rubric gallery

Each student will create either a poster board presentation or a power point slide presentation to show during her oral presentation based on key elements of Shakespeare's life and times. The poster or power point will contain relevant and interesting information directly from her specific reading and presentation assigment. The posters will be designed on either 2 or more 11x14 size poster boards OR 1 full size poster board - whichever offers the most clarity between the information being presented and the audience. The power points will have a minimum of 12 slides - bearing in mind that the quality, clarity, and creativity of slides is more important than quantity.

The following rubric is a checklist for your current singing skills. During class, with a partner from your voice section, you will sing an excerpt from a song from our repertoire. You will be expected to sing with pitch and rhythmic accuracy, energy and projection, diction and articulation, expression and style, proper tone quality and blend.

Please write a summary to show the depth of your comprehension regarding this story's important characters and plot points supported by important details. You may write in either paragraph form or use bullet pointed sentences. (Use your best spelling and grammar, though grading will be based on the following criteria.)

This activity is designed to have small groups create theatrically "big" scenes WITHOUT ANY SOUND OR DIALOGUE. Each participant is responsible for staying on task while helping to recreate the chosen story line and clarify the uniquely different main characters from that story line. The pantomimed scene should be at least two minutes long, actors should stay in character be physically exaggerated, while the scene clearly depicts either one part of the story OR a funny synopsis of the whole story.

This rubric is designed to help you work on your pantomime and narration skills.

The following rubric is a checklist for singing skills that will help guide your audition preparations.

rubric for individual performance for singing in class, either after concert checks or semester testing

This activity is designed to have small groups create theatrically "big" scenes WITHOUT ANY SOUND OR DIALOGUE. Each participant is responsible for staying on task while helping to recreate the assigned story line and clarify the uniquely different main characters from that story line. (For example, Snow White, the Dwarfs, the Witch, and Prince Charming.) The pantomimed scene should have a clear beginning, middle and end and depict either one part of the story or a funny synopsis of the whole story.

This rubric is designed to help you work on your pantomime and narration skills.

This activity is designed to have small groups create theatrically "big" scenes. Each participant is responsible for staying on task while helping to create interesting characters and a story line that has a clear beginning, middle and end. Each small group must turn in one typed script that details each actor's name and every move that her character is suppose to make. Each scene must be at least 3 minutes long.

Each student will be randomly assigned an unusual costume piece or prop. Each student will partner up with one or more classmates. Partners or small groups will create a scenario - who, what, where - based on characters developed from costume and prop inspiration. Partners or small groups will create a pantomime script with a clear beginning, middle and ending throughout which the characters must interact with overly physical and exaggerated movements, gestures and facial expressions. The script can include character dialogue but should be built on "stage directions" that clarify each character's movements to tell the story. All the characters movements must be scripted, practiced, memorized and performed in class. The object of this process is to use exaggerated physicality and connection with others to create an interesting, active and enteraining story with purposeful and clear character development.

How well have you prepared for this song performance assessment in a variety of areas?

The following rubric will be used for both self and teacher assessment for presentations of original pantomimed scenes.

The following rubric will be used for both self and teacher assessment for individual, partnership and group presentations.

Students have been split into small groups of either five or six members. Each group has chosen a song for which they have supplied the music and will choreograph a warm-up routine. Each group must work together to create a warm-up routine that they will memorize and teach together to the rest of the class. This routine should incorporate multiple stretches, relaxation techniques, and body and mind focusing activities, as well as help the group feel energized and prepared to work together throughout the class time. Keep in mind that the routine must be able to be done by all classmembers within the confines of the music room.

The following rubric will be used to grade your reflective writing.

This performance rubric is an evaluative tool for both a teacher assessment and a student self-assessment which reflects scene preparation and performance.

Is your dialogue effectively memorized, and are you able to speak it out loud with accurate wording?

Is your monologue effectively memorized, and are you able to speak it out loud with accurate wording? You don't have to use other acting skills or blocking for this process. Focus on clean memorization and clear speech.

Each small group of team members will decide on a product for which they will pretend to manufacture. The "machine" will be created my each of the team members repeating a sound and motion that actively uses their body parts. For example, twist the torso, lift the leg, roll the head, flip the hair, squeeze the fist, etc. Each member should have a different movement accompanied by a different sound, but each "piece" should fit together with the others. The machine should be built by one person starting by herself, and then a second person adding on, and so on until everyone's working together as the machine. Each team should decide on a creative way to stop or end the process. The other classmates will try to guess what you made after you're done.