2016 Junior Games February 7th – February 12th, 2016 “A Circle of Courage” “Striving for Mastery, Independence, Belonging, and Generosity !” Technical Package Tentative Hosted by Minahik Waskahigan Community School Northern Village of Pinehouse Table of Contents NLSD 113 Foundational Statements………………………………………. page 4 NLSD 113 Philosophy and Goals for the Northern Student Games and Cultural Festival ……………………………………… page 5 Section One: General Information Host Committee Contacts………………………………………………….. page 7 Participating Schools and Team Colours…………………………………... page 8 Minahik Waskahigan Schools Expectations……………………………… page 8 Participant Code of Conduct……………………………………………….. page 9
Welcoming / Parking – Coordinator(s): Mike Bruno Accommodations - Coordinator(s): Rose Natomagan Food Services – Coordinator(s): Laura Boyd Security – Coordinator(s): Mike Bruno First Aid Coordinator(s): Mike Bruno Athletic Events – Coordinator(s): Curtis Chandler, Jennifer Chandler and Rob Kostiak Fine Arts – Coordinator(s): Jennifer O’Connor Cultural & Traditional Events – Coordinator(s): Jessie Lariviere and Ron Volunteer - Coordinator(s): Rosalena Smith Maintenance – Coordinator(s): Raymond Iron Janitorial – Coordinator(s): Dennis Sanderson Participating Communities and Team colours 1. Beauval……………………………………………………. Burgundy 2. Buffalo Narrows…………………………………………... Red 3. Cumberland House …………..………………………… Grey 4. Small Schools West (Green Lake St. George’s Hill, Jans Bay, Cole Bay)………………………………………. Green 5. La Loche (Ducharme / Dene High)………………………... Purple 6. La Ronge (Churchill High, Pre Cam)…………………..… Royal Blue 7. Team North (Timber Bay, Weyakwin), Brabant Lake, Stony Rapids, Uranium City………………. Black / Orange 8. Pinehouse Lake……………………………………………. Yellow
Rubrics Visual Art Assessment Rubric Components Limited Achievement (1) Fair Achievement (2) High Achievement (3) Elements of Art -colour (if applicable) -line -shape -texture -form (3D) Little skill shown: poor colour mixing & choice, weak drawing: (unsuitable tones/shading-light & shadow, unconfident line, unrealistic texture etc…) Form is only interesting from one-side Skill shown: good colour mixing and choice, drawing: (tones/shading-light & shadow, confident line, realistic texture…etc.) Form is interesting from more than one side Exceptional skill shown: excellent colour mixing and choice, drawing: tones/shading (light & shadow), confident, sensitive line, convincing, realistic texture… Form is truly and interesting from all sides Principals of Design -balance -rhythm -emphasis -variety -contrast -harmony -proportion/scale Demonstrates limited understanding of the principals :i.e.work is unbalanced, lacks visual rhythm and harmony, has indefinite focal point, proportions are slightly “off” Demonstrates some understanding of the principals of design: work is balanced (‘weight’ re: distribution of elements -symmetrical or asymmetrical), harmonious, appropriate proportions Demonstrates good understanding of the principals: work is balanced, has variety, harmony and appropriate scale resulting in overall harmony and unity of image Creativity/ Originality of Idea - subject matter - problem solving / risk-taking Mediocre or mundane subject matter Common or usual choices Copying Interesting subject Evidence of –thoughtful, somewhat successful choices made Very interesting, exciting, intriguing subject . Excellent choices , and successful risk-taking (ie: details, difficult point of view/ perspective) Techniques/ materials Materials used in somewhat interesting Materials used in an interesting way –has Materials explored to maximum
-exploration of potential of medium way – could have done more tried to explore potential/range of effects of the materials - has achieved very interesting range of effects Scoring: (circle appropriate rate) Elements of Art 1 2 3 = ______ Principals of Design 1 2 3 = ______ Creativity/Originality 1 2 3 = ______ Techniques/materials 1 2 3 = ______ Square Dance Performance Rubric Skill Levels of Quality 3 Well Done 2 Coming Along 1 Needs Work Score Using correct handhold positions Consistently uses the correct handhold positions for corresponding steps Most of the time uses correct handhold positions for corresponding steps Uses incorrect handhold positions or relies on one handhold position for all steps Transitions Transitions between steps are smooth and flowing Transitions between steps are made in time to the music Transitions between steps are awkward, stop-and-go movements Staying in formation Stays in formation for entire dance Stays in formation most of the time Rarely, if ever, in formation Engagement with the group (social skill) Contributes enthusiastically and invites suggestions from others Contributes to group and accepts others’ ideas Participates only when encouraged Comments: Total:
Beginning 0 Satisfactory 1 Proficient 3 Excellent 4 MARK Melody, Pitch and Pitch Direction Developing towards singing in tune. Limited breath control. Pitch is uncertain. Sings simple song mostly in tune. Developing breath control for typical patterns. Has difficulty with managing pitch control. Sings simple song easily and manages more complex phrases while in tune some of the time. Has adequate breath control. Matches pitch with few errors Confidently sings in tune for most of the song including any complex phrasing. Proper breath control enhances phrasing. Matches pitch reliably. Rhythm are uncertain and irregular. Some regularity in but sometimes misses. Maintains consistent tempo/rhythm. Maintains appropriate tempo/rhythm for given songs—can punctuate effectively and independently. Dynamics Dynamic level is often too loud, overpowering others, or so soft that the song cannot be heard. Dynamic level varies inconsistently, but is developing towards appropriate levels. Dynamics are consistent and generally appropriate and balanced within the ensemble. Dynamics are appropriate for different aspects of the song. Reflects the notation and/or the director’s intent. Phrasing Monotonic or inappropriate expression mars performance Expression is sometimes appropriate, but may be inconsistent. Expression is generally appropriate to the song being sung. Expression enhances performance by adding appropriate depth and emotional range. Theme Piece of music selected does not follow the theme, “Every winner was once a beginner”. Piece of music selected slightly follows the theme, “Every winner was once a beginner”. Piece of music selected generally follows the theme, “Every winner was once a beginner”. Has selected a musical piece that fully fits in with theme of “Every winner was once a beginner”. /20 TOTAL Musical Performance Assessment Rubric _____________/30 rhythm,
