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Foods Labs Quick-Start Guide Recipe Suggestions Packing ListCloverleaf Score Card

Food Labs Quick-Start Guide for Cloverleaf Project Achievement

Contest Rules and Procedures

Food Lab projects (Food Fare & Between Meal Snacks) are the only projects in which food preparation should take place during project achievement competition. Other food projects are illustrated talks and not the appropriate avenues for food preparation to be demonstrated.

Cloverleaf participants provide their own equipment, ingredients, preparation, setup, and display. Cloverleaf food lab projects may not use any electrical equipment or anything with a blade to prepare their dish. Knives, blenders, hand mixers, griddles, skillets, torches, food processors, etc. are not allowed. Menu forms are not required for 4th– 6th graders.

Food Labs Participants should:

• Prepare a no cook, no bake, healthy snack in1hour.
• Display the dish in a creative manner. No place setting or menu form is required for Cloverleaf division competition.
• Measure all ingredients on site during the lab competition. Ingredients that will require peeling, chopping or cutting should be prepared at home and brought to the contest as knives are not allowed at the competition. Youth should not pre-measure ingredients for the recipe prior to the contest as they should demonstrate this skill at the contest.
• Demonstrate laboratory safety by wearing a hairnet, apron, appropriate clothes, and closed toe shoes during food preparation projects. All jewelry should be removed prior to the contest. Gloves are not required, but ready to eat foods should not be touched with bare hands. Gloves, tongs, long handled spoons, or bakery tissue can be used.
• For items below, use only:
• Commercially prepared pasteurized milk, milk products and cheeses.
• meat that is USDA inspected.
• commercially produced eggs and egg products, including mayonnaise
• commercially canned foods (Home grown fruits and vegetables are acceptable.)
• Share knowledge of foods, nutrition, food safety, and project in discussion with judges based on MyPlate.

Projects and Objectives

FOODS LAB: BETWEEN MEAL SNACKS- 1 Hour
4-H’ers will explore food and nutrition practices by learning about food groups, selecting snacks that provide essential nutrients, and demonstrating safe food handling practices while preparing a nutritious snack.

4-H’ers will:
• Investigate food and nutrition resources based on the current dietary guidelines
• Plan a recipe
• Prepare the no-cook (no-bake) snack food and display
• Identify the food group(s) listed in the recipe (include at least two food groups)

FOODS LAB: FOOD FARE- 1 Hour
4-H’ers will explore food and nutrition practices by learning about food groups, selecting snacks that provide essential nutrients, and demonstrating safe food handling practices while preparing a nutritious snack. This project area specifically emphasizes the need for snacks that are budget-friendly and nutritious.

4-H’ers will:
• Investigate food and nutrition resources based on the current dietary guidelines
• Plan a recipe with a budget friendly snack
• Prepare the no-cook (no-bake) budget-friendly snack food and display
• Identify the food group(s) listed in the recipe (include at least two food groups)

Recipe Suggestions

Recipe Ideas for Cloverleaf Project Achievement (4th -6th
Grader) in the “Between Meal Snacks” and “Food Fare” Projects

Cooking Matters
Recipes – Dole® Sunshine
Recipes for Kids (for Kids) | Nemours KidsHealth
Healthy Kid-Friendly Recipes
Recipes

Remember:

When selecting a recipe…

• Cloverleaf food Labs participants should prepare a no cook, no bake, healthy snack in 1 hour.
• Cloverleaf food lab projects may not use any electrical equipment or anything with a blade to prepare their dish. Knives, blenders, hand mixers, griddles, skillets, torches, food processors, etc. are not allowed.

Food, Nutrition, and Health Lab Tips

Before the Contest:

o Read the contest objectives and scorecard for your project found on the 4-H website
o Review and prepare your answers for the questions a judge may ask.
o Explore USDA Kids’ Corner (https://www.nutrition.gov/topics/nutrition-life-stage/children/kids-corner) to investigate the food groups and healthy eating.
o Explore the USDA Nutrition and Food Safety Website (https://www.nal.usda.gov/human-nutrition-and-food-safety/nutrition-and-food-safety-education) to learn about Food Safety and nutrition.
o Research recipes and identify the included food groups.
o Decide what recipe you will use. Feel free to create your own. Make sure your recipe lists all your ingredients with measurements and includes step-by-step instructions.
o Practice making your snack. Make sure your recipe matches what you are making!
o Prepare a box of needed items using the Packing Checklist and your recipe.
o Use recommended food safety practices in transporting and storing meat, dairy, and other perishable products in your project. Keep cold items cold.
o Check with your 4-H leader to discuss needed supplies such as coolers, trays, hair nets, aprons, etc.

During the Competition:

• Dress for success! Aprons, hair restraints, and closed toe shoes must be worn. Clothing should be clean, neat, and out of your way, and jewelry should be removed when preparing your dish.
• Wash your hands before preparing food! Gloves are not required, but you should not touch ready to eat foods with your bare hands.
• Don’t touch your hair or face while preparing your snack.
• Clean your work space before preparing your snack. Wipe up spills as they happen.
• Bring all foods and utensils needed for your snack, but remember knives and electric food equipment are not allowed in Cloverleaf projects.
• Measure all your ingredients at the competition using the appropriate measuring cups or spoons; however, all peeling, chopping or cutting of ingredients should be prepared at home.
• Use trays to demonstrate food safety and organization when preparing your snack.
• Be sure your food has an appealing appearance and is tasty in flavor.
• Creatively display your snack using your snack and any required utensils. Your display should be well organized, but does not require a place setting.
• Make sure your set up, preparation, display and clean up take no longer than 1 hour.
• Relax, smile, and talk with your judges about your snack and the food groups you chose to use.

