Rubric for the Assessment of the Argumentative Essay
Rubric for R and G Performance Name: Character: Act: Scene:
|Category |Distinguished (7-8) |Proficient (5-6) |Emerging (3-4) | Incomplete (0-2) |
|Individual Character Development & Language|At every moment, actor’s objectives and |Actor loses focus at times, but character |Actor breaks character once, but works |Actor breaks character 1+ times and/or |
| |reactions are clearly understood. Various |is not broken. Actor reacts to the action.|toward an objective. |finds it difficult to complete the scene. |
| |strategies are utilized effectively. |More than one objective, reaction, and |Strategies are tried, but action is not |Actor is not in the moment |
|Through your vocal, emotional, and |Character’s emotional state engages the |strategy is utilized. |believable. |Actor does little to reveal or get |
|physical interpretation, the audience is |audience. |Emotional state often engages the audience.|Lacks commitment to emotion. |objective. |
|engaged in what your character wants and | | | | |
|says. | | | | |
| |Every word is easily heard from anywhere in|Most words are heard from anywhere in the |Listeners strain to hear many of the words |Very little is heard by the audience. |
| |the space. |space. | | |
| |Text is memorized, and every moment is |Most of the text is memorized. |Some of the text is memorized. |Little or no text is memorized. |
| |persuasive. |Attention to pentameter is paid, but it is |Actor struggles to get the lines out and/or|b. Actor struggles to get through the |
| |Words are spoken in the rhythm of natural |a bit mechanical. Important ideas are |is reading most of the lines from the |reading of the lines or rushing makes words|
| |speech and pronounced correctly. Important |appropriately emphasized. Words have been |script. Some words are appropriately |unintelligible. Phrases may run together |
| |ideas are appropriately emphasized. Words |phrased well and most ideas are understood.|emphasized, and some phrases are clear. |without pauses or too many pauses drag on |
| |have been phrased so well that it is easy |Most words are pronounced correctly. |Most words are pronounced correctly. |and on. Few words are pronounced correctly |
| |to understand all of the ideas. | | | |
|Individual Movement & Physicality |Actor’s focus is compelling, shifting |Actor maintains constant focus and shifts |Actor loses focus and/ or is so engaged in |Often unaware of other characters and/or |
| |seamlessly as the action changes. |that focus appropriately, but it may appear|his/her movement that it distracts from the|audience and/or is distracted or |
|Through precise and intentional movement, | |vacant or unmotivated at times. |scene. |distracting. |
|motivated by character objectives, the | | | | |
|audience is engaged in your | | | | |
|characterization. | | | | |
| |All movement is necessary, purposeful, and |Movement may be interesting, but it may be |Too much movement or too little movement |Watching the actor is like watching a |
| |is motivated by language and character |ill-timed and/or without clear motivation. |creates distraction or boredom. Movement |talking or sleeping statue. |
| |objectives. |A little fidgeting is evident. |contradicts or ignores the text. | |
|Group Performance |Actors quickly and efficiently set up the |Actors waste time as they set up the space |Actors are badgered to begin or need help. |Actors are unprepared and/or are searching |
| |space and situate the audience. Each |and situate the audience. |Too many objects and/or props clutter the |for things they still need. |
|Skills: |object and/or prop in the scene is |Not all objects and props are necessary |space and detract from the performance. | |
| |necessary, well-placed, and enhances the |and/or some needed ones are not present. | | |
|Use of physical space and props |action. | | | |
|Introduction | | | | |
|Pacing | | | | |
| | | | | |
| | | | | |
| | | | | |
|The group is so well-organized and | | | | |
|rehearsed that it shows an impressive | | | | |
|commitment to the acting and performance | | | | |
|process. | | | | |
| |Actors clearly and succinctly introduce |Actors speak about each character and the |Actors forget to speak about each character|Introduction is missing |
| |themselves and the characters they are |objectives but in a way that drags or |and/or each objective. | |
| |playing as well as major objectives. |rushes. | | |
| |The scene has a compelling beginning, |Most of the scene maintains good pacing, |Parts may be well-rehearsed whereas others |It drags or rushes the text in a way that |
| |middle, and end. Characters work together |characterization, and focus. Some |lack clarity and direction. Many group |obscures meaning and/or threatens to put |
| |to direct focus and maintain the energy of |characters lack the development, focus, and|members lack energy and focus. |people to sleep. It’s so long, it |
| |the scene. |energy of others. | |surpasses time allotted and cannot be |
| | | | |finished. |
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