Excellent 4 Points Good 3 Points Acceptable 2 Points Progressing 1 Point Beginner 0 Points Knowledge of Choreography Demonstrates excellent knowledge of the choreography. Demonstrates good knowledge of choreography. Few errors, however it does not interfere with performance. Demonstrates knowledge of choreography. Some errors. Demonstrates some knowledge of choreography, but unsure of some movements. Makes several errors Remembers a few of the steps/ movements and tries, but looks lost and out of sync. Technical Skills Dance performed with great attention to quality of movement, body position, placement on stage and other details of dance. Also demonstrates an excellent understanding of dance style. Dance performed with attention to details of technique, has attained proficiency in dance style. Dance performed with attention to most details of technique, but hasn't attained proficiency in dance style yet. Only some understanding of technical elements (ie. footwork, quality of movements, body positions) demonstrated in performance. Although remembers some of dance, little attention paid to how movements are done or other details of dance Rhythm/Tempo Shows a complete understanding of tempo and beat and stays on rhythm throughout the dance. Accurate in beat, tempo, rhythms of dance sequences throughout the dance. Generally accurate in beat, tempo, and rhythms of dance sequences most of the time. Shows a basic understanding of tempo and beat, but falls behind and/or speeds up in places or makes errors in rhythm Attempts to keep a but gets off beat and speeds up or falls behind often. Doesn't follow beat in music Level of Activity Team displays excellent effort during activities. Always tries their hardest and is never seen ‘standing around’ during the dance. Very good effort. Team tries their hardest. Team tries to do their best. Participation is satisfactory. Lacks effort; doesn’t do very much once the dance has started. Very little effort.
Short Drama Assignment Exemplary (N/A) Proficient (N/A) Developing (N/A) Basic (N/A) Projection: Tone and Voice Exemplary Lines are always clear and understandable. Voice is loud and clear with appropriate variation and pauses. Proficient Most of the lines are clear and understandable. Voice is adequate with appropriate variation and pauses. Developing Some of the lines are clear and understandable. Voice is soft and needs more variation and pauses. Basic Did not speak; lines were unclear, could not hear or understand Exemplary Puts clear into his/her lines Proficient Puts very good into most of his/her lines Developing Puts some into his/her lines Basic Puts minimal into his/her lines Character Exemplary Main characters are named and clearly described through words/actions. Able to get into character with ease and conviction Proficient Main characters are named and described through words/actions. Very good understanding and demonstration of character Developing Main characters are named. Adequate understanding and demonstration of character Basic It is hard to tell who the main characters are. Minimal understanding of character and had difficulty getting into the role Skits Tells a Story Exemplary Skit has a compelling problem and solution and entertains the audience. Lasts more than 2:00. Proficient Skit somewhat develops a problem and solution. Lasts a bit less than 2:00. Developing Skit barely develops a problem and solution. Lasts between Basic Skit lacks a problem and solution. Lasts less than 1:30.
Beading on Cross Cut Rubric Needs Work 1 pts Satisfactory 5 pts Excellent 10 pts Skill and Difficulty: Pattern Needs Work Student's design was not a pattern. Satisfactory Student created an acceptable pattern. Excellent Student created an interesting pattern. Skill and Difficulty: Contrast Needs Work Student's design was difficult to see because of a lack of contrast. Satisfactory Student chose 3-4 colors with some contrast. Excellent Student chose 3-4 colors with strong contrast. Skill and Difficulty: Technique Needs Work Materials were almost never used properly and neatly. Many beads may be missing or loose and/or there are many mistakes in the pattern. Satisfactory Materials were almost always used properly and neatly. Most beads are secure and there are few mistakes in the pattern. Excellent Materials were used properly and neatly. Beads are securely attached and in the correct pattern. Skill and Difficulty : Team Work Needs Work Little or no contribution Satisfactory Minimal contributions Excellent Contributions and suggestions from team mate(s)
3D Trap Line scene (18 x 24 playwood) 3D Trap line scene #__________ Total Score: ________ / 30 Rubric Excellent Satisfactory Needs work Score Originality -Reflects a traditional trap line. -Students original design Reflects trap line well Minimal reflection of a trap line No reflection evident Skill and Difficulty -Amount of work on 3D trap line. Several features of a trap line are evident. Some features of a trap line are evident. Minimal features of a trap line are evident. Team work Contributes and invites suggestions from team mate Minimal contribution Little or no contribution