- Does the teacher have a vision for the setting that incorporates the basic framework for story development, yet is open-ended enough for student input and ownership?
- Do students participate in research, setting criteria, and development of frieze?
- Is the frieze the studentsʼ own conceptual model?
- Is it kid-generated and kid-constructed?
- Is student ownership and pride evident?
- Have prototypes and a best parts list been created?
- Have teacher/students set criteria for quality work, with clear expectations for process and product? (structure before activity)
- Have students critiqued and revised the frieze to promote quality?
- Is the frieze is up and completed as soon as possible to keep the story moving and interest high?
- Is the frieze is alive and continually growing and changing with the story?
- Is it a working backdrop for incidents?
- Does it provide a site for character interaction and story development?
- Are writing, poetry, and vocabulary lessons included?