M.T401

Audition Day

Audition Day

Students will each prepare and perform four short excerpts selected by the teacher (no less than one minute or more than three minutes per selection) from their current large-ensemble music, ètudes from ètude books, and/or solo passages from solo literature for their own individual instruments or voices. The excerpts should be of an appropriate level of difficulty and represent at least three distinct musical practices, styles, or genres such as:

o Art song, pop song, and Broadway show tune
o Rose ètude for clarinet, Dixieland clarinet solo, and clarinet solo in Klezmer style
o Classical or Baroque violin solo, fiddle tune, and mariachi song

Students must include at least two examples from their current large-ensemble repertoire and at least one example from outside of their current large-ensemble repertoire.

Students will record all excerpts on a visual/audio recording device and submit them to the teacher via the school’s available recording devices (e.g., audio recording, video recording, digital video recording, etc., as available at your school).

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


This is an analytic rubric. 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

  • Dimension
  • Excerpt Selection

  • Breath Control

    Posture, Tone, Intonation, Support, Resonance

  • Rhythmic Accuracy

    Note/Rest Values, Steady Pulse, Tempo

  • Pitch Accuracy

    Correct notes, Intonation

  • Articulation/ Diction

    Articulation, Hand/Stick/Bow Technique, Pronunciation Diphthongs

  • Expression

    Dynamics, Tempo/Rubato, Facial expression

  • 1
  • 2
  • 3
  • 4
  • Student accomplished none or one of the four music selection criteria on the Student Checklist.

    N/A at this time.
  • Student accomplished two of the four music selection criteria on the Student Checklist.

    N/A at this time.
  • Student accomplished three of the four music selection criteria on the Student Checklist.

    N/A at this time.
  • Student accomplished all of the four music selection criteria on the Student Checklist.

    View Exemplars
    View Exemplars
  • Breath control is frequently forced and/or unsupported.

    N/A at this time.
  • Breath control is occasionally forced and/or unsupported.

    N/A at this time.
  • Breath control is free and supported most of the time.

    N/A at this time.
  • Breath control is free and supported.

    View Exemplars
    View Exemplars
  • Rhythmic elements are attempted, but the execution is not at all fluent.

    N/A at this time.
  • Rhythmic elements are attempted, but the execution involves many errors.

    N/A at this time.
  • Rhythmic elements are attempted, and the execution involves few errors.

    N/A at this time.
  • Rhythmic elements are fluent and have no or virtually no errors.

    View Exemplars
    View Exemplars
  • Pitch elements are attempted, but the execution is not at all fluent.

    N/A at this time.
  • Pitch elements are attempted, but the execution involves many errors.

    N/A at this time.
  • Pitch elements are attempted, and the execution involves few errors.

    N/A at this time.
  • Pitch elements are fluent and have no or virtually no errors.

    View Exemplars
    View Exemplars
  • Articulation/Diction lacks any fluency and is rarely or never well executed

    N/A at this time.
  • Articulation/Diction lacks fluency and are only occasionally well executed.

    N/A at this time.
  • Articulation/Diction is fluent and is mostly well executed.

    N/A at this time.
  • Articulation/Diction is fluent and is consistently well executed.

    View Exemplars
    View Exemplars
  • Expressive elements are not apparent in the performance.

    N/A at this time.
  • Expressive elements are occasionally apparent in the performance.

    N/A at this time.
  • Expressive elements are usually apparent in the performance.

    N/A at this time.
  • Expressive elements are consistently apparent in the performance.

    View Exemplars
    View Exemplars
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