Performance Assessment

Theatre

Performance Rubric for 5th Grade Theatre

Dimensions Excellent Performance Acceptable Performance Needs Improvement
Concentration The student sustains involvement in playing and consistently focuses on the intent of the group. With a few exceptions, the student is involved in playing and is focused on the intent of the group. The student displays sporadic involvement in playing, occasionally withdrawing or distracting other students.
Imagination The student contributes original ideas, reacts spontaneously, incorporates imaginative detail, and solves problems creatively. The student contributes some ideas and uses some creative detail. The student primarily copies other students or withdraws.
Narrative Elements The student plays the story line in segments and sequences and connects the story line in a logical order. The student’s playing usually supports the story line, and segments are usually connected logically. The story line is confusing. The playing often lacks logical connections.
Interaction / Cooperation The student works with other students collaboratively and contributes to the group effort, listening, sharing, and combining personal ideas with those of others. The student considers the ideas of others as having value to the group and attempts to incorporate them in the playing, contributing some original ideas. The student monopolizes, withdraws from the group, or makes clearly inappropriate contributions.
Use of Body and Voice The student expresses ideas and feelings, using creative, interpretive movement, and dialogue based on sensory and emotional recall. The student expresses ideas and feelings through movement and dialogue. The student fails to express ideas and feeling through movement or voice. Dialogue may seem borrowed or artificial.
Technical Elements Costumes, props, and sets are safe and creative. They communicate intent and support the story line and characterization. Costumes, props, and sets are safe and generally related to intent. They contribute to characterization and story line. Costumes, props, and sets are absent or unsafe and are not clearly related to characterization or story line.
Evaluation The student analyzes individual and group performances, commenting with specific, thoughtful observations. Critiques are constructive and pertinent and reveal clear understanding of the observed performance. The student analyzes individual and group performances with specific observations. Critiques are usually constructive and pertinent and reveal some understanding of observed performances. The student analyzes performances using generalities. Critiques may be vague, destructive, or insensitive or reveal little understanding of the observed performance.