iRubric: Pied Piper Commedia Dell'Arte Presentation rubric

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Pied Piper Commedia Dell'Arte Presentation

Students will, in group, perform a memorized selection from the "Commedia Pied Piper"script. This will have blocking, full physical characterization

Rubric Code: NX6CC6X

By wharms

Ready to use

Public Rubric

Subject: Humanities

Type: Presentation

Grade Levels: 9-12

Commedia Pied Piper. Commedia dell'Arte Pied Piper Scenework
	Excellent 10 pts	Good 8.5 pts	Basic 7.5 pts	Fair 5 pts	Poor 3 pts
Volume/Diction	Excellent Student was audible at all times and used volume to aid in portraying the character's emotions. Student grabbed the audience's attention with their volume.	Good Student was audible at all times and occasionally used volume to aid in portraying the character's emotions.	Basic Student was audible the entire time.	Fair Student was audible the entire time but did not use volume to aid in portraying the character's emotions.	Poor Student could not be heard and/or understood.
Vocal Expression	Excellent Student used vocal tone to express emotion throughout the entire scene. Student was vocally "over the top".	Good Student used vocal expression to convey emotion throughout the entire scene. They used different techniques for all of their characters.	Basic Student used vocal expression to convey emotion that was effective for their characters.	Fair Student attempted to use expression but was not consistent or was weak.	Poor Student did not use vocal expression.
Physical Expression	Excellent Student employs phenomenal use of physicality to enhance character with body movements and facial expressions.	Good Student uses creative and interesting physical posture and gestures to emphasize their character's traits and emotions. They use different physicality for each character they play.	Basic Student uses physical posture and gestures to emphasize their character's traits and emotions. They use different physicality for each character they play.	Fair Student attempts to employ appropriate use of physicality to support emotions and character traits but overall affect is flimsy.	Poor Student makes no attempt to use physicality in scene to support emotion and character traits. Student's moves are without purpose.
Characterization	Excellent The student made clear, interesting text supported character choices which added to the scene and illuminated the character.	Good The student makes interesting character choices supported by the text for all characters they play.	Basic Student makes basic character choices supported by the text for all characters they play.	Fair Student attempted to make character choices but the majority were not supported by the text, or they only make choices for one character.	Poor Student did not make character choices.
Focus	Excellent Student stays completely immersed in their character throughout the entire performance. Student never breaks focus, even during missed lines/cues or mistakes in the music.	Good Student stays immersed in character for the majority of the scene. They are able to recover and refocus after distractions. They resist having their focus broken.	Basic Student stays immersed in character for the majority of the scene. They are able to recover and refocus after distractions. They do not interact in an inappropriate way with the audience.	Fair Student never truly immerses enough into their character to produce any kind of believability. Student's focus is easily broken; attention wavers often. They don't make an attempt to stay in focus.	Poor Student makes little to no attempt at staying in any type of character.Student lacks focus and does not attempt to stay in the scene. Student actively engages with audience in inappropriate ways.
Memorization	Excellent Student has the script completely memorized. They are obviously confident in their presentation. Student does not carry the script.	Good Student has the script memorized, and can recover after a line mishap. There are Student does carry the script.	Basic Student has the script basically memorized, and only needs to refer to the script occasionally. Student uses the script.	Fair Student has made an attempt at memorizing, and is using the script, to the detriment of the scene. Student uses the script.	Poor Student obviously doesn't know the scene and is woefully unprepared, given the amount of classroom time for the project Student uses the script.

Keywords:

commedia, pied piper

Subjects:

Humanities

Types:

Presentation

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