ADJUDICATION STANDARDS &

EVALUATION RUBRICS
Evaluation Goal: The purpose of the Iowa High School Musical Theater Awards evaluation process is to provide each
participating school with helpful feedback in the hopes of commending the notable achievements of each production and
offering solutions to the aspects where productions could improve. This is intended to be an educational tool, not strictly a
review or critique. Each school will receive an aggregate of the adjudicators’ evaluations to share with students,
administrators, and others at their discretion.

Evaluation Requirements:

 Evaluation forms are to be filled out completely and reflect the views of the adjudicator assigned to the production.
 Evaluation forms are to be written to address the director and students with constructive, student-centered feedback.
 Evaluation forms must be submitted within 3 business days from the date the production was attended.

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 The following categories are outlined by specific criteria:

GROUP INDIVIDUAL TECHNICAL/CREATIVE

PERFORMANCE PERFORMANCE
 Chorus/Ensemble  Performance in a  Direction (pg. 6)
(pg. 3) Principal Role (pg. 3)  Musical Direction (pg. 7)
 Student Orchestra  Featured Dancer  Choreography (pg. 8)
(pg. 5) (pg. 4)  Scenic Design (pg. 9)
 Lighting Design (pg. 10)
 Costume Design (pg. 11)
 Prop Design (pg. 12)

Additional Notes:
Outstanding Musical Production Awards are the top award given. This award is determined by taking into consideration the
cumulative feedback on group and individual performance categories, as well as all technical/creative categories.
Outstanding Overall Performance Awards are one of the second highest awards given. This award is determined by taking into
consideration the cumulative feedback on group and individual performance categories. Outstanding Overall Technical and
Creative Awards are also one of the second highest awards given. This award is determined by taking into consideration
technical and creative categories, including scenic, lighting, costumes, props, or sound.
On the evaluation, adjudicators are asked to provide written feedback on sound design and hair and make-up design. No
specific evaluation rubrics are provided for these categories at this point in time.

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Principal Role, Chorus/Ensemble
CRITERIA PROFICIENT SKILLED ADVANCED MASTERY
 Memorized lines and was  Memorized lines, was focused  In addition to memorization, had a  Technique was evident, but so well-
generally focused on stage and invested in the pacing of strong sense of when to give and executed that it appeared to be
 Presented character with a the show take focus and remained animated second nature
ACTING simple set of vocal and  Presented character through throughout  Created a comprehensible arc in
 Technique physical features vocal and physical choices, as  Presented character through vocal, which the character changed or
 Character  Generally engaged with well as understanding the physical and emotional choices that evolved because of his/her choices
Development the main action of the play character’s goals and obstacles clarified goals and obstacles to the  Created strong partnerships on
 Active Listening  Was aware of and engaged audience and was consistent stage by empathetically listening
with all action on stage even throughout
when not speaking  By listening, was dynamically
involved with main action on the
stage throughout the performance
 Demonstrated comfort with  Strove to meet the more  Was comfortable with simple and  Displayed precise accuracy
SINGING simple melodies and difficult challenges of melody complex melodies and rhythms regarding simple and complex
 Melodic and rhythms and rhythm  Has discovered a personal style of rhythms and melodies
rhythmic  Followed music direction,  Has begun to add personal interpretation in line with the  Has made the connection between
accuracy but has yet to add interpretation through phrasing character’s life choices technique and interpretation that
 Phrasing and personal interpretation at a competent level  Has a voice that is consistently well- brings the song an undeniably
interpretation  Is learning how to sustain  Capable of sustained notes and supported unique quality
 Breathing and notes and project the voice projection throughout much of  Exhibited sharp diction and attended  Has a strong voice that is consistent
projection  Exhibited a fundamental the vocal work to both beginning and ending and seemingly effortless
 Diction grasp on the principles of  Exhibited fair diction and clarity consonants.  Achieved flawless diction without
diction. in attack on consonants. over exaggeration.
 Understood the  Effectively executed the  Moved and/or danced with precision  Surpassed technicality to present
requirements of the movement and/or but moreover accomplished each dance and/or movement that arose
movement and/or choreography step with appropriate style from the forward motion of the story
DANCING & choreography.  Executed movements while  In addition to ease of movement, or the emotion of the moment
MOVEMENT Endeavored to meet the appearing to be spontaneous enhanced the mood of the piece by  Intrinsically wove character traits
 Precision challenge and natural. adding character within movement and/or dance until
 Could “let go” and enjoy the two were no longer separate
 Animation
the act of dancing and
moving on stage
 Demonstrated an ability to  Was aware of posture, strong  Made dynamic choices regarding  Intuitively gave and took focus and
be seen and heard when entrances and exits, and vocal posture, entrances and exits, and created a performance that was
STAGE appropriate presence as tools for vocal presence both inspiring and memorable
 Was aware of his/her commanding the stage  Fully engaged in the world of the  Created a performance that uplifted
PRESENCE duties as an actor.  Was aware of his/her duties as play and added depth to the story- the story to a new level
 Technique (Entrances made on time, an actor but also invested with telling  Was relaxed and able to
 Storytelling following the blocking as the role played in the story  Was at home on stage and communicate the joy of performing.
 Poise outlined by director)  Was mostly free of exhibited the confidence of being
 Persevered through unconscious nervous habits well-prepared.
nervousness (adjusting costume, fiddling
with hair, etc.)

