Professional Documents
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Tyler Clark TL 18
Student: ________________________________ Degree Option: ______________ Date: FA / SP: 20 _
Level: MUS _____ .001; _____ .002; _____ .004 JURY: ASJ
_________ RECITAL: SO JR SR
Please score each item from 4 – 1 using the following criteria:
4 = Highly competent; 3 = Competent; 2 = Minimally competent; 1 = Not competent
COMMENTS
TONE QUALITY/
BREATH CONTROL:
4 3 2 1
INTONATION/
PITCH/ACCURACY:
4 3 2 1
DICTION/ARTICULA
TION/CLARITY:
4 3 2 1
TECHNICAL FACILITY:
4 3 2 1
RHYTHM:
4 3 2 1
PHRASING/DYNAMICS/
EXPRESSION:
4 3 2 1
Score: ____________________
Scales: P F
Sight reading: P F
Composite Score = 19
A-
OVERALL PERFORMANCE GRADE: ___________ Composite Grade = A-
(stage presence, commitment
to text/character/music) Faculty Signature: ________________________________________________
Rebecca VonKamp
PERFORMANCE ASSESSMENT FORM
Tyler Clark TL
Student: ________________________________ Degree Option: ______________ Date: FA / SP: 20 _
A. S.
Level: MUS _____ .001; _____ .002; _____ .004 JURY: _________ RECITAL: SO JR SR
Please score each item from 4 – 1 using the following criteria:
4 = Highly competent; 3 = Competent; 2 = Minimally competent; 1 = Not competent
COMMENTS
TONE QUALITY/
BREATH CONTROL: Rend ‘il ereno al ciglio - Handel / Meine Liebe ist Grün - Brahms / Un Cygne - Barber /
Donne Mie, la fate a tanti - Mozart / Bright is the Ring of Words - Vaughn-Williams
4 3 2 1 Beautiful tone; some really lovely timbre, especially in your middle and lower registers
Continue to work on connection to text and communication. Spend time with each text and
INTONATION/ work to tell the story of each song.
PITCH/ACCURACY:
Work to warm the upper register, try adding internal vertical space
4 3 2 1 Ensemble during the Brahms was problematic. This challenging accompaniment requires a lot
of security from the singer. Keep working to achieve that.
DICTION/ARTICULA Keep working to stretch the torso, lift the sternum and relax shoulders back; avoid collapse of
TION/CLARITY: sternum.
Continue working for consistency with support; release your air more to truly carry the tone. At
4 3 2 1 times the voice is under-support and sometimes the tone is “held” and not “spinning” enough.
TECHNICAL FACILITY:
Sight Reading - Level 3A -
4 3 2 1
RHYTHM:
4 3 2 1
PHRASING/DYNAMICS/
EXPRESSION:
4 3 2 1
Score: ____19________________
Scales: P F
Sight reading: P F
OVERALL PERFORMANCE GRADE: ___________
A
(stage presence, commitment
to text/character/music) Faculty Signature: ________________________________________________
Andrea Pope
PERFORMANCE ASSESSMENT FORM
Tyler Tyler
Clark
Student: ________________________________
Clark TL Mus Ed
Degree Option: ______________ Date: FA / SP: 20 18 _
Level: MUS _____ .001; _____ .002; _____ .004 JURY: ASJ
_________ RECITAL: SO JR SR
Please score each item from 4 – 1 using the following criteria:
4 = Highly competent; 3 = Competent; 2 = Minimally competent; 1 = Not competent
COMMENTS
TONE QUALITY/
BREATH CONTROL:
RHYTHM:
4 3 2 1
PHRASING/DYNAMICS/
EXPRESSION:
4 3 2 1
Score: __________18
__________
Scales: P F
Sight reading: P F
A-
OVERALL PERFORMANCE GRADE: ___________
(stage presence, commitment
to text/character/music) Jason Harris
Faculty Signature: ________________________________________________