department of the navy 1·~1 naval school of music … files/navsominst_1300_1a.pdfhorn - eb...

1·~1 DEPARTMENT OF THE NAVY

NAVAL SCHOOL OF MUSIC 1420 GATOR BLVD.

VIRGINIA BEACH, VA 23459-2617

NAVSOMINST 1300.lA Code 20 30 Jun 17

NAVAL SCHOOL OF MUSIC INSTRUCTION 1300.lA

From: Commanding Officer, Naval School of Music

Subj: INSTRUMENTAL/VOCAL ASSESSMENTS

Ref: (a) NAVEDTRA 135

Encl:

(b) NAVSOMINST 1540.l(Series)

(1) Grade Comparison Chart (2) Naval School of Music Assessment Forms - NAVSOM

Form 1300/01 through 15 (Rev. Jun 2017) (3) Competency Levels (4) Scale Assessment Chart (5) Practical Instrumental Range Assessment Chart

1. Purpose. This instruction details the procedures to be used to accurately assess an individual's instrumental/vocal performance ability.

2. Cancellation. NAVSOMINST 1300.1.

3. Background. Development, maintenance, and career-long improvement of performance proficiency are the musical core values for all musicians in the Navy and Marine Corps Music Programs. Initial "A" School skills training and advanced "C" School skills augmentation are critical elements to maintaining fleet operational readiness. In accordance with references (a) and (b), the assessment procedures contained herein were developed through careful analysis of fleet needs and expert experience in evaluating musical competence. These procedures should yield consistently reliable and valid assessment results. Enclosure (1) is provided as an approximate comparison from the old grading system to the new grading system. Note: All enclosures have been revised and realigned; they should be reviewed in their entirety. Additionally, appendices have been added to assist with enclosure (2).

4. Discussion.

a. The assessment forms contained in enclosure (2) are to be used for each Musician Navy Enlisted Classification

NAVSOMINST 1300.lA 30 Jun 17

(NEC)/Military Occupational Specialty (MOS). Each form outlines specific elements of performance by musical criteria for each of the competency levels listed in enclosure (3).

b. Sight-reading portfolios will be created utilizing the breakdown of these assessment grading levels: Easy 1-2, Medium 3-4, Difficult 5-6. All sight-reading materials will be maintained in a secure location by Head, Instrumental Division.

(1) Each Brass/Woodwind sight-reading portfolio will contain at least five examples in simple time, five examples in compound time, three marches in simple time, three marches in compound time and three commercial excerpts starting at the medium and hard levels. Brass examples will include: French Horn - Eb transposition; Trombone - tenor clef; Euphonium -treble clef.

(2) Piano, Electric Bass, and Guitar sight-reading examples will include examples of various styles to include latin, rock, funk (notated and chord changes), swing changes with notated rhythmic hits, and lead sheet reading (comp and solo).

(3) Snare Drum sight-reading examples will be performed on concert snare only and will contain time signatures, rhythms, embellishments, and dynamics appropriate to the proficiency level.

(4) Mallet sight-reading examples will contain notes, rhythms, embellishments, time signatures, and dynamics appropriate to the proficiency level.

(5) Drum Set sight-reading examples will be performed utilizing kick-sheets illustrating styles appropriate to the proficiency level.

(6) Vocalist/Entertainer. sight-reading materials will include notated lines and lead sheets of various styles including traditional, swing, latin, and contemporary.

c. Quickly Prepared Material will be maintained in a secure location by Head, Instrumental Division.

2


(1) Brass/Woodwind Quickly Prepared Material will consist of two to three orchestral transcriptions or wind ensemble excerpts, two to three marches for all wind instruments, French Horn will include Eb transposition, and two to three additional commercial excerpts for the Saxophone, Trumpet, Trombone, and Tuba.

(2) Piano, Electric Bass, and Guitar Quickly Prepared Material will include lead sheets of various styles.

(3) Vocalist/Entertainer will include lead or lyric sheets with backing tracks of various styles.

(4) There will be no Quickly Prepared Material for percussion.

5. Definitions.

a. Musical Criteria. Follow the below criteria when evaluating musical competency:

(1) Brass/Woodwind musical criteria.

(a) Technique. Valve/slide/finger coordination, dexterity, flexibility, and accuracy over all major/minor scalar, arpeggiated, and intervallic pattern combinations.

(b) Articulation. Staccato, legato, marcato, tenuto, other accents, as well as single/double/triple tonguing for appropriate instruments.

(c) Time/Rhythm. Tempo, metronome marking, simple and compound meter signatures, complex note patterns, syncopation, and swing/jazz/rock patterns for appropriate instruments.

(d) Dynamics/Phrasing. Dynamic range, phrasing choices and breathing points.

(e) Tone. Timbre, intonation, and tone quality.

(f) Style/Musicality. Appropriate styles for marches, concert band literature, contemporary ensemble music, chamber music and other small ensemble music. Additional

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11¥.f·--- - - - -- -- ---


stylistic considerations include vibrato and embellishments such as trills, appoggiatura, etc.

(2) Guitar, Piano, and electric Bass musical criteria.

(a) Technique. Coordination, velocity, embellishments, ornaments, and stylistic techniques.

(b) Time/Rhythm. Tempo, meter signatures, stylistic patterns, accent placement, correct style and rhythm recognition.

(c) Tone. Timbre, intonation, range, voicing technique, patch choice, amp settings, and stylistic concepts.

(d) Harmonic Accuracy. Pitch recognition, chord recognition, chord voicing, and stylistic vocabulary.

(e) Expression/Musicality. Presentation, stylistic concepts, articulation, note lengths, nuance, and finesse.

(f) Dynamics/Phrasing. Dynamic range, contrast, rhythmic phrasing, development, and control.

(3) Percussion musical criteria.

(a) Technique. Stick and Mallet control and coordination.

(b) Time/Rhythm. Tempo, metronome marking, simple and compound meter signatures, complex patterns, syncopation, and swing/jazz/rock patterns for appropriate instruments.

(c) Articulation/Musicality (snare and mallets only). Embellishments, rolls, rudiments, and dynamic range.

(d) Style (Drum set only) . Appropriate styles for contemporary ensemble music such as swing/jazz/rock. Additionally, ensemble chart sight-reading.

(4) Vocalist/Entertainer musical criteria.

4


(a) Style. Appropriate performance of genre including inflections, accents and rhythms.

(b) Diction/Lyrics. Stylistically appropriate diction and correct lyrics.

(c) Tone/Musicality. Timbre, intonation, and vibrato.

(d) Accuracy. Exact tempo/rhythm, intonation, and pitches.

(e) Microphone Technique. Appropriate use of microphone from both musical and presentational aspects.

(f) Presentation. Eye contact, body language, gestures, stage presence, use of space on stage, and level of comfort/ease.

6. Board Members.

a. Assessments. Naval School of Music (NAVSOM) conducts three formal assessments (Incoming, Mid-Term, and Final) for the Music Basic Course. Two Instrumental Division (I-DIV) instructor board members whose scores are calculated independently. Advanced course students will be given an Incoming and Final assessment (if needed) with two I-DIV instructor board members whose scores are calculated independently.

7. General Procedural Outline.

a. Instrumental and Vocal. Ensure scores are recorded on form NAVSOM 1300/01-15 (Rev. Jun 17) found in enclosure (2).

(1) Prepared material (Incoming/Mid-Term/Final). Direct the student to perform all prepared material.

(2) Quickly Prepared Material. Hand out the quickly prepared material the day before the final assessment, but not exceeding 24-hours. Student will be asked to perform selected excerpts from the quickly prepared material.

5


(3) Sight-Reading. Direct the student to perfQrm never before seen musical excerpts.

b. Percussion. Ensure scores are recorded on form NAVSOM 1300/14 (Rev. Jun 17) found in enclosure (2).

(1) Snare Drum.

(a) Prepared Material. The student will perform one rudimental Snare Drum solo and one concert Snare Drum solo.

(b) Rudiments. The student will perform the 26 standard American rudiments from memory including an open rudimental roll and closed concert roll.

(c) Sight-reading. The student will perform never before seen musical examples.

(2) Mallets.

(a) P~epared Material. The student will perform one mallet solo. Ensure scores are recorded on the assessment form prior to beginning step two.

(b) Sight-reading. The student will perform never before seen musical examples.

(3) Drum Set.

(a) Prepared Material. The student will perform five contrasting styles on the Drum Set. Style examples: Swing, Rock, Funk, Brazilian, and Afro-Cuban. Ensure scores are recorded on the assessment form prior to beginning step two.

(b) Sight-reading. The student will perform never before seen kick-sheets.

8. Post-Assessment Procedures.

a. Final Score Computation. Each board member's score is averaged and recorded independently. An overall score is then calculated for each board member, placed in the Score Summary section, and averaged together in the Final Score block.

6


b. Wrap-Up. Ensure all documentation is complete and copies are provided to the appropriate personnel.

9. Applicability. This instruction applies to students enrolled in the Music Basic Course (Course Identification Number (CIN): A-450-0010), Unit Leader Course_ (CIN: A-450-00128), and Senior Musician Course (CIN: A-450-0014) at NAVSOM.

10. Review. Training Officer, NAVSOM is responsible for the annual review and update of this instruction.

V~4tc----R J. WRENN

Distribution: NAVSOMINST 5216.1 List I

7

BMC Incoming BMC Mid Term

BMC Final USMC CPL USMC SGT

ULC/SMC (USMC SS gt & above)

Instructor Level


Grade Comparison Chart

Navy Marine Corps 4.0 36 4.0 36 Point

Grading Point Grading Grading Scale Grading Scale Scale

Scale

2.30 8 2.30 8

2.70 18 2.50 12 2.85 21 2.70 18

2.80 20 -- -- 2.90 22 3.0 24 3.0 24

3.2 30 3.2 30

Enclosure (1)

4.0 Grading Scale 36 2.20 2.22 2.25 2.27 2.30 2.32 2.35 2.37 2.40 2.42 2.45 2.47 2.50 2.52 2.53 2.55 2.56 2.58 2.60. 2.61 2. 63 2. 64 2.67 2.68 2.70 2.72 2.75 2.77 2.80 2.82 2.85 2.87 2.90 2.92 2.95 2.97 3.00 3.02 3.03 3.05

Point Scale 6

6.5 7

7.5 8

8.5 9

9.5 10

10.5 11

11. 5 12

12.5 13

13.5 14

14.5 15

15.5 16

16.5 17

17.5 18

18.5 19

19.5 20

20.5 21

21. 5 22

22.5 23

23.5 24

24.5 25

25.5

2

NAVSOMINST 1300.lA. 30 Jun 17

Level Beginner

Novice

Apprentice

Journeyman

3.07 3.08 3.10 3.11 3.13 3.14 3.16 3.18 3.20 3.22 3.23 3.25 3.27 3.28 3.30 3.31 3.33 3.34 3.36 3.38 3.40

3

26 26. 5

27 27.5

28 28.5

29 29.5

30 30.5

31 31. 5

32 32.5

33 33.5

34 34.5

35 35.5

36


Expert

Master

NAVAL SCHOOL OF MUSIC FLUTE ASSESSMENT

NAVSOM 1300/01 (Rev. Jun 2017)

Go NoGo N/A

BM/SBM Average

Flute Final Score

Prepared Material Quickly Prepared Sight-reading Scale

Tone

No stylistic concept. Very limited musicality

while sight-reading.

Some development of style. Limited ability to

execute grace notes, trills, mordents and small cadenza figures. Limited

musicality while sight-reading.

Stylistic differences present. Accurate

performance of ornamentation to

include grace notes, mordents, trills and

cadenza figures.

Well-developed ability to play varied musical styles with ease. Skillful use of

all basic symbols for ornamentation.

Demonstrates emphasis on elements of period

style, including free use of ornamentation and

rubato. Advanced ability to demonstrate

interpretation of standard literature.

Sets the standard. Abounds in creativity of

interpretation. Inspirational expressive

artistry.

Style/Musicality

Pinched, airy, thin, unfocused tone in all

registers. Very limited use of vibrato. Piccolo

playing extremely limited with no consistency in

intonation or tone.

Middle register tone is developed; upper and

lower registers are weak and unfocused. Limited

use of vibrato. Intonation is consistent on flute.

Piccolo tone and intonation lacks control

and consistency.

Consistent tone across the practical range.

Vibrato is present and well executed to

enhance musicality. Flute and piccolo tone

and intonation are solid and consistent in both

prepared and sight-reading material.

Well-developed tone. Strong ability to

demonstrate appropriate variations of tone color.

Vibrato is used appropriately to enhance musicality. Able to play

in all registers with accurate intonation on

flute and piccolo in both prepared and sight-

reading material.

Mature tone with the ability to use expressive

tone color. Able to demonstrate various

uses of vibrato in prepared and sight-

reading material.

Rich and sonorous tone in prepared material and

sight-reading. Sound can emulate various styles, layers, or moods. Very accurate pitch. Lofty musicianship. Able to produce different tonal

qualities and colors effortlessly.

Minimal to no dynamics or phrasing present. Due to lack of breath support and control, phrasing is limited to two to four measures.

Limited dynamic range. Underdeveloped breath support limits phrasing

ability to four to six measures.

Dynamic range is acceptable. Acceptable phrasing, but limited by technique. Breathing is

controlled.

Phrasing and dynamic shape present and

generally thoughtful. Skillful use of expressive tempo changes and rubati where appropriate. Well-developed breath support and ability to release note endings and phrases with

finesse and accurate intonation.

Strong command of dynamics, both written and inferred. Mature

phrasing appropriate to the style. Able to

sustain long passages in extreme ranges.

Absolute control and stylistic sensitivity.

Dynamics are instinctive and

effortless.

Dynamics/Phrasing

Unable to maintain steady pulse. Minimal

ability to perform simple syncopations. Basic

rhythms played incorrectly across both prepared material and when sight-reading.

Unsteady time when performing prepared

material; compounded when sight-reading.

Subdivision is inconsistent. Limited ability to demonstrate simple syncopations.

Time is mostly consistent in both

prepared and sight-reading material but

limited by finger technique. Mixed or odd

meters inconsistent. Moderate syncopations

adequate.

Well-developed rhythmic ability. Time is

consistent and secure in prepared material. Solid

performance of mixed meter. Minor tempo and

rhythmic errors when sight-reading.

Performance of extended syncopated figures

possible.

Excellent time in all performance and sight

reading situations. Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material

with ease.

All combinations of rhythmic variety can be read and prepared

easily.

Time/Rhythm

Unclear attacks. Very limited ability to play slurred, legato and

staccato articulations with accuracy. Mixed

articulations are inconsistent, uneven, and lack finger/tongue

coordination.

Unfocused, inconsistent attacks. Limited ability to

demonstrate single tongue technique, slurred, legato and

staccato articulations as well as mixed

articulations. Limited ability to multiple-tongue.

Solid ability to play a variety of single-

tongue and mixed articulations.

Well-developed ability to articulate while

maintaining a clear tone. Consistent execution of

complex articulations and multiple-tonguing.

Able to perform complex patterns of multiple-tonguing and mixed articulation patterns

effortlessly.

Clarity in all contexts. Speed and facility

achieved using any technique necessary.

Articulation

Very limited basic technique. Unclean finger movement.

Incorrect fingering of notes. Very limited

flexibility. Very limited sight-reading ability.

Limited fundamental

technique. Limited flexibility, range, and sight-reading

ability.

Acceptable finger technique and dexterity. Coordination problems when playing in the 4th register at fast tempos.

Acceptable flexibility and range. Adequate sight-

reader.

Well-developed technique, dexterity, flexibility, and range.

Able to apply alternate fingerings of both flute

and piccolo. Skillful sight-reader.

Fluent technique and dexterity on both flute

and piccolo throughout the range of both

instruments. Able to perform complex technical patterns

accurately. Adept sight-reading ability.

Master of the instrument, a soloist.

Virtuosity is a hallmark in every facet.

Extreme flexibility. Advanced techniques

are precise and on demand.

Demonstrates superior sight-reading ability.

1 2 3 4 5 6 BM SBM

Technique

Beginner Novice Apprentice Journeyman Expert Master Category

Name Rank Service Class Date

For use of this form, see the NAVSOMINST1300.1A; the proponent is the Commanding Officer, Naval School of MusicPrivacy Act Statement

Authority: Title 5, section 3012; Title 10, U.S.C. E.O. 9397. Principle purpose: Used to determine technical proficiency for initial classification into the Navy and Marine Corps Music programs. Routine Uses: Record of individual's technical proficiency and progress.

Note: Increments of .5 may be given in each Category (ex. 1.5, 2.5, 3.5)

Page 1 of 2

NAVAL SCHOOL OF MUSIC PICCOLO ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6


Able to apply alternate fingerings

of both flute and piccolo. Skillful sight-

reader.

Fluent technique and dexterity on both flute

and piccolo throughout the range of both

instruments. Able to perform complex technical patterns

accurately. Adept sight-reading ability.

Master of the instrument, a soloist. Virtuosity is a hallmark in every facet.

Extreme flexibility. Advanced techniques are precise and on demand. Demonstrates superior sight-reading ability.

Unclear attacks. Very limited ability to play slurred, legato

and staccato articulations with accuracy. Mixed articulations are

inconsistent, uneven, and lack finger/

tongue coordination.

Unfocused, inconsistent attacks. Limited ability to demonstrate single

tongue technique, slurred, legato and

staccato articulations as well as mixed

articulations. Limited ability to multiple-tongue.




maintaining a clear tone. Consistent

execution of complex articulations and

multiple-tonguing.

Able to perform complex patterns of

multiple-tonguing and mixed articulation

patterns effortlessly.

Clarity in all contexts. Speed

and facility achieved using any technique

necessary.

Novice Apprentice Journeyman Expert Master2 3

Very limited basic technique. Unclean finger movement. Incorrect fingering

of notes. Very limited flexibility.

Very limited sight-reading ability.

Limited fundamental technique.

Limited flexibility, range, and sight-

reading ability.

Acceptable finger technique and

dexterity. Coordination problems

when playing in the 4th register at fast

tempos. Acceptable flexibility and range.

Adequate sight-reader.


Final Score

Some development of style. Limited ability to execute grace notes,

trills, mordents and small cadenza figures. Limited

musicality while sight-reading.




cadenza figures.

Well-developed ability to play varied musical styles with ease. Skillful use of

all basic symbols for ornamentation.




interpretation of standard literature.


interpretation. Inspirational expressive

artistry.





material; compounded when

sight-reading. Subdivision is

inconsistent. Limited ability to

demonstrate simple syncopations.



limited by finger technique. Mixed or odd

meters inconsistent. Moderate syncopations

adequate.

Well-developed rhythmic ability. Time is consistent

and secure in prepared material. Solid

performance of mixed meter. Minor tempo and

rhythmic errors when sight-reading.


possible.

Excellent time in all performance and

sight reading situations. Extreme tempi, mixed meters

cause isolated mistakes. Performs syncopated material

with ease.

All combinations of rhythmic variety can be

read and prepared easily.


Limited dynamic range.

Underdeveloped breath support limits

phrasing ability to four to six measures.

Dynamic range is acceptable.

Acceptable phrasing, but limited by

technique. Breathing is controlled.


generally thoughtful. Skillful use of expressive

tempo changes and rubati where appropriate. Well-developed breath support and ability to release note endings and phrases with



phrasing appropriate to the style. Able to sustain long passages in extreme

ranges.



effortless.

Well-developed tone. Strong ability to

demonstrate appropriate variations of tone color.

Vibrato is used appropriately to enhance

musicality. Able to play in all registers with accurate

intonation on flute and piccolo in both prepared

and sight-reading material.

Board Member (BM) Rank/Name:BM/SBM Average

Piccolo Final ScoreSBM Signature:Senior Board Member (SBM) Rank/Name:

No stylistic concept. Very limited musicality

while sight-reading.

SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

TonePinched, airy, thin,

unfocused tone in all registers. Very limited use of vibrato. Piccolo

playing extremely limited with no consistency in

intonation or tone.

Middle register tone is developed; upper and

lower registers are weak and unfocused. Limited

use of vibrato. Intonation is consistent on flute.

Piccolo tone and intonation lacks control

and consistency.


Vibrato is present and well executed to enhance

musicality. Flute and piccolo tone and

intonation are solid and consistent in both



Authority: Title 5, section 3012; Title 10, U.S.C. E.O. 9397. Principle purpose: Used to determine technical proficiency for initial classification into the Navy and Marine Corps Music programs. Routine Uses: Record of individual's technical proficiency and progress. Note: Increments of .5 may be given in each Category (ex. 1.5, 2.5, 3.5)


Style/Musicality

CategoryBM

Mature tone with the ability to use expressive

tone color. Able to demonstrate various uses of vibrato in prepared and

sight-reading material.


sight-reading. Sound can emulate various styles, layers, or moods. Very accurate pitch. Lofty

musicianship. Able to produce different tonal

qualities and colors effortlessly.

Page 2 of 2

NAVAL SCHOOL OF MUSIC OBOE ASSESSMENT


Go NoGo N/APrepared Material Quickly Prepared Sight-reading Scale

Style/Musicality

CategoryBM

Mature tone. Intonation is effortless throughout

entire range while performing prepared material and while

sight-reading.


sight-reading. Sound can emulate various

styles, layers, or moods. Very accurate

pitch. Tone is sophisticated and

mature.

No stylistic concept. Limited musicality in

both prepared and sight-reading material.

SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneUnderdeveloped and

inconsistent tone. Low register is loud,

uncontrolled, and unresponsive. Upper register is thin. Very

limited ability to play in tune. Tone quality is

underdeveloped.

Limited and inconsistent tone.

Low register is unresponsive and

upper register is thin. Intonation lacks

control and consistency.


Intonation is solid and consistent in both


Well-developed tone. Well-developed ability to play in all registers

with accurate intonation in both



Final ScoreSBM Signature:Senior Board Member (SBM) Rank/Name:

Some development of style. Limited ability to

execute grace notes, trills, mordents and

small cadenza figures. Limited use of vibrato.




cadenza figures. Vibrato is present and

well executed.

Well-developed ability to play various musical

styles with ease. Skillful use of all basic symbols

for ornamentation. Skillful use of expressive

tempo changes and rubati. Vibrato is well-developed and used

appropriately to enhance musicality.




interpretation of standard literature. Demonstrates

stylistic variety and musicality in both



interpretation. Lofty musicianship and

inspirational expressive artistry.


ability to perform simple syncopations. Basic rhythms played

incorrectly across both prepared material and when sight-reading.






limited by finger technique. Solid

performance of basic mixed meter. Simple

syncopations adequate.


consistent and secure in prepared material. Minor

tempo/rhythmic errors when sight-reading.

Minor inconsistencies in mixed or odd meters.


possible.

Excellent time in all performance and sight-

reading situations. Effortless use of

complex rhythmic combinations. Extreme

tempi, mixed meters cause isolated errors. Performs syncopated

material


easily.

Minimal to no dynamics or

phrasing present. Dynamics and note releases are out of

tune and uncontrolled.

Limited dynamic control and contrast. Some development of phrasing. Awkward note releases with

inconsistent intonation.

Capable of performing dynamic contrast with control and accuracy. Acceptable phrasing.

Demonstrates ability to follow written

performance direction.


generally thoughtful with evident breath

support and control.

Expert control of extreme, sudden dynamic changes within stylistically,

technically, and musically challenging

phrases.



effortless.

Unclear attacks. Able to use basic single tongue technique. Very limited ability to play slurred, legato and staccato

articulations with accuracy. Mixed articulations are

inconsistent and lack finger/tongue coordination.

Unfocused, inconsistent attacks.

Reed quality, awkward tongue placement and inconsistent air limit articulation accuracy

and tone quality. Limited performance of

mixed articulations.



Inconsistent air support and response

in the low register when articulating at

softer dynamic levels.


maintaining a clear tone. Consistent

execution of complex articulations.

Able to perform complex patterns of mixed articulation

patterns effortlessly.

Clarity in articulation in every context.

Speed and facility achieved using any

technique necessary.



Incorrect fingering of notes. Very limited

flexibility. Very limited sight-reading ability.

Limited fundamental technique. Unclean finger movement in technical passages.

Under-developed finger/tongue

coordination. Limited range and sight-reading ability.

Acceptable technique. Able to play passages

with alternate fingerings cleanly. Acceptable range.

Adequate sight-reader.




Beginner1 4 5 6


Well-developed range. Skillful sight-reader.

Fluent technique and dexterity throughout the range. Able to perform complex technical patterns accurately. Adept

sight-reading ability.


Virtuosity is a hallmark in every facet. Extreme

flexibility. Advanced techniques are precise

and on demand. Demonstrates superior



NAVAL SCHOOL OF MUSIC CLARINET ASSESSMENT



Style/Musicality

CategoryBM

Mature tone across the entire range.



styles, layers, or moods. Always

accurate pitch. Lofty musicianship and

inspirational, expressive artistry.




SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneUndeveloped tone.

Unable to follow indicated performance

direction.

Limited tone development of middle

and low registers. Upper register is weak and uncharacteristic.

Consistent tone across the practical range. Intonation is

acceptable, but inconsistent in both prepared and sight-

reading material.

Well-developed tone across the practical

range. Able to play in all registers with

accurate intonation.



Limited ability to correctly perform in concert and march

styles. Limited musicality in both


Stylistic differences present, but limited by

technique.


styles with ease. Skillful use of

expressive tempo changes and rubati. Musicality evident in both prepared and


Demonstrates expert ability to play in all

styles. Advanced ability to demonstrate familiarity with

interpretation of standard literature. Able

to perform using expressive devices to enhance musicality in


Sets the standard. Abounds in creativity

of interpretation.

No stylistic concept. Very limited musicality in both prepared and











performance of basic mixed meter. Simple


Well-developed rhythmic ability. Time is secure in prepared

material. Minor tempo/ rhythmic errors when sight-reading. Minor

inconsistencies in mixed or odd meters.

Performance of extended syncopated

figures possible.


reading situations. Extreme tempi, mixed meters cause isolated

errors. Performs syncopated material

with ease.


easily.


Limited dynamic control and contrast. Some development of

phrasing, but lacks control.



generally thoughtful with evident breath

support and control.



phrases.



effortless.


Beginner1 4 5 6

Well-developed technique. Secure ability to execute difficult technical

passages and runs. Skillful sight- reader.

Fluent technique. Able to perform complex technical patterns

accurately. Adept sight-reader.






Inability to play articulations with

speed, accuracy, and clarity. Minimal ability to match articulations

to style.

Limited ability to play articulations with

speed, accuracy, and clarity. Single

articulations are unclear. Limited ability to match

articulations to style.

Solid ability to articulate. Able to

perform single articulations with clarity and speed.

Solid ability to match articulations to style.

Well-developed ability to perform single

articulations with clarity and speed. Able to

demonstrate consistent facility through

passages with repeated articulations. Well-developed ability to

match articulations to style.

Adept ability to articulate with clarity,

consistency, and speed. Articulations are

appropriately executed to emphasize style.




Very limited technique. Finger and tongue

coordination problems. Many incorrect notes and fingerings. Very limited range. Very limited sight-reading

ability.

Limited technique. Unclean finger

movement in technical passages. Under-

developed finger/tongue coordination. Limited ability to demonstrate

correct fingerings. Limited range and sight-

reading ability.

Acceptable finger technique. Solid ability to execute difficult runs with few errors. Able to

perform across the practical range, but altissimo register is

inconsistent. Adequate sight-reader.

NAVAL SCHOOL OF MUSIC BASSOON ASSESSMENT



Style/Musicality

CategoryBM

Mature tone. Intonation is effortless throughout

entire range while performing prepared material and while

sight-reading.

Rich and sonorous tone in prepared material and sight-reading. Sound can emulate

various styles, layers or moods. Very accurate

pitch.

No stylistic concept. No use of vibrato,

nuance/expression.

SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneVery limited ability to demonstrate

consistent, responsive tone. No ability to control pitch while

sight-reading.

Limited ability to demonstrate

consistent, responsive tone. Intonation lacks

control and consistency.

Consistent, pleasing tone across the practical range.

Intonation is solid and consistent in both


Well-developed tone. Well-developed ability to play in all registers

with accurate intonation in both




Some development of style. Limited use of

ornamentation. Able to play grace notes and

simple trills. Little use of vibrato, nuance /

expression while sight-reading.




short cadenza figures. Vibrato is present and

well executed to enhance musicality.


styles with ease. Skillful use of all basic symbols

for ornamentation. Skillful use of expressive tempo

changes and rubati. Vibrato is well-developed and used appropriately to

enhance musicality.




interpretation of standard literature. Able to

demonstrate stylistic variety in the use of

vibrato.


interpretation. Lofty musicianship and

inspirations expressive artistry.


ability to perform simple syncopations. Basic rhythms played incorrectly performing prepared material and when sight-reading.



