|
Story
|
Story was missing a
beginning, middle, climax and/or end. The story lacked
meaningful description, and showed little understanding
of the needs of a silent performance.
|
Story had a beginning,
middle, climax and end. Story showed some understanding
of the needs of a silent performance, but needs to be
more descriptive.
|
Story had a beginning,
middle, climax and end. Story was fairly descriptive,
and showed a good understanding of the needs of a silent
performance.
|
Insightful story with
beginning, middle, climax and end. Story was descriptive,
specific, and showed excellent understanding of the
needs of a silent performance.
|
____
|
|
Character
|
A lack of sufficient
character work was evident, and the student often dropped
character during performance.
|
Some character work
was evident, but the portrayal was inconsistent on stage.
|
Character was well-thought
out, and the student stayed in this character for most
of the performance.
|
Student portrayed a
well-rounded and compelling character for the entire
performance.
|
____
|
|
Mime Skills
|
Performance showed
a flawed and incomplete understanding and execution
of mime skills, including body language (expression,
separation of movements), object use (size, shape, weight),
and environment (relative locations, use of stage, awareness
of audience).
|
Performance showed
a partial understanding and execution of mime skills,
including body language (expression, separation of movements),
object use (size, shape, weight), and environment (relative
locations, use of stage, awareness of audience).
|
Performance showed
a good understanding and execution of mime skills, including
body language (expression, separation of movements),
object use (size, shape, weight), and environment (relative
locations, use of stage, awareness of audience).
|
Performance showed
an excellent and insightful understanding and execution
of mime skills, including body language (expression,
separation of movements), object use (size, shape, weight),
and environment (relative locations, use of stage, awareness
of audience).
|
____
|