M.T308

Solo Performance

Students will perform a piece of music from memory as a soloist. They will be evaluated on memorization, expression, technique, technical elements, breath control, and preparation. Students will prepare and practice the solo on their own, outside of the regular class time. Students will also make and continually revise a practice plan with specific goal items.

At the midpoint of performance preparation, the students will practice their solos in class for brief feedback from the teacher, who will also review the progress of the Practice Plan and Practice Log. Once the students have had adequate time to study and memorize their pieces, each student will present his or her solo piece for the class. The teacher will record student progress.

Following the class performance, students will perform the solo, from memory, at a performance venue. An audio or video recording of the performance will be made as an artifact of the assessment. Students will review the performances and reflect on the activity. The teacher will also review the students’ performances and assess them using the Teacher Scoring Rubric provided.

This item has not yet been field-tested.

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Assessment Info

T Task
Grades Array
Approx. 300 min
2 Educator Effectiveness MethodThis assessment can be used in demonstrating arts educator effectiveness by changing the prompt(s) used, if any, and repeating the item one or more times. Sufficient instructional time on the underlying concepts assessed (not the assessment item itself) should occur so that change in student performance is possible. It is suggested that the item be used in two or more adjacent grades, administering the item once per school year. This is especially suitable for assessments (e.g., MAEIA tasks) that require more time and effort to administer.

Standards

Performance Standard
M.MS.P.1 – Perform a diverse repertoire of music at an appropriate level of difficulty with expression and technical accuracy.
Content Standard
ART.M.I.MS.1 – Sing and play, with expression and technical accuracy, a diverse repertoire of vocal and instrumental literature, with and without notation, including selections performed from memory.

ART.M.I.MS.3 – Sing and play accurately, as a soloist and in both small and large ensembles, with appropriate technique and breath control.

ART.M.I.7.1 – Sing and play, with expression and technical accuracy, an increasingly diverse repertoire of literature at developmentally appropriate levels. Perform at least one selection from memory.

ART.M.I.8.1 – Sing and play, with expression and technical accuracy, a diverse repertoire of vocal and instrumental literature, with and without notation, including selections performed from memory.

ART.M.I.7.3 – Sing and play accurately as a soloist, and in both small and large ensembles, with appropriate technique and breath control.

ART.M.I.8.3 – Sing and play accurately as a soloist and in both small and large ensembles, with appropriate technique and breath control.
NCAS Anchor Standard
MU:Pr6 – Convey meaning through the presentation of artistic work.

These are analytic rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

TEACHER SCORING RUBRIC–PERFORMANCE

Dimension
Tone Production
Pitch Accuracy
Rhythmic Accuracy
Technique
Articulation, Hand/Stick/Bow Technique, Diction, Vowels
Musical Expression
Preparation

Tone is frequently forced and/or unsupported.
N/A at this time.
Tone is occasionally forced and/or unsupported.
N/A at this time.
Tone is free and supported most of the time.
N/A at this time.
Tone is free and supported.
N/A at this time.

Performance of pitches is rarely inaccurate.
N/A at this time.
Performance of pitches is occasionally accurate.
N/A at this time.
Performance of pitches is accurate most of the time.
N/A at this time.
Performance of pitches is accurate.
N/A at this time.

Rhythmic elements are rarely inaccurate.
N/A at this time.
Rhythmic elements are occasionally accurate.
N/A at this time.
Rhythmic elements are accurate most of the time.
N/A at this time.
Rhythmic elements are accurate.
N/A at this time.

Technique lacks any fluency.
N/A at this time.
Technique lacks some fluency—many of the bulleted elements are not well executed.
N/A at this time.
Technique is somewhat fluent—some of the bulleted elements are not well executed.
N/A at this time.
Technical accuracy is fluent and has no or virtually no errors.
N/A at this time.

Expression is attempted but is not fluent.
N/A at this time.
Expression is somewhat fluent but not executed very well.
N/A at this time.
Expression is quite fluent and executed fairly well overall.
N/A at this time.
Expressive elements are consistently present throughout the performance.
N/A at this time.

Practice Plan and journal are incomplete and/or are not specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are incomplete and/or are only partially specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are complete and are specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are complete with details that are specific to the goals and outcomes of the practice time and show signs of revision made throughout the preparation process.
N/A at this time.

TEACHER SCORING RUBRIC–PERFORMANCE

Dimension
Tone Production
Pitch Accuracy
Rhythmic Accuracy
Technique
Articulation, Hand/Stick/Bow Technique, Diction, Vowels
Musical Expression
Preparation

Tone is frequently forced and/or unsupported.
N/A at this time.
Tone is occasionally forced and/or unsupported.
N/A at this time.
Tone is free and supported most of the time.
N/A at this time.
Tone is free and supported.
N/A at this time.

Performance of pitches is frequently inaccurate.
N/A at this time.
Performance of pitches is occasionally accurate.
N/A at this time.
Performance of pitches is accurate most of the time.
N/A at this time.
Performance of pitches is accurate.
N/A at this time.

Rhythmic elements are frequently inaccurate.
N/A at this time.
Rhythmic elements are occasionally accurate.
N/A at this time.
Rhythmic elements are accurate most of the time.
N/A at this time.
Rhythmic elements are accurate.
N/A at this time.

Technique lacks any fluency.
N/A at this time.
Technique lacks some fluency—many of the bulleted elements are not well executed.
N/A at this time.
Technique is somewhat fluent—some of the bulleted elements are not well executed.
N/A at this time.
Technical accuracy is fluent and has no or virtually no errors.
N/A at this time.

Expression is attempted but is not fluent.
N/A at this time.
Expression is somewhat fluent but not executed very well.
N/A at this time.
Expression is quite fluent and executed fairly well overall.
N/A at this time.
Expressive elements are consistently present throughout the performance.
N/A at this time.

Practice Plan and journal are incomplete and/or are not specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are incomplete and/or are only partially specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are complete and are specific to goals and outcomes of the practice time.
N/A at this time.
Practice Plan and journal are complete with details that are specific to the goals and outcomes of the practice time and show signs of revision made throughout the preparation process.
N/A at this time.

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Teacher Booklet

Student Booklet

TEACHER SCORING RUBRIC–PERFORMANCE

Tone Production

Pitch Accuracy

Rhythmic Accuracy

Technique

Musical Expression

Preparation

TEACHER SCORING RUBRIC–PERFORMANCE

Tone Production

Pitch Accuracy

Rhythmic Accuracy

Technique

Musical Expression

Preparation

Having trouble viewing videos?

Leave Feedback for this Assessment

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