Criteria
Descriptive analytical grid – LES in Drama – Secondary (Cycle One)
Coherent
relationship between
the stimulus for
creation, the
development of ideas,
the development
process and the
result of his/her
creative efforts
Varied use of the
elements of the
language of drama
Coherent
organization of
dramaturgical
components
Original use of
elements of the
language of drama
Effective use of
elements of the
language and
technique of drama
Integration of
periods of reflection
and review into the
creative experience
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
The production,
which is based on
an in-depth search
for new ideas, is
entirely consistent
with the stimulus for
creation.
The production uses
a variety of
elements of the
language of drama,
resulting in a clear
understanding of the
story.
The production uses
the characters’
intentions to create
a sense of dramatic
progression.
The production
demonstrates
frequent original
treatment of
characters, dramatic
structure, set design
and stage
directions.
The production uses a
number of elements of
performance,
playwriting and
theatricality that
enhance the initial
creative idea in a
precise and well
adapted way.
A number of ideas
are recorded
throughout the
process and the
student presents a
clear description of
what he or she
learned and the
methods he or she
used, using the
appropriate drama
vocabulary.
 Very good
 Very good
 Very good
 Very good
 Very good
 Very good
The production
makes good use of
the elements of the
stimulus for
creation.
The production uses
several elements of
the language of
drama that facilitate
understanding of the
story.
The time, space and
location components
of the production are
all appropriate to the
dramatic action.
The production
offers distinctively
drawn characters, a
coherent dramatic
structure and some
original touches in
its set design.
The production
makes appropriate
use of certain
elements of
performance,
playwriting and
theatricality that
accurately reflect
the initial creative
idea.
Several ideas are
included in the
recording tool and
some of them
clearly contributed
to the creative
development of the
production.
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
The production
takes into account
the elements of the
stimulus for
creation.
The production uses
those elements of
the language of
drama that are
essential for
understanding the
story.
The production
demonstrates
attention to the
coherent
development of
characters and
situations.
The production
includes a few
elements of the
language of drama
that demonstrate a
degree of originality.
The production
conveys the initial
creative idea
through an
acceptable use of
elements of the
language and
technique of drama.
Elements of the
creative experience
were incorporated
into the production.
 Poor
Poor
 Poor
 Poor
Poor
 Poor
The production is
the result of a
simplification of the
stimulus for
creation.
The production uses
a few elements of
the language of
drama, but in an
incomplete,
repetitive or
awkward manner.
The production
presents some
inconsistencies in
the characters’
actions or in the
storyline.
The production
borrows one or
more elements from
dramatic works.
Most of the
elements of
performance,
playwriting and
theatricality used in
the production are
adequately effective.
Very few ideas from
the periods of
reflection and review
can be recognized,
either in the
production or in the
recording tool.
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
The production is not
at all consistent with
the stimulus for
creation.
The production uses
only one or two
elements of the
language of drama,
which contribute little
to the understanding
of the story.
The production
presents characters
and actions that are
plainly inconsistent.
The production
consists almost
exclusively of
borrowings from
other dramatic
works.
The production
shows awkward or
inadequate use of
the elements of the
language and
technique of drama.
The recording tools
contains no ideas
that can be used in
a period of reflection
and review.
MELS Secondary, Cycle 1 ARTS Learning and Evaluation Situations
Criteria
Descriptive analytical grid – LES in Visual Arts – Secondary (Cycle One)
Coherent
relationship
between the
stimulus for
creation, the
development of
ideas, the
development
process and the
result of his/her
creation
Effective use of
transforming
gestures (e.g.
cutting, applying,
gluing)
Appropriate use
of the properties
of materials
Personal use of
visual arts
language (e.g.
shape, colour,
texture)
Coherent
organization of
the image’s
components
Authentic
production that
integrates original
and expressive
elements
Integration of
periods of
reflection and
review into the
creative
experience
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
The production,
based on an
interesting
development
process and new
ideas, is complex
and entirely
consistent with
the stimulus for
creation.
The transforming
gestures are
used with great
proficiency and
often in an
original manner,
which gives a
certain
refinement to the
production.
The properties of
the many
materials used
are used
appropriately and
sometimes in an
innovative
manner.
The production is
characterized by
the wellconsidered use of
shapes, colours,
volumes and
textures.
