iRubric: Dramatic Monologue Assessment rubric

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Dramatic Monologue Assessment

Solo monologue assessment.

Rubric Code: CX7AA23

By glovere

Ready to use

Public Rubric

Subject: Arts and Design

Type: (Other)

Grade Levels: 6-8, 9-12

Dramatic Performance Assessment
	Exceptional (8-10) Student possesses exemplary skill and mastery of all techniques needed for a successfully delivered dramatic performance. 10 pts	Good (7-8) Student possesses sufficient skill and mastery of all techniques needed for a successfully delivered dramatic performance. 7 pts	Fair (6-7) Student is in need of additional skills and mastery of the techniques needed for a successfully delivered dramatic performance. 6 pts	Poor (5) Student possesses little to no skill and/or mastery of the techniques needed for a successfully delivered dramatic performance. 5 pts
Voice	Exceptional (8-10) -Student consistently uses their voice expressively and articulately. -Student projects their voice clearly. -Student utilizes their voice to include variations of pitch, rate, volume, and tone consistent to their character.	Good (7-8) -Student enunciates clearly. -Student varies voice pitch and tone, and reflects some level of expressiveness.	Fair (6-7) -Student attempts to enunciate and add variations. - either too much or too little expression.	Poor (5) -little vocal enunciation and no variations in volume and/or pitch.
Character Development	Exceptional (8-10) -Character's motivation is well-defined. -Depth and range of emotion is ongoing. -Life and world of character is shown brilliantly through actor's performance.	Good (7-8) -Character's motivation is somewhat defined. -Depth and range of emotion is adequate. -Life and world of character is superficial, but adequately displayed through actor's performance.	Fair (6-7) -Character is somewhat present in the performance. -There is little depth or range of emotion. -Life and world of character is somewhat shown by actor's performance.	Poor (5) -Student is doing little more than reading their lines. - The character's life and world is rarely portrayed by the actor's performance.
Movement	Exceptional (8-10) -Student shows phenomenal use of movement and facial expressions to enhance character. -Student's movements always reflect purpose.	Good (7-8) -Student uses appropriate use of body movement and facial expression to enhance character. -Student's movements usually reflect purpose.	Fair (6-7) -Student strives to use appropriate use of body movement and facial expression to enhance character. - either too much or too little expression. -Student's movements rarely reflect purpose.	Poor (5) -Student employs little to no movement and facial expression in the scene. -Student's moves are without purpose.
Preparation	Exceptional (8-10) -Student's lines are delivered flawlessly from memory. -Student fluidly delivers her/his lines while hitting their marks confidently. -Student obviously spent a significant amount of time on project and came to class ready and prepared.	Good (7-8) -Student delivers lines and hits marks well and with few errors. -Student spent an appropriate amount of time preparing for project.	Fair (6-7) -Student has some difficulty in the delivery of lines. - The student often looks to their script for reminders. - The student needed to spend more time practicing and learning their lines.	Poor (5) - The student can perform their monologue with full support of the script. -Student has limited fluidity and is slightly prepared.
Focus	Exceptional (8-10) -Student stays completely immersed in their character throughout the entire performance. -Student never breaks focus, even during missed lines/cues.	Good (7-8) -Student weaves in and out of character slightly throughout performance. -Student subtly breaks focus when thinking of next line/cue or out of obvious nervousness.	Fair (6-7) -Student never truly immerses enough into their character to produce any kind of believably. -Student's focus is easily broken; attention wavers often.	Poor (5) -Student makes little attempt at staying in character. - Student needs teacher support to focus on the task. - The student appears to be unprepared.
Props	Exceptional (8-10) * Student has found appropriate props and costume to enhance the overall performance. * All props and costume are relevant, appropriate and do not interfere with the overall presentation.	Good (7-8) - Student has found appropriate props and costume to enhance the overall performance. - Most props and costume are relevant, appropriate and do not interfere with the overall presentation.	Fair (6-7) -Student has found only minimal props and costume. -The props and costume are not relevant or appropriate and tend to interfere with the overall presentation.	Poor (5) - No props or costume are present. OR * Props and costumes are irrelevant to the monologue.

Keywords:

monologue drama

Subjects:

Arts and Design

Types:

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