Elementary Singing Performance Rubric

To receive a score of: The student:

1 (least skilled performance) sings the song with no thought about breathing, tone
quality, or posture; is unable to maintain his/her part;
does not respond to the cues of the conductor; makes
numerous memorization mistakes; talks often during the
performance; sings without a steady beat.
2 sings with 4-6 mistakes; poor enthusiasm and
concentration; talks occasionally during the
performance.
3 sings with 2-3 mistakes; fair enthusiasm and
concentration.
4 sings song with 1 or fewer mistakes in memory, part
maintenance, vocal tone, posture, breathing, blend,
concentration, expressiveness, etc.; demonstrates
concentration and interest while singing.
5 (most skilled performance) sings song, maintaining own part, using proper
breathing techniques and a pleasing tone, with and
without accompaniment, memorized, with appropriate
expressive and stylistic devices and stage presence,
blending vocal timbres, matching dynamic levels, singing
with correct posture, excellent concentration and
interest, and responding to the conductor as part of a
group.
 Elementary Recorder Performance Rubric
To receive a score of: The student:
1 ((least skilled performance) plays the song with no thought about breathing, tone
quality, or posture; makes no effort to or is unable to play
the correct notes; does not respond to the cues of the
conductor; makes numerous memorization mistakes;
talks often during the performance; plays without a steady
beat.
2 plays with 4-6 mistakes; poor enthusiasm and
concentration; talks occasionally during the performance;
fails to watch the conductor.
3 plays with 2-3 mistakes; fair enthusiasm and
concentration; watches the conductor.
4 plays song with 1 or fewer mistakes in memory, part
maintenance, intonation, articulation, posture, breathing,
concentration, expressiveness, etc.; demonstrates
concentration and interest while playing.
5 (most skilled performance) plays song with correct pitches and rhythms, using proper
breathing techniques and a pleasing tone, memorized,
with appropriate expressive and stylistic devices and stage
presence, matching dynamic levels, playing with correct
posture, excellent concentration and interest, and
responding to the conductor as part of a group.
Elementary Mallet Instrument Performance Rubric
To receive a score of: The student:
1 (least skilled performance) plays song with no thought about phrasing, dynamics,
mallet technique, or posture; makes no effort to play
correct notes/rhythms; does not respond to conductor;
makes numerous memorization mistakes; talks often
during performance; plays without steady beat.
2 plays with 4-6 mistakes; shows poor enthusiasm &
concentration; talks occasionally during performance; fails
to watch conductor.
3 plays with 2-3 mistakes; shows acceptable enthusiasm &
concentration; watches the conductor.
4 plays song with 1 mistake in memory, intonation, posture,
mallet technique, concentration, expression, etc.;
demonstrates concentration & interest.
5 (most skilled performance) plays song with correct pitches & rhythm, using proper
mallet techniques & pleasing tone quality, memorized, with
appropriate expressive and stylistic devices & stage
presence, matching dynamic levels, playing with correct
posture, excellent concentration & interest, & responding
to the conductor as part of a group.
 Elementary Violin Performance Rubric
To receive a score of: The student:
1 (least skilled performance) plays the song with no thought about phrasing, dynamics,
bow or finger technique, or posture; makes no effort to play
the correct notes; does not respond to the cues of the
conductor; makes numerous memorization mistakes; talks
often during the performance; uses bow as weapon or cane;
plays without a steady beat.
2 plays with 4-6 mistakes; poor enthusiasm and
concentration; talks occasionally during the performance;
fails to watch the conductor.
3 plays with 2-3 mistakes; fair enthusiasm and concentration;
watches the conductor.
4 plays song with 1 or fewer mistakes in memory, part
maintenance, intonation, articulation, posture, bow or finger
technique, concentration, expressiveness, etc.;
demonstrates concentration and interest while playing.
5 (most skilled performance) plays song with correct pitches and rhythms, using proper
bow and finger techniques and pleasing tone quality,
memorized, with appropriate expressive and stylistic devices
and stage presence, matching dynamic levels, playing with
correct posture, excellent concentration and interest, and
responding to the conductor as part of a group.
Elementary Percussion Performance Rubric
To receive a score of: The student:
1 (least skilled performance) plays song with no thought about phrasing, dynamics,
instrumental technique, or posture; makes no effort to
play correct rhythms and/or pitches ; does not respond
to conductor; makes numerous memorization mistakes;
talks often during performance; uses instrument as
weapon; plays without steady beat.
2 plays with 4-6 mistakes; shows poor enthusiasm &
concentration; talks occasionally during performance;
fails to watch conductor.
3 plays with 2-3 mistakes; shows acceptable enthusiasm
& concentration; watches conductor.
4 plays song with 1 mistake in memory, intonation, part
maintenance, articulation, posture, instrumental
technique, concentration, expressiveness, etc.;
demonstrates concentration and interest while playing.
5 (most skilled performance) plays song with correct pitches and rhythm, using
proper technique and pleasing tone quality, memorized,
with appropriate expressive & stylistic devices & stage
presence, matching dynamic levels, playing with
correct posture, excellent concentration & interest, &
responding to the conductor as part of a group.
Elementary Autoharp/Guitar Performance Rubric
To receive a score of: The student:
1 (least skilled performance) plays song with no thought about phrasing,
dynamics, instrumental technique, or posture; makes
no effort to play correct rhythms and/or pitches ;
does not respond to the conductor; makes numerous
memorization mistakes; talks often during
performance; uses instrument as weapon; plays
without steady beat.
