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iRubric: Assessing Musicality rubric

iRubric: Assessing Musicality rubric

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Assessing Musicality 
Rubric Code: NC998W
By zzapel
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric 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




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