Re-creating Orphan Train Stories

Only one or two tableaux were created.

All tableaux were created, but with some conflict among group members.

All tableaux were created, with one seeming out of place with the other two.

The progression between the beginning, middle, and end of the tableaux was immediately apparent.

Student did not participate in any scene.

Student participated in one scene.

Student participated in two or three scenes but was not completely committed facially or physically to one of the scenes.

Student participated fully in three scenes and was committed facially and physically.

All tableaux were flat and only used one height level.

One tableaux showed a use of the depth of the stage and used two height levels.

Two tableaux showed a use of the depth of the stage and used two height levels.

All tableaux showed a use of the depth of the stage and utilized two or three height levels.

Environment is not present or has nothing to do with the original story.

Environment is present but has limited application to the original story.

Environment is present and adequately sets the tone of the performance.

Environment effectively sets the tone of the performance.

No objects or people from the story are present.

Only one object or person from the story is present.

Two objects or people from the story are present.

Three objects or people from the story are present and are incorporated into the scenery in a tasteful and thoughtful manner.

Student is noticeably absent in one or more segments of the performance and often “breaks” the reality of the moment through distraction or lack of participation.

Student has several moments of blending into the scenery, offering only the most basic level of participation needed for a scene to progress.

Student mostly stays committed to the scenes but may have a few brief moments lacking focus.

Whether serving as a main role, serving as a supporting character, or world building in the background, the student stays committed to performance at every moment.

Student only creates flat pictures that are staged at one height. No meaningful or interesting postures are assumed.

Student creates a few meaningful moments, though much of the time is spent awkwardly trying to find a space to interact with other actors.

Student mostly creates interesting and meaningful postures. At brief moments, relationships between characters get confused.

Student is always committed to intriguing pictures that help tell the story at the moment and show a relationship with the other characters on stage.

Student contributes little or nothing in the performance soundscape.

Student contributes but is often distracting to a scene or does not contribute to large chunks of performance time.

Student mostly contributes to the soundscape but sometimes distracts from the storyline.

When student is not performing a literal character, he or she is always contributing to a soundscape that contributes to the tone of the story but does not distract from the storyline.

Student does not consider relationship between character and scenery.

Student has sparse moments of interacting with scenery.

Student has several moments where interaction with the scenery occurs.

Student interacts regularly with the scenery as a contributing member to the overall look of the performance.