Dramatic Performance ~ Othello

Everyone will be performing in class in at least one scene from Othello. Each actor or actress must be prepared to answer questions about the significance of his or her character within the scene, as well as be prepared to answer any questions the audience and/or Ms. Vale has. The actor/actress should also be prepared to point out key ideas that are expressed by the scene.

Some possible points you should be prepared to answer about your character could be…

  1. How would you describe your character in this scene?
  2. What do we learn about your character from this scene?
  3. Why is this scene important to your character’s development in the play as a whole?
  4. What does this scene say about your character in relation to overall themes or other characters within the play?

This dramatic interpretation will be worth 25 points…

The following is a more specific rubric to show what you will be graded on… I caution you to take this performance seriously. I am looking to be wowed. You will not receive an outstanding grade for anything less than an outstanding performance. I know acting can be challenging for some of you, but part of success in life comes from public speaking and performance.

DRAMA PERFORMANCE RUBRIC

Criteria / 5pts / 4pts / 3pts / 2pts
VOICE
(Fluency, Clarity, Audibility) / Voice was extremely loud and clear; words were easily understood, and fluent/well-rehearsed / Student spoke clearly but could’ve been louder. Mostly fluent, but could have been rehearsed more / Voice and language was not clear enough; could’ve been much louder. Did not seem as if script had been rehearsed / Voice and language was unclear; could’ve been much louder. Did not seem as if script had been rehearsed
AUDIENCE
(Involvement, Interaction) / Actor spoke, gestured to, and interacted with the audience. Audience felt like part of the show. / Actor was aware and well-connected to the audience. / Needed more audience awareness and connection. / No audience awareness or connection at all.
BLOCKING
(Movement) / Good use of stage and movement—did not turn back to audience / Almost used entire stage—turned away from audience only once or twice. / Could have used more of the stage; must concentrate on facing forward. / Needed more blocking—always face audience and use the stage!
CHARACTER
(Enthusiasm, props, costume) / Actor fully embodied the character to the best of his or her ability using energy, effort, enthusiasm, props, costume, and personality / Actor embodied the character using energy, effort, enthusiasm, props, costume, and personality / Actor somewhat embodied the character using some energy, effort, enthusiasm, and personality. No props or costume was used. / Actor did little to embody the character using little energy, effort, enthusiasm and personality. No props or costume was used.
OVERALL / Committed, cooperated & concentrated - WOW! / Semi-committed, concentrated & cooperative - GREAT! / Almost committed, cooperative & concentrated- NOT TOO BAD… / Not enough commitment, cooperation or concentration – MORE REHEARSAL!

Speak Slowly, Loudly, and Clearly. Know the material. Become your character.

*Additionally, in order to ensure active audience participation, each member of the audience is responsible for asking at least one question, answering at least one question, or commenting on at least one portion during every class in which a scene is being performed. If for some reason you do not have an opportunity to speak during class, you must write down your question, answer, or comment on a piece of paper, and turn it in at the end of class on your way out the door. Each student will receive a cumulative “audience participation grade” upon the completion of all performances.

Break a leg! 

*All students will be signed up for roles a date Dramatic Readings. If you are not in attendance on the day of your performance, you will be given an alternative typed essay assignment, worth 25 points, as it is not possible to make up a missed Dramatic Reading.

*CCSS.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

*CCSS.L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.