|
|
1
|
2
|
3
|
4
|
|
|
Clarity & Coherence
|
Project ideas and intent
was unclear. Story was incoherent and did not flow.
|
Project ideas and/or
intent was vague. Finished product was inconsistent
in it's flow.
|
Project ideas and/or
intent was clear enough to follow. The flow throughout
the project was consistent.
|
Project ideas and/or
intent was consistent and clear. Group utilized more
than one approach to pull intent through entire piece.
|
____
|
|
Basic Performance
Etiquette
|
Actors did not project,
cheat out, counter each other's movements, use the space,
be respectful to each other's presence while on stage,
or were present in moment.
|
Some of the actors
did not project, counter, use the space, respect others
on stage, or were present in the moment.
|
Actors accomplished
most of the basic performance etiquette guidelines.
|
All players were able
to abide by the basic performance etiquette guidelines
in a professional manner.
|
____
|
|
Project Specifications
|
Actors were not able
to follow the specifications of the project outline.
|
Actors paid little
attention to the specifications of the project outline.
|
Actors missed only
1 or 2 specifications outlined in the project.
|
Actors accomplished
all the of the specifications outlined in the project.
|
____
|
|
Cleanliness, focus,
and poignancy of meaning.
|
Project was sloppy
and the meaning was not evident.
|
There was some neatness
to the presentation, but not enough for the focus or
meaning to be clear.
|
Project mostly was
clean, neat, focused, and the meaning was evident.
|
Cleanliness and focus
were of a professional level, and it assisted the meaning
of the project to come through.
|
____
|
|
Creativity
|
Standard specifications
of the project were met.
|
Students were able
to meet all standard specifications, and were also able
to add minimal creativity.
|
Students thought outside
the box and were creative.
|
Students performance
demonstrated risk taking creativity, and were not conventional
in their work.
|
____
|
| |
|
|
|
Total---->
|
____
|