T.T406

Blocking a Scene

Blocking a Scene

After analyzing and researching the one-act play The Actor’s Nightmare by Christopher Durang, student directors will cast and direct classmates in a scene. This task focuses on the assessment of the directors only. Student actors would get graded using separate rubrics and expectations. The actors may rotate into the role of directors in future assignments. Scenes average three to five actors, so in a class of 30 students, there would be approximately five to seven directors.

This assessment has five parts:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read, Analyze, and Prepare Scene (Days 1–2)
o Part 3–Scene Rehearsal (Days 3–7)
o Part 4–Scene Performance (Day 8)
o Part 5–Reflection (Day 9)

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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: DIRECTOR

  • Dimension
  • Play Information

    Genre, mood, style, theme, subject, plot summary, research, and bibliography

  • Playwright Information

    Playwright’s insights and critical comments; evaluations of the author

  • Character Summary

    Physical and personality descriptions, super objectives, purpose, and relationships

  • Ground Plan

    Scaled ground plan of scene with explanation

  • Scene Information

    Blocking, subtext, business, pace, tempo, lighting, properties, sound, line interpretation

  • Rehearsal Plans

    Goals, accomplishments, problems, and solutions

  • Rehearsal Time

  • Blocking, Visual Impact

  • Vision

  • Rhythm, Tempo, and Pace

  • Written Reflection

  • 1
  • 2
  • 3
  • 4
  • Work is vague or inaccurate. No unique vision or insights are demonstrated.

    N/A at this time.
  • Work shows a simple analysis of the text and is not consistently accurate. Unique vision and insights are lacking.

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  • Work shows an accurate analysis of the text. Some unique vision and insights are demonstrated.

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  • Work shows an accurate and thorough analysis of the text. Unique vision and insights are consistently demonstrated.

    N/A at this time.
  • Work is incomplete or inaccurate.

    N/A at this time.
  • Work is complete but vague and/or sometimes inaccurate.

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  • Work is accurately completed.

    N/A at this time.
  • Work is accurately and thoroughly completed.

    N/A at this time.
  • Character summaries are vague, incomplete, or inaccurate.

    N/A at this time.
  • Character summaries are complete but provide only a minimal description or are inaccurate.

    N/A at this time.
  • Character summaries are accurately completed but could include more insight and/or elaboration.

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  • Character summaries are accurate and thorough.

    N/A at this time.
  • Work is incomplete.

    N/A at this time.
  • Ground plan is not to scale or sloppily drawn. Explanation is vague or unclear.

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  • Ground plan is drawn to scale.
    Explanation justifies how plan is suitable, enhances the play, and was inspired by the script.

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  • Ground plan is neatly drawn to scale. Explanation clearly and thoroughly justifies how plan is suitable, enhances the play, and was inspired by the script.

    N/A at this time.
  • Much of the scene information is missing or incomplete.

    N/A at this time.
  • Some of the scene information is included in the scene, but many aspects are lacking.

    N/A at this time.
  • Most of the scene information is included in the scene.

    N/A at this time.
  • All of the scene information is clearly included in the scene.

    N/A at this time.
  • Rehearsal plans are vague or incomplete.

    N/A at this time.
  • All rehearsal plans are complete, but information is vague.

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  • All rehearsal plans are satisfactorily completed.

    N/A at this time.
  • All rehearsal plans are thoroughly completed and reflected upon to plan the next rehearsal.

    N/A at this time.
  • Inadequate use of time and preparation.

    N/A at this time.
  • Acceptable use of time and preparation. Sometimes creates a positive and encouraging environment.

    N/A at this time.
  • Good use of time and preparation. Often creates a positive and encouraging environment.

    N/A at this time.
  • Excellent use of time and preparation. Consistently creates a positive and encouraging environment.

    N/A at this time.
  • Minimal use of levels and variety of positions on stage throughout scene. Minimal use of placement to create pleasing and purposeful stage pictures.

    N/A at this time.
  • Fair use of levels and variety of positions on stage throughout scene. Fair use of placement to create pleasing and purposeful stage pictures.

    N/A at this time.
  • Good use of levels and variety of positions on stage throughout scene. Good use of placement to create pleasing and purposeful stage pictures.

    N/A at this time.
  • Excellent use of levels and variety of positions on stage throughout scene. Excellent use of placement to create pleasing and purposeful stage pictures.

    N/A at this time.
  • Director’s vision lacks understanding of the scene. Characters do not bring the scene to life, and most lines are not memorized.

    N/A at this time.
  • Director’s vision shows some understanding of the scene. Characters sometimes bring the scene to life, and most lines are memorized.

    N/A at this time.
  • Director’s vision shows understanding of the scene. Characters bring the scene to life, and lines are memorized.

    N/A at this time.
  • Director’s vision shows deep and thorough understanding of the scene. Characters excellently bring the scene to life, and lines are memorized.

    N/A at this time.
  • Timing and delivery choices do not enhance or enrich the scene or characterization.

    N/A at this time.
  • Timing and delivery choices sometimes enhance the scene and characterization.

