| Dimensions |
Excellent
Performance |
Acceptable
Performance |
Needs
Improvement |
| Concentration |
The
student sustains involvement in playing and consistently
focuses on the intent of the group. |
With
a few exceptions, the student is involved in playing and
is focused on the intent of the group. |
The
student displays sporadic involvement in playing, occasionally
withdrawing or distracting other students. |
| Imagination |
The
student contributes original ideas, reacts spontaneously,
incorporates imaginative detail, and solves problems creatively. |
The
student contributes some ideas and uses some creative
detail. |
The
student primarily copies other students or withdraws. |
Narrative
Elements |
The
student plays the story line in segments and sequences
and connects the story line in a logical order. |
The
student’s playing usually supports the story line,
and segments are usually connected logically. |
The
story line is confusing. The playing often lacks logical
connections. |
Interaction/
Cooperation |
The
student works with other students collaboratively and
contributes to the group effort, listening, sharing, and
combining personal ideas with those of others. |
The
student considers the ideas of others as having value
to the group and attempts to incorporate them in the playing,
contributing some original ideas. |
The
student monopolizes, withdraws from the group, or
makes clearly inappropriate contributions.. |
| Use
of Body and Voice |
The
student expresses ideas and feelings, using creative,
interpretive movement, and dialogue based on sensory and
emotional recall. |
The
student expresses ideas and feelings through movement
and dialogue. |
The
student fails to express ideas and feeling through movement
or voice. Dialogue may seem borrowed or artificial. |
| Technical
Elements |
Costumes,
props, and sets are safe and creative. They communicate
intent and support the story line and characterization. |
Costumes,
props, and sets are safe and generally related to intent.
They contribute to characterization and story line. |
Costumes,
props, and sets are absent or unsafe and are not clearly
related to characterization or story line. |
| Evaluation |
The
student analyzes individual and group performances, commenting
with specific, thoughtful observations. Critiques are
constructive and pertinent and reveal clear understanding
of the observed performance. |
The
student analyzes individual and group performances with
specific observations. Critiques are usually constructive
and pertinent and reveal some understanding of observed
performances. |
The
student analyzes performances using generalities. Critiques
may be vague, destructive, or insensitive or reveal little
understanding of the observed performance. |
