T.T409

Contrasting Monologues

Contrasting Monologues

From a choice of several monologues of contrasting genres, students will select two monologues, one drama and one comedy, to memorize, analyze, block, and perform.

This assessment has five parts to it:
o Part 1–Assessment Questions (Day 1)
o Part 2–Read and Select Monologues (Day 1)
o Part 3–Analyze Characters (Day 2)
o Part 4–Score Monologues (Days 3–4)
o Part 5–Perform Monologues (Days 5–6)
The directions for each part are given in the Student Booklet.

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


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 to a point of realization using purposeful choices about volume, articulation, dynamics, and inflection. Skills and techniques are applied at a high level of proficiency. The student shows an excellent ability to apply the artistic process involved in creating art.

    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.
  • Gross motor 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.

    N/A at this time.
  • Performance displays no understanding of the selected piece. 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. 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. The portrayal aligns with the author’s intent for the play.

    N/A at this time.
  • Performance displays deep understanding of the selected piece. The portrayal aligns with the author’s intent for the character.

    N/A at this time.
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