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Featured Dancer

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Understood the  Executed the  Moved with precision and  Used character’s age, social
requirements of the choreography with ease imbued the sequence with status, and motivations to
choreography and animation and the present a sophisticated
MOVEMENT endeavored to meet the character’s intentions sequence, along with flawless
challenge execution of staging and
choreography
 Had strong posture and  Exhibited strength,  In addition to strength,  Exceeded all technical
awareness of body flexibility, control and flexibility and control, requirements to dance with
DANCE presented evidence of sequences were personal interpretation
TECHNIQUE dance training (i.e. appropriately stylized to fit
specificity of steps, turn- the type of music
out, etc.)
 Persevered through  Appeared focused and  In addition to being at ease  Gestures and movement
STAGE nervousness aware of surroundings on stage, performed naturally flowed as a
PRESENCE expressively with – rather response to character and the
than to – the music situation

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Orchestra

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Instruments were in tune  Instruments were in tune  As well as being in tune,  Orchestra operated as a
SOUND with few exceptions within sections and the instruments played cohesive group producing
across the orchestra with a clear tone and a sound that was both
PRODUCTION blended well with one rich and unified
another
 Orchestra demonstrated a  Orchestra was generally  Orchestra supported  Orchestra adjusted to fit
basic understanding of successful in pulling back both mature and the capabilities of each
the importance of to support stage budding voices stage performer while
BALANCE supporting stage performers and producing maintaining a full and
performers without a fuller sound when varied sound
overpowering them appropriate
 Orchestra showed a  Melodic and rhythmic  Melodic and rhythmic  Beyond accuracy and
fundamental grasp of accuracy was achieved accuracy were both crisp adherence to the musical
ACCURACY & melodic and rhythmic most of the time  Orchestra successfully style, the orchestra found
STYLE accuracy  Orchestra made an effort incorporated the musical a groove that gave the
to produce the style music wings
appropriate musical style
 Musicians were  In addition to having a  Orchestra used proper  Orchestra looked sharp
appropriately dressed and uniform appearance and etiquette and projected a
demonstrated basic behaving with decorum,  Exhibited strong professional image
orchestral etiquette (i.e. the musicians gave the partnership with the  Seamlessly followed the
not talking during scenes conductor strong focus conductor conductor
PROFESSIONALISM or using cell phones,  Orchestra adjusted to  Alert to changes during
exhibiting professional small changes wrought the performance and
behavior when entering by mistakes on stage without exception
the auditorium and during
intermission)

