The document outlines criteria for evaluating student performances on a scale from unsatisfactory to distinguished. At the unsatisfactory level, students make little attempt to incorporate stillness, maintain character, express feelings without words, or use rehearsal time effectively. At the competent level, students begin incorporating stillness and maintaining character for most of the scene, attempt to express feelings nonverbally, and often use rehearsal time well. At the proficient level, students thoughtfully use stillness, clearly maintain character, are able to express feelings without words, and use rehearsal time effectively. The distinguished level includes fully immersing oneself in character, escalating tension through stillness, clearly expressing intentions nonverbally, and always using rehearsal time
The document outlines criteria for evaluating student performances on a scale from unsatisfactory to distinguished. At the unsatisfactory level, students make little attempt to incorporate stillness, maintain character, express feelings without words, or use rehearsal time effectively. At the competent level, students begin incorporating stillness and maintaining character for most of the scene, attempt to express feelings nonverbally, and often use rehearsal time well. At the proficient level, students thoughtfully use stillness, clearly maintain character, are able to express feelings without words, and use rehearsal time effectively. The distinguished level includes fully immersing oneself in character, escalating tension through stillness, clearly expressing intentions nonverbally, and always using rehearsal time
The document outlines criteria for evaluating student performances on a scale from unsatisfactory to distinguished. At the unsatisfactory level, students make little attempt to incorporate stillness, maintain character, express feelings without words, or use rehearsal time effectively. At the competent level, students begin incorporating stillness and maintaining character for most of the scene, attempt to express feelings nonverbally, and often use rehearsal time well. At the proficient level, students thoughtfully use stillness, clearly maintain character, are able to express feelings without words, and use rehearsal time effectively. The distinguished level includes fully immersing oneself in character, escalating tension through stillness, clearly expressing intentions nonverbally, and always using rehearsal time
The document outlines criteria for evaluating student performances on a scale from unsatisfactory to distinguished. At the unsatisfactory level, students make little attempt to incorporate stillness, maintain character, express feelings without words, or use rehearsal time effectively. At the competent level, students begin incorporating stillness and maintaining character for most of the scene, attempt to express feelings nonverbally, and often use rehearsal time well. At the proficient level, students thoughtfully use stillness, clearly maintain character, are able to express feelings without words, and use rehearsal time effectively. The distinguished level includes fully immersing oneself in character, escalating tension through stillness, clearly expressing intentions nonverbally, and always using rehearsal time