After the Competition:

• Share or dispose of all leftovers. Food prepared should not leave the building.
• Clean your space. Make sure you collect all your belongings when done.
• Thank your judges for volunteering their time to score your project.

Packing List for Food, Nutrition, and Health Labs

Packing Checklist:

o Copy of recipe
o Apron
o Hairnet and hair restraints
o Closed-toe shoes
o Appropriate clothing (be mindful of long sleeves, loose clothing, etc.)
o Paper towels
o Multiple pairs of Gloves
o Cleaning wipes or sanitizing solution
o Ingredients
o Measuring cups
o Measuring spoons
o Mixing equipment (spoons, mixing bowls, etc.)
o Spatula or spreader
o Colander (if needed)
o Transfer equipment (spoons, tongs, plastic gloves, etc.)
o Trays and wax paper for organization
o Display items (tablecloth, placemat, table arrangement, etc.)
o Serving dish (bowl or plate)
o Serving ware (paper plates, plastic utensils, etc.)
o Ice and Cooler for cold items
o Box for equipment
o Can opener

Leave Behind:

o Knives
o Peelers
o All electrical equipment (blenders, electric skillets, griddles, food processors, anything with a cord.)
o Jewelry
o Scissors
o Nail polish and/or false nails, and false eyelashes

Score Card / Rubric

PDF download is available at the top of this page. Information below is repeated for ADA compliance.

I. Laboratory (50 points possible) MAX

Grooming/Appearance
Clean, neat, and appropriately dressed for lab work with apron,
hairnet, closed-toe shoes, no jewelry, no nail polish or false nails
5

Techniques/Skilled Work
Used recommended techniques and principles with the
appropriate equipment and utensils, including measuring
20

Work Area Management
Area remained organized, neat, and clean throughout recipe
preparation. Time was managed effectively (within one hour)
10

Food Handling, Storage, and Safety
Washed hands before and throughout recipe prep, demonstrated
safe handling of food including transportation, appropriately
used gloves, no bare hand contact with ready-to-eat food
15

Total for Laboratory (Max points 50):
II. Finished Product (30 points possible) MAX

Food
Appealing appearance and flavor, with no single ingredient
overpowering the dish
10
Creativity and Recipe
Creative snack that meets the nutritional needs for a snack, at
least two food groups represented, accurate serving size info.
10
Display
Display is organized and creative. Food demonstrates balance in
texture, flavor, and color
10
Total for Finished Product (Max points 30):

III. Knowledge of Subject (20 points possible) MAX
Knowledge of Subject
Demonstrates knowledge of food groups, food safety and
preparation, and the role of the prepared dish in a balanced diet.
Judges should ask age-appropriate questions.

FOOD FARE ONLY: 10 of the 20 points in this section should be
based on the budget-friendly recipe, knowledge, and explanation
20

Knowledge of Subject Total (Max points 20):
Total (Max points 100):

Cloverleaf Food Lab – Judge’s Scorecard Descriptions
This scoring guide is designed to support consistent judging of Food Lab competitions.

Laboratory
(50 points)
Grooming/Appearance
Clean, neat, and appropriately
dressed for lab work with apron,
hairnet, closed-toe shoes, no jewelry
or nail polish/false nails
5
Participant is
fully prepared and
appropriately
dressed for lab work
4 – 3
Minor issues
that do not
impact safety
2 – 1
Multiple
concerns with
appearance or
attire
0
Unsafe or
inappropriate attire

Techniques/Skilled Work
Used recommended techniques and
principles with the appropriate
equipment and utensils, including
measuring
20 – 18

Participant uses
correct
measuring
utensils and
equipment with
proper skills
17 – 14

Mostly correct
techniques
with minor
errors
13 – 8

Some incorrect
techniques or
demonstrated
uncertainty
7 – 0

Incorrect or
unsafe
techniques

Work Area Management
Area remained organized, neat, and
clean throughout recipe preparation.
Time was managed effectively, and
the recipe was completed within one
hour.
10 – 9
Highly organized
and efficient
throughout the
lab
8 – 6
Generally
organized with
minor lapses
5 – 3
Frequently
disorganized or
demonstrated
poor time
management
2 – 0
Poor
organization
or time
management

Food Handling, Storage and
Safety
Washed hands before and
throughout recipe preparation;
demonstrated safe handling of food
including transportation,
appropriately used gloves, no bare
hand contact with ready-to-eat food
15-14

