Forms
Student self-evaluation forms, in addition to teacher evaluation forms,
are used. Space for written comments in addition to the scale response
is included on these forms.
Specific criteria on a form make it clear to students what the teacher
is looking for in monologues, scene performances, technical theatre projects,
etc.
One teacher negotiates the grade with students who rate/grade themselves
on a form.
An interest survey, distributed at the beginning of the semester, helps
the teacher assess the students' likes and dislikes, opinions, expectations,
etc.
Forms are used to help be more objective and specific with grading;
administrators find it more "tangible."
National Forensic League evaluation sheets for duo acting, etc., are
used in one teacher's class for assessing performance.
One teacher has the students in her beginning theatre class develop
the criteria for which they will be graded on a performance.
Grading Methods
One instructor uses a "pass/fail" system. In a 9-week period,
there are approximately 5 assignments, each of them "pass/fail."
If 5 are passed, the grade for the 9-week period is an "A"; if 4 are passed,
the grade is a "B"; etc.
An instructor has both she and the class grade the students' work (the
students have 49% of the grade; she holds 51% of the grade as a "cushion").
Each evaluator's grade is averaged for the final grade.
No grade is given for the student's first performance (to get them
oriented to performance conditions). A grade is given the second
time.
In small group work, the group as a whole, rather than individuals
within the group, is given a grade. The teacher said this makes the
students put peer pressure on each other and motivates self-discipline.
If someone does not participate in the day's activities, or if they
are not ready for a performance, they get "0" points for the day.
Be very clear in what you're looking for in a student's performance,
otherwise they may argue with you over the grade they received. Also
have that criteria documented in print or they'll use the excuse, "I didn't
know."
Have the roster of assignments with spaces for students to keep a running
tally of the scores/grades they received for each assignment.
That way, they (and their parents) can monitor their own progress.
Also let parents know what the assignments expected of the students will
be.
A scene is performed three times: the first goal is to check
on memorization; the second performance is to check if the student stayed
in character; the third is to assess interpretation of subtext. With
each performance, a new challenge is added.
Oral Feedback
Students need to be taught how to give oral feedback in a positive and
supporting manner to their peers. Students look for quality, effective
moments. One teacher conducts a unit on how to assess. She
found that setting a positive tone makes students supportive of those who
are not as strong in performance.
When oral feedback is given to a student, the student actor calls on
those who have hands raised for feedback and answers with "Thank you."
No refuting of their comments is allowed.
An advanced theatre class is easier to assess because of their foundation
knowledge. They are ready and open for feedback on their performances.
Another method is to have the student stay in the performance space
after the work has been presented. The first question the instructor
asks the student actor is, "How did you feel about your performance?"
This lets the class and instructor know whether the student has a handle
on self-assessment and standards. The student audience then gives
positive feedback directly to the student actor ("What did you find effective
about the performance?" A blanket "It was good" from a student is
not allowed--they must target specifics (voice, gesture, etc.). If
the student evaluator looks at the instructor (who stands behind the class)
while giving feedback, the instructor says, "Don't give me the feedback,
I didn't perform it; tell _____." After positive feedback has been
given, then students are asked, "If _____ were to continue rehearsing for
a second performance, what would be some things you would suggest he/she
explore or re-work?" This mind-sets a
"safe" way of giving constructive feedback. After student feedback
has been given, the instructor gives his/her feedback on points not mentioned
by the class.
"New" Forms of Assessment
Video-tape of a student's performance work throughout the semester/year
is a summative document that represents their learning. Videos show
student progress as they go through the system and validates theatre study.
One instructor has her students assess their own work by watching their
video performance privately and immediately afterwards. Beginning
students gravitate to being video-taped; there is not as much apprehension
as one would think.
An advanced theatre class has each student keep his/her own video-tape
of their work for reference.
Written journals with daily entries can include anything about scene
work, responses to plays, original monologues or scenes, etc. Daily
entries are made and students get 1 point for each day. The beginning
class is given specific topics to write about.