Subdivision is inconsistent. Limited ability to demonstrate simple syncopations,

dotted, and subdivided rhythms.




performance of basic mixed meter. Simple syncopations, dotted,

and subdivided rhythms adequate.



tempo/rhythmic errors when sight-reading.

Minor inconsistencies in mixed or odd meters.


possible.



complex rhythmic combinations.

Extreme tempi, mixed meters cause isolated

errors. Performs syncopated material

with ease.


easily.

Little to no use of dynamics and

phrasing. Attempts to play dynamics affect

tone quality and intonation, and are

overblown and uncontrolled.

Limited dynamic control and contrast.

Limited phrasing. Dynamic changes

affect tone quality and intonation.


Demonstrates ability to follow written

performance direction.

Broad dynamic range with evident control.

Well-developed ability to control phrasing

and direction through the use of dynamic

contrast, and rubato.



phrases.



effortless.

Unclear attacks. Poor response and articulation

quality. No difference between written articulations and unmarked notes.

Unfocused, inconsistent attacks.

Limited ability to perform standard or mixed articulations

with consistency and accuracy.

Solid ability to articulate with

consistency in various simple and mixed

articulation patterns. Response in the

extreme low and high registers is

inconsistent.

Well-developed ability to articulate with accuracy and consistency while

maintaining a clear, responsive tone. Secure

use of moderately complex patterns of

standard articulations. Some multiple tonguing

ability.

Able to perform complex patterns of

multiple-tonguing and mixed articulation

patterns accurately.

Clarity of articulation in every context.

Speed and facility achieved using any

technique necessary.



Incorrect fingering of notes, no ability to use

alternate fingerings. Very limited range. No

finger/tongue coordination. Very

limited sight-reading ability.

Limited fundamental technique. Able to

perform limited interval movement at

moderate tempos. Some finger/tongue

coordination present. Limited range and


Acceptable technique. Demonstrates ability to

use alternate fingerings. Solid

performance of interval movement and finger/tongue coordination.

Acceptable range. Adequate sight-reader.




Beginner1 4 5 6

Well-developed finger technique and

movement in all registers using

standard and alternate fingerings. Clean performance of

disjunct intervals. Skillful sight-reading

ability.

Fluent technique across the entire range using

both standard and alternate fingerings.

Able to perform complex technical

patterns with accuracy. Adept sight-reading

ability.







NAVAL SCHOOL OF MUSIC SAXOPHONE ASSESSMENT



Style/Musicality

CategoryBM

Mature tone in any style. Intonation is natural and

consistent. No compromise to tone

quality when articulating difficult mixed articulation

patterns.



styles, layers, or moods. Very accurate pitch.

No stylistic concept. Minimal to no

musicality either in prepared or sight-reading material.

SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneUnderdeveloped tone. Poor intonation. No

ability to change tone color to match style.

Acceptable tone in middle register;

unsupported and uncharacteristic in

upper and lower registers. Intonation is

inconsistent.

Consistent supported tone across the practical range.

Intonation is acceptable, but

inconsistent in the extreme registers in both prepared and


Well-developed tone. Able to perform with various tone qualities and styles. Intonation is consistent and well-

developed in both prepared and sight-

reading material.



Limited ability to demonstrate stylistic

interpretation, to include commercial

style. Swing 8th notes may sound like dotted

8th/16th figures. Limited musicality in


Capable of playing marches, classical

wind band literature, and common commercial

compositions.

Well-developed ability to perform in both

classical and commercial music

styles.

Demonstrates expert ability to play in all

styles.


and interpretation.

Unable to maintain steady time. Minimal




material. Limited ability to play rhythms in simple and compound meters.

Limited rhythmic accuracy while

performing commercial patterns in both prepared

material and sight-reading.

Time is mostly consistent in both prepared and sight-reading material but limited by finger

technique. Solid performance of basic mixed meter. Simple syncopations, dotted,

and subdivided rhythms adequate.


consistent and secure in prepared material.

Skillful ability to play commercial patterns.

Minor tempo and rhythmic errors while

sight-reading.



complex rhythmic combinations. Able to perform commercial patterns with ease.

All combinations of rhythmic variety can be read or prepared

easily.


Limited dynamic range. Underdeveloped breath support limits phrasing

ability to four to six measures.

Dynamic range is acceptable.


technique. Breathing is controlled.


generally thoughtful. Skillful use of expressive tempo changes and rubati where appropriate. Well-developed breath support and ability to release note endings and phrases with



phrasing appropriate to the style. Able to

sustain long passages in extreme ranges.



effortless.

Very limited ability to articulate with accuracy and consistency.

Articulations hinder sound.

Limited and inconsistent ability to articulate. No clear

distinction made between staccato,

legato and accented notes.

Solid ability to articulate. Clear

distinction between various articulation

patterns.

Well-developed ability to articulate with clarity and

speed. Consistent execution of complex

articulations.

Advanced ability to execute all

articulations.




Very limited technique, flexibility, and range.

Finger/tongue coordination problems.

Very limited sight-reading ability.

Limited technique and finger/tongue

coordination. Awkward finger dexterity affects

technical passages. Limited range and


Acceptable technique. Slight hesitation when playing faster tempos and complex patterns.

Slight hesitation in finger/tongue coordination.

Acceptable range. Adequate sight-reader.




Beginner1 4 5 6

Well-developed technique. Secure ability to execute difficult technical

passages. No hesitation in finger/tongue

coordination. Skillful sight-reader.

Fluent technique and dexterity throughout the practical range.

Able to perform complex technical

patterns accurately. Adept sight-reading

ability.




are precise and on demand.

Demonstrates superior sight-reading ability.


NAVAL SCHOOL OF MUSIC TRUMPET ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6

Well-developed technique and

flexibility. Isolated accuracy errors. Can play across practical

range with ease. Skillful sight-reader.

Precise technique with expanded flexibility.

Minor flaws in exceptionally difficult material. Adept sight-

reader.



Advanced techniques are precise and on

demand. Demonstrates superior sight-reading

ability.


Unclear attacks. Single tongue is inconsistent and

undeveloped. Able to multiple tongue at

extremely slow tempi. No differences

between written articulations and unmarked notes.

Edgy attacks with single tongue. Notes often clipped. Mixed

articulations are unclear. Multiple

tongue ability limited.

Acceptable single tongue. Notes not harshly attacked.

Mixed articulations clear. Multiple

tonguing functional, but not always clear.

Smooth legato.

Well-developed single tongue in middle to low range. Multiple tongue

acceptable for short passages at moderate

tempi. Combinations of articulations secure.

Advanced consistency and ability in all

traditional tonguing styles. Capable of

articulating in commercial styles with

varied facility.

Clarity in every context. Speed and facility



Very limited basic technique. Most

pitches missed due to under developed finger

movement and flexibility. Small

range. Very limited sight-reading ability.

Limited basic technique. Several

missed pitches due to limited finger dexterity and flexibility. Small range. Limited sight-

reading ability.

Acceptable technique. Some accuracy errors.

Fingers are quick in both articulated and slurred passages.

Performs across the practical range with

minor errors. Adequate sight-reader.

Limited ability to correctly perform in concert and march style. Very limited ability to perform

commercial styles.

Adequate stylistic differentiation. March/

concert styles acceptable, but timid. Swing style basic, but

degrades with advanced figures.

Stylistic differences evident. Well-developed march/jazz styles. Some expressive devices used,

but often lacking maturity. Devices will be incorrect or omitted when

sight-reading. Lead playing and improvisation

lack maturity.

Professionally functional in all styles. Vibrato and expressive devices are judiciously

used to enhance the musical line in

performance and sight-reading. May excel in

one genre approaching mastery

(i.e. improvisation).


of interpretation.








prepared material and sight-reading material but limited by finger

technique. Solid performance of basic mixed meter. Simple


Well-developed rhythmic ability. Time

is consistent and secure in prepared

material. Minor tempo and rhythmic errors when sight-reading. Mixed or odd meters

inconsistent.


reading situations. Extreme tempi and

advanced mixed meters cause isolated

mistakes.


easily.

Minimal to no dynamics or phrasing

present.

Limited dynamic range. Soft dynamics

consistently unsupported. Loud

dynamics are labored or crass. Phrasing

rudimentary.

Dynamic range is acceptable but loses

support in softer dynamics and can be overly harsh during

loud dynamics. Acceptable phrasing,

but limited by technique.


generally thoughtful.


phrasing appropriate to the style.



effortless.



SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

Tone

Middle register somewhat steady.

Upper register is thin and pinched while low register is unfocused.

Undeveloped intonation. Tone in all

registers becomes strained during sight-

reading.

Tone is full in the middle register. Upper/

lower range uncharacteristic. Tone is strained outside of middle register when

sight-reading.

Consistent tone across most of the practical

range. Extremes spread or pinched. Tone is strained in the upper

register or loses stability in the low register when

sight-reading. Acceptable overall

intonation.

Pure tone across entire practical range.

Extremities lack control. Secure

intonation.





Style/Musicality

CategoryBM

Full and resonant across entire range

with functional extremes. Few

intonation errors.

Rich and sonorous tone in both prepared

material and sight-reading. Sound can

emulate various styles, players, or moods.

Very accurate pitch. Lofty musicianship and inspirational expressive

artistry.

No stylistic concept.

NAVAL SCHOOL OF MUSIC FRENCH HORN ASSESSMENT



Style/Musicality

CategoryBM

Tone and timbre are consistent throughout entire range and most dynamic levels. Few

intonation errors.

Absolute control of tone and timbre

throughout entire range, extreme

registers, and all dynamic levels.

Intonation errors are rare. Sound can change to match various styles or

moods.


SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneTone is unfocused and airy. Poor Intonation. Timbre inconsistent throughout register.

Middle register is controlled at medium

dynamic levels. Intonation stable in

middle register. Timbre is inconsistent

in upper and lower register.

Tone and timbre are consistent throughout

most of respective register and a narrow

dynamic range. Intonation errors

sometimes present.

Tone and timbre are consistent throughout respective range and

at some dynamic levels. Minor

intonation errors in extreme registers.




style.

March/concert styles acceptable, but

reserved. Chamber stylistic performance

is unacceptable.

Stylistic differences evident. Well-

developed march/concert styles. Some

expressive devices used when performing prepared material but often lacking maturity. Acceptable chamber

stylistic performance.

Professionally functional in all required

styles. Expressive devices used

judiciously to enhance musical lines. Professionally functional in

march/concert/chamber styles.


of interpretation. Outstanding stylistic

performance in all genres.

Unable to maintain steady pulse. Basic rhythms often played

incorrectly.

Unsteady time. Subdivision inconsistent.

Struggles with syncopated rhythms.

Time is mostly consistent. Solid

performance of basic rhythms in compound

time.

Well developed rhythmic ability. Time

is consistent and secure. Performance in composite time is acceptable, but may contain occasional

mistakes.

Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material

with ease.


easily.


present.

Small and limited control of dynamic range. Phrasing attempted, but rudimentary.

Dynamics and phrasing present, but

inconsistent.

Dynamics and phrasing present.

Some intuitive shaping.

Strong command of dynamics, both written and implied. Phrasing

appropriate to the style.



effortless.

Unclear attacks. Single tongue is inconsistent and undeveloped. No multiple tongue ability.

No difference in performance of written articulation markings.

Attacks in middle register have some

clarity distinction. Notes often clipped. Single tongue consistent at

moderate tempi. Multiple tonguing

unclean and uneven. Minor difference in

performance of written articulations.

Clean attacks within respective register.

Performance of mixed articulation markings are apparent. Multiple tonguing is present,

but very inconsistent.

Well developed single tongue. Multiple

tonguing functional and clear, but may lack

consistency.


traditional tonguing styles. Multiple

tonguing is clear and controlled at

moderately fast tempi.




Many pitches missed due to underdeveloped embouchure flexibility

and valve coordination. Small range. Unable to

transpose.

Several missed pitches due to underdeveloped embouchure flexibility

and valve coordination. Eb transposition ability

present, but with errors.

Some accuracy errors due to limited

embouchure flexibility. Eb transposition acceptable, but

inconsistent.




Beginner1 4 5 6

Isolated accuracy errors. Well-developed

flexibility. Performs Eb transposition with isolated errors. Some errors reading in bass

clef.

Precise technique with expanded flexibility. Isolated errors when reading exceptionally difficult material. In

addition to Eb transposition, can

perform in bass clef with only occasional

minor errors.


are precise and on demand. Command of all transposition.


NAVAL SCHOOL OF MUSIC EUPHONIUM ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6

Well-developed technique and

flexibility. Pedal pitches can be

employed but will lack consistency. Skillful sight-reader in both

bass and treble clefs.


Isolated flaws in exceptionally difficult material. Advanced

techniques/ornamenta-tion can be utilized to enhance performance. Adept sight-reader in treble or bass clefs.




are precise and on demand. Superior

sight-reading ability in treble or bass clefs.

Unclear attacks. Single tongue is inconsistent and undeveloped. No

differences between written articulations and unmarked notes.

Clean attacks in middle register. Notes often

clipped. Single tongue consistent at moderate

tempi. Multiple tonguing unclean and

uneven. Limited ability to perform written

articulations.

Clean attacks in low register but

inconsistent in the upper register.

Acceptable single tongue. Mixed

articulations clear and concise. Multiple

tonguing adequate for short passages.

Well-developed single tongue. Multiple

tonguing functional, but not always clear.

Smooth legato. Combination of

articulations secure.


traditional tonguing styles. Capable of

multiple tonguing in extreme ranges and

dynamics.

Clarity in all context. Speed and facility



Very limited basic technique. Most

pitches missed due to under developed finger

movement and flexibility. Small

unacceptable range. Very limited sight-

reading ability.

Limited basic technique. Several

missed pitches due to limited finger dexterity and flexibility. Small range. Limited sight-

reading ability in preferred clef.

Acceptable technique. Isolated accuracy errors

with 4th valve usage. Fingers are quick in both articulated and slurred

passages. Can play across practical range.

Adequate sight-reader in one clef. Mistakes

present in secondary clef.









prepared material and sight-reading material but limited by finger

technique. Solid performance of basic mixed meter. Simple




tempo and rhythmic errors when sight-

reading. Mixed or odd meters inconsistent.


possible.


reading situations. Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material

with ease.


easily.


present.

Limited dynamic range. Soft dynamics

consistently unsupported. Loud dynamics labored or crass. Rudimentary

phrasing ability.

Dynamic range is acceptable though soft

dynamics may lack support at times.


technique.


generally conscientious of musical intent.

Strong command of dynamics, both written

and implied. Mature phrasing appropriate to

the style.



effortless.

Pure tone across entire practical range. Consistent intonation.




style.


concert styles acceptable, but timid.

Stylistic differences evident. Well-

developed march/concert styles.

Some expressive devices used when

performing prepared material but often lacking maturity.

Professionally functional in all

required styles. Vibrato and expressive devices are judiciously used to enhance the musical

line.


of interpretation.No stylistic concept.

SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

Tone

Tone is full in the middle register. Upper

register is thin and pinched while low

register is unfocused. Undeveloped

intonation. Tone in all registers becomes

strained during sight-reading.

Middle register steady. Upper register is thin.

Low register clarity inconsistent.

Intonation inconsistent. Tone is strained

outside of middle register when sight-

reading.

Consistent tone across practical range.

Extreme upper register pinched. Pedal tones insecure if performed. Acceptable intonation overall. Tone will be strained in the upper when sight-reading.





Style/Musicality

CategoryBM

Resonant tone across entire range; extremes

functional. Few intonation errors.


material and sight reading. Sound can

change to match various styles or moods. Accurate

pitch. Lofty musicianship.

Inspirational artistry.

NAVAL SCHOOL OF MUSIC TROMBONE ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6

Well-developed technique. Isolated

accuracy errors. Well-developed flexibility.

Able to read tenor clef and perform with F attachment. Skillful

sight-reader.


Isolated flaws in exceptionally difficult material. Adept sight-

reader.



Advanced techniques are precise and on

demand. Demonstrates superior sight-reading

ability.

Unclear attacks. Single tongue is

undeveloped, harsh and inconsistent. No

multiple tonguing ability. Unable to slur.

Edgy attacks with single tongue. Notes often clipped. Limited slur and legato ability.

Unclear mixed articulations. No multiple tonguing

ability.

Acceptable single tongue. Adequate slur/legato tongue ability; wider intervals lack

precision. Mixed articulations generally

clear in shorter passages. Acceptable

multiple tongue in short passages at moderate

tempi.

Well-developed clarity and increased speed with single tongue. Multiple tonguing functional, but not

always clear. Consistent accuracy in

most slurred/legato passages.


traditional tonguing styles. Demonstrates the ability to “doodle tongue” with varied

facility.

Clarity in every context. Speed and

facility achieved using any technique

necessary. Consummate lyrical

ability.


Very limited. Constant coordination problems, missed notes/partials. No flexibility. Small range. Very limited sight-reading ability.

Limited slide technique. Note

transitions inconsistent. Limited flexibility. Cannot trill. Small range. Limited sight-reading ability.

Marginally acceptable technique;

occasionally inaccurate. Useful flexibility, but lacks speed. Plays the practical range.

Adequate sight reader.


Undeveloped sense of time. Cannot keep steady pulse. No

ability to read syncopation. Basic

rhythms played incorrectly when

performing prepared material and when

sight-reading.

Unsteady time in both prepared and sight-

reading material. Subdivision is

inconsistent. Limited ability to demonstrate simple syncopations.


prepared material and sight-reading material

but limited by slide technique. Solid

performance with basic simple/compound

meter. Some difficulty with syncopation.

Well-developed rhythmic ability. Time

is consistent in prepared material. Minor tempo and

rhythmic errors when sight-reading. Mixed

or odd meters inconsistent.


reading situations. Isolated mistakes may

occur at extreme tempi, advanced mixed

meters, and advanced literature.


easily.

Minimal to no concept of dynamics or

phrasing.

Limited dynamic range with no shaping or control. Limited

phrasing.

Dynamic range is acceptable but loses

support in softer dynamics and can be

harsh during loud dynamics. Acceptable

phrasing, but lacks maturity and limited by

technique.







effortless.

Pure tone across entire practical range.

Extremities lack control. Secure

intonation.



Limited ability to perform in concert or march styles. Little to no ability to perform commercial styles.


concert styles acceptable, but limited. Jazz

style/swing feel basic, but degrades with advanced figures.

Stylistic differences evident. Well-developed march/jazz styles. Some expressive devices used,

but often lacking maturity. Devices will be incorrect or omitted when

sight-reading. Lead playing and

improvisation lack maturity.

Professionally functional in all styles. Vibrato and expressive devices are judiciously

used to enhance the musical line. May excel

in one genre approaching mastery (i.e. improvisation).

Sets the standard. Lofty musicianship and inspirational

expressive artistry. Abounds in creativity

of interpretation.


SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

Tone

Tone is pinched, thin, harsh, or unsupported and airy in all registers.

Minimal ability to demonstrate proper

intonation. Tone in all registers becomes

more strained during sight-reading.

Middle register is somewhat consistent while the upper/lower

range is uncharacteristic in both prepared material and when sight-reading.

Intonation is inconsistent.

Consistent tone across most of practical range.

Extremes spread or pinched. Tone is

strained in the upper register or loses

stability in the low register when sight-reading. Acceptable

overall intonation.





Style/Musicality

CategoryBM

Full and resonant across entire range

with functional extremes. Few

intonation errors.


material and sight-reading. Sound can

emulate various styles, players, or moods.

Very accurate pitch. Rich and sonorous tone

across entire range.

NAVAL SCHOOL OF MUSIC TUBA ASSESSMENT



Style/Musicality

CategoryBM

Resonant tone across entire range; extremes

functional. Few intonation errors.

Rich and sonorous tone across any

material. Sound can change to match various styles or moods. Accurate

pitch. Lofty musicianship.

Inspirational artistry.


SBM

Technique

Articulation

Time/Rhythm

Dynamics/Phrasing

ToneTone is full in the middle register. Upper

register is thin and pinched while low

register is unfocused. Undeveloped

intonation.

Middle register steady. Upper register is thin.

Low register clarity inconsistent. Some

difficulty holding pitches steady for long durations. Intonation

inconsistent.

Consistent tone across practical range.

Extreme upper register pinched. Pedal tones insecure if performed. Acceptable intonation

overall.

Pure tone across entire practical range and slightly beyond.

Consistent intonation.




style. No concept of performance in

commercial styles.

Acceptable performance in all

required styles though commercial

performance is limited.

Well-developed stylistic differences across

genres. Some expressive devices used

when performing prepared material but

may lack maturity. Capable of emulating a string bass with correct

note lengths and articulations.

Professionally functional in all

required styles. Vibrato and expressive devices are judiciously used to enhance the musical

line. Capable of modifying bassline in

commercial styles.

Sets the standard in creativity of

interpretation. Capable of basic

improvisation and reading chord

changes.

Unable to maintain steady time. Basic rhythms incorrect.

Difficulty with compound time. Not

capable of proper subdivision or syncopations.

Time mostly consistent but

fluctuations occur. Musical nuances lack

consistency. Subdivision mostly correct. Capable of basic syncopations.

Time is consistent though minor

fluctuations occur. Nuances observed but

may lack maturity. Subdivision and

syncopation acceptable.

Time is secure. Extreme

syncopation may cause mistakes.

Excellent time with only isolated mistakes. No

problems with syncopation.


easily.


present.

Small dynamic range. Rudimentary phrasing

present.

Dynamic range acceptable but lacks consistent support at

softer dynamics. Basic phrasing

present.







effortless.

Unclear attacks. Single tongue is undeveloped.

Multiple tonguing unacceptable. Minimal

difference between written articulations and unmarked notes. May articulate slurs

due to lack of technique.

Clean attacks in middle register. Notes often

clipped. Single tongue consistent at moderate

tempi. Multiple tonguing unacceptable.

Demonstrates difference between written articulations

and unmarked notes.

Clean attacks in middle and low register with inconsistency in the upper. Acceptable

single tongue. Multiple tonguing lacks tone. Marked articulations performed and some

correct stylistic interpretation on unmarked notes.

Well-Developed single tongue. Multiple

tongue acceptable for short durations.

Unmarked notes are stylistically correct.

Articulations are consistent across

entirety of range with isolated mistakes.

Multiple tonguing fully functional.




Very limited technique. Most pitches missed or

un-centered due to undeveloped dexterity and flexibility. Small, unacceptable range.

Limited technique. Several missed pitches

due to under developed dexterity

and flexibility. Uncomfortable across

entirety of practical range.

Acceptable technique. Slurs are mostly

smooth and clean. Combinations of valves

may create loss of clarity at times.

Confident through practical range and

slightly beyond.




Beginner1 4 5 6

Clarity reigns across articulated and slurred figures with only minor mistakes. Capable of

large range.

Precise technique with excellent flexibility. Capable of correctly

utilizing non-traditional advanced techniques.

Master of the instrument. Virtuosity is a hallmark in every

facet. Extreme flexibility and near flawless technique.


NAVAL SCHOOL OF MUSIC GUITAR ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6

Fully developed coordination and technical control; adept at executing

demanding passages and a variety of

stylistic techniques; occasional isolated

errors.

Refined coordination and technical control. Appears to perform without significant

effort; able to execute demanding passages

with ease and with appropriate stylistic details/techniques.

Masterful control; seemingly limitless

capability.

Groove is not secure; unreliable time

keeping. Very little rhythm recognition;

still developing rudimental aspects of

reading rhythms.

Groove not consistently secure. Limited rhythm recognition; rudimental level sight reading skill

set. Undeveloped rhythmic feel

appropriate to genre. Inconsistent ability to distinguish swing vs. straight 1/8th notes.

Groove is secure; functional control of time

and stylistic feel. Occasional interruption of

time; some rhythmic errors. Effective

intermediate level rhythm recognition and stylistic characteristics; able to

distinguish feel appropriate to genre (Swing vs. straight

1/8th notes).

Groove is secure; adept control of time and

stylistic feel. Isolated rhythmic errors; able to

perform complex rhythms and keep an uninterrupted flow.

Rhythmic feel appropriate to genre.

Groove is confident; time is correct with

effortless feel. Demonstrates a highly developed vocabulary for rhythm recognition and appropriate feel to

genre.

Exceptional control of groove; tempo/pulse,

stylistic feel and artistic nuance

expected for any genre. Virtually no limits in reading.


Very limited ability to demonstrate basic

technique; undeveloped/unaware

of stylistic aspects.

Limited ability to demonstrate basic

technique; inconsistent technical control, may be able to demonstrate some stylistic aspects.

Established foundation of control but unable to execute

all passages flawlessly; limited understanding of

stylistic techniques.


Very limited ability to demonstrate aspects of tone; unaware of tone appropriate to genre.

Very limited awareness of technical aspects, EQ/amp settings, and

guitar FX settings/sounds.

Limited ability to demonstrate aspects of tone; tends to have one tone for all styles. Some awareness of technical

aspects, EQ/amp settings, and standard guitar sounds affecting

tone but not consistently effective.

Competent ability to match tone & technical aspects to most styles; may favor one sound over others. Some

ability to adjusting tone to performance environment.

Well-developed ability to demonstrate aspects of tone; technical aspects,

EQ/amp settings and effects appropriate to genre. Adapts tone to

performance environment; makes

adjustments as needed.

Refined technical aspects defined for Journeyman level.

Effectively adjusts to performance

environment to enhance performance.

Superior ability to demonstrate aspects of

tone; not only mimics but enhances timbres to the

most subtle detail for any style. Sensitive to

surroundings; keenly aware of adjustments needed in virtually any

performance environment.

Very limited pitch recognition. Little to

no ability to demonstrate

understanding of chords; many

incorrect pitches. Very limited ability to

read lead sheets.



incorrect pitches. Limited pitch recognition.

Limited ability to read lead sheets.

Usually performs correct chords; few

pitch errors. Established

foundation of performance in various styles.

Competent ability to read lead sheets.

Consistently performs correct chords and

pitches; isolated errors. Demonstrates a well-

developed repertoire of song styles for effective

lead sheet reading. Capable of transposing chord progressions on

sight.

Pitches and voicings are accurate and

secure; demonstrates a well-developed

repertoire of song styles for ease in lead

sheet reading and transposing chord

progressions on sight.

Masterful understanding of chords evident;

voicings are not only accurate but

sophisticated. Fluent music reader; adept at

transposing chord progressions on sight.

Presentation has energy and confidence.

Typically performs with musicality and

expression expected of the genre; most stylistic

details such as articulation and note lengths are regarded.



No phrasing. Weak dynamic development

concept. Awkward sounding rhythmic

phrasing; starts and ends of phrases

rhythmically out of sync.

Dynamics present, good contrasting.

Some phrasing present but limited due to technique. Some

awkward sounding phrasing; rhythmic ideas not always in

sync.

Phrasing and dynamic contrasting are present

and generally conscientious of musical intent.

Rhythmic phrasing is accurate.


phrasing appropriate to the style. Adept

rhythmic phrasing.



effortless. Masterful control of rhythmic

phrasing.

No concept of dynamics or phrasing. Very little to no control of rhythmic phrasing.

SBM

Technique

Time/Rhythm

Tone

Harmonic Accuracy

Expression/MusicalityUndeveloped sense of musicality; weak and

uninspired presentation. Very

limited ability to demonstrate

expressive aspects.

Some development of musicality. Limited

ability to demonstrate expressive aspects of playing. Presentation

is weak; poor deportment & stylistic

control.

Competent presentation; requires development of finer aspects of stylistic control; articulation

and note lengths within stylistic expectations.





Dynamics/Phrasing

CategoryBM

Well-developed presentation. Performs

with stylistic control and nuance. Employs both fundamental and advanced musicality and expression with

ease.

Commanding presentation. Ideal fluency for a wide variety of genres;

executes with creative nuance and expression of the seasoned artist.

NAVAL SCHOOL OF MUSIC PIANO ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6




errors.

Refined coordination and technical control;

appears to perform without significant




capability.



undeveloped ability to read rhythms.

Groove/time is not consistently secure.

Limited rhythm recognition; rudimental level sight reading skill





time; some rhythmic errors. Effective intermediate level

rhythm recognition and stylistic characteristics; able to distinguish feel

appropriate to genre (Swing vs. straight 1/8th notes).

Groove is secure; adept control of time

and stylistic feel. Isolated rhythmic

errors; able to perform complex rhythms and keep an uninterrupted flow. Rhythmic feel appropriate to genre.



genre.











all passages flawlessly; limited

ability to demonstrate understanding of




Very limited awareness of technical aspects

and tone/patch settings

effecting tone.