The elements are
organized in
space in a
balanced fashion,
using alternation,
superimposition,
repetition,
asymmetry or
symmetry to
produce the
desired effect.
The production is
extremely original
and includes
elements that
demonstrate indepth reflection
on the topic
proposed.
Considerable
work was
recorded
throughout the
process and the
student’s
thoughts,
formulated using
the appropriate
visual arts
vocabulary, were
integrated into
the production.
 Very good
 Very good
 Very good
 Very good
 Very good
 Very good
 Very good
The production
presents a
development
process, ideas
and a result that
reveal a personal
reading of the
stimulus for
creation.
The student is
proficient in the
transforming
gestures and
adapts them to
the tool in order
to develop his/her
idea.
The properties of
the materials are
used to their full
potential in order
to translate the
student’s idea.
Shapes, colours
and volumes are
given a personal
treatment and
contribute to the
appeal of the
production.
Several concepts
such as
symmetry,
superimposition
and juxtaposition
help convey the
idea underlying
the production.
The production
proposes an
original solution
to the stimulus for
creation and is
very expressive
overall.
Several examples
of the student’s
work were
recorded and
some visibly
contributed to the
production.
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
The production
takes into
account elements
of the stimulus for
creation.
Already tested,
the transforming
gestures used
produce the
expected effect.
The properties of
the materials are
used in
accordance with
their quality and
the production
context.
The production
shows a personal
treatment of
certain shapes
and colours.
A few concepts of
spatial
organization,
such as
juxtaposition and
symmetry, are
used in the
production.
The production
presents personal
elements and is
without clichés.
Some signs of
the creative
experience were
integrated into
the production.
 Poor
 Poor
 Poor
 Poor
 Poor
 Poor
 Poor
The production
takes into
account one
element of the
stimulus for
creation.
The production
presents the
result of poorly
controlled
transforming
gestures.
The materials are
used with little
concern for the
production
context.
Most of the
elements of
visual arts
language are
treated
conventionally.
A few elements of
spatial
organization are
juxtaposed or
superimposed.
The production
presents a few
impersonal
elements or a few
clichés.
Little evidence of
reflection can be
found in the
production or the
Student’s
Booklet.



Unsatisfactory
Unsatisfactory
Unsatisfactory
The production is
not at all
consistent with
the stimulus for
creation.
The production is
the result of a
series of poorly
controlled
gestures.
The materials are
used without
concern for their
properties or the
production
context.




Unsatisfactory
Unsatisfactory
Unsatisfactory
Unsatisfactory
The visual arts
language as a
whole is used
without thought or
consideration.
The elements are
enumerated in
space, with no
overall plan.
The production is
an assemblage of
pat and borrowed
ideas.
The Student’s
Booklet contains
no evidence of
reflective periods.
MELS Secondary, Cycle 1 ARTS Learning and Evaluation Situations
Criteria
Descriptive analytical grid – LES in Dance – Secondary (Cycle One)
Coherent relationship
between the stimulus
for creation, the
development of ideas,
the development
process and the result
of his/her creation
 Excellent
The production, which
is based on an indepth search for new
ideas, is entirely
consistent with the
stimulus for creation.
Varied use of elements
of dance language
Original use of
choreographic
elements
Coherent organization
of the chosen
choreographic elements
Integration of periods
of reflection and review
into the creative
experience
 Excellent
 Excellent
 Excellent
 Excellent
The elements of
dance language are
used in a varied and
innovative manner.
The production is
surprising and
original, among
other things because
of the addition of
interesting
movements and
combinations.
The chosen
choreographic
elements are organized
very coherently, and
the dance reveals the
use of symbolic
representation for the
translation of ideas into
movements.
Considerable work was
recorded in the
Student’s Booklet
throughout the process,
and the student’s
reflection and review,
formulated using the
appropriate dance
vocabulary, were
incorporated into the
production.
 Very good
 Very good
 Very good
 Very good
 Very good
The production makes
good use of the
elements of the
stimulus for creation.
The production
incorporates several
combinations of
elements of dance
language.
Several
movements and
choreographic
elements are
developed in a
personal and
creative manner.
The chosen
choreographic
elements are organized
in such a way as to
contribute to the
development of the
idea.
 Satisfactory
 Satisfactory
 Satisfactory
 Satisfactory
The production takes
into account the
elements of the
stimulus for creation.
