WDA Adjudication System Overview

Your primary source of information is the WDA ADJUDICATION MANUAL. Study it THOROUGHLY. Do not assume you already know all there is to know. The purpose of this study is to ensure that you are fully understand the system.

Record your responses in a journal •Get comfortable/receptive mood. •Allow a good uninterrupted three hours for each study period. •YOU CANNOT FAIL; everyone comes away with some new information. •Feelings- OPEN AND HONEST; logical- in your answers.

PART I LOOKING AT YOUR OWN TASTE & VALUES

  1. List five of your favorite books. What is the subject matter of each? Are you drawn to a wide variety of subjects or do you tend to LIKE a single concept?
  2. What style of art do you prefer? Who are your favorite artists? What draws you to their works?
  3. What kind of music do you like? Who are your favorite composers? Why? Do you ever spend time listening to the new sounds ‑ Rap, Rock, etc.? What do you think of it?
  4. What kind of dance do you prefer? Why? Do you ever go to see "experimental" choreography just to know "what's out there"?
  5. List the ten best effects you can remember in military drill for the length of your involvement in this activity. What made them effective? How was the effect achieved?
  6. If you have just started, go to the Web and watch some drill team videos on YouTube or a similar Web site.
  7. List the ten best effects you can remember from OTHER THAN this activity. This can be movies, plays, dance, books, the Olympics, sports. What made them effective?
  8. Is there a pattern emerging indicating a PREFERENCE? Recognize what this process tells you about YOU? Are you outgoing and open to new experiences?
  9. Do you understand and relate to the situations which face our young people today and understand that any performing situation lets them act out their feelings? Discuss
  10. What kind of attitude should a judge bring to the position of judging GE? What knowledge should he/she have?

Journal Entry: What have you learned about your personal bias and preferences? Is there anything that might impair your ability to react equally to all kinds of programs? Can you recognize how important it is to know yourself and what you bring to the judging arena?

PART II GENERAL KNOWLEDGE OF THE SYSTEM

  1. What are the primary responsibilities of the judge?
  2. What is the theory of "Teacher, Counselor, Critic?"
  3. What is the purpose of the criteria reference?
  4. What is the difference between ranking and rating?
  5. What is meant by sub-caption integrity?
  6. Are ties acceptable within sub-captions? If so when and why? If not, why?
  7. Are bottom line ties acceptable? Explain
  8. What is the theory of "derived achievement"
  9. How do you measure small group (sub-sections of a platoon or flight) excellence in non‑unison moves?
  10. What is the primary role of the WDA Judge?
  11. What is the purpose of the three-tiered criteria reference?
  12. How do Novice Class and A Class scores relate to Open Class and how do Open Class Scores relate to World Class?
  13. Does correct classification of a unit have a bearing on the application of the three-tiered system?

Journal Entry: Do you feel focused following this first step? Have you discovered any shortcomings?

  1. What are the primary responsibilities of the judge?
  2. What is the theory of "Teacher, Counselor, Critic?"
  3. What is the purpose of the criteria reference?
  4. What is the difference between ranking and rating?
  5. What is meant by sub-caption integrity?
  6. Are ties acceptable within sub-captions? If so when and why? If not, why?
  7. Are bottom line ties acceptable? Explain
  8. What is the theory of "derived achievement?"
  9. Can you ever score the performance effect sub-caption greater than the Repertoire sub-caption?
  10. What is the primary role of the Judge?
  11. What is the purpose of the three-tiered criteria reference?
  12. How do Novice Class and A Class scores relate to Open Class and how do Open Class Scores relate to World Class?
  13. Does correct classification of a unit have a bearing on the application of the 3‑tiered system?

Journal Entry: Do you feel focused following this first step? Have you discovered any shortcomings?

