Can You Handle Them Music Rubrics. ARTICULATION ACCURACY AND CLARITY DOES NOT MEET THE STANDARD NEARLY MEETS THE STANDARD MEETS THE STANDARD EXCEEDS THE.

Slides:



Advertisements
Similar presentations
Music – Gr 3-4 The basics.
Advertisements

Music Introduction to Humanities. Music chapter 9 Music is one of the most powerful of the arts partly because sounds – more than any other sensory stimulus.
CHORAL SPEAKING Prepared by: Elica Ira O. dela Cruz II-6 BEEd.
Arts Education 6.  Rhythm  Pitch  Melody  Dynamics  Timbre/tone  Texture.
Quick and Easy Ways to Assess while Supporting, Not Interrupting, Your Performance and Rehearsal Agenda.
Writing For Woodwinds Things to Think About…. Woodwinds  Think about the numbers you are writing for - what is the general make-up of a school band?
Chapter 7.  The composer must decide what he or she wants to say and the best musical means to express it.  The Elements: the basic building blocks.
Varied, Vivid Expressive How can you use your voice to engage, express, and create meaning?
Melodic Organization Chapter 6. Motive Short melodic and/or rhythmic pattern Usually only a few beats Recurs throughout a piece or section Unifying element.
STAAR English Literary Writing. Score Point 1 Organization and Progression: Form or structure is inappropriate to purpose or specific demands of prompt.
STAAR Persuasive Essay Rubric All information is from the TEA website.
Assessing the subjective: Meaningful evaluation of subjective disciplines using rubrics. College of Fine Arts & Communication Assessment Council Jeffrey.
C O L L E G E S U C C E S S ™ SAT Writing Rubric Prepare. Inspire. Connect.
TUSD Scoring Extended Writing Using the PARCC Rubric as Framework September 2014.
Musical Form Musical Form is the structure of a composition. (The way it is arranged or designed)
Singing & Speaking Are very personal Are very personal Communicate with others Communicate with others Use the same mechanism Use the same mechanism Use.
Rubrics. A) Pitch Accuracy ___10 all pitches accurate ___ 8 most pitches accurate (1-2 mistakes) ___6 many pitches accurate (3-4 mistakes) ___4 numerous.
Chapter 8 Prelude: The Late Baroque Period
This is the assessment workbook I have created for KS3 (following from the next slide). The aim here is for students to focus on skills rather than levels.
Team-Based Exercise Grading Rubrics
Presentation Construct and deliver a crafted and controlled oral text AS Credits.
INTONATION: The control of overall pitch level and individual pitches in relation to other relevant pitches.
Individual Woodwinds Ranges, Characteristics. Woodwinds Keep in mind each instrument’s individual sound quality and strengths/weaknesses in each register.
Large Group Performance Evaluation Preparation Guidelines for Making a Superior Performance Presented by Banddaddy.com.
Item52321 Content Full realization of the task. All content points included Good realization of the task. There is adherence to the task with one missing.
8.1 Music and Musical Notes It’s important to realize the difference between what is music and noise. Music is sound that originates from a vibrating source.
 Technique can be defined as the ability to play the notes cleanly and accurately.
WoodwindsWoodwinds Ranges and Characteristics Continued.
Score of 0 Essays not written on the essay assignment will receive a score of zero.
TAKS Writing Rubric
Melodic Organization Motive Rhythmic Motive Melodic Motive
Band Performance Basics. Matching What to Listen for and Adjust to Musicians listen to each other and match the following: Tone Quality – Imitate the.
Narrative Film EvaluationName:8MM1 Work HabitsCollaborationPlanning Shot types & camera angles Wow! You used class time wisely while working towards a.
