Performance/Acting Rubric

Student name: ______Reviewer: ______

0 1 2 3 SCORE

Character No evidence of Some evidence of Sufficient evidence Exemplary evidence Development appropriate acting appropriate acting of appropriate of appropriate acting technique* for technique* for acting technique* technique* for character character for character character development development development development

Vocal Quality Inarticulate and no Articulation is a Demonstrates Clear and nuanced clear vocal choices problem and some consistent vocal vocal interpretation vocal choices are choices that reflects that reflects apparent character character

Movement Little or no physical Some physicality that Adequate Exemplary commitment that reflects character physicality that physicality that Quality reflects character movement with body reflects character reflects character movement with movement with movement with body body body

Interpretation/ No interpretation of Some interpretation Adequate Exemplary text or evidence of of text or evidence of interpretation and interpretation of text Preparation preparation preparation preparation of text and subtle nuanced but lacks nuanced approach to material approach to material

COMMENTS:

*Acting Technique Defined:  Clear Objectives,  Given Circumstances  Object of Attention  Application of Research/Analysis,  Emotional Engagement appropriate to character/story

Adapted from source: web.me.com/betsy.driver/.../Audition.../Monologue%20rubric.pdf 10/7/2010

CRITICAL EVALUATION/RESEARCH WRITING RUBRIC

4 – Excellent 3 – Very Good 2 – Satisfactory 1 – Needs Score Improvement 1. Prompt Exceeds Meets Meets most Meets some of the Requirement requirements of requirements of requirements of basic prompt assignment or assignment or requirements of prompt prompt but may assignment or lack consistency prompt but lacks consistency

2. Thesis Contains strong, Contains clear Contains Contains poorly Statement clear thesis thesis statement adequate thesis developed thesis statement that is that is supported statement that is statement that is very well- by research, somewhat not supported by supported by analysis, and facts supported by research, analysis, research, research, and facts analysis, and analysis, and facts facts

3. Title and Title and opening Title and opening Title and opening Lacks title and/or Opening paragraph engage paragraph are paragraph are opening Paragraph the reader with clear and satisfactory paragraph topic of paper informative 4. Organization Organization Organization very Organization is No clear excellent with good with sufficient but organization, no constructive constructive sometimes transitions and/or transitions that transitions that random and with none that support support support few transitions thesis; difficult to development of development of that support thesis follow thesis thesis

5. Description, Exceptional use Very good use of Adequate overall Inadequate use of Interpretation, of description, description, use of description, description, Contextualization, interpretation, interpretation, interpretation, interpretation, and Evaluation contextualization, contextualization, contextualization, contextualization, and evaluation and evaluation and evaluation and evaluation

6. Use of Source Source materials Source materials Source materials Source materials Materials effectively appropriately used but missing, analyzed and analyzed and frequently frequently integrated into integrated into substitutes for misrepresented, writing to support writing to support writer’s own and/or used to writer’s own writer’s own development of substitute for development of development of ideas; some writer’s own source material ideas ideas development of misrepresented ideas 7. Vocabulary Rich vocabulary High level Limited Vocabulary is pertinent to topic vocabulary vocabulary simple and not pertinent to topic pertinent to topic always pertinent to topic

4 – Excellent 3 – Very Good 2 – Satisfactory 1 – Needs Score Improvement 8. Sentence Sentence structure Sentence structure Sentence Sentence Structure varied, coherent, structure not complex structure is and effective somewhat varied, enough for problematic, in coherent, and college-level fragments, and/or generally writing difficult to effective understand

9. Grammar, No errors in Very few errors in Document Frequent errors in Punctuation, and spelling, spelling, understandable spelling, Mechanics grammar, grammar, but some errors in grammar, punctuation, or punctuation, spelling, punctuation, mechanics and/or mechanics grammar, and/or mechanics punctuation, are very intrusive and/or mechanics are intrusive

10. Unity of Ideas, Exceptional level Strong level of A basic level of Lack of coherence Thoughts, and of coherence and coherence and coherence and and unity of Insights unity of ideas, unity of ideas, unity of ideas, ideas, thoughts, thoughts, and thoughts, and thoughts, and and insights insights insights insights