Excellent and
consistent food
safety practices
13 – 10

Minor safety
errors that do
not create a
significant risk
9 – 5

Inconsistent or
limited
understanding
of food safety
4 – 0

Unsafe
practices
observed

Finished
Product
(30 points)
Food
Appealing appearance and flavor,
with no single ingredient
overpowering the dish
10 – 9
High-quality food
with excellent
flavor and
appearance
8 – 6
Generally good
quality with
minor issues
5 – 3
Noticeable
issues with
flavor or
appearance
2 – 0
Poor quality or
improperly
prepared food

Creativity & Recipe
Creative snack that meets the
nutritional needs for a snack, at least
two food groups represented,
accurate serving size info.
10 – 9
Recipe meets all
criteria with
strong creativity
and nutrition
8 – 6
Recipe meets
most criteria
with minor
limitations
5 – 3
Recipe meets
some criteria
with several
limitations
2 – 0
Recipe does
not meet
nutritional or
creativity
criteria

Display
Display is organized and creative.
Food demonstrates balance in
texture, flavor, and color
10 – 9
Attractive and
appropriate
presentation
8 – 6
Adequate
presentation
with minor
issues
5 – 3
Disorganized or
distracting
presentation
2 – 0
No effort
toward
presentation

Knowledge
of Subject
(20 points)
Knowledge of Subject
Demonstrates knowledge of food
groups, food safety and preparation,
and the role of the prepared dish in a
balanced diet. Judges should ask
age-appropriate questions.

FOOD FARE ONLY:
10 of the 20 points should be
based on budget-friendly recipe,
knowledge, & explanation
20 – 18
Strong, confident
understanding of
subject matter
17 – 14
Good
understanding
with minor
gaps
13-8
Limited or
inconsistent
understanding
7-0
Minimal
understanding
demonstrated

Suggested Questions: Please make sure these are developmentally appropriate (age and skill)
• While preparing this recipe, what did you do to keep the food safe? • How did you safely transport your food to the contest today? • Tell me what food groups are included in the dish you are preparing. • Why is it important to eat plenty of fruit and vegetables? • How is this recipe budget-friendly?

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th—12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Performing Arts – Drama Project

4-H’ers may explore areas of expression using their bodies and voices to convey a message in a performance. Through this project 4-H’ers may:

• Develop an appreciation for appropriate use of leisure time
• Express originality and creativity through performance
• Identify different methods of expression through drama which may include monologue, spoken word/ poetry, oral interpretation, comedy, or pantomime performances with an emphasis on acting/drama skills
• Learn how to select dramatic performance pieces
• Explore career opportunities in the area of performing arts

Each Performing Arts Drama Participant will:

• Prepare and present a 4 minute performance that includes a short
introduction. Talent acts should primarily include a dramatic presentation. Background music is allowed, but singing, dancing, or playing an instrument in this project is not appropriate.
• Use the microphone provided at the contest and not his/her own personal microphone.

Examples of Project Development Experiences

• Enroll in drama classes, lessons, workshops, or camps to build your stage confidence and stage presence — consider musical theatre, improv, creative theatre, theatre therapy, etc.
• Have yourself critiqued—Remember practice makes perfect
• Attend professional performances
• Participate in a school, community, or church drama group, such as your school’s literary team, solo and ensemble, etc.
• Audition for performing groups, such as Georgia 4-H Clovers & Company, theatre camps, etc.
• Enter talent shows, direct a local play, and/or create your own monologue
• Interview theatre teachers, directors, or professional actors
• Organize a book of selections for community performances

Project Sharing and Helping Examples

• Form a performing arts group to perform for other 4-H’ers, your community, or at district or statewide events
• Start a project club for younger 4-H’ers and teach performance techniques. Consider performing at such places as elder care homes, hospitals, local theaters, festivals, music stores, etc.
• Plan your own 4-H Variety Show, such as Valentine Variety Show, Christmas Clovers Chorus, caroling, etc.
• Make props or backdrops for a local theatre group
• Create your own musical theatre review with younger students
• Teach the basics to younger kids at day care centers, day camps, or other youth groups
• Volunteer to assist the band, chorus, or drama coordinator as a leader for new students
• Teach others to write effective dialogue and monologues
• Showcase your work in a performing arts mini-booth at a local fair, library, community festival, etc.
• Mentor a younger 4-H’er in the Performing Arts General project

Considerations in Performance Selection

• Showcasing your skill is important. Be sure to highlight your unique talents.
• Consider your performing mechanics, such as diction and poise.
• Characterization is 40 points of your total score! This includes facial expression, costume, skills, and stage presence.
• Consider filming yourself or performing in front of a mirror.
• Any song, routine, costume, etc. should be appropriate and comply with the 4-H Code of Conduct.
• Practice a brief introduction that includes your name, county, length of study, name of selection, and author. You may also choose to include the performance’s origin/history.
• Make sure you time yourself—including your introduction, you have a total of 4 minutes.
• Be dramatic! That is what this project is all about!

Recommended Resources

• Project Achievement – Georgia 4-H
• Atlanta Theater: Broadway Shows, Musicals, Plays, Concerts in 2026-2027
• Fox Theatre Atlanta | Broadway, Concerts, Private Events & History | Fox Theatre
• How to act: stage stars share their acting tips | Theatre | The Guardian

At Competition

Talent acts should primarily include a dramatic presentation. Background music is allowed, but singing, dancing, or playing an instrument in this project is not appropriate. Performances will be judged on introduction, mechanics, imagination and creativity, characterization, script, and time. Acts are limited to 4 minutes total. Youth are required to use microphones provided at the contest.

