Criteria, Scoring and Acknowledgements

• One-Act Presentations
• Evaluation Criteria
• Rubric Scale
• Scoring and Acknowledgements

One Act Play Presentations
(scheduled performance)

• Time limit: 45 Minutes!  There will be a 3-minute grace period before time is called.  At that time, sound will go out, lights will go up and applause will be started by the host.
• Each school will have 15 minutes set-up and 15 minutes load-out time.
• *Reminder: All Mature subject material or language must be announced prior to performance (please see Mature Subject Material or Language Guidelines).
• Respondents will present oral critiques in assigned response rooms following each performance.  These sessions are not open to the public and are intended for the students, teachers, and chaperones of the school being evaluated ONLY.

Evaluation Criteria

A. Understanding
B. Voice and diction
C. Pace and rhythm
D. Movement and presence
E. Total effect
F. Ensemble: (Did actors listen to each other and react accordingly?)

Criteria Descriptions

The following descriptions give you a more concrete idea of the tangible and intangibles at which judges are looking:

Voice:
- Could the actors be heard?
- Was there a variety of rate and inflection?
- Were pronunciation and articulation correct for each character?

Movement:
- Was there logical reason for all movement by the actors which was consistent and in keeping with the characters portrayed?
- Was movement well executed?

Characterization:
- Was there a complete physical and mental re-creation of the character by the actor?
- Was there apparent understanding of objective (want, intentions), obstacle, tactic, expectation?
- Were his/her reactions to the other actors correct and effective?
- Was the actor's characterization believable the entire time he/she was on stage?  Were emotional transitions natural and effective?

Ensemble:
- Was there smoothness of action which indicated adequate rehearsal and close cooperation and understanding among the actors?

Setting:
- Within Festival limitations, did the stage arrangement satisfactorily represent the idea of the play?

Business:
- Were exits and entrances properly timed?
- Did the actors frequently block each other?
- Was the designated business adequate to support the idea of the play?

Tempo:
- Was it too fast to follow intelligently? Was it too slow?
- Was the pace in keeping with the mood and atmosphere of the play?
- Were the climaxes well developed?

Theme:
- Did the play strongly challenge the ability of the actors?
- Was the main idea of the play brought out clearly?

Rubric Scale

Respondents utilize the following rubric scale in the categories listed below to evaluate and respond to student performances. 

Understanding

Does actor(s) comprehend the objectives, obstacles and text (script) of the piece? Has actor (s) asked all the necessary questions? Does actor (s) know relationship to character (s), to the world, to the period, social status, environment?

Voice and Diction

Does actor(s) speak in the manner, dialect, social strata, 'accent' of the character for this piece and is there appropriate 'shading' of the voice tones? Is there adequate volume and support of the voice? Are the words clearly understood?

Pace and Rhythm

Does 'it' (tempo, meter and effects created by P&R) relate to temporal (sequential, time-related) development of action/match 'texture' of piece? Do P&R clearly support actor(s) understanding of piece?

Movement and Presence

Does posture, physicalization, place, position, manner of moving, bearing, carriage, 'being ness' support the piece? Does quality of poise and effectiveness enable actor(s) to achieve relationships with audience and/or other characters?

Ensemble

Is it clear who character(s) are talking/listening to? Are actor(s) aware of and working with and supporting the presence of the other actor(s)? Is group (of actors) producing single effect?

Total Effect

What is overall effect, essence, distinctive impression, condition actualized of the entire, whole, complete piece? What is the effect of charisma, sparkle, magic?

Scoring and Acknowledgements

Students will earn a certain number out of a possible 60 points. Ratings will be calculated according to the point scale below, and applied to a scoring sheet which may or may not include comments from the respondents and will be made available to schools upon check-out. Program Directors will have the choice whether or not to share scoring sheets with their students. These ratings are meant to help students evaluate their work and are for educational purposes only.

Acknowledgements

Awards will be handed out to top scoring participants at the Closing Ceremony.

Award Breakdown
 
One Acts
2 Gold, 3 Silver, 3 bronze production awards
3 Gold, 4 Silver, 6 bronze individual awards
Up to 3 Original Play Script awards
Up to 4 Student Director Awards:
   1 Gold, 1 Silver, 1 Bronze and 1 Gerard Larson Best Overall Student Director
 
Special Recognitions
1 Larry Shumate Synergy Award
1 Robert Smart Spirit of Lenaea (individual) Award

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