Specificc Talent Aptitude: Music Examples of Performance Evaluation Rubrics and Scales Examples of Performance Evaluation Rubrics & Scales: Music 1 Office of Gifted Education Identification in the talent domains requires the examination of a variety of instruments and multiple pathways that leadd to identification. Talent domains include: visual arts, performing arts, music, dance, psychomotor, creativity and leadership. Often criterion or norm referenced assessments are nott available in a talent area; therefore evaluation is an important component in the body of evidence. If data from a valid and reliablee test are not available to demonstrate exceptional ability, two or more indicators in the area may be used to meet identification criteria along with an exceptional rating on a norm referenced observation scale. Performance Evaluation and State or national talent contest top place or ranking and/or Expert juried ( or Distinguished) and/or Portfolio review ( or Distinguished) Practitioner Tips Norm Referenced Observatio on Scale and Criterion/Norm Referenced Test* 95th percentile or above on norm referenced observation scale in area of talent 95th percentile or above on norm referenced creativity test and/or /95% or above on approved criterion referenced specific talent test and/ /or 95th percentile or above on cognitivee measure *If criterion or norm referenced tests aree not available, two evaluations are requiredd along with observation scale Specific Talent Aptitude Visual Arts, Performing Arts, Music, Dance, Psychomotor, Creativity, Leadership Fair, accurate and consistent evaluations of student work are critical to the screening and identification process. Trainedd individuals evaluating student e play a vital role in identifying talent, providing feedback to students, and helping educators and parents make appropriate and informed educational decisions. Trained individuals include highly qualified music teachers and community musicians, experts or practitioners in the field. It is helpful when the evaluators are experienced in the same instrument and genre on which the student is being evaluated. The following questions may be useful for trained individuals to consider as they assess musicc s. Am I objective about assessing the natural ability of this student, regardless of my past knowledge of, or relationship with, the student? Am I assessing the audition/ in comparison to others performed by students of a similar age? Am I assessing the audition/ in comparison to others performed by students of similar experience? Am I assessing the audition/ in comparison to others performed by students of similar environment? Have I had adequate experience observing student performers to allow me to make valid comparisons? Are my written comments legible, clear, understandable and professional in tone and word choice? Are my comments and criticisms specific and constructive?
2 Performance Evaluation Measures Music Performance Evaluation Ohio Department of Education Music Student Profile Sheet This form may be completed by the student, teacher, or parent. Name of Student Age: Grade: District Building Completed by (Name) Relationship to Student Date Completed School 1. Has this student taken private lessons? No Yes How many years? 2. Name of studio or teacher Method 3. Is this student enrolled in music courses related to their area of identification? No Yes How many years? List courses taken or currently taking: Course Date Taken How often does class meet? 4. Has this student had opportunities in class to discuss and critique his or her musical art form? No Occasionally Often 5. 4. Does this student participate in music based extracurricular activities or clubs? No Yes How many years? List them: Write additional relevant information on the back of this form or attach additional pages Definitions of Rubric Criteria Expressiveness: the degree of sensitive response displayed to the music. Engagement: The degree of involvement displayed by the student during the as indicated by energy, focus and. Technique: The degree of technical skill displayed considering the student s age and Overall Performance: The degree of effectiveness of a prepared piece when compared to children of the same age and. Rhythm: The degree of ability displayed to maintain a steady beat and replicate complex rhythmic patterns. Melody: The degree of ability displayed to replicate new melodic phrases at graduated levels of assistance. Improvisation: The degree of effectiveness of a rhythmic and/or melodic improvisation when compared to children of similar age,, and environment.
