1.Draw up a rubric to evaluate an acting performance.

Criteria / 1- Poor / 2-Fair / 3-Satisfactory / 4-Good / 5-Excellent
Memory of Lines /
  • About 30% or less lines memorized, lines not delivered at correct times without cues.
/
  • 40 % of lines memorized, lines not delivered at correct times without cues.
/
  • 60% of lines memorized and able to be delivered on time with minimal amount of cues.
/
  • 80 % of lines memorized and delivered correctly on time with very minimal amount of cues.
/
  • 90 % or more lines memorized and delivered correctly on time without cues.

Use of Body and Movement /
  • Body movements represent self and not the character being portrayed. or
  • The actor is ridged, not moving.
/
  • Little variety of movement, though one or two movements do fit the character being portrayed.
/
  • Movements generally reflect appropriate movements for the character being portrayed
/
  • Movements clearly reflect appropriate movements for the character being portrayed.
  • The actor uses most of the body to make the character believable and the audience sees the character and not the actor.
/
  • Movements reflect all appropriate movements for the character being portrayed.
  • The actor uses all of the body to make the character believable and the character, not the actor is seen.

Use of Objects /
  • Doesn’t use props in the scene which could be used to portray the character, or
  • Indiscriminately handles all objects available
/
  • Uses some objects to show character/situation
  • Use of objects may be over done or not done enough, losing some effectiveness
/
  • Uses objects easy available to add to the character and scene development
  • Moves to objects in the scene to use them advantageously
/
  • Uses many objects available to add to the character and scene development
  • Thinks of ways to make objects in the scene work to use them.
/
  • Uses objects add to the character or scene development by adding emotion or meaning.
  • Uses a variety of objects in diverse and creative ways

Vocal / Verbal Expression /
  • Voice is monotone or has little or
  • no emotion to depict how the character is feeling.
/
  • Occasionally uses emotion and inflection to denote how the character is feeling.
/
  • Demonstrates some variety of volume, tone, pitch, and voice quality or
  • correctly expresses emotion in voice at appropriate times.
/
  • Demonstrates variety in most of volume, tone, pitch, and voice quality
  • Correctly expresses a variety of emotions in voice appropriately.
/
  • Demonstrates variety in volume, tone , pitch and voice quality appropriate to character/situation
  • Makes the audience believe the character is truly feeling the emotions.

Loud and clear voice /
  • Voice is not clear or is impossible to hear from the audience’s location.
/
  • Voice is somewhat clear or is impossible to hear more than 40% of what the actor is saying..
/
  • Voice is clear and almost with some straining from the audience, everything can be heard.
/
  • Voice is mostly clear and is possible to hear nearly everything being said even from all locations in the audience.
/
  • Voice is very clear and able to be heard perfectly from all areas in the audience.

Role Develop-ment /
  • The actor is not believable as the character.
/
  • The actor tries to play a stereo-typical portrayal of the character, but is still not believable because the imitation is not correct.
/
  • The actor plays a stereo-typical portrayal of the character. Two dimensional acting. Image and words, but little/no feeling.
/
  • The actor plays the role with unique insight while still being true to the character.
/
  • The actor has fully immersed himself in two roles which are developed and not static.

Focus /
  • Not focused and easily distracted.
/
  • Actor breaks character throughout performance and is not focused.
/
  • The performance is believable and the actor remains mostly focused.
/
  • Stays in character most times and does not break character easily.
/
  • Stays in character at all times.

Use of Space /
  • Sits or stands in only one location of the performance area, or
  • Moves in all directions when the scene would be better if the actor was not moving.
/
  • Moves a little bit within close areas, but greater movement around the stage would benefit the scene.
/
  • Uses the stage space to advantage most times
  • Movements around the stage area are generally appropriate to the scene.
/
  • Adapts movements to the area available on the stage.
  • Can interplay most movements with other actors on stage.
/
  • Is able to use all of the stage to the advantage of movements needed.
  • Can interplay all movements with other actors on stage.

Overall evaluation /
  • The performance was very lacking and needs a lot of work.
/
  • The performance had a few good points, but needs some work.
/
  • The performance and adequate was somewhat pleasing.
/
  • The performance was good and mostly believable.
/
  • The performance was captivating and brought the character to life on stage.

The rubric was I composed was done with using the following rubrics as resources:

“Acting in Animation-Focus Performance Rubric,” by Joyce Tan, .Retrieved online September 23, 2010 from

“Acting Evaluation Rubric,” from Sample Assessments: Interdisciplinary by the Alaska Department of Education & Early Development. Retrieved online September 23, 2010 from

“Assessment Tools, Tasks and Rubrics” by The New York Department of Education. Retrieved online September 23, 2010 from

iRubric: Theater Performance Assessment of Mastery rubric (2010 ) by David Crawford for reason Systems, Inc. Retrieved online September 23, 2010 from

“Rubric for Dramatic Behaviour for Senior Students” by Sandra Falconer Pace, adapted from The Staff Room for Ontario, September 2004Retrieved online September 23, 2010 from