Prepared by: Cheryl Varnadoe and Rachel Grimsley
Reviewed by: Keri Hobbs, Jason Estep, and Jennifer Cantwell

 

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th – 12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Performing Arts – Dance Project

4-H’ers may explore areas of expression using their bodies to convey a message in a performance. Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity through performance
• identify different methods of expression through vocal, dance, and instrumental performances with an emphasis on dance
• acquire an understanding of the roles and responsibilities of those supporting performers during performances
• explore career opportunities in the area of performing arts

Each Performing Arts Dance participant will prepare and present a 4 minute performance that includes a short introduction. Talent acts should include a variation of dance to a music track or song.

Examples of Project Development Experiences

• Take dance classes, dance workshops, and camps
• Choose appropriate music based on your preferred genre of dance
• Learn to choreograph dances that could be used for different performances
• Attend professional performances, watch dance shows, or watch online dance videos
• Interview choreographers, trainers, or professional dancers
• Have yourself critiqued by a dance professional – Remember practice makes perfect!
• Participate in your school, community, or church performance groups
• Audition for performing groups, such as Georgia 4-H Clovers & Company or a dance company
• Listen to or read professional critiques of other dancers and performances
• Shadow a dance teacher, choreographer, trainer, or professional dancer

Project Sharing and Helping Examples

• Form a dance group to perform for other 4-H’ers, your community, or at district or statewide events
• Start a project club for younger 4-H’ers and teach dance techniques. Consider performing at such places as elder care homes, hospitals, local theaters, festivals, music stores, etc.
• Enter talent shows and competitions
• Plan your own 4-H Variety Show, such as Valentine Variety Show, Christmas Clover Jam, etc.
• Teach line dances at festivals, nursing homes, or 4-H events
• Create an easy routine to teach others for a flash mob
• Volunteer to assist teaching classes at your studio
• Post dance videos to social media sites
• Mentor a younger 4-H’er in a Performing Arts project
• Prepare a mini-booth in a local fair to show the benefits of dance

Considerations in Dance Performance

• Consider your ability and level of skill to identify the genre of dance that best suits your talents. Identify technical moves that you have perfected and include them in your performance.
• Any song, routine, costume, etc. should be appropriate and comply with the 4-H Code of Conduct.
• Presentation is 25 points of your total score. This includes accurate rhythm, precision and coordination, use of stage, execution of dance steps, and the degree of difficulty.
• Youth should practice an introduction that includes their name, county, length of study, name of selection, and author/choreographer. Use this time to grab your audience’s attention!
• Make sure you time yourself—including your introduction, you have total of 4 minutes.
• Ask for critiques from professionals and work on their suggestions, such as point your toes, straighten legs, smile, look up, etc

Recommended Resources

• Georgia4h.org/ProjectAchievement
• eventbrite.com/d/ga–/dance-workshop/
• foxtheatre.org
• socialdance.stanford.edu/Syllabi/Choreography.htm
• atlantaballet.com/performances
• youtube.com

At Competition

Talent acts should include a dance presentation with a variety of steps to a music track or song. Background music is allowed, but singing or playing an instrument in this project is not appropriate.

Performances will be judged on introduction, execution of figures and routine proficiency, presentation, interpretation, technique, stage presence, costume, and time. Acts are limited to 4 minutes total.

Prepared by: Cheryl Varnadoe, Keri Hobbs, and Ariana Cherry
Reviewed by: Jason Estep

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th—12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Fashion Revue Project

4-H’ers may explore the explore clothing through the experiences of designing and constructing garments and accessories. Through this project
4-H’ers may:

• Learn about various fibers and the vocabulary used in fashion industry
• Understand basic elements and principles of art as related to improved personal appearance
• Develop ability to select clothing to enhance appearance and self-esteem, identify appropriate fit of clothing, and determine value based on quality
• Select and use sewing and pressing equipment correctly
• Develop skills to construct an outfit including fabric and notion selection, pattern use, and construction
• Develop skills in modeling clothing and accessories
• Explore career opportunities related to fashion, merchandising, and clothing construction

Examples of Project Development Experiences

• Attend/participate in local fashion shows
• Work or volunteer in a fabric or clothing store
• Research different types and uses of fabric and learn about current fashion trends
• Interview local seamstresses/tailors about how patterns are chosen, adapted, and sewn
• Analyze values of garments by comparing cost of materials and labor versus sale price
• Take a sewing class and make articles of clothing for different seasons of the year

Project Sharing and Helping Examples

• Teach 4-H’ers about pattern and fabric selection and how to sew simple articles of clothing
• Sew costumes for local theatre group productions
• Teach summer day camp classes on different types of fabric and their uses
• Plan a local fashion show; coach participants in modeling techniques; narrate show by describing fashion styles, purpose of garments, and suitable fabric choices
• Prepare a fashion portfolio to share with others for different seasons of the year at club meetings or special events
• Research and sew articles of clothing to donate to preemies in hospital NICU settings or to seniors at senior homes
• Teach a project club on building a wardrobe on a budget
• Lead a group in sewing garments for a service project
• Demonstrate accessory selection skills to 4-H Club members, school classes, civic clubs, and senior homes
• Teach others how to make a clothing item by evaluating price, fabric durability, and purpose
• Mentor a younger 4-H’er in the Creative Stitchery project

Special Considerations

• This project should show an appreciation of fashion through actual skill demonstration or knowledge gained through study.
• The outfit modeled at competition must have been created during the current 4-H year and must not have been judged in a previous year in a district or state 4-H contest.
• After the modeling session, 4-H’ers will change into any outfit and leave the modeled garment to be judged on construction.
• Refer to the 4-H Quality Construction Checklist when creating the garment for competition.
• Be sure to discuss with and bring along a parent/guardian for all modeling opportunities.

