Choral Music Rubric: Repertoire Standard 2.
1 Assessing Vocal/Performance Skills:
Skill EXEMPLARY
4 POINTS
Always stands or sits with a
straight spinal chord holding
the music up or hands are
Alignment/ down at their side. Chest and
Breathing shoulders stay low, ribs cage
expands and abdominal
muscles move in and out.
The Rhythms of the piece are
performed correctly with little
Rhythm to no errors in rhythm or
tempo.
Words & consonants are
clearly understood. Attacks
Diction and releases are accurate.
Vowels are sung openly and
uniformly.
Has an even, well supported
(Breath) sound with
Tone resonance & color that is
Production appropriate and characteristic
of the piece, all throughout
the vocal range.
Note Always sings correct pitches
Accuracy in tune. (Intonation) Is able
to correctly sing through key
changes and dissonant notes/
passages. Maintains
independence on their part.
Always looks at the director.
Sings with correct dynamics
and phrasing. Facial
Expressivity expressions reflect the
meaning/ feeling behind the
piece.
Student Name: _____________________________________
PROFICENT
3 POINTS
Needs to be reminded to stand or
sit with a straight spinal chord
holding the music up or have
hands are down at their side.
Chest and shoulders stay low, ribs
cage expands and abdominal
muscles move in and out.
The Rhythms of the piece are
performed with some errors in
rhythm or tempo.
Words are mostly understood.
Attacks and releases are mostly
accurate. Vowels are mostly sung
openly and uniformly.
Has an even, well supported
(Breath) sound with resonance &
color that is appropriate and
characteristic of the piece, all
throughout most of the vocal
range.
Mostly sings correct pitches in
tune. (Intonation) Is often able to
correctly sing through key
changes and dissonant notes/
passages. Maintains independence
on their part most of the time.
Mostly looks at the director. Sings
with correct dynamics and
phrasing. Facial expressions
often reflect the meaning/ feeling
behind the piece.
DEVELOPING
2 POINTS
Needs to be reminded several times
to stand or sit with a straight spinal
chord holding the music up or have
hands are down at their side. Chest
and shoulders stay low, ribs cage
expands and abdominal muscles
move in and out.
The Rhythms of the piece are
performed with errors in rhythm
(such as not holding the note out to
it’s full value) or tempo.
Words are sometimes understood.
Attacks and releases are sometimes
accurate. Mouth shape does not
always reflect an open uniform
vowel sound.
Has an even, well supported
(Breath) sound with resonance &
color that is appropriate and
characteristic of the piece, all
throughout some of the vocal range.
Sings the majority of pitches
correctly in tune. (Intonation)
Experiences difficulty singing
through key changes and dissonant
notes/ passages. Sometimes sings
other voice parts.
Usually looks at the director. Sings
with some of the correct dynamics
and phrasing. Facial expressions
sometimes reflect the meaning/
feeling behind the piece.
BEGINNING
1 POINT
Needs to be individually reminded
times to stand or sit with a straight
spinal chord holding the music up or
have hands are down at their side.
Chest and shoulders stay low, ribs cage
expands and abdominal muscles move
in and out.
The Rhythms of the piece are performed
with errors in rhythm or tempo (such as
not holding the note out to it’s full
value.) Student tends to speed up or
slow down the conductor.
Words are somewhat understood.
Attacks and releases are not accurate.
Mouth shape does not reflect an open
uniform vowel sound.
Has a quiet breathy sound, that is not
supported (breath) throughout the
vocal range.
Sings the some of pitches correctly in
tune. (Intonation) Unable to hear and
sing key changes and dissonant notes/
passages. Often gets lost on their own
vocal part.
Has trouble focusing on the director.
Sings softly, rarely phrasing or
changing dynamic level. Facial
expressions reflect very little
meaning/ feeling behind the piece.
Composition: ______________________________________ Composer: __________________________________________
Assessing Vocal Skills:
SCORING Take 1 SCORING Take 1 SCORING Take 3
Alignment & Breath Support (CIRCLE your score; TEACHER will put an“X” through your score)
Alignment 1 2 3 4 1 2 3 4 1 2 3 4
Breathing Motion (visual cues) 1 2 3 4 1 2 3 4 1 2 3 4
Volume/ Projection 1 2 3 4 1 2 3 4 1 2 3 4
Rhythm
Maintains a Steady Beat 1 2 3 4 1 2 3 4 1 2 3 4
Sings Notes to full value 1 2 3 4 1 2 3 4 1 2 3 4
Diction
Vowel sound/ unification 1 2 3 4 1 2 3 4 1 2 3 4
Consonant Production 1 2 3 4 1 2 3 4 1 2 3 4
Articulation (fermatas, staccatos, 1 2 3 4 1 2 3 4 1 2 3 4
accents, tenutos, attacks & releases ect.)
Tone Production
Vocal Color/ resonance 1 2 3 4 1 2 3 4 1 2 3 4
Even tone throughout vocal range 1 2 3 4 1 2 3 4 1 2 3 4
Note Accuracy
Sings correct pitches 1 2 3 4 1 2 3 4 1 2 3 4
Sings in tune (intonation) 1 2 3 4 1 2 3 4 1 2 3 4
Sings through key changes/ dissonance 1 2 3 4 1 2 3 4 1 2 3 4
Expressivity
Phrasing long notes 1 2 3 4 1 2 3 4 1 2 3 4
Phrasing Musical sentences 1 2 3 4 1 2 3 4 1 2 3 4
Dynamics 1 2 3 4 1 2 3 4 1 2 3 4
Facial Expression 1 2 3 4 1 2 3 4 1 2 3 4
TOTAL Take 1 TOTAL Take 1 TOTAL Take 3
STUDENT: _____________ ______________ ______________
TEACHER: _____________ ______________ ______________