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iRubric: Chorus/Music Grading Rubric

iRubric: Chorus/Music Grading Rubric

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Chorus/Music Grading Rubric Chorus/Music Grading Rubric Weekly test Rubric Code: DX37XWW By Ohuggins Ready to use Public Rubric Subject: Music Type: Assessment Grade Levels: 9-12

Participation Rubric
	Superior 5 pts	Excellent 4 pts	Good 3 pts	Needs Improvement 2 pts	Poor 1 pts
Procedures to Facilitate Learning	Superior Always goes directly to assigned place and is prepared to listen,respond, and sing. <BR> <BR> No gum, grooming, or other disruptive behavior during rehearsals.	Excellent Usually goes directly to assigned place and is prepared to listen,respond, and sing. <BR> <BR> No gum, and very little disruptive behavior, including talking and grooming, during rehearsals.	Good Sometimes goes directly to assigned place and is prepared to listen,respond, and sing. <BR> <BR> Sometimes has gum, and may be disruptive, grooming, or talking during rehearsals.	Needs Improvement Often needs reminders to go to assigned place and prepare to listen,respond, and sing. <BR> <BR> Sometimes has gum, and may be disruptive, grooming, or talking during rehearsals.	Poor Always needs reminders to go to assigned place and prepare to listen,respond, and sing. <BR> <BR> Often has gum, and is disruptive during rehearsals.
Distracting Non-Participatory Acts	Superior Never engages in verbal/nonverbal behavior that disrupts his/her or the group's learning process	Excellent Sometimes engages in verbal/nonverbal behavior that disrupts his/her or the group's learning process (once a week)	Good Occasionally engages in verbal/nonverbal behavior that disrupts his/her or the group's learning process (twice a week)	Needs Improvement Frequently engages in verbal/nonverbal behavior that disrupts his/her or the group's learning process (three times a week)	Poor Usually engages in verbal/nonverbal behavior that disrupts his/her or the group's learning process (four or more times a week).
Participation & Group Work	Superior Always participates in class, often asks thought provoking questions. Asks questions that encourage further study of the material.	Excellent Frequently participates in class, <BR> Appears enthused about class activities.	Good Moderate participation in class. Has the answer when called on.<BR> Appears interested in class activities.	Needs Improvement Seldom participates in class.	Poor Never participates in class.<BR> Refuses to participate when called on.<BR> Appears disinterested in class.
Willingness Towards Learning	Superior Exhibits an extremely concientious and spirited desire to learn the material.	Excellent A willing participant in the classroom, and exhibits willingness to learn concepts and course material.	Good Seems interested in learning, makes an average effort.	Needs Improvement Shows litttle evidence of wanting to be in the class to learn the material. The motive for the individual is somewhat questionalble.	Poor Shows a complete lack of desire for learning. Contributes nothing to his or her own learning.
Musicianship/Singing Assessment
	Superior 5 pts	Excellent 4 pts	Good 3 pts	Fair 2 pts	Poor 1 pts
Singing Posture	Superior Student always sits/stands upright, supporting with feet on the floor. Folder held up, so both it and the conductor can be seen.	Excellent Student mostly sits/stands upright, supporting with feet on the floor. Folder is held up most of the time.	Good Student sometimes needs reminders to sit/stand upright, and to keep folder held up so both it and the conductor can be seen.	Fair Student often needs reminders to sit/stand upright, and is sometime slow to react to conductor.<BR> Folder is held in a manner which causes the head to bend down or hides the face.	Poor Student often ignores reminders to sit/stand upright, and often stands with weight on one side with hip sticking out. Folder is supported on lap, or held at waist.
Focus During Class/Rehearsal	Superior Student always knows which page, which measure number we are rehearsing, and responds correctly to verbal and visual cues.	Excellent Student usually knows which page, which measure number we are rehearsing, and responds correctly to verbal and visual cues.	Good Student sometimes has to ask which page, which measure number we are rehearsing, and may not respond correctly to verbal and visual cues.	Fair Student usually has to be repeatedly told which page, which measure number we are rehearsing, and often does not respond correctly to verbal and visual cues.	Poor Student often seems unaware of what is going on in rehearsal, and is preoccupied with other interests or tasks that have nothing to do with Chorus.
Eye Contact	Superior Student maintains eye contact with conductor, responds appropriately to cues, knows music well, and seldom looks at the music.	Excellent Student usually maintains eye contact with conductor, and seldom looks at the music.	Good Student sometimes maintains eye contact with conductor, but sometimes looks at the music or out at the audience instead of focusing on the whole of the performance.	Fair Student seldom makes eye contact with conductor, and does not respond to cues. S/he often is preoccupied by what other singers or audience members are doing.	Poor Student almost never makes eye contact with conductor, and does not respond to cues. S/he is preoccupied by what other singers or audience members are doing.
