Skip to main content
iRubric: SHOW CHOIR PERFORMANCE EVALUATION rubric

iRubric: SHOW CHOIR PERFORMANCE EVALUATION rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
SHOW CHOIR PERFORMANCE EVALUATION 
SHOW CHOIR PERFORMANCE EVALUATION
Vocal Performance Rubric For Show Choir
Rubric Code: Y2X7WX4
By cray61210
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Vocal Performance
100 %
  Expert

5 pts

Solid

4 pts

Competent

3 pts

Needs Relearning

2 pts

Insufficient Evidence

1 pts

Projection
20 %

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
20 %

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 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.
Artistry
20 %

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. 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.
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 Space, and how to breathe are somewhat evident but not executed to any degree of proficiency.
Insufficient Evidence

Concepts of 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.
Movement
10 %

Student demonstrates knowledge of the assigned choreography and performs it with mastery.
Expert

Student demonstrates mastery of all choreography, and performs with precision and accuracy.
Solid

Student demonstrates mastery of most choreography, and performs with precision and accuracy most of the time.
Competent

Student demonstrates some knowledge of the choreography, and performs with occasionally performs with precision and accuracy.
Needs Relearning

Student demonstrates little knowledge of the choreography, does not perform with precision and accuracy.
Insufficient Evidence

Student is not able to demonstrate knowledge of the choreography.



Keywords:
  • Individual, Vocal, Choir, Music, Audition

Subjects:


Discuss this rubric




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

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 iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n16