| 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. |