The production
presents simple
elements of dance
language (e.g. body,
space, time).
The movements
are personal and
not stereotypical.
The organization of the
choreographic
elements is consistent
with the central idea.
A fair amount of
description of the
creative experience
was recorded in the
Student’s Booklet
autonomously, and
much of it was taken
into consideration in
the development of
the production.
 Satisfactory
The Student’s Booklet
contains a record of
the creative
experience, some of
which was integrated
into the production.
 Poor
Poor
Poor
 Poor
 Poor
The production is the
result of a
simplification of the
stimulus for creation.
The production presents
a dance in which
movement is generated
only by the extremities
of the body.
The production is a
succession of
gestures copied
from prior dances.
The production is a
succession of
unconnected
movements.
The Student’s Booklet
contains one or two
pieces of evidence
used by the student to
reflect on his/her
work.
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
The production is not
at all consistent with
the stimulus for
creation.
The production is a
repetition of the same
few movements.
 Unsatisfactory
The production is a The production
series of
presents a series of
stereotypical
incoherent movements.
gestures,
imitations and
borrowings.
MELS Secondary, Cycle 1 ARTS Learning and Evaluation Situations
 Unsatisfactory
The Student’s Booklet
contains nothing on
which to base
reflection.
Criteria
Descriptive analytical grid – LES in Music – Secondary (Cycle One)
Coherent
relationship between
the stimulus for
creation, the
development of ideas,
the development
process and the
Varied use of
elements of musical
language
Effective use of
sound sources
Original treatment of
musical elements
MELS Secondary, Cycle 1 ARTS Learning and Evaluation Situations
Coherent
organization of
musical elements
Integration of periods
of reflection and
review into the
creative experience
result of his/her
creation
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
 Excellent
The production
presents a complex
structure related to
the stimulus for
creation, as well as
unexpected
expressive elements
in the contrasts
included.
The numerous and
varied contrasts
define the
characters and their
actions perfectly.
The musical
instruments are
often used
inventively and
produce new and
very effective
sounds.
The production is
characterized by
original elements
and the personal
treatment of the
emotions
expressed.
The form and tempo
used are constant and
easily identifiable and
the rhythmic, melodic
and harmonic
organizations are well
controlled.
 Very good
 Very good
 Very good
 Very good
 Very good
The production is
related to the
stimulus for creation
and presents
contrasts that clearly
identify the
characters or the
emotions they elicit.
 Satisfactory
The production
takes the elements
of the stimulus for
creation into
account.
The numerous
contrasts help
identify the
characters.
Certain musical
elements of the
production, such as
feelings, differences
and interactions, are
represented in
sometimes
surprising ways.
 Satisfactory
The musical
elements are treated
in a personal
fashion.
The form and tempo
used are identifiable
and the rhythmic
and melodic
organization are
clear.
 Satisfactory
 Satisfactory
The production
presents contrasts
related to the
characters.
The production
shows the
application of
techniques learned
in previous
experiments that
aptly describe the
character.
 Satisfactory
The sound source
correctly represents
the features of the
character.
Considerable work
was recorded
throughout the
process and the
student’s thoughts,
formulated using the
appropriate music
vocabulary, were
integrated into the
production.
 Very good
Several examples of
the student’s work
were recorded and
some visibly
contributed to the
production.
The form and tempo
are respected
throughout.
Some signs of the
creative experience
were integrated into
the production.
 Poor
 Poor
 Poor
 Poor
 Poor
The production
takes into account
one element of the
stimulus for
creation.
The production
presents only one
contrast enabling us
to identify the
characters with
difficulty.
The sound source
selected partially
represents the
features of the
character it
represents.
The musical
elements are
borrowed from one
or two works.
 Poor
The form is sometimes Little evidence of
confused.
reflection can be
found in the
production or the
Student’s Booklet.
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
 Unsatisfactory
The sound source
selected has no
relation to the
character it
represents.
The production
consists almost
exclusively of
borrowings from
other works.
The form and tempo
are completely
lacking in continuity.
The Student’s
Booklet contains no
evidence of
reflective periods.
 Unsatisfactory
 Satisfactory
 Unsatisfactory
The production is
There are no
inconsistent with the contrasts in the
stimulus for
production.
creation. There are
no pertinent
elements.
MELS Secondary, Cycle 1 ARTS Learning and Evaluation Situations