Cover Song Rubric Ratings Points Earned

Criteria 4.0 pts 3.0 pts 2.0 pts 1.0 pts 0.0 pts
Execution of Music
Problems with vertical
alignment, balance, and pitch
are reoccuring, but are not Majority of the performance
No issues with vertical alignment. Minimal issues with pitch, vertical existant the entirety of the has problems with pitch, Veritcal alignment is not clear throughout
All instruments/vocals are in tune. alignment, and balance. performance. The issues affect vertical alignment, and the performance. Some instruments are
Balance is purposeful/musical Problems may occur, but they the overall performance, but balance, but ensemble overpowering and/or covered up. Instrument
and allows for audience to hear are resolved through ensemble cohesiveness of the addresses these issues and/or vocals are not in tune for the duration
all instruments. communication. performance is maintained. during the performance. of the song.
Selection of Music
The selection is from the
The selection is from the Christmas genre, but may
Christmas music genre and is not be as appropriate for the The selection is not from the Christmas
appropriate for the chosen ensemble’s instrumentation, genre and/or does not contains much
ensemble. capabilities, etc. opportunity for creative license.
Personal Journal
There are journal entries for each
week, detailing the musical decisions There are journal entries for each There is less than one
made along with their reasonings. week, including any musical There is one journal entry per journal entry per week. The
All prompts are adressed at a high decisions made. All prompts are week, including musical prompts are addressed, as The student provides no journal entries or
level, demonstrating critical thinking addressed, showing critical decisions and addressing the well as mention of musical personal note from throughout the creative
skills. thinking skills. prompts provided. decisions made. process.
Thought Chart of Notation
Greater than or equal to one
member of the group creates
specific and deliberate notation
for their
Each student creates specific and instrumental/vocal/percussion
deliberate notation for their role that uses notation outside of
instrumental/vocal/percussion standard western notation. Greater than or equal to one
role that uses notation outside of Each student creates somewhat Greater than or equal to one member of the group
standard western notation. Each accurate notation for their role member writes a rationale and creates somewhat accurate
student writes a rationale and that is outside standard western explanation of their notation that notation for their role outside
explanation of their notationthat is notation. The students write a is sufficient in an outside party of western notation. The
sufficient in an outside party rationale or explanation that recreating the role. Their student or students write a
recreating the role. Their notation describes more than 1 aspect of notation and thoughts are rationale that explains at No student in the group creates notation for
and thoughts are submitted on their notation but leaves room for submitted within one week of the least one aspect of their their role. No student submits their rationale
time. error during recreation. deadline. notation. on time.
Instrumentation (ALEX)
All students in the group
actively contribute a
All students in the group actively minimum of one
contribute a minimum of one instrumental/vocal/percussio
instrumental/vocal/percussion n role to the performance.
role to the performance. The However, the group’s
group’s instrument selection also instrument selection could All students in the group do not contribute to
displays creativity, with regard to improve in regards to the the performance equally. Instrument
the song texture and/or selected song texture and/or selected selection also does not correlate with the
genre. genre. song texture or selected genre.
Overall Presentation/Aesthetic
 Students show energy and
showmanship throughout their
performance. They demonstrate
confidence through the songs
that they play. This causes the
audience to be engaged
throughout. The band finds ways
to connect the audience
members to the performance. It is
evident that the entry/exit of the
stage has been well planned and
thought-through. The setup has
also been prepared ahead of time
and makes sense for the
instrumentation for the group well
as the songs chosen. It is evident
that the students have planned
their concert attire, and they look
cohesively like a group. What
they are wearing and the way
they present their ensemble
enhances their performance. The
design of their setup and
costumes tells the audience that
there is a particular theme. Very
few mistakes are made overall
(less than 5).
Total Points: 20.0***
Students show energy and
showmanship throughout their
performance. They provide a
ways for the audience to be
engaged, but there may be a few
times where the energy and
engagement doesn't connect the
whole time. Their concert attire
has been planned out, but it
doesn't necessarily match a
common theme. Entry/Exit has
been planned out ahead of time,
and it is evident that they have
planned ahead for their overall
presentation through doing the
things listed above. Less than 10
noticable mistakes are made
throughout the performance that
take away from the overall
presentation.
Students show energy and
showmanship during their
performance, however not the
whole time. More than two
students form the group but not
all of the studnets are wearing
concert attire. Because of this,
what they are wearing does not
enhance their performance.
More than 10 mistakes are
made, and their entry/exit on
and off the stage is not planned
out. A few attempts are made to
connect and engage the
audience, but due to not
showing energy the whole time,
this does not transfer.
Students show some energy
throughout their
performance, but not the
whole time. They don't
provide ways to engage the
audience throughout the
performance. A few design
elements are incorporated,
but overall, there is not a Students do not connect to the audience
specific theme that comes through the performance. They are not
through. Entry/ Exit to the dressed to perform, and don't have a
stage is awkward and cohesive plan for entering/ exiting the stage.
doesn't flow. At least one or Energy is not displayed, and there is not a
two people are dressed in clear demonstration of preperation or
performance attire, but the planning in regards to their presentation.
whole group is not cohesive Several mistakes are made due to lack of
in this. preparation and planning.