Recommended Resources

• Project Achievement – Georgia 4-H
• College of Family and Consumer Sciences | UGA FACS
• Georgia Fashion Schools – Fashion Schools USA
• UGA Youth and Summer Programs and Courses

At Competition

Fashion Revue competitors must bring their homemade garment made during the 4-H program year. At the competition, the 4-H’er should:
• Model this outfit
• Answer questions on outfit construction
See the project guidelines for exact specifications.

Prepared by: Cheryl Varnadoe and Elyse Daniel
Reviewed by: Jason Estep, Keri Hobbs, Mandy Marable, and Craven Hudson

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th – 12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Performing Arts – General Project

4-H’ers may explore areas of expression using their bodies and voices to convey a message in a performance. Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity through performance
• identify different methods of expression through vocal, dance, and instrumental performances
• acquire an understanding of the roles and responsibilities of those supporting performers during performances
• explore career opportunities in the area of performing arts

Each Performing Arts General Participant will:

• prepare and present a 4 minute performance that includes a short introduction. Talent acts should include something other than or in addition to just a vocal, instrumental, or dance performance. Instrumentation will not be judged unless presented as part of the performance by the performer
• use the microphone provided at the contest and not his/her own personal microphone

Examples of Project Development Experiences

• Take lessons from a professional trainer, attend a workshop, or attend a performing arts camp
• Participate in a school, community, or church performance group, such as your school’s literary team, solo and ensemble, etc.
• Audition for performing groups, such as Georgia 4-H Clovers & Company, All-State group, etc.
• Consider drama class or acting to build your stage confidence and stage presence
• Write your own content/dialogue and enter talent shows
• Interview music teachers, vocal trainers, or professionals in your field of interest
• Attend professional performances
• Organize a book of selections for community performances

Project Sharing and Helping Examples

• Form a performing arts group to perform for other 4-H’ers, your community, or at district or statewide events
• Start a project club for younger 4-H’ers and teach performance techniques. Consider performing at such places as elder care homes, hospitals, local theaters, festivals, music stores, etc.
• Plan your own 4-H Variety Show, such as Valentine Variety Show, Christmas Clovers Chorus, caroling, etc.
• Teach others to write dialogue and include songs
• Create your own song and dance review with younger students
• Teach the basics to younger kids at day care centers, day camps, or other youth groups
• Volunteer to assist the band, chorus, or drama coordinator as a
leader for new students
• Mentor a younger 4-H’er in the Performing Arts General project

Considerations in Performance Selection

• Consider your ability and level of skill for specific pieces.
• Showmanship is 25 points of your total score. This includes facial expression, use of stage, appearance, and eye contact.
• Consider filming yourself or performing in front of a mirror.
• Be sure to consider the 4-H Code of Conduct to be certain your selection is appropriate, including any song, skit, costume, etc.
• Make sure you time yourself. Including your introduction, you have a total of 4 minutes.
• Practice a brief introduction that includes your name, county, length of study, name of selection, and author. You may also choose to include the performance’s origin/history.
• Be certain that your performance fits this category well. Check the project objectives and the scorecard to be sure it qualifies.
• Note that dancers and actors may not enter this project unless a vocal performance is a part of the entry.

Recommended Resources

• Georgia4h.org/ProjectAchievement
• atlanta.broadway.com
• foxtheatre.org
• karaoke-version.com
• music.uga.edu
• mceshows.com
• youtube.com

At Competition

Performers may play their own instrument, use an accompanist, or use an accompaniment track. Instrumentation will not be judged in this area unless it is performed by the 4-H’er. Participants will be judged on their introduction, performance ability, showmanship, degree of difficulty, and time. Acts are limited to 4 minutes total. Youth are required to use the microphones provided at the contest.

