Rubrics

Most pitches are performed incorrectly and student is not able to track within musical score. || FairMany of the pitches are performed incorrectly, but student tracks well in musical score. || Good Most notes were in pitch and performed correctly, no tuning issues || Excellent Confidently performed all pitches correctly ||  ||
 * music performance rubric ||
 * || **Poor**
 * 1 pts** || **Fair**
 * 2 pts** || **Good**
 * 3 pts** || **Excellent**
 * 4 pts** ||
 * **Pitch Accuracy** || Poor
 * **Rhythmic Accuracy** || Poor  Most of the rhythms in musical score are performed incorrectly. ||  Fair  Some basic rhythms are performed correctly; however, has challenges with some rhythms in specific measures. ||  Good  Most of the rhythms are performed correctly, with few errors. ||  Excellent  Confidently performs all rhythms correctly. ||
 * **Style/Interpretation** || Poor  The style and interpretation of the piece is not executed during performance. ||  Fair  Some parts of the piece are performed using both style and interpretation. ||  Good  Most of the piece is performed using correct style and interpretation. ||  Excellent  The performance of the piece is beautifully executed with both appropriate style and interpretation. ||
 * **Musicianship** || Poor  No dynamics. No use of articulation. Most phrases are performed incorrectly. ||  Fair  Some dynamics are observed. Some articulation is performed. Some phrases are complete and musically accurate. ||  Good  Most of the dynamics are followed, and most of the articulation signs are observed. Most phrases are performed correctly. ||  Excellent  Student performs the piece with appropriate dynamics, phrasings, and articulation. ||
 * **Posture** || Poor  Poor Posture ||  Fair  Fair Posture ||  Good  Good Posture ||  Excellent  Excellent posture ||


 * Musical Project ||
 * || **Needs Improvement**
 * 1 pts** || **Poor**
 * 2 pts** || **Fair**
 * 3 pts** || **Good**
 * 4 pts** || **Excllent**
 * 5 pts** ||  ||
 * **Work in class** || Did not do any work on project in class. Did not stay on task or follow directions. Did not bring any materials to class. || Only worked on project in class a little bit. Had a hard time staying on task and following directions. Brought materials to class once or twice. || Worked on project in class some times. Had a hard time staying on task and following directions. Brought some materials to class to work on project. || Worked on project in class most of the time. Usually stayed on task and followed directions. Brought materials to class to work on project most days. || Worked on project in class every day. Stayed on task and followed directions. Brought materials to class to work on project every day. || notes to evaluatee:

||
 * **Work with partner** || Did not work well with partner. Was absent most of the time. Did not do any work on the project. || Had a hard time working with partner. Was absent many days. One partner did more work than the other. || Had a hard time working with partner. Was in class some of the time. One partner did more work than the other. || Worked pretty well with partner. Was in class most of the time to help with the project. Each partner did some work on project. || Worked well with partner. Was in class every day to help with the project. Each partner did equal work on project. || notes to evaluatee:

||
 * **Poster presentation** || Only one partner did the presenting. Presentation was not well planned out and was not well presented. || One partner did most of the presenting. Presentation was not well planned out, and had a hard time presenting. || Each partner took time to present. Each partner knew what they were going to talk about, but had a hard time with their presentation. || Each partner did some presenting. Each partner had a plan for the presentation and knew for the most part what they were going to talk about. || Each partner did equal time poster. Each partner had a well planned presentation and knew what they were going to talk about. || notes to evaluatee:

||
 * **Composer presentation** || Did not have notes. Was not well presented. Had no plan for what was presented. Was not informative and not accurate. || Had notes but nothing written on them. Had a hard time presenting. Was not real sure of what was presented. Lacked some information or was not real accurate. || Had notes but not much written on them. Was presented okay. Had an idea of what was presented. Was informative and accurate. || Had notes. Was pretty well presented. Had a plan of what was presented. Was pretty well informative and accurate. || Had good notes. Was well presented. Had a good plan of what was presented. Was very informative and accurate. || notes to evaluatee:

