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iRubric: Dramatic Assessment rubric

iRubric: Dramatic Assessment rubric

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Dramatic Assessment 
Dramatic Assessment
Assessment of singular actor's performance from either a monologue or dramatic scene.
Rubric Code: D2XC8X
By schmidtk
Ready to use
Public Rubric
Subject: Arts and Design  
Type: (Other)  
Grade Levels: (none)

Powered by iRubric Dramatic Performance Assessment
  Master

Student possesses exemplary skill and mastery of all techniques needed for a successfully delivered dramatic performance.

100 pts

Apprentice

Student possesses sufficient skill and mastery of all techniques needed for a successfully delivered dramatic performance.

80 pts

Novice

Student is in need of additional skills and mastery of the techniques needed for a successfully delivered dramatic performance.

70 pts

Stage Hand

Student possesses little to no skill and/or mastery of the techniques needed for a successfully delivered dramatic performance.

50 pts

Character Development
20 %

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

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

*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.
Novice

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

*Student is doing little more than reading from the book.
Voice
20 %

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

*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.
Apprentice

*Student enunciates clearly. *Student varies voice pitch and tone, and reflects some level of expressiveness.
Novice

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

*Student exhibits poor vocal enunciation and no variations in volume and/or pitch.
Movement
20 %

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

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

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

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

*Student employs little to no physicality in scene. *Student's moves are without purpose.
Preparation
20 %

How much time did the student apparently spend in preparation for their performance?
Master

*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.
Apprentice

*Student delivers lines and hits marks well and with few errors. *Student spent an appropriate amount of time preparing for project.
Novice

*Student has trouble delivering lines without calling for them. *Student lacks any fluidity in movement and delivery of lines; did not spend nearly enough time in preparation.
Stage Hand

*Student cannot perform without the book. *Student has no fluidity and is obviously not prepared.
Focus
15 %

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

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

*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.
Novice

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

*Student makes little to no attempt at staying in any type of character. *Student lacks focus and seems unprepared.
Ensemble
5 %

If graded performance is part of a scene, rather than a monologue, assessment should be made on student's ability to work with others.
Master

*If monologue - N/A *Student's awareness and empathy towards other cast members is very apparent. *Student's attainment of ensemble concept and fruition of goal to work effectively en masse is superlative.
Apprentice

*If monologue - N/A *Student's awareness and empathy towards other cast members is acceptable. *Student's attainment of ensemble concept and fruition of goal to work effectively en masse is acceptable.
Novice

*If monologue - N/A *Student's awareness and empathy towards other cast members is weak. *Student seems to have little concept of how to work as an ensemble.
Stage Hand

*If monologue - N/A *Student's awareness and empathy towards other cast members is non existent. *Student has no concept of how to work as an ensemble.



Keywords:
  • monologue drama theatre theater scene



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