2 Critique Musical

Thanks for filling out the top part of this form. Remember, you are ONLY filling out the TOP part of the form. I will fill out the rest.

Remember, the email address you put in is where the critique will go. Make sure that it is a good and valid email. I only need one email per group.

Date scene is due*

Date

Email*

example@example.com

Project Title*

Song Title*

Show Title*

Group Size

SoloDuet MusicalSmall Group (2-7)Large Group (8-16)

Who are the people in your group?

Now, simply scroll down to the bottom and hit the submit button. That's it, you're done.

Acting

1 - Does not demonstrate understanding of character or relationships to other performers. No clear goals or objectives. No moment before and/or after.2 – Demonstrates a basic understanding of the character, relationships, and of the characters3 – Demonstrates an understanding of the character, relationships and of the character’s goals/objectives. Relationships with other performers are evident. Good moment before and/or after.4 - Demonstrates a clear understanding of the character, relationships, and of the character’s goals/objectives. Develops strong relationships and interacts well with other characters. Strong moment before and/or after.5 - Demonstrates a strong understanding of the character, relationships, and the character’s goals/objectives. Complete and consistent absorption of the character and their relationships with others on stage. Powerful moment before and/or after.

Acting Notes

Singing

1 - During a few moments in the scene, some performer knew their material, correctly executed the musical style of the show, tone, and vocal technique. Pitches, harmonies and/or breath support were rarely performed correctly during the scene.2 - During some moments in the scene, some performer knew their material, correctly executed the musical style of the show, tone, and vocal technique. Pitches, harmonies and/or breath support were inconsistently performed correctly during the scene.3 - Throughout approximately half of the scene, many performers knew their material, correctly executed the musical style of the show, expressed character through song; tone, and vocal technique. Pitches, harmonies and/or breath support were performed correctly during approximately half of the scene.4 - Throughout most of the scene, most performers knew their material, correctly executed the musical style of the show, expressed character through song; tone, and vocal technique. Pitches, harmonies and/or breath support were performed correctly throughout most of the scene.5 - Throughout the entire scene, all performers knew their material, correctly executed the musical style of the show, expressed character through song; tone, and vocal technique. Pitches, harmonies and/or breath support were performed correctly throughout the entire scene.

Singing Notes

Movement / Choreography

1 - Performers do not know most of the steps. Number appeared sloppy and unrehearsed. Performers conveyed character occasionally, but with no sense of style or patterns. The stage picture is confusing, cluttered, or unbalanced. No attempt is made to reflect the style of dance called for by the scene.2 - Performers know steps despite level of ability. Effort to create patterns and diverse steps is evident. All students are visible and utilized. Some attempt is made to reflect the style of dance called for by the show.3 - Accurate performance of steps, steps are equal to the ability of the students. Use of interesting steps and patterns. Balanced use of performers on stage. All areas of playing space are utilized well. Choreography reflects an understanding of the style of dance called for by the scene.4 - Steps are challenging but within the students' range of achievement. Energy demonstrated by students. Students perform with unison and precision. Use of steps reflect the overall themes. Formations and dancers show an understanding of spatial awareness. Use of levels and interesting formations. Choreography demonstrates an understanding of the period and style.5 - Dance steps reflect the character and move the story forward. Students perform choreography with emotion and with a focus on the storytelling within the steps. Inventive movement that reflects character but also provides a showcase of the dance abilities of the students performing them. Efficient use of sage space, levels, and formations. Complete integration of movement elements with all other performance/production elements. Choreography completely reflects the period and style of the show while being unique and moving the story forward.

Movement / Choreography Notes

Choices

1 - Choices, tactics, objectives and a relationship to a real or implied partner(s) are not evident. Commitment to moment-to-moment choices is absent.2 – Choices and tactics toward an objective and relationships to implied partner(s) are somewhat evident. Commitment to moment-to-moment choices is limited.3 - Choices and tactics toward an objective and relationships to implied partner(s) are evident. Remains in character, even when not the focus of the scene. Commitment to moment-to-moment choices is inconsistent.4 - Choices and tactics toward an objective and relationships to implied partner(s) are frequently evident. Specific character choices are evident and executed well. Commitment to moment-to-moment choices is sustained throughout most of the performance.5 - Choices and tactics toward an objective and relationships to implied partner(s) are very strong and consistently evident. Ability to fully communicate the character choices to the audience thus making the audience engaged and fully involved in the character. Commitment to moment-to-moment choices is sustained throughout the performance.

Choices Notes

Articulation and Projection

1- Lines cannot be heard and are hard to understand due to poor volume and/or diction. Use of pitch, tempo, tone and inflection do not communicate the characters emotions.2 -Can be heard, but not completely. Basic development of character vocal traits. Somewhat clear articulation. Use of pitch, tempo, tone and inflection rarely communicate the characters emotions.3- Can be heard relatively clearly. Good articulation. Use of pitch, tempo, tone and inflection sometimes communicate the characters emotions.4 – Volume is good, use of diaphragm and breathing techniques are evident. Articulation is solid. Use of pitch, tempo, tone and inflection usually communicate the characters emotions.5 – Incredible volume and fully fills the space. Use of diaphragm and breathing techniques are consistent and executed beautifully. Articulation is consistent and crystal clear. Pitch, tempo, tone and inflection are used throughout the scene to communicate the characters emotions.

Articulation and Projection Notes

Ensemble

1 - During moments within the scene, actors showed understanding of their characters, their role within the larger scene, and were unable to communicate that to the audience. A few (neither) actors took risks, possessed stage presence, made small character choices, and could be heard and understood.2 - During some the scene actors showed understanding of their characters, their role within the larger scene, and were somewhat able to communicate that to the audience. Some (one) actors took risks, possessed stage presence, made some character choices, and could be heard and understood.3 - During half of the scene actors showed understanding of their characters, their role within the larger scene, and were able to communicate that to the audience. Many (both) actors took risks, possessed stage presence, made good character choices, and could be heard and understood.4 - During most of the scene actors showed understanding of their characters, their role within the larger scene, and were able to communicate that to the audience. Most (both) actors took strong risks, possessed stage presence, made character choices, and could be heard and understood.5 - During the entire scene actors showed understanding of their characters, their role within the larger scene, and were able to communicate that to the audience. All (both) actors took significant risks, possessed stage presence, made strong character choices, and could be heard and understood.

Ensemble Notes

Overall

1 - This scene, as a whole, was of poor quality. Few performance components worked creating a below average scene. This scene lacks strong choices. Actors do not have a clear understanding of what the scene is about.2 - This scene, as a whole, was of good quality. Some performance components created a suitable scene with some memorable moments. This scene has few strong choices. Actors are somewhat clear with the understanding of what the scene is about.3 - This scene, as a whole, was of very good quality. Many performance components worked to create an above average scene with many memorable moments. This scene has some strong choices. Actors have an understanding of what the scene is about.4 - This scene, as a whole, was of excellent quality. Most performance components worked together to create an excellent production with much consistency. This scene has solid choices. Actors have a clear understanding of what the scene is about.5 - This scene, as a whole, was of exceptional quality. All performance components worked well together to create a consistently outstanding scene. This scene has very strong choices. Actors have a very strong understanding of what the scene is about.

Overall Notes

Your Total Score

Grading Scale

35-35	100	A	31-34	94	A
26-30	88	B	21-25	82	B
18-20	76	C	14-17	70	C
10-13	64	D	6-9	58	F
1-5	52	F	0	0	F

Musical Critique