Student
Grading Policy pageTechnique of playing for student rubric
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| Hand
Position/ Fingering
(Technique) |
Student uses proper hand position. Finger combinations are performed correctly. Transitions between finger combinations are done with ease, smoothly and without hesitation. | Student uses proper hand position. Finger combinations are performed correctly, however, smooth transitions between finger combinations (moving from note to note) may not be consistent (esp. with chromatic fingering) | Student uses proper hand position and places fingers over the correct keys but performs fingerings with wrong combinations, poor coverage of keys and hesitates when moving from one note to the next. | Student places fingers over incorrect keys and needs frequent reminders with regard to proper hand position. Control and knowledge of fingering are not demonstrated. |
| Embouchure | Student uses consistent embouchure throughout the performance. | Student uses consistent embouchure throughout the performance. However, the student has trouble maintaining the embouchure and may change/move it during the performance. | The embouchure used produces a sound that is "breathy". | The embouchure used making it difficult to produce a sound on the instrument.. |
| Articulation | Student uses "tu" or "du" to begin notes and accurately responds to slurs in music. Student is also able to respond to legato and staccato markings. | Student uses "tu" or "du" to begin notes. Student responds to slurs in music most of the time, however may occasionally skip slurs marked in the music. | Student uses "tu" or "du" to begin notes. The student either slurs all of the notes or none of the notes regardless of slurs in the music. | Student uses no tongue and articulations with a "hoo" sound. Student is unable to demonstrate the ability to slur notes. |
| Accuracy of Notes | Student reads and performs all grade level appropriate notes. It is not necessary for the student to mark any of the notes with letter names or fingerings. | Student reads and performs grade level appropriate notes only when he/she marks those notes indicated by key signature or that are different than the original key signature. | Student reads and performs grade level appropriate notes only when the notes are marked with letter names or fingering. | Student is unable to read or perform any of the notes appropriate to the grade level. |
| Accuracy of Rhythms | Student reads and performs grade level appropriate rhythms while maintaining a steady beat. | Student reads and performs grade level appropriate rhythms with no inconsistency and little hesitation in maintaining a steady beat. | Student reads and performs grade level appropriate rhythms with some inconsistency and much hesitation in maintaining a steady beat. | Student is unable to read or perform any of the rhythms appropriate to the grade level. |
| Tone Quality | Student uses appropriate air speed producing a sound that is pure and sustained for the notes of the low, middle, and high registers. | Student uses appropriate air speed producing a sound that is pure and sustained for the notes of the middle and low registers but has difficulty with the notes of the high register. | Student uses appropriate air speed to produce a sound that is pure and sustained for the notes of the middle register but has difficulty with the notes of the low and high registers. | Student uses air that is too fast, producing a sound that is "shrill" or uses air that is too slow producing a sound that is "breathy". |
| Tempo | Student performs the selection at a musically appropriate tempo when all that is given is a written description (i.e., largo, andante, allegro, etc.) | Student performs the selection at the specified tempo marking (i.e., quarter note = 100, etc.) and is able to use a metronome to establish the correct tempo. | Student performs the selection at an appropriate tempo that is established by the teacher. | Student performs the selection without regard to the tempo marking. |
| Dynamics | Student responds to all dynamics in the music and when not available, is able to express him/herself with different dynamic levels in response to the contour of the melodic line. | Student responds to all dynamics as written, including: pp, p, mp, mf, f, ff, sfz, as well as crescendos and diminuendos. | Student is able to make the basic dynamic contrasts by performing mf, f, and ff at the same level (loud) and pp, p, and mp at the same level (soft). The student is also able to respond to crescendos and diminuendos. | Student performs the music with no dynamic contrast. |
| Scales | Student is able to perform 7 or more Major scales from memory. | Student is able to perform 4,5, or 6 Major scales from memory. | Student is able to perform 1, 2, or 3 Major scales from memory. | Student is unable to perform any Major scales from memory. |
| Sight Reading | Student responds accurately to all musical notation (notes, rhythms, tempo, dynamics, etc.) of the sight-reading selection. | Student correctly performs both the notes and rhythms of the sight reading selection. | Student is able to perform either the correct notes or the correct rhythm of the sight-reading selection. | Student is unable to perform any aspect of the sight-reading selection correctly. |
Student
Grading Policy page