Limited ability to demonstrate aspects of

keyboard settings; tends to have one tone

for all style. Some awareness of tone,

pedal use and patch settings but not

consistently effective.



Well-developed ability to demonstrate keyboard

settings; pedal use, patch selection, multiple

timbres through split keyboards and

adjustment wheels. Effectively adjusts to


Refined ability to demonstrate keyboard

settings; patch settings, split keyboard,

adjustment wheels, pedals and keyboard

combinations. Expertly adjusts to performance

environment.

Superior understanding of keyboard settings

evident; set ups, techniques and

combinations. Sensitive to surroundings; keenly

aware of adjustments needed in virtually any






read lead sheets.



incorrect pitches. Limited pitch

recognition. Limited ability to read lead

sheets.









sight.

Pitches and voicing are accurate and secure; Demonstrates a well-

developed repertoire of song styles for ease in lead sheet reading and

transposing chord progressions on sight.

Masterful understanding of

chords evident; voicing are not only accurate

but sophisticated. Fluent music reader; adept at transposing

chord progressions on sight.

Presentation has energy and confidence. Typically performs with

musicality and expression expected of

the genre; most stylistic details such as articulation and

note lengths are regarded.










sync.






rhythmic phrasing.




phrasing.


SBM

Technique

Time/Rhythm

Tone

Harmonic Accuracy




expressive aspects.


ability to demonstrate expressive aspects of playing. Presentation

is weak; poor deportment & stylistic

control.







Dynamics/Phrasing

CategoryBM



ease.



NAVAL SCHOOL OF MUSIC BASS ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6




errors.

Refined coordination and technical control;

appears to perform without significant




capability.



undeveloped ability to read rhythms.

Groove/time is not consistently secure.

Limited rhythm recognition; rudimental level sight reading skill





time; some rhythmic errors. Effective

intermediate level rhythm recognition and stylistic characteristics; able to

distinguish feel appropriate to genre (Swing vs. straight

1/8th notes).

Groove is secure; adept control of time and

stylistic feel. Isolated rhythmic errors; able to

perform complex rhythms and keep an uninterrupted flow.

Rhythmic feel appropriate to genre.



genre.











all passages flawlessly; limited

ability to demonstrate understanding of




Very limited awareness of technical aspects

and EQ/amp settings.

Limited ability to demonstrate aspects of tone; tends to have one tone for all styles;

some awareness of technical aspects and EQ/effect settings but

not consistently effective.



Well-developed ability to demonstrate aspects of tone; technical aspects,

EQ/amp settings and effects appropriate to genre. Adapts tone to

performance environment; makes

adjustments as needed.

Refined technical aspects defined for Journeyman level.

Effectively adjusts to performance

environment to enhance performance.

Superior ability to demonstrate aspects of

tone; not only mimics but enhances timbres to the

most subtle detail for any style. Sensitive to

surroundings; keenly aware of adjustments needed in virtually any






read lead sheets.



incorrect pitches. Limited pitch recognition.

Limited ability to read lead sheets.









sight.

Pitches and voicings are accurate and

secure; demonstrates a well-developed

repertoire of song styles for ease in lead

sheet reading and transposing chord

progressions on sight.

Masterful understanding of

chords evident; voicing are not only accurate

but sophisticated. Fluent music reader; adept at transposing

chord progressions on sight.

Presentation has energy and confidence.

Typically performs with musicality and

expression expected of the genre; most stylistic

details such as articulation and note lengths are regarded.










sync.






rhythmic phrasing.




phrasing.


SBM

Technique

Time/Rhythm

Tone

Harmonic Accuracy




expressive aspects.


ability to demonstrate expressive aspects of

playing.







Dynamics/Phrasing

CategoryBM



ease.



Rank Date Service Class


Senior Board Member (SBM) Rank/Name: SBM Signature:

SCORE

CONVERSION score x 2Board Member (BM) Rank/Name: FINAL SCORE

Section B: MALLETS (10%)

SUBTOTAL

Section C: DRUMSET (45%)

SUBTOTAL

Authority: Title 5, section 3012; Title 10, U.S.C. E.O. 9397. Principle purpose: Used to determine the student's technical for initial classification into the Navy and Marine Corps Music programs.

Routine Uses: Record of individual's technical proficiency and progress.

Name

Section A: SNARE DRUM (45%)

SUBTOTAL

Privacy Act Statement

NAVAL SCHOOL OF MUSIC PERCUSSIONAssessment Rubric Cover Sheet

For use of this form, see NAVSOMINST1300.1A; the proponent is the Commanding Officer, Naval School of Music

Page 1 of 4

BM SBM

Go No Go

Time/Rhythm

Category

Articulation/Musicality

Technique

Beginner

1

Novice

2

Apprentice

3

Journeyman

4

Expert

5

Master

6

Prepared Material / Sight ReadingBM/SBM Average

Snare Drum Final Score

Rudiments

Rudimental Roll

Concert Roll


NAVAL SCHOOL OF MUSIC PERCUSSIONSNARE DRUM



Name Rank Date Service Class #

Unsatisfactory technique. Very limited ability to

demonstrate basic technique. Hands very

uneven and appear ridged/stiff. Very limited

stick control and coordination.

Unsatisfactory time and rhythm. Unable to

maintain consistent time. Indicated tempo marking

neglected. Unable to recognize simple rhythmic

passages, compounded when sight-reading.

Unsatisfactory articulation and musicality. Very

limited ability to perform embellishments, rolls, and

rudiments. Almost no dynamic contrast and

consistency.

Limited technique. Limited basic technique. Hands uneven and may

appear ridged/stiff. Limited stick

control/coordination during challenging

passages.

Limited time and rhythm. Time inconsistent and

fluctuates during rhythmically challenging passages. Inconsistent beat spacing. Able to

recognize some subdivided rhythms. Syncopated rhythms

performed inaccurately.

Limited articulation and musicality. Limited ability

to perform embellishments, rolls,

and rudiments. Limited dynamic contrast and

consistency performing prepared music and while

sight-reading.

Acceptable technique. Solid foundation of basic technique. Hands may

appear ridged/stiff during challenging passages.

Minor stick control/coordination

problems executing all rhythms leading with either

hand.

Acceptable time and rhythm. Minor time fluctuations during

challenging passages. Able to execute subdivided syncopated rhythms, and basic meter changes with

minor discrepancies.

Acceptable articulation and musicality.

Embellishments, rolls, and rudiments performed with

minor discrepancies. Dynamics inconsistent

during demanding passages. Crescendi and

decrescendi uneven.

Well developed technique. Executes difficult

rhythms/rudiments leading with either hand. No stick

control/coordination problems.

Well developed time and rhythm. Isolated time

fluctuations during rhythmically challenging

passages. Able to recognize rhythmic

passages involving basic meter changes. No rhythmic errors in prepared material.

Well developed articulation and musicality.

Embellishments, rolls, and rudiments performed

accurately with isolated inconsistencies. Dynamics

performed consistently with even crescendi and

decrescendi.

Excellent technique. Technical expert. Able to

display use of multiple techniques as appropriate.

Executes complex rhythms/rudiments leading

with either hand.

Excellent time and rhythm. No time fluctuation. Able

to recognize rhythmic passages involving difficult

meter and time changes. No rhythmic errors in

prepared material.

Excellent articulation and musicality. All

embellishments, rolls, and rudiments performed

consistently. Complex dynamic changes

performed accurately.

Superior technique. Masterful control.

Flawless execution of demanding passages using a variety of techniques as

appropriate.

Superior time and rhythm. Exceptional control of time

enhances performance. Able to recognize rhythmic passages involving difficult

meter and time changes. Flawless rhythmic

performance of prepared material.

Superior articulation and musicality.

Embellishments, rolls, and rudiments enhance overall musicality. Dynamics are instinctive and effortless.

Page 2 of 4

BM SBM

Go No Go


Prepared Material / Sight ReadingBM/SBM Average

Mallet Final Score

Scales

TechniqueUnsatisfactory technique.


technique. Hands very uneven and appear

ridged/stiff. Very limited mallet

control/coordination. Beater placement

neglected.

Limited technique. Limited ability to

demonstrate basic technique. Hands uneven

and may appear ridged/stiff. Limited control/coordination during challenging passages. Beater placement lacks

consistency.

Time/Rhythm


Acceptable technique. Solid foundation of basic

technique. Hands may appear ridged/stiff during

challenging passages. Minor mallet

control/coordination problems executing all rhythms leading with

either hand. Minor beater placement discrepancies.

Well developed technique. Well-developed technique. Executes difficult rhythms leading with either hand. Performs passages using

a variety of techniques with isolated beater

placement discrepancies.

Excellent technique. Technical expert. Executes complex

rhythms leading with either hand. Performs

passages using a variety of techniques with

accurate beater placement.

Superior technique. Masterful control.

Flawless execution of demanding passages

using a variety of techniques.



neglected. Unable to recognize simple rhythmic

passages, compounded when sight-reading.


fluctuates during rhythmically challenging passages. Inconsistent beat spacing. Able to

recognize some subdivided rhythms. Syncopated rhythms


Acceptable time and rhythm. Minor time fluctuations during

challenging passages. Able to execute

subdivided syncopated rhythms, and basic meter

changes with minor discrepancies.


fluctuations during challenging passages.

Able to recognize rhythmic passages involving simple

meter changes. No rhythmic errors in prepared music.


to recognize rhythmic passages involving

difficult meter and time changes. No rhythmic

errors in prepared music.

Superior time and rhythm. Exceptional control of

time enhances performance. Able to

recognize rhythmic passages involving

difficult meter and time changes. Flawless

rhythmic performance.

Superior articulation and musicality. All

embellishments enhance overall musicality.

Dynamics are instinctive and effortless.

NAVAL SCHOOL OF MUSIC PERCUSSIONMALLETS

Category

Name




Rank Date Service Class #

Beginner

1

Novice

2

Apprentice

3

Journeyman

4

Expert

5

Master

6

Unsatisfactory articulation and musicality. Rolls,

legati, staccati, and slurs neglected. Almost no dynamic contrast and

consistency.

Limited articulation and musicality. Rolls

performed pulsed and uneven. Legati, slurs, and

staccati neglected. Limited dynamic contrast

and consistency performing prepared

music and while sight-reading.

Acceptable articulation and musicality. Rolls performed with minor discrepancies. Legati,

slurs, and staccati apparent but inconsistent.

Dynamics inconsistent during demanding passages. Minor

unevenness in crescendi/decrescendi.

Well developed articulation and

musicality. Rolls performed accurately with isolated inconsistencies. Legati, slurs, and staccati

performed where appropriate. Dynamics are

performed consistently with even

crescendi/decrescendi.

Excellent articulation and musicality. Rolls

performed consistently. Legati, slurs, and staccati

enhance overall musicality. Complex

dynamic changes performed accurately.

Page 3 of 4

BM SBM

Time/Rhythm

Style/Musicality

Styles Prepared Material / Sight ReadingBM/SBM Average

Unsatisfactory style and musicality. Minimal

ability to perform stylistically correct. Fills,

rhythmic figures, variations, and kit voicing

detract from ensemble phrasing and form. No

dynamic contrast.


fluctuates during challenging passages.

Inconsistent beat spacing. Able to recognize some

subdivided rhythms. Syncopated rhythms


Limited style and musicality. Limited ability to perform stylistically correct. Fills,

rhythmic figures, variations, and kit voicing are uncharacteristic to

ensemble phrasing and form. Limited dynamic

range.


fluctuations during challenging passages. Able

to recognize rhythmic passages involving basic

meter changes. No rhythmic errors in prepared material.



neglected. Unable to recognize simple

rhythmic passages, compounded when sight-

reading.


to recognize rhythmic passages involving

difficult meter and time changes. No rhythmic

errors in prepared material.

Superior time and rhythm. Exceptional control of time

enhances performance. Able to recognize rhythmic

passages involving advanced meter and time

changes. Flawless rhythmic performance of

prepared material.

Well developed style and musicality. Advanced

stylistic performance. Fills, rhythmic figures, variations,

and kit voicing enhance ensemble phrasing and form.

Versatile dynamic range.

Excellent style and musicality. Expanded

vocabulary evident as fills, rhythmic figures,

variations, and kit voicing greatly enrich ensemble

phrasing and form. Expansive dynamic range.

CategoryBeginner

1

Apprentice

Technique

Novice

2

Limited technique. Limited ability to demonstrate basic technique. Hands and Feet

uneven and may appear ridged/stiff. Limited control

during technically demanding passages.

Limited coordination when playing time/fills. Alignment

and balance lack consistency.

Journeyman

4

Well developed technique. Executes difficult rhythms

leading with either hand. No control problems. Isolated minor alignment, balance,

and coordination problems.

Unsatisfactory technique. Very limited ability to

demonstrate basic technique. Hands and feet very uneven and

appear ridged/stiff. Major alignment, balance and coordination problems.

3

Acceptable technique. Solid foundation of basic

technique. Hands and Feet may appear ridged/stiff

during challenging passages. Minor control, alignment, balance, and coordination problems.



Name Rank Date Service Class #

NAVAL SCHOOL OF MUSIC PERCUSSIONDRUM SET


Drum Set Final Score

Acceptable time and rhythm. Minor time fluctuations

during challenging passages. Able to execute

subdivided syncopated rhythms, and basic meter

changes with minor discrepancies.

Acceptable style and musicality. Appropriate

stylistic performance. Fills, rhythmic figures, variations,

and kit voicing support ensemble phrasing and

form. Appropriate dynamic range.

Superior style and musicality. Master of all

styles. Superior vocabulary and

performance as fills, rhythmic figures,

variations, and kit voicing are intuitive to ensemble

phrasing and form. Dynamics are instinctive

and effortless.

Expert

5

Master

6

Excellent technique. Technical expert. Executes complex

rhythms leading with any hand or foot. Exhibits advanced coordination and independence. No alignment, balance, or

coordination problems.

Superior technique. Masterful control of

independence, alignment, balance, and coordination.

Flawless execution.

Page 4 of 4

NAVAL SCHOOL OF MUSIC VOCAL ASSESSMENT


Go NoGo N/A

Beginner1 4 5 6

Typically performs with nuance and style. May not have mastered all

stylistic characteristics but demonstrates

idiomatic knowledge evident in performance.

Consistently performs with nuance and style. Expert demonstration

of stylistic characteristics.

Performs with the creative nuance and style of the seasoned

artist. Masterfully enhances stylistic

characteristics with personal

musicianship.

Lacks fundamental awareness of diction

and stylistic application to lyrics; tends to apply one accent style for all

genres.


appropriate use of formal/informal diction. Lacks awareness of

microphone angles affecting diction; popping P's and overdriving mic affecting lyrics.

Isolated awkward sounding diction choices in some genres; such as

unvoiced T’s and soft R’s that seem out of

character for the piece.

Inhabits the character of the piece through

diction that is appropriate.

Inhabits the character of the piece through

diction that is stylistically accurate.

Enhances the character of the piece through diction that is

ideal.


Minimal demonstration of nuance and style;

may occasionally reflect some stylistic

characteristics in performance.

Able to convey some stylistic changes. Typically sings all

songs with one voice.

Skillful indications of style changes through application of stylistic

characteristics in register, tone and

diction.


Lacks vocal control and/or makes

questionable placement choices in voice; weak registers are apparent.

Minimal use of dynamics and

inappropriate phrasing choices. Unacceptable

intonation.

Sings all songs with the same tone and registration; lacks

dynamics and phrasing. Sound may be pleasing, but gives

the impression of a niche singer. Weak

intonation.

Employs voice well; may have unevenness

of timbre when crossing from chest to

head voice (or vice versa). Acceptable

intonation and internal time.

Well-developed timbre; no apparent thinness/

straining in upper register; timbre remains

even when crossing from chest to head

voice (or vice versa).

Excellent and stylistically accurate

timbre, command of all registers; able to

conceal breaks in the voice or use them for

stylistic effect.

Masterful control of timbre; no apparent

weakness in any register. Dynamics are

instinctive and effortless.

Very limited pitch & rhythm recognition; many errors. Many

form & lyric errors. No understanding of lead

sheet reading concepts.

Limited pitch & rhythm recognition; many incorrect pitches &

rhythms. Limited lead sheet reading concepts.

Usually performs correct pitches &

rhythms for easy to intermediate level

reading. Established foundation of

performance in various styles.


Regularly performs correct pitches & rhythms; isolated

errors. Demonstrates well-developed

repertoire of song styles for effective lead sheet reading.

Pitches & rhythms are accurate and secure. Demonstrates well-

developed repertoire of song styles for ease in

lead sheet reading.

Demonstrates masterful knowledge;

virtually no errors. Fluent music reader

with unlimited capability.

Demonstrates technical proficiency; incorporates

microphone and stand to enhance

presentation.



Somewhat engaging, but firmly rooted in

one position or paces the stage with little

direction. Questionable music

selection.

Engages the audience with eye contact, personality and

confidence. Moves about the stage. Creates a mood

appropriate to the song in some genres.

Generally appropriate music selection.

Commands the stage and draws the

audience in with a magnetic personality.

Creates a mood appropriate to the

song in several genres. Strong music

selection.

Strong command of the stage with dynamic

blocking and audience interaction. Creates a

mood appropriate to the song in most genres.

Excellent music selection.

Exceptional command of the stage with

dynamic blocking and audience interaction of

the seasoned entertainer.

Outstanding music selection.

Rarely engages the audience with eye

contact or scans the room. May have some physical presence, but displays nervousness or awkwardness. Poor

music selection.

SBM

Style

Diction/Lyrics

Tone/Musicality

Accuracy

Microphone TechniqueDemonstrates little

experience with microphone by holding

it out of range, too close, leaving it on the

stand, no use of the stand, or in a way that is

distracting.

Exhibits some experience with

microphone and stand. Elements of technique not present, such as

grip, obscuring the face, pulling away, holding too close or too far.

Demonstrates awareness of proper technique; execution may be inconsistent.

Not consistently aware of visual aspects.





Presentation

CategoryBM

Excellent use of microphone and stand

that is effective in performance; aware of using microphone and

stand as props for visual enhancement.

Masterful use of the microphone and stand to artistically enhance

performance.

1.0 Beginner

2.0 Novice

3.0 Apprentice

3.5 Musician Seaman

4.0 Journeyman

5.0 Expert

6.0 Master

Competency Levels


A Beginner is an instrumentalist who is

greatly lacking in performance of

fundamentals on the instrument. Extensive

training required.

The Novice is a player who has a

rudimentary understanding of the

fundamentals but lacks the refinement

necessary to be a functional professional

musician.

For NAVSOM, this is the launching point

for the professional U.S. Marine Corps

military musician. Overall, essential

elements of musicianship still developing;

solid foundation upon which to build and

contribute to the military music mission.

For NAVSOM, this is the launching point

for the professional U.S. Navy military

musician. Overall, essential elements of

musicianship still developing; solid

foundation upon which to build and

contribute to the military music mission.

The Journeyman musician is a trusted,

reliable performer who needs little

supervision. A professional who possesses reliable commercial and traditional skill

sets. A strong performer capable of

making significant contributions to any

musical unit.

The Expert is the refined professional

with highly developed commercial and

traditional skill sets. A standout performer


Virtuosity is a hallmark in every facet of

performance. Advanced techniques are

precise and on demand. An invaluable

resource for all aspects of the

performance and pedagogy of the craft.

Enclosure (3)

Instrument Flut,e

Oboe

Clarinet

Bassoon

Saxophone

Trumpet

French Horn Euphonium

Trombone Tuba

Electric Bass Guitar Piano Percussion

Vocalist


Scale Assessment Chart

Ranqe Tempo c will be 3 octaves; all others N/A 2 octaves A and Ab will be 1 octave; all N/A others 2 octaves E, F, F# and G will be 3 N/A octaves; all others 2 octaves Bb, B, c and Db will be 3 N/A octaves; all others 2 octaves G Ab, and A will be 1 octave; N/A all others 2 octaves C#, D, Eb, E and F will be one N/A octave; all others 2 octaves All 2 octaves N/A Bb, B, c, Db, D, E and Eb will N/A be 1 octave; all others 2 octaves All 2 octaves N/A Db,. D and Eb will be 1 octave; N/A all others 2 octaves All 2 octaves N/A

All 2 octaves N/A All 4 octaves N/A All 2 octaves 120 - 140 @ 9th

notes, arpeggios will be half speed.

All 1 octave N/A

.Enclosure (4)


Practical Instrumental Range Assessment Chart

Instrument Practical Range (Written Pitches)

Piccolo D4 - C7 Flute C4 - C7 Oboe Bb3 - F6 Clarinet E3 - A6 Bassoon Bbl - Bb4 Saxophone Bb3 - F6 Trumpet F#3 - C6 French Horn C3 - A5 Euphonium C2 - Bb4 Trombone E2 - Bb4 Bass Trombone Bbl - F4 Tuba Fl - Bb3 Electric Bass E2 - Eb4 Guitar E3 - C6 Piano AO - cs Percussion N/A Vocalist N/A

Enclosure (5)

Appendix A

Woodwinds

Flute/Piccolo

Technique

Beginner

Rubric Statement: Very limited basic technique. Unclean finger movement. Incorrect fingering of notes. Very limited flexibility. Very limited sight-reading ability.

• Finger/tongue coordination problems.

• Unable to perform cleanly at faster tempos.

• Incorrect fingerings, especially in upper register.

• Upper register technique sloppy, awkward, and labored.

• Unable to read key signatures of more than 3 sharps of flats.

• Unable to cleanly play through intervallic passages.

• Technique affects tone quality.

Novice

Rubric Statement: Limited fundamental technique. Limited flexibility, range, and sight-reading ability.

• Finger/tongue coordination problems.

• Facility in upper register lacks consistency and is awkward at times.

• Unable to cleanly perform in the upper register at faster tempos.

• Note transition in upper register sloppy.

• Limited ability to read accidentals beyond key signature.

• Intervallic movement clean at slower tempos.

• Flexibility limited to 2 octaves.

• Upper register technique affects tone quality.

Apprentice

Rubric Statement: Acceptable finger technique and dexterity. Coordination problems when playing in the 4th register at fast tempos. Acceptable flexibility and range. Adequate sight-reader.

• Very few problems with finger/tongue coordination.

• Facility and movement through upper register clean and consistent.

• Tempo may slow slightly when playing through technical lines in upper register.

• Able to read key signature changes within a piece.

• Able to carry accidentals beyond the key signature.

• Flexibility is markedly improved; able to achieve octave leaps with ease, speed, and clarity.

• Intonation consistent.

• Wide range.

Journeyman

Rubric Statement: Well-developed technique, dexterity, flexibility, and range. Able to apply alternate fingerings of both flute and piccolo. Skillful sight-reader.

• Well executed, clean movement through upper register.

• Increased ability to perform wide interval leaps accurately.

• Free use of accidentals beyond key signature.

• Accurate upper range/extended range technique.

• Intonation centered throughout entire range.

• Timbre is homogenous throughout entire range.

Expert

Rubric Statement: Fluent technique and dexterity on both flute and piccolo throughout the range of both instruments. Able to perform complex technical patterns accurately. Adept sight-reading ability.

• Precise finger/tongue coordination.

• Fluent movement through entire range.

• Coordination is accurate with no fluctuations in tempo.

• Precise and agile finger dexterity and technique.

• Seamless transitions throughout upper register.

• Able to perform confidently in any key.

• Enharmonics and unconventional patterns played with little to no hesitation.

• Capable of playing large interval leaps accurately.

Master

Rubric Statement: Master of the instrument, a soloist. Virtuosity is a hallmark in every facet. Extreme flexibility. Advanced techniques are precise and on demand. Demonstrates superior sight-reading ability.

• Agile finger dexterity.

• Seamless facility through upper and extended range.

• Unquestionably consistent technique.

Articulation

Beginner

Rubric Statement: Unclear attacks. Very limited ability to play slurred, legato and staccato articulations with accuracy. Mixed articulations are inconsistent, uneven, and lack finger/tongue coordination.

• Able to perform basic single tongue technique at moderate (quarter note = 84) tempos.

• Tone suffers when articulating.

Novice

Rubric Statement: Unfocused, inconsistent attacks. Limited ability to demonstrate single tongue technique, slurred, legato and staccato articulations as well as mixed articulations. Limited ability to multiple-tongue.

• Able to perform basic single tongue techniques.

• Demonstrates rudimentary ability to use multiple tongue techniques.

• Multiple tongue will diminish tone quality and is inconsistent.

• Execution of mixed articulations is inconsistent and unclear.

• Able to play simple articulations cleanly, but mixed articulations are unfocused and inconsistent.

Apprentice

Rubric Statement: Solid ability to play a variety of single-tongue and mixed articulations.

• Able to perform basic single tongue patterns in a consistent manner.

• Able to demonstrate accurate multiple tongue techniques.

Journeyman

Rubric Statement: Well-developed ability to articulate while maintaining a clear tone. Consistent execution of complex articulations and multiple-tonguing.

• Performs moderately complex articulated figures freely.

• Easily able to play simple and mixed articulation patterns without impairing time.

Expert

Rubric Statement: Able to perform complex patterns of multiple-tonguing and mixed articulation patterns effortlessly.

• Performs complex patterns of articulation effortlessly.

• Able to double and triple tongue cleanly.

Master

Rubric Statement: Clarity in all contexts. Speed and facility achieved using any technique necessary.

• Multiple tongue techniques performed on command with ease.

• Absolute clarity when articulating.

• Uses any technique necessary in order to achieve speed, facility and clarity when articulating.

Time/Rhythm

Beginner

Rubric Statement: Unable to maintain steady pulse. Minimal ability to perform simple syncopations. Basic rhythms played incorrectly across both prepared material and when sight-reading.

• Weak sense of time and rhythm.

• Dotted rhythms, syncopation, and partial beat pickups are problematic and slow time.

Novice

Rubric Statement: Unsteady time when performing prepared material; compounded when sight-reading. Subdivision is inconsistent. Limited ability to demonstrate simple syncopations.

• Does not possess consistency necessary to be effective in an ensemble setting.

• Simple rhythms easily performed.

• Syncopated or dotted rhythms are problematic, slowing tempo and impeding style.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared and sight-reading material but limited by finger technique. Mixed or odd meters inconsistent. Moderate syncopations adequate.

• Consistent sense of time and rhythm.

• Able to change between meters in which the beat remains constant.

• Triplets and dotted rhythms are played with ease.

• Strong ability to subdivide.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Solid performance of mixed meter. Minor tempo and rhythmic errors when sight-reading. Performance of extended syncopated figures possible.

• Consistent sense of time and rhythm.

• Able to play the full spectrum of most common, simple, and mixed meters.

• Extended passages of complex rhythms are played with accuracy and consistent time.

Expert

Rubric Statement: Excellent time in all performance and sight reading situations. Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material with ease.

• Demonstrates ease with time and rhythm.

• Demonstrates of complex rhythmic combinations effortlessly.

• Time remains consistent and rhythms are precise through complex meter changes.

Master

Rubric Statement: All combinations of rhythmic variety can be read and prepared easily.

• Ease and absolute consistency with time and rhythm.

• All combinations of rhythmic variety can be read and prepared flawlessly.

Dynamics/Phrasing

Beginner

Rubric Statement: Minimal to no dynamics or phrasing present. Due to lack of breath support and control, phrasing is limited to two to four measures.

• Almost no ability to play dynamic changes.

• When changing dynamics, intonation and tone suffer.

• Phrasing unstructured.

• Breath support not present to control phrasing and dynamics.

Novice

Rubric Statement: Limited dynamic range. Underdeveloped breath support limits phrasing ability to four to six measures.

• Some ability to play dynamics with consistency and control.

• Intonation and tone quality suffer when playing large dynamic changes.

Apprentice

Rubric Statement: Dynamic range is acceptable. Acceptable phrasing, but limited by technique. Breathing is controlled.

• Able to play a wide range of dynamics.

• Intonation and tone quality may still suffer when making large dynamic changes.

• Able to play through longer phrases.

Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally thoughtful. Skillful use of expressive tempo changes and rubati where appropriate. Well-developed breath support and ability to release note endings and phrases with finesse and accurate intonation.

• Able to play a broad range of dynamics with control and direction.

• Intonation and tone quality will remain consistent despite dynamic changes.

• Phrasing is structured and generally conscientious of musical intent.

• Extended breath support and control are present.

• Able to apply expressive changes maturely.

Expert

Rubric Statement: Strong command of dynamics, both written and inferred. Mature phrasing appropriate to the style. Able to sustain long passages in extreme ranges.

• Full control over extreme dynamic changes.

• Dynamics do not affect intonation, time or tone quality.

• Phrasing is structured, thoughtful and musical.

• Extended breath support is present.

• Able to use expressive tempo changes and rubato in order to enhance the phrase.

