BARDSTOWN Hebron Swing

2022 — Bardstown, KY/US

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DUET ACTING

Event Description:

Start the round ASAP, do not wait for late students

All students come in to watch that have arrived. Some will be late because they are doubling/tripling. Check after each performance for someone that may have arrived.

Please allow students to leave after their performance if they are doubling/tripling.

During finals, judges can’t begin the round until ALL 3 judges have arrived.

Duet Acting

Quick Break Down

2 characters

Maximum amount of speaking time 10 minutes/no minimum

Must have introduction (no set time, part of the 10 minutes)

30 second grace period if over 10 minutes (maximum time 10:30)

May use 2 chairs may move around

Write down performance time

Students are allowed to request judge to give them time signals.

Rules Summary

1. In this event, two students perform a scene or cutting with two characters from a published play, TV, or movie script.

1. The maximum time for Duo Acting 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 Semifinal or Final rounds may result in disqualification. No performance violating the grace period may receive ‘1’ in the round.

1. No make-up, costumes, props, or lighting are permitted, but two chairs may be used. Doors and walls are considered props and must not be used.

1. The scene or cutting may come from a published play, TV, or movie script, and must contain only two characters with equal sharing of dialogue. 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. One or both students may participate in the introduction. The material must be memorized. Each student may portray one and only one character.

Hints for Judges

1. The selection must be a self-contained unit holding together a story itself.

2. Dramatic and humorous selections should be given equal consideration.

3. Criteria for judging include teamwork of the actors, timing, movement, consistent characterization, good speaking skills, pantomime of props, and the comedic or dramatic effect of the scene on the audience.

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

Criteria for judging

1. Introduction of Selection

Was there adequate information to set the scene? Innovative introductions should not be discouraged.

II. Teamwork and Characterization

Was there evidence of effective timing, cue work, and rhythm? Was there evidence of character analysis and understanding? Were the characters clearly delineated?

III. Blocking and Stage Movement

Did the scene move appropriately and effectively? Was the use of movement, gestures, and business in evidence as the scene and characterization developed?

IV. Line Delivery

Were the actors clearly understandable? Did the actors adapt to the size of this room?

V. The Scene

Was there a sense of wholeness and total dramatic effect in the scene? Was the selection a self-contained unit holding together a story itself? Suitability of selection to performers: Is the selected material suitable for the maturity level of the students?

FOCUS ON THE PERFORMANCE, NOT THE PIECE

********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.”