New Fairfield Middle School Bands: All Instruments Rubric.

A Rubric For All Wind Players

	4	3	2	1
	Exceeds	Meets	Approaching	Developing
Articulation	Student uses "tu" or "du" to begin notes and accurately responds to all accent markings in the music at appropriate times. Student is also able to respond to legato and staccato and markings with a consistent sound quality that is characteristic of the instrument. Student can play all accents at various dynamic levels and in various ranges of the instrument while maintaining a characteristic sound.	Student uses "tu" or "du" to begin notes and accurately responds to many accent markings in the music. Student is also able to respond to legato and staccato and markings. When the student uses these various articulations the tone quality remains characteristic of the instrument in most ranges. Student can play accents at various dynamic levels.	Student uses "tu" or "du" articulations but my not do so consistently or at appropriate times. When the student uses these various articulations the tone quality of instrument may become inconsistent. Student can play accents inconsistently at various dynamic levels.	Student uses no tongue and articulations with a "hoo" sound, or always plays with an accented articulation. Performances are not informed by the use the articulation.
Accuracy of Notes	Student reads and performs all notes on one's instrument save for the altissimo ranges and thus is above grade level. It is not necessary for the student to mark any of the notes with letter names or fingerings.	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, but may need to write in additional accidentals and reminders at higher or lower ranges.	Student reads and performs grade level appropriate notes only when the notes are marked with letter names or fingering.
Accuracy of Rhythms	Student reads and performs the following rhythms accurately at sight, while maintaining a steady beat. The include: quarter notes, eighth notes, sixteenth notes, eighth note and sixteenth note combinations, triplets (both quarter note and eighth note), and all rests.	Student reads and performs grade level appropriate rhythms accurately. These may include (depending on grade) quarter notes, eighth quarter notes, sixteenth notes, eighth note and sixteenth note combinations, and triplets (both quarter note and eighth note), along with quarter and eighth rests.	Student reads and performs many grade level appropriate rhythms but the performances may be marked with tempo changes and inaccuracies especially in distinguishing between different sorts of eighth note and sixteenth note combinations.	The beat is unsteady and therefore one cannot discern which rhythms are being performed.
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 or can keep a steady beat established by the teacher.	Student performs known selections at tempo but may accelerate when the music is "easy" and slow down for more difficult sections.	Student performs the selection without regard to the tempo marking or at varying tempos that make the rhythms difficult to discern.
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 and keeps a characteristic sound in all ranges and dynamics.	Student responds to all dynamics as written, including: pp, p, mp, mf, f, ff, sfz, as well as crescendos and diminuendos and keeps a characteristic sound in most ranges and at most dynamics.	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. The sound may become airy and inconsistent at various dynamic levels and the difference between dynamic levels may be difficult to discern because the dynamic range is small.	Student performs the music with no dynamic contrast.
Scales	Student is able to perform 4 or more Major scales from memory and the chromatic scale in two octaves from memory.	The student is able to perform the Bb, Eb, and F major scales the chromatic scale in one octave from memory.	Student is able to perform the Bb, Eb, and F major scales and the chromatic scale in one octave when provided the NFMS scale sheet.	The student is able to play one or two of the scales from the scale sheet.
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 when sight reading does not produce a performance that matches what is on the printed page.