Master

Rubric Statement: Absolute control and stylistic sensitivity. Dynamics are instinctive and effortless.

• Complete control of extreme, sudden dynamic changes.

• Absolute control of stylistic sensitivity and interpretation.

Tone

Beginner

Rubric Statement: Pinched, airy, thin, unfocused tone in all registers. Very limited use of vibrato. Piccolo playing extremely limited with no consistency in intonation or tone.

• Breath support uncontrolled if present.

• Intonation is very poor.

• Vibrato is uncontrolled and uncharacteristic (may sound like a nanny goat).

Novice

Rubric Statement: Middle register tone is developed; upper and lower registers are weak and unfocused. Limited use of vibrato.

Intonation is consistent on flute. Piccolo tone and intonation lacks control and consistency.

• Intonation is problematic in the upper register.

• Vibrato is unsteady and unrefined. Distracts from the character of the music.

Apprentice

Rubric Statement: Consistent tone across the practical range. Vibrato is present and well executed to enhance musicality. Flute and piccolo tone and intonation are solid and consistent in both prepared and sight-reading material.

• Extreme highs and lows may still sound slightly unfocused and airy.

• Intonation may still be problematic in the extreme upper register.

• Vibrato is mostly consistent and is not disruptive to the character or style.

Journeyman

Rubric Statement: Well-developed tone. Strong ability to demonstrate appropriate variations of tone color. Vibrato is used appropriately to enhance musicality. Able to play in all registers with accurate intonation on flute and piccolo in both prepared and sight-reading material.

• Able to play a variation in tone colors throughout all octaves.

• Tone is homogenous in all registers.

• Able to play vibrato to enhance overall musicality.

• Vibrato is stylistically and historically accurate.

Expert

Rubric Statement: Mature tone with the ability to use expressive tone color. Able to demonstrate various uses of vibrato in prepared and sight-reading material.

• Tone homogenous in all registers.

• Intonation is precise.

• Demonstrates variety in the use of vibrato.

Master

Rubric Statement: Rich and sonorous tone in prepared material and sight-reading. Sound can emulate various styles, layers, or moods. Very accurate pitch. Lofty musicianship. Able to produce different tonal qualities and colors effortlessly.

• Vibrato is used to enhance style and interpretation.

• Timbre sonorous and homogenous throughout entire range.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept. Very limited musicality while sight-reading.

• No experience performing in various styles.

• Unable to play standard literature with correct interpretation.

• Very little knowledge of simple ornamentation.

• Simple ornamental figures will be played out of style and out of time.

Novice

Rubric Statement: Some development of style. Limited ability to execute grace notes, trills, mordents and small cadenza figures. Limited musicality while sight-reading.

• Lacks the stability in technique required to apply interpretation to standard literature.

• Simple ornamentation such as grace notes, trills and mordents will be recognized but will be played uncleanly and with likely misinterpretation.

• Has some knowledge and experience playing different styles, but is immaturely executed.

Apprentice

Rubric Statement: Stylistic differences present. Accurate performance of ornamentation to include grace notes, mordents, trills and cadenza figures.

• Solid understanding of style.

• Able to apply stylistic understanding to standard literature.

• Able to play simple ornamentation with correct interpretation.

• Ornamental figures will not impair time.

Journeyman

Rubric Statement: Well-developed ability to play varied musical styles with ease. Skillful use of all basic symbols for ornamentation.

• Able to play various musical styles with ease.

• Demonstrates a broad knowledge of different styles.

• Demonstrates a sense of musicality and maturity in its application.

• Demonstrates a great understanding of standard literature.

• Ornamentation is clean and stylistically correct.

• Time is not sacrificed for technique with playing ornamentation.

Expert

Rubric Statement: Demonstrates emphasis on elements of period style, including free use of ornamentation and rubato. Advanced ability to demonstrate interpretation of standard literature.

• Demonstrates increased emphasis on elements of period style.

• Is at ease with standard literature.

• Ornamentation performed with ease.

• Broad knowledge and ability to demonstrate various musical styles.

Master

Rubric Statement: Sets the standard. Abounds in creativity of interpretation. Inspirational expressive artistry.

• Creative interpretation.

• Plays standard and contemporary literature with ease.

• Ornamentation is played effortlessly.

• Extensive knowledge and experience playing different musical styles.

Oboe

Technique

Beginner

Rubric Statement: Very limited basic technique. Unclean finger movement. Incorrect fingering of notes. Very limited flexibility. Very limited sight-reading ability.

• Finger/tongue coordination problems prevalent.

• Knuckle tension and flat fingers; inefficient hand or finger position will cause coordination problems.

• Unable to cleanly play through intervallic passages.

• Unable to perform cleanly at faster tempos.

Novice

Rubric Statement: Limited fundamental technique. Unclean finger movement in technical passages. Under-developed finger/tongue coordination. Limited range and sight-reading ability.

• Finger/tongue coordination problems present.

• Knuckle tension and flat fingers hampers their ability to play technical passages cleanly.

• Able to perform moderate interval movement; struggles with larger interval leaps.

• Able to perform scalar figures at quarter note = 84 and arpeggiated figures at half the speed.


Apprentice

Rubric Statement: Acceptable technique. Able to play passages with alternate fingerings cleanly. Acceptable range. Adequate sight-reader.


• Able to perform small and wide interval movement.

• Fingers should be curved at relaxed.

• Able to perform scalar figures in eighth notes up to quarter note = 104 and arpeggiated figures at half speed.


• Flexibility is markedly improved; able to achieve octave leaps with ease, speed, and clarity.

• Intonation consistent.

• Smoothness over the break: C5 – D5; able to play passages using Left Eb and Left F fingerings cleanly.

• Range: Bb3 through F6

Journeyman

Rubric Statement: Well-developed technique, dexterity, flexibility, and range. Well-developed range. Skillful sight-reader.

• Well-developed foundation; isolated accuracy problems.

• Able to cleanly perform consecutive intervals in a disjunct melody.




• Range: Bb3 through G6

Expert

Rubric Statement: Fluent technique and dexterity throughout the range. Able to perform complex technical patterns accurately. Adept sight-reading ability.

• Outstanding technique; rarely missed notes.




Master


• Mastery in all technical aspects of performance and executes the most demanding literature with precision and ease.


• Extreme flexibility. Virtuosic performer capable of advanced techniques.

Articulation

Beginner

Rubric Statement: Unclear attacks. Able to use basic single tongue technique. Very limited ability to play slurred, legato and staccato articulations with accuracy. Mixed articulations are inconsistent and lack finger/tongue coordination.

• Limited understanding of articulation (attack, release, slurs, staccato, and accent); only able to single tongue.

• Single Line Tonguing: quarter note = 72

• Weak embouchure, poor tongue placement, inconsistent air support, and sometimes a hard reed.

• Demonstrates poor response or a thuddy, pecky, squawky attack.

Novice

Rubric Statement: Unfocused, inconsistent attacks. Reed quality, awkward tongue placement and inconsistent air limit articulation accuracy and tone quality. Limited performance of mixed articulations.

• Some understanding of articulation (attack, release, slurs, staccato, accent, and tenuto); only able to single tongue.

• Single Line Tonguing: quarter note = 88

• Demonstrates poor response or a thuddy, pecky, squawky attack.

Apprentice

Rubric Statement: Solid ability to play a variety of single-tongue and mixed articulations. Inconsistent air support and response in the low register when articulating at softer dynamic levels.

• Single line tonguing: Quarter note = 104 • Understands mixed articulations; able to execute most. • Clear differences between staccato, marcato, tenuto, and

legato articulations.

Journeyman

Rubric Statement: Well-developed ability to articulate while maintaining a clear tone. Consistent execution of complex articulations.

• May be able to double, triple, or flutter tongue.

• Must be able to single tongue consecutive 16th notes at tempos of no less than quarter note = 80.

• Able to distinctly perform staccato, marcato, legato, and tenuto articulations within the same passage.

Expert

Rubric Statement: Able to perform complex patterns of mixed articulation patterns effortlessly.

• Able to double, triple, and flutter tongue.

• Able to single tongue consecutive 16th notes at tempos of no less than quarter note = 104.

• Distinctly performs different articulations within the same passage.

Master

Rubric Statement: Clarity in articulation in every context. Speed and facility achieved using any technique necessary.


Time/Rhythm

Beginner


• Difficult technique hinders rhythm and causes hesitations and restarts.

• In simple meter, errors include holding tied notes incorrectly, not counting during long note or rest values, and the dotted eighth/sixteenth patterns are played as triplets.

• In compound meter, errors include holding dotted quarters longer than one beat, dotted half note for longer than two beats, and rests not counted correctly.

• Cannot read syncopated figures.

Novice


• Struggles to maintain consistent tempo and internal pulse.

• Divided beat and subdivided beat placed incorrectly.

• Difficulty with reading simple syncopated figures.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations adequate.

• Adequately and accurately performs passages in simple meter at moderate to quick tempi.

• Extended passages of off-beats problematic.

• Capable of extended passages through the divided beat in compound time where more technique is involved.

• Rhythms sound evenly through each beat, though occasional rhythmic unevenness may occur.

• Accurately performs rhythmic patterns involving the subdivided beat in compound time, though there may be a tendency to drag or rush.

• Capable of reading mixed meter.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Minor tempo/ rhythmic errors when sight-reading. Minor inconsistencies in mixed or odd meters. Performance of extended syncopated figures possible.

• Capable of performance in mixed meters, with some inconsistencies.

• Tempi should be steady or predictably rubato when performing appropriate soloistic musical nuances (ie.cadenzas, accelerandos, ritards, artistic license, etc.).

• Rushing and dragging are not considered to be rubato.

• Extended syncopations will be accurate.

Expert

Rubric Statement: Excellent time in all performance and sight-reading situations. Effortless use of complex rhythmic combinations. Extreme tempi, mixed meters cause isolated errors. Performs syncopated material with ease.

• Minimal difficulty with any meter or rhythm with isolated errors in the case of extreme tempi or mixed meters.

• Tempi must be steady or predictably rubato when performing appropriate soloistic musical nuances (ie.cadenzas, accelerandos, ritards, artistic license, etc.).

• Able to perform difficult syncopated rhythms.

Master


• Demonstrates an impeccable sense of rhythm and time.

• Prepares and reads all rhythmic figures easily including mixed meters, syncopations, and extreme tempi.

Dynamics/Phrasing

Beginner

Rubric Statement: Minimal to no dynamics or phrasing present. Dynamics and note releases are out of tune and uncontrolled.





• No understanding of phrasing concepts.

Novice

Rubric Statement: Limited dynamic control and contrast. Some development of phrasing. Awkward note releases with inconsistent intonation.

• Demonstrates minimal changes in dynamics.

• Softer dynamics may be unsupported and lack focus due to improper air speed and weak breath support.

• Louder dynamics sound overblown, wild, or harsh.

• Rudimentary approach to phrasing.

Apprentice

Rubric Statement: Capable of performing dynamic contrast with control and accuracy. Acceptable phrasing. Demonstrates ability to follow written performance direction.

• Performs noticeable dynamic contrasts.

• Softer dynamics supported lack focus at times.

• Louder dynamics can be controlled but may be harsh and overblown at times.

• Intonation affected as the dynamic increases or decreases.

• Phrasing is present limited by technique and register.

Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally thoughtful with evident breath support and control.

• Softer dynamics are supported.

• Louder dynamics controlled but may be crass in the upper register.

• Intonation stable as the dynamic increases or decreases except in the extremes.

• Struggles with soft or loud dynamics in the high register.


Expert

Rubric Statement: Expert control of extreme, sudden dynamic changes within stylistically, technically, and musically challenging phrases.

• Able to perform noticeable and sudden dynamic contrasts.

• Full range is supported at any dynamic.

• Heightened ensemble awareness and will emote where stylistically correct but not written.

• Mature phrasing appropriate to style.

• Performs with creative nuance and expression.

Master


• Heightened ensemble awareness and be able to change as the ensemble changes as well influence a section to follow his/her lead through dynamics and phrasing.

• Effortlessly emotes at any tempo, in any style, and at any dynamic.

Tone

Beginner

Rubric Statement: Underdeveloped and inconsistent tone. Low register is loud, uncontrolled, and unresponsive. Upper register is thin. Very limited ability to play in tune. Tone quality is underdeveloped.

• Lack of consistent air support and control, particularly in technical passages.

• The low register tends to be loud, uncontrolled, and reluctant to speak.

• The upper register sounds thin and nasal with a lack of stable intonation. The middle register may sound acceptable at times.

• Is largely unaware of individual pitch tendencies and does not have an understanding of vibrato.

• Does not have any reed making skills. Usually performs on store bought reeds resulting in poor response, intonation, and tone.

Novice

Rubric Statement: Limited and inconsistent tone. Low register is unresponsive and upper register is thin. Intonation lacks control and consistency.

• Tone and intonation will have some inconsistency throughout the range of the instrument.

• Tone may sound thin or reedy.

• The low register may be loud, uncontrolled, and reluctant to speak.

• Has little knowledge of reed making. Will usually play on store bought reeds, which can result in poor response, intonation, and tone.

Apprentice

Rubric Statement: Consistent tone across the practical range. Intonation is solid and consistent in both prepared and sight-reading material.

• Tone quality relatively consistent throughout the range of the instrument with some minor intonation issues.

• No radical differences in volume or color going from note to note.

• Tone relaxed, full, and with vibrato appropriate to the style and genre.

• May have some reed making skills but lacks the refined technique needed to finish a reed without the aid of an instructor.

Journeyman

Rubric Statement: Well-developed tone. Well-developed ability to play in all registers with accurate intonation in both prepared and sight-reading material.

• Able to produce a tone quality without audible “buzz” and/or nasal quality.

• Tone will be consistent throughout entire range of instrument.

• Tone quality should be warm and sonorous.

• Demonstrates consistent intonation in each octave with only minor pitch variations.

• A skilled reed maker who may only need help in slight adjustments to the reed.

Expert

Rubric Statement: Mature tone. Intonation is effortless throughout entire range while performing prepared material and while sight-reading.

• Tone will be consistent throughout entire range of instrument; sound warm and sonorous.

• Pitch is very accurate throughout the entire range of instrument.

• An expert reed maker.

Master

Rubric Statement: Rich and sonorous tone in prepared material and sight-reading. Sound can emulate various styles, layers, or moods. Very accurate pitch. Tone is sophisticated and mature.

• Any intonation variance is imperceptible.

• Vibrato will be stylistically and historically accurate and will be employed to enhance the musical experience of the listener.

• A master Reed maker.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept. Limited musicality in both prepared and sight-reading material.

• No knowledge of ornamentation.

• May be able to play simple trills but will not be able to maintain consistent time throughout the duration of the trill.

• Limited understanding of style; able to differentiate between staccato and legato styles.

• Rarely demonstrates nuance or expression.

Novice

Rubric Statement: Some development of style. Limited ability to execute grace notes, trills, mordents and small cadenza figures. Limited use of vibrato.

• Can play simple trills and single grace notes but unable to distinguish between grace notes and appoggiaturas.

• Struggles with playing trills with entry or exit grace notes, and double or triple grace note figures.

• Struggles to maintain a sense of time during long trills.

• Can demonstrate some stylistic differences between staccato, legato, and marcato styles.

• Will have some knowledge of vibrato but may not be able to execute with any degree of consistency or propriety to the style being performed.

Apprentice

Rubric Statement: Stylistic differences present. Accurate performance of ornamentation to include grace notes, mordents, trills and cadenza figures. Vibrato is present and well executed.

• Able to distinguish between grace notes and appoggiaturas. • Able to play trills with entry or exit grace notes, and

double or triple grace note figures. • Able to perform trills within the practical range of the

instrument.

Journeyman

Rubric Statement: Well-developed ability to play various musical styles with ease. Skillful use of all basic symbols for ornamentation. Skillful use of expressive tempo changes and rubati. Vibrato is well-developed and used appropriately to enhance musicality.

• Has an understanding of and can demonstrate stylistic differences.

• Demonstrates the appropriate nuance and stylistic interpretation of all prepared material.

• Vibrato will be present and used musically in all registers. The style and period of the music will be taken into consideration when using vibrato.

Expert

Rubric Statement: Demonstrates emphasis on elements of period style, including free use of ornamentation and rubato. Advanced ability to demonstrate interpretation of standard literature. Demonstrates stylistic variety and musicality in both prepared and sight-reading material.

• Displays capability in any style and routinely employs tonal coloration in performance.

• Vibrato will be present and used musically in all registers of the oboe. The style and period of the music will be taken into consideration when using vibrato.

• Performs with creative nuance and expression and controls sound to enhance musicality at a very high level.

Master

Rubric Statement: Sets the standard. Abounds in creativity of interpretation. Lofty musicianship and inspirational expressive artistry.

• Performs stylistic elements with the maturity and accuracy of a seasoned professional in a wide variety of genres.

Clarinet

Technique

Beginner

Rubric Statement: Very limited technique. Finger and tongue coordination problems. Many incorrect notes and fingerings. Very limited range. Very limited sight-reading ability.

• Able to perform scalar figures in eighth notes up to quarter note = 72 and arpeggiated figures at half the speed.

• Inefficient hand or finger position will cause coordination problems.

• Limited knowledge of alternate fingerings.

• Difficulty coordinating the correct and efficient use of the alternate pinky keys on the lower joint and the high register fingerings above C6.

• Comfortable playing in up to three flats or three sharps in the key signature.

• Range: low E3 to high G6

Novice

Rubric Statement: Limited technique. Unclean finger movement in technical passages. Under-developed finger/tongue coordination. Limited ability to demonstrate correct fingerings. Limited range and sight-reading ability.


• May have an inefficient hand/finger position which hampers their ability to play technical passages cleanly.

• Some knowledge of alternate fingerings; struggles to employ alternate and high register fingerings.


Apprentice

Rubric Statement: Acceptable finger technique. Solid ability to execute difficult runs with few errors. Able to perform across the practical range, but altissimo register is inconsistent. Adequate sight-reader.


• Fingers move quickly and confidently in both articulated and legato playing.

• Good knowledge of alternate fingerings.

• Comfortable crossing the middle and high breaks but may still struggle at times to read in the high register.



• Range: low E3 to high A6.

Journeyman

Rubric Statement: Well-developed technique. Secure ability to execute difficult technical passages and runs. Skillful sight- reader.

• Able to perform scalar figures in sixteenth notes at quarter note = 108-120 and arpeggiated figures at half the speed.

• Can perform smoothly across the throat tones and in the high register.

• Proficient in the use of alternate fingerings.


Expert

Rubric Statement: Fluent technique. Able to perform complex technical patterns accurately. Adept sight-reader.

• Able to perform scalar figures in sixteenth notes at quarter note = 126-144 and arpeggiated figures at half the speed.

• Proficient at technical passages that include large leaps

and various intervals. Precise and accurate technique. • Able to perform confidently in any key.

• Range: low E3 to double high B6/C7

Master


• Able to perform scalar figures in sixteenth notes up quarter note = 160 and arpeggiated figures at half the speed.


Articulation

Beginner

Rubric Statement: Inability to play articulations with speed, accuracy, and clarity. Minimal ability to match articulations to style.

• Quality and execution of articulation is poor.

• Difficulty repeating the same pitch sixteenth notes at quarter note = 60.

• Limited to no ability to use stopped articulation

• Cannot differentiate between short and long articulations.

• Unable to separate breath from articulation which will cause quality and coordination problems.

• Does not play articulations as printed.

Novice

Rubric Statement: Limited ability to play articulations with speed, accuracy, and clarity. Single articulations are unclear. Limited ability to match articulations to style.

• Able to articulate repeating the same pitch sixteenth notes at a minimum quarter note = 84.

• Some articulations played as written but lacking quality.

• Single articulations lack clarity; lack of coordination between tongue and fingers on running articulations.

• Limited ability to demonstrate mixed articulations and other articulation styles such as staccato, marcato, and accents.

Apprentice

Rubric Statement: Solid ability to articulate. Able to perform single articulations with clarity and speed. Solid ability to match articulations to style.

• Able to articulate repeated pitches and technical lines at a minimum of quarter note = 92-104 with clear attacks and releases.

• Clear differences between staccato, marcato, tenuto, and legato articulations.

• Notes begin clearly without extra noise or delay.

• Solid concept of articulation and changing how they start a note based on style.

• Difficulty articulating at extreme tempi or dynamics.

• Struggles with high register articulation – scooping or finger/tongue coordination.

• Some ability to use stopped articulation correctly.

• Capable of a light style of articulation in running passages.

Journeyman

Rubric Statement: Well-developed ability to perform single articulations with clarity and speed. Able to demonstrate consistent facility through passages with repeated articulations. Well-developed ability to match articulations to style.


• Pitches centered and speak immediately; clear attacks and releases.

• Performs any combination of articulations. Correct performance and use of articulations according to style.

• Mixed and marked articulations may still be unrefined.

• Capable of a light style of articulation.

Expert

Rubric Statement: Adept ability to articulate with clarity, consistency, and speed. Articulations are appropriately executed to emphasize style.


• Able to utilize correct articulations according to style.

• Pitches centered and speak immediately.

• Accurately performs any combination of articulations and freely move between slurred and tongued passages.

• Articulations rapid, clean, and coordinated.

• Can tongue quickly and fluently while being able to change how they start a note based on stylistic needs.

• Tonguing smooth with a consistent start of the note.

Master


• Able to perform all articulations organic to any style.

Time/Rhythm

Beginner






Novice




Apprentice

Rubric Statement: Time is mostly consistent in both prepared and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations adequate.







Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is secure in prepared material. Minor tempo/rhythmic errors when sight-reading. Minor inconsistencies in mixed or odd meters. Performance of extended syncopated figures possible.





Expert

Rubric Statement: Excellent time in all performance and sight reading situations. Extreme tempi, mixed meters cause isolated errors. Performs syncopated material with ease.




Master



Dynamics/Phrasing

Beginner






Novice

Rubric Statement: Limited dynamic control and contrast. Some development of phrasing, but lacks control.





Apprentice

Rubric Statement: Capable of performing dynamic contrast with control and accuracy. Acceptable phrasing.






Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally thoughtful with evident breath support and control.






Expert






Master




Tone

Beginner

Rubric Statement: Undeveloped tone. Unable to follow indicated performance direction.

• Tone thin, extremely soft or loud, unfocused, unsupported, and spitty.

• Low and middle register full with upper register becoming thin, lacking in focus, overblown, and/or flat.

• Throat tone register lacks clarity. • Tone not consistent throughout the registers.

• Embouchure weak; struggles to maintain a consistent “flat chin”.

• Distortion in pitch at various dynamics. • Vibrato not characteristic to the instrument.

Novice

Rubric Statement: Limited tone development of middle and low registers. Upper register is weak and uncharacteristic.

• Tone more consistent throughout the registers; high register still somewhat uncharacteristic.

• Flat chin embouchure should be maintained consistently.

• Consistent intonation while remaining close to a440 in ideal settings.

• No vibrato

Apprentice

Rubric Statement: Consistent tone across the practical range. Intonation is acceptable, but inconsistent in both prepared and sight-reading material.

• Tone full and supported in all registers; upper register may be thin or harsh and throat register lacking clarity or focus at times.

• Able to produce a clear, consistent sound throughout the range of the instrument.

• The player should have consistent intonation while being close to a440 in ideal settings and play in tune throughout their practical range.

• Embouchure should be instinctively flat.

Journeyman

Rubric Statement: Well-developed tone across the practical range. Able to play in all registers with accurate intonation.

• Tone full and supported in all registers with the extreme upper register possibly becoming thin or spread.

• Characteristic sound throughout the range of the instrument.

• Maintains consistent intonation while being close to a440 in ideal settings throughout the practical range.

• Able to play in the high register with solid and consistent march style.

Expert

Rubric Statement: Mature tone across the entire range.

• Tone full and supported in all registers. • The player should have consistent intonation while being

close to a440 in ideal settings. • Vibrato used and enhance the musical line.

Master

Rubric Statement: Rich and sonorous tone in prepared material and sight-reading. Sound can emulate various styles, layers, or moods. Always accurate pitch. Lofty musicianship and inspirational, expressive artistry.

• Clear, flexible, well supported tone at all times in all registers and through all dynamics.

• Sound emulates various styles, players, or moods.

• Extremely accurate pitch.

• Embouchure consistent throughout range and changes in dynamics or articulation.

• Excellent musicianship and inspirational and expressive artistry.

• Performs all wind band literature proficiently as well as perform solo material with the ensemble.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept. Very limited musicality in both prepared and sight-reading material.

• Limited understanding of markings.

Novice

Rubric Statement: Limited ability to correctly perform in concert and march styles. Limited musicality in both prepared and sight-reading material.

• Rudimentary understanding of stylistic concepts and markings.

• Expression is limited to what is written on the page. Limited understanding of markings.

Apprentice

Rubric Statement: Stylistic differences present, but limited by technique.

• Marches will be played stylistically correct. All dynamics (both written and implied) are demonstrated.

• Proficient in the classical style with some implied expression outside what is written on the page.

Journeyman

Rubric Statement: Well-developed ability to play various musical styles with ease. Skillful use of expressive tempo changes and rubati. Musicality evident in both prepared and sight-reading material.

• Stylistic differences are evident with a solid concept of march style and concept in a section.

• Style is not overtly expressed enough to influence or lead a section.

• Proficient in the classical style with implied expression outside what is written on the page.

Expert

Rubric Statement: Demonstrates expert ability to play in all styles. Advanced ability to demonstrate familiarity with interpretation of standard literature. Able to perform using expressive devices to enhance musicality in both prepared and sight-reading material.

• Professionally proficient in traditional styles.

• Style is clearly expressed such that the player can influence and lead a section.

• Expressive devices are used and enhance the musical line.

Master

Rubric Statement: Sets the standard. Abounds in creativity of interpretation.

• Sets the standard for creative and stylistically correct interpretation.

Bassoon

Technique

Beginner

Rubric Statement: Very limited basic technique. Unclean finger movement. Incorrect fingering of notes, no ability to use alternate fingerings. Very limited range. No finger/tongue coordination. Very limited sight-reading ability.

• Little knowledge of technique with Finger/Tongue coordination issues present.

• Able to perform moderate interval movement and scalar passages in eighth notes at quarter note = 84. Arpeggiated figures will be at half speed.

• Awkward/Alternate fingerings: Limited use and knowledge of alternate fingerings negatively affects tone and technical facility. Fingers should remain very close to keys at all times.

• Only be able to read bass clef.

Novice

Rubric Statement: Limited fundamental technique. Able to perform limited interval movement at moderate tempos. Some finger/tongue coordination present. Limited range and sight-reading ability.

• Some knowledge of technique; performs with poor finger/tongue coordination.

• Able to perform small and wide interval movement and scalar passages in eighth notes at quarter note = 100. Arpeggiated figures will be at half speed.

• Alternate/Awkward Fingerings: should have knowledge of many alternate fingerings although may not be smooth and effective all the times.

• No issues with smoothness over the F3-G3 break.

• Rudimentary understanding of tenor and treble clefs; unable to perform music in those clefs with consistency.

• Range: Bb1 to Bb4

Apprentice

Rubric Statement: Acceptable technique. Demonstrates ability to use alternate fingerings. Solid performance of interval movement and finger/tongue coordination. Acceptable range. Adequate sight-reader.

• Able to cleanly perform consecutive intervals in a disjunct melody.

• Able to play scalar passages in 16th notes at quarter note = 60. Arpeggiated figures will be at half speed.


Journeyman

Rubric Statement: Well-developed finger technique and movement in all registers using standard and alternate fingerings. Clean performance of disjunct intervals. Skillful sight-reading ability.

• Able to execute most passages with consistency; able to cleanly perform large consecutive intervals in a disjunct melody.

• Able to play scalar passages in 16th notes at quarter note = 72. Arpeggiated figures will be at half speed.

• At ease in reading bass, tenor, alto, and treble clefs.



• Range: Bb1 to C#5

Expert

Rubric Statement: Fluent technique across the entire range using both standard and alternate fingerings. Able to perform complex technical patterns with accuracy. Adept sight-reading ability.

• Outstanding technique; rarely misses notes.



• Able to sight-read literature in any key or any clef.

• Range: Bb1 to D5

Master


• Mastery in all technical aspects of performance and executes the most demanding literature with precision and ease.



• Range: Bb1 to Eb5

Articulation

Beginner

Rubric Statement: Unclear attacks. Poor response and articulation quality. No difference between written articulations and unmarked notes.

• Limited understanding of articulation (attack, release, slurs, staccato, and accent); only be able to single tongue.

• Single Line Tonguing: Eighth notes at quarter note = 84

• Unable to tongue light and controlled without excessive jaw movement.

• Weak embouchure, poor tongue placement, inconsistent air support, and sometimes a hard reed resulting in poor response or a thuddy, pecky, squawky attack.