||
 * **Composition portfolio** || Portfolio is badly presented. Paper is missing a composer or written about the wrong person. || Folio is not the correct length and does not have correct structure and not well organized. || Portfolio is presented at basic level and has some mistakes. Paper is informative. Not well organized, difficult to read || Portfolio is well organized and well presented, but has some mistakes. Paper is informative and well written. Paper is written about the correct composer or composers. || Portfolio is well organized and well presented with correct grammar. Paper is very informative and well written. Paper is written about the correct composer or composers. || notes to evaluatee:

||
 * **Peer Evaluations** ||
 * || **Needs Improvement**
 * 10 pts** || **Poor**
 * 15 pts** || **Good**
 * 20 pts** || **Excellent**
 * 25 pts** || **Superior**
 * 30 pts** ||  ||
 * **Student Evaluations** || Received a 10 or below from most students. || Received a 15 from most students. || Received a 20 from most students. || Received a 25 from most students. || Received a 30 from most students. || notes to evaluatee:

||
 * **Partner Evaluations** || Received a 10 or below from most students. || Received a 15 from most students. || Received a 20 from most students. || Received a 25 from most students. || Received a 30 from most students. || notes to evaluatee: ||


 * Music Analysis Paper ||
 * || **Poor**
 * 5 pts** || **Fair**
 * 10 pts** || **Good**
 * 15 pts** || **Excellent**
 * 20 pts** ||
 * **Structure**
 * 10 pts** (grammar, spelling, citations, references) || Poor  The essay has no structure, there are more than 12 grammatical/spelling errors, most of the references and citations are inaccurate. ||  Fair  The essay has an unclear structure, there are 12 or less grammatical/spelling errors, at least half of the references and citations are accurate. ||  Good  The essay has a notable structure, there are 8 or less grammatical/spelling errors, the references and citations are mostly accurate. ||  Excellent  The essay has a clear and cohesive structure (opening, body, closing), there are 5 or less grammatical/spelling errors, the references and citations are totally accurate. ||
 * **Musical Content**
 * 30 pts** (Elements of theory: harmony, melody, rhythm, instrumentation, orchestration, tempo, dynamics) || Poor  The essay includes content on 4 or less of the 7 listed elements of theory, the content is mostly incorrect. ||  Fair  The essay includes content on 5 of the 7 listed elements of theory, the content is half correct. ||  Good  The essay includes content on some listed elements that relate to selected style, the content is mostly correct. ||  Excellent  The essay includes content on all elements that related to the style of music, the content is totally correct. ||
 * **Descriptive Vocabulary**
 * 10 pts** (new musical terms and your own individual descriptive language; creativity) || Poor  The essay uses less than 10 musical terms and does not use individual descriptive language. ||  Fair  The essay uses at least 10 musical terms as well as some individual descriptive language. ||  Good  The essay uses at least 15 musical terms as well as fairly significant amounts of individual descriptive language. ||  Excellent  The essay uses 20 or more accurate musical terms as well as significant amounts of individual descriptive language. ||
 * **Composer Content**
 * 20 pts** (personal background, musical style and tendencies, noted contributions and relevance) || Poor  The essay has a weak amount of content about the composer, and does not attempt to tie it into the other aspects of the essay. ||  Fair  The essay has fairly accurate content about the composer in some of the listed elements, and attempts to tie it into the other aspects of the essay. ||  Good  The essay has somewhat accurate content about that composer in most of the listed elements, and ties it into the other aspects of the essay. ||  Excellent  The essay has thorough and accurate content about the composer in all of the listed elements, and appropriately ties it into the other aspects of the essay (history/theory). ||
 * **Point of View on performance issues**
 * 30 pts** (a reason for writing the paper) || Poor  The essay has poor point of view or statements in performance aspects. ||  Fair  The essay has a point of view/thesis statement that is unsupported by data/examples within the paper. ||  Good  The essay has a point of view/thesis statement which is mostly supported by data/examples within the paper. ||  Excellent  The essay has a clear and original point of view/thesis statement that is supported by data/examples within the paper. ||