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iRubric: Music -Jazz Improvisation Assessment Rubric
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Music -Jazz Improvisation Assessment Rubric
Music -Jazz Improvisation Assessment Rubric
assessment of basic improvisational skills applied to general progressions such as blues form, 2-5-1, etc.
Rubric Code:
LXC2B9X
By
lynnerslmk
Ready to use
Public Rubric
Subject:
Music
Type:
Assessment
Grade Levels:
9-12
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Basic Improvisation
Advanced
4 pts
Benchmarked
3 pts
Needs Improvement
2 pts
Targeted Instruction
1 pts
Rhythmic Accuracy
Advanced
The improvisation is always in time, maintains a steady beat, swings, and more advanced rhythms are used
Benchmarked
The improvisation is mostly in time, mostly maintains a study beat, swings, and includes mostly quarter and eight notes.
Needs Improvement
The improvisation is frequently out of time or awkward, frequently does not maintain a steady beat, frequently does not swing, and utilizes simple rhythms
Targeted Instruction
The improvisation is almost never in time, does not maintain a steady beat, does not swing, and utilizes very simple rhythm.
Tonal Accuracy
Advanced
The improvisation is always harmonically and melodically accurate to the chord changes being used, and is always in the proper tonality. Chord changes and structure are always evident.
Benchmarked
The improvisation is mostly harmonically and melodically accurate, and is, for the most part, in the proper tonality. Chord changes and structure are mostly apparent.
Needs Improvement
The improvisation contains many harmonic and melodic inaccuracies, and is not often in the proper tonality. Chord changes and structure are occasionally apparent.
Targeted Instruction
The improvisation is harmonically and melodically inaccurate, and not in the proper tonality. Chord changes are structure are not apparent.
Creativity and interpretation
Advanced
The improvisation utilizes extensive ornamentation and complex rhythms. Phrases flow from one to the other and has vocal quality at times. Rhythmic and melodic emphasis naturally falls on beats.
Benchmarked
The improvisation utilizes some ornamentation and, at times, complex rhythms. Some phrases flow from one to the other and have vocal quality at times. Rhythmic and melodic emphasis naturally falls on most beats.
Needs Improvement
The improvisation utilizes very few ornamentations or complex rhythms. Few phrases flow from one to the other or have vocal quality at times. Rhythmic and melodic emphasis is awkward.
Targeted Instruction
The improvisation utilizes no ornamentations or complex rhythms. Phrases do not flow from one to the other or have vocal quality. Rhythmic and melodic emphasis is not apparent.
Musical Effect and Overall Improv
Advanced
The improvisation exceeds expectations with regards to confidence of performance, fluency, intonation, tone, articulation, creativity, and accuracy.
Benchmarked
The improvisation meets expectations with regards to confidence of performance, fluency, intonation, tone, articulation, creativity, and accuracy.
Needs Improvement
The improvisation rarely meets expectations with regards to confidence of performance, fluency, intonation, tone, articulation, creativity, and accuracy.
Targeted Instruction
The improvisation does not meet expectations with regards to confidence of performance, fluency, intonation, tone, articulation, creativity, and accuracy.
Solo Structure
Advanced
The chord structure is evident in the solo and the player showed a clear understanding of emphasizing chordal structure around the changes. There was a clear shaping to the solo and the student mastered an impressive composition. The lead sheet was clearly referred to in the student solo. A quote may have been used in a way that worked.
Benchmarked
The chord changes were evident but may have been simple. The root was played every time which shows knowledge but in a simple fashion. The student had some shaping and interest in the solo but there may have been "run on" sentences. Chord structure is evident but may not have been clearly referred to.
Needs Improvement
Student showed very little emphasis on the chord changes in their solo. Some wrong notes that are not in the scales were evident and not used in a leading/passing tone structure. Solo had little shaping and had little structure or rhythmic references.
Targeted Instruction
Solo lacked structure and chord change emphasis. Very simple with little to no scale patterns used.
Keywords:
jazz, blues, improvisation, music
Subjects:
Music
Types:
Presentation
Assignment
Assessment
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