||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.
||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.
||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.
||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.
||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.