Prompt: Student will select two contrasting monologues from two different published plays. Students will rehearse monologues during given classroom time developing the following items: slate, memorization, focal point, voice, emotional elements, blocking, beats, character, collegiate time, character/script analysis, and black apparel. Using the following rubric students will give a recorded performance during class time of their selected contrasting monologues.
MONOLOGUE RUBRIC- Advanced
Exceeds / Proficient / Limited / No Evidence3 / 2 / 1 / 0 / Comments
Slate
Student will properly introduce themselves and their pieces according to AIA standards. / 1. Actors states their name
2. Actor names play/the character.
3. Actors takes a moment to get into character
4. Actors takes a moment to get out of character
5. Proper physical stance / Actors present four of the presentation elements. / Actor presents three of the presentation elements. / Actor presents two or fewer of the five presentation elements.
Memorization
Student is required to memorize all selected performance pieces. / Actors know all of their lines so well that there are no hesitations. / Actors know lines very well and there are few hesitations. / Actors do not know their lines and hesitates so much that their performance is distracting. / Actor puts in no effort. Actor calls for lines or refers to script.
Focal point
Student is required during performance to hold and maintain a specified focal point. / Actor has a clear focal point above audience. Eye contact only made with focal point / Actor uses focal point through majority of the performance and maintains the eye contact with selected point. / Actor does not have a clear focal point, wandering eyes to audience members, the ceiling or the floor / Actor puts in no effort and looks everywhere else except specific focal point.
Voice
Student will use proper vocal technique throughout performance. / Actor can be heard clearly and uses proper projection, enunciation and diction during the performance. / Actor incorporates two of the three elements effectively and attempts the third element during the performance. / Actor incorporates one of the three elements effectively and attempts one or both of the other elements during their performance. / Actor puts in no effort does not incorporate any of the three elements effectively during their performance.
Emotional Elements
Student will effectively portray the emotional connections of their character throughout their performance. / Actor clearly makes an emotional connection to their character that appears realistic and natural to the audience. Actor is not “over acting” and performance appears to be effortless. / Actor makes an emotional connection to their character which is clear to the audience. However, the performance does give elements of overacting and actor struggles with emotional connection to the piece. / Actor makes minimal emotional connection to their character and it is not clear to the audience as to what the connections should be to the character and the script. Actors emotional performance is not consistent. / Actor puts in no effort to connect to the character on an emotional level or overacts throughout performance.
Physical Elements/Blocking
Student will incorporate elements of movement and gestures effectively within their performance. / Actor is always open to the audience. There is a variety of blocking and movement choices.Actor use gestures and facial expressions to help reinforce what they are saying and feeling as their character. / Actor is usually open to the audience throughout most of the performance. Actor has some blocking, and occasionally uses gestures and facial expressions to help reinforce what the character is saying and feeling. / Actor incorporates previous techniques on a minimal level. Actor provides no physical depth to what the character is saying or feeling. / Actor puts in no effort.
Beats
Student will portray a variety of beats to enhance their performance. / Actors display clear emotional transitions and beats throughout performance that appear effortless to the audience. / Actor displays clear emotional transitions and beats throughout performance that does not seem effort. / Actor displays few emotional transitions and beats throughout the performance and is apparent to the audience that the emotional changes are abrupt and choppy throughout the performance. / Actor displays no emotional transitions and beats during performance. It is clear to the audience there is no connection.
Participation
Students are required to actively participate during given class time. / Actor is consistently on task during class rehearsal time.
. / Actor was on task a majority of the time during class rehearsal. When redirected by teacher the actor instantly resumed adequate participation. / Actor was rarely on task during rehearsal time. When redirected by the teacher the request was often ignored. / Actor was never on task during class time. When redirected by teacher student dismissed requests.
Character
Student will create an organic character true to the scripts intentions. / Actor’s portrayal of a character clearly depicts well developed two contrasting well developed characters based off their script. The characters are realistic and believable to the audience and shows no personal traits of the actor. / Actor’s portrayal of the characters depicts elements of character development. However, performance is not cohesive. / Actor’s portrayal of the characterizations lacks in several areas and is not believable to the audience / Actor puts in no characterization effort and is clear to that no effort was made.
Collegiate Time
Students will meet AIA/Collegiate time expectations. / Actor performs two contrasting monologues at the standard collegiate time of two minutes that they can go 10 seconds under without penalty. / Actor either goes over or under the time frame with a maximum of a 10 second leeway. / Actor is significantly over and/or under the time frame by 20 seconds. / Actor is over and/or under the time frame by 20+ seconds.
Character/Script Analysis
Student will create a typed analysis of various academic vocabulary in order to enhance their understanding of the world of their script as well as character.
*Any hand written submission will receive an automatic zero on the rubric regardless of completion of assignment / Student creates a typed analysis of all of the below academic vocabulary:
- Main Objective
- Sub Objectives
- Tactics/Intentions
- Obstacles
- Motivations
- Environmental Factors(social, economical, political, geographical)
- Character analysis
- Sub text
- Physical Score of Action (Blocking)
Black Apparel
Student will meet standard AIA apparel expectations. / Student will meet complete black school appropriate, professional AIA apparel standards. / Student is wearing all black apparel. However it does not meet professional standards. / Student is wearing a mix of black and other color apparel. / Student is not meeting any AIA clothing requirement
MONOLOGUE RUBRIC GRADING SHEET
Name of the Performer / Slate / Memorization / FocalPoint / Vocal Elements / Emotional Elements / Physical Elements / Beats / Participation / Character / Time / Script Analysis / Apparel / Point Total
1. / 1. 4.
2. 5.
3. 6.
2. / 1. 4.
2. 5.
3. 6.
3. / 1. 4.
2. 5.
3. 6.
4. / 1. 4.
2. 5.
3. 6.
5. / 1. 4.
2. 5.
3. 6.
6. / 1. 4.
2. 5.
3. 6.
7. / 1. 4.
2. 5.
3. 6.
8. / 1. 4.
2. 5.
3. 6.
9. / 1. 4.
2. 5.
3. 6.
10. / 1. 4.
2. 5.
3. 6.
11. / 1. 4.
2. 5.
3. 6.
12. / 1. 4.
2. 5.
3. 6.
13. / 1. 4.
2. 5.
3. 6.
14. / 1. 4.
2. 5.
3. 6.
15. / 1. 4.
2. 5.
3. 6.
16. / 1. 4.
2. 5.
3. 6.
17. / 1. 4.
2. 5.
3. 6.
18. / 1. 4.
2. 5.
3. 6.
19. / 1. 4.
2. 5.
3. 6.
20. / 1. 4.
2. 5.
3. 6.
21. / 1. 4.
2. 5.
3. 6.
22. / 1. 4.
2. 5.
3. 6.
23. / 1. 4.
2. 5.
3. 6.
24. / 1. 4.
2. 5.
3. 6.
25. / 1. 4.
2. 5.
3. 6.
26. / 1. 4.
2. 5.
3. 6.
27. / 1. 4.
2. 5.
3. 6.
28. / 1. 4.
2. 5.
3. 6.
29. / 1. 4.
2. 5.
3. 6.
30. / 1. 4.
2. 5.
3. 6.