Novice

Rubric Statement: Unfocused, inconsistent attacks. Limited ability to perform standard or mixed articulations with consistency and accuracy.

• Some understanding of articulation (attack, release, slurs, staccato, accent, and tenuto); only able to single tongue.

• Single line tonguing: Eighth notes at quarter note = 112

Apprentice

Rubric Statement: Solid ability to articulate with consistency in various simple and mixed articulation patterns. Response in the extreme low and high registers is inconsistent.

• May have inconsistent air support resulting in poor response in the lower register or when playing soft.

• Understands mixed articulations; able to execute most.

• Clear differences between staccato, marcato, tenuto, and legato articulations.

• Speaker/flick keys understood but not completely incorporated and effective.

Journeyman

Rubric Statement: Well-developed ability to articulate with accuracy and consistency while maintaining a clear, responsive tone. Secure use of moderately complex patterns of standard articulations. Some multiple tonguing ability.

• May be able to double, triple, or flutter tongue.

• Must be able to single tongue consecutive 16th notes at tempos of no less than quarter note = 104.

• Able to distinctly perform staccato, marcato, legato, and tenuto articulations within the same passage.

• Speaker/flick keys completely understood and effective.

Expert

Rubric Statement: Able to perform complex patterns of multiple-tonguing and mixed articulation patterns accurately.

• Able to double, triple, or flutter tongue.


• Distinctly performs different articulations within the same passage.

Master

Rubric Statement: Clarity of articulation in every context. Speed and facility achieved using any technique necessary.


Time/Rhythm

Beginner

Rubric Statement: Unable to maintain steady pulse. Minimal ability to perform simple syncopations. Basic rhythms played incorrectly performing prepared material and when sight-reading.





Novice

Rubric Statement: Unsteady time when performing prepared material; compounded when sight-reading. Subdivision is inconsistent. Limited ability to demonstrate simple syncopations, dotted, and subdivided rhythms.

• Struggles to maintain consistent tempo and internal pulse.



Apprentice

Rubric Statement: Time is mostly consistent in both prepared and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations, dotted, and subdivided rhythms adequate.







Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Minor tempo/ rhythmic errors when sight-reading. Minor inconsistencies in mixed or odd meters. Performance of extended syncopated figures possible.





Expert

Rubric Statement: Excellent time in all performance and sight-reading situations. Effortless use of complex rhythmic combinations. Extreme tempi, mixed meters cause isolated errors. Performs syncopated material with ease.




Master


• Demonstrates an impeccable sense of rhythm and time.


Dynamics/Phrasing

Beginner

Rubric Statement: Little to no use of dynamics and phrasing. Attempts to play dynamics affect tone quality and intonation, and are overblown and uncontrolled.





• No understanding of phrasing concepts.

Novice

Rubric Statement: Limited dynamic control and contrast. Limited phrasing. Dynamic changes affect tone quality and intonation.





Apprentice

Rubric Statement: Capable of performing dynamic contrast with control and accuracy. Acceptable phrasing. Demonstrates ability to follow written performance direction.






Journeyman

Rubric Statement: Broad dynamic range with evident control. Well-developed ability to control phrasing and direction through the use of dynamic contrast, and rubato.






Expert






• Performs with creative nuance and expression.

Master




Tone

Beginner

Rubric Statement: Very limited ability to demonstrate consistent, responsive tone. No ability to control pitch while sight-reading.

• Tone quality is generally underdeveloped.

• Lack of consistent air support and control, particularly in technical passages.

• Low register tends to be loud, uncontrolled, and reluctant to speak.

• Upper register will sound thin and nasal with a lack of stable intonation. The middle register will sound acceptable at times.

Novice

Rubric Statement: Limited ability to demonstrate consistent, responsive tone. Intonation lacks control and consistency.

• Tone and intonation will have some inconsistency throughout the range of the instrument.

• Tone may sound thin or reedy.

• The low register may be loud, uncontrolled, and reluctant to speak.

• Has little knowledge of reed making. Will usually play on store bought reeds, which can result in poor response, intonation, and tone.

Apprentice

Rubric Statement: Consistent, pleasing tone across the practical range. Intonation is solid and consistent in both prepared and sight-reading material.

• Tone quality relatively consistent throughout the range of the instrument with some minor intonation issues.

• No radical differences in volume or color going from note to note.

• Tone relaxed, full, and with vibrato appropriate to the style and genre.

• May have some reed making skills but lacks the refined technique needed to finish a reed without the aid of an instructor.

Journeyman

Rubric Statement: Well-developed tone. Well-developed ability to play in all registers with accurate intonation in both prepared and sight-reading material.

• Able to produce a tone quality without audible “buzz” and/or nasal quality.

• Tone will be consistent throughout entire range of instrument.

• Tone quality should be warm and sonorous.

• Demonstrates consistent intonation in each octave with only minor pitch variations.

• A skilled reed maker who may only need help in slight adjustments to the reed.

Expert

Rubric Statement: Mature tone. Intonation is effortless throughout entire range while performing prepared material and while sight-reading.

• Tone will be consistent throughout entire range of instrument; sound warm and sonorous.

• Pitch is very accurate throughout the entire range of instrument.

• An expert reed maker.

Master

Rubric Statement: Rich and sonorous tone in prepared material and sight-reading. Sound can emulate various styles, layers or moods. Very accurate pitch.

• Any intonation variance is imperceptible.

• Vibrato will be stylistically and historically accurate and will be employed to enhance the musical experience of the listener.

• A master Reed maker.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept. No use of vibrato, nuance/expression.

• No knowledge of ornamentation.

• May be able to play simple trills but will not be able to maintain consistent time throughout the duration of the trill.

• Limited understanding of style; able to differentiate between staccato and legato styles.

• Rarely demonstrates nuance or expression.

Novice

Rubric Statement: Some development of style. Limited use of ornamentation. Able to play grace notes and simple trills. Little use of vibrato, nuance / expression while sight-reading.

• Can play simple trills and single grace notes but unable to distinguish between grace notes and appoggiaturas.

• Struggles with playing trills with entry or exit grace notes, and double or triple grace note figures.

• Struggles to maintain a sense of time during long trills.

• Can demonstrate some stylistic differences between staccato, legato, and marcato styles.

• Will have some knowledge of vibrato but may not be able to execute with any degree of consistency or propriety to the style being performed.

Apprentice

Rubric Statement: Stylistic differences present. Accurate performance of ornamentation to include grace notes, mordents, trills and short cadenza figures. Vibrato is present and well executed to enhance musicality.

• Able to distinguish between grace notes and appoggiaturas. • Able to play trills with entry or exit grace notes, and

double or triple grace note figures. • Able to perform trills within the practical range of the

instrument.

Journeyman

Rubric Statement: Well-developed ability to play various musical styles with ease. Skillful use of all basic symbols for ornamentation. Skillful use of expressive tempo changes and rubati. Vibrato is well-developed and used appropriately to enhance musicality.

• Has an understanding of and can demonstrate stylistic differences.

• Demonstrates the appropriate nuance and stylistic interpretation of all prepared material.

• Vibrato will be present and used musically in all registers. The style and period of the music will be taken into consideration when using vibrato.

Expert

Rubric Statement: Demonstrates emphasis on elements of period style, including free use of ornamentation and rubato. Advanced ability to demonstrate interpretation of standard literature. Able to demonstrate stylistic variety in the use of vibrato.

• Displays capability in any style and routinely employs tonal coloration in performance.

• Vibrato will be present and used musically in all registers of the oboe. The style and period of the music will be taken into consideration when using vibrato.

• Performs with creative nuance and expression and controls sound to enhance musicality at a very high level.

Master

Rubric Statement: Sets the standard. Abounds in creativity of interpretation. Lofty musicianship and inspirations expressive artistry.

• Performs stylistic elements with the maturity and accuracy of a seasoned professional in a wide variety of genres.

Saxophone

Technique

Beginner

Rubric Statement: Very limited technique, flexibility, and range. Finger/tongue coordination problems. Very limited sight-reading ability.

• Range limited from written D4 through D6.

• Unable to perform intervals greater then a 2nd consistently.

• Limited ability to play in keys with more than three sharps or flats.

Novice

Rubric Statement: Limited technique and finger/tongue coordination. Awkward finger dexterity affects technical passages. Limited range and sight-reading ability.

• Range is limited at both extremes of the horn.

• Unable to perform intervals greater then a 4th consistently.


Apprentice

Rubric Statement: Acceptable technique. Slight hesitation when playing faster tempos and complex patterns. Slight hesitation in finger/tongue coordination. Acceptable range. Adequate sight-reader.

• Range of written Bb3 through F#6.

• Able to perform all intervals within an 8va.



Journeyman

Rubric Statement: Well-developed technique. Secure ability to execute difficult technical passages. No hesitation in finger/tongue coordination. Skillful sight-reader.

• Able to perform across the entire range of the horn with only minor technical errors present at both extremes.

• Limited knowledge and ability of the extended range and advanced techniques.


Expert

Rubric Statement: Fluent technique and dexterity throughout the practical range. Able to perform complex technical patterns accurately. Adept sight-reading ability.


Master


• Able to perform all interval combinations effortlessly.

• Not limited by key signatures or accidentals.

Articulation

Beginner

Rubric Statement: Very limited ability to articulate with accuracy and consistency. Articulations hinder sound.

• No awareness of written articulations.

• Slurs most notes due to lack of ability to articulate.

Novice

Rubric Statement: Limited and inconsistent ability to articulate. No clear distinction made between staccato, legato and accented notes.

• Does not perform written articulations correctly.

• Unable to articulate clearly in faster tempo’s.

Apprentice

Rubric Statement: Solid ability to articulate. Clear distinction between various articulation patterns.

• Articulations may alter the sound and tone production.

• Limited only by faster tempo’s.

Journeyman

Rubric Statement: Well-developed ability to articulate with clarity and speed. Consistent execution of complex articulations.

• Able to perform breath attacks at softer dynamic levels with no response issues.

Expert

Rubric Statement: Advanced ability to execute all articulations.

• Able to perform advanced articulation techniques throughout the entire range of the horn.

• Able to perform advanced articulation techniques throughout the entire range of the horn to include altissimo.

Master


Time/Rhythm

Beginner

Rubric Statement: Unable to maintain steady time. Minimal ability to perform simple syncopations. Basic rhythms played incorrectly across both prepared material and when sight-reading.

• Starts and stops often.

• Unable to play figures across the bar line.

• Limited ability to play notes full value.

• Several counting mistakes, especially after rests.

Novice

Rubric Statement: Unsteady time when performing prepared material. Limited ability to play rhythms in simple and compound meters. Limited rhythmic accuracy while performing commercial patterns in both prepared material and sight-reading.

• Some starts and stops.

• Difficulty playing figures across the bar line.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations, dotted, and subdivided rhythms adequate.

• Able to perform without stopping.

• Able to play figures across the bar line with only minor mistakes.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Skillful ability to play commercial patterns. Minor tempo and rhythmic errors while sight-reading.

• Syncopated figures pose no problems.

• Able to perform complex syncopated horn lines commonly found in the Latin, Funk, and R&B genres.

Expert

Rubric Statement: Excellent time in all performance and sight-reading situations. Effortless use of complex rhythmic combinations. Able to perform commercial patterns with ease.

Master

Rubric Statement: All combinations of rhythmic variety can be read or prepared easily.

• Superior time feel in all styles and tempo’s.

Dynamics/Phrasing

Beginner






Novice

Rubric Statement: Limited dynamic range. Underdeveloped breath support limits phrasing ability to four to six measures.

• Some ability to play dynamics with consistency and control.

• Intonation and tone quality suffer when playing large dynamic changes.

Apprentice

Rubric Statement: Dynamic range is acceptable. Acceptable phrasing, but limited by technique. Breathing is controlled.

• Able to play a wide range of dynamics.

• Intonation and tone quality may still suffer when making large dynamic changes.

• Able to play through longer phrases.

Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally thoughtful. Skillful use of expressive tempo changes and rubati where appropriate. Well-developed breath support and ability to release note endings and phrases with finesse and accurate intonation.

• Able to play a broad range of dynamics with control and direction.

• Intonation and tone quality will remain consistent despite dynamic changes.


• Extended breath support and control are present.

• Able to apply expressive changes maturely.

Expert

Rubric Statement: Strong command of dynamics, both written and inferred. Mature phrasing appropriate to the style. Able to sustain long passages in extreme ranges.

• Full control over extreme dynamic changes.

• Dynamics do not affect intonation, time or tone quality.

• Phrasing is structured, thoughtful and musical.

• Extended breath support is present.

• Able to use expressive tempo changes and rubato in order to enhance the phrase.

Master


• Complete control of extreme, sudden dynamic changes.

• Absolute control of stylistic sensitivity and interpretation.

Tone

Beginner

Rubric Statement: Underdeveloped tone. Poor intonation. No ability to change tone color to match style.

• Timbre is not uniform/supported throughout beginner range.

• Upper register thin, unsupported, and un-centered.

• Lower register is brash and overblown.

Novice

Rubric Statement: Acceptable tone in middle register; unsupported and uncharacteristic in upper and lower registers. Intonation is inconsistent.

• Able to make small differences in tone color when performing different styles.

• Little understanding of how to use vibrato.

Apprentice

Rubric Statement: Consistent supported tone across the practical range. Intonation is acceptable, but inconsistent in the extreme registers in both prepared and sight-reading material.

• Full sound and centered pitch.

• Timbre is uniform and well supported through the entire range.

• Uses vibrato appropriately in classical styles, but has limited ability of how to use it in commercial music.

Journeyman

Rubric Statement: Well-developed tone. Able to perform with various tone qualities and styles. Intonation is consistent and well-developed in both prepared and sight-reading material.

• Timbre is clear and resonant.

• Able to use vibrato appropriately in all styles.

Expert

Rubric Statement: Mature tone in any style. Intonation is natural and consistent. No compromise to tone quality when articulating difficult mixed articulation patterns.

• Tone is not affected while sight reading.

• Able to execute extended techniques without affecting the timbre or tone.

Master

Rubric Statement: Rich and sonorous tone in prepared material and sight-reading. Sound can emulate various styles, layers, or moods. Very accurate pitch.

• Tone is full and unaffected in quality by tempo, range, or technical difficulty.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept. Minimal to no musicality either in prepared or sight-reading material.

• Unable to interpret solo, concert, commercial, or march literature correctly.

• Does not use vibrato appropriately to match style.

• Unable to perform swing 8th notes correctly.

Novice

Rubric Statement: Limited ability to demonstrate stylistic interpretation, to include commercial style. Swing 8th notes may sound like dotted 8th/16th figures. Limited musicality in both prepared and sight-reading material.

• Inconsistent performance of style, often changing the interpretation of the piece.

• Unable to accurately interpret funk, latin, and fast swing styles.

Apprentice

Rubric Statement: Capable of playing marches, classical wind band literature, and common commercial compositions.

• Capable of sight reading different styles with limited errors.

• Able to match correct articulations to styles.

Journeyman

Rubric Statement: Well-developed ability to perform in both classical and commercial music styles.

• Able to interpret standard solo, concert, commercial, and march literature correctly.

Expert

Rubric Statement: Demonstrates expert ability to play in all styles.

• Exceptional confidence and command of nuances during the performance.

• Able to interpret the music when sight reading.

Master

Rubric Statement: Sets the standard. Abounds in creativity and interpretation.

• Superior execution of all styles.

Appendix B

Brass

Trumpet

Technique

Beginner

Rubric Statement: Very limited basic technique. Most pitches missed due to under developed finger movement and flexibility. Small range. Very limited sight-reading ability.

• Poor accuracy.

• Does not utilize 1st or 3rd valve tuning slides.

• Slow and sluggish finger technique.

• Great difficulty in reading slurred and articulated figures.

• Very limited range and endurance.

Novice

Rubric Statement: Limited basic technique. Several missed pitches due to limited finger dexterity and flexibility. Small range. Limited sight-reading ability.

• Uses 1st and 3rd slides most of the time with slight errors in finger dexterity.

• Limited endurance.

• Unable to play most literature due to small range.

Apprentice

Rubric Statement: Acceptable technique. Some accuracy errors. Fingers are quick in both articulated and slurred passages. Performs across the practical range with minor errors. Adequate sight-reader.

• Uses 1st and 3rd slides appropriately.

• Finger technique is quick and accurate in both articulated and slurred passages.

Journeyman

Rubric Statement: Well-developed technique and flexibility. Isolated accuracy errors. Can play across practical range with ease. Skillful sight-reader.

• Can play large interval slurs with minor errors

• Can perform jazz standards within the practical range of the trumpet. Isolated errors may occur when performing in the upper register.

• Endurance is sufficient to perform most standard literature

Expert

Rubric Statement: Precise technique with expanded flexibility. Minor flaws in exceptionally difficult material. Adept sight-reader.

• Performs challenging and complex literature with minor errors.

• Slurred and articulated large interval leaps are played with ease.

• Minor flaws in challenging commercial literature. Trills, shakes, ghost notes and doodle tongue will be present in the performance.

Master

Rubric Statement: Master of the instrument, a soloist. Virtuosity is a hallmark in every facet. Advanced techniques are precise and on demand. Demonstrates superior sight-reading ability.

• Performs challenging and complex literature with precision.

• Masterfully performs without range or endurance problems.

• Slurred and articulated large interval leaps are masterfully played.

Articulation

Beginner

Rubric Statement: Unclear attacks. Single tongue is inconsistent and undeveloped. Able to multiple tongue at extremely slow tempi. No differences between written articulations and unmarked notes.

• Single tonguing is unclear and sluggish in all registers.

• Very weak multiple tonguing ability.

• Undeveloped single tongue speed.

• Cannot perform most bugle calls.

• Unable to correctly perform most marches.

Novice

Rubric Statement: Edgy attacks with single tongue. Notes often clipped. Mixed articulations are unclear. Multiple tongue ability limited.

• Can perform most bugle calls with some errors.

• Mixed articulations are unclear and inconsistent.

• Note lengths are inconsistent.

• Ends of notes frequently stopped with tongue.

• Written articulations often ignored or performed incorrectly.

Apprentice

Rubric Statement: Acceptable single tongue. Notes not harshly attacked. Mixed articulations clear. Multiple tonguing functional, but not always clear. Smooth legato

• Can perform all bugle calls at an acceptable level.

• Initial attacks are mostly clear and defined.

• Ability to play several combinations of articulations with some accuracy.

• Multiple tongue acceptable for short passages at moderate tempi.

Journeyman

Rubric Statement: Well-developed single tongue in middle to low range. Multiple tongue acceptable for short passages at moderate tempi. Combinations of articulations secure.

• Clear single tonguing throughout middle to low range, slight problems in upper register and at very fast tempi.

• Initial attacks are clear and defined with isolated errors.

• Ability to play combinations of articulations with minor accuracy problems.

• Articulations within the commercial genre will be present with isolated errors.

• Noticeable difference in articulations between multiple genres.

Expert

Rubric Statement: Advanced consistency and ability in all traditional tonguing styles. Capable of articulating in commercial styles with varied facility.

• Ability to play combinations of articulations with ease.

• Ability to multiple tongue at varying speeds with minor errors in challenging literature.

• Strong ability to articulate in commercial styles with minor errors in challenging literature.

• Consistent articulations throughout all registers.

Master

Rubric Statement: Clarity in every context. Speed and facility achieved using any technique necessary.

• Ability to play combinations of articulations with precision.

• Ability to multiple tongue at varying speeds with absolute clarity.

• Masterfully performs as lead player, improviser or classical soloist.

• Consummate lyrical ability.

Time/Rhythm

Beginner


• Time is unsteady.

• Struggles with basic subdivided rhythms.

• Cannot interpret correct rhythms consistently.

• Cannot hold sustained note for full value.

Novice


• Subdivision of beat is unclear and inconsistent.

• Interprets most rhythms correctly.

• Minor tempo fluctuations.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared material and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations adequate.

• Simple commercial rhythms interpreted with some errors.

• Inconsistent time in complex technical passages.

• Plays with steady tempo.

• Syncopation is acceptable though extended and complex lines will cause mistakes.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Minor tempo and rhythmic errors when sight-reading. Mixed or odd meters inconsistent.

• Complex commercial rhythms interpreted with isolated errors. Extreme styles (i.e. funk, salsa, etc.) may still cause errors.

• Syncopations interpreted with isolated errors. Fast bebop/swing off-beat rhythmic patterns will become problematic during sight-reading.

Expert

Rubric Statement: Excellent time in all performance and sight reading situations. Extreme tempi and advanced mixed meters cause isolated mistakes.

• Commercial rhythms interpreted with ease including sight-reading.

• Minor errors in advanced literature with complex rhythms.

• No syncopation problems.

Master


• Clarity of rhythm demonstrated in all time signatures.

• A wide variety of complex rhythms can be masterfully performed.

• Commercial rhythms masterfully interpreted and performed.

• Very precise in all styles.

Dynamics/Phrasing

Beginner

Rubric Statement: Minimal to no dynamics or phrasing present.

• Unable to play with interpretive phrasing.

• No noticeable difference between dynamic markings.

Novice

Rubric Statement: Limited dynamic range. Soft dynamics consistently unsupported. Loud dynamics are labored or crass. Phrasing rudimentary.

• Embouchure not sufficiently developed to support wide range of dynamics.

• Intonation may change with dynamics.

• Limited dynamic contrast will be present in sight reading.

Apprentice

Rubric Statement: Dynamic range is acceptable but loses support in softer dynamics and can be overly harsh during loud dynamics. Acceptable phrasing, but limited by technique.

• Noticeable dynamics, but limited by breath support in softer and louder dynamics.

• Appropriate phrasing is present, but limited by technique and breath control.

Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally thoughtful.

• Phrasing and dynamics appropriately displayed with musical sense in mind.

• Wide Dynamic range in practical register and is generally supported.

Expert

Rubric Statement: Strong command of dynamics, both written and inferred. Mature phrasing appropriate to the style.

• Skilled phrasing, without losing support in softer or louder dynamics.

Master


• No noticeable limitations on breath control or depth of volume.

• Dynamics and phrasing are instinctive and effortless; transcends the written part.

Tone

Beginner

Rubric Statement: Middle register somewhat steady. Upper register is thin and pinched while low register is unfocused. Undeveloped intonation. Tone in all registers becomes strained during sight-reading.

• Tone is full from low C to middle C.

• Sound is frequently thin, airy, and pinched when playing louder or near top of staff.

Novice

Rubric Statement: Tone is full in the middle register. Upper/lower range uncharacteristic. Tone is strained outside of middle register when sight-reading.

• Slight intonation problems.

• Some air in tone might be present.

Apprentice

Rubric Statement: Consistent tone across most of the practical range. Extremes spread or pinched. Tone is strained in the upper register or loses stability in the low register when sight-reading. Acceptable overall intonation.

• Sound is full across most of practical range.

• Demonstrates an appropriate commercial sound with minor errors.

Journeyman

Rubric Statement: Pure tone across entire practical range. Extremities lack control. Secure intonation.

• Sound is full and steady across practical range.

• Intonation in the upper register will suffer with limited endurance.

• Demonstrates an appropriate commercial sound with limited endurance.

Expert

Rubric Statement: Full and resonant across entire range with functional extremes. Few intonation errors.

• Great command of intonation accuracy with few errors.

• Tone is resonant across entire range to include the extreme upper/lower registers.

Master

Rubric Statement: Rich and sonorous tone in both prepared material and sight-reading. Sound can emulate various styles, players, or moods. Very accurate pitch. Lofty musicianship and inspirational expressive artistry.

• Masterfully demonstrates a commercial sound.

• Sound is rich and sonorous in all articulations and across all registers.

• No noticeable intonation problems.

Style/Musicality

Beginner

Rubric Statement: No stylistic concept.

• Inability to demonstrate correct march, concert or commercial styles.

Novice

Rubric Statement: Limited ability to correctly perform in concert and march style. Very limited ability to perform commercial styles.

• Inconsistent ability to demonstrate correct march style.

• Inability to demonstrate correct commercial style.

• Struggles with correct interpretation of concert/solo styles.

Apprentice

Rubric Statement: Adequate stylistic differentiation. March/concert styles acceptable, but timid. Swing style basic, but degrades with advanced figures.

• Minimally acceptable performance in all required styles.

• Basic understanding of swing and commercial styles.

Journeyman

Rubric Statement: Stylistic differences evident. Well-developed march/jazz styles. Some expressive devices used, but often lacking maturity. Devices will be incorrect or omitted when sight-reading. Lead playing and improvisation lack maturity.

• Reliable, solid performance of solo/concert repertoire.

• Solid understanding of march/jazz styles.

• Musical nuance will be present but will lack maturity

• Use of vibrato and expressive commercial devices developing.

Expert

Rubric Statement: Professionally functional in all styles. Vibrato and expressive devices are judiciously used to enhance the musical line in performance. May excel in one genre approaching mastery (i.e. improvisation).

• Comfortable in all required commercial idioms.

• Functional lead player and able improviser.

• May excel in one genre approaching mastery.

• Expressive devices are confidently employed and greatly enhance musical lines.

Master


• Mastery of stylistic interpretation in one or more of the broad categories of repertoire (i.e. orchestral, solo rep, or jazz).

• Strong lead player and/or expert improviser.

• Performs transcriptions appropriate to original artist.

Horn

Technique

Beginner

Rubric Statement: Many pitches missed due to underdeveloped embouchure flexibility and valve coordination. Small range. Unable to transpose.

• Only uses single (F. Horn ) horn fingerings (no use of thumb valve).

• Uncoordinated valve changes from a half step or greater.

• Consistently breaks contact with valves.

• Plays across a written range of G3 through D5 with minimal consistency.

• Unable to transpose in Eb.

• Lip flexibility: struggles with slurs of a 3rd or greater.

• Struggles with scalar and arpeggiated figures in simple time at slow tempi.

• Uncomfortable playing in key signatures with more than three sharps or flats.

Novice

Rubric Statement: Several missed pitches due to underdeveloped embouchure flexibility and valve coordination. Eb transposition ability present, but with errors.

• Able to switch between F and Bb sides of horn.

• Uncoordinated valve changes between F and Bb sides of the horn resulting in timbre and imprecise note changes.

• Plays across a written range of D3 through G5 with some consistency.

• Struggles with Eb transposition.

• Lip flexibility: struggles with slurs of a 4th or greater

• Struggles with scalar and arpeggiated figures in simple time at slow tempi.

• Uncomfortable playing in key signatures with more than 4 sharps or flats.

Apprentice

Rubric Statement: Some accuracy errors due to limited embouchure flexibility. Eb transposition acceptable, but inconsistent.

• Coordinated valve changes at moderate tempi however; some coordination problems may be present when switching between F and Bb sides of the horn.

• Plays across a written range of C3 through Bb5 with some consistency.

• Some errors with Eb transposition depending on difficulty level of excerpt.

• Lip Flexibility: struggles with slurs of a 5th or greater.

• Struggles with scalar and arpeggiated figures in simple time at moderate tempi.

• Uncomfortable playing in key signatures with more than 5 sharps or flats.

Journeyman

Rubric Statement: Isolated accuracy errors. Well-developed flexibility. Performs Eb transposition with isolated errors. Some errors reading in bass clef.

• Coordinated valve changes through both sides of the double horn.

• Plays across a written range of A2 through C6.

• Few errors with Eb transposition depending on difficulty level of excerpt. Some errors reading in bass clef.

• Lip flexibility: struggles with slurs of 6th or greater.

• Struggles with scalar and arpeggiated figures in simple time at fast tempi.

• Some errors playing in key signatures with more than 6 sharps or flats.

Expert

Rubric Statement: Precise technique with expanded flexibility. Isolated errors when reading exceptionally difficult material. In addition to Eb transposition, can perform in bass clef with only occasional minor errors.

• Coordinated and seamless valve changes through both sides of the horn.

• Plays across a written range of F2 through C6.

• Transposition: little to no errors with Eb transposition and minor errors in bass clef.

• Lip flexibility: struggles with slurs greater than a 7th.

• Minor key signature errors playing in key signatures with 7 sharps or flats.

Master

Rubric Statement: Extreme flexibility. Advanced techniques are precise and on demand. Command of all transposition.

• Seamless valve transitions.

• Plays across a written range of D2 through D6.

• Transposition: No errors with Eb and bass clef Transposition.

• Lip flexibility: Capable of playing clean slurs an octave and greater.

• Capable of playing in any key signature with complete control.

Articulation

Beginner

Rubric Statement: Unclear attacks. Single tongue is inconsistent and undeveloped. No multiple tongue ability. No difference in performance of written articulation markings.

• Consistent indistinct articulations within small range.