3 Ohio Department of Education Rubric for Scoring Music Performance Evaluation for Grades K-12 CRITERIA Rhythm Melody Improvisation Expressiveness EMERGING (0 Points) Infrequently able to replicate complex rhythmic patterns while sustaining a steady beat Only with considerable assistance can independently replicate a new melodic phrase Spontaneously creates an ineffective improvisation as compared to those by students of the experience Occasionally responds to the the music, but not with sensitivity TYPICAL (1 Point each) Occasionally able to replicate complex rhythmic patterns while sustaining a steady beat With repeated hearing and moderate assistance can independently replicate a new melodic phrase Spontaneously creates an acceptable improvisation that is typical of same age or experience Responds to the the music, but not with sensitivity ABOVE AVERAGE (2 Points each) Generally able to replicate complex rhythmic patterns while sustaining a steady beat With minimal assistance can independently replicate a new melodic phrase Spontaneously creates an effective improvisation that is advanced for experience Generally responds with sensitivity to the requirements of the music SUPERIOR (3 Points each) Consistently able to replicate complex rhythmic patterns while sustaining a steady beat Without assistance can independently replicate a new melodic phrase Spontaneously creates a highly effective and innovative improvisation that is extremely advanced for experience Consistently responds with nuances and sensitivity to the the music Engagement little energy, focus, and/or some energy, focus, and/or a great deal of energy, focus, and an unusual amount of energy, focus, intensity, and conviction Technique Technique is typical of students of a younger age or of less Technique is typical of students of the Technique is advanced compared to Technique is superior compared to Over All Performance typical of students of a younger age or students with less typical when advanced when superior when Emerging Points Typical Points Above Average Superior Points
4 Music Performance Rating Forms Office of Academic Standards South Carolina Department of Education 2007 Music Audition Tasks Grades 1 12 Grades 1 5 Students should complete two tasks: Task 1. Students sing a short age appropriate folk song or selection from a classroom textbook selected by the audition committee. Additionally, the district may also choose to audition piano and instrumental music students, with a selection of the student s choice. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Grades 6 12 Students should complete three tasks: Task 1. Students perform an instrumental or vocal music selection. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Task 3. Students demonstrate sight singing or sight reading skills.
5 Rating Form: Music Audition Tasks Grades 1 3 Student: Grade: Date: School: School District: Instrument/Vocal Range: Task 1. Students sing a short age appropriate folk song or selection from a classroom textbook selected by the audition committee. Additionally, the district may also choose to audition piano and instrumental music students, with a selection of the student s choice. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Suggested Parameters: Rhythmic s should be one measure in length and use values such as eighth, quarter, half, and whole notes and rests in a medium tempo and simple meter. Melodic s should be one measure in length and limited to G E A so, mi, la (grade 1) and C D E G A do re mi so la (grades 2 3).
6 Audition Rubric Music Grades 1 3 Task 1 Performance of selected piece Diction (Vocal Students) Technique/ Fundamentals (Instrumental Students) Tonal Quality Musical Expression Emerging 1 point Words were not pronounced clearly, some words unintelligible difficulty navigating some areas of skills Major problems in breathing control and beauty that hindered musical expression. Occasionally responds to the the music, but not with sensitivity. There were places in the where the words were not clear average articulation, facility, and coordination Tonal Concept was underway but needs further refinement. Responds to the the music, but not with sensitivity All words were clear and understandable above average articulation, facility, and coordination Tone was well developed. Generally responds with sensitivity to the the music Enunciation was clear and pronunciation demonstrated understanding of the context of the piece. excellent articulation, facility, and coordination Tonal Quality enhanced the demonstrating a light, clear sound. Consistently responds with nuances and sensitivity to the the music Presentation Pitch Accuracy No evidence of There were significant pitch problems Some evidence of There were several places where the pitch was unclear Most pitches were correct The presentation was such that the listener was fully engaged in the All pitches were correct
7 Task 2 Musical Responses Echo Clapping/ Chanting Rhythmic Question Answer Melodic Echo Melodic Question Answer Emerging 1 point Unable to Unable to respond to the same number of Unable to Unable to respond using the aspects contained in the question Able to replicate some of the somewhat to the same number of Able to replicate some of the somewhat to the aspects contained in the question Mostly able to mostly with the same number of Mostly able to mostly to the aspects contained in the question Accurately able to musically including the same number of Accurately able to musically including aspects contained in the question Over all Performance Engagement Over all Performance Emerging 1 point little or no energy, focus, and/or typical of students of a younger age or students with less some energy, focus, and/or typical when the students of the a great deal of energy, focus, and advanced when exceptional energy, focus, sensitivity, intensity, and conviction superior when Score Audition Segment:
8 Rating Form: Music Audition Tasks Grades 4 5 Student: Grade: Date: School: School District: Instrument/Vocal Range: Task 1. Students sing a short age appropriate folk song or selection from a classroom textbook selected by the audition committee. Additionally, the district may also choose to audition piano and instrumental music students, with a selection of the student s choice. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Suggested parameters: Rhythmic s should be two measures in length and use values such as eighth, quarter, half, dotted figures, and whole notes and rests in a medium tempo and simple meter. Melodic s should be one measure in length and limited to C D E F G A B C do, re, mi, fa, so, la, ti, do.
