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iRubric: Choose your own musical adventure rubric

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Choose your own musical adventure As soloists, in duets, trios or other approved formations, take a piece of pop/jazz/classical/folk (or other approved) music, transcribe it if necessary for your chosen instrumentation, learn it and perform it for the class. Rubric Code: S2W7C48 By aoede2 Ready to use Public Rubric Subject: Music Type: Presentation Grade Levels: 6-8, 9-12

Choose your own musical adventure
	Emerging (N/A)	Developing (N/A)	Proficient (N/A)	Extending (N/A)
growth as a musician Students demonstrate personal strengths and abilities in: phrasing, dynamics, blend, balance	Emerging student(s) are beginning to demonstrate feeling and interpretation (playing more than just notes and rests)	Developing student(s) demonstrate musicality but it is not consistent	Proficient student(s) play the song with musiciality but the interpretation may not fit the chosen song	Extending student(s) play the song with passion and feeling in a way that helps the song be enjoyable to the audience
growth as a musician Students demonstrate personal strengths and abilities in: notes, rests, tempo, body position	Emerging students are beginning to play with correct elements of music for their chosen song	Developing performers usually play their piece with the correct elements of music for their chosen song	Proficient performers play their piece with all the correct elements for their chosen song	Extending perfomers not only play the correct elements, but add interpretation, for example how to present a rest, how to breathe as a unit etc.
nuances of musical expression Students provide evidence of significant study and rehearsed presentation	Emerging student(s) attempted to perform a recognizable song; the music was inaccurate and under-rehearsed	Developing student(s) performed a song that was minimally recognized but students seemed to be playing individually instead of as a group...or an individual seemed to still be rehearsing during the performance	Proficient student(s) performed a song that was recognizable and matched the original composer's notes, rhythms and style, but the performer(s) were not confident	Extending student(s) peformed a song that matched the original at a level that the audience saw the students as the new performers of the piece, the interpretation decisions showed the students had their own ideas about the music
music connects to others Students share and develop ideas/work together to plan, carry out and review rehearsals and performances	Emerging performance struggled to engage the audience	Developing perfomers occasionally had the audience's full attention	Proficient performers had the audience's attention throughout	Extending performers connected with the audience through eye contact and perhaps the use of face and body during rests or patterns such as ostinatos creating enjoyment for the listener
creative growth requires perserverance Students share and develop ideas/work together to plan, carry out and review rehearsals and performances	Emerging students did not show a good use of class time and this was reflected in the final performance	Developing students were able to use class time with teacher reminders; they may have worked independently but not well as a group	Proficient students used class time independently without teacher reminders and were able to share and work well in rehearsal; however, this preparation did not show clearly in performance	Extending students made excellent use of class time and were able to rehearse AND perfom as a cohesive and entertaining unit
artists practice, perform and experiment Student performances reveal students valuing diversity and the importance of relationships	Emerging Students were not equally involved in the presenting of the music; some students did not seem to have a role of any value in the presentation.	Developing All students were involved but some were on noticeably more challenging and/or interesting roles. It would seem not all players were of equal importance to the group.	Proficient All the students were involved and presented as part of the group. The group members clearly valued the importance of each member, but did not maximize each member's ability to contribute.	Extending Performers showcased the strengths of all members of the group through instrumental technique and/or the rolls of the participants in the group. Solos were supported by a solid 'back up'. Throughout it was clear the group members valued each others contributions and placed importance on their interactions.
collaborative music experience builds community students show they are generating and developing ideas and appreciating novelty	Emerging song is not clearly a 'new piece of learning' and/or does not meet the minimal performance criterion There is little evidence of any decisions around style, length or interpretation	Developing song is an approved style and of minimal length; it is debatable if it is a new piece of learning for the student(s) 8 bars beginner 24 bars intermediate (or 1 min.) 48 bars senior (or 2 min.)	Proficient song is in an acceptable style and there has been clear evidence during rehearsal times that this is a new piece of learning; students have developed their ideas in a new way 16 (or more) bars beginner 32 bars intermediate (or 1 1/2 min) 56 bars senior (or 2 1/2 min)	Extending song is in an accepted style and shows clearly that students put in time and effort to learn from 'scratch' (no prior learning) 24 (or more) bars beginner 48 bars intermediate (or 2 min.) 72 bars senior (or 3 min.)

Subjects:

Music

Types:

Presentation

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