    N/A at this time.
  • Timing and delivery choices often enhance the scene and characterization.

    N/A at this time.
  • Timing and delivery choices consistently enhance the scene and characterization.

    N/A at this time.
  • Reflection is incomplete or inaccurate.

    N/A at this time.
  • Reflection attempts to analyze different areas but does not provide clear descriptions and/or details.

    N/A at this time.
  • Rehearsal, preparation, classmates’ scene performance and own strengths and weakness are clearly described with specific examples, but reflection lacks references to the rubric.

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  • Rehearsal, preparation, classmates’ scene performances, and own strengths and weakness are clearly and thoroughly described with specific examples and references to the rubric.

    N/A at this time.

TEACHER SCORING RUBRIC: ACTOR

  • Dimension
  • Play Information

    Genre, mood, style, theme, subject, plot summary, research, and bibliography

  • Playwright Information

    Playwright’s insights and critical comments; evaluations of the author

  • Character Summary

    Physical and personality descriptions, super objectives, purpose, and relationships

  • Ground Plan

    Scaled ground plan of scene with explanation

  • Rehearsal Time

  • Rhythm, Tempo, and Pace

  • Written Reflection

  • 1
  • 2
  • 3
  • 4
  • Work is vague or inaccurate. No unique vision or insights are demonstrated.

    N/A at this time.
  • Work shows a simple analysis of the text and is not consistently accurate. Unique vision and insights are lacking.

    N/A at this time.
  • Work shows an accurate analysis of the text. Some unique vision and insights are demonstrated.

    View Exemplars
    View Exemplars
    View Exemplars
  • Work shows an accurate and thorough analysis of the text. Unique vision and insights are consistently demonstrated.

    N/A at this time.
  • Work is incomplete or inaccurate.

    N/A at this time.
  • Work is complete but vague and/or sometimes inaccurate.

    N/A at this time.
  • Work is accurately completed.

    View Exemplar
  • Work is accurately and thoroughly completed.

    View Exemplar
  • Character summaries are vague, incomplete, or inaccurate.

    N/A at this time.
  • Character summaries are complete but provide only a minimal description or are inaccurate.

    N/A at this time.
  • Character summaries are accurately completed but could include more insight and/or elaboration.

    View Exemplars
    View Exemplars
  • Character summaries are accurate and thorough.

    View Exemplars
    View Exemplars
    View Exemplars
  • Work is incomplete.

    View Exemplars
    View Exemplars
  • Ground plan is not to scale or sloppily drawn. Explanation is vague or unclear.

    N/A at this time.
  • Ground plan is drawn to scale. Explanation justifies how plan is suitable, enhances the play, and was inspired by the script.

    View Exemplars
    View Exemplars
  • Ground plan is neatly drawn to scale. Explanation clearly and thoroughly justifies how plan is suitable, enhances the play, and was inspired by the script.

    N/A at this time.
  • Inadequate use of time and preparation.

    N/A at this time.
  • Acceptable use of time and preparation. Sometimes creates a positive and encouraging environment.

    N/A at this time.
  • Good use of time and preparation. Often creates a positive and encouraging environment.

    N/A at this time.
  • Excellent use of time and preparation. Consistently creates a positive and encouraging environment.

    N/A at this time.
  • Timing and delivery choices do not enhance or enrich the scene or characterization.

    N/A at this time.
  • Timing and delivery choices sometimes enhance the scene and characterization.

    N/A at this time.
  • Timing and delivery choices often enhance the scene and characterization.

    N/A at this time.
  • Timing and delivery choices consistently enhance the scene and characterization.

    N/A at this time.
  • Reflection is incomplete or inaccurate.

    N/A at this time.
  • Reflection attempts to analyze different areas but does not provide clear descriptions and/or details.

    N/A at this time.
  • Rehearsal, preparation, classmates’ scene performance and own strengths and weakness are clearly described with specific examples, but reflection lacks references to the rubric.

    N/A at this time.
  • Rehearsal, preparation, classmates’ scene performances, and own strengths and weakness are clearly and thoroughly described with specific examples and references to the rubric.

    N/A at this time.

TEACHER SCORING RUBRIC–ASSESSMENT QUESTION

  • Dimension
  • Student explains the importance of collaboration and communication between director and at least three designers (such as Make-up, Lighting, Costume, Set, Sound, Publicity, or Props).

  • 1
  • 2
  • 3
  • 4
  • Student makes little or no attempt to explain why collaboration with designers is important.

    N/A at this time.
  • Student clearly explains the importance of the unique collaboration between the director and one or two different designers. Student fails to describe each designer’s unique contribution to the directing process.

    N/A at this time.
  • Student clearly explains the importance of the unique collaboration between the director and at least three different designers. Student fails to clearly describe each designer’s unique contribution to the directing process.

    N/A at this time.
  • Student clearly explains the importance of the unique collaboration between the director and at least three different designers. Student clearly identifies each designer’s unique contribution to the directing process.

    N/A at this time.
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