Music Assessment Through Performance

A presentation by NCSU Music Teachers

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CATEGORY 4 – Exceeds Standard 3 – Meets Standard 2 – Approaching Standard 1 – Below Standard Pitch Virtually no errors in pitch Stays in tune most of the time Some accurate pitches, some errors Very few accurate pitches Technique Appropriate posture, breath support, consonants, vowels Minor errors in posture, breath supports, consonants, vowels Several errors in posture, breath supports, consonants, vowels Apparent lack of understanding of appropriate posture, breath support, consonants, vowels Rhythm Performs rhythm & duration accurately and with ease Most rhythms & durations are accurate; errors do not detract for overall performance Frequent or repeated rhythm or duration errors Rhythms are seldom accurate Expression Excellent use of dynamics & phrasing; stylistically accurate Good use of dynamics & phrasing; some stylistic inaccuracies Little use of dynamics & phrasing; misinterprets style Apparent lack of understanding of dynamics & phrasing; stylistically rigid or mechanical Tone Quality Tone is strong, clear, focused throughout range Excellent tone achieved most of the time throughout range Good tone achieved some of the time within limited range Tone is harsh, distorted, nasal, or breathy Independence in Part Singing Functions as leader in maintaining independent vocal part Able to maintain independent vocal part with help Working on maintaining independent vocal part Unable to maintain independent vocal part

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation. 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener. 1. The performance did not express musical ideas effectively.

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NAME: GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Icing on the Cake INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC RHYTHM 4. Performs with correct rhythms and keeps a steady tempo  3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.  3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.  1. The performance did not express musical ideas effectively. ,[object Object]

NAME: GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC RHYTHM 4. Performs with correct rhythms and keeps a steady tempo 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo.  2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly NOTE ACCURACY 4 correct notes & key  3 some incorrect notes, somewhat correct key 2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.  3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.  1. The performance did not express musical ideas effectively. ,[object Object]

NAME: INSTRUMENT: Clarinet GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC RHYTHM 4. Performs with correct rhythms and keeps a steady tempo  3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly 1. Unable to perform most rhythms correctly NOTE ACCURACY  4 correct notes & key 3 some incorrect notes, somewhat correct key 2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation.  3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear 1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking.  2. Expression was inhibited, or too subtly conveyed to the listener. 1. The performance did not express musical ideas effectively. ,[object Object],[object Object]

NAME: INSTRUMENT: Trumpet GRADE: 4 LEVEL: pre-1 DATE: January 31, 2008 PIECE: Wooden Shoe Dance INDIVIDUAL INSTRUMENTAL MUSIC ASSESSMENT RUBRIC RHYTHM 4. Performs with correct rhythms and keeps a steady tempo 3. Performs with most rhythms correctly but does not necessarily keep a consistent tempo. 2. Performs with some rhythms correctly  1. Unable to perform most rhythms correctly NOTE ACCURACY 4 correct notes & key 3 some incorrect notes, somewhat correct key  2 more incorrect notes, inaccurate key 1 few correct notes, incorrect key TONE PRODUCTION/ARTICULATION (including slurring, etc) 4. Performs with a clear sound representative of the instrument and good intonation. 3. Performs with a basically clear sound, and fairly good intonation. 2. Performs with a sound that is sometimes clear  1. Unclear sound, very poor intonation. EXPRESSIVITY & STYLE (level 2 & 3) 4. Musical expression was evident throughout 3. Performance was expressive, but certain areas were still lacking. 2. Expression was inhibited, or too subtly conveyed to the listener.  1. The performance did not express musical ideas effectively. ,[object Object],[object Object]

Grade Surveyed # in grade # or % in band # or % in chorus Private lessons Practice at home Perform for family Play with family More music time? Less music time Brighton 4 th 11 72% 89% 1 8 10 5 8 3 Charleston Coventry 4 th 11 63% 100% 0 7 6 10 10 1 Derby 4 th 63 57% 55% 8 48 24 12 54 5 Holland 4 th 7 100% 57% 3 7 6 6 6 0 Jay/Westfield 4 th 11 18% 36% 0 6 7 6 9 0 Lowell 5 th 15 6 7 0 7 5 4 3 9 Morgan 4 th 8 50% 0 0 0 3 3 0 3 Newport City 4 th 42 45% 100% 3 11 14 11 20 15 Newport Town 4 th 15 86% 53% 0 11 8 8 13 1 Troy 4 th 14 43% 43% 4 7 5 7 9 3 NCUJHS

What have we noticed? What is different in my students’ approach to their work? What is impacting instruction? What is impacting student investment?

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Music Assessment Through Performance

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