Rubrics for Singing Performance, Early Elementary

Variations on "This Old Man"

Version 1 -- Children's voices and accompaniment
Version 2 -- Bob Dylan (on the CD FOR OUR CHILDREN, Disney)
Version 3 -- The King's Singers

(Note: All available also in the Grade 1 text and recordings of THE MUSIC CONNECTION, Silver Burdett Ginn/Scott Foresman, Publishers. 1995)

A. Moving to the steady beat

3. Maintains consistently
2. Mostly consistent; sometimes wavers
1. Cannot yet sustain

B. Singing in tune

3. Sings on pitch
2. Sings above or below pitch
1. Speaks or chants instead of singing
-- No response yet

Knowledge

Comparing and contrasting two versions of the same song

3    Includes all important characteristics

• differences: voices, instruments, tempo, style
  
• similarities: "song," melody, words
  

• similarities and differences

1    Excludes some critical elements or only a few responses

• Not ready to assess

Adapted from Marzano by Sandra Stauffer, ASU School of Music



Instrumental Performance Rubric
Middle School, Julie White- Hester, Tanque Verde Schools, Tucson

Name _________________________ Date _____ Grade ____

Scale: ____ Selection: ______________________

	5	4	3	2	1
Rhythm	______	______	______	______	______
Notes	______	______	______	______	______
Articulation	______	______	______	______	______
Tone	______	______	______	______	______
Steady Beat	______	______	______	______	______
Posture	______	______	______	______	______

Rhythm: counting, correct duration of sounds and rests in relation to the beat and to each other.
Notes: correct pitch and fingering, observation of the key signature. Percussion: note reading on bells.
Articulation: tonguing and slurring, observation of staccato, legato, accents, etc.. Percussion: execution of flams, rolls, etc..
Tone: sound production, embouchure (mouth position), playing in tune. Percussion: correct grip on sticks.
Steady Bead: even, appropriate tempo (speed) throughout piece.
Posture: sitting up straight and using correct hand and head positions.

5 = Excellent: no errors or irregularities; continue on present course.
4 = Very Good: no more than 3 errors or minor irregularities; practice performing the test at home.
3 = Good: no more than 5 errors, but skills need refinement; pay closer attention to details while practicing.
2 = Fair: skills need significant work; more consistent practice time is needed at home.
1 = Poor: significant problems with skills; daily practice and private lessons may be a solution.

Behavior

The student:	always	usually	sometimes	seldom
is quiet and listens when the teacher is talking	______	______	______	______
demonstrates a positive attitude	______	______	______	______
shows progress and prepares music well	______	______	______	______
is self motivated	______	______	______	______
arrives to class on time	______	______	______	______
works well with others	______	______	______	______

Number of days:
without proper equipment for band	_____
sent out of class for improper behavior	_____

Generic Music Rubric Assessing Ensemble Performance:
Vocal and Instrumental, Elementary, Middle School and High School (Assessment in Vermont, Tony Pietricola)

Beginner. When playing or singing simple songs, ensemble shows:

• little demonstration of pitch rhythm, or technique

Advanced Beginner. When playing or singing simple songs, ensemble shows evidence of:

• accurate combinations of pitch and rhythm
  
• characteristic timbre
  
• articulation that is appropriate to piece
  
• rhythmic fluidity

Intermediate. When playing or singing pieces, ensemble demonstrates:

• accurate combination of pitch and rhythm
  
• characteristic timbre
  
• articulation that is appropriate to the piece
  
• rhythmic fluidity

And ensemble shows evidence of:

• combined use of pitch, rhythm, melody and harmony
  
• intonation
  
• blend
  
• balance
  
• phrasing
  
• dynamic contrast

Advanced Intermediate. When playing or singing increasingly complex pieces, ensemble demonstrates the elements and techniques of the previous levels plus:

• well developed ensemble skills

Advanced. When playing or singing increasingly difficult pieces, ensemble demonstrates the elements and techniques of previous levels plus:

• advanced ensemble skills as demonstrated by a cohesion of tone, technique and rhythm
  
• employment of all aspects of musical expression to communicate an intended musical outcome

Distinguished. When playing or singing increasingly difficult pieces, ensemble demonstrates the elements and techniques of the previous levels plus:

• the entire ensemble functions as one
• goes beyond the basics to create a unique, expressive voice

Vocal Music Performance Assessment High School
Glendale Union High School, 2000

Student Directions

The following steps must be completed in class under the teacher's supervision. You will be allowed as much class time as necessary to complete this assignment.

1. Review the Rubric so that you thoroughly understand the prerequisites and criteria for your evaluation.

2. Listen to the recording of your choir's performance.

3. While listening, pay special attention to the five musical elements of:

• diction
• dynamics
• correct pitch
• phrasing
• rhythm

4. Choose any two musical elements to evaluate the performance.

5. Note on the musical score, areas where you hear problems in the performance or a good job with the two elements you have chosen to write about.

6. Organize your thoughts using one of the graphic organizers included in this booklet.

7. Write a rough draft of your evaluation on the lined paper at the back of this booklet. Proofread and edit you draft.

8. Refer to the Rubric to be certain that you have satisfied all the criteria.

9. Write your final draft on the district theme paper that your teacher will give you. Be sure that you are writing in blue or black ink.

Vocal Music assessment Musical Elements

Diction

• Distinct consonants
• Clear beginnings and endings of words
  
• Correct vowels
  
• Correct diphthongs

Dynamics

• Appropriate louds and softs
• Use of crescendos and diminuendos

Correct Pitches

• Singing the written note
  
• Singing the correct part
  
• Singing the correct octave

Phrasing

• Breathing at the appropriate punctuation mark
  
• Not breathing in the middle of a musical thought or word
  
• Carries the sound to the cut-off

Rhythm

• Appropriate duration of notes and rests
  
• Appropriate attacks and releases

Graphic Organizer

• Introduction
  
• Identify the title and composer of the piece of music you performed.
  
• Write a THESIS STATEMENT that mentions the two musical elements you will use to evaluate your performance.

Body

• Write a TOPIC SENTENCE that identifies one of the musical elements you chose and how well you performed it.
• Give a definition or explanation of the musical element.
• Cite an example within the performance (be specific) that demonstrates your evaluation of the musical element.
• Explain how your example demonstrates your evaluation of the musical element.
• Cite another example within the performance (be specific) that demonstrates your evaluation of the musical element.
• Explain how your second example demonstrates your evaluation of the musical element.
• Suggest a method to improve or maintain your performance of the musical element.

Body

• Repeat the above steps for the second element you are evaluating.

Vocal Music Ruberic

Prerequisites:

• Written in a legible hand
• Written in blue or black ink
• Written on District theme paper
  

Multiple Choice Items

created by the Standards and Assessment Division of the Illinois State Board of Education used musical notation as the motivation for questions. This lead to quite challenging response alternatives that, in some cases, demanded analysis, not just recall/description.

Copyright © 2002 by Arizona State University and the Arizona Board of Regents.