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iRubric: Percussion Music Creation & Improvisation rubric

iRubric: Percussion Music Creation & Improvisation rubric

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Percussion Music Creation & Improvisation 
Percussion Music Creation & Improvisation
Create a performance piece that includes rhythm, improv, drama and movement similar to the performance group, Stomp.
Rubric Code: D8B23C
By mcilroye
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 6-8

Powered by iRubric Music Creation & Improvisation
  A

4 pts

B

3 pts

C

2 pts

D

1 pts

Steady Beat/Tempo

A

A steady beat is maintained throughout piece.
There is at least one obvious tempo change.
Every member played rhythms that complimented the beat.
B

A steady beat is maintained throughout the piece.
There may be a tempo change.
All members stayed with the beat most of the time.
C

A steady beat is maintained through some of the piece.
No tempo change, or it was not transitioned to well.
Most members stayed with the beat occasionally.
D

The steady beat was present occasionally.
No discernable tempo change.
Most members playing to individual beats - not together.
Rhythm

A

Rhythms were very interesting and complimented each other well.
Rhythms stayed with basic beat at all times.
Complex rhythmic layering successful.
B

Rhythms usually complimented each other.
Rhythms stayed with basic beat most of the time.
Some complex rhythmic layers attempted.
C

Rhythms occasionally complimented each other.
Rhythms stayed with basic beat some times.
Rhythms lacked complexity, layering of rhythms not entirely successful.
D

Rhythms seemed independent of each other.
Rhythms did not stay with basic beat.
Rhythms were very simple or layering not attempted.
Theme/Movement/Creativity

A

Extremely creative "theme".
All "objects" make sense as related to theme.
Objects as instruments displays ingenuity.
Visually interesting.
B

Interesting "theme" created.
All "objects" make sense as related to theme.
Objects as instruments displays creativity.
Visually interesting.
C

"Theme" created that works for project.
All "objects" make sense as related to theme but may require explanation.
Objects as instruments displays some creativity.
Some visual interest.
D

No "theme" created, or lacks creativity.
"Objects" make little sense as related to theme.
Objects as instruments lacks creativity.
No visual interest.
Form/Dynamics

A

The piece consists of excellent form and structure.
Variety of sections apparent including intro, ending and improv sections.
Balance of contrast and repetition.
Entire range of dynamics used.
Dynamics help deliniate form.
B

The piece consists of good form and structure.
Intro, ending and improv sections are readily apparent as well as 1-2 more.
Balance of contrast and repetition.
Various dynamic levels used.
Dynamics help deliniate form.
C

The piece consists of some form and structure.
Not all sections apparent - key sections missing.
Lacks a balance of contrast and repetition.
Two dynamics used.
Dynamics may help deliniate form.
D

Absence of form and structure - no clear plan.
Group does not begin and/or end together.
Only one dynamic level used.
Dynamics make little sense with objects and theme.
Improvisation

A

Each member has a clear improvisation opportunity.
Improv stays with basic beat.
Members improv rhythms with confidence.
B

Each member has a clear improvisation opportunity.
Improv stays with basic beat.
Members try their best to improv rhythms with some confidence.
C

Each member has an improvisation opportunity (may require explanation where).
Improv stays with basic beat some of the time.
Members attempt rhythmic improv, but need more confidence.
D

Each member may or may not have an improvisation opportunity.
Improv fails to stay with basic beat.
Members do not atttempt rhythmic improv.
Practice/Participation

A

Members make excellent use of class time.
All members help equally.
Everyone has an active role in performance.
Group practices outside of class time.
B

Members make good use of class time.
All members help almost equally.
Everyone has an active role in performance - all try hard and encourage.
C

Members make fair use of class time.
Most members help almost equally.
Everyone has an good roles in performance, but different activity/talent levels apparent.
D

Members make poor use of class time.
Some members lacked group involvement.
Members avoid active roles in performance.
OR Members/Group do not participate appropriately or piece is incomplete.



Keywords:
  • Stomp rhythm

Subjects:


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