Individual Performance
Most competitors start with an introduction: “I’m (name),
and my performance is (title).”
Most competitors have multiple characters, usually but not
always including a narrator.
Character changes should be very clear. It’s best to change voice/accent.
Many competitors change costume. Turning around or bowing the head also often
indicate a character change.
Small costume changes may be sufficient – adding a pair of
glasses or a shawl. Some performances had much more extensive costume changes.
The 2nd place entry brought a black curtain hung on a PVC pipe frame
behind which he changed coats, vests, hats, and wigs.
Costume changes have the possibility to be awkward silences.
Many competitors fill this by playing music. The 2nd place entry either
continued speaking in the character he had been or was an unidentified
gossiper. He was *very* quick with his changes, or this could have become
confusing.
Costumes do not tend to be simple. They should be
appropriate to the character(s), and some of them are so elaborate.
Props/backgrounds varied greatly. The winning senior entry
had elaborate sets – three backgrounds hung on PVC pipe frames, a small loom, a
spinning wheel, a desk, a mannequin, a bell, and a telephone. However, one of
the other entries that made finals had only two pieces of paper meant to be
letters. Props should be significant, not just there to look good.
Students should give the judges copies of the process
paper/bibliography before setting up. There is usually a period of time after
the student has set up during which the judges are still reading. The student
should stand patiently and not fidget.
Performance competitors should be able to answer questions
about props, costumes, and accents.
Many performances use primary sources for part of the
script, quoting from real speeches, letters, or documents. However,
performances are majority student written – they cannot just be dramatic
recitation of something written by someone else.
The ending should be clear. Ends should be indicated with a
strong final line and then either a hold of position or a head bow. Lots of
competitors also say, “Thank you.”
Girls can play male characters.
People with acting/speech experience have a lot of the
skills to either do well or give good advice for improving performances.
Remain standing to answer judge questions.
Having a drama/speech teacher consult would be really
helpful.
Group Performance
Most competitors start with an introduction: each one says
his/her name, and then one of them says, “And our performance is (title).”
Transitions between scenes need to be quick. Long, awkward
transitions seemed to be more of a problem with groups and than individuals.
Groups generally perform in larger spaces than do
individuals, so groups must speak loudly, and anything meant to be read should
be large enough to be read throughout a theater. Judges sit at the front.
Groups should practice answering questions together. Judges
often expect answers from all members of the group.
In group performances, generally one person plays one
character only (though multiple people may narrate at various points).
Judges may ask questions about who played what roles.
The dialogue in the script should provide information
naturally and realistically. People who never would have met should not meet
just for the sake of providing more historical information.
It’s really hard to speak in unison, so any unison should be
short and practiced lots.
Comments about sets and costumes from Individual Performance
apply.
Remain standing to answer judge questions.
Group performance questions tended to be easier than
individual questions.
Having a drama/speech coach consult would be really helpful.
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