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iRubric: Melody Basics rubric

iRubric: Melody Basics rubric

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Melody Basics 
High and Low Sounds-Listening High and Low Sounds- Pictures Associating High and Low Sounds with notation on the staff Melodies getting higher and lower High is Smaller and Lower is Bigger Melody Direction- Up, down, repeat Melody-Same or Different Define Melody
Rubric Code: LX64XAA
By JoniGarrison
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: K-5

Powered by iRubric Melody Basics
  Distinguished

4 pts

Proficient

3 pts

Developing

2 pts

Beginning

1 pts

High and Low Sounds-Listening

Distinguished

Student is consistently able to identify through listening whether the sound is high or low.

4 out of 4 correct
Proficient

Student is able to identify through listening whether the sound is high or low with only a few inconsistencies.

3 out of 4 correct
Developing

Student is able to identify (about 50% of the time) through listening whether the sound is high or low.

2 out of 4 correct
Beginning

Student is unable to identify through listening whether the sound is high or low.


1 out of 4 correct or less
High and Low Sounds on staff

Distinguished

Student is consistently able to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low.


4 out of 4 correct
Proficient

Student is able to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low with only a few inconsistencies.


3 out of 4 correct
Developing

Student is sometimes able (about 50% of the time) to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low.

2 out of 4 correct
Beginning

Student is unable to recognize notes on the top lines of the staff as high and notes on the lower lines of the staff as low.



1 out of 4 correct or less
High and Low by size of instrument

Distinguished

Student is consistently able to identify smaller instruments as having a high sound and bigger instruments as having a lower sound.


4 out of 4 correct
Proficient

Student is able to identify smaller instruments as having a high sound and bigger instruments as having a lower sound with only a few inconsistencies.

3 out of 4 correct
Developing

Student is sometimes able (about 50% of the time) to identify smaller instruments as having a high sound and bigger instruments as having a lower sound.

2 out of 4 correct
Beginning

Student is unable to identify smaller instruments as having a high sound and bigger instruments as having a lower sound.


1 out of 4 correct or less
Melody-getting higher or lower

Distinguished

Student is consistently able to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note).



4 out of 4 correct
Proficient

Student is able to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note) with only a few inconsistencies.


3 out of 4 correct
Developing

Student is sometimes able (about 50% of the time) to identify through listening whether the melody is going higher (up), lower (down), or repeating(staying on the same note).


2 out of 4 correct
Beginning

Student is unable to identify through listening whether the melody is going higher (up), lower (down), or repeating (staying the same).




1 out of 4 correct or less
Melody Direction-Up, down, repeat

Distinguished

Student is consistently able to identify through listening whether the melody is going up, down, or repeating.


4 out of 4 correct
Proficient

Student is able to identify through listening whether the melody is going up, down, or repeating with only a few inconsistencies.

3 out of 4 correct
Developing

Student is sometimes able (about 50% of the time) to identify through listening whether the melody is going up, down, or repeating

2 out of 4 correct
Beginning

Student is unable to identify through listening whether the melody is going up, down, or repeating.


1 out of 4 correct or less
Melody-same or different

Distinguished

Student is consistently able to identify through listening whether melodies are the same or different.



4 out of 4 correct
Proficient

Student is able to identify through listening whether melodies are the same or different with only a few consistencies.


3 out of 4 correct
Developing

Student is sometimes able (about 50% of the time) to identify through listening whether melodies are the same or different.


2 out of 4 correct
Beginning

Student is unable to identify through listening whether melodies are the same or different.



1 out of 4 correct or less
Define Melody

Distinguished

Student can consistently define melody.
Proficient

Student can define melody with only a few inconsistencies.
Developing

Student can sometimes define melody (about 50% of the time).
Beginning

Student is unable to define melody.



Keywords:
  • Melody, Direction, High, Low, Up, Down, Same Repeat

Subjects:

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