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This rubric is used to evaluate beginning woodwind and brass student performance in the Council Rock School District. It assesses students on several criteria including reading music, fingering or slide positions, embouchure, rhythm, tempo, tone, articulation, playing position, preparation, and focus during lessons. Students can earn scores from 1 to 4 in each category, with 4 being the highest level of proficiency without teacher prompts. The rubric also tracks student attendance at lessons and how often they come prepared.
This rubric is used to evaluate beginning woodwind and brass student performance in the Council Rock School District. It assesses students on several criteria including reading music, fingering or slide positions, embouchure, rhythm, tempo, tone, articulation, playing position, preparation, and focus during lessons. Students can earn scores from 1 to 4 in each category, with 4 being the highest level of proficiency without teacher prompts. The rubric also tracks student attendance at lessons and how often they come prepared.
This rubric is used to evaluate beginning woodwind and brass student performance in the Council Rock School District. It assesses students on several criteria including reading music, fingering or slide positions, embouchure, rhythm, tempo, tone, articulation, playing position, preparation, and focus during lessons. Students can earn scores from 1 to 4 in each category, with 4 being the highest level of proficiency without teacher prompts. The rubric also tracks student attendance at lessons and how often they come prepared.
Name: ____________________________________ Instrument: _____________________________ 4 ! " #$SIC R%&DIN' Reads music with ease and without teacher prompt Reads music without teacher prompt Reads music with teacher prompt Makes minimal attempt to read music (IN'%RIN' )R S*ID% P)SI+I)N Finger notes or can find slide positions independently Fingers notes or finds slide positions with minimum teacher prompt Fingers notes or finds slide positions with teacher prompt Makes minimal attempt to finger notes or find slide positions %#B)$C,$R% Consistently demonstrates correct embouchure without teacher prompt Demonstrates correct embouchure with teacher prompt Attempts correct embouchure with teacher prompt Does not demonstrate correct embouchure R,-+,#IC &CC$R&C- Rhythm is precise and follows the steady beat Some rhythmic differences and follows a steady beat Some rhythmic differences and strays from a steady beat Major rhythmic differences and strays from a steady beat +%#P) erforms entire selection at the correct tempo erforms under!o"er tempo for some of the selection erforms under!o"er tempo for most of the selection erforms at "arying tempos +)N% .$&*I+- #otes are played with full breath support #otes are played with breath support $one is sometimes unsupported %nsupported tone &R+IC$*&+I)N Consistently uses tongue to clearly articulate notes %ses tongue to articulate notes with minimum teacher prompt %ses tongue to articulate notes with constant teacher prompt Does not use tongue to articulate notes P*&-IN' P)SI+I)N erforms with proper posture and instrument placement erforms with mostly proper posture and instrument placement erforms with some proper posture and!or instrument placement erforms with improper posture and!or instrument placement PR%P&R&+I)N Always prepared with instrument and materials Mostly prepared with instrument and materials Sometimes prepared with instrument and materials &nconsistently prepared with instrument and materials ()C$S Always focused during group lessons Mostly focused during group lessons Sometimes focused during group lessons Rarely focused during lessons Number of lessons offered: Number of lessons attended: Number of lessons attended with music and instrument: