Theatre Sportz Individual Performance Rubric
Energy, and
Classroom Norms
Improv Basics
Character
Improv Basics
Relationships
Name ________________________
Block _____
Exceptional
4
Proficient
3
Some
Proficiency
2
Below
Expectations
1
Student had
excellent energy,
and followed all
the classroom
norms (see
classroom wall for
specifics) at an
exceptional level.
Student
consistently (all
games) created
well rounded and
different
Characters (both
physically and
vocally) that were
appropriate to the
scene and helped
make the scene
stronger.
Student built
strong
Relationships the
other characters in
every game they
played.
Student had good
energy and
followed all of the
classroom norms.
Student some good
energy and
followed at least 5
of the classroom
norms.
Student had little
energy and followed 4
or fewer classroom
norms.
Student created 1
good Character (in
at least 2 games) –
changing either the
physical or vocal
aspect from his or
her own traits
and/or may have
continued to play
the same/similar
characters in more
than 1 game.
Student had some
Relationship(s)
with the other
characters in most
of the scenes or
games , although
not all were used
to build the scene.
Student (in at least
2 games) did 2 of
the following:
created a clear
Objective for their
Characters, worked
to create an
obstacle(s) for the
other players, and
moved the
game/scene
towards solving
the conflict(s)
created.
Student (in at least
2 games) used
their
movement/actions
to help create an
Environment that
was appropriate to
Ask-For/game.
Student either
created a Character
who was different
physically or
vocally from their
own traits, or used
the same character
in every scene.
Student did not create
different characters
(essentially played
themselves)
Student built a
Relationship with
another character in
at least 1 scene, but
the relationship did
not add to the
scene.
Students did not use
Relationships in any
of the games.
Student (in at least
1 game) did 1 of
the following:
created a clear
Objective for a
Character OR
worked to create an
obstacle for the
other players OR
moved the
game/scene
towards solving the
conflict(s) created.
Student did not do any
of the following in
any game: created a
clear Objective for a
Character, worked to
create an obstacle for
the other players,
moved the game/scene
towards solving the
conflict(s) created
Student (in at least
1 game) used their
movement/actions
to help create an
Environment that
was appropriate to
Ask-For/game.
Student did not
establish Environment
or use it at any point
in any game OR did
not create an
Environment that was
appropriate to the
Ask-For/game.
Improv Basics
Objective Obstacle
Conflict
Student
consistently (all
games) created a
clear Objective for
their Characters,
worked to create
an obstacle(s) for
the other players,
and moved the
game/scene
towards solving
the conflict(s)
created.
Improv Basics
E
Student
consistently (all
games) used their
movement/actions
to help create an
Environment that
was appropriate to
Ask-For/game and
used E frequently
to build on other
areas.
Structure
Beginning, Middle
End
Improv
Commandments
Denial/Yes And
Give Gifts
Justification
Focus
Ensemble
Student
consistently (all
games) honored
what needed to be
introduced in each
section of structure
(B- C and E, M –
O, OB, R, and
CON, E- O and
solving C) as well
as helping lead the
scene to a
conclusion that
allowed the host to
call “scene”.
Student
consistently (all
games) avoided
any Denial, Yes
Anded (accepted
other’s Gifts), and
gave at least 1Gift
to the scene or
game.
Student’s
performance
consistently (all
games) include all
of the following:
good give and
take, strong
justification of
choices, and strong
focus (no breaking
character or
preconceived
choices).
Student (in at least
2 games) honored
what needed to be
introduced in each
section of structure
(B- C and E, M –
O, OB, R, and
CON, E- O and
solving C) and
helped lead the
scene(s) to a
conclusion that
allowed the host to
call “scene”.
Student (in at least
1 games) honored
what needed to be
introduced in each
section of structure
(B- C and E, M –
O, OB, R, and
CON, E- O and
solving C).
Student did not use
structure in their
improv. There was no
discernible structure
to their improv and/or
they continued to
introduce
ideas/characters well
after they could be
used/explored in the
scene to any
advantage.
Student (in at least
2 games) did all of
the following:
avoided any
Denial, Yes Anded
(accepted other’s
Gifts), and gave at
least 1 Gift
however these
were not all have
been present in all
their performances
or scenes.
Student’s
performance (in at
least 2 games)
included all of the
following: good
give and take,
strong justification
of choices, and
strong focus (no
breaking character
or preconceived
choices) but these
choices were not
present in all their
performances or
scenes.
Student (in at least
1 games) did at
least 2 of the
following: avoided
any Denial, Yes
Anded (accepted
other’s Gifts), and
gave at least 1 Gift
to the scene.
Student did not Yes
And, actively Denied
(Ignored), and/or did
not give any Gifts in
any of their
scenes/performances.
Student’s
performance (in at
least 1 game)
included 2 of the
following: good
give and take,
strong justification
of choices, and
strong focus (no
breaking character
or preconceived
choices) but these
choices were not
present in all their
performances or
scenes.
Student’s
performance (in at
least 1 games)
included 1 or less of
the following: good
give and take,
strong justification
of choices, and
strong focus (no
breaking character
or preconceived
choices).
Points subtracted for any of the below actions (hash mark = 1 occasion in performance). See vocab list for
complete description of the offense. Each hash mark = .50 points subtracted from total – up to 5 points.
Asking Questions
Over Talk
Brown Bagging
Driving/Bulldozing
Denial
Points added for any of the below actions (hash mark = 1 occasion in performance). See vocab list for
complete descriptions of the technique. Each hash mark = .50 points added to total – up to 5 points.
Joke Round
Naming
Took a Dive
Kept Spot Hot
‘Groaner’
TOTAL POINTS:
/25