CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS

Transcription

1 CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS NAME: GRADE: VOICE PART: Broadway Song: (3 points) Total: DICTION TONE INTONATION RHYTHMIC Words were not pronounced clearly or at all. Tone was not present or appropriate for this genre of music and showed significant technical problems. Intonation was not present during the performance There was no evidence of rhythmic understanding Most words were not pronounced clearly, with some words unintelligible Major technical problems hindered musical expression. Intonation created a barrier to singing the solo in tune. A few pitches were in tune. There were significant rhythm problems There were places in the performance where the words were not clear Tonal concept was underway, but needs further refinement. There were many instances of pitch problems There were several places in which the rhythms were not clear The majority of the words were clear and understandable Tone was well developed and appropriate for genre Virtually all pitches were correct and in tune Most rhythms were correct, with only a few inaccurate spots Enunciation was completely clear and showed an the context of the piece Tone quality enhanced the performance and was exceptionally developed The entire performance was tuned beautifully Rhythms were precise. Attacks and releases were executed exactly PHRASING, DYNAMICS and EXPRESSION PRESENTATION No use of phrasing was evident in the performance. Music choice was not appropriate. There was no thought given to performance at all. Student was not prepared to present this piece The performance did not express musical ideas effectively Performer did not look up from music at all. Expression was inhibited, or too subtle to convey to the listener The performer appeared subdued or timid; or had distracting movements, or looked up from music occasionally Musical expression was evident throughout with only minor flaws Performer included appropriate expressions with good posture. Performance flawlessly expressed musical intent of the composer The presentation was such that the singer was fully engaged in the performance and was memorized. Classical Song: (3 points) Total: DICTION TONE INTONATION Words were not pronounced clearly or at all. Tone was not present or appropriate for this genre of music and showed significant technical problems. Intonation was not present during the performance Most words were not pronounced clearly, with some words unintelligible Major technical problems hindered musical expression. Intonation created a barrier to singing the solo in tune. A few pitches were in tune. There were places in the performance where the words were not clear Tonal concept was underway, but needs further refinement. There were many instances of pitch problems The majority of the words were clear and understandable Tone was well developed and appropriate for genre Virtually all pitches were correct and in tune Enunciation was completely clear and showed an the context of the piece Tone quality enhanced the performance and was exceptionally developed The entire performance was tuned beautifully

2 RHYTHMIC There was no evidence of rhythmic understanding There were significant rhythm problems There were several places in which the rhythms were not clear Most rhythms were correct, with only a few inaccurate spots Rhythms were precise. Attacks and releases were executed exactly PHRASING, DYNAMICS and EXPRESSION PRESENTATION No use of phrasing was evident in the performance. Music choice was not appropriate There was no thought given to performance at all. Student was not prepared to present this piece The performance did not express musical ideas effectively Performer did not look up from music at all. Expression was inhibited, or too subtle to convey to the listener The performer appeared subdued or timid; or had distracting movements, or looked up from music occasionally Musical expression was evident throughout with only minor flaws Performer included appropriate expressions with good posture. Performance flawlessly expressed musical intent of the composer The presentation was such that the singer was fully engaged in the performance and was memorized. Pitch Reproduction: ( points) TOTAL multiplied by 2 = PITCH No responses were accurate. Only one or two responses were accurate A few responses were accurate Most of the challenging responses were accurate All responses, including the most challenging, were accurate Two-part Melody: (2 points) TOTAL multiplied by 2 = ABILITY TO LEARN PART Could not learn the melody at all, or did not attempt at all. Could not learn the melody at all, or only slightly, but attempted Trouble with several pitches and rhythms in the melody Most of the rhythms and pitches were accurate and learned All of the pitches and rhythms were executed with precision and learned quickly ABILITY TO MAINTAIN PART Could not maintain melody at all or did not attempt Could not maintain melody at all or only at the beginning with countermelody, but attempted Trouble maintaining melody and rhythm during most of the song with countermelody A majority of the rhythms and pitches were maintained with countermelody All of the pitches and rhythms were executed precisely with countermelody Sight-reading Section:(2 points) TOTAL multiplied by 2 = MELODIC No attempt was made at sight singing No concept of sight-reading at all, or only slightly, but attempt was made There were several pitch errors There were or 2 pitch errors but most were accurate All pitches were correct

3 RHYTHMIC No attempt was made at sight singing No concept or rhythm at all, or only slightly, but attempt was made There were several rhythm problems 2 3 There were or 2 rhythm problems, but mostly accurate All rhythms were correct Note reading Ability:(2 points) TOTAL multiplied by 2 = TREBLE CLEF BASS CLEF No attempt was made at identifying notes. No attempt was made at identifying notes. No concept of notation. No note recognition or very little No concept of notation. No note recognition or very little A few notes were recognizable and labeled A few notes were recognizable and labeled Several notes were recognizable with a few mistakes Several notes were recognizable with a few mistakes All notes were recognized and labeled correctly All notes were recognized and labeled correctly High School Vocal Major Artist Statements: (2 points) TOTAL = Question : show any interest in singing. Student has no knowledge about his/her craft. Student expresses a slight desire to sing. display much knowledge about his/her craft. Student expresses a desire to sing, and shows knowledge about his/her craft. Student expresses a strong desire for the arts and great interest in learning how to hone his/her skills in this area. Student is knowledgeable about his/her craft.

4 Question 2: articulate why he/she chose the 2 songs. Student s choices of songs are not appropriate genres for the audition. Student can express why he/she chose the songs, but may lack the correct vocabulary of musical terms to express this. Student s choices may be incorrect genre for audition. Student expresses clearly why he/she chose the two songs and uses some music vocabulary to defend the appropriate genre choices. Student explicitly expresses his/her song choices, uses correct musical vocabulary, and shows knowledge of the different genres of music. The two songs were completely appropriate for the genres. Question 3: Student cannot articulate favorite type of music, nor explain preferences. Student can somewhat articulate favorite type of music and explain preferences. Student articulates preferences clearly and uses some musical vocabulary to defend choices. Student articulates preferences very clearly and completely uses appropriate musical vocabulary to defend choices.

5 Question : show understanding could not give slight vocal music and gives answers, but may lack proper terminology. good understanding gives appropriate, n excellent vocal music, uses proper terminology and gives thorough answers. Question : show understanding could not give slight vocal music and gives answers, but may lack proper terminology. good understanding gives appropriate, n excellent vocal music, uses proper terminology and gives thorough answers. Total score: / points Percentage:

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