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VOCAL PERFORMANCE EVALUATION 
VOCAL PERFORMANCE EVALUATION
Vocal Performance Rubric For Children, Go
Rubric Code: Z24A8WX
By jlonderee04633
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: (none)

Powered by iRubric Vocal Performance
  Insufficient Evidence

1 pts

Needs Relearning

2 pts

Competent

3 pts

Excellent

4 pts

Superior

5 pts

Pitch/Intonation & Rhythm/Tempo

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.
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.
Competent

Some incorrect pitches & intonation is inconsistent. 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 some errors
Excellent

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.
Superior

Virtually no errors. All pitches are accurate and in tune. All rhythms and tempos are accurate and in tempo.
Tone Quality/Beauty

Insufficient Evidence

Concepts of Ping, Space, and how to breathe are not evident.
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.
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.
Excellent

Tone Quality is placed correctly, consistently free and open through the normal range, mostly controlled throughout extreme ranges, and supported by the breath.
Superior

Tone Quality is beautifully placed, consistently free and open throughout, and fully supported by the breath.
Diction/Lyrics

Insufficient Evidence

Student rarely articulates the words and the text is not intelligible. Wrong words throughout the performance.
Needs Relearning

Student sometimes articulates the words but the words of the text often lack clear beginning and ending consonant sounds. There are many wrong words, or student does not know their part
Competent

Student articulates the words using initial and ending consonants most of the time. Interior consonants are missing most of the time. Many of the lyrics are correct.
Excellent

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.
Superior

Student articulates clearly and all of the text is easily understood. All initial, ending, and interior consonants are clearly formed.
All of the lyrics are correct.
Artistry

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.
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.
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.
Excellent

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.
Superior

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.



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

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