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Performance/Acting RubricStudent name: Reviewer:0123CharacterDevelopmentNo evidence ofappropriate actingtechnique* forcharacterdevelopmentSome evidence ofappropriate actingtechnique* forcharacterdevelopmentSufficient evidenceof appropriateacting technique*for characterdevelopmentExemplary evidenceof appropriate actingtechnique* forcharacterdevelopmentVocal QualityInarticulate and noclear vocal choicesArticulation is aproblem and somevocal choices areapparentDemonstratesconsistent vocalchoices that reflectscharacterClear and nuancedvocal interpretationthat reflectscharacterMovementLittle or no physicalcommitment thatreflects charactermovement withbodySome physicality thatreflects charactermovement with bodyAdequatephysicality thatreflects charactermovement withbodyExemplaryphysicality thatreflects charactermovement withbodyNo interpretation oftext or evidence ofpreparationSome interpretationof text or evidence ofpreparationAdequateinterpretation andpreparation of textbut lacks nuancedapproach tomaterialExemplaryinterpretation of textand subtle nuancedapproach to *Acting Technique Defined: Clear Objectives, Given Circumstances Object of Attention Application of Research/Analysis, Emotional Engagement appropriate to character/storyAdapted from source: bric.pdf 10/7/2010SCORE
CRITICAL EVALUATION/RESEARCH WRITING RUBRIC4 – Excellent3 – Very Good2 – Satisfactory1 – NeedsImprovement1. PromptRequirementExceedsrequirements ofpromptMeetsrequirements ofassignment orpromptMeets mostrequirements ofassignment orprompt but maylack consistencyMeets some of thebasicrequirements ofassignment orprompt but lacksconsistency2. ThesisStatementContains strong,clear thesisstatement that isvery wellsupported byresearch,analysis, andfactsContains clearthesis statementthat is supportedby research,analysis, and factsContainsadequate thesisstatement that issomewhatsupported byresearch,analysis, andfactsContains poorlydeveloped thesisstatement that isnot supported byresearch, analysis,and facts3. Title andOpeningParagraphTitle and openingparagraph engagethe reader withtopic of paperOrganizationexcellent withconstructivetransitions thatsupportdevelopment ofthesisTitle and openingparagraph areclear andinformativeOrganization verygood withconstructivetransitions thatsupportdevelopment ofthesisTitle and openingparagraph aresatisfactoryLacks title and/oropeningparagraphOrganization issufficient butsometimesrandom and withfew transitionsthat support thesisNo clearorganization, notransitions and/ornone that supportthesis; difficult tofollow5. Description,Interpretation,Contextualization,and EvaluationExceptional useof description,interpretation,contextualization,and evaluationVery good use ofdescription,interpretation,contextualization,and evaluationAdequate overalluse of description,interpretation,contextualization,and evaluationInadequate use ofdescription,interpretation,contextualization,and evaluation6. Use of SourceMaterialsSource materialseffectivelyanalyzed andintegrated intowriting to supportwriter’s owndevelopment ofideasSource materialsappropriatelyanalyzed andintegrated intowriting to supportwriter’s owndevelopment ofideasSource materialsused butfrequentlysubstitutes forwriter’s owndevelopment ofideas; somesource materialmisrepresented7. VocabularyRich vocabularypertinent to topicHigh levelvocabularypertinent to topicLimitedvocabularypertinent to topicSource materialsmissing,frequentlymisrepresented,and/or used tosubstitute forwriter’s owndevelopment ofideasVocabulary issimple and notalways pertinentto topic4. OrganizationScore
4 – Excellent3 – Very Good2 – Satisfactory1 – NeedsImprovement8. SentenceStructureSentence structurevaried, coherent,and effectiveSentencestructuresomewhat varied,coherent, andgenerallyeffectiveSentence structurenot complexenough forcollege-levelwritingSentencestructure isproblematic, infragments, and/ordifficult tounderstand9. Grammar,Punctuation, andMechanicsNo errors inspelling,grammar,punctuation, ormechanicsVery few errors inspelling,grammar,punctuation,and/or mechanicsDocumentunderstandablebut some errors inspelling,grammar,punctuation,and/or mechanicsare intrusiveFrequent errors inspelling,grammar,punctuation,and/or mechanicsare very intrusive10. Unity of Ideas,Thoughts, andInsightsExceptional levelof coherence andunity of ideas,thoughts, andinsightsStrong level ofcoherence andunity of ideas,thoughts, andinsightsA basic level ofcoherence andunity of ideas,thoughts, andinsightsLack of coherenceand unity ofideas, thoughts,and insights11. MLA (orother designatedformat)MLA format within-text citationsusedappropriately andcorresponding toWorks Cited pageMLA format within-text citationsusedappropriately andcorresponding toWorks Cited pageMLA formatinconsistent,errors with in-textcitations and onWorks Cited pageNot MLAformatted, failureto cite sourcesand/or nocorrespondingWorks Cited pageTotal Score(44 pts. possible)Score
