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 Sentence structure 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