iRubric: Combo Songwriting rubric

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Combo Songwriting Weekly Combo Rehearsals Students will write songs, using the elements of music and english language writing. Rubric Code: X9X75A By bandsteve Ready to use Public Rubric Subject: Music Type: Assessment Grade Levels: 9-12

Criteria
	Exemplary 4 pts	Proficient 3 pts	Developing 2 pts	Beginning 1 pts
Form: List who worked on this	Exemplary The song has clearly identifiable verses and chorus, with an introduction and ending.	Proficient The song has verses and chorus. These parts could be stronger and more identifiable.	Developing The song has maybe two different parts in it. Needs work to strengthen the verse and/or chorus.	Beginning The song does not contain verses and chorus that are identifiable.
Chord Structure: List names here	Exemplary The chord structure is consistent, concise, and offers variations for the introduction and chorus. (It might have a pre-chorus and bridge to set it apart from the rest).	Proficient The chord structure is solid, predictable and singable.	Developing The chord structure is very simple, with little variation between sections of the form.	Beginning The chord structure is unclear, unchanging, and does not delineate the verse and chorus.
Melody: List names here	Exemplary The melody is clearly defined, repeated in each verse and chorus and (possibly) easy to sing along with.	Proficient The melody is defined, repeated and changes at the chorus.	Developing The melody is difficult to delineate or sing along with.	Beginning The melody lacks continuity, and doesn't change during the chorus.
Story/Lyrics: List names here	Exemplary The lyrics tell a distinct story, identified as verses, with the chorus defining the title of the song.	Proficient The lyrics tell a story and have separate verse and chorus characteristics.	Developing The lyrics or the story need some help before they are ready for performance.	Beginning The lyrics lack any unifying element, including verses and/or chorus.
Collaboration	Exemplary All students in the group participated actively in the writing process, and their contributions are labeled.	Proficient Students participated in writing the song in some way, without the process being labeled.	Developing One student was mostly responsible for the song, with others playing minor roles.	Beginning Not all students in the group were active participants in writing the song.