Composition Rubric
Performance Indicators
Demonstration of Knowledge Students demonstrate a
about ABA’ form. developing understanding of ABA’ understanding of ABA’ form but with
Demonstration of Knowledge
of Chordal Structure,
specifically on Tonic (I) and
Dominant (V) Chords.
Demonstration of Knowledge
surrounding the group’s Part,
dependent on if their Part is
A (melody), B
(Countermelody), or C
(Harmony).
Developing
Students demonstrate a basic
form. Examples: the form is ABC,
ABCD, ABCA, etc.
Students demonstrate a
developing understanding of
Tonic (I) and Dominant (V) chords.
Example: When selecting pitches
for their part, pitches were chosen having a melody use pitches from I, but
at random without relation to I
and V chords. Pitches did not
follow the chordal structure
established by the group in the
beginning of the assignment.
Students demonstrate a
developing understanding of the
function of their Part. Examples
include: The part was through
composed with no semblance of
function or the part is the
complete opposite of its function sections, etc.
(Part C was written as melodic,
etc).
Good Excellent
Students demonstrate a mastery of ABA’
form, with a clear distinction between
errors. Examples of errors would be A the A, B, and A’ portions of the
and A’ being exactly the same or being compositions. Each section is 4 measures
completely different or the order of long. A and A’ are similar until the last
the sections being incorrect (AA’B, measure of A’, in which the part slightly
BA’A, etc…). changes.
Students demonstrate a basic Students demonstrate a mastery of the
understanding of Tonic (I) and Dominant usage of Tonic (I) and Dominant (V)
(V) chords. Errors might include: Starting
Chords. The pitches that have been
the piece with V, ending the piece with V,
selected line up in accordance to agreed
upon chordal structure (i.e. no pitch
the harmony be V, or using chords that are
clashes can be heard in reference to the
not I or V.
chord structure). The students have not
used any chords other than I and V in
their composition.
Students demonstrate a basic Students demonstrate that they
understanding of the function of their understand the function of their
Part. Examples of errors could be: Part assigned Part (i.e. the harmony part does
C not adhering to it’s supportive role in not write music that would typically be
a couple of measures, part B found in a melody part and vice-versa).
overpowering Part A in a couple of