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iRubric: Monolgoue rubric

iRubric: Monolgoue rubric

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Monolgoue 
Acting Assessment
Assessment of singular actor's performance of a monologue
Rubric Code: M2W3963
By csb188
Ready to use
Public Rubric
Subject: Arts and Design  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Dramatic Performance Assessment
  Exemplary

4 pts

Meeting

3 pts

Approaching

2 pts

Beginning

1 pts

Character Development
1 %

How well has the student researched, developed, and delivered their character?
Exemplary

*Character's motivation is well-defined.<BR>
*Depth and range of emotion is expansive.<BR>
*Life and world of character is illuminated brilliantly through actor's performance.
Meeting

*Character's motivation is somewhat defined. <BR>
*Depth and range of emotion is adequate.<BR>
*Life and world of character is superficial, but adequately displayed through actor's performance.
Approaching

*Character's motivation is lacking.<BR>
*There is little depth or range of emotion.<BR>
*Life and world of character is not illuminated by actor's performance.
Beginning

*Student is doing little more than reading from the book.
Voice
1 %

Does the student use her/his voice as an instrument to propel their performance?
Exemplary

*Student consistently uses their voice expressively, safely, and articulately.<BR>
*Student projects their voice clearly.<BR>
*Student utilizes their voice to include variations of pitch, rate, volume, and tone consistent to their character.
Meeting

*Student enunciates clearly.<BR>
*Student varies voice pitch and tone, and reflects some level of expressiveness.
Approaching

*Student strives to enunciate and add variations, but overall effect is flimsy - due to either too much or too little expression.
Beginning

*Student exhibits poor vocal enunciation and no variations in volume and/or pitch.
Movement
1 %

Is the body utilized to the student's utmost ability to aid in development of character's intent and delivery of lines?
Exemplary

*Student employs phenomenal use of physicality to enhance character with body movements and facial expressions.<BR>
*Student uses a variety of blocking to add interest to the piece.<BR>
*Student's movements always reflect purpose.
Meeting

*Student employs appropriate use of physicality to enhance character with body movement and facial expression.<BR>
*Student uses an appropriate amount of blocking to add interest to the piece.<BR>
*Student's movements usually reflect purpose.
Approaching

*Student strives to employ appropriate use of physicality, but overall affect is flimsy - due to either too much or too little expression.<BR>
*Student's movements rarely reflect purpose.
Beginning

*Student employs little to no physicality in scene.<BR>
*Student's moves are without purpose.
Focus
1 %

Does the student retain focus (stay in character) throughout the entire performance?
Exemplary

*Student stays completely immersed in their character throughout the entire performance.<BR>
*Student never breaks focus, even during missed lines/cues.
Meeting

*Student weaves in and out of character slightly throughout performance.<BR>
*Student subtly breaks focus when thinking of next line/cue or out of obvious nervousness.
Approaching

*Student never truly immerses enough into their character to produce any kind of believability.<BR>
*Student's focus is easily broken; attention wavers often.
Beginning

*Student makes little to no attempt at staying in any type of character.<BR>
*Student lacks focus and seems unprepared.



Keywords:
  • monologue drama theatre theater scene



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