• Due to improper embouchure/air support immediate change of volume or intonation will be present resulting in a “scoop” or “wah wah” sound effect.

• Unable to employ multiple tonguing.

• No difference in performance of written articulation markings.

• Consistently incorporates a tongue stopped technique which will result in a “dit” or “dot” sound effect.

• Single tongue clarity lacking outside of extremely slow tempi at medium dynamic levels.

Novice

Rubric Statement: Attacks in middle register have some clarity distinction. Notes often clipped. Single tongue consistent at moderate tempi. Multiple tonguing unclean and uneven. Minor difference in performance of written articulations.

• Some distinction to articulations will be present within respective range, but will be inconsistent.

• Immediate change of volume or intonation will occur occasionally due to poor articulation performance.

• Capable of utilizing multiple tonguing, but limited to slow tempi with uneven subdivisions.

• Performance of articulation markings will be noticeable between accented and staccato markings.

• Ending of notes may occasionally be uncharacteristically clipped with a tongue stopped effect.

• Single tongue clarity lacking outside of slow tempi at medium dynamic levels.

Apprentice

Rubric Statement: Clean attacks within respective register. Performance of mixed articulation markings are apparent. Multiple tonguing is present, but very inconsistent.

• Clarity of attack – articulations will be distinct within respective range, but may degrade with fatigue.

• Sound effect – change of volume or intonation will seldom occur.

• Multiple tonguing speed - capable of utilizing multiple tonguing, but limited to moderate tempi with uneven subdivisions.

• Articulation markings - able to demonstrate a clear difference between tongued and slurred passages with noticeable difference in staccato, marcato, tenuto, and legato articulations.

• Notes may occasionally be clipped.

• Single tongue clarity will be lacking outside of moderate tempi.

Journeyman

Rubric Statement: Well developed single tongue. Multiple tonguing functional and clear, but may lack consistency.

• Clarity of attack – articulations will be distinct within respective range.

• Sound effect – no unintentional change of volume or intonation.

• Multiple tonguing speed - capable of utilizing multiple tonguing, but limited to moderate tempi and subdivisions generally even.

• Articulation markings – clear distinction between all written articulation markings.

• Seldom occurrence of clipped notes.

• Single tongue clarity lacking beyond moderately quick tempi.

Expert

Rubric Statement: Advanced consistency and ability in all traditional tonguing styles. Multiple tonguing is clear and controlled at moderately fast tempi.

• Clarity of attack – articulations will be distinct within respective range, but may have some clarity problems in the extreme registers.

• Multiple tonguing speed - capable of utilizing multiple tonguing to vivace tempo markings and at times, multiple tonguing may be slightly uneven.

• Articulation markings – all written articulations will be appropriate and performed with clear distinction.

• Single tongue will be clear at moderato tempi marking.

Master


• Clarity of attack - articulations will be distinct within respective range and will be clear in extreme registers.

• Multiple tonguing speed - capable of utilizing multiple tonguing beyond vivace tempo marking. No difference between “tu” and “ku” articulations.

• Single tongue will be clear throughout allegro tempi markings.

Time/Rhythm

Beginner

Rubric Statement: Unable to maintain steady pulse. Basic rhythms often played incorrectly.

• Unable to maintain a consistent tempo with easy level music.

• Frequent and severe time fluctuations will be present to accommodate poor technique.

• Struggles with basic rhythms in very familiar time signatures.

• Will consistently miscount rests.

• Compound time may be performed in simple time.

Novice

Rubric Statement: Unsteady time. Subdivision inconsistent. Struggles with syncopated rhythms.

• Time will be mostly consistent with easy level music but fluctuations may occur.

• Expressive devices (grace notes, mordents, grupettos) if attempted will significantly impact time.

• Rhythmic figures – Struggles with syncopated rhythms in simple time signatures.

• Occasionally miscounts rest.

• Able to perform in simple and compound time however, rhythmic figures may be interpreted in incorrect meter.

Apprentice

Rubric Statement: Time is mostly consistent. Solid performance of basic rhythms in compound time.

• Time is consistent in medium level music with some fluctuations in tempo.

• Expressive devices (grace notes, mordents, grupettos) if attempted, will moderately affect time.

• Rhythmic figures – Accurately performs non-syncopated and syncopated figures in simple time signatures at moderate tempi.

• Seldom miscounts rests.

• Accurately performs in simple and compound time.

Journeyman

Rubric Statement: Well developed rhythmic ability. Time is consistent and secure. Performance in composite time is acceptable, but may contain occasional mistakes.

• Time is secure in medium level music with only isolated and very minor fluctuations.

• Rhythmic figures - accurately performs non-syncopated and syncopated figures in compound time at moderate tempi.

• Expressive devices (grace notes, mordents, grupettos) if attempted, will minimally affect time.

• Able to perform in composite time, but occasional mistakes will be present.

Expert

Rubric Statement: Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material with ease.

• Time is secure in all situations.

• Rhythmic figures - Accurately performs complex rhythmic figures in compound time at quick tempi.

• Expressive devices (grace notes, mordents, grupettos) if attempted, will seldom affect time.

• Able to perform in composite time with minor mistakes.

Master


• Time is secure in all situations.

• Rhythmic figures - flawlessly performs complex rhythmic figures in composite time at quick tempi.

• Expressive devices will have no impact on time.

• Flawlessly performs in composite time.

Dynamics/Phrasing

Beginner


• Will only play at/around one dynamic level.

• Phrasing will not be present.

• Written dynamics will be ignored.

Novice

Rubric Statement: Small and limited control of dynamic range. Phrasing attempted, but rudimentary.

• Small dynamic spectrum. (two levels)

• Louder dynamics sound labored and uncontrolled.

• Dynamic shift results in severely impaired intonation.

• Written dynamics will be noticed after written point and will be performed too late.

Apprentice

Rubric Statement: Dynamics and phrasing present, but inconsistent.

• Dynamic range present, but reserved (three dynamic levels).

• Soft dynamics occasionally lack support.

• Loud dynamics occasionally sound unfocused.

• Dynamic shift occasionally affects intonation.

• Written dynamics will be performed, but not consistently.

• Phrasing is present, but inconsistent.

Journeyman

Rubric Statement: Dynamics and phrasing present. Some intuitive shaping.

• Well-developed dynamic range (four dynamic levels).

• Soft dynamics seldom lack support.

• Loud dynamics seldom sound unfocused.

• Dynamic shift seldom affects intonation.

• Written dynamics will be consistently performed.

• Phrasing is consistently present. Some intuitive shaping inserted to enhance musical effect.

Expert

Rubric Statement: Strong command of dynamics, both written and implied. Phrasing appropriate to the style.

• Large dynamic range present (six dynamic levels).

• Soft and Loud dynamics are consistently supported.

• Dynamic shift will have minor impact on intonation.

• Phrasing is well thought out and significantly enhances musical performance.

Master


• Outstanding dynamic range (seven or more levels).

• Absolute control of dynamic full dynamic spectrum.

• Dynamic shift will have no impact on intonation.

• Phrasing is instinctive and effortless.

Tone

Beginner

Rubric Statement: Tone is unfocused and airy. Poor Intonation. Timbre inconsistent throughout register.

• Tone consistently sounds airy and lacks focus.

• Lacks evenness in timbre throughout entire range.

• Intonation will be unstable and inconsistent.

Novice

Rubric Statement: Middle register is controlled at medium dynamic levels. Intonation stable in middle register. Timbre is inconsistent in upper and lower register.

• Tone is relatively controlled in the middle/comfortable register at medium dynamic levels.

• Timbre is even in middle register.

• Upper register is thin and pinched.

• Lower register is sharp and thin.

• Intonation is stable within the middle/comfortable register.

Apprentice

Rubric Statement: Tone and timbre are consistent throughout most of respective register and a narrow dynamic range. Intonation errors sometimes present.

• Tone is controlled throughout respective range, but may degrade at softer and loud dynamics.

• Upper register occasionally sounds thin, pinched, or forced.

• Lower register occasionally sounds muddy.

• Intonation is stable throughout range, but may degrade with fatigue.

Journeyman

Rubric Statement: Tone and timbre are consistent throughout respective range and at some dynamic levels. Minor intonation errors in extreme registers.

• Tone is controlled and consistent throughout applicable register and at medium dynamic levels.

• Extreme dynamics will affect tone quality.

• Intonation is consistent throughout applicable register.

• Timbre will be inconsistent in extreme registers.

Expert

Rubric Statement: Tone and timbre are consistent throughout entire range and most dynamic levels. Few intonation errors.

• Tone controlled throughout entire register and at most dynamic levels.

• Timbre may degrade at extreme points of upper and lower register.

• Intonation is consistent throughout applicable register, but may suffer at range extremes.

Master

Rubric Statement: Absolute control of tone and timbre throughout entire range, extreme registers, and all dynamic levels. Intonation errors are rare. Sound can change to match various styles or moods.

• Tone controlled throughout entire register and at all dynamic levels

• Timbre is even throughout entire range. No degradation

• Intonation consistent throughout entire register and extremes

• Performance outside range does will not impact tone quality

Style/Musicality

Beginner


• No demonstration of appropriate stylistic interpretation.

Novice

Rubric Statement: Limited ability to correctly perform in concert and march style.

• Rudimentary performance of concert and march styles.

• Little stylistic performance of solo literature.

• No stylistic performance of chamber music.

Apprentice

Rubric Statement: March/concert styles acceptable, but reserved. Chamber stylistic performance is unacceptable.

• Acceptable performance of concert and march styles.

• Appropriate stylistic performance of classical solo literature.

• Some stylistic performance of contemporary solo literature is present.

• Some stylistic performance of chamber music present.

Journeyman

Rubric Statement: Stylistic differences evident. Well-developed march/concert styles. Some expressive devices used when performing prepared material but often lacking maturity. Acceptable chamber stylistic performance.

• Adheres to most stylistic markings.

• Appropriate stylistic performance of classical and some contemporary solo literature.

• Able to consistently perform in chamber styles.

• Able to employ expressive devices.

Expert

Rubric Statement: Professionally functional in all required styles. Expressive devices used judiciously to enhance musical lines. Professionally functional in march/concert/chamber styles.

• Adheres to all stylistic markings, limited only by technique.

• Appropriate stylistic performance of all classical and most contemporary solo literature.

Master

Rubric Statement: Sets the standard. Abounds in creativity of interpretation. Outstanding stylistic performance in all genres.

• Adheres to all stylistic markings with no limitations.

• Appropriate stylistic performance of all classical and contemporary solo literature.

Trombone

Technique

Beginner

Rubric Statement: Very limited. Constant coordination problems, missed notes/partials. No flexibility. Small range. Very limited sight-reading ability.

• Lacks accuracy, many missed notes.

• Slide movements are slow and sluggish.

• Legato tongue slurs are sloppy and glissed.

• Unable to execute lip slurs (slurs without use of tongue).

• Very small range, cannot play practical range (E2-Bb4).

Novice

Rubric Statement: Limited slide technique. Note transitions inconsistent. Limited flexibility. Cannot trill. Small range. Limited sight-reading ability.

• Able to execute rudimentary figures with some consistency.

• Slide movements generally accurate (slide stops in the correct position).

• Slur ability is limited and lacks consistency.

• Cannot execute a trill.

• Plays across practical range with some difficulty in upper and lower registers.

Apprentice

Rubric Statement: Limited slide technique. Note transitions inconsistent. Limited flexibility. Cannot trill. Small range. Limited sight-reading ability.

• Slide moves quickly with confidence in less complex figures.

• Lacks proficiency with F Attachment.

• Lip flexibility acceptable but lacks clarity when slurring intervals larger than a 4th.

• Able to play across the practical range and several partials beyond.

Journeyman

Rubric Statement: Well-developed technique. Isolated accuracy errors. Well-developed flexibility. Able to read tenor clef and perform with F attachment. Skillful sight-reader.

• Mostly consistent and accurate slide technique with standard and some complex material.

• Increased lip flexibility, able to execute a proper trill in mid to high range.

• Legato and natural slur style are clean; isolated mistakes with larger intervals.

• Expanded range to include some pedal pitches.

Expert

Rubric Statement: Precise technique with expanded flexibility. Isolated flaws in exceptionally difficult material. Adept sight-reader.

• High degree of precision throughout the majority of standard repertoire.

• Excellent lip flexibility. Capable of very large intervallic leaps either slurred or articulated.

• Advanced techniques (i.e. ‘playing across the grain,’ doodle tonguing, idiomatic devices, multi-phonics, et al) are utilized to greatly enhance performance.

• Reads in bass, tenor, alto, treble, and Bb treble clefs.

• Very large range.

Master

Rubric Statement: Master of the instrument, a soloist. Virtuosity is a hallmark in every facet. Advanced techniques are precise and on demand. Demonstrates superior sight-reading ability.

• Superior technique. Nearly flawless execution across extremely difficult material.

• Professionally capable in all clefs.

• Very large range.

Articulation

Beginner

Rubric Statement: Unclear attacks. Single tongue is undeveloped, harsh and inconsistent. No multiple tonguing ability. Unable to slur.

• Cannot differentiate mixed articulation.

• Releases are tongue stopped; no concept of air release or ‘lift’ to the end of phrases.

• Unable to slur (see Technique).

Novice

Rubric Statement: Edgy attacks with single tongue. Notes often clipped. Limited slur and legato ability. Unclear mixed articulations. No multiple tonguing ability.

• Single tongue is only marginally acceptable at moderate tempi, but tends to be harsh and heavy, particularly the front edge of the attack.

• Note clarity lacks consistency, specifically in the upper and lower registers.

• Mixed articulations evident, but unclear.

Apprentice

Rubric Statement: Acceptable single tongue. Adequate slur/legato tongue ability; wider intervals lack precision. Mixed articulations generally clear in shorter passages. Acceptable multiple tongue in short passages at moderate tempi.

• Single tongue is acceptable, with a medium degree of consistency; faster passages degrade precision.

• Multiple tonguing is acceptable, but lacks endurance and some clarity.

• Written articulations will be accurate and unmarked notes will be characteristic in standard repertoire.

Journeyman

Rubric Statement: Well-developed clarity and increased speed with single tongue. Multiple tonguing functional, but not always clear. Consistent accuracy in most slurred/legato passages.

• Single tongue is well-developed with increased speed and clarity.

• Multiple tonguing (double and triple) will be functional with some clarity lacking.

• Consistent precision with mixed articulations except over angular passages with wide intervallic leaps.

• Articulations will be stylistically correct.

Expert

Rubric Statement: Advanced consistency and ability in all traditional tonguing styles. Demonstrates the ability to “doodle tongue” with varied facility.

• Notes are centered across all ranges and dynamics with only isolated mistakes occurring.

• Multiple tonguing is completely functional.

• Capable of executing some advanced articulation techniques (i.e. “doodle tonguing”, fast legato multiple tongue, “fretting” with no tongue as a means of articulation across overtone partials, ornamented turns into attacks).

• Capable of moving freely between the various mixed articulations and stylistically correct unmarked notes

Master

Rubric Statement: Clarity in every context. Speed and facility achieved using any technique necessary. Consummate lyrical ability.

• Clarity, speed, and facility in every style.

• Consummate lyrical ability.

Time/Rhythm

Beginner

Rubric Statement: Undeveloped sense of time. Cannot keep steady pulse. No ability to read syncopation. Basic rhythms played incorrectly when performing prepared material and when sight-reading.

• Unable to maintain consistent tempo.

• Fundamental rhythms played incorrectly.

• Cannot subdivide.

• Cannot execute dotted figures correctly.

• Cannot hold sustained notes for full value.

• Cannot execute syncopated passages.

• Technical limitations will cause consistent time and tempo errors.

Novice

Rubric Statement: Unsteady time in both prepared and sight-reading material. Subdivision is inconsistent. Limited ability to demonstrate simple syncopations.

• Tempo may be somewhat consistent, but often characterized by fluctuations, especially in compound meter.

• Tempo may also tend to rush and/or drag, especially in march style.

• Subdivided figures are generally correct, but errors will still be present, especially in compound time.

• Dotted figures performed correctly.

• Able to execute basic and isolated syncopations.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared material and sight-reading material but limited by slide technique. Solid performance with basic simple/compound meter. Some difficulty with syncopation.

• Intuitive expression will be demonstrated, but lack maturity.

• Subdivision is acceptable.

• Syncopation is acceptable though extended and complex lines will cause mistakes.

• Mixed meter acceptable, but minor errors will remain.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent in prepared material. Minor tempo and rhythmic errors when sight-reading. Mixed or odd meters inconsistent.

• Time is secure with only isolated and very minor fluctuations.

• Steady performance of syncopated figures; extreme styles (i.e. funk, salsa, etc.) may still cause errors.

• Mixed meter performance is solid.

Expert

Rubric Statement: Excellent time in all performance and sight reading situations. Isolated mistakes may occur at extreme tempi, advanced mixed meters, and advanced literature.

Master


• No rhythmic inhibitions; sense of time is extremely consistent.

• Very precise in all styles, meters.

Dynamics/Phrasing

Beginner

Rubric Statement: Minimal to no concept of dynamics or phrasing.

• Cannot play with any intentional dynamic variation.

• Cannot play distinct musical phrases.

Novice

Rubric Statement: Limited dynamic range with no shaping or control. Limited phrasing.

• Limited dynamic range.

• Softer dynamics have no support and response.

• Louder dynamics will often be overblown and crass.

• Limited ability to execute discernable musical phrases.

Apprentice

Rubric Statement: Dynamic range is acceptable but loses support in softer dynamics and can be harsh during loud dynamics. Acceptable phrasing, but lacks maturity and limited by technique.

Journeyman

Rubric Statement: Phrasing and dynamic shape present and generally conscientious of musical intent.

• Dynamic range is large and generally supported. Extreme registers (F valve and altissimo) lack ability to support.

• Intonation and stability remain consistent across sudden dynamic changes.

• Phrasing is structured and thoughtful. Basic intuitive shaping is present but can affect tempo unintentionally.

Expert


• Extremely large dynamic range with minimal to no loss of support or intonation in any range.

• Phrasing is structured, thoughtful, and intuitive and greatly enhances musical performance.

Master


• Absolute control of dynamics in any range and context.

• Dynamics and phrasing are instinctive and effortless; transcends the written part.

Tone

Beginner

Rubric Statement: Tone is pinched, thin, harsh, or unsupported and airy in all registers. Minimal ability to demonstrate proper intonation. Tone in all registers becomes more strained during sight-reading.

• Unacceptable tone that lacks support through demonstrated range.

• Tone will be inconsistent with many pitches being overblown or unresponsive.

• Intonation is very poor.

• Unable to hold pitches steady.

• Playing will be note-to-note and inconsistent with no consideration given to line shaping.

• Cannot play either written or intuitive musical expression (i.e. unmarked expressive devices, ornamentation, etc.).

Novice

Rubric Statement: Middle register is somewhat consistent while the upper/lower range is uncharacteristic in both prepared material and when sight-reading. Intonation is inconsistent.

• Middle register is somewhat supported, upper/lower register are still overplayed, strained, or lack response.

• Intonation is poor; no adjustment made for trombone overtone tendencies, unable to tune triadic chordal pitches

• Sustains unsteady, especially at soft or loud dynamics.

• Playing will be note-to-note and inconsistent with minimal consideration given to line shaping.

• Intuitive expression, if attempted, will lack consistency; not present when sight reading.

Apprentice

Rubric Statement: Consistent tone across most of practical range. Extremes spread or pinched. Tone is strained in the upper register or loses stability in the low register when sight-reading. Acceptable overall intonation.

• Intonation is acceptable and has some consistency; however, various adjustments with regard to the trombone overtone tendencies or section tuning still lack maturity.

• Sustains are more steady but difficulties persist at softer dynamics.

• Capable section player.

Journeyman

Rubric Statement: Pure tone across entire practical range. Extremities lack control. Secure intonation.

• Tone is pure and supported in all registers across entire practical range, but may be thin in the extreme upper register. Pedal notes are solid, but may lack endurance or response.

• Intonation is consistent. All overtone tendencies are automatically compensated for and adjusted. Extended tertian and/or altered chord tones may still present difficulties.

Expert

Rubric Statement: Full and resonant across entire range with functional extremes. Few intonation errors.

• Great command of intonation accuracy with few errors.

Master

Rubric Statement: Rich and sonorous tone in both prepared material and sight-reading. Sound can emulate various styles, players, or moods. Very accurate pitch. Rich and sonorous tone across entire range.

• Vibrato and expressive devices are judiciously used to enhance the musical line in performance and sight- reading.

• Flawless intonation.

• Capable of emulating a variety of stylistic sound changes.

Style/Musicality

Beginner


• Unsatisfactory stylistic performance; no demonstration of correct stylistic interpretation.

Novice

Rubric Statement: Limited ability to perform in concert or march styles. Little to no ability to perform commercial styles.

• March style limited (i.e. weak dynamic contrast, incorrect accents/articulations, unaware of common phrasing conventions, etc.).

• Standard solo or concert literature stylistic interpretation is rudimentary.

• Little to no ability to correctly perform in required commercial style.

Apprentice

Rubric Statement: Adequate stylistic differentiation. March/concert styles acceptable, but limited. Jazz style/swing feel basic, but degrades with advanced figures.

• Minimally acceptable performance in all required styles.

• Commercial performance is limited.

• Acceptable stylistic interpretation of standard solo or concert literature.

• Capable of basic functionality in required commercial style.

• Some line shaping and expressive devices employed, but limited.

Journeyman

Rubric Statement: Stylistic differences evident. Well-developed march/jazz styles. Some expressive devices used, but often lacking maturity. Devices will be incorrect or omitted when sight-reading. Lead playing and improvisation lack maturity.

• Reliable, solid performance of marches and standard solo/concert repertoire.

• Adheres to all stylistic markings. Capable of adding appropriate stylistic nuances, but may tend to be unconvincing or overdone.

• Jazz style is well-developed, but lead playing is weak in strength, style, range, or endurance.

• Improvisation ability is acceptable, but lacks sophistication.

• Line shaping and expressive devices are evident, with only occasional lapses in prepared material; not employed as much when sight reading.

Expert

Rubric Statement: Professionally functional in all styles. Vibrato and expressive devices are judiciously used to enhance the musical line. May excel in one genre approaching mastery (i.e. improvisation).

• Will demonstrate an increased emphasis on elements of period style and is at ease with standard literature of varied musical styles.

• Comfortable in all required commercial idioms.

Master

Rubric Statement: Sets the standard. Lofty musicianship and inspirational expressive artistry. Abounds in creativity of interpretation.

• Absolute mastery of stylistic interpretation in one or more of the broad categories of repertoire (i.e. orchestral, solo rep, or jazz); will be at ease with all standard, commercial, and contemporary literature of varied music styles.

Euphonium

Technique

Beginner

Rubric Statement: Very limited basic technique. Most pitches missed due to under developed finger movement and flexibility. Small unacceptable range. Very limited sight-reading ability.

• Doesn’t utilize 4th valve. • Fingers are slow and sluggish. • Most accuracy lost when utilizing valve combinations in

either slurred or articulated figures. • Lip flexibility largely absent. Struggles greatly with

slurred figures. • Unable to perform in more than one clef.

Novice

Rubric Statement: Limited basic technique. Several missed pitches due to limited finger dexterity and flexibility. Small range. Limited sight-reading ability in preferred clef.

• Proper 4th valve usage is inconsistent. • Fingers move fairly quickly with some consistency. • Valve combinations still cause some inaccuracies,

especially when using the 3rd valve. • Minimal lip flexibility. Struggles with slurred figures. • Limited Range. Struggles to play above F4. • Unable to perform in more than one clef.

Apprentice

Rubric Statement: Acceptable technique. Isolated accuracy errors with 4th valve usage. Fingers are quick in both articulated and slurred passages. Can play across practical range. Adequate sight-reader in one clef. Mistakes present in secondary clef.

• Fingers move quickly and confidently in both articulated and slurred passages.

• Some difficulties remain with clarity when utilizing valve combinations; specifically with the 3rd or 4th valve.

• Lip flexibility acceptable though some difficulty occurs when slurring across larger intervals.

• Acceptable range though will struggle with Bb4 and above. • Able to read in secondary clef with some preparation time.

Journeyman

Rubric Statement: Well-developed technique and flexibility. Pedal pitches can be employed but will lack consistency. Skillful sight-reader in both bass and treble clefs.

• Consistent clarity across articulated and slurred passages. • Valve combinations accurate with minor inconsistencies. • Increased lip flexibility. Can slur across figures (to

include partials) with some speed. Very large intervals may render error at times.

• Can play across full practical range to include pedal pitches, however pedal range may lack consistency.

• Able to read in bass or treble clef with little to no preparation.

Expert

Rubric Statement: Precise technique with expanded flexibility. Isolated flaws in exceptionally difficult material. Advanced techniques/ornamentation can be utilized to enhance performance. Adept sight-reader in treble or bass clefs.

• Seamless valve movement. Isolated flaws in exceptionally difficult material.

• Excellent lip flexibility. Capable of very large intervallic leaps (both slurred and articulated).

• Very large range. Stable pedal notes when employed.

Master

Rubric Statement: Master of the instrument, a soloist. Virtuosity is a hallmark in every facet. Extreme flexibility. Advanced techniques are precise and on demand. Superior sight-reading ability in treble or bass clefs.

• Nearly flawless valve movement across extremely difficult material.

• Advanced techniques on call and utilized as needed. • Very large range, to include up to an octave above the

practical range (Bb4).

Articulation

Beginner

Rubric Statement: Unclear attacks. Single tongue is inconsistent and undeveloped. No differences between written articulations and unmarked notes.

• Single tongue is lethargic and slow. • Note clarity is severely hindered due to improper

syllables/breath support. • Multiple tonguing, if capable, is sloppy and inconsistent.

May also be very percussive due to improper syllable (all attack and no tone).

• Minimal if any, differentiation between the various written articulations and/or unmarked notes.

• May attempt to articulate during slurred figures due to an inability to slur.

Novice

Rubric Statement: Clean attacks in middle register. Notes often clipped. Single tongue consistent at moderate tempi. Multiple tonguing unclean and uneven. Limited ability to perform written articulations.

• Single tongue is acceptable at moderate tempi; however, subservient to technique demands.

• Note clarity lacks consistency, specifically in the upper registers.

• Able to multiple tongue for short periods. Articulations too percussive and unsustainable for longer durations.

• Differences between the various written articulations and/or unmarked notes lack consistency.

Apprentice

Rubric Statement: Clean attacks in low register but inconsistent in the upper register. Acceptable single tongue. Mixed articulations clear and concise. Multiple tonguing adequate for short passages.

• Single tongue is acceptable; however, long sustained passages at quicker tempi may falter due to endurance.

• Note clarity clear in middle register; loss of some consistency in the mid-upper to upper register.

• Articulations mostly accurate (written and unmarked notes) with some consideration given to the stylistic markings of the piece performed.

Journeyman

Rubric Statement: Well-developed single tongue. Multiple tonguing functional, but not always clear. Smooth legato. Combination of articulations secure.

• Notes centered with few mistakes occurring. • Multiple tonguing functional except for long durations. • Articulations stylistically correct with slight

inconsistencies.

Expert

Rubric Statement: Advanced consistency and ability in all traditional tonguing styles. Capable of multiple tonguing in extreme ranges and dynamics.

• Notes centered across all ranges and dynamics with only isolated mistakes occurring.

• Multiple tonguing, if demonstrated, is completely functional.

• Capable of moving freely between the various written articulations. Unmarked notes are stylistically correct.

Master

Rubric Statement: Clarity in all context. Speed and facility achieved using any technique necessary.

• Clear, correct, and definitive articulations across any style.

• Multiple tonguing, if demonstrated, is effortless.

Time/Rhythm

Beginner


• Fundamental/foundational rhythms played incorrectly. • Musical nuances (i.e. cadenzas, accelerandos, ritards,

etc…), if attempted, lack consistency, and maturity. • Subdivisions render error. • Incorrect treatment of dotted figures. • Inadequate performance of compound feel. • Doesn’t sustain through holds. • Any syncopation creates errors. • Technique (response/accuracy) creates errors in time.

Novice


• Tempo mostly consistent but some fluctuation occurs. • Musical nuances, if observed, lack consistency and may be

improperly utilized. • Subdivided figures may be performed mostly correct; some

errors present, especially in compound time. • Dotted Figures inconsistent.

• Acceptable performance of compound feel; however, tendency to rush through divided beat.

• Basic syncopations acceptable. • Technique (response/accuracy) renders errors in time.

Apprentice

Rubric Statement: Time is mostly consistent in both prepared material and sight-reading material but limited by finger technique. Solid performance of basic mixed meter. Simple syncopations adequate.

• Tempo consistent though some minor fluctuations in tempo may occur.

