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    MS Theatre Perfromance Rubric

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    Robert Russell
    The student will perform in a play for their class, focusing on physical characterization and spoken dialogue clarity. There will be two formative performances with feedback, and a summative performance assessed based on an actions and sounds rubric. The rubric evaluates the clarity and accuracy of physical actions and vocal delivery in communicating to the audience.

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    MS Theatre Perfromance Rubric

    Uploaded by

    Robert Russell
    11 views3 pages
    The student will perform in a play for their class, focusing on physical characterization and spoken dialogue clarity. There will be two formative performances with feedback, and a summative performance assessed based on an actions and sounds rubric. The rubric evaluates the clarity and accuracy of physical actions and vocal delivery in communicating to the audience.

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    The student will perform in a play for their class, focusing on physical characterization and spoken dialogue clarity. There will be two formative performances with feedback, and a summative performance assessed based on an actions and sounds rubric. The rubric evaluates the clarity and accuracy of physical actions and vocal delivery in communicating to the audience.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    11 views3 pages

    MS Theatre Perfromance Rubric

    Uploaded by

    Robert Russell
    The student will perform in a play for their class, focusing on physical characterization and spoken dialogue clarity. There will be two formative performances with feedback, and a summative performance assessed based on an actions and sounds rubric. The rubric evaluates the clarity and accuracy of physical actions and vocal delivery in communicating to the audience.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    SKILL STANDARD: Create formal and informal performances using theatre skills

    and techniques.

    TASK: Performing in a play on stage in class. The focus of this assessment is to


    concentrate on:

    • The physical characterization of your character on stage. (Facing the audience,


    body movements, gestures, blocking)
    • The clarity of your spoken dialogue. (Projection, enunciation, accents, vocal
    quality)

    You will have two formative performances and one summative performance
    The first formative assessment you will have feedback from me
    Second formative assessment you will assess yourself and you will receive feedback from
    your peers and me.
    Third performance is Summative: You will receive feedback on the rubric and then you
    will reflect on your performance by identifying moments in the performance that relate to
    the rubric criterion.

    ACTIONS RUBRIC:

    ACTIONS
    HP The ACTIONS are CLEAR and they are HIGHLY accurate in
    communicating to the audience their intentions (teacher)

    I can create actions with performance techniques that CLEARLY


    communicate to an audience what I am doing because they are
    HIGHLY accurate. (Student)

    PROF The ACTIONS are mostly CLEAR and they are mostly accurate
    in communicating to the audience their intentions. (teacher)

    I can create actions with performance techniques that are


    MOSTLY CLEAR with communicating to an audience what I
    am doing because they are MOSTLY accurate. (Student)

    PP The ACTIONS are sometimes CLEAR and they are sometimes


    accurate in communicating to the audience their intentions

    I can create actions with performance techniques that are


    MOSTLY CLEAR with communicating to an audience what I
    am doing because they are MOSTLY accurate. (Student)

    DEV The ACTIONS need some attention to ensure they are CLEAR
    and accurate in communicating to the audience their intentions.
    I can create actions with performance techniques that are
    SOMETIMES CLEAR with communicating to an audience what
    I am doing because they are SOMETIMES accurate. (Student)

    BEG: The ACTIONS are not clear and they do not communicate to the
    audience their intentions.

    I can create actions with performance techniques that are


    BEGINING to become CLEAR with communicating to an
    audience what I am doing because they are BEGINING to
    become accurate. (Student)

    SOUNDS/ Vocal projection / characterization


    HP The SOUNDS are CLEAR and they are HIGHLY accurate in
    communicating to the audience their intentions. (teacher)

    I can speak lines of dialogue CLEARLY and communicate to an


    audience the vocal qualities of my character CLEARLY because
    my vocal inflections and vocal projection is HIGHLY accurate.
    (Student)

    PROF The SOUNDS are mostly CLEAR and they are mostly accurate
    in communicating to the audience their intentions. (teacher)

    I can speak lines of dialogue CLEARLY most of the time. I can


    communicate to an audience the vocal qualities of my character
    CLEARLY most of the time because my vocal inflections and
    vocal projection is MOSTLY accurate. (Student)

    PP The SOUNDS are sometimes CLEAR and they are sometimes


    accurate in communicating to the audience their intentions.
    (teacher)

    I can speak lines of dialogue CLEARLY some of the time. I can


    communicate to an audience the vocal qualities of my character
    CLEARLY some of the time because my vocal inflections and
    vocal projection are accurate some of time. (Student)
    DEV The SOUNDS need some attention to ensure they are CLEAR
    and accurate in communicating to the audience their intentions.
    (teacher)

    I am Developing skills to speak lines of dialogue CLEARLY.


    I am Developing skills to communicate to an audience the vocal
    qualities of my character CLEARLY.
    I am Developing skills with vocal inflections and vocal projection
    accurately. (Student)

    BEG: The SOUNDS are not clear and they do not communicate to the
    audience their intentions. (teacher)

    I am BEGINNING to speak lines of dialogue CLEARLY.


    I am BEGINNING to communicate to an audience the vocal
    qualities of my character CLEARLY.
    I am beginning to use vocal inflections and vocal projection
    accurately. (Student)

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