A year 1 musicianA year 2 musicianA year 3 musician I can use my voice to speak, sing and chant. I can use instruments to perform. I can clap short rhythmic.
AP Music Theory Mr. Jackson
Ensemble Playing How can you do it well? - Scott Hartman.
Tips for full band arranging Music 675. Rule #1 Think like a player!!! Consider what they physically have to do to play what you have written. It is helpful.
A Outstanding B Above Average C Average D Below Average F Unacceptable Content A significant central idea clearly defined & supported with concrete, substantial.
Category 5 Above standards 4 Meets standards 3 Meets standards but needs work 2 Approaching standards 1 Below standards 0 Introduction/ Thesis Engaging.
Unit B353: The Creative Task
Chapter 3 Scales and Melody.
Some good questions.  Is there a strong feeling of pulse?  Are there regular accents, or are the accents irregular?  What is the tempo of the pulse.
Know: What sharps and ties are Be able to: Play the first verse of Chasing cars Understand: Pitch on a keyboard / piano Starter: Sing the verse and chorus.
FLUENCY Nikki Coulthurst, Sara Lindbom, Caroline Werner.
Understanding Primary Music Session 2: Listening and responding to music Teaching singing.
11/3/14 Do Now: Take out: -Notes and outline -Copies of Dialectical Journals -Gatsby books Homework: Gatsby Literary Analysis Essay due 11/4 by 11:59pm.
The Elements of Music “Student Selected Piece of Music”
 6 th Musical Literacy 1.1 All students will be able to use a steady tone when performing.
ARE BASICS NECESSARY EVERYDAY? REALLY???? Ron Hufstader, Ph.D. Director of Bands University of Texas at El Paso.
Scoring Guide for Portfolio Completion Using Six Traits Limited range of words are displayed in stories and poems in the portfolio. Some vocabulary misused.
For use with WJEC Performing Arts GCSE Unit 1 and Unit 3 Task 1 Music - Instrumental Accuracy of performance.
A framework for answering aural questions using the 6 concepts of music.
Speech in the DHH Classroom A new perspective. Speech in the DHH Bilingual Classroom Important to look beyond the traditional view of speech Think of.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill Part I Elements.
Chelmsford Public Schools Fine and Performing Arts Department Chorus Curriculum Map By the end of each grade level, students will be able to: Grade 5Grade.
Semester Exam Review Vocabulary Words. Key Signature A. Musical markings which tell how loud or soft to sing B. The group of sharps or flats at the beginning.
Musical Terms Musical Terms Studying music terminology through the 6 concepts Focus: Tone Colour & Texture Stage 6 Music – Musicology (Interactive Whiteboard)
With a partner chose one scientist to interview using podcasting. One student will play the scientist and the other will be the interviewer. Together come.
Accuracy of pitch and rhythm including evidence of close attention to performing and expressive detail 6 –5 Excellent accuracy of pitch and rhythm with.
Linking Fundamentals to Repertoire. Focus the ensemble members.
Chelmsford Public Schools Fine and Performing Arts Department K-4 Music Curriculum Map By the end of each grade level, students will be able to: Kindergarte.
National Curriculum Requirements of Music at Key Stage 1
An Introduction to Music as Social Experience
Stage 6 Be able to: Add in the vocals and vocal harmonies
Introduction to Music Harmony & Texture
National Curriculum Requirements of Music at Key Stage 1
Weaving Music Knowledge, Skills and Understanding into the new National Curriculum Key Stage 1: Music Forest Academy.
Voice Why is the voice of the actor important?
Fred Waring Rules of Enunciation
Appreciating music through the study of film
Presentation transcript:

