BG Vette City Junior Virtual Speech Tournament

2021 — NSDA Campus, KY/US

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Prose

Event Description:

********Judge Notice********

In an effort ensure fairness in judging practices, KHSSL has standardized the point values given to student performances. Please use the following rubric in order to assign point values to each student performance. Students may not receive the same point value. Students may not receive more points than an individual more highly ranked. Judges are strongly encouraged to justify the reason for the rating on the ballot.

Point Value

Description

100-95

Excellent performance: Student/s demonstrated a great command of the performance and understanding of the material. Excellent use of speech habits (eye contact, gestures, vocal clarity, very few stumbles, etc.). “I really liked this! I would definitely watch it again.”

94-90

Good performance: Student/s demonstrated a good command of the performance and understanding of the material. Good use of speech habits (eye contact, gestures, vocal clarity, a few stumbles, etc.). Student/s may lack a bit of energy or emotional variety. “Hey, this is pretty ok. I would watch this again.”

89-85

Average performance: Student/s somewhat demonstrated a command of the performance and understanding of the material. Some observation of speech habits (eye contact, gestures, vocal clarity, a few stumbles, etc.). Student/s lacks some energy or emotional variety. “I enjoyed this, but I bet it would be even better with a bit more practice. I would love to see the performance again in the future.”

84-80

Performance needs some improvement: Student/s demonstrated a little command of the performance and understanding of the material. Growth needed in basic speech habits (eye contact, gestures, vocal clarity, etc.) and/or quite a few stumbles. Student/s lacking energy or emotional variety in performance. “Definitely putting forth effort but needs a bit more practice. I would like to see this later in the season.”

79 and Below

Needs significant improvement: Student/s did not demonstrate a command of performance or understanding of the material. Good speech habits not practiced (little or no eye contact, lack of memorization, few or no gestures, vocal clarity problems, many stumbles, etc.). Student/s may have behaved inappropriately (inattentive, on phone, deliberately distracting, etc.). Student/s lacks energy or emotional variety. “I feel that this performance would benefit from additional coaching and/or the student/s may need some more time with the material.”

PROSE—Junior and Senior Divisions

Judge Instructions

Rules

1. In this event, each student presents an interpretation of a piece of fiction or nonfiction from narrative, descriptive, or expository prose of literary merit.

1. The maximum time is ten minutes, including a required introduction. There is a thirty second grace period, after which the student must be dropped in rank/rating. Time signals may be given at the request of the competitor. No violation of the grace period in Regional/State Quarterfinal, Semifinal, or Final rounds may result in disqualification. No performance violating the grace period may receive ‘1’ in the round.

1. The cutting shall be from a published narrative, descriptive, or expository prose of literary merit. Any decision to edit literature from a different venue, potentially defying the author’s intent, to fit within this venue you do at your own risk. Students will not be disqualified for doing so.

1. Dialogue may comprise only a small portion of the total performance. A manuscript must be used and referred to. The manuscript may be used as a property. The introduction should provide adequate background for the selection.

1. Blocking is allowed for this event. Performers are NOT required to keep their feet stationary as they perform. Blocking is movement in a performance that can be expressive in nature, symbolizing how a character is feeling emotionally, while at other times blocking denotes events that are occurring in the imagined space. The movement should always be motivated by elements in the text. Movement for the sake of movement is not necessary. Performers may, without penalty, choose to remain stationary or have limited foot movement and choose instead to emphasize vocal or nonverbal forms of communication including facial gestures, facial expressions, posture, and eye contact. All performance choices should serve to enhance the overall interpretation of the selection, not just demonstrate movement capabilities.

Judge Guidelines

1. The introduction should prepare the listener for the selection(s).

2. The suitability of the material to the maturity level of the performer should be considered.

3. Projection, diction, and flexibility of voice are important to the student's interpretation. Multiple character voices may be used.

4. The plot structure, conflict, mood, and characterization should be effectively and intentionally delivered and portrayed during the performance

5. Base your decision on the performance, not on your taste in prose.

Criteria for Judging

1. Introduction of Selection

Did the student provide necessary information to prepare the audience to listen? Did the student establish the mood and/or meaning of the selection?

1. Presentation of Selection

Was the student in control of the performance and the audience? Was there an empathic response? Did the student develop posture, muscle tone, facial expression, and limited gestures appropriate to the selection? Did the student demonstrate good vocal technique? Did the competitor use their voice effectively?

1. Overall Effectiveness

Is the selected material suitable for the maturity level of the student? Did the student exhibit by performance an understanding of what was being interpreted?

Note for judges about script selection:

The suitability of the material to the maturity level of the performer should be considered” with the following: “Students will perform material that may be controversial to some audiences, but that’s an important part of growing and learning and engaging in important dialogue in our communities. Therefore, students should never be punished for tackling difficult or controversial topics. However, it’s certainly possible that the student who is tackling that controversial topic is not adequately conveying the message in a believable way. This could be due to maturity level.