2 plays with 4-6 mistakes; shows poor enthusiasm &
concentration; talks occasionally during performance;
fails to watch conductor.
3 plays with 2-3 mistakes; shows acceptable
enthusiasm & concentration; watches conductor.
4 plays song with 1 mistake in memory, intonation,
part maintenance, articulation, instrumental
technique, posture, concentration, expressiveness,
etc.; demonstrates concentration and interest while
playing.
5 (most skilled performance) plays song with correct pitches & rhythms, using
proper techniques & pleasing tone quality,
memorized, with appropriate expressive & stylistic
devices & stage presence, matching dynamic levels,
playing with correct posture, excellent concentration
& interest, and responding to the conductor as part of
a group.
 Elementary Composition Rubric
To receive a score of: The student:
1 (least skilled does not complete song, or: writes song illegibly, without
performance) planning his or her ideas or following given guidelines; or:
makes 7 or more careless mistakes; or: talks often or
otherwise wastes work time.
2 completes work with 4-6 mistakes; shows poor enthusiasm
& concentration; talks occasionally during work time; fails
to follow 1-2 given guidelines; writes sloppily.
3 completes work with 2-3 mistakes; shows acceptable
enthusiasm & concentration; follows most guidelines.
4 completes work with 1 mistake in rhythm, notation syntax,
or planning; shows very good concentration, effort, &
interest; follows given guidelines.
5 (most skilled completes work with no mistakes in rhythm, notation
performance) syntax, or planning; shows outstanding understanding,
concentration, effort, & interest; follows given guidelines.
 Elementary Music Dictation Rubric
To receive a score of: The student:
1 (least skilled does not complete exercise, or: writes exercise illegibly,
performance) without following guidelines; or: makes 5 or more mistakes;
or: talks often or otherwise wastes work time.
2 notates exercise with 3-4 mistakes; shows poor
understanding, enthusiasm, &/or concentration; talks often
during work time; fails to follow given guidelines; writes
sloppily.
3 notates exercise with 2 mistakes; shows acceptable
understanding, enthusiasm & concentration; follows most
given guidelines.
4 notates exercise with 1 mistake in rhythm, notation syntax,
or planning; shows very good understanding, concentration,
effort, & interest; follows guidelines.
5 (most skilled notates exercise quickly with no mistakes in rhythm,
performance) notation syntax, or planning; shows outstanding
understanding, concentration, effort, & interest; follows given
guidelines exactly.
 Elementary Music Sight-Reading Rubric
To receive a score of: The student:
1 (least skilled does not complete sight-reading exercise; or: stops & starts
performance) over again during testing time; or: plays or sings exercise
sloppily without steady beat or with incorrect pitches,
rhythm, expression, dynamics, etc.
2 performs exercise with 4-6 mistakes; shows poor
understanding, enthusiasm, and/or concentration; starts
over during test time; articulates sloppily.
3 performs exercise with 3 mistakes; shows acceptable
understanding of pitch, rhythm, & dynamics; demonstrates
enthusiasm and concentration; follows most given
guidelines.
4 performs exercise with 1 mistake in rhythm, pitch,
dynamics, expression, or articulation; shows very good
understanding, concentration, effort, and interest; follows
given guidelines.
5 (most skilled performs exercise quickly and accurately, with no mistakes
performance) in rhythm, pitch, dynamics, expression, or articulation;
shows outstanding understanding, concentration, effort,
and interest; interprets music notation exactly.
 Elementary Improvisation Rubric
To receive a score of: The student:
1 (least skilled performance) does not play at all during song; or: performs “any old
notes in any old rhythm”, without putting forth any
thoughtful effort; plays arhythmically or exploratorily,
rather than with mindful concentration.
2 improvises with some rhythm (inconsistent); starts and
stops playing; shows poor enthusiasm & concentration;
fails to follow guidelines; performs sloppily.
3 improvises with recognizable steady beat; shows
acceptable enthusiasm & concentration; repeats the same
musical ideas or plays random pitches to the beat.
4 improvises using varying rhythmic patterns and pitch
patterns; shows very good concentration, effort, & interest;
begins with a musical idea using a few pitches, then varies
it or adds something new.
5 (most skilled performance) improvises comfortably using a large range of pitches and
rhythms; demonstrates excellent sense of beat, rhythm,
expression, & dynamics while playing; shows outstanding
understanding, concentration, effort, & interest; follows
and expands upon given guidelines.
 Elementary Keyboard Performance Rubric
To receive a score of: The student:
1 (least skilled performance) plays song with no thought about phrasing, dynamics,
fingering, or posture; makes no effort to play correct
notes/rhythms; does not respond to conductor; makes
numerous memorization mistakes; talks or starts over
during performance; plays without steady beat.
2 plays with 4-6 mistakes; shows poor enthusiasm &
concentration; talks or starts over during performance;
fails to watch conductor.
3 plays with 2-3 mistakes but goes on; shows acceptable
technique, understanding, enthusiasm & concentration;
watches the conductor.
4 plays song with 1 mistake in memory, intonation,
posture, technique, concentration, expression, etc.;
demonstrates above average concentration & interest.
5 (most skilled performance) plays song with correct pitches & rhythm, using proper
technique & pleasing tone quality, memorized, with
appropriate expressive and stylistic devices, stage
presence, dynamic levels, & posture; demonstrates
excellent concentration & interest, & responds to the
conductor.