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  • Choral Warmup Rubric-6 PDF

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    Chava Garsa
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    The document outlines a rubric for evaluating choral warmups with the goals of preparing students to sing, developing vocal technique and musicianship, and engaging students. It lists specifics to consider like voice ranges, development levels, and aspects of warmups. The rubric then evaluates the accompaniment, warmup sequence logic, clarity of directions, teaching skills, and student involvement.

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    The document outlines a rubric for evaluating choral warmups with the goals of preparing students to sing, developing vocal technique and musicianship, and engaging students. It lists specifics to consider like voice ranges, development levels, and aspects of warmups. The rubric then evaluates the accompaniment, warmup sequence logic, clarity of directions, teaching skills, and student involvement.

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    © All Rights Reserved
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    67 views2 pages

    Choral Warmup Rubric-6 PDF

    Uploaded by

    Chava Garsa
    The document outlines a rubric for evaluating choral warmups with the goals of preparing students to sing, developing vocal technique and musicianship, and engaging students. It lists specifics to consider like voice ranges, development levels, and aspects of warmups. The rubric then evaluates the accompaniment, warmup sequence logic, clarity of directions, teaching skills, and student involvement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    Choral Warmup Rubric 

    Goals of this project: 


    Implement a sequence of warmups that prepares students to sing for day, develops vocal technique, 
    builds overall musicianship, and engages/focuses students. 
     
    Specifics: consider voice ranges, overall development of singers, and aspects of warmups (range, 
    diction, breath support, complexity, melodic/harmonic demands, tempo, kinesthetic or visual aids, 
    metaphors, etc)  
     
     
     
    Accompaniment provided by:   
     
     
    Communication with accompanist was clear and succinct (If accompaniment was provided by 
    someone other than conductor) 
     
    1. 2. 3. 4. 5 

    Comments: 
     
     
     
     
    What was accompaniment used for? (Points to address include correct pitches/chords, 
    accurate/helpful rhythm, played in unison or supporting role, fazed out for independence) 
     
     
     
     
     
     
     
     
     
     
    The warmup sequence was logical; student provided adequate reasoning for their process.   

    1. 2. 3. 4. 5. 

    Comments: 
     

    Directions were clear and able to follow 

    1. 2. 3. 4. 5. 

    Comments: 
     
     

    Teacher showed strong leading/conducting skills in guiding students through the warmups 

    1. 2. 3. 4. 5. 

    Comments: 
     
     

    Students were actively involved and there was little downtime 

    1. 2. 3. 4. 5. 

    Comments: 
     
     

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