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RUBRIC FOR ORIGINAL MELODRAMA

March 6th, 2012 No comments
  Exemplary (A) Proficient (B) Developing (C) Emerging (D)
Story Virtue under siege and poetic justice are powerfully portrayed. Two or more of the following plot devices (coincidence, concealed identity, startling discoveries, reversals, climactic scene endings) are used consistently to excellent effect. Virtue under siege and poetic justice are effectively portrayed.  Two or more of the following plot devices (coincidence, concealed identity, startling discoveries, reversals, climactic scene endings) are used, though not with consistent effect. Virtue under siege and poetic justice are portrayed. At least one of the following plot devices (coincidence, concealed identity, startling discoveries, reversals, climactic scene endings) is used. Virtue under siege and poetic justice are portrayed.  Plot devices are not used.
Characterization Conventional hero, villain, damsel in distress, and sidekick stereotypes are played with powerful vocal delivery and emphatic gesturing and excellently contribute to emotional appeal. Conventional hero, villain, damsel in distress, and sidekick stereotypes are played with generally effective vocal delivery and emphatic gesturing and contribute to emotional appeal. Conventional hero, villain, damsel in distress and sidekick stereotypes are sometimes played with effective vocal delivery and emphatic gesturing. Conventional hero, villain, damsel in distress, and sidekick stereotypes generally lack effective vocal delivery and emphatic gesturing.
Production Musical underscoring and spectacle excellently enhance emotional appeal. Action is fast paced. Musical underscoring and spectacle generally enhance emotional appeal. Action is generally fast- paced. Musical underscoring and spectacle sometimes enhance emotional appeal.  Action is sometimes fast-paced. Musical underscoring and spectacle are generally lacking. Action generally lacks fast pacing.

 

Categories: Explore Theatre Tags: ,

Rubric for Published Status Scenes

September 30th, 2011 No comments

 

Exemplary (A) Proficient (B) Developing (C) Emerging (D)
Status Performance Status relationship is clearly established at the start and shifts frequently in a logical, highly committed, and skillful manner. Status relationship is clearly established at the start and shifts broadly in a logical, committed, and competent manner. Status relationship is clearly established at the start but clarity of shift is hampered by either lack of commitment or lack of skill. Lack of skill and absence of commitment notably hamper both establishment of, and change in, status relationship.
Preparation Pacing, set pieces, props, and costumes notably enhance character and action. Pacing, set pieces, props pieces, and costumes generally enhance character and action. Pacing, set pieces, props, pieces, and costumes somewhat enhance character and action. There is a lack of preparation in terms of pacing, set pieces, props, and costumes.
Mechanics Movement optimizes setting. Lines are consistently heard and understood. Movement generally utilizes setting.  Lines are generally heard and understood. Movement sometimes utilizes setting.  Lines are generally heard and understood. Movement rarely utilizes setting.  Lines are sometimes understood.

 

 

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Personal Engagement Rubric

August 25th, 2011 No comments
Exemplary (A) Proficient (B) Developing (C) Emerging (D)
Personal Engagement and Group Work The group is consistently and productively on-task.  All members are equitably involved.  The group allows other groups to be consistently and productively on-task as well.  When the group has stopped work before the time elapses, they show a finished and polished product. The group is consistently and productively on-task, but work could be more equitably divided. The group allows other groups to be consistently productive. When the group has stopped work before the time elapses, they show a clearly improved product. The group needs reminding from the teacher to stay on task.  One or more people in the group are not on-task. The group allows other groups to be productive. When the group has stopped working before the time elapses, there are only a few improvements. The group needs constant reminding from the teacher to stay on task.  The group is as a whole not on task. They distract other groups from being productive. When they have finished work before the time elapses, improvements are negligible.
Categories: Explore Theatre Tags: ,

Simple Rubric for Journals

August 24th, 2011 No comments

A  The student keeps journal updated in an outstanding manner.  Notes, visuals, and reflections show consistent care and specifics in keeping a record of the learning process.