Prepared by: Cheryl Varnadoe and Keri Hobbs
Reviewed by: Jason Estep and Mary Ann Parsons

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th—12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Arts and Crafts Project

Youth may explore aspects of arts and crafts, including methods and skills for creating art, works created by other artists, and the process by which art is imagined and created. Exploration may also include the less fine and more easily reproducible crafts. Through this project 4-H’ers may:

• Develop an understanding of and foster critical thinking for the creation of aesthetics and visual literacy
• Plan and create visual art forms in areas such as painting, drawing, ceramics, fabric design, jewelry, metalwork, printmaking, sculpting, papier-mâché, bead work, recycled crafts, etc.
• Acquire knowledge and an understanding of various artists and crafters and their art forms
• Examine forms and styles of visual arts from different cultures and time periods
• Understand and practice safe and appropriate handling of arts and crafts materials and tools
• Develop an understanding for and appreciation of leisure time activities
• Explore career opportunities related to arts, crafting, and the production and sale of items

Examples of Project Development Experiences

• Tour art galleries, art museums, and craft fairs to experience the creations of others and to gather ideas and inspiration for new projects
• Interview arts or craft practitioners and observe them at work in their studios
• Attend arts and crafts classes offered by Extension, craft shops, and/or recreation departments
• Review a professional or student artist’s portfolio. Compile a portfolio of your own work
• Gather found objects, recyclable materials, or natural debris to create an artwork
• Research the history of folk art and the impact of the Industrial Revolution on art

Project Sharing and Helping Examples

• Present an art or craft demonstration to 4-H club members, school classes, civic clubs, or senior centers
• Exhibit your work product at county Extension offices, libraries, schools, coffee shops, etc.
• Enter an art or craft project or exhibit an Arts and Crafts-related mini-booth in a fair, competition, or event
• Provide art or craft sessions for a local preschool, child care center, assisted living facility, or nursing home
• Train other 4-H members how to lead art or craft sessions
• Assist senior citizens in preparing crafts and enter them in competitions and fairs
• Contact your local Extension Agent to discuss beginning an Arts and Crafts project club
• Mentor a younger 4-H’er in the Arts and Crafts project
• Organize students to paint a large mural to display in school
• Beautify the community by creating garden art pieces from found objects and sharing them with neighbors
• Coordinate face-painting fundraisers at local events. Donate the proceeds to an art or craft-related charity

Special Considerations

• Presentations at competition should show appreciation of an art or craft medium via a demonstration of actual skill or by an illustrated talk that reflects knowledge gained through study.
• Youth should practice safety when communicating with new people online or in person.
• Ask permission before photographing, taping, or quoting someone or their artworks.
• Please use best safety practices when handling tools and equipment

Recommended Resources

• Project Achievement – Georgia 4-H
• Libraries
• Art museums (i.e. Discover More Art | Georgia Museum of Art )
• Craft stores, art supply shops, hardware stores
• Home – UGA Arts Council
• Pinterest
• Hobby Lobby Arts & Crafts Store
• Arts & Crafts, Frames, Seasonal Décor | DIY & Inspiration | Michaels

At Competition

Arts and Crafts 4-H projects may use posters, artifacts, biofacts, and/or technology to support their presentation. The time limit for these presentations is 12 minutes. Computers, projectors, screens, and other technological devices may be used.

Prepared by: Amanda Marable, Elyse Daniel, and Keri Hobbs
Reviewed by: Natalie Bock, Melinda Miller, and Jason Estep

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th – 12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Performing Arts Other Instrumental Project

4-H’ers may explore areas of expression by showcasing the skills they have learned on an instrument, other than the piano. Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity through performance
• identify different methods of expression through vocal, dance, and instrumental performances with an emphasis on playing an instrument other than the piano
• acquire an understanding for selecting, owning, and caring for an instrument
• explore career opportunities in the area of performing arts

Live or recorded accompaniment is allowed, but not required. Accompaniment will not be judged and must not play the same melody as the soloist. It should be complementary to the piece performed

Examples of Project Development Experiences

• Take lessons from a professional teacher, attend workshops, or attend a performing arts camp
• Learn to sight-read, try learning a different style of music, and compose your own piece
• Participate in a school, community, or church performance group, such as your school’s literary team, solo and ensemble, etc.
• Audition for performing groups, such as Georgia 4-H Clovers & Company, All-State group, etc
• Interview music teachers, band directors, or professionals in your field of interest
• Enter talent shows or competitions
• Attend professional performances, attend concerts, or watch performers online
• Have yourself critiqued by a professional musician – Remember practice makes perfect!
• Research musical careers and music programs at schools, colleges, or universities

Project Sharing and Helping Examples

• Form a performing arts group to perform for other 4-H’ers, your community, or at a district or statewide event
• Start a project club for younger 4-H’ers and teach performance techniques— perform at elder care homes, hospitals, theaters, festivals, music stores, etc.
• Plan your own 4-H Variety Show, such as Valentine Variety Show, Christmas Clover Concert, etc.
• Create your own song review with younger students
• Make musical instruments and teach younger kids to play
• Volunteer to assist the band, chorus, or drama coordinator as a leader for new students
• Mentor a younger 4-H’er in a Performing Arts project
• Teach the basics of instruments to younger kids
• Research benefits of music education and share with others
• Promote National Music in our Schools Month
• Help raise money for kids to rent or purchase instruments

Special Considerations

• Consider your playing ability including style, tone, & dynamics
• Showcasing your skill is important. Be sure to choose a song that highlights your unique playing abilities!
• Technique and musicianship counts as 30 points of your total score. This includes melody, meter, accents, precision, slurs, and bowing/tonguing/grip.
• Consider filming yourself or performing in front of a mirror.
• Be sure to consider the 4-H Code of Conduct to be certain your selection is appropriate, including any song, skit, costume, etc.
• Make sure you time yourself. Including your introduction, you have a total of 4 minutes.
• Practice a brief introduction that includes your name, county, length of study, name of selection, and composer. You may also choose to include the performance’s origin/history.

