yes/no yes/no yes/no mark rubric rubric rubric mark mark

Beat Rubrics
Use these rubrics to assess the ability to keep the beat.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

Keeps the beat The student The student The student The student
accurately when continues working sometimes keeps usually keeps the always keeps the
using body towards keeping the beat accurately beat accurately beat accurately
percussion. (tap, the beat when using when using body when using body when using body
pat) body percussion. percussion. percussion. percussion.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

Keeps the beat The student The student The student usually The student always
accurately when continues working sometimes keeps keeps the beat keeps the beat
playing instruments. towards keeping the the beat accurately accurately when accurately when
beat when playing when playing playing instruments. playing instruments.
instruments. instruments.

Rhythm Rubrics
Use these rubrics to assess the ability to read (say or clap) rhythms. Fill in the rhythm to be assessed under
“objective.”
Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent
Accurately reads The student is not The student is The student usually The student
(says or claps) the able to read the sometimes able to reads the rhythm. consistently reads
rhythm rhythm. read the rhythm. the rhythm.
 Grade 5 Melodic Concepts / Singing Concepts Checklist
Name: Note name Note name Note Reads song Demo’s Singing Sings with Sings part
assess 1 assess 2 name good posture “hello” expression song in
worksheet worksheet checkup breathing attendance in class tune
mark mark mark yes/no yes/no rubric rubric rubric
Attendance Rubrics
Use these rubrics to assess “hello attendance”
Sing “hello” to the student and the student sings “hello” back to you.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

Matches pitch The student The student The student usually The student always
accurately when continues working sometimes matches matches pitches matches pitches
singing. towards matching pitches accurately accurately. accurately.
pitches accurately.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

Sings with a light, The student The student The student usually The student always
clear tone continues working sometimes sings sings with a light, sings with a light,
towards singing with with a light, clear clear tone. clear tone.
a light, clear tone. tone.

Singing with Expression or Singing Part Songs in Tune Rubrics

Use the three second listen strategy to do this assessment. Have the students sing a song that they are working
on for a performance. Have them stand in alphabetical order while they sing so you can mark easily on your
class list as you walk down the row. Listen to each child for three seconds and assess what you hear. You may
need to have the students sing the song twice to assess your entire class.
Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent
Sings with The student The student The student The student
expression. continues working sometimes sings usually sings with always sings with
towards singing with with expression. expression expression.
a light, clear tone.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

The student stays in The student seldom The student The student usually The student
tune on his own part stays in tune on sometimes stays in stays in tune on consistently stays in
when singing in two his own part when tune on his own part his own part when tune on his own part
parts. singing in two parts. when singing in two singing in two parts. when singing in two
parts. parts.

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent

Sings in tune The students seldom The students sometimes The students usually The students consistent-
with good tone, sings in tune, with good sings in tune, with good sings in tune, with good ly sings in tune, with
tone, expression, and tone, expression, and tone, expression, and good tone, expression,
expression and diction. diction. diction. and diction.
diction.
 Grade 5 Assessments of Form, Creating, Responses to Music
Name: Identifies Identifies Change Creates an Creates a Creates a written response to
form instruments element accompaniment composition new verse music
worksheet worksheet write with non- for recorder #19, #83, Listening Log pg.
pg. 176 pg. 180 theme and pitched pg. 203 #96 180
variation instruments
#16, #39
mark mark mark rubric rubric rubric rubric

Composing Music Rubrics

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent
Creates and plays The student does not The student creates The student The student
an accompaniment complete the task. and plays an creates and plays creates and plays
with non-pitched accompaniment that an accurate an accurate
instruments for a is sometimes played accompaniment accompaniment that
song. accurately. that is somewhat is really interesting
interesting. and effective.
 Recorder/instrument Composition Assessment Rubric
Name: Rhythm: Melody: Notation: Name: Rhythm: Melody: Notation:
4 measure Melody is Melody and 4 measure Melody is Melody and
rhythm playable and rhythm are rhythm playable and rhythm are
pattern is interesting accurately pattern is interesting accurately
accurate notated on accurate notated on
staff staff
mark mark mark mark mark mark

9 possible points
* Include the student composition in his/her portfolio.

Responding to Music Rubrics

Objective 1 - Beginning 2 - Satisfactory 3 - Proficient 4 - Excellent
Writes detailed The student gives an The student gives The student gives a The student gives
responses to music incomplete response a limited response complete response a very detailed
using musical to the music using to the music using that uses musical response using
terminology to little or no musical some musical terminology to musical terminology
describe a variety terminology with terminology with a describe three or to describe many
of the elements of a very limited description of two more elements of elements of music.
music. (melody, description of only or three elements of music.
harmony, rhythm, one or two elements music.
form, timbre, tempo, of music.
dynamics)
 Additional Assessment Activities - Musicplay 5

Title/ Lesson What is assessed?

Orchestra Bingo ability to identify aurally and visually the instruments in the string
family
Self Assessment: Playing students’ performances in the Orff ensemble of either an arrangement
Barred Instruments or improvisation of their own

Note Name Worksheet 1 ability to identify notes and name them correctly
Note Name Worksheet 2
Draw the Note Worksheet 1 ability to correctly draw the notes named on a staff
Draw the Note Worksheet 2
Note Value Worksheet 1 ability to draw notes, and tell how many beats they are held for in 4/4
Note Value Worksheet 2 time
Form Worksheet ability to determine what form a song is in
Major/Minor Listening ability to distinguish whether a song is major or minor
Key Signature Worksheet identifying songs with the key signatures C, F, G (no sharps or flats,
one flat, one sharp)
Instrument Identification ability to correctly identify instruments in the pictures and the corre-
sponding families they belong to
Assessment Answer Keys
 Self Assess Playing Barred Instruments

Name: Grade:

Are you using the tools and techniques of musicianship in your performance?
How musical is your singing?

I hold the mallets correctly. Always Usually Sometimes Never

I keep a steady beat. Always Usually Sometimes Never
I listen to the other players. Always Usually Sometimes Never
I listen to make sure my part fits Always Usually Sometimes Never
with all the other players.
I play my part correctly. Always Usually Sometimes Never
I play loudly and softly as seems Always Usually Sometimes Never
appropriate for the music.

Self Assess Playing Barred Instruments

Name: Grade:

Are you using the tools and techniques of musicianship in your performance?
How musical is your singing?

I hold the mallets correctly. Always Usually Sometimes Never

I keep a steady beat. Always Usually Sometimes Never
I listen to the other players. Always Usually Sometimes Never
I listen to make sure my part fits Always Usually Sometimes Never
with all the other players.
I play my part correctly. Always Usually Sometimes Never
I play loudly and softly as seems Always Usually Sometimes Never
appropriate for the music.