 

B  The student keeps journal updated in a commendable manner.  Notes, visuals, and reflections are generally of high quality in keeping a record of the learning process.

 

C  The student keeps journal updated in a satisfactory manner.  There are some notes, visuals, or reflections, but the quality seems to be inconsistent in keeping a record of the learning process.

 

D  The student shows difficulty keeping the journal updated. There appears to be perfunctory effort in keeping a record of the learning process.

Categories: IB2 Theatre 2011-12 Tags: ,

Rubric for original status scenes

August 22nd, 2011 No comments

Based on preliminary scene improvisations, here is a rubric that the classes will discuss and utilize in class.

  Exemplary (A) Proficient (B) Developing (C) Emerging (D)
Script The conflict develops in a consistently logical and credible manner. The conflict develops with general logic and credibility. The conflict develops with some gaps in logic and credibility. The conflict develops in an apparently perfunctory, random manner.
Status The actors establish status and status changes in a consistently committed manner. Movement and speech enhance status portrayal. The actors establish status and status changes in a generally committed manner. Movement and speech are generally consistent with status portrayal. The actors sometimes establish status and status changes in a committed manner. Movement and speech are sometimes consistent with status portrayal. Status interaction is notably hampered by lack of commitment in one or more of the actors. Movement and speech generally detract from appropriate status portrayal.
Preparation Pacing, props, set pieces, and costumes notably enhance character and action. Pacing, props, set pieces, and costumes are generally consistent with character and action. Pacing, props, set pieces,  and costumes are somewhat consistent with character and action. There is a clear lack of preparation in pacing, props, set pieces, and costumes consistent with character and action.

Specific Comments for Script:

Specific Comments for Status Performance:

Specific Comments for Preparation:

Categories: Explore Theatre Tags: , , ,

Rubric for “Sound Effects” Playlet

June 5th, 2011 No comments
Overall Impact Dramatic Structure Characterization Production Elements
A/A-Exemplary The play fulfils the intended overall impact in an outstanding manner. The plot, as scripted, is completely logical in flow and develops to a powerful climax in performance. Characters are excellently established and developed through well-considered specifics in script and performance. Production and performance aspects coordinate with outstanding precision.
B+/B/B-Proficient The play fulfils the intended impact in a general manner. The plot, as scripted, is generally logical in flow and develops to an effective climax in performance. Characters are generally established and developed through appropriate specifics in script and performance. Production and performance aspects coordinate with general precision.
C+/C/C-Developing The intended impact of the play is fulfilled at some moments. The plot, as scripted, presents one or two notable problems in logical flow but develops to a recognizable climax in performance. Characters are only sometimes established and delineated through specifics in script and performance. There is some coordination between production and performance aspects.
D+/D/D-Emerging The intended impact is not at all fulfilled. There is a general lack of logical flow in plot.  Climax was either absent or difficult to recognize. There is a general lack of establishment and delineation of character. There is a general lack of coordination between performance and production aspects.
Categories: Intro Theatre 2010-11 Tags: ,

Self-Grading for Published Monologue Performance

May 12th, 2011 No comments

Rubric for Performance of Published Monologue

Level of Proficiency
Level 4 3 2 1 0
Exemplary Proficient Developing Emerging Insufficient Evidence
Vocal Skills Lines are delivered with consistent projection and clarity. Lines are, generally delivered with projection and clarity. Enough lines are delivered with projection and clarity for audience to understand the basic content of the monologue. Understanding the content of the monologue is compromised by lack of projection and/or clarity. The audience could not hear the monologue.
Conflict The conflict is clearly established and built to a distinct and effective climax. The conflict is clearly established and built to a recognizable climax. The conflict is clearly established but there may be debate as to where the climax of the monologue is. The conflict is clearly established but there appears to be no climax. The conflict is not established clearly and there appears to be no climax.
Beats Beat changes are varied and consistently believable. Beat changes are varied and generally believable. There appears to be some incorporation of believable beats. There appears to be very little incorporation of believable beats. There appears to be no beat changes.
Characterization Character is distinct and played with outstanding commitment. There is a general commitment to distinct characterization. There is some attempt at distinct characterization. (This is the highest achievement level if character is dropped or visibility is compromised.) There appears to be little attempt at distinct characterization. There appears to be no attempt at characterization.
Production Aspects Costume (and prop) remarkably enhances character and context. Costume (and prop) is functional in establishing character and context. Costume (and prop) is present but do not contribute to establishing character and context. Costume (and prop) gives misleading information about character and context. There is no preparation of costume (and prop).

