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    Quartet Performance Assessment

    Uploaded by

    Matt Joyner
    The document provides a rubric for assessing quartet performances with categories for tone quality, pitch and rhythmic accuracy, musical expression, diction, and posture and relaxation. Each category is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for each level to outline what a performance must demonstrate to earn that score. The total scores across all categories are added up for an overall score out of 20. A modified grading scale is also included to convert the overall score to a letter grade.

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    © All Rights Reserved
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    Quartet Performance Assessment

    Uploaded by

    Matt Joyner
    399 views2 pages
    The document provides a rubric for assessing quartet performances with categories for tone quality, pitch and rhythmic accuracy, musical expression, diction, and posture and relaxation. Each category is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for each level to outline what a performance must demonstrate to earn that score. The total scores across all categories are added up for an overall score out of 20. A modified grading scale is also included to convert the overall score to a letter grade.

    Original Description:

    An assignment for MUSC4333

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    The document provides a rubric for assessing quartet performances with categories for tone quality, pitch and rhythmic accuracy, musical expression, diction, and posture and relaxation. Each category is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for each level to outline what a performance must demonstrate to earn that score. The total scores across all categories are added up for an overall score out of 20. A modified grading scale is also included to convert the overall score to a letter grade.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    399 views2 pages

    Quartet Performance Assessment

    Uploaded by

    Matt Joyner
    The document provides a rubric for assessing quartet performances with categories for tone quality, pitch and rhythmic accuracy, musical expression, diction, and posture and relaxation. Each category is scored on a scale of 1 to 4, with 4 being the highest score. Descriptors are provided for each level to outline what a performance must demonstrate to earn that score. The total scores across all categories are added up for an overall score out of 20. A modified grading scale is also included to convert the overall score to a letter grade.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Quartet Performance Assessment

    CATEGORY 4 3 2 1
    Tone Quality Tone is consistently Tone is focused, clear Tone is often focused, The tone is often not
    focused, clear, and and centered through clear and centered, focused, clear or
    centered throughout the normal singing but sometimes the centered regardless of
    the range of the voice. range. Extremes in tone is uncontrolled the range,
    range sometimes in the normal singing significantly
    cause tone to be less range. Occasionally detracting from the
    controlled. Tone the tone quality overall performance.
    quality typically does detracts from overall
    not detract from the performance.
    performance.
    Pitch and Virtually no errors. An error or two Some accurate Very few accurate or
    Pitch and rhythms are occurred, but overall pitches, but there are secure pitches.
    Rhythmic very accurate. the pitches are frequent and/or Performer does not
    Accuracy accurate. The beat is repeated errors. A sing with a steady beat
    steady regardless of steady beat is not and rhythms are not
    duration errors. often present and accurate.
    rhythms are not often
    accurate.
    Musical Dynamic levels are Dynamic levels are Dynamic levels Attention to dynamic
    obvious and typically accurate and fluctuate but can be levels is not obvious.
    Expression consistent. consistent. discerned. Articulations are not
    Articulations are Articulations are Articulations are not present and phrasings
    observed and often heard and always observed, and are monotonous and
    accurate. Musical accurate. Musical musical phrasings are not present.
    phrasings are also phrasings are often sometimes observed.
    observed and neatly observed.
    executed.
    Diction Student articulates Student articulates Student is sometimes Student rarely
    clearly and the text of the words somewhat articulating the words articulates the words
    the music is clearly and the text but the text is often and the text is not
    understandable. can be understood not discernable. discernable.
    most of the time.

    Posture and Student stands Student stands Student is sometimes Student rarely
    correctly and sings somewhat correctly standing correctly but demonstrates proper
    Relaxation using a proper singing and most of the time often shows tension posture and singing
    stance with no visible demonstrates a proper or improper body stance and tension is
    tension in the throat, singing stance with position during highly visible in the
    jaw, or body. limited tension visible singing. throat, jaw, and/or
    in the throat, jaw, or body.
    body.

    Total points: / 20 % grade:


    Additional Comments:
    Quartet Assessment Commentary:
    I developed this rubric in hopes that I may one day use this as an assessment for how well students are learning
    the repertoire being taught in class. It can be used for any performance opportunity – repertoire, sight-reading
    excerpt, etc. You can also use this as a general rubric for the quartet (assessed based on the performance of the
    group) or you can use it individually (each student receives an individualized rubric). Those who fail the quartet
    assessment can have a chance to retest at the teacher’s discretion. The performance of all the quartets will inform
    me on what I taught well to the ensemble and what parts need to be polished more before the concert
    performance.

    Since this is out of 20 points, I feel as though a traditional grading scale may not be suitable for all learners. For
    this, I would use a modified grading scale as shown below.

    (on a 10 point grading scale)


    16-20: A 13-15: B 10-12: C 6-9: D <6: F
    20: 100 15: 88 12: 79 9: 69 <6: 50 (thanks for singing!)
    19: 97 14: 85 11: 75 8: 67
    18: 95 13: 82 10: 72 7: 63
    17: 93 6: 60
    16: 90

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