DRAMA PERFORMANCE RUBRIC



Cyrano de Bergerac: DRAMA PERFORMANCE GROUP PROJECT

Name:________________________________________________period__________ score________ / 60

|Criteria |4 |3 |2 |1 |

| | |Student spoke clearly but it was |Voice and language was not|Could not understand what was |

|VOICE |Voice was loud and clear; words were |difficult to understand some of the |very clear; could’ve been |being said due to unclear and |

| |easily understood |script; could’ve been louder. |much louder. |low speech. |

| | |Almost used entire stage—turned away |Could have used more of |Needed more blocking—always |

|STAGING |Good use of stage and movement—did |from audience only once or twice. |the stage; must |face audience and use the |

| |not turn back to audience | |concentrate on facing |stage! |

| | | |forward. | |

|SCENE SELECTION |Clear and evident reasons for the |Evident reasons for the selected scene|Some reasons for the |No clear reasons for the |

| |selected scene of performance. |of performance.. |selected scene of |selected scene of performance.|

| | | |performance. | |

| |Script was fully memorized and |Script was almost fully memorized-some|Script was partially |Script was not at all |

|MEMORIZATION/ |performed; student improvised in |improv. used to make up for missed |memorized; student did not|memorized; no improvisation |

|IMPROVISATION |place of lines when needed. |lines. |attempt improvisation. |used. |

|FACIAL EXPRESSION/ |Great use of gestures, facial |Contained some facial expression, |Needed more facial |Contained little to no facial |

|BODY LANGUAGE/ |expression, body movement – the |gestures & body movement – good acting|expressions gestures & |expression, gesture or |

|ACTING! |characters where truly embodied by | |movement – poor acting |movement – no acting…just |

| |the actors! | | |reading |

| | | | | |

|TIME |5:00 |A little short or long |Short or long |Very short or too long |

| |Written context was 1 page in length |Written context was 1 page in length |Written context was less |Written context was less than |

| |(typed) and included detailed |or shorter (typed) and included basic |than 1 page in length and |1 page in length and included |

|CONTEXT DESCRIPTION |description of setting and |description of setting and characters.|included a very basic |little or no description of |

| |characters. Describes WHY students |Description of WHY students thought |description of setting and|setting and characters. |

| |thought this would be an appropriate |this would be an appropriate context |characters. Reasoning |Students did not address why |

| |context for the scene of their |was somewhat unclear. |behind choice of context |they thought their context of |

| |choice. | |is not clear. |choice would be appropriate. |

| |Script was no less than 2 pages in |Script was 2 pages in length or less |Script was less than 2 |Script was less than 2 pages |

| |length and includes “lines” for every|and includes “lines” for every group |pages in length and |in length and includes “lines”|

| |group member. Relationship to the |member. Relationship to the original |includes “lines” for some |for some group members. |

|SCRIPT |original play is VERY evident through|play is somewhat evident through |group members. |Relationship to the original |

| |parallels in theme, character traits,|parallels in theme, character traits, |Relationship to the |play is unclear. Audience |

| |and events. |and events. |original play is unclear. |cannot identify relationship |

| | | |Only some vague parallels |to original play. |

| | | |can be identified. | |

Comments: ____________________________________________________________________

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Adapted from the rubric of Kyla Carter, teacher at Fort Collins High School. Additions and modifications were made to the original text.

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