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iRubric: SFBRHS Jazz Band Audition rubric

iRubric: SFBRHS Jazz Band Audition rubric

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SFBRHS Jazz Band Audition 
B.A.C. Jazz Band Auditions 2014
Jazz Band
Rubric Code: M2XA4AW
By robb0203
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric SFBRHS Jazz Band Audition
  Poor

1 pts

Fair

2 pts

Good

3 pts

Excellent

4 pts

Superior

5 pts

Scales

Poor

Few correct notes with errors in time keeping, breath support, and technique.
Fair

Many pitch errors with broken or "choppy" airstream.
Good

Most pitches are accurate and scale is broken and/or "choppy" sounding.
Excellent

All pitches are correct, but scale is not played with complete fluidity and ease.
Superior

All pitches are correct and scale is played with fluidity and ease.
Note Accuracy and Intonation

Poor

All or most pitches are performed inaccurately with many intonation problems throughout the range of the instrument.
Fair

Few pitches are performed accurately with many intonation problems throughout the range of the instrument.
Good

Some pitches are performed accurately with a few intonation problems throughout the range of the instrument.
Excellent

Most pitches are performed accurately with a few intonation problems in the highest and lowest registers.
Superior

All pitches are performed accurately and notes (even in highest and lowest registers) are in tune
Tone Quality

Poor

Characteristic tone is NOT recognizable.
Fair

Characteristic tone is rarely full, and lacks the appropriate air support used in making a good sound.
Good

Characteristic tone is full sometimes, but usually lacks the appropriate air support to create a good sound.
Excellent

Characteristic tone is full most of the time and supported with good air. Sound demonstrates an at-level concept of tone production.
Superior

Characteristic tone is full and supported with excellent air. Sound demonstrates mature concepts of tone production.
Articulation, Accents, and Style

Poor

Complete lack of attention is paid to articulation markings, accents, and swing style.
Fair

Lack of attention paid to articulation markings, accents, and swing style.
Good

Articulations, accents, and swing style are somewhat correct.
Excellent

Articulations, accents, and swing style are mostly correct.
Superior

Correct articulations, accents, and swing style are used throughout.
Pulse and Rhythm

Poor

The exercise is performed with an inconsistent pulse and mostly incorrect rhythms.
Fair

Performance is rarely rhythmically accurate. Rhythms are seldom played as written and errors are extremely frequent.
Good

The excercise is performed with a somewhat consistent pulse and somewhat correct rhythms. Errors are frequent, and some rhythms are played as written.
Excellent

The excercise is performed with a mostly consistent pulse and mostly correct rhythms.
Superior

The excercise is performed with a consistent pulse and correct rhythms.
Rhythm Patterns

Poor

Rhythm patterns are mostly incorrect, played without steady tempo and little attention paid to style.
Fair

Rhythm patterns are played somewhat correctly with inconsistent tempo, and little attention paid to style.
Good

Rhythm patterns are played mostly correctly, at a steady tempo, with some attention paid to style.
Excellent

Rhythm patterns are played correctly, below tempo, with some attention paid to style.
Superior

Rhythm patterns are played correctly, at or above the recommended tempo, with attention paid to style.
Improvisation

Poor

Student makes no attempt to improvise within the context of the song
Fair

Student makes little to no use of melodic material from chart or other melodies. Melodic material that is used is placed inappropriately when compared to the form of the solo section.
Good

Student makes attempts to use melodic material (from chart or other melodies). Placement of melodic material is often not appropriate for the form of the solo section.
Excellent

Student uses melodic material from chart or other melodies. Majority of solo focuses on melodic deviations . Placement is generally in agreement with form of solo section.
Superior

Student borrows melodic material from chart or other melodies. Solo includes balance of melodic deviants and original ideas. Student places melodic material appropriately to the form of the solo section.



Keywords:
  • Instrumental Music, Stage Band

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