• Musical nuances observed, but lack maturity. • Subdivision is acceptable. • Syncopation is acceptable; extended or more difficult lines

render error. • Mixed meter can be performed with minor errors. • Technique may cause minor errors.

Journeyman

Rubric Statement: Well-developed rhythmic ability. Time is consistent and secure in prepared material. Minor tempo and rhythmic errors when sight-reading. Mixed or odd meters inconsistent. Performance of extended syncopated figures possible.

• Time is secure with isolated fluctuations. • Musical nuances lack maturity. • Correct performance of most syncopated figures. • Mixed meter performance mostly accurate.

Expert

Rubric Statement: Excellent time in all performance and sight reading situations. Extreme tempi, mixed meters cause isolated mistakes. Performs syncopated material with ease.

• Time secure in all situations with only isolated errors. • Musical nuances are meaningful and mature. • Syncopation performed with ease except in extreme tempi and

mixed meter.

Master


• Artistic use of time in all situations. • Mixed meter renders no errors in time. • Syncopation is artfully employed to enhance style.

Dynamics/Phrasing

Beginner


• Only able to play at/around one dynamic level. • Phrasing not present.

Novice

Rubric Statement: Limited dynamic range. Soft dynamics consistently unsupported. Loud dynamics labored or crass. Rudimentary phrasing ability.

• Small dynamic range. • Support at softer dynamics largely absent. • Louder dynamics often overblown or lack support (based on

register). • Intonation and stability impaired due to dynamic shifts. • Basic phrasing present, but largely subservient to

technique and time.

Apprentice

Rubric Statement: Dynamic range is acceptable though soft dynamics may lack support at times. Acceptable phrasing, but limited by technique.

• Dynamic range is acceptable; support may be inconsistent at softer dynamics.

• Intonation and stability during sudden dynamic shifts are acceptable but lack consistency.

• Phrasing may be immature and limited to what is written; minimal intuitive dynamics, phrasing, or shaping.

Journeyman


• Dynamic range large and generally supported. Support sometimes waivers when approaching the upper or low registers.

• Intonation and stability consistent across sudden dynamic changes.

• Phrasing structured and thoughtful. Basic intuitive shaping present, but can affect tempo unintentionally.

Expert

Rubric Statement: Strong command of dynamics, both written and implied. Mature phrasing appropriate to the style.


• Phrasing in structured, thoughtful, and intuitive; greatly enhances musical performance.

Master


• Absolute control of dynamics. • Phrasing instinctive and effortless. Artistry abounds.

Tone

Beginner

Rubric Statement: Tone is full in the middle register. Upper register is thin and pinched while low register is unfocused. Undeveloped intonation. Tone in all registers becomes strained during sight-reading.

• Unsatisfactory tone that lacks support through practical range.

• Intonation very poor. • Unable to hold pitches steady.

Novice

Rubric Statement: Middle register steady. Upper register is thin. Low register clarity inconsistent. Intonation inconsistent. Tone is strained outside of middle register when sight-reading.

• Intonation poor. Common intonation problems will be present with valve combinations (i.e. 1/3, 2/3, 1/2/3).

• Sustains unsteady, especially at soft or loud dynamics. • Playing will be note-to-note and subservient to other

categories.

Apprentice

Rubric Statement: Consistent tone across practical range. Extreme upper register pinched. Pedal tones insecure if performed. Acceptable intonation overall. Tone will be strained in the upper when sight-reading.

• Tone supported across practical range. • Intonation acceptable. Sixth partial may be sharp. Fifth

partial may be flat. • Sustains generally steady; softer dynamics may create some

stability issues. • Some line shaping and expressive devices present.

Journeyman

Rubric Statement: Pure tone across entire practical range. Consistent intonation.

• Tone is supported in all registers but may be thin in the upper register.

• Intonation is solid.

Expert

Rubric Statement: Resonant tone across entire range; extremes functional. Few intonation errors.

• Tone resonant across entire range; extremes are functional. • Very few intonation errors.

Master

Rubric Statement: Rich and sonorous tone in both prepared material and sight reading. Sound can change to match various styles or moods. Accurate pitch. Lofty musicianship. Inspirational artistry.

• Rich and sonorous tone. • Inspirational artistry.

Style/Musicality

Beginner


• Marches sound lethargic. • Lyrical pieces ridged and lack connection; fingers impede

note connection. • No knowledge of, or ability for, performance style in

traditional euphonium concert excerpts. • No concept of role in ensemble.

Novice

Rubric Statement: Limited ability to correctly perform in concert and march style.

• March style will have some space and separation; however very inconsistent.

• Compound time signature marches may have too much length. • Lyrical pieces have some connection, but lack consistency

on bigger leaps. Fingers may impede connection. • Traditional euphonium excerpts will be limited by technical

demands. • Unable to perform euphonium’s role in ensemble.

Apprentice

Rubric Statement: Adequate stylistic differentiation. March/concert styles acceptable, but timid.

• March style solid with isolated inconsistencies. • Lyrical style acceptable. • Traditional euphonium excerpts will have style mostly

correct with some inconsistencies. May have more difficulty with the rare contemporary or jazz excerpt. Exceptionally difficult excerpts will be limited by technical ability.

• May struggle to quickly adjust when style changes within the ensemble or piece.

• Minimum ability level to perform euphonium role in ensemble.

Journeyman

Rubric Statement: Stylistic differences evident. Well-developed march/concert styles. Some expressive devices used when performing prepared material but often lacking maturity.

• Reliable, solid performance of marches, lyrical, and traditional excerpt material.

• Adheres to all stylistic markings. Capable of adding additional stylistic elements but may lack maturity.

• Solid performance of most traditional euphonium excerpts; may have some errors with extremely difficult pieces.

• Immediately adjusts to style changes within the ensemble or piece.

• Line shaping and expressive performance are demonstrated, but may lack maturity in application at times.

Expert

Rubric Statement: Professionally functional in all required styles. Vibrato and expressive devices are judiciously used to enhance the musical line.

• Demonstrates an increased emphasis on elements of period style; at ease with standard literature of varied musical styles.

• Use of written and implied style enhances overall performance.

• Expressive devices displayed.

Master


• Adheres to period style with creative interpretation; at ease with standard and contemporary literature of varied music styles.

• Sought after soloist.

Tuba

Technique

Beginner

Rubric Statement: Very limited technique. Most pitches missed or un-centered due to undeveloped dexterity and flexibility. Small, unacceptable range.

• Doesn’t utilize 4th valve or tuning slides

• Poor accuracy

• Fingers are slow and sluggish

• Most accuracy lost when utilizing combinations of valves in either slurred or articulated figures.

• Lip flexibility largely absent. Struggles greatly with slurred figures.

Novice

Rubric Statement: Limited technique. Several missed pitches due to under developed dexterity and flexibility. Uncomfortable across entirety of practical range.

• 4th valve and tuning slides are correctly utilized.

• Fingers move fairly quickly with some consistency.

• Valve combinations still create inaccurate pitches too often.

• Minimal lip flexibility. Struggles with slurred figures; specifically ascending figures.

• Plays across practical range (FF-bb) though some weakness occurs approaching upper and lower edges.

Apprentice

Rubric Statement: Acceptable technique. Slurs are mostly smooth and clean. Combinations of valves may create loss of clarity at times. Confident through practical range and slightly beyond.

• Fingers move quickly and confidently in both articulated and slurred passages.

• Some difficulties with clarity when utilizing valve combinations; specifically the 2/3 combinations or any combination with the 4th valve (5th valve when applicable)

• Lip flexibility acceptable though errors occur when slurring or moving across larger intervals (more than an octave) or ascending partials.

Journeyman

Rubric Statement: Clarity reigns across articulated and slurred figures with only minor mistakes. Capable of large range.

• Valve combinations no longer an issue.

• Increased lip flexibility. Can slur across figures (to include partials) with some speed. Large intervals may render error at times.

• Large range to include pedal pitches being properly employed.

Expert

Rubric Statement: Precise technique with excellent flexibility. Capable of correctly utilizing non-traditional advanced techniques.

• Precision reigns throughout all ranges of the instrument.

• Capable of very large intervallic leaps (both slurred or articulated).

• Non-traditional advanced techniques (i.e. multi-phonics) and added ornamentation are utilized when appropriate to greatly enhance performance.

Master

Rubric Statement: Master of the instrument. Virtuosity is a hallmark in every facet. Extreme flexibility and near flawless technique.

• Preeminent technique. Nearly flawless execution across extremely difficult material.

• Advanced techniques on call and utilized as needed.

Articulation

Beginner

Rubric Statement: Unclear attacks. Single tongue is undeveloped. Multiple tonguing unacceptable. Minimal difference between written articulations and unmarked notes. May articulate slurs due to lack of technique.

• Single tongue is lethargic.

• Note clarity is severely hindered due to improper syllables/breath support.

Novice

Rubric Statement: Clean attacks in middle register. Notes often clipped. Single tongue consistent at moderate tempi. Multiple tonguing unacceptable. Demonstrates difference between written articulations and unmarked notes.

• Single tongue is acceptable at moderate tempi, but limited by technical demands.

• Note clarity lacks consistency, specifically in the upper and lower registers.

• Multiple tonguing, if capable, is sloppy and inconsistent. will be very percussive due to improper syllable (all attack and no tone).

Apprentice

Rubric Statement: Clean attacks in middle and low register with inconsistency in the upper. Acceptable single tongue. Multiple tonguing lacks tone. Marked articulations performed and some correct stylistic interpretation on unmarked notes.

• Note clarity is expected in the middle and lower registers but consistency lost in the mid-upper to upper register.

• Single tongue acceptable, but long sustained passages at quicker tempi may begin to falter due to endurance.

• Multiple tonguing is inconsistent. May be very percussive due to improper syllable (all attack and no tone).

• Articulations accurate (written and unmarked notes) with some consideration given to the stylistic markings of the piece performed. This includes performance of Brass Band.

Journeyman

Rubric Statement: Well-Developed single tongue. Multiple tongue acceptable for short durations. Unmarked notes are stylistically correct.

• Notes are centered with few mistakes occurring.

• Multiple tonguing acceptable for short periods of time, but may be too percussive.

Expert

Rubric Statement: Articulations are consistent across entirety of range with isolated mistakes. Multiple tonguing fully functional.

• Notes are centered across all ranges and dynamics with only isolated mistakes occurring.

• Multiple tonguing, if demonstrated, is completely functional.

• Capable of moving freely between the various written articulations, and stylistically correct performance of unmarked notes.

Master


• Clear, correct, and definitive articulations across any style.

• Multiple tonguing, if demonstrated, is effortless.

Time/Rhythm

Beginner

Rubric Statement: Unable to maintain steady time. Basic rhythms incorrect. Difficulty with compound time. Not capable of proper subdivision or syncopations.

• Fundamental/foundational rhythms played incorrectly.

• Musical nuances (i.e. cadenzas, accelerandos, ritards, etc…), if attempted, lack consistency.

• Subdivisions render error.

• Incorrect treatment of dotted figures.

• Inadequate performance of compound feel.

• Doesn’t sustain through holds.

• Any syncopation creates errors.

• Technique (response/accuracy) creates errors in time.

Novice

Rubric Statement: Time mostly consistent but fluctuations occur. Musical nuances lack consistency. Subdivision mostly correct. Capable of basic syncopations.

• Musical nuances will be rarely observed and lack consistency.

• Subdivided figures may be performed mostly correct; some errors present, especially in compound time.

• Dotted figures performed correctly.

• Acceptable performance of compound feel; however, tendency to rush through divided beat.

• Technique (response/accuracy) renders errors in time.

Apprentice

Rubric Statement: Time is consistent though minor fluctuations occur. Nuances observed but may lack maturity. Subdivision and syncopation acceptable.

• Syncopation is acceptable; extended or more difficult lines render error.

• Mixed meter can be performed with minor errors. • Technique may cause minor errors.

Journeyman

Rubric Statement: Time is secure. Extreme syncopation may cause mistakes.

• Time is secure with only isolated and very minor fluctuations.

• Musical nuances are meaningful and mature.

• Solid performance of syncopated figures. The extremes (as found written in funk) create errors.

• Mixed meter performance is secure.

Expert

Rubric Statement: Excellent time with only isolated mistakes. No problems with syncopation.

Master


Dynamics/Phrasing

Beginner


• Only able to play at/around one dynamic level.

• Phrasing not present.

Novice

Rubric Statement: Small dynamic range. Rudimentary phrasing present.

• Support at softer dynamics largely absent. • Louder dynamics often overblown or lack support (based on

register). • Intonation and stability impaired due to dynamic shifts. • Basic phrasing present, but largely subservient to

technique and time.

Apprentice

Rubric Statement: Dynamic range acceptable but lacks consistent support at softer dynamics. Basic phrasing present.

• Dynamic range is acceptable; support will be inconsistent at softer dynamics.

• Loud dynamics may be overblown. • Intonation and stability during sudden dynamic shifts are

acceptable but lack consistency. • Phrasing may be immature and limited to what is written;

minimal intuitive dynamics, phrasing, or shaping.

Journeyman


• Dynamic range large and generally supported. Support sometimes waivers when approaching the upper or pedal registers.

• Intonation and stability remain consistent across sudden dynamic changes.

• Phrasing structured and thoughtful. Basic intuitive shaping present, but can affect tempo unintentionally.

Expert



• Phrasing structured, thoughtful, and intuitive; greatly enhances musical performance.

Master

Rubric Statement: Absolute control and stylistic sensitivity. Dynamics are instinctive and effortless

• Absolute control of dynamics across the entirety of a very large range.

• Phrasing instinctive and effortless; transcends what is simply written or inferred.

Tone

Beginner

Rubric Statement: Tone is full in the middle register. Upper register is thin and pinched while low register is unfocused. Undeveloped intonation.

• Unsatisfactory tone that lacks support through demonstrated range (incapable of practical range).

• Tone inconsistent with many pitches being overblown or “airballed” due to poor breath support.

• Intonation very poor.

• Unable to hold pitches steady.

• Unable to be foundation of an ensemble.

Novice

Rubric Statement: Middle register steady. Upper register is thin. Low register clarity inconsistent. Some difficulty holding pitches steady for long durations. Intonation inconsistent.

• Intonation poor. Common intonation problems present with valve combinations (i.e. 1/2, 2/3, 2/4).

• Sustains remain unsteady, especially at soft or loud dynamics.

• Playing note-to-note and subservient to other categories.

• Unable to be foundation of an ensemble.

Apprentice

Rubric Statement: Consistent tone across practical range. Extreme upper register pinched. Pedal tones insecure if performed. Acceptable intonation overall.

• Tone supported across practical range.

• Intonation is acceptable. Some difficulties remain but consistent intonation is the rule and not the exception.

• Sustains are generally steady but softer dynamics may create some stability issues.

• Capable section player.

Journeyman

Rubric Statement: Pure tone across entire practical range and slightly beyond. Consistent intonation.

• Tone supported in all registers but may be thin in the extreme upper register.

• Intonation solid and reliable.

• Reliable foundation for an ensemble.

Expert

Rubric Statement: Resonant tone across entire range; extremes functional. Few intonation errors.

• Tone resonant across entire range. Extremes are functional.

• Very few intonation errors.

Master

Rubric Statement: Rich and sonorous tone across any material. Sound can change to match various styles or moods. Accurate pitch. Lofty musicianship. Inspirational artistry.

• Capable of augmenting sound based off of style or markings.

Style/Musicality

Beginner


• No demonstration of correct stylistic interpretation.

Novice

Rubric Statement: Limited ability to correctly perform in concert and march style. No concept of performance in commercial styles.

• Struggles with consistency of correct stylistic performance in marches.

• Struggles with correct interpretation of standard solo or concert literature.

• Little to no ability to correctly perform in required commercial style (Brass Band bass function).

Apprentice

Rubric Statement: Acceptable performance in all required styles though commercial performance is limited.

• Mostly correct stylistic interpretation of standard solo or concert literature.

• Expressive devices used but lack maturity.

• Capable of basic functionality in required commercial style (standard ostinato syncopated bass line with minimal ability to augment line).

• Some line shaping and expressive performance capable; subservient to other categories.

Journeyman

Rubric Statement: Well-developed stylistic differences across genres. Some expressive devices used when performing prepared material but may lack maturity. Capable of emulating a string bass with correct note lengths and articulations.

• Adheres to all stylistic markings. Capable of adding additional stylistic elements but may lack maturity (may overuse expressive devices or use them incorrectly at times).

• Line shaping and expressive performance are the norm. Performance is still slightly stunted due to the other categories.

• Comfortable in commercial setting. Possesses the ability to emulate bass in sound (including articulations and note

lengths). Possess ability to change bass line given the chord progression and style however, it will sound sporadic and immature.

• As with commercial setting, comfortable emulating String Bass in concert setting.

Expert

Rubric Statement: Professionally functional in all required styles. Vibrato and expressive devices are judiciously used to enhance the musical line. Capable of modifying bassline in commercial styles.

• Able to demonstrate an increased emphasis on elements of period style and is at ease with standard literature of varied musical styles.

• Comfortable in all commercial idioms required.

• Able to maturely embellish a written bass line with new harmonic and rhythmic information when given appropriate chord information and style associated.

Master

Rubric Statement: Sets the standard in creativity of interpretation. Capable of basic improvisation and reading chord changes.

• Adheres to period style with creative interpretation; at ease with standard and contemporary literature of varied music styles.

• Capable of reading chord changes (walking bass line) and coherent improvisation.

• Inspirational artistry.

Appendix C

Rhythm/Vocal

Guitar

Technique

Beginner

Rubric Statement: Very limited ability to demonstrate basic technique; undeveloped/unaware of stylistic aspects.

• Lacks development of left/right coordination and endurance to produce an adequate tone and maintain consistent tempo/groove.

• Limited technical knowledge, possessing only basic technique with little understanding or awareness of stylistic aspects; no finesse or awareness of nuance to adapt to various styles.

Novice

Rubric Statement: Limited ability to demonstrate basic technique; inconsistent technical control, may be able to demonstrate some stylistic aspects.

• Limited technical control; has developed enough left and right coordination and endurance to maintain a consistently secure groove at slow to medium tempos.

• May be able to perform some medium to fast tempo passages but with interruption of flow and unreliable consistency of execution.

• May not be aware of unintended string noise such as too much sliding on the string in shifting and unintentional ringing of unmuted strings hindering a smooth presentation in performance.

• Able to demonstrate rudimental picking-hand technical knowledge, such as alternate picking, enabling functional control of the instrument.

• Limited fingerboard knowledge tending to use awkward fingering strategies; shifting erratic, hindering accurate execution of single-note passages and chords.

• Training needed to be considered a reliable performer.

Apprentice

Rubric Statement: Established foundation of control but unable to execute all passages flawlessly; limited understanding of stylistic techniques.

• Developed fret-hand/picking-hand coordination for effective control; some stylistic aspects apparent such as picking articulation and fret-hand control.

• Will not be consistently accurate playing demanding passages

• Limited understanding of technique affecting stylistic accuracy.

• Fluent with note locations on the neck at least up to the 12th fret of each string; may have a tendency to favor the “open” position (open strings through to the 4th fret) but should be able to navigate at least up to the 12th fret with ease.

• Able to implement shifting up and down the fingerboard but may over-shift up and down the fingerboard instead of using positional playing which employs more economy of motion for more control and accuracy.

Journeyman

Rubric Statement: Fully developed coordination and technical control; adept at executing demanding passages and a variety of stylistic techniques; occasional isolated errors.

• High level of coordination in fretting and picking-hands; typically plays with excellent control of articulation.

• Thorough understanding of all scales and arpeggio patterns with consistently accurate execution.

• Well-developed knowledge of note location on the fingerboard; able to employ effective shifting strategies for demanding passages that transition up and down the fingerboard.

• Employs advanced techniques such as tapping, harmonics, tremolo bar usage or more nuanced control of articulation using fret-hand hammer-ons, pull-offs, and slides.

Expert

Rubric Statement: Refined coordination and technical control. Appears to perform without significant effort; able to execute demanding passages with ease and with appropriate stylistic details/techniques.

• Outstanding technical control; refined left and right coordination, enhancing execution of a wide variety of repertoire and enabling velocity for performing scales and fast passages.

• Able to effortlessly perform chord changes/inversions in a wide variety of genres, routinely employs appropriate stylistic and advanced techniques.

• Refined fingerboard knowledge with fingering strategies that give the appearance of ease for performing demanding passages.

• Overall performance demonstrates the control of a seasoned professional.

Master

Rubric Statement: Masterful control; seemingly limitless capability.

• Superior technical control; highly refined left and right coordination. Seems to have no limits.

• Possesses a wealth of genre knowledge and techniques to create chord voicing and solos that sound authentic and artistic in execution.

• Mastery of fingerboard knowledge; demonstrates ease in reading and performing demanding passages.

• Routinely uses subtle techniques that draw attention to finer aspects of artistry in musicianship in performance.

• Overall, absolute control makes up for styles in which the player may be weaker.

Time/Rhythm

Beginner

Rubric Statement: Groove is not secure; unreliable time keeping. Very little rhythm recognition; still developing rudimental aspects of reading rhythms.

• Unintentional interruption of flow and/or pulse; inconsistent control to keep the established tempo and stylistic feel steady.

• Limited ability to read rhythms in simple meter; struggles with reading compound meter. No ability to read syncopated rhythms.

• Lacks ability to adequately demonstrate different rhythmic feels such as interpreting a swing eighth note versus straight eighth note feel.

Novice

Rubric Statement: Groove not consistently secure. Limited rhythm recognition; rudimental level sight reading skill set. Undeveloped rhythmic feel appropriate to genre. Inconsistent ability to distinguish swing vs. straight 1/8th notes.

• Lack of control hinders correct stylistic aspects for rhythmic feel; may be able to play rudimental level chord inversions unreliably; tempo fluctuations and interruptions in flow are common.

• Limited rhythmic vocabulary; still developing a rudimental level sight reading ability.

• May have functional knowledge of note and rhythm recognition as well as understanding of form such as basic repeat markings.

• May have some strength in one genre but limited stylistic knowledge hinders overall functionality.

• Inconsistent ability to distinguish between swing eighth and straight eighth note feel for Rock and Latin.

Apprentice

Rubric Statement: Groove is secure; functional control of time and stylistic feel. Occasional interruption of time; some rhythmic errors. Effective intermediate level rhythm recognition and stylistic characteristics; able to distinguish feel appropriate to genre (Swing vs. straight 1/8th notes).

• Groove is secure = consistent steadiness of pulse/tempo/flow.

• Developed recognition of time signatures. Ability to read and interpret various meters; established understanding of division of the beat.

• Established stylistic knowledge for employing correct rhythmic feel; possesses an intermediate level rhythmic vocabulary.

• Adept at reading simple and compound meters as well as syncopated rhythms.

• Understands inferred feel for swing rhythms without needing specified notated articulation (long vs. short notes in swing).

Journeyman

Rubric Statement: Groove is secure; adept control of time and stylistic feel. Isolated rhythmic errors; able to perform complex rhythms and keep an uninterrupted flow. Rhythmic feel appropriate to genre.

• Tempo = excellent command of time and feel.

• Adept at reading subdivisions of the beat and syncopation

• Well-developed stylistic knowledge and a thorough understanding of most styles.

Expert

Rubric Statement: Groove is confident; time is correct with effortless feel. Demonstrates a highly developed vocabulary for rhythm recognition and appropriate feel to genre.

• Control of groove/feel in all aspects of performance.

• Fluent reader that is adept at transposing chord progressions on sight as needed.

• Highly developed rhythm vocabulary with extensive sight reading skill set capturing details of articulation and stylistic accent placement; comfortable reading compound meters and odd meter time signatures such as 5/4 and 7/4.

• In depth knowledge of several genres routinely performing with correct style; quick pattern recognition achieving a consistent authentic rhythmic feel.

Master

Rubric Statement: Exceptional control of groove; tempo/pulse, stylistic feel and artistic nuance expected for any genre. Virtually no limits in reading.

• Exceptional control of groove in all aspects of performance; ideal control of tempo, stylistic feel, able to artistically execute all nuances expected of any genre.

• Virtually no limits reading in bass and treble clefs; adept transposing chord progressions on sight.

• Demonstrates the ideal sight reading skill set, capturing details of articulation, and stylistic accent placement.

Tone

Beginner

Rubric Statement: Very limited ability to demonstrate aspects of tone; unaware of tone appropriate to genre. Very limited awareness of technical aspects, EQ/amp settings, and guitar FX settings/sounds.

• Little to no knowledge of tone; no understanding of technical aspects (i.e. EQ, amp settings, and effects).

• Not aware of tone adapting to different styles through adjustments of hand placement, amp settings, and tone or EQ settings.

Novice

Rubric Statement: Limited ability to demonstrate aspects of tone; tends to have one tone for all styles. Some awareness of technical aspects, EQ/amp settings, and standard guitar sounds affecting tone but not consistently effective.

• Limited tone production knowledge hinders functionality for replicating tone appropriate to genres.

• Technical aspects not sufficiently developed; may have some awareness of how picking-hand placement affects tone (towards the bridge, between pickups, or towards the neck) but not consistently applied.

• Amplifier setting knowledge is limited to rudimental volume and general EQ adjustments; generally not aware of appropriate volume and EQ settings hindering the overall performance; may have a basic understanding of a “dark” versus “bright” tone with little to no coaching.

• Intonation limited to basic tuner adjustments, often unaware of intonation issues; little to no knowledge or awareness of mechanics to adjustment intonation in the bridge.

Apprentice

Competent ability to match tone & technical aspects to most styles; may favor one sound over others. Some ability to adjusting tone to performance environment.

• Competent understanding to produce a tone using both tone settings and technical aspects to adequately achieve an expected timbre for a particular genre

• Competent technical awareness of picking-hand placement to adjust tone; picking near the end of the fingerboard to imitate a “warmer” or “woody” tone or picking closer to the bridge to imitate a “tight” or more “edgy” tone.

• Considers hand placement for chord comping (picking close to the fretboard for a warmer tone) or palm muting (resting palm of picking hand on strings near the bridge to produce a tight, muted tone).

• Tends to favor one sound over others and not adjust timbre for each genre; lacks performance experience or musical

maturity to carefully distinguish what is the best tone for the genre.

• Effects may be used to mimic tone for genre (i.e. distortion for a heavy rock sound).

Journeyman

Rubric Statement: Well-developed ability to demonstrate aspects of tone; technical aspects, EQ/amp settings and effects appropriate to genre. Adapts tone to performance environment; makes adjustments as needed.

• Well-developed understanding of how the technical approach, pick-up selection, and tone/effects settings affect the overall tone; effective knowledge to adapt to a wide variety of genres for mimicking tones or effects

• Regularly employs technical aspects to adjust tone; picking-hand placement, nuance in fretting hand technique (hammer-ons, pull-offs and slides), palm muting, use of a pick as appropriate to genre, and advanced techniques such as two-hand tapping, harmonics and tremolo bar usage.

Expert

Rubric Statement: Rubric Statement: Refined technical aspects defined for Journeyman level. Effectively adjusts to performance environment to enhance performance.

• Possesses the knowledge and experience to replicate timbres for most genres; confidently makes tone and technical adjustments to convincingly mimic all styles and is keenly aware of what tone is needed to match genre.

• Chords and phrases performed with control and nuance that are accurate and sophisticated; employs both fundamental and advanced harmonic knowledge with ease.

• Chord melody construction and solos exhibit fluency and variety of genre vocabulary.

Master

Rubric Statement: Superior ability to demonstrate aspects of tone; not only mimics but enhances timbres to the most subtle detail for any style. Sensitive to surroundings; keenly aware of adjustments needed in virtually any performance environment.

• Superior knowledge and experience to replicate timbres for any genre.

• Overall performance demonstrates the creative nuance in tone, expressive articulation, and seemingly effortless approach of the seasoned artist.

Harmonic Accuracy

Beginner

Rubric Statement: Very limited pitch recognition. Little to no ability to demonstrate understanding of chords; many incorrect pitches. Very limited ability to read lead sheets.

• Note/pitch recognition = knowledge of basic vocabulary of stylistic phrases.

• Chord recognition = ability to accurately respond to chord symbols for surety of notes in constructing chord voicing.

• Very limited pitch recognition ability resulting in several pitch errors; little to no knowledge of chord structure and chord progression for lead sheet reading concepts.

• Relies heavily on open strings/first position (fretting-hand placed over the first 4 frets) versus positional fingering strategies; undeveloped fingerboard knowledge.

Novice

Rubric Statement: Limited ability to demonstrate understanding of chords; many incorrect pitches. Limited pitch recognition. Limited ability to read lead sheets.

