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iRubric: 3rd Grade - Creston Elementary Music rubric

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3rd Grade - Creston Elementary Music

3rd Grade - Creston Elementary Music

Rubric Code: JA9X86

By donlaym

Ready to use

Public Rubric

Subject: Music

Type: Assessment

Grade Levels: K-5

Iowa Core Skill Sets Enter rubric description
	Beginning (0-3 Points) (N/A)	Developing (4-6 Points) (N/A)	Secure (7-9 Points) (N/A)	Exceeds (10 Points) (N/A)
Rhythmic Speech Uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns	Beginning Student SELDOM uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns	Developing Student SOMETIMES uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns	Secure Student USUALLY uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns	Exceeds Student ALWAYS uses rhythmic speech as a performance element or as a tool in learning rhythmic patterns
Movement & Dance Incorporates movement or dance into a performance product to enhance the message of the music	Beginning Student SELDOM incorporates movement or dance into a performance product to enhance the message of the music	Developing Student SOMETIMES incorporates movement or dance into a performance product to enhance the message of the music	Secure Student USUALLY incorporates movement or dance into a performance product to enhance the message of the music	Exceeds Student ALWAYS incorporates movement or dance into a performance product to enhance the message of the music
Movement Vocabulary Accumulates additional movement vocabulary and skills through creative movement and folk dance	Beginning Student SELDOM accumulates additional movement vocabulary and skills through creative movement and folk dance	Developing Student SOMETIMES accumulates additional movement vocabulary and skills through creative movement and folk dance	Secure Student USUALLY accumulates additional movement vocabulary and skills through creative movement and folk dance	Exceeds Student ALWAYS accumulates additional movement vocabulary and skills through creative movement and folk dance
Movement Composition Composes and/or improvises movement sequences	Beginning Student SELDOM composes and/or improvises movement sequences	Developing Student SOMETIMES composes and/or improvises movement sequences	Secure Student USUALLY composes and/or improvises movement sequences	Exceeds Student ALWAYS composes and/or improvises movement sequences
Coordination Skills Demonstrates psychomotor/coordination skills essential to all disciplines	Beginning Student SELDOM demonstrates psychomotor/coordination skills essential to all disciplines	Developing Student SOMETIMES demonstrates psychomotor/coordination skills essential to all disciplines	Secure Student USUALLY demonstrates psychomotor/coordination skills essential to all disciplines	Exceeds Student ALWAYS demonstrates psychomotor/coordination skills essential to all disciplines
Body Percussion Performs rhythmic patterns using 2-4 levels of body percussion	Beginning Student SELDOM performs rhythmic patterns using 2-4 levels of body percussion	Developing Student SOMETIMES performs rhythmic patterns using 2-4 levels of body percussion	Secure Student USUALLY performs rhythmic patterns using 2-4 levels of body percussion	Exceeds Student ALWAYS performs rhythmic patterns using 2-4 levels of body percussion
Untuned Percussion Plays untuned percussion in a variety of styles	Beginning Student SELDOM plays untuned percussion in a variety of styles	Developing Student SOMETIMES plays untuned percussion in a variety of styles	Secure Student USUALLY plays untuned percussion in a variety of styles	Exceeds Student ALWAYS plays untuned percussion in a variety of styles
Use of Recorded Music Aurally identifies specific rhythmic or melodic elements in recorded music	Beginning Student SELDOM aurally identifies specific rhythmic or melodic elements in recorded music	Developing Student SOMETIMES aurally identifies specific rhythmic or melodic elements in recorded music	Secure Student USUALLY aurally identifies specific rhythmic or melodic elements in recorded music	Exceeds Student ALWAYS aurally identifies specific rhythmic or melodic elements in recorded music
Use of Inner Voice Uses inner voice to silently sing and identify a piece of music	Beginning Student SELDOM uses inner voice to silently sing and identify a piece of music	Developing Student SOMETIMES uses inner voice to silently sing and identify a piece of music	Secure Student USUALLY uses inner voice to silently sing and identify a piece of music	Exceeds Student ALWAYS uses inner voice to silently sing and identify a piece of music
Cross-Curricular Connections Communicates verbally how music is related to math, geography, and social studies	Beginning Student SELDOM communicates verbally how music is related to math, geography, and social studies	Developing Student SOMETIMES communicates verbally how music is related to math, geography, and social studies	Secure Student USUALLY communicates verbally how music is related to math, geography, and social studies	Exceeds Student ALWAYS communicates verbally how music is related to math, geography, and social studies
Music vs. Poetry Demonstrates how music reading is related to reading poetry	Beginning Student SELDOM demonstrates how music reading is related to reading poetry	Developing Student SOMETIMES demonstrates how music reading is related to reading poetry	Secure Student USUALLY demonstrates how music reading is related to reading poetry	Exceeds Student ALWAYS demonstrates how music reading is related to reading poetry
Technology Utilizes technology to connect music and other disciplines	Beginning Student SELDOM utilizes technology to connect music and other disciplines	Developing Student SOMETIMES utilizes technology to connect music and other disciplines	Secure Student USUALLY utilizes technology to connect music and other disciplines	Exceeds Student ALWAYS utilizes technology to connect music and other disciplines

Subjects:

Music

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