Chapman UniversityDirecting for the TheatreRubric for Scene PresentationTitle / Author of Play:Style / Period of Play:Student Name:SceneMovementStageCompositionClarity derstandingof scenerhythm,tempo, andpace.Studentdemonstratesnounderstandingof stagepictures,spacing,levels, lines,and planes.Studentdemonstratesvery little orno synthesisof stagingchoices little or noclarity ofdirectorialelementsand/orPerformanceshows littleevidence erstandingof scenerhythm,tempo, andpace.Studentdemonstratesan inadequateunderstandingof stagepictures,spacing,levels, lines,and planes.Studentdemonstratesan inadequatesynthesis ofstagingchoices slack of clarityof directorialelements andshows lackevidence oractorengagement.Studentdemonstratesan adequateunderstandingof scenerhythm,tempo, andpace.Studentdemonstratesan adequateunderstandingof stagepictures,spacing,levels, lines,and planes.Studentdemonstratesan adequatesynthesis ofstagingchoices sadequateclarity ofdirectorialelements andshowsadequateevidence oractorengagementStudentdemonstrates anexcellentunderstanding ofscene rhythm,tempo, andpace.Studentdemonstrates anexcellentunderstanding ofstage pictures,spacing, levels,lines, andplanes.Studentdemonstrates anexcellentsynthesis ofstaging choiceswith scene’sdramatic action.Performancedemonstratesstrong clarity ofdirectorialelements andshows strongevidence oractorengagementSCORE
Student Name Course:Professor Semester Fall 2014Level 100 200 300 400 Program BA TBFA SCACBFA TPCHAPMAN THEATRE DEPARTMENT ASSESSMENT RUBRICPROFESSIONALISM final 30th Nov. 20101234TIMEMANAGEMENTStudentdemonstrateslittle to no timemanagementskills includingscheduling andkeepingappointmentsand balancingdepartmentalresponsibilitieswith extracurricularactivities.Studentdemonstratessome timemanagementskills includingscheduling andkeepingappointmentsand balancingdepartmentalresponsibilitieswith cient timemanagementskills includingscheduling andkeepingappointmentsand balancingdepartmentalresponsibilitieswith lary timemanagementskills includingscheduling andkeepingappointmentsand balancingdepartmentalresponsibilitieswith rateslittle or nopunctuality,theatre etiquette,and/oraccountabilityin completingassignedclassroom ity,theatre etiquette,and/oraccountabilityin completingassignedclassroom nctuality,theatre etiquette,and/oraccountabilityin completingassignedclassroom ctuality,theatre etiquette,and/oraccountabilityin completingassignedclassroom andproductiontasks.Studentdemonstrateslittle or noability toreceive andapply criticalassessment andfeedback duringclassroom,rehearsal, andproductionactivities.Studentdemonstratessome ability toreceive andapply criticalassessment andfeedback duringclassroom,rehearsal, andproductionactivities.Studentdemonstrates asufficient abilityto receive andapply criticalassessment andfeedback duringclassroom,rehearsal, andproductionactivities.Studentdemonstrates anexemplaryability toreceive andapply criticalassessment andfeedback duringclassroom,rehearsal, andproductionactivities.CRITICISM ANDFEEDBACKSCORE
ATTITUDE ANDDEMEANORStudent does notdemonstraterespect forothers, apositive attitudeor appropriatebehavior duringclassroom,rehearsal, esrespect forothers, apositive attitudeand appropriatebehavior duringclassroom,rehearsal, andproductionactivities.Student usuallydemonstratesrespect forothers, apositive attitudeand appropriatebehavior duringclassroom,rehearsal, andproductionactivities.Studentdemonstratesrespect forothers, apositive attitudeand appropriatebehavior duringclassroom,rehearsal, andproductionactivities.Developed/Revised by Chapman University Department of Theatre Assessment Committee
4 – Excellent 3 – Very Good 2 – Satisfactory 1 – Needs Improvement Score 8. Sentence Structure Sentence structure varied, coherent, and ef
