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iRubric: SHOW CHOIR VOCAL PERFORMANCE EVALUATION rubric
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SHOW CHOIR VOCAL PERFORMANCE EVALUATION
SHOW CHOIR VOCAL PERFORMANCE EVALUATION
Vocal Performance Rubric For Show Choir
Rubric Code:
SX9CX8A
By
KSpade
Ready to use
Public Rubric
Subject:
Music
Type:
Assessment
Grade Levels:
6-8, 9-12
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Vocal Performance
Expert
5 pts
Solid
4 pts
Competent
3 pts
Needs Relearning
2 pts
Insufficient Evidence
1 pts
Pitch/Intonation & Rhythm/Tempo
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 with the group. There are some incorrect rhythms & tempo is somewhat inconsistent-the student is able to get back in rhythm with the group. The student has a good idea of their part but drifts to another vocal/rhythmic part, creates a new vocal/rhythmic part, or defaults to the melody and/or melodic rhythm at times.
Needs Relearning
Some pitches are accurate, but there are many and/or repeated errors. Student strays from their voice part. Intonation is inconsistent. The tempo/beat is inconsistent. Some rhythms are accurate, but there are many and/or repeated errors.
Insufficient Evidence
Very few accurate pitches and performance is consistently out of tune. Student does not hold their part or does not know their part. Very few accurate rhythms and tempo is not secure. The student is not a secure part singer at this time.
Tone Quality/Beauty
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 executed to any degree of proficiency.
Insufficient Evidence
Concepts of Ping, Space, and how to breathe are not evident.
Balance
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.
Diction
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.
Artistry
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. Written dynamics are somewhat executed and controlled. Phrasing is occasional, not very well-planned, and lacks energy and consistency.
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.
Keywords:
Individual, Vocal, Choir, Music, Audition
Subjects:
Music
Types:
Presentation
Quiz
Handout
Assessment
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