Assessing Affective Behavior
Although one teacher's administrator has problems with this method,
a student's attendance, tardies, etc. affect his/her participation, which
in turn affects 20% of their course grade.
One instructor has 15 points allocated to each student per day for
participation/behavior 10 points are allocated for a student's
attitude and behavior; points are taken away for disruptive behavior exhibited
in class.
An instructor refuses to let students not participate. She explains
that It Is a participation class. Those not willing to work or being
disruptive are removed from the group and talked to one-on-one.
Issues
A lawsuit in Tucson deals with a secondary school theatre instructor who gave a student a "B" to a 4.0 1'A" student. The parents are initiating the lawsuit, and the teacher must provide documentation of how the student was assessed.
Other Topics and Strategies
One teacher does not go into performance or activity the first 12 weeks of a beginning theatre class. The course content is theatre history, scenic and costume design, etc. and students are kept in their desks to establish a "traditional classroom" schema. This establishes a more controlled atmosphere, establishes oneself as a "teacher" and gives the subject weight: "This is work." The class then builds into performance work, like monologues and group scenes.
Advice to the First Year Teacher
Before you sign a contract, get in writing what the school will do for
any theatre space/facility needs (e.g., repairs, clean-up, etc.).
The custodians and secretaries of a school are essential for your program.
Make friends with them.
In the classroom, establish the kind of respect you expect from students.
Having discipline problems the first year is natural for a beginning
teacher; it takes about three years to get comfortable with one's own way
of handling problems. This is particularly difficult for beginning
teachers who are still young and not much older than the seniors.
Know what you want out of your first semester's class curriculum; be
as equipped as you can with as many materials as possible. Know your
long range goals and work toward them. Find out what your budgets are and
learn how the system works
ANTI - PLAY/BOOK REPORT IDEAS
1. Make a collage using pictures, drawings, quotes.. etc. illustrating a theme in the book. Include a 3-4 paragraph explanation of your collage.
2. Write a letter from one of the characters in the play to another character, explaining his/her actions and feelings. (1-2 pages).
3. Write an essay (1-2 pages) explaining your personal feelings regarding an idea of the play. . . war, courage, growing up, families, etc.
4. You are an astrologer who is visited by one of the char-acters in the play. Choose a sign which you think is compatible with this character's personality. Write a one month astrological prediction of what will happen to his/her (1-2 pages).
5. You are on the staff of Johnny Carson, David Letterman, or whoever. You know that your boss does not like to have authors on his show as guests.. but you have just finished this play and feel that the playwright would be an excellent guest. Write a memo to Mr. Carson, etc. telling him/her why you feel the audience would be interested in hearing the playwright talk about the play (1-2 pages).
6. Write an obituary for a character from this play. (Be to include achievements, parents, strong points, etc,). (3-4 paragraphs)
7. Write a sequel act to the play. You may set your act immediately after the story ends, or at some point in the future (1-2 pages ).
8. Think about how a certain character from your book would act in other situations. You are on a blind date with this character. Describe your evening, telling how the character behaves. Be sure that she/he acts and speaks as in the play (1-2).
9. Did the way your play ended bother you? Write a new ending! (1-2 pages)
10. Write a letter of recommendation for one of the main characters ill your play. Include his/her name, special abilities, talents, and interests.
l1. In a short. paper, compare the movie and the play. (1-2 pages)
12. Write a movie script for your play. (1-2 pages)
13. Write a letter to a friend recommending this play. (1-2 pages)
Your grade will be determined by how well you "report" on your play. Be sure to integrate pertinent information about your script in the assignment. You will also be graded on such "Englishisy" aspects as organization, spelling, paragraphing, punctuation, neatness, etc. Have fun with this if you can... Pick something that will allow you to use your imagination!
Use this page as a guide. Do not hand in into the instructor.