11. MLA (or MLA format with MLA format with MLA format Not MLA- other designated in-text citations in-text citations inconsistent, formatted, failure format) used used errors with in-text to cite sources appropriately and appropriately and citations and on and/or no corresponding to corresponding to Works Cited page corresponding Works Cited page Works Cited page Works Cited page

Total Score (44 pts. possible)

Chapman University Directing for the Theatre Rubric for Scene Presentation Title / Author of Play: Style / Period of Play: Student Name: 0 1 2 3 SCORE Scene Student Student Student Student Movement demonstrates Demonstrates demonstrates demonstrates an no inadequate an adequate excellent understanding understanding understanding understanding of of scene of scene of scene scene rhythm, rhythm, rhythm, rhythm, tempo, and tempo, and tempo, and tempo, and pace. pace. pace. pace. Stage Student Student Student Student Composition demonstrates demonstrates demonstrates demonstrates an no an inadequate an adequate excellent understanding understanding understanding understanding of of stage of stage of stage stage pictures, pictures, pictures, pictures, spacing, levels, spacing, spacing, spacing, lines, and levels, lines, levels, lines, levels, lines, planes. and planes. and planes. and planes. Clarity of Student Student Student Student Storytelling demonstrates demonstrates demonstrates demonstrates an very little or an inadequate an adequate excellent no synthesis synthesis of synthesis of synthesis of of staging staging staging staging choices choices with choices with choices with with scene’s scene’s scene’s scene’s dramatic action. dramatic dramatic dramatic action. action. action. Execution Performance Performance Performance Performance demonstrate demonstrates demonstrates demonstrates little or no lack of clarity adequate strong clarity of clarity of of directorial clarity of directorial directorial elements and directorial elements and elements shows lack elements and shows strong and/or evidence or shows evidence or Performance actor adequate actor shows little engagement. evidence or engagement evidence or actor actor engagement engagement.

Student Name______Course: ______

Professor______Semester Fall 2014

Level 100 200 300 400 Program BA T BFA SCAC BFA TP

CHAPMAN THEATRE DEPARTMENT ASSESSMENT RUBRIC

PROFESSIONALISM final 30th Nov. 2010

1 2 3 4 SCORE

TIME Student Student Student Student MANAGEMENT demonstrates demonstrates demonstrates demonstrates little to no time some time sufficient time exemplary time management management management management skills including skills including skills including skills including scheduling and scheduling and scheduling and scheduling and keeping keeping keeping keeping appointments appointments appointments appointments and balancing and balancing and balancing and balancing departmental departmental departmental departmental responsibilities responsibilities responsibilities responsibilities with extra- with extra- with extra- with extra- curricular curricular curricular curricular activities. activities. activities. activities.

WORKHABITS Student Student Student Student demonstrates demonstrates demonstrates demonstrates little or no some sufficient exemplary punctuality, punctuality, punctuality, punctuality, theatre etiquette, theatre etiquette, theatre etiquette, theatre etiquette, and/or and/or and/or and/or accountability accountability accountability accountability in completing in completing in completing in completing assigned assigned assigned assigned classroom and classroom and classroom and classroom and production production production production tasks. tasks. tasks. tasks.

Student Student Student Student demonstrates demonstrates demonstrates a demonstrates an little or no some ability to sufficient ability exemplary ability to receive and to receive and ability to CRITICISM AND receive and apply critical apply critical receive and FEEDBACK apply critical assessment and assessment and apply critical assessment and feedback during feedback during assessment and feedback during classroom, classroom, feedback during classroom, rehearsal, and rehearsal, and classroom, rehearsal, and production production rehearsal, and production activities. activities. production activities. activities.

ATTITUDE AND Student does not Student Student usually Student DEMEANOR demonstrate sometimes demonstrates demonstrates respect for demonstrates respect for respect for others, a respect for others, a others, a positive attitude others, a positive attitude positive attitude or appropriate positive attitude and appropriate and appropriate behavior during and appropriate behavior during behavior during classroom, behavior during classroom, classroom, rehearsal, and classroom, rehearsal, and rehearsal, and production rehearsal, and production production activities. production activities. activities. activities.

Developed/Revised by Chapman University Department of Theatre Assessment Committee