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Direction
CRITERIA PROFICIENT SKILLED ADVANCED MASTERY
 Presented the story as  Fully placed the story in the  Gave the story a fresh  Shaped a story so detailed
outlined in the published accurate time and place look by taking a unique and distinctive that it
INTERPRETATION script  Created a story in which approach, either immediately engaged the
OF STORY the central themes were through a distinctive audience and forever
clear throughout all concept or advancing placed it in their memories
technical elements nuanced themes
 Characters were all  Actors showed evidence of  Characters were  Whereas each individual
distinguishable from one character work (i.e. thinking complete character was fully-drawn,
CHARACTER another before speaking, being fully  Strong partnerships it would be impossible to
physically and mentally between various imagine the story without
COACHING engaged, creating a individuals on stage the interaction of the whole
AND ENSEMBLE backstory, etc.)  Actors actively listened cast
to one another, were
WORK focused, and
contributed equal
energy
 The show moved at a  The show had a brisk pace  The show set a strong  Bold pacing throughout
PACING AND reasonable pace  Transitions from scene to pace at the outset and  Scene shifts not only
scene were efficient never let up moved well but helped to
TRANSITIONS  Transitions were tell the story
seamless
 Good traffic flow with little  In addition to efficient  Captivating stage  Wherever an audience
upstaging blocking, the stage pictures pictures were further member looked, there was
BLOCKING AND  Students evinced a were both dynamic and enhanced with stage a textured picture that was
straightforward compelling. business that reached through astute
STAGING understanding of the blocking illuminated character blocking and clever stage
traits business, all executed with
panache.
 All technical elements served  An attempt was made to  A clear vision of the  Technical elements were
the basic requirements present a unified concept concept for the fully integrated into the
outlined in the script with input from all technical production was carried concept such that each
COORDINATION  Actors carried out the components out with creative visual image within the
demands of the script  Actors applied equal contributions from each production was gratifying
OF ELEMENTS energy to acting, singing technical area  In addition to strong acting,
 Technical and dancing  Actors easily the singing and dancing
 Performance transitioned from acting sprung from character
to singing to dancing, motivation and rising action
and accomplished each in the story
with equal facility

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Musical Direction

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Lead voices were  Chorus and lead singers  Transitions from leading  A full and satisfying sound
generally in the blended well, but leads voices to chorus were was achieved by deftly
foreground of the also stood out when seamless, and all voices balancing each of the
sound appropriate blended to produce a elements
BALANCE  Musicians and singers  Orchestra endeavored to rich, pleasing sound  The music resonated, filled
 Leads/Chorus could usually both be support rather than  Orchestra supported the room and uplifted the
 Musicians/Singers heard overpower the singers each singer at his or her story
 Amplification ability level
 Underscoring was
unobtrusive

 Songs were  Lyrics were intelligible  Reliable execution of  Because the accuracy of the
ACCURACY memorized  Singers/musicians were diction, rhythm and pitch singers and musicians was so
 Diction  Singers exhibited rarely sharp or flat  Harmonies consistently precise, the emotional
 Rhythm basic diction, rhythm  Singers were confident achieved moments arose from the
 Pitch and pitch with rhythms  Varying dynamics present music effortlessly
 Harmony  Harmonies attempted  Harmonies and dynamics
 Dynamics were effectively used to
convey emotional content
 Musical cues were  Singers and musicians  Singers and musicians  Since tempi were dynamic,
largely picked up with followed conductor confidently executed cue pick-ups were expert and
assistance of the without hesitation entrances and picked up phrasing gave new meaning
INTERPRETATION conductor  Tempi choices were cues consistently to characters
 Tempi  Tempi choices were appropriate and dramatic  Tempi choices added  Performers’ musicianship
 Cue Pick-up mostly appropriate  Basic phrasing variances intensity and enhanced demonstrated a complete
 Phrasing  Performers were introduced to add dramatic moments understanding of what they
demonstrate a basic meaning to the content of  Phrasing heightened the are singing about thereby
understanding of what the songs development of character enhancing the story
they are singing about and story
 Evidence of a grasp of  Most of the score is  Entire score performed in  Students demonstrate
musical style of the performed in a manner appropriate style based complete understanding of
score is present – if consistent with the style on the score, the style of the score and/or
MUSICAL STYLE not in performance, of its composition historical setting of the production and execute the
then in intention piece, or the vision of the material in an appropriate and
specific production compelling manner

