Download Theatre Arts Rubrics - Imperial Valley College

IMPERIAL VALLEY COLLEGE
HUMANITIES DIVISION
Theatre Arts Program
Student Learning Outcomes & Rubrics
By Dr. Patterson
THEA 100 (3 units)
Introduction to Theatre
An introduction to the art of theatre to include the nature of theatrical presentation,
elements of dramatic structure, and the contributions of the playwright, actor,
director, designer, technician, and audience.
Student Learning Outcome 1 – The student will analyze a modern play for given
circumstances, character objectives/obstacles and relationships, and dramatic structure
(Analysis; ISLO Critical Thinking and Communication Skill).
SLO
Unsatisfactory
Satisfactory
1a – given
circumstances
The student fails to
provide an appropriate
list of given
circumstances.
The student provides a
list of given
circumstances which is
appropriate to the
assigned play.
The student provides a
list of given
circumstances and
describes some of the
flexible circumstances.
1b – character
objectives &
obstacles
The student fails to
submit or submits
character objectives
which demonstrate a
lack of understanding
of the assigned play.
The student fails to
submit or submits a
description of character
relationships which
demonstrates a lack of
understanding of the
assigned play.
The student fails to
submit or fails to
correctly identify the
inciting incident and/or
climax of the assigned
play.
The student provides
character objectives
and obstacles
demonstrating an
understanding of the
assigned play.
The student submits a
description of the
character relationships
which demonstrates an
understanding of the
assigned play.
The student provides
character objectives and
obstacles demonstrating a
mastery of the assigned
play.
The student accurately
identifies the inciting
incident and climax of
the assigned play as
well as one or more
complications.
The student accurately
identifies the primary
agent, inciting incident,
climax, at least one crisis
or turning point, and the
story elements contained
in the denouement of the
1c – character
relationships
1d – dramatic
structure
1
Exemplary
The student submits a
description of the
character relationships
which demonstrates a
mastery of the assigned
play.
assigned play.
Student Learning Outcome 2 – The student will identify the major tasks and
responsibilities of the actor, director, designer, and playwright in response to written
examination prompts. The student will develop and present projects in at least two of
these areas (Comprehension; ISLO Critical Thinking and Communication Skill).
SLO
2a – written
examination
2b – project 1
2c – project 2
Unsatisfactory
Satisfactory
Exemplary
The student fails to
answer correctly at
least ___ embedded test
questions.
The student fails to
present or presents a
project which fails to
demonstrate a basic
competence in the area
selected.
The student fails to
present or presents a
project which fails to
demonstrate a basic
competence in the area
selected
The student correctly
answers at least ___
embedded test
questions.
The student presents a
project which
demonstrates a basic
competence in the area
selected.
The student correctly
answers at least ___
embedded test questions.
The student presents a
project which
demonstrates a basic
competence in the area
selected
The student presents a
project which
demonstrates mastery in
the area selected.
The student presents a
project which
demonstrates mastery in
the area selected.
Student Learning Outcome 3 – The student will identify and explain the major
components of dramatic structure as well as Aristotle’s six elements of drama in response
to written examination prompts (Comprehension; ISLO Critical Thinking).
SLO
Unsatisfactory
3a – dramatic
structure
The student fails to
identify and explain at
least four components
of dramatic structure.
3b – Aristotle’s
six elements of
drama
The student fails to
identify Aristotle’s six
elements of drama.
Satisfactory
Exemplary
The student correctly
identifies and explains
at least four of the
following components:
exposition, inciting
incident, complication,
crisis, climax, and
denouement.
The student correctly
identifies all six of
Aristotle’s elements of
drama, but does not
provide adequate
explanation.
The student correctly
identifies and explains
the following
components of dramatic
structure: exposition,
inciting incident,
complication, crisis,
climax, and denouement.
The student correctly
identifies and explains
all six of Aristotle’s
elements of drama.
2
Student Learning Outcome 4 – The student will compare and contrast the important
qualities and distinctions of major periods in Western theatre history (i.e., Greek,
Medieval, Elizabethan, Neo-Classical, Romantic, and Modern) in response to written
examination prompts. The student will also reflect on racial, ethnic, and social diversity
of assigned plays in response to written examination prompts (Application and
Evaluation; ISLO Critical Thinking and Communication Skill).
SLO
4a – Western
theatre history
4b –
contemporary
diversity
Unsatisfactory
Satisfactory
Exemplary
The student will fail to
respond correctly and
fully to at least ___
prompts on written
examinations
The student will fail to
adequately reflect on
the racial, ethnic, and
social diversity of the
plays assigned in class.
The student will
respond correctly and
fully to at least ___
prompts on written
examinations.
The student will write a
short essay exam
response that reflects
on the racial, ethnic,
and social diversity of
the plays assigned in
class.
The student will respond
correctly and fully to at
least ___ prompts on
written examinations.
3
The student will write a
short essay exam
response with reflects
deeply on the racial,
ethnic, and social
diversity of the plays
assigned in class.
