iRubric: Choir Evaluation rubric

Student has little to no success in the performance of correct pitches, accidentals, and in the sustaining of notes for the appropriate time.

Student is beginning to understand the concepts and methods needed to achieve correct pitches, accidentals, and sustaining of notes, and is in the early stages of implementing them.

Student is able to implement the correct pitches, accidentals, and duration of notes in a performance when actively thinking about it, but skills are still developing to a point where this becomes consistent.

Student is able to implement correct pitches, accidentals, and duration with high levels of accuracy and consistency.

Student is able to implement correct pitches, accidentals, and duration in a manner that is not only highly accurate and consistent, but also in a manner that consciously uses these skills to contribute towards the understanding and performance of music with exemplary expression and awareness.

Student has little to no success in performing with accurate entrances, cut-offs, and rhythmic accuracy.

Student is beginning to understand the concepts and methods needed to successfully perform with proper cut-offs, rhythmic accuracy, and entrances, and is in the early stages of implementing them.

Student is able to implement accurate timing to musical performance when actively thinking about it, but skills are still developing to a point where they become consistent.

Student is able to perform aspects of timing with high levels of accuracy and consistent timing.

Student is able to perform aspects of timing in a manner that is not only highly accurate and consistent, but also in a manner that consciously uses these skills to contribute towards the understanding and performance of music with exemplary expression and awareness.

Student has little to no success in actively and correctly following the conductor, listening across the ensemble to implement necessary changes, and communicating within the ensemble to convey musical expression and meaning.

Student is beginning to understand the concepts of and methods for responding to the conductor, listening across to ensemble to adjust individual sound, and to communicate visually with other members of the ensemble; and is in the early stages of implementing them.

Student is able to responsively follow the conductor, listen across the ensemble to implement change, and communicate with one another within the ensemble while thinking about it, but skills are still developing to a point where they become consistent.

Student is able to accurately and consistently follow the conductor, listen across the ensemble to make changes, and communicate within the ensemble.

Student is able to follow the conductor, listen across the ensemble, and communicate within the ensemble in a manner that is not only highly accurate and consistent, but also in a manner that consciously uses these skills to contribute towards the understanding and performance of music with exemplary expression and awareness.