Shamrock Invitational with Wyatt Debate
2025 — Louisville, KY/US
Duo Interpretation
Event Description:
DUO INTERPRETATION—Senior Division
Judge Instructions
Summary of Rules
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In this event, two students perform a scene or cutting from a published play, novel, short story, or movie script. The maximum time for Duo Interpretation is ten minutes, including a required and memorized 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.
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The selection may be from a published play, novel, short story, or movie script, and the two competitors must have equal share of dialogue.
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Offstage focus must be employed when one character speaks to another character; however, if the speaker is supposed to address the audience, he/she may make eye contact with the audience. There are no properties. Except in the introduction, students may not make obvious eye contact with one another.
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Limited movement is permissible in the introduction and during the selection. Limited movement is defined as movement within an area of ten feet in diameter. The area may be used for actions including bending, stooping, turning, and pivoting. When a "teaser" taken directly from the script is used in the introduction, this is considered part of the selection and movement is therefore restricted as above. Except in the introduction, no touching is allowed.
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The selection should be memorized. One or both students may participate in the introduction. Competitors in Duo Interpretation may portray one or more characters as needed. Dialogue should be equally shared between the performers.
Hints for Judges
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The selection must be a self-contained unit holding together a story itself. Dramatic and humorous selections should be given equal consideration.
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Pay attention to include teamwork, timing, consistent characterization, good speaking skills, and the comedic or dramatic effect of the scene on the audience. Delivery should be interpretation rather than acting.
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Focal placement should be offstage, suggestive of actions, and appropriate for the heights of characters.
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The suitability of the material to the maturity level of the performer should be considered. Base your decision on the performance, not your taste in literature.
Criteria for judging
I. Introduction of Selection
Was there adequate preparation for the scene? Innovative introductions should not be discouraged.
II. Vocal Effectiveness
Were the students clearly understandable? (diction, projection, etc.) Did the students adapt to the size of the room?
III. Teamwork and Selection of Material
Was there evidence of effective timing, cue work, and rhythm?
IV. Character Development
Was there evidence of character analysis and understanding? Were characters clearly delineated? (use of body, facial expressions, etc.) Was focal placement offstage, suggestive of actions, and appropriate for the heights of characters?
V. Effectiveness of Scene:
Was there a sense of wholeness and total dramatic effect in the scene? Did the scene move appropriately and effectively? Is the selected material suitable for the maturity level of the students?
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.
********Judge Notice********
In an effort to 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's 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.” |