Can You Handle Them Music Rubrics

ARTICULATION ACCURACY AND CLARITY DOES NOT MEET THE STANDARD NEARLY MEETS THE STANDARD MEETS THE STANDARD EXCEEDS THE STANDARD Manner of articulation is inconsistent and/or awkward and/or incorrect. Diction lacks clarity. Manner of articulation is inconsistent and/or awkward and/or incorrect. Diction is inconsistent. Manner of articulation is clear. Minor and infrequent inconsistenci es do not significantly detract form the musical character. Diction is clear throughout. Manner of articulation is clear, agile and unified. These factors add a significant degree of clarity, energy and contrast to the music. Consonants are clearly articulated and vowels are focused.

DOES NOT MEET THE STANDARD Manner of articulation is inconsistent and/or awkward and/or incorrect. Diction lacks clarity.

NEARLY MEETS THE STANDARD Manner of articulation is inconsistent and/or awkward and/or incorrect. Diction is inconsistent.

MEETS THE STANDARD Manner of articulation is clear. Minor and infrequent inconsistencies do not significantly detract form the musical character. Diction is clear throughout.

EXCEEDS THE STANDARD Manner of articulation is clear, agile and unified. These factors add a significant degree of clarity, energy and contrast to the music. Consonants are clearly articulated and vowels are focused.

BLEND/BALANCE

DOES NOT MEET THE STANDARD The individual musicians demonstrate little consideration for the blend of the ensemble. Individuals and/or sections often allow their sounds to protrude inappropriately. This negatively impacts the beauty of the ensemble and the clarity of the music.

Nearly Meets the Standard The instruments or voices often blend their individual sounds to create a well-balanced ensemble sound, but individuals and/or sections frequently protrude inappropriately. The resulting blend distortions detract from the overall musical effect.

Meets The Standard The instruments or voices usually blend their individual sounds to create a well- balanced ensemble sound in a variety of textural settings. Melodic voices are consistently heard above those performing non-melodic material. Although individuals or sections occasionally protrude inappropriately, this does not significantly detract from the overall musical effect.

Exceeds The Standard The individual musicians blend their sounds with noteworthy sensitivity in all textural settings. The balance of melodic and non- melodic voices is consistently appropriate. Higher pitched voices give way to lower pitched ones, resulting in a warmer ensemble tone. Dissonant sounds appropriately come to the fore to create musical tension.

DYNAMICS

DOES NOT MEET THE STANDARD The ensemble creates very few dynamic contrasts. Levels are often inaccurate or inappropriate for the music being performed. As a result, the music has few changes of intensity.

NEARLY MEETS THE STANDARD \ The ensemble creates some notable dynamic contrasts, but their levels are not always appropriate to the music being performed or accurate with what is written. A unified approach to creating intensity changes is not evident. Tone quality sometimes distorts as dynamic levels change.

MEETS THE STANDARD The ensemble usually creates accurate and appropriate dynamic contrasts. Their range of dynamics is appropriate for the music being performed. Tone quality generally remains intact as dynamic levels change. Although the degree and/or consistency of dynamic use could be more effective, the overall effect is a musical one.

EXCEEDS THE STANDARD The ensemble consistently creates accurate and appropriate dynamic contrasts. Their range of dynamics creates many levels of intensity, each appropriate for the music being performed. Tone quality remains intact through all changes. The result of these factors is expressive, exciting and contrasting music.

INTONATION

DOES NOT MEET THE STANDARD The ensemble rarely plays in tune. They have many difficulties aligning and adjusting pitches vertically (i.e. in relation to other higher or lower pitches), horizontally (i.e. in relation to the preceding pitches) and/or in unison. The resulting intonation problems often create distracting dissonance for the listener and detract from the overall musical effect.

NEARLY MEETS THE STANDARD The ensemble sometimes plays in tune, but frequently has problems aligning and adjusting pitches vertically (i.e. in relation to other higher or lower pitches), horizontally (i.e. in relation to the preceding pitches) and/or in unison. The resulting intonation problems sometimes create distracting dissonance for the overall musical effect.

MEETS THE STANDARD The ensemble generally plays in tune. While some out of tune playing occurs, players display a sense of how to align and ad- just pitches vertically (i.e. in relation to the preceding pitches), horizontally (i.e. in relation to other higher and lower pitches) and in unison. The relatively infrequent and minor intonation problems do not significantly detract from the excellence of the ensemble.

EXCEEDS THE STANDARD The ensemble consistently plays in tune by sensitively aligning and adjusting pitches vertically (i.e. in relation to other higher or lower pitches), horizontally (i.e. in relation to the preceding pitches) and in unison. Intonation problems are rarely heard, resulting in a high degree of beauty and blend and an enhanced resonance.

