Skip to main content

- Username
- Password
forgot?

iRubric: Show Choir Vocal Audition Rubric

iRubric: Show Choir Vocal Audition Rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
Show Choir Vocal Audition Rubric Show Choir Vocal Audition Rubric Vocal Performance Rubric For Show Choir Rubric Code: EX954A6 By confiance Ready to use Public Rubric Subject: Music Type: Assessment Grade Levels: 6-8, 9-12

Vocal Performance
	Expert 5 pts	Solid 4 pts	Competent 3 pts	Needs Relearning 2 pts	Insufficient Evidence 1 pts
Projection 25 % Student providing adequate sound quantity, contributing to the group vocally, and understanding the role they play as a singer in a vocal ensemble.	Expert The singer produces a superior amount of vocal sound. They are a role model to other singers in the ensemble.	Solid The singer produces a strong vocal sound and is achieving their potential.	Competent The singer produces a good amount of vocal sound but has not achieved their potential.	Needs Relearning The singer produces some vocal sound and is not contributing vocally what needs to be contributed by each individual singer.	Insufficient Evidence The singer cannot be heard.
Pitch/Intonation & Rhythm/Tempo 25 % Student sings the printed pitches in the music correctly and sings the printed pitches in tune within the context of the harmonic structure. Sings the printed rhythms in the music correctly and sings the printed rhythms in tempo within the context of the meter.	Expert Virtually no errors. All pitches are accurate and in tune. All rhythms and tempos are accurate and in tempo.	Solid The intonation is secure and the pitches are mostly accurate. Student stays on their part with very little errors. The tempo/beat is secure and the rhythms are mostly accurate.	Competent There are some incorrect pitches & intonation is somewhat inconsistent-the student is able to get back in tune. Inconsistent rhythm and tempo. The student somewhat knows their part.	Needs Relearning Some pitches are accurate, but there are many and/or repeated errors. Student strays from their voice part. Intonation, tempo/beat is inconsistent. Some rhythms are accurate, but with many errors.	Insufficient Evidence Very few accurate pitches and performance is consistently out of tune. Student does not know their part. Minimal accuracy of notes and rhtyhms. The student is not a secure part singer at this time.
Artistry 10 % Student adds an emotional connection to what is being sung and communicates that to an audience.	Expert Consistently performs with appropriate interpretation, style, and emotion of the music. Written and unwritten dynamics are appropriately executed and controlled. Proper phrasing techniques are apparent.	Solid Performs with appropriate interpretation, style, and emotion of the music most of the time. Written and unwritten dynamics are mostly executed and controlled. Proper musical phrasing is mostly accurate.	Competent Occasionally performs with appropriate interpretation, style, and emotion of the music. Written dynamics are occasionally executed and controlled. Phrasing is evident but needs to be improved.	Needs Relearning It is evident that the singer is performing with some interpretation, style, and emotion of the music but it is very inconsistent or not clearly communicated. Lacks consistency in dynamics and phrasing	Insufficient Evidence Performs with no awareness of interpretation, style, and emotion of the music. Very little to no dynamics are executed, or have major issues in controlling extreme volumes. Phrasing is not apparent or planned.
Tone Quality/Beauty 10 % Student sings with Ping/Space/Air (free supported resonant sound) and demonstrates the understanding of vowel shape, uniformity, and modification.	Expert Tone Quality is beautifully placed, consistently free and open throughout, and fully supported by the breath.	Solid Tone Quality is placed correctly, consistently free and open through the normal range, mostly controlled throughout extreme ranges, and supported by the breath.	Competent Tone Quality is placed correctly more than half of the time, free and open through most of the normal range but not controlled throughout extreme ranges, and somewhat supported by the breath.	Needs Relearning Tone Quality is not placed correctly, is not free and open in normal and extreme ranges, and is not supported by the breath. Concepts of Ping, Space, and how to breathe are somewhat evident but not proficient	Insufficient Evidence Concepts of Ping, Space, and how to breathe are not evident.
Diction 10 % Student articulates initial, ending, and interior consonants to ensure understandability of the text.	Expert Student articulates clearly and all of the text is easily understood. All initial, ending, and interior consonants are clearly formed.	Solid Student articulates the words and most of the text is understood. Initial and ending consonants are clearly formed but a few final or initial consonants are missing. Interior consonants are evident but not consistent.	Competent Student articulates the words using initial and ending consonants most of the time. Interior consonants are missing most of the time.	Needs Relearning Student sometimes articulates the words but the words of the text often lack clear beginning and ending consonant sounds.	Insufficient Evidence Student rarely articulates the words and the text is not intelligible.
Balance 10 % Student balances his or her vocal part appropriately with the other vocal parts in the ensemble.	Expert Student balances his or her part with the rest of the ensemble perfectly throughout the performance.	Solid Student balances his or her part with the rest of the ensemble most of the time throughout the performance.	Competent Student balances his or her part with the rest of the ensemble inconsistently throughout the performance.	Needs Relearning Student balances his or her part with the rest of the ensemble very little throughout the performance and does not understand the concept of ensemble verses solo.	Insufficient Evidence Student does not balance his or her part with the rest of the ensemble.
Rhythm Reading- Rhythm 5 % Student reads at sight rhythms correctly while establishing and maintaining a steady tempo.	Expert Virtually no errors. All rhythms are accurately performed and the student establishes a steady tempo.	Solid Most rhythms are accurate with very few errors. The student establishes a relatively steady tempo.	Competent More than half of the rhythms are accurate but errors are evident. The student has a difficult time establishing a steady tempo but does on additional attempts.	Needs Relearning Some rhythms are accurate, but there are frequent and/or repeated errors. Tempo tends to frequently stop and start.	Insufficient Evidence Very few accurate or secure rhythms. No tempo is established.
Sight-singing- Pitches 5 % Student sings at sight pitches correctly while establishing and maintaining secure intonation in the correct key.	Expert Virtually no errors. All pitches are accurately performed and in tune. Sight-singing process and progress are evident.	Solid There are very few incorrect pitches or intonation errors. The intonation is secure. Sight-singing process and progress are evident.	Competent More than half of the pitches are accurate but errors are evident. The student has a difficult time establishing a secure key but does on additional attempts.	Needs Relearning Some pitches are accurate, but there are frequent and/or repeated errors. Intonation is inconsistent. Little knowledge of Sight-singing process and very little progress.	Insufficient Evidence Very few accurate pitches. Performance is consistently out of tune. No true process of how to sight-sing is evident and no progress is made from start to finish.
Voice Classification 0 % For the purpose of determining the correct voice classification of the student.	Expert Consider: Range Tessitura Timber Register Register changes	Solid Soprano I Soprano II Mezzo Soprano	Competent Alto I Alto II	Needs Relearning Tenor I Tenor II	Insufficient Evidence Baritone Bass Bass II

Keywords:

Individual, Vocal, Choir, Music, Audition

Subjects:

Music

Types:

Discuss this rubric

You may also be interested in:

More rubrics by this author

More Music rubrics

More Presentation rubrics

Do more with this rubric:

Preview

Preview

Preview this rubric.

Edit

Edit

Modify this rubric.

Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.

Categorize

Categorize

Add this rubric to multiple categories.

Bookmark

Bookmark

Bookmark this rubric for future reference.

Assess

Test run

Test run

Test this rubric or perform an ad-hoc assessment.

Grade

Grade

Build a gradebook to assess students.

Collaborate

Apply this rubric to any object and invite others to assess.

Share

Publish

Publish

Link, embed, and showcase your rubrics on your website.

Email

Email

Email this rubric to a friend.

Discuss

Discuss

Discuss this rubric with other members.

Do more with rubrics than ever imagined possible.

Only with iRubric^tm.

Copyright © 2024 Reazon Systems, Inc. All rights reserved.

n16