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iRubric: Chorus WEEKLY Grading Rubric
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Chorus WEEKLY Grading Rubric
Chorus WEEKLY Grading Rubric
Rubric Code:
U646W3
By
kecrite82
Ready to use
Public Rubric
Subject:
Music
Type:
Assessment
Grade Levels:
9-12
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PARTICIPATION IN CLASS
Possible 50 points of grade
Superior
10 pts
Excellent
8 pts
Good
7 pts
Needs Improvement
5 pts
Poor
2 pts
Procedures to Facilitate Learning
Superior
Always goes directly to assigned place and is prepared to listen,respond, and sing.
No gum, grooming, or other disruptive behavior during rehearsals.
Excellent
Usually goes directly to assigned place and is prepared to listen,respond, and sing.
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.
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.
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.
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,
Appears enthused about class activities.
Good
Moderate participation in class. Has the answer when called on.
Appears interested in class activities.
Needs Improvement
Seldom participates in class.
Poor
Never participates in class.
Refuses to participate when called on.
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.
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.
Needs Improvement
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.
SINGING ASSESSMENT
Possible 100 points of grade
Superior
10 pts
Excellent
9 pts
Good
8 pts
Fair
7 pts
Poor
4 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.
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.
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
Poor breath support
Fair
Appears to be singing, but cannot be heard
Does not sing any louder after being asked to
Poor
Not singing
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.
OR
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.
OR
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
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.
OR
Student's singing lacks the energy required to sustain a phrase.
Keywords:
Punctuality, participation, distracting, completion, willingness
Subjects:
Math
Music
Types:
Assessment
(Other)
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