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iRubric: Combined Jury - Drum Set rubric

iRubric: Combined Jury - Drum Set rubric

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Combined Jury - Drum Set 
Private Lesson - Drum Set
Here is a break down of the system I will use to create a numerical representation of your work.
Rubric Code: RX43626
By raaron427
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: Undergraduate

Powered by iRubric Attitude
Grade #
(Letter Equivalent)
  Completely Disrespectful

1
(I, RW, F)

(N/A)

Lackadaisical

2 - 3
(D, C-)

(N/A)

Passable

4 - 5
(C, C+)

(N/A)

Knowledgeable

6 - 7 - 8
(B-, B, B+)

(N/A)

Remarkable

9
(A-)

(N/A)

Admireably Distinct

10
(A)

(N/A)

Overall Preparation
20 %

(of materials dicated by student and teacher)
Completely Disrespectful

Shows no interest in being prepared.
Lackadaisical

Is barely prepared for all arrangements.
Passable

Has only prepared their own arrangement and is not too aware of the others' arrangements.
Knowledgeable

Is comfortably prepared to play all of the arrangements well.
Remarkable

Is very aware of acute musical elements of all arrangements.
Admireably Distinct

Comes in with a personal arrangement that is involved and clearly driven by a passion for music. This students brings extra-musical attention to all arrangements.
Vocabulary/Creativity
30 %

Overall progress of students OWN LANGUAGE.
Completely Disrespectful

Shows no sense of desire to improve their own language on the drum set.
Lackadaisical

Demonstrates boilerplate and redundant ideas.
Passable

Shows definite effort in developing a personal style. Occasionally throws out unique ideas.
Knowledgeable

Succeeds in having a defined identity behind the drum set. Is aware of strengths and weaknesses and speaks accordingly.
Remarkable

This student is extremely fluent in their own language. They exude confidence and uniqueness.
Admireably Distinct

This student heightens the musicianship of all the players around them and remains a consistently inspiring force. They demonstrate the versatility of being multi-lingual.
Sight-reading/Style
25 %

Overall progress of students LANGUAGE FOR OTHERS.
Completely Disrespectful

Shows no sense of desire to improve their own knowledge of the drum set world. Cannot sight-read.
Lackadaisical

Only demonstrates knowledge of rudimentary facts about the drum set. Sight-reads at a rudimentary level.
Passable

Is aware of only a few styles and represents them at a "by the book" level. Does not catch on to the nuances of the sight-reading. (dynamics, hits, structure, etc.)
Knowledgeable

Is aware of a variety of common styles and represents them with a general understanding. Catches on to some of the nuances of the sight-reading. (dynamics, hits, structure, etc.)
Remarkable

Is aware of a many styles and accurately depicts how they could be played at a high level. Catches on to almost all of the nuances of the sight-reading. (dynamics, hits, structure, etc.)
Admireably Distinct

Is clearly aware of any style thrown at them and can accurately depict every detail of what separates that style from others. Not only catches every single nuance (dynamics, hits, structure, etc.) but also brings a sense of control and facility to the sight-
reading. Truly a "first take" performance.
Technique
25 %

Overall progress of students FLOW.
Completely Disrespectful

Shows no sense of desire to improve their flow on the drum set.
Lackadaisical

Shows timidness and a lack confidence in expressing ideas.
Passable

Shows definite interest in improving flow. Ideas are sometimes attempted and no real risks are taken.
Knowledgeable

The importance of flow is evident for this student. They take occasional risks and demonstrate a solid technical foundation.
Remarkable

Drum set is merely a representation of their overall musicianship. They frequently take risks and can subconsciously react to the music happening around them.
Admireably Distinct

This student is consistently attempting and pulling off extreme musical risks. They are constantly assessing their surroundings and are able to react to any necessary musical idea instantaneously.




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