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Choral Music Rubric: Repertoire Skill Alignment/ Breathing Rhythm Diction Tone Production Note Accuracy Expressivity Standard 2.1 Assessing Vocal/Performance Skills: DEVELOPING BEGINNING 2 POINTS 1 POINT EXEMPLARY 4 POINTS PROFICENT 3 POINTS Always stands or sits with a straight spinal chord holding the music up or hands are down at their side. Chest and shoulders stay low, ribs cage expands and abdominal muscles move in and out. The Rhythms of the piece are performed correctly with little to no errors in rhythm or tempo. Needs to be reminded to stand or sit with a straight spinal chord holding the music up or have hands are down at their side. Chest and shoulders stay low, ribs cage expands and abdominal muscles move in and out. The Rhythms of the piece are performed with some errors in rhythm or tempo. Needs to be reminded several times to stand or sit with a straight spinal chord holding the music up or have hands are down at their side. Chest and shoulders stay low, ribs cage expands and abdominal muscles move in and out. The Rhythms of the piece are performed with errors in rhythm (such as not holding the note out to it’s full value) or tempo. Words & consonants are clearly understood. Attacks and releases are accurate. Vowels are sung openly and uniformly. Has an even, well supported (Breath) sound with resonance & color that is appropriate and characteristic of the piece, all throughout the vocal range. Always sings correct pitches in tune. (Intonation) Is able to correctly sing through key changes and dissonant notes/ passages. Maintains independence on their part. Always looks at the director. Sings with correct dynamics and phrasing. Facial expressions reflect the meaning/ feeling behind the piece. Words are mostly understood. Attacks and releases are mostly accurate. Vowels are mostly sung openly and uniformly. Words are sometimes understood. Attacks and releases are sometimes accurate. Mouth shape does not always reflect an open uniform vowel sound. Has an even, well supported (Breath) sound with resonance & color that is appropriate and characteristic of the piece, all throughout some of the vocal range. Has an even, well supported (Breath) sound with resonance & color that is appropriate and characteristic of the piece, all throughout most of the vocal range. Mostly sings correct pitches in tune. (Intonation) Is often able to correctly sing through key changes and dissonant notes/ passages. Maintains independence on their part most of the time. Mostly looks at the director. Sings with correct dynamics and phrasing. Facial expressions often reflect the meaning/ feeling behind the piece. Sings the majority of pitches correctly in tune. (Intonation) Experiences difficulty singing through key changes and dissonant notes/ passages. Sometimes sings other voice parts. Usually looks at the director. Sings with some of the correct dynamics and phrasing. Facial expressions sometimes reflect the meaning/ feeling behind the piece. Needs to be individually reminded times to stand or sit with a straight spinal chord holding the music up or have hands are down at their side. Chest and shoulders stay low, ribs cage expands and abdominal muscles move in and out. The Rhythms of the piece are performed with errors in rhythm or tempo (such as not holding the note out to it’s full value.) Student tends to speed up or slow down the conductor. Words are somewhat understood. Attacks and releases are not accurate. Mouth shape does not reflect an open uniform vowel sound. Has a quiet breathy sound, that is not supported (breath) throughout the vocal range. Sings the some of pitches correctly in tune. (Intonation) Unable to hear and sing key changes and dissonant notes/ passages. Often gets lost on their own vocal part. Has trouble focusing on the director. Sings softly, rarely phrasing or changing dynamic level. Facial expressions reflect very little meaning/ feeling behind the piece. Student Name: _____________________________________ Composition: ______________________________________ Composer: __________________________________________ Assessing Vocal Skills: SCORING Take 1 SCORING Take 1 SCORING Take 3 Alignment & Breath Support Alignment Breathing Motion (visual cues) Volume/ Projection (CIRCLE your score; TEACHER will put an“X” through your score) 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Rhythm Maintains a Steady Beat Sings Notes to full value 1 2 3 1 2 3 4 4 1 2 3 1 2 3 4 4 1 2 3 1 2 3 4 4 Diction Vowel sound/ unification 1 2 3 Consonant Production 1 2 3 Articulation (fermatas, staccatos, 1 2 3 accents, tenutos, attacks & releases ect.) 4 4 4 1 2 3 1 2 3 1 2 3 4 4 4 1 2 3 1 2 3 1 2 3 4 4 4 1 2 3 1 2 3 4 4 1 2 3 1 2 3 4 4 1 2 3 1 2 3 4 4 Note Accuracy Sings correct pitches 1 2 3 Sings in tune (intonation) 1 2 3 Sings through key changes/ dissonance 1 2 3 4 4 4 1 2 3 1 2 3 1 2 3 4 4 4 1 2 3 1 2 3 1 2 3 4 4 4 Expressivity Phrasing long notes Phrasing Musical sentences Dynamics Facial Expression 4 4 4 4 1 1 1 1 4 4 4 4 1 1 1 1 4 4 4 4 Tone Production Vocal Color/ resonance Even tone throughout vocal range 1 1 1 1 2 2 2 2 3 3 3 3 TOTAL Take 1 2 2 2 2 3 3 3 3 TOTAL Take 1 2 2 2 2 3 3 3 3 TOTAL Take 3 STUDENT: _____________ ______________ ______________ TEACHER: _____________ ______________ ______________