T.T410

Contrasting Monologues: Time Periods

Students will select, prepare, memorize, and perform two monologues from two different time periods (contrasting monologues based on time period). One selection should be written before 1900, and the other selection should be written after 1900. Both must be pieces written for theatrical performance and may not be taken from a movie, television show, or other electronic medium.

This assessment has three parts:
o Part 1–Assessment Questions
o Part 2–Select and Prepare Monologues
o Part 3–Submit Recorded Monologues

This item has not been field-tested by Michigan teachers.

Teacher Booklet

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Student Booklet

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This is an analytic rubric. 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

  • Voice

    Volume, articulation, dynamics, and inflection

  • Body

    Purposeful movement (gross motor, gesture, fine motor) and spatial awareness

  • Understanding

  • 1
  • 2
  • 3
  • 4

  • Can’t be heard. Lacks clarity in speech. Maintains monotone or displays no emotions.

    N/A at this time.

  • Can only be partially heard. Lacks some clarity in speech. Maintains the motivations of the character.

    N/A at this time.

  • Speaks to the “back of the room.” Words are fully understood. Emotions clearly embody the motivations of the character.

    N/A at this time.

  • Creates a personal interpretation using purposeful voice choices. Skills and techniques are applied at a high level of proficiency.

    N/A at this time.

  • No locomotor movement. Lacks gestures or purposeful movement of gestures. Gestures and movement do not reflect character but rather personal physical habits of the performer. Movements interfere with the interpretation of the piece.

    N/A at this time.

  • Gross motor choices and gestures are not consistently motivated by the character. movements are not consistent within the use of space.

    N/A at this time.

  • Large movement reflects character motivation. Gestures demonstrate the character. movement demonstrates understanding of space.

    N/A at this time.

  • Student creates a personal interpretation using purposeful movement choices. Skills and techniques are applied at a high level of proficiency. Employs gestures that present subtle and eloquent levels of characterization.

    N/A at this time.

  • Performance displays no understanding of the selected piece or its context. The performance does not align with the author’s intent for the play.

    N/A at this time.

  • Performance displays a limited understanding of the selected piece and little or no knowledge of the context of the piece. The performance may not align with the author’s intent for the play.

    N/A at this time.

  • Performance displays an understanding of the selected piece and some knowledge of the context from which it was extracted. The portrayal aligns with the author’s intent for the play.

    N/A at this time.

  • Performance displays deep understanding of the selected piece and the context from which it was extracted. The portrayal aligns with the author’s intent for the character.

    N/A at this time.
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