iRubric: 4th Grade Piano Composition #1 rubric

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4th Grade Piano Composition #1

Students will create/compose an 8 measure composition for piano. The composition will be in C position where the first 4 measures are for the treble clef and the last 4 measures are the EXACT SAME letter names and rhythms, but for bass clef.

Rubric Code: LCA589

By marijohedman

Ready to use

Public Rubric

Subject: Music

Type: Project

Grade Levels: K-5

4th Grade Piano Composition #1
	1 pts	2 pts	3 pts	4 pts
Title	1 Not applicable.	2 The student did not give the composition a title.	3 The student gave the composition a title.	4 The student gave the composition a creative title.
Rhythm	1 The student may/may not have used BOTH quarter notes and half notes in the composition. There were 4 measures or more that did not have the correct number of beats (4).	2 The student may/may not have used BOTH quarter notes and half notes in the composition. There were 2-3 measures that did not have the correct number of beats (4).	3 The student may/may not have used BOTH quarter notes and half notes in the composition. There was one measure that did not have the correct number of beats (4).	4 The student used BOTH quarter notes and half notes in the composition. Every measure had the correct number of beats (4).
C position	1 The student is not able to demonstrate the understanding of the notes in the 5-finger C position at this time.	2 The student SOMETIMES used the notes that are found in the 5-finger C position. This includes both the right hand and left hand. There were 3-4 notes that were not in this position.	3 The student MOSTLY used the notes that are found in the 5-finger C position. This includes both the right hand and left hand. There were 1-2 notes that were not in this position.	4 The student ALWAYS used the notes that are found in the 5-finger C position. This includes both the right hand and left hand.
Pitches	1 The students used at least 2 out of the 5 pitches (C D E F and G) in 5-finger C position for both the right hand and left hand portions of the composition. The composition may/may not begin and end on C.	2 The students used at least 3 out of the 5 pitches (C D E F and G) in 5-finger C position for both the right hand and left hand portions of the composition. The composition may/may not begin and end on C.	3 The students used at least 4 out of the 5 pitches (C D E F and G) in 5-finger C position for both the right hand and left hand portions of the composition. The composition may/may not begin and end on C.	4 The student used ALL 5 pitches (C D E F and G) in 5-finger C position for both the right hand and left hand portions of the composition. The composition begins and ends on C.
Treble clef vs. Bass clef	1 The first half of the student composition is written in treble clef. The second half of the composition may/may not have been written in bass clef. (The first and second halves may have been reversed.) There were 5 or more letter name differences and/or 5 or more rhythmic differences.	2 The first half of the student composition is written in treble clef. The second half of the composition is written in bass clef. The student used SOME of the same letter names and rhythms as in the first half of the composition when completing the bass clef portion. There were 3-4 letter name differences and/or 3-4 rhythmic differences.	3 The first half of the student composition is written in treble clef. The second half of the composition is written in bass clef. The student used MOST of the same letter names and rhythms as in the first half of the composition when completing the bass clef portion. There were 1-2 letter name differences and/or 1-2 rhythmic differences.	4 The first half of the student composition is written in treble clef. The second half of the composition is written in bass clef. The student used ALL of the same letter names and rhythms as in the first half of the composition when completing the bass clef portion.
Listening and Following directions	1 The student was NOT a good listener and was unable to follow directions the first time and possibly the 2nd or 3rd time. When mistakes were explained, the student chose not to fix them or showed EXTREMELY POOR time management skills and was unable to finish correcting the mistakes.	2 The students was a GOOD listener, but was unable to follow directions throughout SOME of the composition project. When mistakes were explained, the student worked on fixing the mistakes, but showed POOR time management skills.	3 The student was a VERY GOOD listener and followed directions throughout MOST of the composition project. When mistakes were explained, the student immediately worked on fixing the mistakes. The student showed VERY GOOD time management skills.	4 The student was an EXCELLENT listener and followed directions throughout the ENTIRE composition project. The student showed EXCELLENT time management skills.
Neatness/Time Management	1 The student composition was NOT NEAT and hard to read. There may have been 5 or more notes and letter names that did not match.	2 The student composition was SOMEWHAT NEAT and legible. There may have been 3-4 notes and letter names that did not match.	3 The student composition was MOSTLY NEAT and legible. There may have been 1-2 notes and letter names that did not match.	4 The student composition was ALWAYS NEAT and legible. All letter names and notes matched.

Keywords:

Piano compostiion, music, project, fourth grade

Subjects:

Music

Types:

Project

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