Recommended Resources

• Georgia4h.org/ProjectAchievement
• music.uga.edu
• atlantasymphony.org• cso.org
• lso.co.uk
• nafme.org
• aep-arts.org

At Competition

Performers play their own instrument and may use an accompanist or an accompaniment track. Accompaniment is not judged and not required. Participants will be judged on their introduction, tone, technique and musicianship, interpretation, presentation, selection, and time. Acts are limited to 4 minutes total. Youth are required to use the microphones provided at the contest.

Prepared by: Cheryl Varnadoe, Rachel Grimsley, and Ariana Cherry
Reviewed by: Keri Hobbs, Jason Estep, Melinda Miller, Jeff Buckley, and Jennifer Cantwell

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th—12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Public Speaking Project

4-H’ers may explore the process and act of speaking to a group in a
structured and planned manner intended to inform, influence, or entertain
an audience. Through this project 4-H’ers may:

• Determine appropriate styles of speaking for various audiences and purposes
• Organize material for a speech in a careful and deliberate manner
• Develop a pleasing voice and appearance appropriate for the audience and topic
• Speak convincingly in public
• Analyze a speaker and speech for effectiveness and appropriateness
• Explore careers in the area of public speaking

Examples of Project Development Experiences

• Develop informative, persuasive, and entertaining speeches and presentations incorporating information from fact-based research and effective quotations from inspirational and/or professional people as needed for the purpose of the speech
• Research famous speeches and the impact of those speeches in history, government, business/ industry, religion, and society
• Analyze speeches and presentations for introductions/hooks, key points, and summaries
• Observe speeches and presentations of professional public speakers, such as news anchors, radio announcers, government leaders, and inspirational figures

Project Sharing and Helping Examples

• Organize a public speaking project club to teach younger members how to develop and present an oral speech or presentation for different purposes, including informative, persuasive, or entertainment
• Develop and present an informative speech to local civic groups
• Speak at a fundraising event with the goal of persuading others to contribute financially to a worthy cause (i.e., 4-H programming)
• Evaluate and critique speeches/presentations of younger 4-H’ers in preparation for Project Achievement; provide constructive criticism to encourage improvement
• Present speeches or presentations for classes at school
• Compete at a literary event based on speech, presentation, dialogue, or monologue, coach others on the team
• Organize a youth-led program or assembly at your school, and teach others the best practices of public speaking
• Organize and coordinate an extemporaneous speaking activity at a club meeting; constructively discuss ways each speaker could improve

Special Considerations

• Practice internet safety when communicating with new people online
• Be respectful of other cultures
• Live animals and weapons are not permitted
• The Public Speaking project utilizes a separate score card comprised of general appearance, projection, voice control, pronunciation and enunciation, language effectiveness, organization of contents, overall quality, and length of presentation.

Recommended Resources

• Project Achievement – Georgia 4-H
• Usnpl – Where Stories Unfold
• Advertising & Public Relations Degree | Grady
• Speakers League: Public Speaking, Speech and Debate Club, Leadership & More!
• Welcome! | Department of Communication Studies

At Competition

Public Speaking projects have access to a podium to deliver their speech. The time limit for these speeches is 10 minutes. Computers, projectors, screens, and other technological devices are not permitted in this project.

Prepared by: Mandy Marable, Keri Hobbs, Elyse Daniel
Reviewed by: Natalie Bock, Jason Estep

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th – 12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Performing Arts – Piano Project

4-H’ers may explore areas of expression by showcasing the skills they have learned on the piano. Through this project 4-H’ers may:

• develop an appreciation for appropriate use of leisure time
• express originality and creativity through your performance
• identify different methods of expression through vocal, dance, or instrumental performances with an emphasis on piano
• acquire an understanding of the roles and responsibilities of those supporting performers during performances
• explore career opportunities in the area of performing arts

Each Performing Arts Piano Participant will prepare and present a 4 minute performance that includes a short introduction. Talent acts should primarily include playing the piano, and contestants must use the piano provided at the contest. No accompaniment is permitted

Examples of Project Development Experiences

• Take lessons, instrumental workshops, or camps
• Choose appropriate music based on your preferred genre
• Learn to play by chord charts and write your own music/compositions
• Attend professional performances, attend concerts, or watch performers online
• Interview music teachers, trainers, or professional pianists
• Have yourself critiqued by a professional pianist – Remember practice makes perfect!
• Participate in your school, community, or church performance groups
• Audition for performing groups, such as Georgia 4-H Clovers & Company, symphony orchestra, jazz band, etc.
• Enter talent shows or competitions
• Organize a song book of selections for community performances
• Research musical careers and music programs at schools, colleges, or universities

Project Sharing and Helping Examples

• Form a performing arts group to perform for other 4-H’ers, your community, or at district or statewide events
• Start a project club for younger 4-H’ers and teach performance techniques— perform at elder homes, theaters, festivals, etc.
• Plan your own 4-H Variety Show, such as Valentine Variety Show, Christmas Clover Concert, etc.
• Create your own song review with younger students
• Make musical instruments and teach younger kids to play
• Volunteer to assist the band, chorus, or drama coordinator as a leader for new students
• Mentor a younger 4-H’er in a Performing Arts project
• Teach the basics of piano to younger kids
• Research benefits of music education and share with others
• Promote National Music in our Schools Month

