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4: Excellent

3: Good

2: Satisfactory

1: Needs
Improvement

Pitch/Melod
y

- Student sang
melody with over
90% accuracy with
words
-Could sing melody
accurately without
help
-Student was on
pitch the entire time

-Student sang
melody with 75% or
more accuracy
-Needed little help
from the piano or
teacher to sing
melody mostly
accurate
-Student was mostly
on pitch with a
couple minor slip
ups

-Student sang melody


with 50% or more
accuracy
-Needed melody
played with student
more than three times
-Student had trouble
with pitch and
intonation of melody

-Student could not sing


melody accurately
-Needed entire melody
played/sung with
student the entire time
-Student was never on
correct pitch

Participation

-Student actively
sang when asked
-Student actively
tapped tempo when
instructed to

-Student sang when


reminded once by
teacher
-Student tapped
tempo when
reminded once by
teacher

-Student sang some of


the time, with two or
three reminders by
teacher
-Student tapped
tempo some of the
time with two or three
reminders by teacher

-Student did not sing


when asked to
-Student did not tap
when instructed to

Dynamics

-Student
demonstrated a
proper piano
dynamic
-Student can
accurately give a
definition of a piano
dynamic
-Student can audibly
tell the difference
between a piano
dynamic and a
dynamic other than
piano

-Student can mostly


demonstrate a
piano dynamic
-Student can mostly
give an accurate
definition of a piano
dynamic
-Student can mostly
hear the difference
between a piano
dynamic and a
dynamic other than
piano

-Student needs some


help demonstrating a
piano dynamic
-Student needs some
help giving an
accurate definition of a
piano dynamic
-Student needs some
help hearing the
different between a
piano dynamic and a
dynamic other than
piano

-Student cannot
demonstrate a piano
dynamic
-Student cannot
accurately give the
definition of a piano
dynamic
-Student cannot audibly
tell the difference
between a piano
dynamic and a dynamic
other than piano

Blend

-Student can
accurately tell
teacher what to do
when asked to blend
-Student is actively
listening to ensemble
-Student does not
stick out among the
other singers in their
ensemble

-Student can mostly


tell teacher what to
do when asked to
blend
-Student is actively
listening most of the
time
-Student sticks out
once or twice in
ensemble

-Student needs some


help telling teacher
what to do when
asked to blend
-Student actively
listens some of the
time
-Student sticks out
three or four times in
ensemble and has to
be asked to listen to
the ensemble

-Student does not know


what blending is
-Student cannot tell
teacher what to do
when asked to blend
-Student is not actively
listening to the
ensemble
-Student is constantly
sticking out in the
ensemble and does not
fix mistake