Anna Atkinson

Singing Assessment

Skills Assessed:
Vocal Quality and Range
Aural Skills (Rhythmic and Melodic)
Ability to Sing Independently
Ability to Sing with Another Part
Reading Ability

A. Introduction:
a. Welcome
i. Discuss form, make connections, background
B. Vocal Quality and Range:
a. Posture and vocal siren
i. Observe students posture and have them echo sirens
b. Range and tone quality
i. Ask student to echo a descending F major pentachord [ni nE na no nu]
ii. If the student can successfully match pitch, descend by step
iii. Repeat ascending
C. Aural Skills (Rhythmic and Melodic):
a. Echo speak 4-beat rhythmic patterns (on bah)
i. The patterns will get progressively harder based on the students ability
1. Ta Ta Tati Ta 2. Tati Tati Takatiki Tati 3. Tati Taki Tati Takatiki 4. Tatiki Takatiki Tatiki Tati
b. Echo sing 4-beat melodic patterns (on bum)
i. The patterns will get progressively harder based on the students ability
1. Mi Re Do 2. Mi Sol Mi Do 3. Mi Re Do Re Mi Sol 4. Sol Mi Sol Re Sol Do
D. Ability to sing independently/ability to sing with another part
a. Take a familiar melody (Freres Jacques, substitute twinkle twinkle if student doesnt know)
i. The student will listen to the teacher sing and identify the song
ii. The student will sing the song independently with piano playing melody on a neutral syllable
(keep a steady beat)
1. Could sing with the student if they arent confident, or have two students sing at once
iii. The student will sing the song independently on a neutral syllable (keep a steady beat)
iv. The student will sing with a piano accompaniment on a neutral syllable
v. The student will sing in canon with the piano on a neutral syllable (if successful, reverse the
canon)
1. Doesnt have to be a canon, could be a bass line that the student learns and sings
while teacher sings the melody
E. Reading Ability
a. Provided several rhythmic passages, the student will be asked to read one 4-beat pattern on a neutral
syllable or rhythm syllable. If successful, continue on to the harder passages
b. Provided several melodic passages, the student will be asked to read one 4-beat pattern on a neutral
syllable or solfege. If successful, continue on to the harder passages. If the student is unable to do that,
they could play on the piano or speak the note names

5=no mistakes, 4=1-2 mistakes, 3=3-4 mistakes, 2=5-6 mistakes, 1=6 or more mistakes
 Anna Atkinson

Singer Information Form

Name:____________________ Age/Grade:_________________________________

School:___________________ Contact Email:_______________________________

Phone Number:_____________

1. Have you taken private voice lessons?_______ If yes, how long?____________________________________

2. Do you play an instrument?_______ If yes, which instrument and for how long?_______________________
_____________________________________________________________________________________________

3. Have you ever sung in choir before?_______If yes, where and for how long?
______________________________

B. Vocal Quality and Range:

Highest note:________ Lowest Note:__________

Vocal description:______________________________________________________________________________

C. Aural Skills:

Rhythmic

1._____ 2._____ 3._____ 4._____ 5._____ TOTAL:_______

Melodic

1._____ 2._____ 3._____ 4._____ 5._____ TOTAL:_______

D. Independence/Singing with another part:

Melody with piano_______

Melody alone_______

Melody with ostinato_______

Melody in canon with the piano_______

TOTAL:_______

E. Reading Background

Example One: Rhythm:_______ Melody:_______

Example Two: Rhythm:_______ Melody:_______

Example Three: Rhythm:_______ Melody:_______

Notes and Comments:

Anna Atkinson