M.T404

Chamber Music

Chamber Music

Students will form small performing groups (quartets, trios, etc.), select a brief (2-3 minute) piece to perform, and prepare it on their own with minimal teacher guidance over a period of four weeks. At the end of this period, students will perform their brief pieces in class for their peers and be scored on a number of dimensions from the process and the performance.

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


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–CHAMBER MUSIC

  • Dimension
  • Technical Accuracy: pitch and tuning

  • Technical Accuracy: rhythm and tempo

  • Expressive Performance

  • Achievement of goals

  • 1
  • 2
  • 3
  • 4
  • Group plays or sings with limited accuracy (less than 50% of notes and rhythms played correctly) and is unable to play or sing in tune.

    N/A at this time.
  • Group plays or sings some (50-69%) notes and rhythms correctly and/or there are significant problems with playing or singing in tune.

    N/A at this time.
  • Group plays or sings most (70-89%) notes and rhythms correctly. The performance stays mostly in tune.

    N/A at this time.
  • Group plays or sings all or nearly all (90% or more) notes correctly. The performance stays in tune without major exception. The pitch center is maintained throughout.

    N/A at this time.
  • 3+ errors occur in staying together rhythmically and maintaining a steady tempo.

    N/A at this time.
  • 2 errors occur in staying together rhythmically and maintaining a steady tempo.

    N/A at this time.
  • 1 error occurs in staying together rhythmically and maintaining a steady tempo.

    N/A at this time.
  • Group is able to stay together rhythmically and maintain a steady tempo.

    N/A at this time.
  • Group ignores expressive markings or performs them incorrectly. Notes and rhythms may be accurate but lack expressive detail.

    N/A at this time.
  • Group attends to most expressive markings in the score but shows little effort to make its own interpretation of the piece.

    N/A at this time.
  • Group’s performance goes beyond technical accuracy in that most expressive markings in the score are performed accurately and some interpretative choices have been made.

    N/A at this time.
  • Group attends to all or nearly all expressive markings in the score (dynamics, articulation, etc.). Group’s performance reflects an effort to make interpretive choices that convey musical meaning.

    N/A at this time.
  • Group has not turned in any Rehearsal Journals and/or Journals contain goals that are not achievable.

    N/A at this time.
  • Group has failed to submit all of their Rehearsal Journals and/or journals contain goals that are somewhat achievable.

    N/A at this time.
  • Group has submitted all or nearly all of their Rehearsal Journals, and they contain goals that are mostly achievable.

    N/A at this time.
  • Group has submitted all of their Rehearsal Journals, and they contain goals that are substantive and achievable.

    N/A at this time.

TEACHER SCORING RUBRIC–WRITTEN QUESTION

  • Dimension
  • Written Response

  • 1
  • 2
  • 3
  • 4
  • Student attempts to answer the question, but the response represents the bare minimum of effort. The item may address the wrong topic, be incomplete, or be incoherent.

    View Exemplar
  • Student only identifies one habit, strategy, procedure, etc., and/or fails to make a clear connection to a successful rehearsal or performance process. Writing may be quite difficult to understand and/or contain significant and frequent mechanical errors.

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  • Student identifies two habits, strategies, procedures, etc., but the connections to a successful rehearsal or performance process are unclear. Writing may be difficult to understand or contain relatively frequent mechanical errors.

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  • Student identifies two specific habits, strategies, procedures, etc. and clearly explains how these contribute to a successful rehearsal or performance process. Writing is clear and contains few or no mechanical errors.

    View Exemplars
    View Exemplars
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