iRubric: Shakespeare Scene Presentation rubric

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Shakespeare Scene Presentation

Small group acting assignment

Rubric Code: WX52A47

By dgrahamk

Ready to use

Public Rubric

Subject: English

Type: Presentation

Grade Levels: 9-12

Scene Presentation
	Exceeding Competency 4 pts	Competent 3 pts	Approaching Competency 2 pts	Beginning Competency 1 pts	Incompetent 0 pts
Volume & Articulation Does the student use his/her voice as an instrument to propel their performance?	Exceeding Competency Words clear and well-projected. Varied rate, volume, pitch and pause. Pitch and inflection match character.Voice fits character. Words pronounced correctly.	Competent Words clear and well-projected. Varied rate, volume, pitch and pause. Voice fits character. Words pronounced correctly.	Approaching Competency Words clear. Varied rate and volume. Voice fits character. Words pronounced correctly.	Beginning Competency Words muffled and unclear. Monotone. Words pronounced incorrectly.	Incompetent Words are so muffled and unclear that the audience has no idea what is being said. Many words are pronounced incorrectly.
Characterization (x2) Is the body utilized to aid in the development character intent and delivery of lines?	Exceeding Competency Character is different from self. Facial expressions reveal thought and action. Movements show age, physical condition, personality and attitudes. No character breaks.	Competent Character is different from self. Movements show age, physical condition, personality and attitudes. <BR> No character breaks.	Approaching Competency Character is slightly different from self. Movements show age and physical condition. Performance had character breaks.	Beginning Competency Character is not different from self.<BR> Not believable. Breaks character.	Incompetent Character is not different from self.<BR> Not believable. No character is created...just reading from the book.
Movement/Blocking Does the blocking enhance the performance?	Exceeding Competency Expertly uses blocking to enhance and add interest to the piece. Movements always reflect purpose.	Competent Uses most of the blocking given during rehearsals in a way that adds interest to the piece. Movements usually reflect purpose.	Approaching Competency Movements rarely reflect purpose. Execution of blocking is inconsistent.	Beginning Competency Moves are generally confusing and without purpose. Recollection of blocking is minimal.	Incompetent No attempt is made to execute blocking that was given. Moves randomly and without purpose during the scene.
Focus/Poise Does the student retain focus throughout the entire performance?	Exceeding Competency Listens to and responds to other characters on stage. Concentration complete. Remains in character. Smooth line delivery and transitions. Believable.	Competent Listens to and responds to other characters on stage. Concentration complete. Remains in character. Believable.	Approaching Competency Listens to and responds to others on stage, but concentration is incomplete. Any break in character is quickly recovered.	Beginning Competency Listens to and responds to others on stage, but concentration is incomplete. Had difficulty regaining focus.	Incompetent Does not listen and respond to others on stage. Performance is not believable.
Props & Costumes Do the props help to define the character and action in the scene?	Exceeding Competency Uses props and costumes effectively and comfortably to define character and action in the scene.	Competent Uses props and costumes effectively to define character and action in the scene. Appears uncomfortable with use on occasion.	Approaching Competency Attempts to use props and costumes within the scene to define character and action.	Beginning Competency Does not use props and costumes to define character or action in the scene.	Incompetent Props and costumes distract from the character and action in the scene.
Collaboration (x2) How does the student work with others? Does the student use time effectively?	Exceeding Competency Group members were active participants and made effective use of class time.	Competent Group members were active participants most of the time and made effective use of class time.	Approaching Competency Group members were distracting at times, discussing non-topic related information.	Beginning Competency Group members were distracted most of the time discussing non-topic related information.	Incompetent Members did not make effective use of class time. In absence of partner(s), or in his/her presence, the member did not fulfill group obligation or do work.
Prompt Book (x2) How much thought, did you put into the background, characters, and performing the scene?	Exceeding Competency Important questions are present. Extensive notes on background, character, setting, props, costumes, & blocking.	Competent Important questions are present. Notes on one of the following areas are missing: background, character, setting, props, costumes, & blocking.	Approaching Competency Important questions are present. Notes two of the following areas are missing: background, character, setting, props, costumes, & blocking.	Beginning Competency Important questions are not present. Notes three of the following areas are missing: background, character, setting, props, costumes, & blocking.	Incompetent No notes or questions are present.

Keywords:

acting scene presentation

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Types:

Presentation

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