The heading for the assignment should look like:
PLAY REVIEW
NAME
BASIC DRAMA
DATE
PRODUCTION AND PERFORMANCE
HOUR
ADVANCED ACTING/DIRECTING
TEACHER
PAPER MUST BE WRITTEN IN BLUE/BLACK INK OR TYPED. YOU ARE ALLOWED TO
WRITE ON ONE SIDE OF THE PAPER ONLY. PLEASE CHECK SPELLING.
Group and Self Evaluation
***Answer the following questions as completely as possible. This is
a required part of the performance grade!!!
1. Discuss in detail how you felt about your performance on Friday?
What went well?
2. How do you feel about the performance now that you have seen the
video? Explain.
3. What did your group accomplish that was especially well done? Explain.
4. What was a major problem that occurred in your group? How was it
handled, or solved?
5. What was your major contribution to the group?
6. If you could give yourself a grade what would it be? Why?
7. If you could give your group a grade what would it be? Why?
Peer Performance Critique
As you watch the performance please make a note of moments that were effective and moments that could use improvement. Make sure to phrase suggestions in ways that are positive and helpful.
Title of Pantomime_______________________________
What moment was done especially well in the pantomime? What made it
good?
Where their any moments that need work? What where they and how can
they be improved?
Rate the following - 5 is the best, 1 is the worst
Group appeared to work well together 5 4 3 2 1
Storyline was clearly understood 5 4 3 2 1
Characters were clearly portrayed 5 4 3 2 1
Music was helpful to the pantomime 5 4 3 2 1
Group appeared to be having fun
5 4 3
2 1
and put forth an effort
Critics Name __________
GROUP EVALUATION
Evaluate each of your group members using the following criteria, Include
the name of the person you are evaluating and address the following 4 points:
You may use additional paper if necessary.
1. Explain what each member contributed towards the
project: (the script writing or editing, discovering sound cues, listening
to ideas, contributing ideas, positive attitude , staying on task, assembling
equipment, working & studying sound notes & handouts
2. Use of rehearsal and work time
3. Effectiveness of their performance
4. Specific letter grade that you would give
that person for their overall efforts
A+
A A- B+
B B- C+
C C- D+
D D-
Member name:
Grade:
Critique:
GRADING COMPONENTS
circle the number most appropriate to this performance
CHARACTERIZATION
distinct personality
1 2
3 4
5
believable
1 2
3 4
5
maintained character
1 2
3 4
5
interpretation of role
1 2
3 4
5
projected emotions
1 2
3 4
5
varied emotions
1 2
3 4
5
VOICE
projection
1 2
3 4
5
clear diction
1 2
3 4
5
phrasing/use of pause
1 2
3 4
5
inflection for line meaning
1 2
3 4
5
correct pronunciation
1 2
3 4
5
interpretation
1 2
3 4
5
appropriate to character
1 2
3 4
5
expressive
MOVEMENT
motivated
1 2
3 4
5
posture & walk
1 2
3 4
5
gestures & business
1 2
3 4
5
facial expression
1 2
3 4
5
appropriate to time period
1 2
3 4
5
showed state of mind
1 2
3 4
5
appropriate to character
1 2
3 4
5
BASIC SKILLS
concentration
1 2
3 4
5
energy
1 2
3 4
5
memorized
1 2
3 4
5
played the objective
1 2
3 4
5
suitable selection
1 2
3 4
5
relaxed control
1 2
3 4
5
prepared
1 2
3 4
5
OVERALL PERFORMANCE
1 2
3 4
5
ALTERNATIVE
ASSESSMENT - POSSIBLE PRODUCTS
from A Practical Guide To Alternative
Assessment by Joan L. Herman, et al.
