SLAMFEST 2015: Group Creation and Performance Rubric

CRITERIA

Level 4

Level 3

Level 2

Level 1

Resubmit

Content is masterfully presented,

original , and raises important issues
and questions for the intended target
audience

Content is powerfully presented,

mostly relevant & original, and

Content is vague or shifts focus,

irrelevant and/or unoriginal, and
focus is unclear

Controlling idea is unclear,

supportive ideas are missing or
unclear, and/or fails to raise any
issues; lack of preparation is
evident

Insufficient
evidence

Solid clarity and coherence in

structure and style of delivery

Somewhat clear, coherent

structure and style of delivery

Limited clarity and coherence in

structure and style of delivery

Outstanding self-awareness in
group creative process with
careful consideration to group
dynamics as well as alternative
strategies and interpretations

Outstanding self-awareness in
group creative process with
careful consideration to group
dynamics as well as alternative
strategies and interpretations

Outstanding self-awareness in
group creative process with
careful consideration to group
dynamics as well as alternative
strategies and interpretations

Excellent use of pitch, pacing and

intonation

Good use of pitch, pacing and

intonation

Some use of pitch, pacing and

intonation

Little use of voice qualities to

enhance performance

Voice is loud and clear. Group work

shows exceptional consideration to
vocal dynamics.

Voice is mostly clear and

audible. Group vocal work is
well-balanced.

Voice is sometimes clear and

audible. Imbalance of group vocal
work.

Voice is too quiet to be heard or

improperly balanced with group
vocal work

Creating Meaning by
Manipulating Content
O2.1 communicate orally for
intended audiences and purposes

O2.3 communicate in a clear,

coherent manner appropriate to
the purpose, subject matter, and
intended audience

O1.9 Understanding Presentation

Strategies
Speaking to Communicate

Absolute clarity and coherence in

structure and style of delivery

Outstanding self-awareness in group

creative process with careful
consideration to group dynamics as
well as alternative strategies and
interpretations

focuses on an important issue or

question

Choice of images and words show

a sense of audience and purpose
(emphasis)

Voice
O2.5 Vocal work enhances
meaning of poem (incl. rate of
speech, pacing, pitch, pause)

O2.5 identify several different

vocal strategies and use them
selectively and with sensitivity to
audience needs

Insufficient
evidence

Presenter(s) manipulates his/her

voice, masterfully uses a hook to
introduce the topic and engage the
interest of the audience, and fully
explores vocal approaches explored
in class

Presenter(s) manipulates his/her

voice, effectively uses a hook to
introduce the topic and engage
the interest of the audience, and
explores vocal approaches
explored in class

Presenter(s) sometimes
manipulates his/her voice, uses a
hook to introduce the topic and
engage the interest of the
audience with some effectiveness,
and explores some of the vocal
approaches explored in class

Presenter(s) manipulates his/her

voice, uses a hook to introduce
the topic and engage the
interest of the audience with
limited effectiveness, and
demonstrates limited exploration
of vocal approaches

Intentional inclusion of gestures,

body placement, and/or
choreography supports vocal work
and strengthens overall delivery and
message

Inclusion of gestures, body

placement, and/or choreography
supports vocal work and
enhances overall delivery and
message

Inclusion of gestures, body

placement, and/or choreography
sometimes supports vocal work
and sometimes strengthens
overall delivery and message,
More volume or attention required.

Limited inclusion of gestures,

body placement, and/or
choreography to support vocal
work and strengthen overall
delivery and message. More
attention needed to this element.

Insufficient
evidence

Insightfully identifies the purpose of

the rhythm and sounds in a poem;
identifies the main ideas and
significant supporting details of
poem

Clearly identifies the purpose of

the rhythm and sounds in a
poem; identifies the main ideas
and significant supporting details
of poem

Some identification of the purpose

of the rhythm and sounds in a
poem; identifies the main ideas
and significant supporting details
of poem

Limited identification of the

purpose of the rhythm and
sounds in a poem; identifies the
main ideas and significant
supporting details of poem

Insufficient
evidence

Actively listens to reading of a poem

and discusses the most important
images with partner/in group

Usually listens to a reading of a

poem and then discusses the
most important images with
partner/in group

Sometimes listens to a reading of

a poem and then discusses the
most important images with
partner/in group

Seldom listens to a reading of a

poem and then discusses the
most important images with
partner/in group

Exceptionally clear communication

and/or analysis of a variety of poems
for the purpose of exploration and
development in group discussions

Clear communication and/or

analysis of a variety of poems
for the purpose of exploration
and development in group
discussions

Somewhat clear communication

and/or analysis of a variety of
poems for the purpose of
exploration and development in
group discussions

Limited communication and/or

analysis of a variety of poems
for the purpose of exploration
and development in group
discussions

Superb engagement in class small

group discussions on content and
connections for the purpose of
crafting the piece

Solid engagement in class small

group discussions on content
and connections for the purpose
of crafting the piece

Some engagement in class small

group discussions on content and
connections for the purpose of
crafting the piece

Limited engagement in class

small group discussions on
content and connections for the
purpose of crafting the piece

Physical Work

Non-Verbal Cues
O2.6 identify several different nonverbal cues and use them, with
sensitivity to audience needs, to
help convey their meaning

Collective Creative Process

O1.1 identify the purpose of
several different listening tasks
and set goals for specific tasks

O1.4 identify the important

information and ideas in both
simple and complex oral texts in
several different ways

O1.5 develop and explain

interpretations of both simple and
complex oral texts, using evidence
from the text

O1.6 extend understanding of both

simple and complex oral texts by
making connections between the
ideas in them and personal
knowledge, experience, and
insights; other texts; and the world
around them