9 Music Audition Rubric Grades 4 5 Task 1 Performance of selected piece Diction (Vocal Students) Technique/ Fundamentals (Instrumental Students) Tonal Quality Musical Expression Presentation Pitch Accuracy Emerging 1 point Words were not pronounced clearly, some words unintelligible difficulty navigating some areas of skills Major problems in breathing control and beauty that hindered musical expression. Occasionally responds to the the music, but not with sensitivity. No evidence of There were significant pitch problems There were places in the where the words were not clear average articulation, facility, and coordination Tonal Concept was underway but needs further refinement. Responds to the the music, but not with sensitivity Some evidence of There were several places where the pitch was unclear All words were clear and understandable above average articulation, facility, and coordination Tone was well developed. Generally responds with sensitivity to the the music Most pitches were correct Enunciation was clear and pronunciation demonstrated understanding of the context of the piece. excellent articulation, facility, and coordination Tonal Quality enhanced the demonstrating a light, clear sound. Consistently responds with nuances and sensitivity to the the music The presentation was such that the listener was fully engaged in the All pitches were correct
10 Task 2 Musical Responses Echo Clapping/ Chanting Rhythmic Question Answer Melodic Echo Melodic Question Answer Emerging 1 point Unable to Unable to respond to the same number of Unable to Unable to respond using the aspects contained in the question Able to replicate some of the somewhat to the same number of Able to replicate some of the somewhat to the aspects contained in the question Mostly able to mostly with the same number of Mostly able to mostly to the aspects contained in the question Accurately able to musically including the same number of Accurately able to musically including aspects contained in the question Over all Performance Engagement Over all Performance Emerging 1 point little or no energy, focus, and/or typical of students of a younger age or students with less some energy, focus, and/or typical when the a great deal of energy, focus, and advanced when exceptional energy, focus, sensitivity, intensity, and conviction superior when Score Audition Segment:
11 Rating Form: Music Audition Tasks Grades 6 8 Student: Grade: Date: School: School District: Instrument/Vocal Range: Task 1. Students perform a prepared selection of their choosing. Please consult with your music teacher to determine appropriate selections. All students must bring a copy of their music to the audition. Students may perform with or without accompaniment. Accompaniment tapes, if used, should be instrumental only. Tapes with solo vocal tracks are not acceptable. Students with inappropriate sound tracks will be asked to perform unaccompanied. Popular music is not acceptable for this audition. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Suggested Parameters: Rhythmic s should be two measures in length and use values such as eighth, quarter, half, dotted figures, triplets and/or whole notes and rests in a medium tempo and simple or compound meter. Melodic s should be two measures in length and limited to C D E F G A B C do, re, mi, fa, so, la, ti, do. Task 3. Sight reading taken from appropriate level material.
12 Rubrics: Music Audition Tasks Grades 6 8 Task 1 Performance of a Prepared Selection Diction (Vocal Students) Technique/ Fundamentals (Instrumental Students) Tonal Quality Musical Expression Emerging 1 point Words were not pronounced clearly, some words unintelligible difficulty navigating some areas of skills Major problems in breathing control and beauty that hindered musical expression. Occasionally responds to the the music, but not with sensitivity. There were places in the where the words were not clear average articulation, facility, and coordination Tonal Concept was underway but needs further refinement. Responds to the the music, but not with sensitivity All words were clear and understandable above average articulation, facility, and coordination Tone was well developed. Generally responds with sensitivity to the requirements of the music Enunciation was clear and pronunciation showed understanding of the context of the piece. excellent articulation, facility, and coordination Tonal Quality enhanced the demonstrating a light, clear sound. Consistently responds with nuances and sensitivity to the the music Presentation Pitch Accuracy No evidence of There were significant pitch problems Some evidence of There were several places where the pitch was unclear Most pitches were correct The presentation was such that the listener was fully engaged in the All pitches were correct