THEA 120 (3 units)
Fundamentals of Acting
An introduction to the interpretation of drama through the art of the actor.
Development of individual insights, skills, and disciplines in the presentation of the
dramatic materials to an audience.
Student Learning Outcome 1 – The student will analyze a play for given circumstances
and produce a detailed written character biography (Analysis; ISLO Critical Thinking
and Communication Skill).
SLO
Unsatisfactory
Satisfactory
Exemplary
1a – given
The student provides a
circumstances list of given
circumstances which is
missing several key
elements necessary to the
assigned role in the play.
The student provides a
list of given
circumstances which is
appropriate to the
assigned role in the
play.
The student provides a
list of given
circumstances which
demonstrates a clear
understanding of the
play as a whole
1b – character The student submits a
biography
character biography
which fails to address
certain characteristics of
the assigned role.
The student submits a
character biography
which addresses
pertinent characteristics
of the assigned role.
The student submits a
character biography
which demonstrates a
clear understanding of
the assigned role within
the context of the play
as a whole.
Student Learning Outcome 2 – The student will perform assigned scene(s), demonstrating
fundamental performance skills of punctuality, characterization, concentration, and
physical and vocal expression (Application; ISLO Personal Responsibility).
SLO
Unsatisfactory
Satisfactory
2a –
punctuality
The student fails to arrive
on time for many
rehearsals and/or
performances.
The student arrives on
time for all scheduled
rehearsals and
performances.
2b – characterization
The student fails to make
appropriate choices of
characterization.
The student makes
character choices
appropriate to the script
and director’s
interpretation.
4
Exemplary
The student arrives
sufficient early to warm
up physically and
vocally for all scheduled
rehearsals and
performances.
The student explores
many options in order to
determine the best
characterization for the
script and director’s
interpretation.
2c –
concentration
2d – physical
expression
2e – vocal
expression
The student fails to stay
focused on her/his work
during rehearsals and/or
performances.
The student is unable or
unwilling to express the
assigned role(s)
physically.
The student is actively
concentrating during
rehearsals and
performances.
The student
demonstrates physical
expression appropriate
to the assigned role(s).
The student is unable or
unwilling to express the
assigned role(s) vocally.
The student
demonstrates vocal
expression appropriate
to the assigned role(s).
The student
demonstrates application
of all three circles of
concentration.
The student explores
many options in order to
determine the best
physical expression for
the assigned role(s).
The student explores
many options in order to
determine the best vocal
expression for the
assigned role(s).
Student Learning Outcome 3 – The student will utilize theatre acting terminology and
demonstrate theoretical understanding of basic acting techniques (e.g., rehearsal versus
performance, movement and vocal experimentation, internal versus external approaches)
(Application; ISLO Communication Skill and Critical Thinking).
SLO
Unsatisfactory
Satisfactory
Exemplary
The student responds
appropriately when
asked to respond to
acting terminology.
The student
demonstrates an
understanding of when
experimentation and
play are appropriate to
the process.
3c – physical
experimenttation
The student must be
prompted when asked to
respond to acting
terminology.
The student must be
encouraged to experiment
and play during rehearsal
and/or must be reminded
when experimentation is
no longer appropriate to
the process
The student must be
encouraged to experiment
physically in rehearsals.
The student initiates
language appropriate to
the acting/directing
profession.
The student’s work in
rehearsals and
performance
demonstrate a clear
understanding of the
various stages of the
process.
The student actively
explores physical
options in the discovery
process.
3d – vocal
experimenttation
The student must be
encouraged to experiment
vocally in rehearsals.
3e – internal
v. external
The student must be
prompted when to use
internal and/or external
approaches to the
assigned role(s).
3a – acting
terminology
3b- rehearsal
versus
performance
The student
experiments with a
variety of physical
expressions in the
rehearsal process.
The student
experiments with a
variety of vocal
expressions in the
rehearsal process.
The student utilizes
internal and/or external
approaches appropriate
to the assigned role(s).
5
The student actively
explores vocal options in
the discovery process.
The student actively
explores internal and
external techniques in
the discovery process.
THEA 121 (3 units)
Intermediate Acting
A continuation of THEA 120 with further emphasis on fundamental acting skills.
Laboratory hours to be arranged. Maximum of six credits.
Student Learning Outcome 1 – The student will analyze an assigned play for given
circumstances, dramatic structure, and an assigned character’s through line of action.
The student will produce a detailed written character biography (Analysis; ISLO Critical
Thinking and Communication Skill).
SLO
Unsatisfactory
Satisfactory
Exemplary
1a – given
The student provides a
circumstances list of given
circumstances which is
missing several key
elements necessary to the
assigned role in the play.
The student provides a
list of given
circumstances which is
appropriate to the
assigned role in the
play.
The student provides a
list of given
circumstances which
demonstrates a clear
understanding of the
play as a whole.
1b – dramatic
structure
The student fails to
identify and explain at
least four components of
dramatic structure.
