Chamber Music

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.

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

Group plays or sings most (70-89%) notes and rhythms correctly. The performance stays mostly in tune.

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.

3+ errors occur in staying together rhythmically and maintaining a steady tempo.

2 errors occur in staying together rhythmically and maintaining a steady tempo.

1 error occurs in staying together rhythmically and maintaining a steady tempo.

Group is able to stay together rhythmically and maintain a steady tempo.

Group ignores expressive markings or performs them incorrectly. Notes and rhythms may be accurate but lack expressive detail.

Group attends to most expressive markings in the score but shows little effort to make its own interpretation of the piece.

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.

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.

Group has not turned in any Rehearsal Journals and/or Journals contain goals that are not achievable.

Group has failed to submit all of their Rehearsal Journals and/or journals contain goals that are somewhat achievable.

Group has submitted all or nearly all of their Rehearsal Journals, and they contain goals that are mostly achievable.

Group has submitted all of their Rehearsal Journals, and they contain goals that are substantive and achievable.

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.

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.

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.

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.