PART III PROBLEM SOLVING

  1. A group does a pretty straight forward drill and spins front and center. What should their focus be on in order to generate effect in Repertoire? Explain
  2. A group does a routine that you’ve seen dozens of times. Frankly, you have seen it so much you dread any more "renditions" of it. What do you do mentally to deal with this situation? How do you handle it in comparison to routines that are new and fresh to you? Be honest!
  3. You see three highly competitive teams on a regular basis and become pretty familiar with their routines. Now you are going to judge a new highly competitive unit WITH the three you see regularly. How do you deal with the risk of OVER­REACTING to the new unit or reacting BETTER to those with whom you are familiar? What about this "FIRST READING" situation? Do you buy it as an Excuse? Discuss.
  4. Team A has a GREAT routine that is incomplete. Team B has a GOOD routine that is complete. Team A is more EFFECTIVE. How do you deal with the situation of a score in this situation of quality vs quantity?
  5. Team A is entered in the Open Class, however it is clear to you that their entire program is comprised only of simple skills and there are no or rare intermediate challenges. It is well planned & composed, however. How will you score this team and what will your input be?
  6. Team B is entered in the A Class. You are surprised at the range of their skills in terms of layering and length of phrases and depth of design. There is wonderful attention to detail and nuance and the program is extremely appealing and creative. How will you deal with this?
  7. Team C has been competing in your local circuit in World Class, and you have judged them in that level. They enter the Regional competition in your area in Open Class and you have been assigned to judge the contest. How will you handle this change in classification both in terms of the scoring process and in terms of the implications relative to classification?

JOURNAL ENTRY: Date, time, etc. What have you learned about your reaction to Effect so far? Does this process begin to show you areas you should address and deal with? What are they?

PART IV PROFESSIONALISM, ETHICS & PRACTICAL JUDGING SITUATIONS

  1. What is meant by consistency in judging? Consistent to what? Consistent to whom?
  2. Which is preferable, to be consistent with other judges or to be correct in your assessment of the units?
  3. It's your first away-from-home assignment and you have never seen any of the units in this contest. How do you establish your first number?

Ask another judge what the units have been getting?

Depend exclusively on the criteria and your own sense of the score?

Measure the unit against scores you've given to your local units?

  1. It's a 20-unit contest and you are very conservative in your first score, assigning a mid to low Box 3 number. The units are progressively weaker until you find that you are being forced into Box 2 yet you know that isn't correct for the unit. What do you do?

Start making ties in the sub‑captions

Just put them in box 2 in order to rank and rate correctly

Make an immediate adjustment in your scoring

  1. The instructors from the Level described above now come to the critique, obviously frustrated with your scores. Their comments to you include: "We've never scored this low before." "Last week, the WGI panel told us we were in the Block 3 range." "You have just managed to destroy the esteem of my entire unit." "What do I tell the kids; they worked all week and you scored them 3 points lower than the last score." What do you tell the instructor?
  2. You are now a WDA judge. In your local circuit you judge all Levels. How will your approach to judging be different from what it used to be?
  3. A prominent instructor teaches a unit you judge. This unit is very weak and clearly is not at the standard it has been in the past. You've seen via the Internet that WDA judges have given them scores that seem very high and just don't make sense to you when you view them. What do you do?
  4. An experienced WDA judge judges the preliminary contest and scores eight Scholastic Open Class units. When you go in to judge these groups at finals, or in a subsequent local show, you find that you see these groups entirely different from the other judge. Of course you want to succeed. What do you do? This is not about performances changing. This is about perception & valuing.
  5. You judge a preliminary contest, and a very experienced judge judges the finals. His scoring range and rankings are noticeably different from yours. What do you do?
  6. Your close friend teaches a unit you judge. The program is clearly "in trouble" and you are faced with how to comment on this through your recorded observations. Furthermore, you know that this person will be coming to you at critique. Just as you expected, this person is extremely unhappy and expresses disappointment in your judging. How do you handle this, first on the recording and secondly at critique?
  7. Another judge approaches you prior to a contest and starts to tell you about the units. In one case he/she is very enthusiastic about one particular unit and is more critical of other units. What will you do in this situation?
  8. A very strong and prominent instructor gives you a really hard time at critique pointing out all kinds of things you did not do or see. This individual is clearly upset, but doesn't "cross the line." How do you respond?