Special Considerations

• Consider your ability and level of skill when choosing your performance piece.
• Technique and musicianship count as 40 points of your total
score! This includes meter, melody, fingering, accents, legato/staccato, precision, hand position/coordination, and pedal usage.
• Consider filming yourself to critique your performance.
• Be sure to consider the 4-H Code of Conduct to be certain your selection is appropriate, including any song, dress, etc.
• Make sure you time yourself. Including your introduction, you have a total of 4 minutes.
• Practice a brief introduction that includes your name, county, length of study, name of selection, and composer. You may also choose to include the song’s origin/history.
• Think of a way to enhance your stage presence when performing your piano piece.

Recommended Resources

• Georgia4h.org/ProjectAchievement
• atlanta.broadway.com
• foxtheatre.org
• music.uga.edu
• youtube.com
• Atlanta Symphony and other symphonies
• nafme.org
• aep-arts.org

At Competition

Performers must play the provided piano. No accompaniment is allowed. Participants will be judged on their introduction, techniques and musicianship, interpretation, presentation, selection, and time.

Acts are limited to 4 minutes total. Youth are required to use the microphones provided at the contest.

Prepared by: Cheryl Varnadoe, Keri Hobbs, and Rachel Grimsley
Reviewed by: Melinda Miller and Jason Estep

Download PDF for Print

Overview

Georgia 4-H Project Achievement empowers young people with skills for a lifetime. Through a competitive process, students explore their interests, unleash their creativity, share their work, and celebrate their achievements! This guide provides 9th—12th graders with examples for getting started with their project exploration.

Overview of Project Achievement Process

1) Choose project
2) Develop skills in leadership and service
3) Prepare portfolio for work completed from January 1 – December 31
4) Prepare presentation
5) Practice
6) Compete
7) Reflect

Description of Photography and Videography Project

4-H’ers may explore the art, science, and practice of creating images with a camera and the images created through the practice of photography and videography. Through this project 4-H’ers may:

• Acquire skills for taking various types of photos, including but not limited to action, portrait, landscape, and stills
• Determine the advantages and uses for various cameras and make selections based on use
• Gain appreciation of photography as an art, science, and communication
tool
• Develop an understanding of the science of photography, including the creation of images through light and lenses
• Apply the principles of lighting in various settings
• Identify the mechanics of a camera, lens, and photo formats
• Develop a working knowledge of processing and printing images, including image types and characteristics and the selection of appropriate papers
• Explore various techniques to alter and enhance photographs
• Explore career opportunities in the area of photography

Examples of Project Development Experiences

• Learn how cameras work in capturing a video and image
• Explore how newspapers, magazines, and other media use photography or videography
• Develop an understanding of the history of photography or videography
• Research the use and techniques of special effects and trick photography
• Shadow a professional studio photographer or photojournalist for a day
• Gain experience in darkroom techniques such as processing, restoration, and enlargement
• Serve as the photographer on the school annual, newspaper, website, or TV staff

Project Sharing and Helping Examples

• Compile a photo history of your community, school, local organization, or your family and share with others
• Find and assist a special interest or community service group that needs photographs or videos to document their activities
• Offer to video or photograph the home inventory of neighbors and friends in the community for their insurance records
• Make a photographic or video record of community or regional natural disasters
• Teach a fundamentals of photography class during summer programming
• Conduct a photo or video contest
• Make a video history of your 4-H club
• Mentor younger 4-H’ers in the Photography project; assist them with entering the Georgia 4-H Photo Contest
• Share what you have learned in the Photography project with others
• Enter a photography-related mini-booth as an exhibit at a fair or community festival
• Assist your school with picture day

Special Considerations

• Be sure to ask for consent prior to taking someone’s photo.
• Practice internet safety when communicating with new people online.
• A best practice is to take a friend or parent to shadow your interview and copy your parent/guardian on online communications.
• Be respectful of other cultures.
• Give plenty of notice for any mentoring requests.
• Remember to consult with your local county Extension staff when organizing community-wide projects

Recommended Resources

• Project Achievement – Georgia 4-H
• Welcome! | Department of Communication Studies
• UGA Youth and Summer Programs and Courses
• North Georgia Photography Club – The North Georgia Photography Club Online (NGPC) is a community of photographers of all skill levels and varied interests who live mostly in Georgia.
• Atlanta news, Georgia news, Breaking news from The Atlanta Journal-Constitution – AJC.com
• PPA | Professional Photographers of America
• National Press Photographers Association | NPPA
• Online News Association | ONA
• Georgia Nature Photographers Association
• NANPA – NANPA

At Competition

Photography and Videography 4-H projects may use posters, artifacts, biofacts, and/or technology to support their presentation. The time limit for these presentations is 12 minutes. Computers, projectors, screens and other technological devices may be used.

Prepared by: Keri Hobbs and Natalie Bock
Reviewed by Jason Estep and Mandy Marable