The document contains criteria for evaluating puppetry and theater performances in four categories: style, expression, sound/rhythm, and organization/execution/creativity. Each category is rated on a scale from excellent to poor based on descriptors of the skills and techniques demonstrated in that area. Additional documents provide evaluation criteria for vocal performance, character development, preparation, movement, and use of props/costumes in theater performances. The criteria address technical abilities, creative expression, and preparation.

1. Criteria Excellent (4) Good (3) Fair (2) Poor (1) RATING
Style
30%
The images projected
were clear and
detailed. All the joints
and limbs of the
puppets were able to
move smoothly.
The images
projected were clear.
All the joints and
limbs of the puppets
were able to move
smoothly.
The images
projected were
clear. Some joints
and limbs of the
puppets were able
to move smoothly.
The images
projected were not
clear. Some joints
and limbs of the
puppets were not
moving.
Expression
40%
The puppeteer was in
character, had loud
and modulated
voices, and expressed
lines clearly with the
right emotion.
The puppeteer was
in character, had
loud voices, and
expressed lines
clearly with emotion.
The puppeteer had
loud voices, and
express lines
clearly.
The puppeteer was
not in character
and had soft
voices. Their lines
were not clear and
without emotion.
Sound and
Rhythm
30%
The presentation
made good use of
music, sound effects,
and rhythmic
accompaniment.
The presentation
used music, sound
effects, and rhythmic
accompaniment.
The presentation
used few songs,
sound effects, and
rhythmic
accompaniment.
The presentation
did not use any
music, sound
effects, and
rhythmic
accompaniment.

2. CRITERIA 4 3 2 1 RATING
Organization (50%)
The plan shows
alignment and
accuracy of
effectiveness in
doing exercise
The plan shows
alignment and
accuracy of
effectiveness in
doing exercise
The sequence of
the plan lacks
alignment and
organization.
The plan is not
achievable at all.
Execution (30%)
Student employs
use ofphysicality to
enhance character
with
bodymovements
andfacial
expressions.
Student use
physicality to
enhancecharacter
with
bodymovement
and
facialexpression.
Student strives
toemploy
appropriateuse of
physicality,but
overall effect
isflimsy.
Student
employslittle to
nophysicality
inscene.
Creativity (20%)
The whole
presentation is very
effective and
unique.
The presentation
shows creativity
and authenticity of
movements.
The presentation
lacks uniqueness.
There is no
creativity at all.

3. Criteria Excellent(
)
Satisfactory(3) Developing(2) Beginning(1) RATING
Creativity (50%) The
presenter
explores
his/her
own style
in
performing
his/her
output.
The presentation depicts
its own style and
expression of its
performance.
The
presentation
lacks
expression and
its own style.
The
performance
has no creativity
at all.
Application of musical
elements (50%)
The
performan
ce shows
varied
elements
of music.
The presentation applies
dynamics and proper
rhythmic patterns.
The
presentation is
plain and lacks
dynamics.
No application
of musical
elements at all.

4. CRITERIA 4 3 2 1 RATING
Voice(30%)
Student consistently uses their voice
expressively and articulately. Student
utilizes their voice to include
variations of pitch, rate, volume, and
tone consistent to their character.
Student enunciates clearly. Student
varies voice pitch and tone, and
reflects some level of expressiveness
Student exhibits poor vocal
enunciation and little
variations in volume and/or
pitch.
Student lip-synchs or sings
mostly off pitch.
Character
Development(15%)
Character's motivation is well-
defined.Depth and range of emotion is
expansive.
Character's motivation is somewhat
defined. Depth and range of emotion
is adequate.
Character's motivation is
lacking. There is little
depth or range of emotion
Character objective and
motivation is lacking. There is
little depth or range of
choices. Student is doing little
more than walking around the
stage lip-syncing.
Preparation(15%)
Student's lines are delivered flawlessly
from memory. Student fluidly delivers
her/his lines while hitting their marks
confidently. Student obviously spent a
significant amount of time on project
and came to class ready and prepared.
Student delivers lines and hits marks
well and with few errors. Student
spent an appropriate amount of time
preparing for project.
Student has trouble
delivering lines without
calling for them. Student
lacks any fluidity in
movement and delivery of
lines; did not spend nearly
enough time in
preparation.
Student cannot perform
without looking at the script.
Student has no fluidity and is
obviously not prepared.
Movement(20%)
Student employs phenomenal use of
physicality to enhance character with
body movements and facial
expressions. Student uses a variety of
blocking to add interest to the piece.
Student's movements always reflect
purpose.
Student employs appropriate use of
physicality to enhance character with
body movement and facial
expression. Student uses an
appropriate amount of blocking to
add interest to the piece. Student's
movements usually reflect purpose
Student strives to employ
appropriate use of
physicality, but overall
affect is flimsy. Student's
movements rarely reflect
purpose.
Student employs little to no
physicality in scene. Student’s
moves are without purpose.
Props/Costume(20%)
Uses props and costume in a highly
imaginative and creative way
Uses props and costume to convey
setting, character, or action clearly.
Uses props and costume to
convey setting, character,
or action somewhat clearly.
Uses little or no props.