French Horn Performance Rubric

A Rubric For French Horn Players

	4	3	2	1
	Exceeding	Meeting	Approaching	Beginning
Posture	Student sits on the edge of the chair, back is straight, feet are flat on the floor. The mouthpiece is "brought to the embouchure", and the horn angle is appropriate all of the time.	Student sits on the edge of the chair, back is straight, feet are flat on the floor. However, the student may have difficulty maintaining the correct posture throughout the performance.	Student sits on the edge of the chair but "hunches". The embouchure may be brought to the horn, making for an awkward position.	Student does not sit on the edge of the chair it's obvious that the player is letting the horn determine his/her posture. Posture is not straight
Hand Position	Hand is held in a natural "C" Position. Fingers remain flexible and fluid throughout performance with no tension. Right hand position inside the bell is cupped, and at the appropriate angle.	Student uses proper hand position. Fingers on left hand may appear to be rigid in some instances. Right hand position is often in a "C" position, but player has difficulty maintaining over longer periods of time.	Student's hand position is inconsistent or not shaped in a natural "C" position but the fingers are over the valves. The student may not be using fingerTIPS on the valves. Right hand position is inconsistent. Student may be "holding" the bell with the right hand.	Fingers may be lifting off the keys as student plays. Right hand is not in the bell correctly.
Embouchure	Student uses very good breath support. Mouth is placed as if saying "Oh" then "Mm." Teeth are apart. Corners are firm, but the lips in the centre are relaxed. 2/3rds of the mouthpiece is on the top lip, and 1/3rd of the mouthpiece is on the bottom lip. Resulting sound is consistent and strong, with some pinching only in the higher registers.	Student uses very good breath support. Most is places as if saying "oh" then "mm." Teeth are apart. Corners are firm, but the lips in the centre are relaxed. 2/3ds of the mouthpiece is on the top lip, and 1/3rd is on the bottom lip. Resulting sound is consistent and strong with some inconsistencies in the low register and pinching in the high register.	Student uses some breath support, but may be chest breathing resulting in insufficient support. Teeth are apart. Mouth is placed as if the student is saying "mm." Corners are firm but lips in centre may be tight and the resulting buzz may be inconsistent. Mouth piece may be entered on the mouthpiece. The sound is not characteristic of the instrument in most registers.	The embouchure is off centre and breath support is insufficient. Cheeks may also be puffed.
Tone Quality	Student uses appropriate air speed and lip pressure, producing a sound that is pure and sustained for the notes of the low, middle, and high registers. Tone has a professional quality.	Tone is focused, clear and centered through the normal range of the instrument. Extremes in range cause tone to be less controlled. Tone quality typically does not detract from the performance.	Student uses appropriate air speed to produce a sound that is pure and sustained for the notes of the middle register but inconsistent with the notes of the low and high registers. Tone may appear stuffy or pinched in these registers.	Student uses air that is too fast , producing a sound that is "blaring" or uses air that is too slow producing a sound that is "breathy".