Contest Rules for Performances

A performance is a dramatic portrayal of your topic's significance in history and must be original in production - that is, you must write the script, design the set, and make the costumes based upon your individual research.

Rules for ALL applies to Performances

Rule 1: Time Requirements

Performances may not exceed 10 minutes in length. Timing starts at the beginning of the performance following the announcement of the title and student names. Any other introductory remarks will be considered part of the performance and will be counted as part of the overall time. You will be allowed an additional 5 minutes to set up and 5 minutes to remove any props needed for your performance. You should allow several empty seconds in your performance to account for unplanned pauses (e.g., applause, forgotten lines, etc.).

Rule 2: Performance Introduction

The title of your entry and the names of the participants must be the first and only announcements prior to the start of the performance.

Rule 3: Media Devices

Use of slides, tape recorders, computers, or other media within your performance is permitted. You must run all equipment and carry out any special lighting effects. Don't let this take away from the performance! Does it add to the accurate, historical portrayal of your topic? Technical things can go wrong and you have limited time to set up and tear down. Remember: Audio-visual equipment is supplied only for the Media category. You will be responsible for bringing your own equipment.

Rule 4: Script

The script for the performance should NOT be included with the written material presented to the judges. (See Rules for All , Rule 15 regarding "Process Papers")

Tips From Your State Office

When writing your script, make sure you emphasize the "thesis" or main argument of the topic you're about to portray, AND its "significance" - both in relation to the annual theme. Follow this formula: (1) Tell them what you're going to tell them; (2) Tell them; then, (3) Tell them what you told them. For example, in your opening have the narrator or the initial dialogue "set the stage" for the "thesis and significance"; make sure it's reinforced throughout the performance; and, then summarize what the audience has seen, continuing to emphasize the "thesis and significance." We cannot stress this enough! "Pound home" the relationship to the annual theme.

When annotating your bibliography, make sure you emphasize what primary documents, in particular, were helpful and how you used them in the script. For example, in the bibliography of a performance on Seneca Falls, students listed many of her personal letters to friends and professional colleagues. In the annotation, they said, "This particular letter was helpful because it represented . . ." "We incorporated this statement . . . because it pointed out . . ." Sometimes the judges' final decision rests on the quality of the process paper. See Rules for All , Rule 15 for more information.

Take special care in preparing your props and costume, making sure they are as historically replicated as possible. For example, if part of your performance includes a demonstration or protest that took place in the 19th century, make sure your signage is appropriate. Don't use white poster board with colored magic marker unless your historical research (through primary documents, photographs, etc.) shows that those materials would be considered authentic. You will be evaluated on historical accuracy and content, and, in the performance category, everything counts!

Remember: "Less is More". Don't let props and costume changes take away from your performance. You are NOT being evaluated on a flashy presentation. Concentrate on CONTENT and PERFORMING it well, along with an excellent PROCESS PAPER and BIBLIOGRAPHY. If you've done your research, this will all come together!

Exhibit Checklist - Individual and Group (2-5 students)

• 10-minute maximum for performance
  
• Maximum 5 minutes to set up and 5 minutes to take down
  
• 3 copies (plus one for you) of written materials: title page with required information; 500-word description of the research methods used (a judging team may retain one copy for review)
  
• Annotated bibliography, separated into primary and secondary sources
  
• Performance addresses the theme
  
• All props and equipment are student supplied
  
• Only student entrants run equipment and are involved in the performance
  
• Extra supplies and materials in case of emergency
  
• Names and addresses of all group participants listed on entry card
  
• Entry card and fee mailed by deadline
  
• Be prepared to answer judges' questions at the contest (remember formal narratives are not appropriate responses to questions)
  

This information is provided by CHD and the Student Contest Guide from NHD.