This I Believe Performance Piece

This I believe Monologue Rubric

Advanced: Rehearsed & Ready!
[each item = 20 points] / Proficient: Rehearsed & Mostly Ready [each item = 15 points] / Beginning: Need More Rehearsal[each item = 10 points] / Comments
Introduction / Speaker introduce self loudly & proudly—smiling energy
Speaker provides snappy interesting title in a clever, crisp, & informative manner
Speaker stand straight with no distracting movements / Speaker introduce self fairly loudly & mostly proudly—some smiling energy
Speaker provides fairly interesting title in a clever, crisp, & mostly informative manner
Speaker stand straight with no distracting movements / Speaker introduce self quietlyand/or no smiling energy
Speaker provides no title
Speaker lack confidence and either don’t stand straight and/or fidget
Plot Development / Intro uses engaging & snappy opening
I believe credo statement is clear and at the end of the intro
Monologue tells one complete story has real-life & richly detailed examples [the audience is there!]
Monologue tells story in proper sequence and uses effective transitions
Language of reflection, i.e., I learned, I became, resonates with the audience / Intro uses a fairly engaging opening
I believe credo statement is fairly clear and is at the end of the intro
Monologue tells a fairly complete story [we can visualize] most of it
Monologue tells story in sequence and uses some effective transitions
Language of reflection is evident / Intro’s opening is weak or not connected to “I believe statement”
I believe credo statement is not evident or is not at the end of the intro
Monologue tells more than one story or it lacks details so we cannot visualize it
Monologue tells story in an odd order and/or may not use transitions
Language of reflection is not evident
Performance & Projection / Speakerknows all of their lines so well that there are no hesitations
Speakermaintains tight concentration
Speaker projects loudly and clearly—back rows can hear
Speaker uses variety of pitch and inflection while reading
Speaker stresses important words to establish meaning
Speaker speaks and/or may move with energy appropriate to scene
Speakerengages the audience and clearly seeks to communicate
Scene ends decisively; speakersays, “End scene.” / Speakerknows all of their lines so well that there are few hesitations
Speakermaintains concentration
Speaker projects fairly loudly and clearly—middle rows can hear
Speaker uses some variety of pitch and /or inflection while reading
Speaker stresses some words to establish meaning
Speaker speaks and moves with some energy appropriate to scene
Speaker looks at the audience and clearly seeks to communicate
Scene ends fairly decisively; speaker says, “End scene.” / Speaker needed to start again or hesitated more than 3 times
Speakermay break concentration
Speaker projects softly—front rows only can hear
Speaker speaks at same level throughout reading
Speaker doesn’t stress words or stresses wrong words to establish meaning
Speaker lacks energy and/or movement appropriate to scene
Speaker takes no risks and/or doesn’t communicate
Speakerdoesn’t say, “End scene,” OR scene ends oddly—is it really done?
Standards: Artistic Perception 1.1, 1.2; Creative Expression 2.1, 2.2;
Aesthetic Valuing 4.2; Connections, Relationships, Application 5.1, 5.2

“This I Believe” Performance Piece

Please decide upon the following:

• The order in which each person performs
• Each speaker needs three tableaux—one for the intro for as soon as they speak, one for the story part, and one for the conclusion
• Select a song to play while you perform. It must clearly relate in theme, mood, or tempo [perhaps all three]. I recommend a song w/o words, but you may feel otherwise.
• You will need to be uniformly costumed
• Your team will need a title for this piece

Things to consider:

• Please use the apron of stage to perform most of your monologues
• Make your tableaux be as dramatic as possible
• Have different starting points for each monologue [for example, don’t have everyone say their monologue DC, spice it up a bit]
• When speaker says, “scene,” the music will begin
• Start and end with your strongest/most exciting/relevant monologue

Advanced: Rehearsed & Ready!
[each item = 20 points] / Proficient: Rehearsed & Mostly Ready [each item = 15 points] / Beginning: Need More Rehearsal [each item = 10 points] / Comments
Introduction / Performers take stage in orderly, rehearsed manner
Speakers introduce self loudly & proudly—smiling energy
Speaker provides snappy interesting title in a clever, crisp, & informative manner
All performers stand straight with no distracting movements
Tableau performers look at speaker while talking
Speaker clearly announces “Scene” after taking a beat / Performers take stage in fairly orderly manner
Speaker introduce self fairly loudly & mostly proudly—some smiling energy
Speaker provides fairly interesting title in a clever, crisp, & mostly informative manner
Most performers stand straight with no distracting movements
Most tableau performers look at speaker while talking
Speaker takes a beat but doesn’t say, “Scene” / Performers take the stage but change their positions
Speaker introduce self quietly and/or no smiling energy
Speaker provides no title
Performers lack confidence and either don’t stand straight and/or fidget
Some tableau performers look at speaker while talking
Speaker doesn’t take a beat nor say, “Scene”
Tableaux / Performers strike 3 appropriate & interesting tableaux per speaker
Performers strike initial tableaux right on cue
All tableaux clearly connect to speaker’s theme
Performers strike tableaux w/grace
Tableauxconsistently incorporateat least two levels in an exciting, dynamic manner
Blocking is varied [i.e., not all speakers perform monologue DC] / Performers strike 2 fairly appropriate and/or interesting tableaux
Performers strike tableaux almost on cue
Most tableaux clearly connect to speaker’s theme
Performers strike tableaux
Tableauxincorporateat least twolevels yet compositionsaren’t consistently dynamic
Blocking is somewhat varied [i.e., many speakers perform monologue DC] / Performers strike inappropriately placed or hoo-hum tableau
Performers strike tableaux but miss their cue
Tableaux are not clearly connectedwith speaker’s theme
Performers cue one another while striking tableaux
Tableauxincorporate only onelevelsor are hoo-hum
Blocking is not varied [i.e., all speakers perform monologue DC]
Performance & Projection / Speaker knows all of their lines so well that there are no hesitations
Speaker maintains tight concentration
Speaker projects loudly and clearly—back rows can hear
Speaker uses variety of pitch and inflection while reading
Speaker stresses important words to establish meaning
Speaker speaks and/or may move with energy appropriate to scene
Speaker engages the audience and clearly seeks to communicate
Last speaker ends the performance decisively; speaker says, “End scene.” / Speaker knows all of their lines so well that there are few hesitations
Speaker maintains concentration
Speaker projects fairly loudly and clearly—middle rows can hear
Speaker uses some variety of pitch and /or inflection while reading
Speaker stresses some words to establish meaning
Speaker speaks and moves with some energy appropriate to scene
Speaker looks at the audience and clearly seeks to communicate
Last speaker ends scene fairly decisively; speaker says, “End scene.” / Speaker needed to start again or hesitated more than 3 times
Speaker may break concentration
Speaker projects softly—front rows only can hear
Speaker speaks at same level throughout reading
Speaker doesn’t stress words or stresses wrong words to establish meaning
Speaker lacks energy and/or movement appropriate to scene
Speaker looks at floor or ceiling
Speaker doesn’t say, “End scene,” OR scene ends oddly—is it really done? / Performer #1______
Performer #2______
Performer #3______
Performer #4______
Performer #5______
Performer #6______
Standards: Artistic Perception 1.1, 1.2; Creative Expression 2.1, 2.2; Aesthetic Valuing 4.2; Connections, Relationships, Application 5.1, 5.2