4 points 3 points 2 points 1 point No Score Performing (voice skills) The student demonstrates a thorough understanding of voice skills by meeting all four of the following requirements: Performs the haiku with appropriate expression. Performs with appropriate projection to be heard by the entire audience. Articulates clearly when performing the haiku. Varies his/her rate of speech appropriately when performing the haiku. The student demonstrates an adequate understanding of voice skills by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of voice skills by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of voice skills by meeting one of the four requirements listed at left. The student demonstrates no understanding of voice skills, having met none of the four requirements listed at left. Performing (movement) The student demonstrates a thorough understanding of movement by meeting all four of the following requirements: Uses hand gestures appropriately. Uses body movements effectively. Uses facial expressions clearly. Uses posture/stance accurately. The student demonstrates an adequate understanding of movement by meeting three of the four requirements listed at left. The student demonstrates a partial understanding of movement by meeting two of the four requirements listed at left. The student demonstrates a minimal understanding of movement by meeting one of the four requirements listed at left. The student demonstrates no understanding of movement, having met none of the four requirements listed at left. Responding The student meets four or five of the following requirements, thereby demonstrating a thorough understanding of how to apply a responding process to a performance: Describes how he/she developed ideas to create the haiku performance. Describes how she/he used vocal skills in the performance. Describes how he/she used movement in the performance. Describes how she/he refined the performance based on feedback. Uses the vocabulary of theatre correctly. The student meets three of the five requirements listed at left, demonstrating an adequate understanding of how to apply a responding process to a performance. The student meets two of the five requirements listed at left, demonstrating a partial understanding of how to apply a responding process to a performance. The student meets one of the five requirements listed at left, demonstrating a minimal understanding of how to apply a responding process to a performance. The student meets none of the five requirements listed at left, demonstrating no understanding of how to apply a responding process to a performance. Scoring Notes The following scoring notes should be used as guidelines when scoring this item. For the responding rubric:
rate/cadence—the speed with which words are spoken to convey meaning and emotion. readers’ theatre—an orchestrated reading that relies primarily on vocal characterization and does not include the elements of visual theatre (such as costuming, sets, or blocking). rehearsal—the period of time used to prepare a play for performance in front of an audience. resonance—fullness of voice created by vocal vibrations. scene—a subdivision of a play, characterized by a single situation or unit of dialogue. set—the on-stage space and its structures (scenery), within which the actors perform and that represent the setting of the play. setting—the time, place, and atmosphere in which the scene or play occurs. side-coaching—comments made by the teacher during an activity that affirm or correct students in the achievement of objectives, especially in creative dramatics. sound—the process of using music, audio effects, and reinforcement to enhance setting and mood. stage—the place where the actors perform. status—the importance (or lack thereof) of a character or object on the stage. subtext—an implied meaning or unspoken complication that generally runs concurrently with the main plot. sustainability—an actor’s sustained portrayal of a character—with no noticeable break or lapse—throughout a performance. stage geography—physical areas of the stage labeled center stage, down center, up center, stage right, stage left, up stage left, down stage left, up stage right, and down stage right. stage picture—a visual image created by using any combination of set, costume, props, lighting, and character placement. style—the distinctive characteristics or techniques of an individual artist, group, or period as seen in a work of theatre. tactics—the possible ways the character can overcome obstacles.