 

1.  Describe your strongest moment in detail.

2.  Describe your weakest moment in detail.

Categories: Intro Theatre 2010-11 Tags: ,

Protected: Notes for Feb. 18 rehearsal

February 17th, 2011 Enter your password to view comments.

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Categories: Intro Theatre 2010-11 Tags:

Rubric for Original Scenes

February 16th, 2011 No comments



Vocal Skills Plot Characterization Production Aspects
A/A- 

Exemplary

 Lines are delivered with consistent clarity. The plot, as scripted, is completely logical in flow and develops to a powerful climax in performance. Characters are excellently established and developed through well-considered specifics in script and performance. Props and costumes are well-prepared and enhance the scene.
B+/B/B- 

Proficient

 Lines are generally delivered with clarity. The plot, as scripted, is generally logical in flow and develops to an effective climax in performance. Characters are credibly established and developed through appropriate specifics in script and performance. The props and costumes are consistently functional.
C+/C/C- 

Developing

 Lines are delivered with inconsistent clarity. The plot, as scripted, presents one or two notable problems in logical flow but develops to a recognizable climax in performance. One or both of the characters are only sometimes credibly established and delineated through specifics in script and performance. There are clear but inconsistent attempts at prop and costume preparation.
D+/D/D- 

Emerging

 Clarity needs lots of work. The plot, as scripted, is generally problematic and illogical.  A climax is lacking. Both characters, in general, lack credibility in script and performance. There appears to be scant to no preparation of props and costumes.
Categories: Intro Theatre 2010-11 Tags: ,

Lesson Plan for Block D, Jan. 26

January 25th, 2011 No comments

I am aware that some groups have not presented their script readings to the class for feedback.  They will do so next meeting. Having gone through a whole period of critiquing, everyone has an awareness of what we are looking for.  Please refer to the partial rubric below.

This period, please rehearse the scenes you have written. Again, please refer to the rubric below to guide you. If, in the process of rehearsal, you recognize problems (in logic, flow, credibility, etc.), revise/refine your script in anticipation of a class critique this Friday.  You will find that, with constant repetition and refinement today, your lines will be memorized.  For homework, print out a new copy of your refined scripts and be prepared to perform this Friday.

To those whose partner is absent for any reason, revise your scene and bring the second draft to class next meeting. If you are satisfied with the rewrite, join another group as a responder and offer that group feedback. Please do not sit idly, as I will request our substitute teacher to add you to another group as a responder if she/he feels you are not using time productively. (To my Kind Substitute: Feel free to ask a group to perform to the class if it looks like they are “done” with their refinements.) Have the class critique them using the rubric.

This is the partial rubric for our original scenes. Movement and voice criteria will be incorporated next week.

CHARACTERIZATION PLOT
A

Exemplary

 Characters are excellently established and developed through well-considered specifics in script and performance. The plot, as scripted, is completely logical in flow and develops to a powerful climax in performance.
B

Proficient

 Characters are credibly established and developed through appropriate specifics in script and performance. The plot, as scripted, is generally logical in flow and develops to an effective climax in performance.
C

Developing

 One or both of the characters are only sometimes credibly established and delineated through specifics in script and performance. The plot, as scripted, presents one or two notable problems in logical flow but develops to a recognizable climax in performance.
D

Emerging

 Both characters, in general, lack credibility in script and performance. The plot, as scripted, is generally problematic and illogical.  A climax is lacking.
Categories: Intro Theatre 2010-11 Tags: , , ,