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Dramatic and Musical Performance Rubric

The document outlines a rubric for assessing student dramatic performances across several criteria. It evaluates areas like character development, vocal delivery, physical movement, preparation, focus, and teamwork. Performance is scored on a scale from 50 to 100 points, with higher scores indicating exemplary skill and mastery of techniques for a successful dramatic performance. Criteria are weighted and include things like how well the student defines their character's motivation, uses vocal variation and projection, employs physicality, and stays immersed in their role throughout the performance. Teamwork is also assessed based on the student's awareness and ability to work effectively with other cast members.

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16 views3 pages

Dramatic and Musical Performance Rubric

The document outlines a rubric for assessing student dramatic performances across several criteria. It evaluates areas like character development, vocal delivery, physical movement, preparation, focus, and teamwork. Performance is scored on a scale from 50 to 100 points, with higher scores indicating exemplary skill and mastery of techniques for a successful dramatic performance. Criteria are weighted and include things like how well the student defines their character's motivation, uses vocal variation and projection, employs physicality, and stays immersed in their role throughout the performance. Teamwork is also assessed based on the student's awareness and ability to work effectively with other cast members.

Uploaded by

Poldo
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Dramatic Performance Assessment

Master Apprentice Novice Stage Hand


100 pts Student possesses exemplary skill and 80 pts Student possesses sufficient skill and 70 pts Student is in need of additional skills and 50 pts Student possesses little to no skill and/or
mastery of all techniques needed for a mastery of all techniques needed for a mastery of the techniques needed for a mastery of the techniques needed for a
successfully delivered dramatic performance. successfully delivered dramatic performance. successfully delivered dramatic performance. successfully delivered dramatic performance.

Character Development 20 points 16 points 14 points 10 points


20 % *Character's motivation is well-defined. *Character's motivation is somewhat defined. *Character's motivation is lacking. *Student is doing little more than reading from
How well has the student researched, *Depth and range of emotion is expansive. *Depth and range of emotion is adequate. *There is little depth or range of emotion. the book.
developed, and delivered their character?

Voice 20 points 16 points 14 points 10 points


20 % *Student consistently uses their voice *Student enunciates clearly. *Student strives to enunciate and add variations, *Student exhibits poor vocal enunciation and no
Does the student use her/his voice as an expressively and articulately. *Student varies voice pitch and tone, and reflects but overall effect is flimsy - due to too little variations in volume and/or pitch.
instrument to propel their performance? *Student projects their voice clearly. some level of expressiveness. expression.
*Student utilizes their voice to include variations
of pitch, rate, volume, and tone consistent to
their character.

Movement 20 points 16 points 14 points 10 points


20 % *Student employs phenomenal use of physicality *Student employs appropriate use of physicality *Student strives to employ appropriate use of *Student employs little to no physicality in
Is the body utilized to the student's utmost to enhance character with body movements and to enhance character with body movement and physicality, but overall affect is flimsy scene.
ability to aid in development of character's facial expressions. facial expression. *Student's movements rarely reflect purpose. *Student's moves are without purpose.
intent and delivery of lines? *Student uses a variety of blocking to add *Student uses an appropriate amount of blocking
interest to the piece. to add interest to the piece.
*Student's movements always reflect purpose. *Student's movements usually reflect purpose.

Preparation 20 points 16 points 14 points 10 points


20 % *Student's lines are delivered flawlessly from *Student delivers lines and hits marks well and *Student has trouble delivering lines without *Student cannot perform without the book.
How much time did the student spend in memory. with few errors. *Student spent an appropriate calling for them. *Student has no fluidity and is obviously not
preparation for their performance? *Student fluidly delivers her/his lines while amount of time preparing for project. *Student lacks any fluidity in movement and prepared.
hitting their marks confidently. delivery of lines; did not spend nearly enough
*Student obviously spent a significant amount of time in preparation.
time on project and came to class ready and
prepared.

Focus 15 points 12 points 10.5 points 7.5 points


15 % *Student stays completely immersed in their *Student weaves in and out of character slightly *Student never truly immerses enough into their *Student makes little to no attempt at staying in
Does the student retain focus (stay in character) character throughout the entire performance. throughout performance. character to produce any kind of believability. any type of character.
throughout the entire performance? *Student never breaks focus, even during missed *Student subtly breaks focus when thinking of *Student's focus is easily broken; attention *Student lacks focus and seems unprepared.
lines/cues. next line/cue or out of obvious nervousness. wavers often.

Teamwork Master Apprentice Novice Stage Hand


5%
Graded performance is part of a scene, this is 5 points 4 points 3.5 points 2.5 points
the student's ability to work with others. *Student's awareness and empathy towards other *Student's awareness and empathy towards other *Student's awareness and empathy towards other *Student's awareness and empathy towards other
cast members is very apparent. cast members is acceptable. cast members is weak. cast members is non-existent.
*Student's attainment of team work and of goal *Student's attainment of teamwork and fruition *Student seems to have little concept of how to *Student has no concept of how to work as a cast
to work effectively en masse is superlative. of goal to work effectively en masse is work as a team. member.
acceptable.
MUSIC THEATER PERFORMANCE RUBRIC

Falls Short of Meets Surpasses


Expectations Expectations Expectations
8 pts Student is in need of additional skills and 12 pts Student possesses sufficient skill and 15 pts Student possesses exemplary skill and
mastery of the techniques needed for a successfully mastery of all techniques needed for a successfully mastery of all techniques needed for a successfully
delivered theatrical performance. delivered theatrical performance. delivered theatrical performance.

Character Development
Is the student creative in his/her development and Falls Short
delivery of their character? of Expectations Meets Expectations Surpasses Expectations

Character objective and motivation is lacking. Character's motivation is somewhat defined. Character objective and motivation is well-defined.
There is little depth or range of choices. Student is Depth and range of choices is adequate. Depth and range of choices is expansive.
doing little more than walking around the stage lip-
syncing.