1c – character
biography
The student submits a
character biography
which fails to address
certain characteristics of
the assigned role.
The student correctly
identifies and explains
at least four of the
following components:
exposition, inciting
incident, complication,
crisis, climax, and
denouement.
The student submits a
character biography
which addresses
pertinent characteristics
of the assigned role.
The student correctly
identifies and explains
the following
components of dramatic
structure: exposition,
inciting incident,
complication, crisis,
climax, and denouement
The student submits a
character biography
which demonstrates a
clear understanding of
the assigned role within
the context of the play
as a whole.
6
Student Learning Outcome 2 – The student will rehearse and perform an ensemble
performance project, demonstrating intermediate-level performance skills in
characterization, concentration, and physical and vocal expression (Application; ISLO
Personal Responsibility).
SLO
Unsatisfactory
Satisfactory
Exemplary
2a – characterization
The student fails to make
appropriate choices of
characterization.
The student makes
character choices
appropriate to the script
and director’s
interpretation.
2b –
concentration
The student fails to stay
focused on her/his work
during rehearsals and/or
performances.
The student is unable or
unwilling to express the
assigned role(s)
physically.
The student is actively
concentrating during
rehearsals and
performances.
The student
demonstrates physical
expression appropriate
to the assigned role(s).
The student is unable or
unwilling to express the
assigned role(s) vocally.
The student
demonstrates vocal
expression appropriate
to the assigned role(s).
The student explores
many options in order to
determine the best
characterization for the
script and director’s
interpretation.
The student
demonstrates application
of all three circles of
concentration.
The student explores
many options in order to
determine the best
physical expression for
the assigned role(s).
The student explores
many options in order to
determine the best vocal
expression for the
assigned role(s).
2c – physical
expression
2d – vocal
expression
Student Learning Outcome 3 – The student will demonstrate intermediate-level
understanding of theatre acting terminology and a theoretical understanding of
intermediate-level acting techniques (i.e., internal versus external approaches,
presentational versus representational styles, psychological gesture, and character arch)
(Application; ISLO Communication Skill and Critical Thinking).
SLO
3a – acting
terminology
3b – internal
versus
external
3c – presentational
versus representational
Unsatisfactory
Satisfactory
The student must be
prompted when asked to
respond to acting
terminology.
The student must be
prompted when to use
internal and/or external
approaches to the
assigned role(s).
The student is unable or
unwilling to shift between
presentational and
representational styles.
The student responds
appropriately when
asked to respond to
acting terminology.
The student utilizes
internal and/or external
approaches appropriate
to the assigned role(s).
The student initiates
language appropriate to
the acting/directing
profession.
The student actively
explores internal and
external techniques in
the discovery process.
The student
demonstrates an ability
to shift between
presentational and
representational styles.
The student
demonstrates a mastery
of both presentational
and representational
styles.
7
Exemplary
3d – psychological
gesture
The student is unable or
unwilling to present a
psychological gesture for
an assigned role.
3e –
character
arch
The student is unable or
unwilling to demonstrate
an understanding of the
assigned character’s arch.
The student is able to
develop and present a
basic psychological
gesture for an assigned
role.
The student is able to
translate her/his
understanding of the
assigned character’s
arch in rehearsal and
performance.
8
The student is able to
develop, explain, and
present a psychological
gesture for an assigned
role.
The student is able to
identify, explain, and
physicalize her/his
understanding of the
assigned character’s arch
in rehearsal and
performance.
THEA 180 (1 unit)
Rehearsal and Performance
Enrollment contingent upon participation in campus major dramatic production.
Maximum credit one unit per semester for four semesters. Hours to be arranged.
Student Learning Outcome 1 – The student will attend all scheduled rehearsals and
performances (Application; ISLO Personal Responsibility).
SLO
Outcome 1
Unsatisfactory
The student misses
several scheduled
rehearsals and/or a
performance.
Satisfactory
The student attends
every scheduled
rehearsal and
performance.
Exemplary
The student arrives
sufficiently early to
every scheduled
rehearsal and
performance to warm up
physically and vocally.
Student Learning Outcome 2 – The student will clearly demonstrate ability to perform
in the production as assigned (Application; ISLO Personal Responsibility).
SLO
Outcome 2
Unsatisfactory
The student is unable or
unwilling to perform the
assigned tasks.
Satisfactory
The student performs
the assigned tasks as
appropriate and
necessary.
Exemplary
The student performs the
assigned tasks with
mastery.
Student Learning Outcome 3 – The student will demonstrate concentration and will
complete the performance without breaking character and/or missing a cue (Application;
ISLO Personal Responsibility).
SLO
Outcome 3
Unsatisfactory
The student is unable or
unwilling to remain
focused on her/his
assigned task(s)/role(s).
Satisfactory
Exemplary
The student actively
concentrates on her/his
task(s)s/role(s) during
performance without
breaking character
and/or missing a cue.
The student remains
focused and actively
concentrating on her/his
assigned task(s)/role(s)
during the entire preshow, performance, and
post-show period.
9