Instrumental Performance Rubric ‘Middle School, Julie White-Hester, Tanque Verde Schools, Tucson Name Date____ Grade _ Scale Selection: i Rhythm Notes Articulation Tene Steady Beat Posture Rhythm: counting, corect duration of sounds and rests in relaton to the beat and to ‘each other. Notes: correct pitch and fingering, observation of the key signature. Percussio reading on bell. Articulation: tongving and slurring, observation of staccato, legato, accents, etc. Percussion: execution of flams, rolls, etc.. ‘Tone: sound production, embouchure (mouth position), playing in tune. Percussion: correct grip on sticks. ‘Steady Bead: even, appropriate tempo (speed) throughout piece. Posture: siting up straight and using correct hand and head positons. noteRhythm: counting, correct duration of sounds and rests in relation to the beat and to ‘each other. Notes: correct pitch and fingering, otservetion of the key signature. Percussion: note reading on bells. Articulation: tonguing and slurring, observation of staccato, legato, accents, etc.. Percussion: execution of flams, rolls, etc.. Tone: sound production, embouchure (mouth position), playing in tune, Percussion: ‘correct grip on sticks. Steady Bead: even, appropriate tempo (speed) throughout piece. Posture: siting uo straight and using correct hand and head positions. Excellent: no errars or irregularities; continue on present course. \Very Goad: ne more than 3 errors or minor irreguiarties; oractice performing the test at home. Good: no more than 5 errors, but skills need refinement; pay closer attention to details while practcing. 2 = Fair: skills need significant work; more consistent practice time is needed at home. Poor: significent problems with skills; daily practice and private lessons may be = solution. Behavior ‘The students Always Usually Sometimes Seldom is quiet ond listens when the teacher is talking cemonstrates @ postive attitude shows progress and prepares music well is self metivated arrives to class on time works well with othes1. Definition demonstrates no ea demanstroted.| demonstrates 9 demonstrates emontraiss 19 thoreugn seed come general Fea Peer eee ete the museal Understanding of understanding of understanding Understanding of felements, ‘he musica ce musical tre musical lements. elements. laments, elements, te musi makes limited 2. examples specticaly refers reference to Takes ncorect Eee ee eee ee el fe the musical sxplanation scare and Musical score and score and te the musical ofthe thorcuahly © analyzesthe = offersa © SOs andofter musical aralyzesthe strengthor general on cores elements specie strength weakress in his analysis of the [news within the orweakness nor her Strength ore srenathe performance. his or her performance. weakness in eaknesses ‘The sucent: performance. fis or her Serr performance, PP" 3. Suggestions sive relevert gives irelevant = ives insightful gives effective suggestions or no Fromcncifesscee er geese: fem suggestions for or the improvement the imaroverent impravemert the maintenance of weakness or of weskness or of weakness improvement of ofthe the maintenance the maintenance or the vweacness or the musical of strength. of strength. maintenance maintenance of flements. of strength. strength. ‘The student The use of The use of sealing a a selina, omprehenson capitalization a y captalzation is dificult punctuation is SaPtslzstion and ong because of punctuation is relatively free of errors, Sentences are correct and virtually free of 4. Lenguage errors Convantions Sentences are punctuation is multiple errocs free of errors, in spelling, forthe most __capitalizaton, core ond Rowe STE oe seen Smee" How smactiy Fences are cocbulry Vecabulary is "correct. ‘Sentences are Vocabulary ie ‘appropriate and 3O er Vocabulary is incorrect. precise. acceptable.