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)
A+
A 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)
A-
B+ 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
B
B- 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
C+ and accurate in communicating to the audience their intentions.
C
 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.
C-
D 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)
A+
A 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)
A-
B+ 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.
B (teacher)
B-
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
C+ and accurate in communicating to the audience their intentions.
C (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)
C-
D 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)