MELODIC/HARMONIC ACCURACY

DOES NOT MEET THE STANDARD Many incorrect notes are performed. Frequent pitch matching problems occur throughout.

NEARLY MEETS THE STANDARD Many notes are correctly performed. Incorrect notes and pitch matching problems occur frequently enough to distract the listener from the overall performance.

MEETS THE STANDARD Most notes are correctly performed. Ensemble matches pitches well. Infrequent inaccuracies are isolated and do not significantly detract from the overall musical effect.

EXCEEDS THE STANDARD All notes correct. Excellent pitch accuracy.

PHRASING

DOES NOT MEET THE STANDARD The ensemble displays little attention to the phrases within the music performed. Breaths are usually taken without consideration for phrasing. The effect is a lack of a linear quality within the music.

NEARLY MEETS THE STANDARD The ensemble occasionally delineates musical phrases clearly and accurately by breathing at appropriate times. Frequently, however, breaths are taken within phrases and/ or phrase endings aren't clear or graceful. Often, individuals and/or sections disrupt the overall unity and accuracy of the music's phrases.

MEETS THE STANDARD The ensemble members generally delineate musical phrases clearly and accurately through the use of well- placed breaths. The ensemble usually performs with a clear sense of where phrases begin and end and how long they are. Although its unity and accuracy of phrasing has occasional inconsistencies, the overall effect is musical and thoughtful.

EXCEEDS THE STANDARD The ensemble members consistently delineate musical phrases clearly and accurately through the use of well- placed breaths. Furthermore, they demonstrate artistry in the expressive inflection shading. Melodic and non- melodic voices share in the responsibility for creating expressive phrases.

RHYTHMIC ACCURACY

DOES NOT MEET THE STANDARD Many rhythms are performed inaccurately. The beat is not always clearly present in rhythms and/or rhythms performed are different from those that are written. The resulting performance is unclear and/or inaccurate.

NEARLY MEETS THE STANDARD Rhythmic performance is generally accurate, but occasionally lacks precision. A unified approach to subdivision and long tone counting is not being consistently applied. This imprecision is somewhat distracting from the overall musical effect.

MEETS THE STANDARD Most rhythms are performed correctly with regard to tempo. The beat and its subdivisions are performed accurately and long tones are sustained for their correct durations. Minor and infrequent rhythmic imprecision does not significantly detract from the overall musical effect.

EXCEEDS THE STANDARD Rhythmic precision is noteworthy for its consistency. Long tone re- leases are unified and rhythmic subdivision is nearly flawless. Energy, strength, clarity and musical character are enhanced through this outstanding execution.

TEMPO

DOES NOT MEET THE STANDARD The ensemble's tempos fluctuate greatly. Frequent rushing, dragging and ensemble imprecision distract greatly from the overall musical effect.

NEARLY MEETS THE STANDARD The ensemble generally performs with a unified sense of tempo, but occasional rushing, dragging and/or imprecision create distortions from the overall musical effect.

MEETS THE STANDARD The ensemble performs with a unified and precise sense of tempo throughout most of their performance. Minor tempo inconsistencies occur but do not distract significantly from the overall musical effect.

EXCEEDS THE STANDARD The ensemble's sense of tempo is highly developed as evidenced through a nearly flawless sense of rhythmic unity and precision, even during tempo changes. Energy, strength and clarity of music are enhanced by tempo precision.

TONE

DOES NOT MEET THE STANDARD Tone lacks clarity, focus and beauty. Inconsistent or incorrect tone production results in an ensemble sound that is distorted.

NEARLY MEETS THE STANDARD Tone is usually clear, focused and pleasant, but occasionally distorts due to inconsistencies in production. These distortions are distracting from listener's perspective.

MEETS THE STANDARD The tone has consistent focus, beauty, and clarity with few distortions. Tone is produced with openness and resonance in a manner allowing the ensemble to have a characteristic sound.

EXCEEDS THE STANDARD Tone is exceptionally rich, full, open, resonant, focused clear, and beautiful in all ranges and at all dynamic levels. The beauty of the ensemble's sound catches the attention of the listener.