1. ABC BoOk
2. Act it Out
3. Advertisement
4. Basic Bread Dough
5. Figures
6. Bibliography
7. Biography
8. Block Picture Story
9. Book Cover Book
10. Bread dough Sculpture
11. Bulletin Board
12. Cardboard Relief
13. Celebrity Cards
14. Chart
15. Choral Reading
16. Cinquain
17. Collage
18. Collection
19. Collection with Narrative
20. Construction (how to) Commercial
21. Computer Program
22. Costume
23. Costumed Storytelling
24. Creative Writing
25. Crosscut Diagram
26. Crossword Puzzle
27. Data Base
28. Debate
29. Demonstrate a Technique
30. Diary
31. Dictionary
32. Diorama
33. Display
34. Ditto
35. Dress Dolls
36. Editorial
37. Essay
38. Evaluation
39. Experiment
40. Experiment Record
41. Fact File
42. Fairy Tale
43. Filmstrip
44. Flip Book
45. Flow Chart
46. Game
47. Geodesics
48. G e o m e t r i c Shapes/Puzzles
49. Graph
50. Greeting Card
51. Guest Speaker
52. Haiku
53. How to Book
54. Illustrated Lecture
55. Illustrated Story
48. Taped Interview
49. Joke Lesson
50. Jigsaw Puzzle
51. Letter (Friendly Business, etc)
52. Letter to Editor
53. Limerick
54. List
55. Logic Puzzle
56. Metaphor
57. Mini-Center
58. Mobile
59. Model
60. Monologue
61. Movie Script
62. Mural
63. Museum
64. Newspaper Story
65. News Report
66. Oral Report
67. Pamphlet
68. Pantomime
69. Panel Discussion
70. Paper Folding
71. Pattern with instructions
72. Parody
73. Peep Show
74. Personal Experience
75. Photo Essay
76. Pictionary
77. Pictures with Info & Diagram
78. Pictures (photos) Album
79. Poem
80. Poster, Review Book, Movie, play, etc.
81. Project Cube
82. Puppet
83. Puppet Show
84. Recipe
85. Readers' Theater
86. Rebus Story
87. Reference Book
88. Rewrite from Point of View with 10 different endings
89. Sand Casting
90. Riddle Rules Sample Book
91. Scavenger Hunt
92. Science Fiction Story
93. Scrapbook
94. Seek and Find
95. Set it to Music Shadow Play
96. Silhouette
97. Silk-screening
98. Skit
100. Soap Sculpture
101. Song (Original)
102. Songs (Collection)
103. Stage Set
104. Stained Glass
105. Stencil
106. Stitchery
107. Story
108. Summary
109. Survey
110. Telecast Test
111. Textbook
112. Terrarium
113. Timeline Translation
114. Transparency
115. Travelogue
116. TV Game Show
117. Video Tape
118. Vocabulary
119. Weaving
120. Window Shade Story, Game, Poster
121. Worksheet
122. Written Report
Handout by Dr. Ruth Ann Marston
Integrated Exhibitions using Theatre/Drama Activities
Exhibition #1
Your school is preparing for the musical Wizard of Oz. For the
production, the director like would the Wicked Witch of the West to fly
on and off stage. The ceiling over your stage is too low however
to allow flying of characters by traditional means. Design and construct
a sate, efficient, quiet way for flying the witch on a budget of fifty
dollars.
Exhibition #2
A character in The Mystery of Edwin Drood needs a functional, handheld,
candle lantern for a prop. Design and construct a safe and functional,
19th century replica of the lantern on a budget of ten dollars.
Exhibition #3
Your school is severely overcrowded. Your present auditorium
is small and functionally confining for theatre productions. A Building
Needs Committee has been formed and is studying the possibilities for a
new performing arts/large group assembly space. One idea being studied
is the possibility of converting the present gym space to an auditorium
and building a new large gym. Research the needs for new performing arts
space, calculate the suitability of converting the gym to performing arts
space, and create drawings illustrating your findings. Present your
findings to the space needs committee.
Exhibition #4
Study the evolution of your "hometown" area. Chart the geological,
biological, and cultural history using a variety of sources from as far
back as you are able to the present. Create a play portraying that
history showing the connections between people, places, and ideas.
Exhibition #5
Study the learning challenges of the characters in "The Boys Next Door."
