatre.
  Excelling

(N/A)

Achieving

(N/A)

Developing

(N/A)

Beginning

(N/A)

Incomplete

(N/A)

Speaking as an ensemble

The group speaks in time, rhythmically and emotively as a chorus.
Excelling

The group speaks as a chorus extremely well and remain in rhythm with one another throughout the performance. Pitch, pace, volume and tone have been considered and varied throughout the scene to create emotive effect.
Achieving

The group rarely speaks out of rhythm with one another. Pace and tone have been considered and varied to create emotive effect.
Developing

The group mostly speaks in time, but are occasionally out of rhythm with one another. Some consideration of emotion is evident, through variation in tone.
Beginning

The group sometimes speak in time but are often out of rhythm with one another. There is some consideration of emotion evident, but it is unclear.
Incomplete

The group rarely speak in time. There is little consideration of emotion evident.
Moving as an ensemble

The group moves as a chorus in time, with rhythm, control and clarity, showing emotion.
Excelling

The group moves as a chorus with excellent control, and remain in rhythm with one another throughout. Movement is bold and impactful. Gesture, levels and pace of movement are varied throughout the scene to show emotion.
Achieving

The group moves as a chorus with good control and are rarely out of rhythm with one another. Movement is bold and clear. Gesture and levels are used to show emotion.
Developing

The group has some movement control but is occasionally out of rhythm with one another. Movement is mostly big enough to be seen by the audience, but occasionally lacks clarity. Some consideration of emotion is evident through the use of gesture.
Beginning

The group sometimes has movement control but often struggle to stay in rhythm with one another. Movement is sometimes big enough to be seen by the audience, but often lacks clarity. There is some consideration of emotion evident but it is unclear.
Incomplete

The group has little movement control and rarely stay in rhythm with one another. Movement is rarely big enough to be clear or understood by the audience. There is little consideration of emotion evident.
Use of tableaux

There is a frozen image at the beginning and end of the performance.
Excelling

3 Tableaux are used to begin the performance. Strong, expressive gesture is used, along with a range of different levels, to create an impactful frozen image that is held with focus.
Achieving

3 Tableaux are used to begin the performance. Some expressive gesture and differing levels have been considered, creating frozen images that are held with focus.
Developing

2 Tableaux are used to begin the performance. The group has attempted to incorperate gestures and differing levels, and try to hold the poses with focus.
Beginning

A tableau is used at the beginning of the performance. Gestures and differing levels are limited, and the overall focus is low.
Incomplete

Tableaux are not used to begin performance.
Character Speech

Projection, intention, and articulation to express character's state of being.
Excelling

Text is easy to understand
and hear. All words are clear
and loud enough to hear
with good vocal variety.
Actor is in touch with character's inner conflict and can express it through voice.
Achieving

Most of the text is easy to hear and understand but
needs work on one of the
following (vocal variety,
projection or diction).
Actor has strong moments of being in touch with character's inner conflict and expressing it.
Developing

Most of the text is
easy to understand but
needs more work on two or more of the following (vocal variety, projection or
diction). Actor is in touch with character's inner conflict a few times and demonstrates it.
Beginning

Trouble hearing and understanding the text
from anywhere beyond the front of the theatre and/or
text lacks any vocal variety.
Vocal characterization is brief or missing.
Incomplete

Text cannot be heard or
understood and is monotone.
Characterization and Gestures

Character expression, movement, and big gestural life.
Excelling

Strong choices are made to
create character fully.
Specific choices are
made as to how and when
to move based on the
characters needs and style.
Big greek theatre gestures used for effect and audience connection.
Achieving

Good choices are made to create character. General choices are made as to
how and when to move based on the characters needs and style. Larger greek theatre gestures used for some effect, but maybe not always effectively.
Developing

Character is not constant and/or choices were not
strong. Some choices are
made as to how and when to
move but some unmotivated
movement as well.
Greek theatre gestures missing or not committed to.
Beginning

Limited
characterization breaking of
character during the scene.
Movement is choppy and feels
unmotivated overall and/or
does not relate to the character or the style.
No greek theatre gestures.
Incomplete

Character is not present.
Very little movement
and/or movement that
does not relate to the
character or the style scene at all.
Memorization

Text memorization
Excelling

All lines are correct, fluid
and display a command of
the scene.
Achieving

All but a few lines are correct
and the scene is fluid.
Developing

Some choppiness and some lack of fluidity, needs
more rehearsal.
Beginning

Delivery is choppy, many
line errors, needs much more
rehearsal.
Incomplete

Scene is not memorized.
Rehearsal

The group is focused and energetic, and works collaboratively to create their performance.
Excelling

Each member of the group is focused and using their time effectively in the rehearsal process. Group members try out one another's ideas and encourage each other to do their best, and practise as a group with energy to improve the performance.
Achieving

Most members of the group are focused, and the rehearsal time is mostly used effectively. The group mostely listens to one another and provides vocal support, and practises their work diligently.
Developing

Some group members are focused, while others are distracted; rehearsal time sometimes effective. The group attempts to listen to one another, and practises their work when prompted to do so.
Beginning

Most group members show the ability to focus, but rehearsals are often distracted or off-task. The group is able to work collaboratively with help, but fails to practise performance.
Incomplete

The group is largely unfocused and does not use rehearsal time effectively. Group members are largely unable to work with one another and thus cannot practise their performance.






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