Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: Assessing Musicality rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Assessing Musicality
Assessing Musicality
Rubric Code:
AX9344A
By
dmeade25
Ready to use
Public Rubric
Subject:
Music
Type:
Assessment
Grade Levels:
9-12
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Assessing Musicality
Excellent
4 pts
Good
3 pts
Fair
2 pts
Needs Improvement
1 pts
Comments/Re-Do
(N/A)
Tempo
Excellent
Tempo is started and maintained steadily at BPM/style stated at beginning of piece. Rubato is executive effectively where appropriate, if appropriate.
Good
Tempo is started and maintained steadily at BPM/style stated at beginning of piece. No rubato is attempted. Metronome was clearly used often.
Fair
Tempo is started faster/slower than tempo marked, but tempo is consistent throughout piece. Metronome was a part of practice routine.
Needs Improvement
Tempo is started at BPM/style marked. Tempo is inconsistent throughout piece. Student did not use metronome throughout practicing.
Comments/Re-Do
Tone
Excellent
Tone is polished and about average for experience level. Tone is even throughout range of instrument. Tone is even throughout dynamic range. Tone matches that which the piece intended.
Good
Tone is good for experience level. Tone is consistent within the separate ranges of the instrument, but not across full range. It is obvious that student practiced tone.
Fair
Tone is about expected for experience level. Tone is good in middle range of instrument. Outer registers seem strained. Student is trying.
Needs Improvement
Student does not demonstrate even tone throughout full range of the instrument. Notes on outer reaches of range are difficult for student to sound.
Comments/Re-Do
Articulation
Excellent
Articulation matches what is written on the page. Student has written in reminders in pencil. Student's efforts to articulate are not apparent to the audience.
Good
Articulation usually matches what is marked in the piece. Occasionally student strays from written articulations. Clear effort put forth.
Fair
Articulation was thought about, but not a priority. Articulations were done in sections or on individual notes, but not consistently. Some articulations are wrongly interpreted.
Needs Improvement
Articulations were not practiced. No articulations were written in.nslurs were tongued and tongued notes were slurred. No definition among tongued articulations.
Comments/Re-Do
Style
Excellent
Appropriate to time period, composer, and instrument. Demonstrated fluently.
Good
Student shows a clear attempt at demonstrating style appropriate to piece. It's apparent that student has thought about style, but not focused on it.
Fair
Student demonstrated somensense of style, although not completely fitting for the piece/composer/time period/instrument.
Needs Improvement
Student did not show dedication to portraying style. Style was inconsistent and/or inappropriate for the piece/composer/time period/instrument.
Comments/Re-Do
Dynamics
Excellent
Student shows above average level of undertanding on dynamics and how they relate to a phrase. Dynamics are obeyed and elaborated upon throughout piece appropriately.
Good
Student shows proficiency in dynamics for experience level. Dynamics are obeyed as written, but there are no dynamics outside of what is written.
Fair
Student attempts dynamics. Dynamics do not match up with the ones on the page. Tone suffers.
Needs Improvement
Dynamics are unvaried. Students plays at a mezzo forte or a piano throughout the piece regardless of what is written.
Comments/Re-Do
Phrasing
Excellent
Student demonstrates above average knowledge of phrases and where cadence points lie. Phrases end in a taper where necessary. Breaths are only taken at phrase endings and do not inhibit the phrase.
Good
Student shows proficiency. Student knows where phrases start and end. Student breathes at ends of phrases, but also in other places where obviously planned ahead of time.
Fair
Student put effort into phrasing, but shows inconsistency. Breaths were taken other than where planned, as well as where planned. No knowldege of cadence points.
Needs Improvement
Student breathes often and in between phrases. No sense of continual motion throughout four measure phrases. Breaths inhibit the phrase and are taken out of tempo. No emphasis on cadences.
Comments/Re-Do
Subjects:
Music
Types:
Assessment
Discuss this rubric
You may also be interested in:
More rubrics by this author
More Music rubrics
More Assessment rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n98
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.