Use that learning to create one of the characters in a 5-7 minute scene.
Exhibition #6
Read Ibsen's An Enemy of the People. Consider the ethical questions
challenging Doctor Thomas Stockmann and the economic questions facing Peter
Stockmann. Create a scene centering on a contemporary ethical/environmental/economic
conflict facing your community.
Portfolio Grading System
Portfolios may include any or more than the following:
*Videotape Performances/Exercises
*Written Assignments
*Tests
*Quizzes
*Audiotape Performance/Exercises
Portfolios must include examples from these three skill categories:
Acting Technique - which includes: following stage directions, non-verbal communication, voice, diction, projection, movement, facial expression, stage combat, how to audition, use of props, etc.
Inner Resources - which includes: concentration, imagination, improvisation, observation, sense recall, emotional recall, etc.
Evaluation/Analysis - which includes: critiquing of self, critiquing
of others, evaluation of a play, character analysis, dramatic structure,
play analysis, etc.
At the close of the semester, three (3) examples of each skill category
will be included in the portfolio with an explanation from each student
of what was included and why.
For each six weeks then, one (1) example of each skill category will
need to be included in the portfolio for assessment.
PORTFOLIO CONTENTS
What to put in student portfolios?
Response records
Writing sample
Journal entries
Learning logs
Tape of oral reading
Skills checklist
Edited writing
List of books read
Anecdotal records
Samples of work Goals
set by student Work selected
by student
Comments from peers
Self evaluations Learning
logs
Favorite books Parent
questionnaire Copies of
letters to parents
Reports for other teachers Parent evaluation
Progress reports
STUDENT SELF-EVALUATION
NAME
GRADE
THEME
DATE
The part I liked best was:
The most difficult part was:
An interesting fact I learned was:
A suggestion for next time:
CHARACTER ANALYSIS
Play Title
Author
Act/Scene
Character Name
Time Period
Season
Physical Characteristics
Age Year born Ethnicity
Nationality General Health Wealth
Social Class Profession
Mental Characteristics
Intelligence Education Alertness
Awareness Thinking Habits Temperament
Mental Stability
What animal would be a good metaphor for this character? Why?
What machine?
What inanimate object?
What is your character's main objective in the scene? Remember
to start your answer with "I want...."
What is the conflict in the scene that keeps your character from achieving
their objective?
What does your character do to get what they want?
Describe the set.
Describe the costuming.
What props are needed?
List of Verbal Actions
to intrigue to refute
to belittle to frighten to dismiss
to illustrate to announce
to indulge to continue to
acknowledge to celebrate
to test to distract
to reveal to agree
to support to plead to confirm
to beg to object
to denounce to persuade
to appeal to alter
to search to remind
to defend (myself) to blame
to scold to chew out
to lecture to soothe
to satisfy to comfort
to probe to impress to vow
to identify with
to make excuses for to examine
to ease to pledge to investigate
to deny
to promise to flatter to
shut up to describe to justify
to disapprove to cheer
to account for to compromise
to commemorate to infer to tease
to praise
to recall to flirt
to recommend to degrade
to challenge to imply to suggest
to interrogate to advise
to ridicule to rationalize
to approve to enthuse
to interest to assure
to challenge to mock to specify
to insult to threaten
to reproach to reprimand
FIRST MONOLOGUE EVALUATION
Emotional Performance
Points _____
____ Good job of making us know/feel what your character was feeling/thinking.
____ You needed to show more emotionally.
____ At times you didn't seem to understand what the character was
feeling.
____ At times you didn't seem to understand why your character was
saying/doing something.
Command of Language
Points _____
_____ It was obvious you knew what you were saying and how to say it.
____ You needed better memorization.
____ Sometimes it sounded "read" and not "said".
____ You mispronounced some words.
____ You didn't seem to understand some of the words.
____ Sometimes it was hard to understand you.
Choice of Monologue Points
____This was a very good choice for you.
____ The character was too old/young for you.
____ The character was too different from you emotionally.
____ The character was too different from you physically.
Overall Performance
____ Good preparation & performance.
____ Nice performance, but next time put more effort into the preparation.
____ Nice preparation, but next time put more effort into the performance.
Please work harder
next time on both
the preparation and performance.