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Choreography

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Dance and/or  Performers  Individuals’ special  Performers surpassed the
movement demonstrated dance abilities were technical requirements of
sequences were and movement showcased and the the dance and its style
equal to the ability of technique (carriage, group was precise when  Projected a sense of
EXECUTION the performers, body positioning, etc.) in unison confidence and freedom
 Performers worked  Comfortable executing  The sequences were
with determined intermediate level challenging but within
energy choreography performers’ range
 Attention was  Choreography  All movement was  Audience gained a depth of
focused on steps incorporated character motived by character understanding about the
CHARACTERIZATION traits traits and feelings characters through
 Choreography evolved  Choreography was movement
& STORYTELLING from the growing ignited by the story’s  The story’s meaning was
tensions within scenes rising action told through the
choreography
 Choreography  Placement of performers  Advanced use of levels,  Sophisticated use of space
appropriately used and flow of dance creative entrances and as the performers cleverly
areas of the playing segments showed a exits, and unique exploited all areas of the
USE OF SPACE space strong sense of spatial formations elevated the stage
awareness in the power of the stage  Moved effortlessly from
creation of stage pictures number to number
pictures
 Choreography was  Movement reflects  Choreographed  Every opportunity was used
original to this show, evidence of research sequences were original to originally and accurately
AUTHENTICITY & or, if adapted from into the story’s time, and largely authentic to reflect the historical period,
other performances place, and culture the story’s time, place, culture, and musical style of
ORIGINALITY was appropriately and culture, and closely the story
credited in the matched the music’s
program style

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Scenic Design

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Each scene had  The scenery was well-  In addition to complete  Above and beyond complete
scenery that built and sturdy functionality, the set was functionality and clear
FUNCTIONALITY established the places  Furniture and set pieces proportional to the space sightlines, the designer
indicated in the script were practical and sturdy and accommodated transformed the space by
AND USE OF  Set gave the performers actors creating multiple choices for
SPACE adequate playing space  Sightlines provided a staging and for dynamic
and levels to vary the clear view for all audience entrances and exits
picture members
 An effort was made to  Time and/or place were  For realistic settings,  For realistic settings, design
establish the story in accurately represented in historically accurate replicated the historical
the specific time soft surfaces (backdrops, furniture and set elements required by the
and/or place outlined wallpaper, curtains, etc.) dressings were gathered story and reflected the
in the script (realistic and hard surfaces (walls, to give a rich texture to personality of those who
TIME AND PLACE or imaginary settings) architectural elements, the scenery inhabited the environment
staircases, etc.)  For imaginary settings,  For imaginary settings, design
furniture and set dressing boldly supported the
appropriate for the director’s concept
concept were also
gathered to give a rich
texture to the scenery
 Shifts from scene to  Smooth and brief  Transitions were well-  Scene shifts were organic—
scene were transitions were made organized, nicely integrated into the overall
TRANSITIONAL accomplished but between scenes with choreographed and in look and feel of the show
EFFICIENCY sometimes slowed the minimum visible crew line with the pacing of the  Shifts helped to tell the story
forward motion of the members scene work
story
 Set surfaces were  Set surfaces were  In addition to appropriate  In every corner of the set,
painted painted with textures and colors and texture, details there was visual interest and
colors in harmony with such as trim and aesthetically pleasing balance
ARTISTRY the show’s entire palette decorative painting were  Scenery contributed to and
(costumes, props, used to further enhance helped define the theme of
lighting) the picture the production and/or the
director’s vision of the show