13 Task 2 Musical Responses Echo Clapping/ Chanting Rhythmic Question Answer Melodic Echo Melodic Question Answer Emerging 1 point Unable to replicate the Unable to respond to the same number of Unable to replicate the Unable to respond using the aspects contained in the question Able to replicate some of the somewhat to the same number of Able to replicate some of the somewhat to the aspects contained in the question Mostly able to mostly with the same number of Mostly able to mostly to the aspects contained in the question Accurately able to musically including the same number of Accurately able to musically including aspects contained in the question Task 3 (Grades 6 8 and 9 12 only) Sight Singing/Sight Reading Sight Singing/ Reading Emerging 1 point Intervals/ notes, dynamics and rhythm inconsistent throughout Intervals/notes, dynamics, and rhythm consistent some of the time Intervals/ notes, dynamics, and rhythm consistent most of the time Intervals/notes and rhythm consistent throughout including accurate representation of musical nuances
14 Over all Performance Engagement Over all Performance Emerging 1 point little or no energy, focus, and/or typical of students of a younger age or students with less some energy, focus, and/or typical when the a great deal of energy, focus, and advanced when exceptional energy, focus, sensitivity, intensity, and conviction superior when Score Audition Segment:
15 Rating Form: Music Audition Tasks Grades 9 12 Student: Grade: Date: School: School District: Instrument/Vocal Range: Task 1. Students perform a prepared selection of their choosing. Please consult with your music teacher to determine appropriate selections. All students must bring a copy of their music to the audition. Students may perform with or without accompaniment. Accompaniment tapes, if used, should be instrumental only. Tapes with solo vocal tracks are not acceptable. Students with inappropriate sound tracks will be asked to perform unaccompanied. Popular music is not acceptable for this audition. Task 2. Students respond to rhythmic and melodic echo and question answer phrases. Suggested Parameters: Rhythmic s should be two measures in length. Melodic s should be two measures in length. Task 3. Sight reading taken from appropriate level material.
16 Rubrics: Music Audition Tasks Grades 9 12 Task 1 Performance of a Prepared Selection Diction (Vocal Students) Technique/ Fundamentals (Instrumental Students) Tonal Quality Musical Expression Emerging 1 point Words were not pronounced clearly, some words unintelligible difficulty navigating some areas of skills Major problems in breathing control and beauty that hindered musical expression. Occasionally responds to the the music, but not with sensitivity. There were places in the where the words were not clear average articulation, facility, and coordination Tonal Concept was underway but needs further refinement. Responds to the the music, but not with sensitivity All words were clear and understandable above average articulation, facility, and coordination Tone was well developed. Generally responds with sensitivity to the the music Enunciation was clear and pronunciation showed understanding of the context of the piece. excellent articulation, facility, and coordination Tonal Quality enhanced the demonstrating a light, clear sound. Consistently responds with nuances and sensitivity to the the music Presentation Pitch Accuracy No evidence of There were significant pitch problems Some evidence of There were several places where the pitch was unclear Most pitches were correct The presentation was such that the listener was fully engaged in the All pitches were correct
17 Task 2 Musical Responses Echo Clapping/ Chanting Rhythmic Question Answer Melodic Echo Melodic Question Answer Emerging 1 point Unable to replicate the Unable to respond to the same number of Unable to replicate the Unable to respond using the aspects contained in the question Able to replicate some of the Able to respond somewhat to the same number of measures and/or Able to replicate some of the Able to respond somewhat to the aspects contained in the question Mostly able to Able to respond mostly with the same number of measures and/or Mostly able to replicate the Able to respond mostly to the aspects contained in the question Accurately able to musically including the same number of Accurately able to musically including aspects contained in the question Task 3 (Grades 6 8 and 9 12 only) Sight Singing/Sight Reading Sight Singing/ Reading Emerging 1 point Intervals/ notes, dynamics and rhythm inconsistent throughout Intervals/notes, dynamics, and rhythm consistent some of the time Intervals/notes, dynamics, and rhythm consistent most of the time Intervals/notes and rhythm consistent throughout including accurate representation of musical nuances
18 Over all Performance Engagement Over all Performance Emerging 1 point little or no energy, focus, and/or typical of students of a younger age or students with less some energy, focus, and/or typical when the students of the a great deal of energy, focus, and advanced when exceptional energy, focus, sensitivity, intensity, and conviction superior when Score Audition Segment: Where can I learn more? Colorado Gifted Education Guidelines Arts Education in Colorado Guidebook: http://www.cde.state.co.us/coarts/artguidebook Think 360 Arts: http://www.think360arts.org/ Colorado Music Educators Association http://www.cmeaonline.org/