T.T304

Analyze and Critique a Theatre Performance

Analyze and Critique a Theatre Performance

Students will analyze a theatre performance for a variety of factors, including the director, actors, technical elements, and overall presentation. Observations will also be made about how other art forms, such as visual arts, dance, and music, were integrated into the show.

This item has not yet been field-tested.


These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC

  • Dimension
  • Performance Critique

  • Analysis of Other Arts Areas

  • Feedback Summary

  • 1
  • 2
  • 3
  • 4
  • Student does not address any areas.

    N/A at this time.
  • Student addressed only one area adequately.

    N/A at this time.
  • Student addressed two areas clearly.

    N/A at this time.
  • Student addressed three areas clearly and in a thoughtful way.

    N/A at this time.
  • Student does not address any areas.

    N/A at this time.
  • Student addressed the arts area, but arguments are not clearly reasoned.

    N/A at this time.
  • Student addressed the arts area, and arguments are adequately reasoned.

    N/A at this time.
  • Student addressed the arts area, and arguments are well reasoned.

    N/A at this time.
  • Student minimally summarizes feedback.

    N/A at this time.
  • Student partially summarizes feedback.

    N/A at this time.
  • Student mostly summarizes feedback in an adequate way.

    N/A at this time.
  • Student fully summarizes feedback in a clear, meaningful way.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTION 4

  • Dimension
  • Reasons musicals are more complex

  • Difference between musicals and non-musical productions

  • 1
  • 2
  • 3
  • 4
  • Student gave no reasoning.

    N/A at this time.
  • Student addressed differences, but arguments are not clearly reasoned.

    N/A at this time.
  • Student addressed differences, and arguments are adequately reasoned.

    N/A at this time.
  • Student addressed differences, and arguments are well reasoned.

    N/A at this time.
  • Student gave no critical difference.

    N/A at this time.
  • Student gave one critical difference.

    N/A at this time.
  • Student gave two critical differences.

    N/A at this time.
  • Student gave three or more critical differences.

    N/A at this time.
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