‘That was wonderful darling.’
But was it? Was it really? Or were you affected because you had a particular emotional connection to the content of the piece? What is wonderful anyway? Simpler yet, what is ‘good’ acting?
‘I know it when I see it.’
So you know what good acting looks like. Great. Is it possible to communicate your expectation to your students so they don’t have to guess? Could you give them tangible ways to practise to achieve ‘good acting’ based on what the outcome looks or feels like? Is it possible to devise robust, clear, criteria that define a grade and are easy to communicate to students to conduct reliable, fair and valid assessments?
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