UMS Shoebox Speech Assignment

This is your first presentation in this class.  

This assignment will be due and presented in class  
September 6th.  
 
This project is worth 60 points total and will be pass/fail.  
It is considered a pre-assessment. 

Assignment: 
*Choose three items to bring to class that are important to you, represent you, or describe you in some way that all fit
into one shoe box together.

*Prepare a short speech (1-2 minutes long) introducing yourself to the class using these three items as your three
main points or pieces of information.

*Rehearse your speech in front of a mirror or other people to make sure you feel ​prepared​. Your speech should be
memorized, but does not have to be written out anywhere. Use your body to create a clear character, use your face
to help convey emotion, use purposeful movements, use your space to tell your story, project, articulate, and show
enthusiasm in your delivery. You will be graded on how well you accomplish these things.

*Prepare and present an introduction with your speech. It will be in this format: “Hello, my name is _______________
and this is my shoebox speech.” End professionally with “Thank You.”

* Treat this assignment as a professional presentation in both your performance and as you view others as an
audience member.

I
 Shoe Box Speech Rubric
8-10 pts. - Highly
Skill Proficient
Characterization Character was clear and
-- Using your body to distinct. High amounts of
create a clear focus and energy, actor
character used entire body to
convey character.
Student clearly added in
character habits, traits,
mannerisms, via
movement. Objectives
were clear and concise
through body movement.
Facial Expression Excellent effort at making
-- Using your face to sure audience understood
help convey emotion ALL emotions in the
and plot performance. The
emotion was very
believable and portrayed
honestly.
Precision of Actor’s movements were
movements clear, distinct, and
objective-driven.
Audience always
understood the purpose of
the movement.
Use of Space Actor effectively used the
space to tell the story and
portray the character.
Actor’s movements were
always visible to the
audience.
Stage Voice Student consistently
projects, uses good
diction, and uses a variety
of vocal qualities
(including inflection and
character).
All performance elements
Overall combine to create a
Effectiveness cohesive, clear, and
creative performance.
6-7 pts. - Proficient 3-5 pts. - Minimally 0-2 pts. - Below
Proficient Proficient
Character was mostly Character was Character was
clear and distinct. A good somewhat unclear. unclear/indistinct.
amount of focus and Actor did not always Objective did not exist.
energy, actor used body remain in character
well to convey character. and/or did not use entire
Student added in some body to convey
character habits, traits, character. Objectives
mannerisms, via were a bit unclear, and
movement, Objectives student didn’t put a lot
were mostly clear and of effort into creating
concise through body distinct movement.
movement.
Good effort at making Good effort at facial Facial expressions were
sure the audience expression. There were unclear and/or there
understood most of the a few moments where were several moments
emotions in the emotion wasn’t clear or where the audience
performance. Most of the believable. couldn’t see the actor’s
emotion was believable face. Not much energy
and portrayed honestly. behind the facial
expressions.
Good effort at Some effort at Movements were
characterization and characterization and indistinct or unmotivated.
objective driven objective driven Objective was unclear.
movement but was not movement but had little
particularly focused or focus or energy and
energetic. was inconsistent.
Actor’s use of the space Actor’s use of the space Actor’s use of the space
was moderately effective was somewhat effective was often ineffective.
in telling the story and in telling the story and
portraying the character. portraying the
Actor’s movements were character. Actor’s
usually visible to the movements were
audience. sometimes visible to the
audience.
Student projects, uses Student could be heard, Voice was
adequate diction, and cut voice lacks variety unclear/lacked diction.
adds some variety to and diction. Little to no variety in
vocal quality. vocal quality.
Most performance Some performance May performance
elements contributed to elements contributed to elements were missing,
create a cohesive, create a cohesive leading to an unclear or
performance. performance and non-cohesive
performance.
 Performance may not performance lacked
have always been clear. consistent clarity.
Total
/60