Movement
Is the body utilized to the student's utmost ability Falls Short Meets Surpasses
to aid in development of character's intent and of Expectations Expectations Expectations
delivery of lines/music?
Student strives to employ appropriate use of Student employs appropriate use of physicality to Student employs phenomenal use of physicality to
physicality, but overall, moves without purpose. enhance character with body movement and facial enhance character with body movements and facial
Execution of choreography is inconsistent. expression. expressions.
Student uses an appropriate amount of blocking to Student uses a variety of blocking to add interest
add interest to the piece. to the piece.
Student's movements usually reflect purpose. Student's movements always reflect purpose.
Any choreographed moments are sufficient and Any choreographed moments are succinct and well
executed effectively. executed.

Focus
Does the student retain focus (stay in character)
throughout the entire performance? Falls Short of Expectations Meets Expectations Surpasses Expectations
Student never truly immerses enough into their Student weaves in and out of character slightly Student stays completely immersed in their
character to produce any kind of believability. throughout performance. character throughout the entire performance.
Student's focus is easily broken; attention wavers Student subtly breaks focus when possible Student never breaks focus, even during missed
often, student seems unprepared. distractions occur. lines/cues or mistakes in the music.

Ensemble Contribution
Graded performance is part of a scene. This is the
student's ability to work with others. Falls Short of Expectations Meets Expectations Surpasses Expectations
Student's awareness and willingness to connect to Student's awareness and willingness to connect to Student's awareness and willingness to connect to
other ensemble members is weak. other ensemble members is acceptable. other ensemble members is very apparent.
Student seems to have little concept of how to Student's ability to work as part of a team is Student's ability to work as part of a team is
work as a team. sufficient. extraordinary.

Musicality
Does the student contribute musically to the Falls Short of Expectations Meets Expectations Surpasses Expectations
performance?
Student lip-synchs or sings mostly off pitch. Student is engaged in the music, expresses Student sings masterfully and interprets the
emotion and sings accurately. material with accuracy and flair.

Dance
Does the student make the dance come alive?
Falls Short of Expectations Meets Expectations Surpasses Expectations
Student does not remember dance moves. Student executes the dance moves with Student moves confidently and executes the dance
appropriate expression in time to the music. moves with grace and flair.

Common questions

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In dramatic performance, voice use is assessed based on expressiveness, clarity, projection, and purposeful variations in pitch, rate, and tone . Musical theater incorporates these aspects but adds an evaluation of the student’s ability to align vocal delivery with musical rhythm, pitch, and interpretive flair . Thus, musical theater requires a dual focus on dramatic vocal technique and alignment with musical content.

In both dramatic and musical theater performances, teamwork is evaluated based on awareness and empathy towards other performers. In dramatic performance, the focus is on how well a student can effectively work en masse with others . In musical theater, this extends to the student's willingness and ability to connect with ensemble members, indicating an extraordinary ability to function as part of a team . Musical theater emphasizes a more apparent connection with the ensemble.

In a dramatic performance assessment, character development focuses on the student's research, depth, and emotional range, with a well-defined motivation being key to a higher score . In a musical theater performance, character development also includes creativity and delivery, but it emphasizes objectives and choices beyond just depth and range . This consideration of creativity in choices differentiates musical theater evaluation from dramatic performance.

Student preparation in dramatic performances is assessed by their ability to deliver lines and hit marks confidently, suggesting substantial time investment in preparation . A well-prepared student is expected to maintain solid focus and stay immersed in their character, avoiding breaks even during missed lines . Preparation directly impacts focus, as a lack of preparation leads to frequent focus breaks and a diminished sense of believability.

In dramatic performance, ensemble contribution focuses on awareness and empathy, emphasizing the student's role in achieving collective goals and working effectively with others . Musical theater extends this by assessing willingness to connect with others and contribute musically and choreographically . Therefore, ensemble contribution in musical theater involves a broader array of interactions and expressions, blending acting, music, and dance to enhance team performance.

Movement assessment in dramatic performances evaluates physicality in enhancing character intent and interest through blocking . In musical theater, this evaluation includes synchronization with dance choreography, expressing character, and enhancing the overall piece's interest . Thus, in musical theater, movement not only contributes to character expression but also to the execution and impact of the dance, affecting overall scoring more extensively.

Both assessments emphasize the use of facial expressions to enhance character portrayal. In dramatic performance, facial expressions are integral to supplementing physicality and adding interest . Musical theater considers these expressions crucial for both acting and synchronizing with musical cues, requiring a seamless integration into the choreography and overall performance . Thus, both stress facial expressions, but musical theater integrates them more deeply with music and dance.

Focus retention in dramatic performance is about remaining immersed in character, withstanding missed lines or cues without breaking focus . In musical theater, retention is evaluated similarly but includes maintaining character through the added complexity of executing musical and choreographic elements simultaneously . Therefore, musical theater presents additional challenges of maintaining focus during musical or dance errors, demanding a broader skill set from performers.

Vocal variation in dramatic performances is crucial for expressiveness and characterization, helping convey depth and emotional range. It reflects the student's ability to project and articulate their character's nuances through pitch, rate, volume, and tone adjustments . This variation significantly impacts the overall delivery and effectiveness of the performance, revealing the student's mastery of vocal techniques.

In musical theater, 'falls short of expectations' is marked by insufficient character motivation and limited depth or range of choices, with performances appearing robotic . Moving towards 'surpasses expectations' involves well-defined character objectives, expansive choices, and creative delivery. This progression shows an evolving grasp of character that transforms mechanical actions into dynamic storytelling.

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