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    Rubric For Singing

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    heartmusic20
    This document provides a rubric for assessing singing performance in grades 1-8. It evaluates students on pitch and pitch direction, rhythm, dynamics, expression, phrasing, and focus. For each element, descriptors are provided for beginning, satisfactory, proficient, and excellent performance levels. The rubric establishes clear criteria for evaluating singing skills at different grade levels.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    Rubric For Singing

    Uploaded by

    heartmusic20
    2K views2 pages
    This document provides a rubric for assessing singing performance in grades 1-8. It evaluates students on pitch and pitch direction, rhythm, dynamics, expression, phrasing, and focus. For each element, descriptors are provided for beginning, satisfactory, proficient, and excellent performance levels. The rubric establishes clear criteria for evaluating singing skills at different grade levels.

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    rubrics

    Original Title

    Rubric for Singing

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    This document provides a rubric for assessing singing performance in grades 1-8. It evaluates students on pitch and pitch direction, rhythm, dynamics, expression, phrasing, and focus. For each element, descriptors are provided for beginning, satisfactory, proficient, and excellent performance levels. The rubric establishes clear criteria for evaluating singing skills at different grade levels.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    2K views2 pages

    Rubric For Singing

    Uploaded by

    heartmusic20
    This document provides a rubric for assessing singing performance in grades 1-8. It evaluates students on pitch and pitch direction, rhythm, dynamics, expression, phrasing, and focus. For each element, descriptors are provided for beginning, satisfactory, proficient, and excellent performance levels. The rubric establishes clear criteria for evaluating singing skills at different grade levels.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 2

    Grade 4-8 D C B A

    Grade 1-3 Beginning Satisfactory Profcient Excellent MARK


    Melody,
    Pitch and
    Pitch
    Direction
    Developing
    towards singing in
    tune.
    Limited breath
    control.
    Pitch is
    uncertain.
    Sings some simple
    songs mostl in
    tune.
    Developing breath
    control !or tpical
    patterns. "as
    di#icult with
    managing pitch
    control.
    Sings simple
    songs easil and
    manages some
    more comple$
    tunes some o! the
    time.
    "as ade%uate
    breath
    control. &atches
    pitch
    with !ew errors.
    'on(dentl sings
    in tune !or most
    songs appropriate
    to student)s level.
    Proper breath
    control enhances
    phrasing. &atches
    pitch reliabl.
    Rhythm *empo+rhthm are
    uncertain and
    irregular.
    Some regularit in
    tempo-rhthm,
    but sometimes
    misses.
    &aintains
    consistent
    tempo+rhthm.
    &aintains
    appropriate
    tempo+rhthm !or
    given songs-can
    punctuate
    e#ectivel and
    independentl.
    Dynamics Dnamic level is
    o!ten too loud,
    overpowering
    others, or so so!t
    that the song
    cannot be heard.
    Dnamic level
    varies
    inconsistentl, but
    is developing
    towards
    appropriate
    levels.
    Dnamics are
    consistent and
    generall
    appropriate and
    balanced within
    the ensemble.
    Dnamics are
    appropriate !or
    di#erent aspects
    o! the song.
    .e/ects the
    notation and+or
    the director)s
    intent.
    Expression

    &onotonic or 0$pression is 0$pression is 0$pression


    Phrasing inappropriate
    e$pression mars
    per!ormance.
    sometimes
    appropriate, but
    ma be
    inconsistent.
    generall
    appropriate to the
    song being sung.
    enhances
    per!ormance b
    adding
    appropriate
    depth and
    emotional range.
    !oc"s Does not show
    sensitivit to
    conductor)s
    changes.
    1gnores direction.
    2ccasionall hits
    appropriate
    change or
    responds
    sometimes to
    direction given b
    conductor.
    Developing
    sensitivit to
    changes and
    responds to
    direction given b
    conductor.
    "as a con(dent
    command o!
    changes and
    responds
    sensitivel to
    direction given b
    conductor.
    #$#A
    %
    R"&ric for Singing
    C$MME'#S(

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