|
Demonstrate understanding
of sustaining the appropriate voice or character through
language, gestures, and body movements.
|
The student used a
quiet, weak voice, and used very few gestures and body
movements throughout his/her presentation.
|
The student sometimes
used a clear, strong, dramatic voice, and some of the
gestures and body movements made the character interesting
through some of his/her presentation.
|
The student usually
used a strong, dramatic voice, and the gestures and
body movements made the character interesting in most
of his/her presentation.
|
The student used a
clear, strong dramatic voice, and the gestures and body
movements made the character interesting throughout
his/her presentation.
|
____
|
|
Create and/or use
of masks and props appropriately to enhance their performance
in a drama
|
The student made little
effort to create or use a mask, or prop, appropriately
to enhance his/her performance in this drama.
|
The student made some
effort to create or use a mask, or prop, appropriately
to enhance his/her performance in this drama.
|
The student made a
great effort to create or use a mask, or prop, appropriately
to enhance his/her performance in this drama.
|
The student made an
excellent effort to create or use a mask, or prop, appropriately
to enhance his/her performance in this drama.
|
____
|
|
Solves artistic
problems in drama, individually and in large groups
|
The student made little
effort to solve his/her own artistic problem in this
drama, and contributed very little to help solve group
problems.
|
The student made some
effort to solve his/her own artistic problem in this
drama, and contributed some effort to help solve group
problems.
|
The student made a
great effort to solve his/her own artistic problem in
this drama, and contributed a great effort to help solve
group problems.
|
The student made an
excellent effort to solve his/her own artistic problem
in this drama, and made an excellent to help solve group
problems.
|
____
|