TOTAL POINTS________
ADDITIONAL COMMENTS:
CHARACTER ANALYSIS - FORMS AND FORMATS
Example 1
The title of the play with which I'm working is ____________________________________ and was written by ________________________ The character I portray is named _____________________________ The action of my scene takes place in the year _______. My character was born in the year ________ making the character _______ years old at the time of the action.
Example 2
Answer the following questions in the space provided:
1. What is your character's main objective in the scene? (Remember to start your answer with "I want .....")
2. What is the conflict in the scene that keeps your character from achieving his/her objective?
3. List at least ten adjectives that describe the general qualities of your character during the scene:
1. ________________ 2. ________________ 3. ________________
4. ________________ 5. ________________ 6. ________________
7. ________________ 8. ________________ 9. ________________
10.________________
Example 3
Answer the following questions about your character:
1. General Health
2. Religious Background
3. Emotional Temperament
OUTLINE FOR CHARACTER AND SCENE ANALYSIS
I. Title of Play, Author, Character
II. Analysis of Character
A. "Who am I?" Search for the character's
life prior to the play's beginning--a biography. including family background,
environment and relationships.
1. What is the function
of the character in the play?
2. What characteristics
or traits are most important?
3. List all the adjectives
you can think of to describe the character (at least 20).
B. Physical Characteristics
1. Race
6. Health
2. Nationality
7. Carriage
3. Type
8. Movements
4. Age
9. Speech
5. Strength
10. Dress
C. Mental Characteristics
1. Native Intelligence
2. Thinking Habits
3. Education
4. Originality
5. Alertness
6. Awareness
D. Emotional Characteristics
1. Basic Attitudes: likes/dislikes
towards life and towards other characters in the play
2. Ways of meeting a crisis,
conflict, or change in environment
3. Sensitivity and responsiveness
to others
4. Capacity for deep feeling
5. Stability
6. Self--control
7. Temperament (genial,
domineering, etc.)
B. Social Characteristics
1. Social Class
2. Economic Status
3. Religion
4. Profession/Daily Routine
III. Suggestions for the Creation of characters
A. Observation of actual persons--life is the source.
(manner of walking, bodily attitude,
certain gestures,
facial expressions, type of voice, vocal patterns, inflection, quality
and
rhythm of speech,
characteristics and peculiarities in speech, peculiarities in dress, etc.)
B. Use symbols for suggesting human qualities
1. Animals
2. Machinery
3. Objects
4. One symbol predominates;
what is the specific key image?
C. Recall your own experiences and emotions.
Be inventive, use imagination, explore, then select.
IV. Analysis of Scene
A. Dramatic action or purpose of the scene
1. That do I want in the
scene? (main objective)
2. What do I do to get what
I want? (action)
3. That is any way? (obstacle/conflict)
4. That essence in the character
will help him/her get what he/she wants? (motivating force)
5. That essence in the character
will prevent him/her from getting what he/she wants?
(tragic flaw)
B. Find the separate units of action within the
scene.
C. Where is the climax or highest point of action?
MONOLOGUE PERFORMANCE EVALUATION
NAME_________________________
PLAY_______________________
CHARACTER___________________
SCALE 1 = Low 10 = Highest
PAPERWORK
1. Character Analysis
1 2 3 4
5 6 7 8
9 10
REHEARSAL
2. Off Book
1 2 3 4
5 6 7 8
9 10
3. Use of in-class rehearsal time
1 2 3 4
5 6 7 8
9 10
CHARACTERIZATION
Voice - to reveal character
4. Projection
1 2 3 4
5 6 7 8
9 10
5. Diction
1 2 3 4
5 6 7 8
9 10
6. Vocal Variety
1 2 3 4
5 6 7 8
9 10
Physicalities - to reveal character
7. Facial Expressiveness
1 2 3 4
5 6 7 8
9 10
8. Gesture
1 2 3 4
5 6 7 8
9 10
9. Movement/blocking
1 2 3 4
5 6 7 8
9 10
Comments:
PERFORMANCE WORK EVALUATION
1 = needs improvement
2 = fair 3 = good
4 = excellent 5 = superior
Write the appropriate number next to each question.
