iRubric: SCMEA Orchestra Division CPA Based Rubric

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SCMEA Orchestra Division CPA Based Rubric

This rubric is for individual, section, or ensemble performance assessment, & is based on the SCMEA Orchestra Division's CPA rubric for Concert Music Performance.

Rubric Code: A2W244B

By JShawRubrics

Ready to use

Public Rubric

Subject: Music

Type: Assessment

Grade Levels: 6-8, 9-12

Performance Assessment This rubric is for individual, section, or ensemble performance assessment, & is based on the SCMEA Orchestra Division's CPA rubric for Concert Music Performance.
	Poor (V) Many, severe problems mar the desired positive effect of the performance. 1 pts	Fair (IV) A moderate number of significant problems mar the desired positive effect of the performance. 2 pts	Good (III) Performance demonstrates some good technical and musical achievements; however, improvement is needed to be considered excellent. 3 pts	Excellent (II) Truly fine work; worthy of compliment and praise. Student is performing well. 4 pts	Superior (I) Reserved for uncommonly exceptional performance that stands out as are nearly flawless. 5 pts
TONE Quality of timbre. The character of musical tones with reference to their richness or perfection.	Poor (V) 1 Poor, weak tone throughout performance; entire sections of the music or orchestra are difficult to hear.	Fair (IV) 2 Tone quality is generally too thin or harsh. Moderate balance problems may exist. Challenging passages and/or sections of the ensemble lack precision and fluidity.	Good (III) 3 Tone quality does not yet convey a mature, focused sound. Minor balance problems exist. Challenging passages are mostly precise and fluid.	Excellent (II) 4 Mature, focused, and well-balanced tone conveys appropriate intensity and sensitivity throughout the selection. Most technically challenging passages are well executed.	Superior (I) 5 Mature, focused, and well-balanced tone conveys appropriate intensity and sensitivity throughout the selection. All technically challenging passages are well executed.
INTONATION Pitch accuracy.	Poor (V) 1 Severe finger placement problems and lack of adjustment make the mode or key difficult to recognize.	Fair (IV) 2 Problems with finger placement and lack of adjustment create consistent, significant pitch inaccuracies.	Good (III) 3 Lack of quick fingertip adjustment causes subtle but consistent pitch inaccuracies.	Excellent (II) 4 Music is in tune, except in several technically challenging passages.	Superior (I) 5 All music is in tune.
RHYTHMIC PRECISION How rhythms are performed/placed against the tempo.	Poor (V) 1 Recurring rhythmic inaccuracies are very frequent. Severe problems with tempo, rushing, dragging, entrances, cadences or deliberate tempo changes result in performer not maintaining rhythmic ensemble.	Fair (IV) 2 Recurring rhythmic inaccuracies are frequent. Tempos are too slow or fast; rushing/dragging causes moderate performance problems. Entrances, cadences and tempo changes consistently lack precision.	Good (III) 3 Rhythmic inaccuracies occasionally occur. Tempos may be a little slow or fast; slight rushing/dragging problems exist. Entrances, cadences and tempo changes lack precision.	Excellent (II) 4 Most rhythms are accurate. Tempos are consistent and appropriate for the music. Entrances, cadences and tempo changes are well executed.	Superior (I) 5 All rhythms are accurate. Tempos are consistent and appropriate for the music. Entrances, cadences and tempo changes are well executed.
MUSICAL EFFECT Style, dynamics, and phrasing.	Poor (V) 1 Little or no dynamics or stylistic articulations observed.	Fair (IV) 2 Some dynamics and/or stylistic articulations are present; however, consistent and frequent problems obscure the correct dynamics and articulations performed.	Good (III) 3 Dynamics and articulations are present, but should be better defined. Minor bowing, articulation problems exist.	Excellent (II) 4 Most phrasing and dynamic contrasts are very musical and well defined. Articulations are accurately performed and characteristic of musical style. Bowings/articulations are in the correct direction, and in the correct part of bow.	Superior (I) 5 All phrasing and dynamic contrasts are very musical and well defined. Articulations are accurately performed and characteristic of musical style. Bowings/articulations are in the correct direction, and in the correct part of bow.
PERFORMANCE POSITION Posture and instrumet postion while performing.	Poor (V) 1 Student sits or stands very little with correct performance posture, instrument positioning, and left and right hand playing position	Fair (IV) 2 Student sits or stands some of the time with correct performance posture, instrument positioning, and left and right hand playing position	Good (III) 3 Student sits or stands frequently with correct performance posture, instrument positioning, and left and right hand playing position	Excellent (II) 4 Student sits or stands most of the time with correct performance posture, instrument positioning, and left and right hand playing position	Superior (I) 5 Student sits or stands all of the time with correct performance posture, instrument positioning, and left and right hand playing position
FORMAL PRESENTATION Correct attire. Positive attitude. Efficiency of performance. Level of engagement.	Poor (V) 1 Many problems with presentation detract from desired formal stage presence.	Fair (IV) 2 A moderate number of problems detract from a desired positive visual effect and does not reflect formal performance.	Good (III) 3 A few problems detract from a desired positive presentation and does not reflect formal performance.	Excellent (II) 4 Student appears mostly engaged and focused throughout performance.	Superior (I) 5 Student appears completely engaged and focused throughout performance.

Keywords:

CPA, Concert Music, Orchestra

Subjects:

Music

Types:

Assessment

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