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iRubric: Music Sight-Reading Performance Assessment (Brass) rubric

iRubric: Music Sight-Reading Performance Assessment (Brass) rubric

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Music Sight-Reading Performance Assessment (Brass) Music Sight-Reading Performance Assessment (Brass) This rubric is designed for assessing a sight-reading performance of a brass player in grades 6-12. A slightly modified, but parallel form could be used for woodwind players. There are three sub-rubrics: Dimensional, Global, and Apparent Difficulty, each with different percentage weights. Rubric Code: LXB28X5 By rhodehe Ready to use Public Rubric Subject: Music Type: Assessment Grade Levels: 6-8, 9-12

Dimensional Assessment 60 % Assessment of specific dimensions of music performance
	No Concept 1 pts	Beginning 2 pts	Developing 3 pts	Advancing 4 pts	Accomplished 5 pts
Rhythm Accuracy Accuracy of performed note durations relative to each other compared to implied relationships from notation.	No Concept Extremely inaccurate, difficult to count number of mistakes, as if notes are played randomly out of time	Beginning Mostly inaccurate, most rhythms are played incorrectly, but there appears to be a minimal amount of understanding of the notation	Developing Mostly accurate, more than two mistakes and mistakes have noticeable impact on the performance	Advancing Nearly perfect, one or two mistakes, but mistakes do not detract from the performance	Accomplished Perfect, no noticeable mistakes
Pulse Sense of pulse, regardless of accuracy of rhythms. Amount of time from beat to beat is consistent (aside from musically appropriate changes)	No Concept No perceptible pulse, as if notes are played randomly	Beginning Very inconsistent pulse, but rhythms still seem potentially related to A pulse, even though the pulse changes or starts/stops	Developing Somewhat inconsistent pulse, many noticeable fluctuations that detract from performance	Advancing Consistent pulse almost always, with only a few musically inappropriate fluctuations	Accomplished Consistent pulse throughout, with musically appropriate fluctuations, but no fluctuations that detract from performance
Pitch Accuracy Accuracy of pitches compared to printed notation	No Concept Extremely inaccurate, difficult to count number of mistakes, melodic contour is non-existent	Beginning Mostly inaccurate, more mistakes than correct pitches, even melodic contour suffers	Developing Mostly accurate, more than two mistakes (some of which are blatantly incorrect fingerings), but melodic contour is still present	Advancing Nearly perfect, one or two mistakes (mistakes are likely a result of a missed partial, not a blatantly incorrect fingering)	Accomplished Perfect, no obvious mistakes, all pitches are accurate
Relative Intonation Intonation relative to the performance (not relative to an absolute standard, e.g. A=440)	No Concept Almost every note seems drastically out of tune with the next/previous, difficult to distinguish an overall pitch center	Beginning Most notes are obviously out of tune (untrained listener would easily notice)	Developing Two or more obvious problems (untrained listener would easily notice)	Advancing One or two slight, but noticeable problems (untrained listener might NOT notice)	Accomplished No noticeable problems with intonation
Articulation Accuracy of articulations (onsets and releases of notes) as compared to written articulations. Ambiguous notes have no discernible articulation. Incorrect notes are discernible, but not correct compared to notation (e.g., slur instead of staccato)	No Concept Nearly all articulations are ambiguous, as if the way in which notes are attacked/released is not even considered by the performer	Beginning Most articulations are ambiguous or blatantly incorrect	Developing Good, more articulations are correct/unambiguous than not.	Advancing Very Good, almost all articulations are clear with only a few ambiguous or incorrect articulations	Accomplished Excellent, all articulations are clear and correct
Dynamics Dynamic Contrast = range of perceptible differences in volume<BR> Dynamic Accuracy = the extent to which relative changes in volume match relative changes in written dynamic markings	No Concept No perceptible and intentional change in volume	Beginning Very limited range of dynamic contrast AND multiple mistakes in dynamic accuracy	Developing Limited but perceptible range of dynamic contrast OR multiple mistakes in dynamic accuracy	Advancing Slightly limited range of dynamic contrast OR only minor mistakes in dynamic accuracy	Accomplished Wide range of dynamic contrast and all dynamics are executed clearly and correctly
Tone Quality The extent to which the tone of the instrument is clear, resonant, appealing, and representative of the instrument. Tone quality can also vary between different ranges.	No Concept Tone is unclear, inconsistent, very unpleasant to listen to, and is not recognizable as this instrument	Beginning Tone is very inconsistent with major deficiencies in clarity and resonance; it is not representative of the instrument, but is still recognizable as this instrument	Developing Tone is inconsistent, particularly between different ranges, with obvious deficiencies in clarity and resonance; it borders between appealing and unappealing	Advancing Tone is generally consistent across all ranges, but with minor deficiencies in clarity and resonance, but still representative of the instrument and pleasant to listen to	Accomplished Tone is consistently clear, appealing, resonant, and highly representative of the instrument across all ranges; could be used as an ideal example of this instrument
Global Assessment 30 % More general assessment related to meta-dimensions
	No Concept 1 pts	Beginning 2 pts	Developing 3 pts	Advancing 4 pts	Accomplished 5 pts
Style Clear = aspects of style are discernible<BR> Appropriate = discernible aspects are appropriate for the style of the musical excerpt<BR> Successful = the success with which the discernible aspects are executed	No Concept No discernible style and no obvious attempt to play in a certain style	Beginning Unclear whether style was considered, style is ambiguous, but potentially appropriate aspects are present	Developing Obvious attempt at style, but with major inconsistencies, inappropriate aspects, or inaccuracies	Advancing Obvious attempt at style, but with minor inconsistencies, inappropriate aspects, or inaccuracies	Accomplished Clear, appropriate, and successful representation of style, could be used as an example of this style
Musicianship Musicianship refers to the making of "musical" decisions and the successful execution of those decisions. It is more than the sum total of the dimensions assessed above, but clearly involves execution within those dimensions	No Concept No perceptible attempt to play with any "musicality", no "musical" decisions seem to have been made	Beginning Unclear whether aspects of musicality were considered, but potentially some "musical" decisions were made and executed poorly	Developing Obvious attempt at musicianship, but with major weaknesses in execution of musical decisions	Advancing Obvious attempt at musicianship, but with minor weaknesses in execution of musical decisions	Accomplished Successful and appropriate musical performance, could be used as an example of a "musical" performance
Apparent Difficulty of Excerpt 10 % How difficult this excerpt appeared to be for the performer. The extent to which this excerpt presented a significant challenge to the performer.
	Routine 1 pts	Mildly Difficult 2 pts	Moderately Difficult 3 pts	Very Difficult 4 pts	Impossible 5 pts
Apparent Difficulty of Excerpt How difficult this excerpt appeared to be for the performer. The extent to which this excerpt presented a significant challenge to the performer.	Routine The performer performed this excerpt as if it had been well-rehearsed and was a routine performance	Mildly Difficult The excerpt appeared to present some small challenges, but these challenges could likely be overcome in a second attempt	Moderately Difficult The excerpt appeared to present some real challenges and additional practice would be required to successfully perform this excerpt	Very Difficult The excerpt appeared to present very significant challenges, some of which might be beyond the ability of the performer or would require extensive practice to successfully perform.	Impossible At no point did it appear the performer could successfully perform this excerpt. Challenges were well beyond the abilities of the performer.

Keywords:

Sight-reading, brass, instrumental

Subjects:

Music

Types:

Assessment

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