Projection	Superior Singing at appropriate volume (audible, yet not shouted)	Excellent Singing, but needs to work on blending with the rest of the Chorus	Good Singing, but without confidence<BR> <BR> Poor breath support	Fair Appears to be singing, but cannot be heard<BR> <BR> Does not sing any louder after being asked to	Poor Not singing<BR> Mumbling
Rhythm and Pitches	Superior Virtually no errors. All pitches and rhythms are accurately performed.	Excellent The beat is secure and the rhythms and pitches are mostly accurate. There are a few incorrect pitches and rhythm patterns.	Good The beat is somewhat inconsistent. Some rhythms and pitches are accurate, but there are frequent and/or repeated errors.	Fair Very few accurate or secure pitches and rhythms. Performance lacks solid preparation of pitches and rhythms.	Poor Can not hear to evaluate. <BR> OR<BR> Student has made no effort during class to learn the music
Diction	Superior Student articulates clearly and the text is easily understood. (All vowels and consonants are clearly formed.)	Excellent Student articulates the words somewhat clearly and most of the txt is understood. (Most of the vowels and consonants are clearly formed, but a few final consonants are missing.)	Good Student sometimes articulates the words, but the words of the text often lack clear beginning and ending consonant sounds.	Fair Student rarely articulates the words and the text is not intelligible.	Poor Can not hear to evaluate. <BR> OR<BR> Student refuses to try to pronounce the words properly
Vocal Production	Superior Mouth is a tall, relaxed oval (2 fingers wide ) with a relaxed tongue resting behind the bottom teeth	Excellent Mouth is open, a relaxed oval with a relaxed tongue.	Good Mouth has a moderate, round opening with a somewhat raised tongue	Fair Mouth is a collapse oval (1 finger wide), and is not open enough to produce proper tone quality or sing in tune.	Poor Mouth is barely open, not allowing for a full round sound.
Tone Quality	Superior Tone Quality is consistently clear throughout the range of the voice <BR> Student practices techniques presented to create best possible tone quality when singing.	Excellent Tone Quality is clear through the normal singing range. An extreme note in the range sometimes causes the quality to be less controlled.	Good Tone Quality is often clear and focused, but sometimes the tone is uncontrolled in the normal singing range. Occasionally the tone quality detracts from the overall performance.	Fair The tone is often not clear or focused regardless of the range, significantly detracting from the overall performance. (The tone lacks practice)	Poor Can not hear to evaluate.
Dynamic Contrast	Superior The student performs with great dynamic contrast and responds to conductor's gestures and the dynamic contrasts as printed, as well as what we have written into the music.	Excellent The student performs with some dynamic contrast and responds to conductor's gestures and the dynamic contrasts as printed, as well as what we have written into the music.	Good The student must be reminded to perform with dynamic contrast and only sometimes responds to conductor's gestures or written notes.	Fair The student must be repeatedly reminded to perform with dynamic contrast and often does not respond to conductor's gestures or written notes.	Poor The student shows little or no interest in performing with dynamic contrast and does not respond to conductor's gestures or written notes.
Facial Expression/Presentation	Superior Students facial expression and physical stance consistently demonstrate an understanding of the text and a desire to share the composer's intent with the audience.	Excellent Students facial expression and physical stance usually demonstrate an understanding of the text and a desire to share the composer's intent with the audience.	Good Students facial expression and physical stance sometimes demonstrate an understanding of the text and a desire to share the composer's intent with the audience.	Fair Students facial expression and physical stance usually demonstrate a lack of understanding of the text and desire to share the composer's intent with the audience.	Poor Students facial expression and physical stance demonstrate a lack of understanding of the music and disinterest in creating a meaningful experience for the audience.
Breath Support/Phrasing	Superior Student is breathing properly with diaphragm support and expanded rib cage. There is minimal shoulder movement. S/he is supporting the tone to the best of his/her ability. Breaths are taken only when marked in the music or agreed upon in rehearsal.	Excellent Student is usually breathing properly, but occasionally does not support the tone to the end of phrases.	Good Breath is in the chest without an expanded rib cage. There is some shoulder movement. S/he only occasionally supports the tone to the end of the phrases.	Fair Student often lifts shoulders when breathing, and breathes in the middle of words. Performance lacks breath support of the tone.	Poor Can not hear to evaluate.<BR> OR<BR> Student's singing lacks the energy required to sustain a phrase.

Keywords:

Punctuality, participation, posture,

Subjects:

Math
Music

Types:

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