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Lighting Design

CRITERIA PROFICIENT SKILLED ADVANCED MASTERY

 Set and performers  Stage and performers  Lights clearly defined  The functionality itself was
were mostly visible were well-lit with minimal playing spaces with no invisible
spill onto non-essential spill and highlighted
spaces (i.e. proscenium, entrances and exits
FUNCTIONALITY curtains, house)  Practical light sources on
stage (lamps, sconces,
etc.) operated
successfully and were at
the right intensity
 Lights conveyed the  The intensity of the light  Clearly communicated  Lighting was so well-
basic time of day changed if the scenes time of day and locations integrated into the setting as
ESTABLISHING were indoors or outdoors  Lighting contributed to to be an extension of it
SETTING in addition to time of day the storytelling  Lighting helped to transport
the audience to the world
being created
 Cues were generally  Light cues were built with  All cues were well-timed  Light cues were built and
well-timed sensitivity to timing (i.e. and included crossfades, executed to creatively move
quick “lights up” on light- light changes within the story along at a pace
TECHNICAL hearted scenes, longer songs to intensify mood reflective of the general
fades on dramatic or key changes, and tempo of the show
EXECUTION moments, etc.) other subtle elements
 Minimal delays in cues
for spotlights or
blackouts
 An effort was made to  To further the look, the  Additionally, specials and  With lighting, the designer
introduce color to the design included special effects were subliminally directed the
design appropriate use of color, added to highlight audience’s attention to the
ARTISTRY gobos and other textural dramatic intensity important action, set a mood
elements  Transitions from one look and moved the story forward
to another were
seamless

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Costume Design
CRITERIA PROFICIENT SKILLED ADVANCED MASTERY
 Entire cast was  Cast was costumed with  In addition to being neatly  Beyond functionality, the well-
costumed. a finished look (i.e. hems finished, costumes were fitted costumes enhanced the
 Looks were nearly completed, appropriately generously accessorized other elements of the
FUNCTIONALITY, complete accessorized, etc.) and tailored to fit production
 Fit allowed for freedom of individual performers
FIT AND movement throughout  Look of costumes stayed
MAINTENANCE scene work and dances intact throughout the
 Costumes were cleaned show (shirts tucked in,
and pressed hats remained on, seams
held)
 An attempt was made  Time and place were  In addition to being  For realistic settings, design
to use costumes that accurately represented in historically accurate, not only replicated the
reflected the time and costumes and actors properly wore the historical elements required
place of the story. accessories clothing from the period by the script, but reflected the
 Costumes stood out personalities of the
TIME AND PLACE against the backdrop of characters.
the scenery  For imaginary settings, design
boldly supported the
director’s concept and
reflected the personalities of
the characters.
 Design provided a  An effort was made to  In addition to providing a  The variety of costumes and
basic look for provide different variety of looks, shifts how cast used them helped
COSTUME everyone to which costumes to signify a new from one costume or set the dramatic build of the story
small additions were day or change of of costumes to another  Costume changes were
CHANGES made to character did not delay the show seamless
accommodate needs
of different scenes
 Color was used to  The color palette of the  The total look of each  Design gave insight into
help distinguish costumes was character was achieved characters’ status, personality
ARTISTRY between characters coordinated with the other with equal attention to and relationships
design elements (set, clothing, hair and make-
lighting, props) up

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards
 STANDARDS: Prop Design
CRITERIA PROFICIENT SKILLED ADVANCED MASTERY
 The props required by  The purchased and found  The purchased and found  The props, whether
the script were all props were appropriate props were appropriate purchased, found or made all
provided for the show and added visual interest seemed to inherently belong
PROCUREMENT  The constructed props to the stage picture to the story and uplifted the
were functional  The constructed props look of the production
were both functional and
realistic-looking
 An effort was made to  The play’s time and place  Specialty props were also  Design replicated the
establish the story in were accurately a part of the look historical elements required
the specific time and represented  Props added to the by the story and reflected the
ESTABLISHING place outlined in the audience’s perception of personality of those using the
SETTING script the world being created props
 The concept was fully-
realized in each and every
prop
 All props were finished  Props were in harmony  All props were well-  Props were one-of-a-kind and
ARTISTRY with the show’s palette thought out and filled with tailor-made to this specific
(costumes, lighting, set) unexpected detail production

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ADJUDICATION STANDARDS AND EVALUATION RUBRICS - Iowa High School Musical Theater Awards