VOICE
Could you hear the actors distinctly?
Was the rate too fast or too slow?
Was there a variety of rate and inflection?
Was pronunciation and articulation properly done for each character?
MOVEMENT
Were the movements of the actor in keeping with the character?
Was there a great deal of random movement?
Did the actor seen to have a well-controlled, poised body?
CONCENTRATION
Did actors make eye-ccntact with one another?
Did the actor ever lose character?
Was an actor looking at something offstage?
MEMORIZATION
Did actors have to call for lines?
Did actors confidently speak lines?
INTRODUCTION
Could you understand the action when the scene began?
Did the introduction have any style or production qualities?
CHARACTERIZATION
Was there a complete bodily and mental recreation of character?
Did we "believe" the actor's characterization at all times?
Were emotional transitions natural and effective?
Were relationships established between characters?
TIMING
Did the actors pick up cues properly?
Did the movements of the actors slow down the tempo of the show?
Was the production static in places because the actors seemed to lack
a correct sense of pace?
Was the piece within the allotted time limit for the class?
Did the group take an appropriate amount of time for setting up or
striking scene?
FIRST MONOLOGUE EVALUATION FORM
NAME _________________________ TOTAL POINTS______________
Well, here's how you did. Remember this is just our first try at monologues and we all have lots more to learn. Each section is worth 10 points. The grading scale is: 85-100 =A, 70-84=B, 55-69=C, 40-54=D. Notice the items which are checked below, they will help you improve for next time. If an item ISN'T CHECKED, it means that for your first performance, you were good in that area.
PREPARATION
1. Play Summary
Points ______
_____ Good summary.
_____ You needed more details.
2. Character Analysis
Points ______
____ Good analysis.
____ You needed more details.
3. Monologue Breakdown
Points______
____ Good breakdown.
____ You needed more details.
4. (Introduction)
Points ______
____ very effective
introduction.
____ Relax, we're
on your side.
____ Next time, please
prepare what you're going to say before you get up.
PERFORMANCE
1. Believability
Points _____
_____You were very believable.
____ Don't break character.
____ Some of your
dialogue wasn't convincing.
____ At times, you didn't
look like you meant what you said.
2. Physical Character
Points _____
____Good use of movement
and gestures.
____You needed to use more
movement.
____You needed to use more
gestures.
____You have physical habits
which distract the character.
____ Sometimes your body
didn't agree with what your character was saying/feeling.
3. Vocal Performance
Points _____
____ Very effective use
of your voice.
____ You needed more vocal
variety.
____ You have vocal habits
which distract from the character.
____ Sometimes the sound
of your voice didn't agree with what your character was
saying/feeling.
____ Sometimes I couldn't
hear you. Project more.
MONOLOGUE EXERCISE EVALUATION
NAME ________________________
PLAY_____________________
CHARACTER___________________
1 = poor 2 = fair 3 = good 4 = very good 5 = excellent
WRITTEN PREPARATION
Play Analysis _____
Character Analysis ______
Geture_______
Movement _______
Monologue______
REHEARSALS
Attendance_______
Warm-ups______
Efficient use of time_____
Speed run_______
4-5 line mini-performance______
PERFORMANCE
Voice
Projection_______
Articulation______
Variety________
Movement
Naturalness_______
Appropriateness_______
Characterization
Physicalities_______
Suitable vocal quality______
Wardrobe selection______
Total Points _______
Additional Comments: including risk-taking, creativity, etc.