• Slow to recognize notes and rhythmic phrasing causing lines to be unrecognizable; limited grasp of chord knowledge/inversions; many incorrect pitches.

• Chord changes are often hindered by a lack of confidence in chord voicing choices due to little chord vocabulary; limited to mostly root note/sixth string voicings recognition for chord symbol/changes, often missed guide tones and extensions.

• Limited understanding of lead sheet reading concepts; unaware of basic functional expectations to be effective in any genre.

Apprentice

Rubric Statement: Usually performs correct chords; few pitch errors. Established foundation of performance in various styles. Competent ability to read lead sheets.

• Correct chords = solid chord symbol recognition.

• Effective chord symbol recognition; clear understanding of typical notated lines for Jazz, Latin, and Rock/Funk genres.

• Comfortable switching from chord symbols/changes to notated lines.

Journeyman

Rubric Statement: Consistently performs correct chords and pitches; isolated errors. Demonstrates a well-developed repertoire of song styles for effective lead sheet reading. Capable of transposing chord progressions on sight.

• Well-developed fluency of note recognition and ability to quickly recognize fingering strategies to smoothly execute passages with controlled shifting.

• Excellent and well-rounded stylistic vocabulary for ease in sight-reading notated passages and quick recognition of stylistic note groupings.

• Able to effectively transpose easy to intermediate level chord progressions on sight to adjust for vocalist range needs.

Expert

Rubric Statement: Pitches and voicings are accurate and secure; demonstrates a well-developed repertoire of song styles for ease in lead sheet reading and transposing chord progressions on sight.

• Possesses a highly developed vocabulary of pitch, rhythmic, and pattern recognition; vast reading experience and exposure to a wide variety of styles enabling quick recognition with few limits.

• Highly developed repertoire of songs for ease in lead sheet reading; understands stylistic and arranging expectations.

• Able to effectively transpose progressions on sight with little difficulty.

Master

Rubric Statement: Masterful understanding of chords evident; voicings are not only accurate but sophisticated. Fluent music reader; adept at transposing chord progressions on sight.

• Possesses a refined knowledge of vocabulary for most genres; note and chord recognition are instinctive and unhindered.

• Typically able to create artistic and impressive arrangements “on the fly” with a sophisticated approach to chord voicing.

• Vast repertoire of songs from in-depth study. Able to quickly recognize melodic passages and transpose chord progressions on sight.

• Performs with a mature fluency.

Expression/Musicality

Beginner

Rubric Statement: Undeveloped sense of musicality; weak and uninspired presentation. Very limited ability to demonstrate expressive aspects.

• Expression = technical approach to fret-hand and picking-hand coordination; picking-hand articulation (heavy vs. light touch) and fret-hand fretting (fret every note vs. hammer-ons and pull-offs)

• Presentation = confident and thought out vs. trouble keeping up and weak poise in performance.

• Struggles with expressive aspects not consistently demonstrated, such as responding to basic articulation markings, creating flow in the music, and developing melodic shapes.

• Little regard for technical aspects of musical expression and a weak or uninspired presentation.

Novice

Rubric Statement: Some development of musicality. Limited ability to demonstrate expressive aspects of playing. Presentation is weak; poor deportment & stylistic control.

• Tends to ignore articulation markings and other details when sight reading; limited knowledge of expressive technical aspects and little to no variations in left and right hand technique.

• Lacks the nuance and finesse expected for any particular genre hindering overall musicality; attention to note lengths not consistent, focusing more on just getting the right notes.

Apprentice

Rubric Statement: Competent presentation; requires development of finer aspects of stylistic control; articulation and note lengths within stylistic expectations.

• Demonstrates competence for a fairly confident and prepared performance; demeanor may have moments of anxiety but will not hinder the overall presentation.

• Note lengths should have consistent control; not cutting off full value as appropriate to genre expectations.

• Able to distinguish basic articulation markings such staccato, legato, accents, marcato, and slurs.

Journeyman

Rubric Statement: Presentation has energy and confidence. Typically performs with musicality and expression expected of the genre; most stylistic details such as articulation and note lengths are regarded.

• Well-developed skills present a performance that exhibits energy and confidence of an experienced player.

• Technical aspects are well-developed to demonstrate stylistic details such as articulation and control of note lengths; has control of the starts, lengths, and ends of notes for effective musicality.

• Adept to effectively regard the details of articulation markings while sight-reading.

Expert

Rubric Statement: Well-developed presentation. Performs with stylistic control and nuance. Employs both fundamental and advanced musicality and expression with ease.

• Expert performance of techniques in articulation effecting phrasing, feel, and tone.

• “Musicality” = putting all the categories together to create a positive and confident performance; there may be nervousness, but is hardly perceived by the audience due to refined performance discipline.

Master

Rubric Statement: Commanding presentation. Ideal fluency for a wide variety of genres; executes with creative nuance and expression of the seasoned artist.

• Expression = technical approach is refined and instinctively incorporating nuance and finesse.

• Presentation = commanding presence with confidence and inspired performance.

• Chord voicing, melodies and improvised solos exhibit the ideal fluency for a wide variety of genres; executes with creative nuance and expression of the seasoned artist.

• Exhibits the qualities of the ideal performer with seemingly effortless creative musicality.

Dynamics/Phrasing

Beginner

Rubric Statement: No concept of dynamics or phrasing. Very little to no control of rhythmic phrasing.

• Little to no awareness of dynamics or phrasing concepts; tendency to either play too low in volume sounding timid and unsure or the opposite in being much louder than needed.

• Unaware of the beginnings and endings of phrases, tending to play from note to note with little regard to developing a phrase.

• Little to no experience with basic song form and flow for lead sheet reading, such as implied repeats; will have trouble recognizing and responding to basic repeat signs, codas, multiple repeats, etc.

• Very limited knowledge of how techniques in articulation affect phrasing, feel, and tone.

Novice

Rubric Statement: No phrasing. Weak dynamic development concept. Awkward sounding rhythmic phrasing; starts and ends of phrases rhythmically out of sync.


• Slow recognition of stylistic vocabulary and rhythmic phrasing may cause lines to be unrecognizable and lack direction.

• Improvised solo ideas lack strong starts in phrasing, often starting ideas without definite down or up beats making ideas sound rhythmically awkward and weak.

Apprentice

Rubric Statement: Dynamics present, good contrasting. Some phrasing present but limited due to technique. Some awkward sounding phrasing; rhythmic ideas not always in sync.

• Able to include dynamics as notated as well as implied dynamic development when not notated.

• Performs phrases with clear beginnings and endings; still developing musical maturity and control having some rhythmically awkward sounding phrases

• Rhythm section lead sheets often do not include phrase markings requiring the player to distinguish implied phrase groupings; starting to grasp concept, and is able to effectively follow most song forms.

• Improvised solos may compromise phrasing in favor of correct notes and ideas while matching chord progression; lacks developed rhythmic vocabulary and musical maturity.

Journeyman

Rubric Statement: Phrasing and dynamic contrasting are present and generally conscientious of musical intent. Rhythmic phrasing is accurate.

• Possesses the knowledge and experience to regard the finer details of playing music in phrasing and dynamic

contrasting; details are performed thoughtfully whether notated or implied.

• Well-developed vocabulary for improvising solos that demonstrates command of rhythmic phrasing.

Expert

Rubric Statement: Strong command of dynamics, both written and inferred. Mature phrasing appropriate to the style. Adept rhythmic phrasing.

• Strong command of dynamics and in all contexts.

• Dynamics will be inferred appropriately to the style in a mature musical fashion.

Master

Rubric Statement: Absolute control and stylistic sensitivity. Dynamics are instinctive and effortless. Masterful control of rhythmic phrasing.

• Absolute control throughout all registers and adjusted for appropriate style and context.

• Phrases in improvised solos are well developed and mimic the masterful rhythmic vocabulary of the iconic players.

Bass

Technique

Beginner


• Lacks development of left/right coordination and endurance to produce an adequate tone and maintain consistent tempo/groove.

• Limited technical knowledge, possessing only basic technique with little understanding or awareness of stylistic aspects; no finesse or awareness of nuance to adapt to various styles.

Novice


• Limited technical control; left and right coordination and endurance enough to maintain a consistently secure groove at slow to medium tempos.


• May not be aware of unintended string noise such as too much sliding on the string in shifting and unintentional ringing of unmuted strings hindering a smooth presentation in performance.

• Able to demonstrate rudimental plucking-hand technical knowledge with some alternating finger ability enabling functional control of the instrument.

• Limited fingerboard knowledge tending to use awkward fingering strategies; shifting erratic, hindering accurate execution of bass lines or passages.

• Training needed to be considered a reliable performer.

Apprentice

Rubric Statement: Established foundation of control but unable to execute all passages flawlessly; limited ability to demonstrate understanding of stylistic techniques.

• Developed fret-hand/plucking-hand coordination for effective control; some stylistic aspects apparent such as plucking articulation and fret-hand control.

• Will not be consistently accurate playing demanding passages.


• Fluent with note locations on the neck at least up to the 12th fret of each string; may have a tendency to favor the “open” position (open strings through to the 4th fret) but should be able to navigate at least up to the 12th fret with ease.

• Able to implement shifting up and down the fingerboard but may not have an efficient fingerboard strategy employing economy of motion for control and accuracy; shifting strategies less refined and not consistently reliable for demanding passages.

Journeyman


• High level of coordination in fretting and plucking-hands; typically plays with excellent control of articulation.

• Thorough understanding of all scales and arpeggio patterns for consistently accurate execution.

• Well-developed knowledge of note location on the fingerboard; able to employ effective shifting strategies for demanding passages that transition up and down the fingerboard.

• Employs advanced techniques such as slapping, tapping, or more nuanced control of articulation using fret-hand hammer-ons, pull-offs, and slides.

Expert

Rubric Statement: Refined coordination and technical control; appears to perform without significant effort; able to execute demanding passages with ease and with appropriate stylistic details/techniques.

• Outstanding technical control; refined left and right coordination, enhancing execution of a wide variety of repertoire and enabling velocity for performing scales and fast passages.

• Able to effortlessly construct bass lines in a wide variety of genres, routinely employs appropriate stylistic and advanced techniques.

• Refined fingerboard knowledge with fingering strategies that give the appearance of ease for performing demanding passages.


Master

Rubric Statement: Masterful control; seemingly limitless capability

• Superior technical control; highly refined left and right coordination. Seems to have no limits.

• Possesses a wealth of genre knowledge and techniques to create bass lines and solos that sound authentic and artistic in execution.

• Mastery of fingerboard knowledge; demonstrates ease in reading and performing demanding passages.

• Routinely uses subtle techniques that draw attention to finer aspects of artistry in musicianship in performance.

• Overall, absolute control makes up for styles in which the player may be weaker.

Time/Rhythm

Beginner

Rubric Statement: Groove is not secure; unreliable time keeping. Very little rhythm recognition; undeveloped ability to read rhythms.




Novice

Rubric Statement: Groove/time is not consistently secure. Limited rhythm recognition; rudimental level sight reading skill set. Undeveloped rhythmic feel appropriate to genre. Inconsistent ability to distinguish swing vs. straight 1/8th notes.

• Lack of control hinders correct stylistic aspects for rhythmic feel; may be able to play rudimental level bass lines but time is not reliable resulting in tempo fluctuations and interruptions in flow.




Apprentice






• Understands inferred feel for swing rhythms without needing specified notated articulation (long vs. short notes in swing).

Journeyman





Expert



• Fluent reader in both bass and treble clefs and adept at transposing chord progressions on sight as needed.



Master



• Virtually no limits reading in bass and treble clefs; adept transposing chord progressions on sight.


Tone

Beginner

Rubric Statement: Very limited ability to demonstrate aspects of tone; unaware of tone appropriate to genre. Very limited awareness of technical aspects and EQ/amp settings.

• Little to no knowledge of tone; no understanding of technical aspects (i.e. EQ, amp settings, and effects).

• Not aware of tone adapting to different styles through adjustments of hand placement, amp settings, and tone or EQ settings.

Novice

Rubric Statement: Limited ability to demonstrate aspects of tone; tends to have one tone for all styles; some awareness of technical aspects and EQ/effect settings but not consistently effective.


• Technical aspects not sufficiently developed; may have some awareness of how plucking-hand placement affects tone (towards the bridge, between pickups, or towards the neck) but not consistently applied.

• Amplifier setting knowledge is limited to rudimental volume and general EQ adjustments; generally not aware of appropriate volume and EQ settings hindering the overall performance; may have a basic understanding of a “dark” versus “bright” tone with little to no coaching.

• Intonation limited to basic tuner adjustments, often unaware of intonation issues; little to no knowledge or awareness of mechanics to adjustment intonation in the bridge.

Apprentice

Competent ability to match tone & technical aspects to most styles; may favor one sound over others. Some ability to adjusting tone to performance environment.

• Competent understanding to produce a tone using both tone settings and technical aspects to adequately achieve an expected timbre for a particular genre

• Competent technical awareness of plucking-hand placement to adjust tone; plucking near the end of the fingerboard to imitate a “warmer” or “woody” tone or plucking closer to the bridge to imitate a “tight” or more “edgy” tone.

• Tends to favor one sound over others and not adjust timbre for each genre; lacks performance experience or musical maturity to carefully distinguish what is the best tone for the genre.

• Effects may be used to mimic tone for genre (i.e. distortion for a heavy rock sound).

Journeyman

Rubric Statement: Well-developed ability to demonstrate aspects of tone; technical aspects, EQ/amp settings and effects appropriate to genre. Adapts tone to performance environment; makes adjustments as needed.

• Well-developed understanding of how the technical approach, pick-up selection, and tone settings affect the overall tone; effective knowledge to adapt to a wide variety of genres for mimicking tones or effects

• Regularly employs technical aspects to adjust tone; plucking-hand placement, nuance in fretting hand technique (hammer-ons, pull-offs and slides), palm muting, use of a pick as appropriate to genre, and advanced techniques such as the slap and two-hand tapping.

Expert

Rubric Statement: Refined technical aspects defined for Journeyman level. Effectively adjusts to performance environment to enhance performance.


• Bass lines and phrases performed with control and nuance that are accurate and sophisticated; employs both fundamental and advanced harmonic knowledge with ease.

• Bass line construction and solos exhibit fluency and variety of genre vocabulary.

Master

Rubric Statement: Superior ability to demonstrate aspects of tone; not only mimics but enhances timbres to the most subtle detail for any style. Sensitive to surroundings; keenly aware of adjustments needed in virtually any performance environment.



Harmonic Accuracy

Beginner


• Note/pitch recognition = knowledge of basic vocabulary of stylistic phrases.

• Chord recognition = ability to accurately respond to chord symbols for surety of notes in constructing bass lines.

• Very limited pitch recognition ability resulting in several pitch errors; little to no knowledge of chord structure and chord progression for constructing bass lines and lead sheet reading concepts.

• Relies heavily on open strings versus positional fingering strategies; undeveloped fingerboard knowledge.

Novice

Rubric Statement: Limited ability to demonstrate understanding of chords; many incorrect pitches. Limited pitch recognition. Limited ability to read lead sheets

• Slow to recognize notes and rhythmic phrasing causing lines to be unrecognizable; limited grasp of chord knowledge for bass line construction; many incorrect pitches.

• Bass lines are often hindered by a lack of confidence in note choices due to little chord knowledge and bass line vocabulary; limited to mostly root note recognition for chord symbol/changes, often missed guide tones or altered fifths.

Apprentice





Journeyman



• Excellent and well-rounded stylistic vocabulary for ease in sight-reading notated passages as well for constructing bass lines and quick recognition of stylistic note groupings.

• Able to effectively transpose easy to intermediate level chord progressions on sight to adjust for vocalist range needs.

Expert

Rubric Statement: Pitches and voicings are accurate and secure; demonstrates a well-developed repertoire of song styles for ease in lead sheet reading and transposing chord progressions on sight.

• Possesses a highly developed vocabulary of pitch, rhythmic, and pattern recognition in both bass and treble clefs; vast reading experience and exposure to a wide variety of styles enabling quick recognition with few limits.

• Highly developed repertoire of songs for ease in lead sheet reading; understands stylistic and arranging expectations.

• Able to effectively transpose progressions on sight with little difficulty.

Master

Rubric Statement: Masterful understanding of chords evident; voicing are not only accurate but sophisticated. Fluent music reader; adept at transposing chord progressions on sight.




• Performs with a mature fluency.


Beginner


• Expression = technical approach to fret-hand and plucking-hand coordination; plucking-hand articulation (heavy vs. light touch) and fret-hand fretting (fret every note vs. hammer-ons and pull-offs)




Novice


• Tends to ignore articulation markings and other details when sight reading; limited knowledge of expressive technical aspects and little to no variations in left and right hand technique.


Apprentice





Journeyman



• Technical aspects are well-developed to demonstrate stylistic details such as articulation and control of note

lengths; has control of the starts, lengths, and ends of notes for effective musicality.


Expert


• Expert performance of techniques in articulation effecting phrasing, feel, and tone.


Master


• Expression = technical approach is refined and instinctively incorporating nuance and finesse


• Bass lines, melodies and improvised solos exhibit the ideal fluency for a wide variety of genres; executes with creative nuance and expression of the seasoned artist.


Dynamics/Phrasing

Beginner

Rubric Statement: No concept of dynamics or phrasing. Very little to no control of rhythmic phrasing.





Novice





Apprentice



• Performs phrases with clear beginnings and endings; still developing musical maturity and control having some rhythmically awkward sounding phrases.

• Rhythm section lead sheets often do not include phrase markings requiring the player to distinguish implied phrase

groupings; starting to grasp concept, able to effectively follow most song forms.


Journeyman


• Possesses the knowledge and experience to regard the finer details of playing music in phrasing and dynamic contrasting; details are performed thoughtfully whether notated or implied.


Expert




Master




Piano

Technique

Beginner


• Lacks development of left/right coordination and endurance to maintain consistent tempo/groove.

• Very limited technical knowledge, possessing only basic technique; little to no finesse or awareness of nuance to adapt to various styles.

Novice


• Limited keyboard technical knowledge. Undeveloped fingering strategies limit ability for consistent, uninterrupted flow resulting in erratic execution of passages.


• Performance functional for rudimental chord voicing construction/comping rhythmic patterns for Swing, Bossa Nova, and Pop styles.

• May be stronger at reading lead sheets but may not have developed the ability to reliably read grand staff notation or vice versa.

• May be able to read a grand staff, but not understand how to read a lead sheet.

• May have some grand staff reading skill, but needs more to be effective in a professional ensemble.

• Training will be to needed to be considered a reliable performer.

Apprentice

Rubric Statement: Established foundation of control but unable to execute all passages flawlessly; limited ability to demonstrate understanding of stylistic techniques.

• Will not be consistently accurate playing demanding passages.


• Established foundation of control of left/right hand coordination for acceptable control of the instrument; more demanding passages not consistently accurate, limited understanding of technique effecting stylistic accuracy.

• Fingering preparations still unrefined and not consistently reliable causing awkward transitions throughout the different ranges of the instrument.

Journeyman


• Fully developed coordination and technical control of left/right hand; typically plays with excellent control of articulation.

• Thorough understanding of all scales and arpeggio patterns with consistently accurate execution.

• Well-developed knowledge of the keyboard; able to employ smooth shifting technique to meet demands of passages that transition up and down the keyboard.

Expert

Rubric Statement: Refined coordination and technical control; appears to perform without significant effort; able to execute demanding passages with ease and with appropriate stylistic details/techniques.

• Outstanding technical control; well-developed left and right coordination enhancing execution of a wide variety of

repertoire and enabling velocity for performing scales and fast passages.

• Able to effortlessly execute melodic lines, chord voicing, and rhythmic comp patterns for a wide variety of genres; routinely employs appropriate stylistic aspects.

• Highly developed keyboard knowledge; fingering strategies give the appearance of ease in reading and performing demanding passages.


Master

Rubric Statement: Masterful control; seemingly limitless capability.

• Demonstrates superior technical control; highly developed left and right coordination. Seems to have no limits.

• Possesses a wealth of genre knowledge and techniques to create melodic lines, comping, and solos that sound authentic and artistic in execution.

• Mastery of keyboard knowledge that demonstrates ease in reading and performing demanding passages.

• Routinely employs subtle techniques that draw attention to the finer aspects of artistry in musicianship in performance.

• Overall, absolute control of the instrument makes up for styles in which the player may be weaker.

Time/Rhythm

Beginner

Rubric Statement: Groove is not secure; unreliable time keeping. Very little rhythm recognition; undeveloped ability to read rhythms.




Novice

Rubric Statement: Groove/time is not consistently secure. Limited rhythm recognition; rudimental level sight reading skill set. Undeveloped rhythmic feel appropriate to genre. Inconsistent ability to distinguish swing vs. straight 1/8th notes.

• Lack of control hinders correct stylistic aspects for rhythmic feel; may be able to play rudimental level melodic lines and rhythmic comp voicings but time is not reliable resulting in tempo fluctuations and interruptions in flow.




Apprentice






• Understands the inferred feel for swing rhythms without needing specified notated articulation (long vs. short notes in swing).

Journeyman





Expert





Master



• Virtually no limits reading music; adept transposing chord progressions on sight.


Tone

Beginner

Rubric Statement: Very limited ability to demonstrate aspects of tone; unaware of tone appropriate to genre. Very limited awareness of technical aspects and tone/patch settings effecting tone.

• Little to no knowledge of tone; no understanding of technical aspects (i.e. EQ, amp settings, effects, patch settings, sustain pedal, or control wheels).

• Only a rudimental approach to timbre; limited knowledge, unable to function in a professional ensemble.

• Generally stays with a generic piano patch and will be unaware of the need to adjust patch settings for different genres.

• Undeveloped awareness of sustain pedal use; either using it too much or not enough.

Novice

Rubric Statement: Limited ability to demonstrate aspects of keyboard settings; tends to have one tone for all style. Some awareness of tone, pedal use and patch settings but not consistently effective.


• Technical aspects not sufficiently developed; may have some awareness of how hand placement affects tone but is not consistently applied.

• Amplifier setting knowledge is limited to rudimental volume and general EQ adjustments; generally not aware of appropriate volume and EQ settings hindering the overall performance; may have a basic understanding of patch settings with little to no coaching.

• There may be some developed skill in using the sustain pedal but not reliably consistent.

Apprentice

Rubric Statement: Competent ability to match tone & technical aspects to most styles; may favor one sound over others. Some ability to adjusting tone to performance environment.

• Competent understanding of how to produce a tone using both patch settings and technical aspects to adequately achieve an expected timbre for a particular genre.

• Competent understanding and ability to adjust timbre through patch settings appropriate to genre and choices of piano versus non-piano sounds; sustain pedal use reliable.

• May tend to favor one sound over others and not adjust timbre for each genre; lacks performance experience or musical maturity to carefully distinguish best tone for the genre.

Journeyman

Rubric Statement: Well-developed ability to demonstrate keyboard settings; pedal use, patch selection, multiple timbres through split keyboards and adjustment wheels. Effectively adjusts to performance environment.

• Well-developed understanding of how the technical approach and patch settings affect the overall tone; knowledge and experience to make quick adjustments and adaptations to a wide variety of genres.

• Regularly employ stylistic technical aspects to adjust tone with the use of slides, “crushing,” and effective use of pedals, adjustment wheels, and split keyboards.

Expert

Rubric Statement: Refined ability to demonstrate keyboard settings; patch settings, split keyboard, adjustment wheels, pedals and keyboard combinations. Expertly adjusts to performance environment.


Master

Rubric Statement: Superior understanding of keyboard settings evident; set ups, techniques and combinations. Sensitive to surroundings; keenly aware of adjustments needed in virtually any performance environment.


• Chord voicing and solos exhibit the ideal fluency in a wide variety of genre vocabulary.


Harmonic Accuracy

Beginner


• Very limited pitch recognition ability resulting in several pitch errors; little to no knowledge of chord structure and

chord progression for comping and lead sheet reading concepts.

• Has enough chord knowledge to accurately respond to chord symbols for basic comprehension of Major7, Dominant7, and minor7 chords in root-position, four-note voicing, and some awareness of the major ii-V7-I progression.

• Overall capability limited to elementary level chord symbol recognition.

Novice

Rubric Statement: Limited ability to demonstrate understanding of chords; many incorrect pitches. Limited pitch recognition. Limited ability to read lead sheets

• Has an effective comprehension of Major6, minor6, and minor7(b5) chords in root-position with four-note voicing; limited awareness of the major ii-V7-I progression.

• Recognition of notes and melodic phrasing limited to elementary and some intermediate level reading. Reading Grand Staff or lead sheets above the elementary level will likely cause melodic passages to be unrecognizable.

• Limited chord knowledge inhibits ability to quickly construct effective comp voicing; performs several incorrect pitches.

• Chords often hindered by lack of confidence in voicing due to lack of chord knowledge; ability limited generally to root position voicing, often missing guide tones and extensions.

• Limited understanding of lead sheet reading concepts; unaware of basic functional expectations to be effective in multiple genres.

• Overall, does not possess enough diverse skills to be effective in professional ensembles requiring a wide variety of skill sets.

Apprentice





• Able to adequately perform all forms of chords in root and rootless four-note voicing, as well as comprehension of minor7(b5), altered dominant, and diminished chords. Fully aware of the major ii-V7-I progression.

Journeyman



• Excellent and well-rounded stylistic vocabulary for ease in sight-reading notated passages as well for constructing bass lines and quick recognition of stylistic note groupings.

• Able to perform all chords with precision; also has a functional knowledge of upper structure and quartal voicing techniques (voicing based on the interval of a fourth).

• Knowledge and comprehension of re-harmonization and transposition techniques.

• Stylistic knowledge encompassing at least minimal capabilities in all forms of American popular music since 1950 and excellence in several styles.

Expert

Rubric Statement: Pitches and voicing are accurate and secure; Demonstrates a well-developed repertoire of song styles for ease in lead sheet reading and transposing chord progressions on sight.

• Possesses a highly developed vocabulary of pitch, rhythmic, and pattern recognition in both bass and treble clefs; vast reading experience and exposure to a wide variety of styles enabling quick recognition with few limits.

• Understands stylistic and arranging expectations; able to effectively transpose progressions on sight with little difficulty.

• Adept at all chord voicing; possesses intermediate to advanced capability to re-harmonize and transpose on sight.

• Able to create spontaneous arrangements for the rhythm section and solo piano protocol performance with ease.

• Able to spontaneously construct chord voicing comps that rhythmically fit with the melody, complimenting the melody, and reinforcing the harmonic development of the piece for lead sheet reading.

Master

Rubric Statement: Masterful understanding of chords evident; voicing are not only accurate but sophisticated. Fluent music reader; adept at transposing chord progressions on sight.




• Performs with a mature fluency; advanced capabilities of re-harmonization and transposition techniques.

• Adept to create spontaneous arrangements for the rhythm section and solo piano protocol performance with the ease and sophistication of the seasoned artist.


Beginner


• Expression = technical approach to hand coordination; (heavy vs. light touch) and fingering strategies for smooth/uninterrupted flow in execution




Novice


• Tends to ignore articulation markings and other details when sight reading; limited knowledge of expressive technical aspects and little to no variations in technique.


Apprentice





Journeyman



• Technical aspects are well-developed to demonstrate stylistic details such as articulation and control of note lengths; has control of the starts, lengths, and ends of notes for effective musicality.


Expert


• Performs with control and nuance employing both fundamental and advanced musicality knowledge with ease; expert performance of techniques in articulation effecting phrasing, feel, and tone.


Master


• Expression = technical approach is refined and instinctively incorporating nuance and finesse


• Chord construction and improvised solos exhibit the ideal fluency for a wide variety of genres; executes with creative nuance and expression of the seasoned artist.


Dynamics/Phrasing

Beginner

Rubric Statement: No concept of dynamics or phrasing. Very little to no control of rhythmic phrasing





Novice





Apprentice



• Performs phrases with clear beginnings and endings; still developing musical maturity and control having some rhythmically awkward sounding phrases.

• Rhythm section lead sheets often do not include phrase markings requiring the player to distinguish implied phrase groupings; starting to grasp concept, able to effectively follow most song forms.


Journeyman


• Possesses the knowledge and experience to regard the finer details of playing music in phrasing and dynamic contrasting; details are performed thoughtfully whether notated or implied.


Expert




Master




Vocal

Style

Beginner

Rubric Statement: Minimal demonstration of nuance and style; may occasionally reflect some stylistic characteristics in performance.

• May have some ability in one or two genres but will be weak in the others.

• Overall stylistic knowledge is limited and undeveloped; tendency to only sing in one style over any genre, not keeping expectations of a particular genre.

Novice

Rubric Statement: Able to convey some stylistic changes. Typically sings all songs with one voice.

• Able to convey style changes through rhythmic feel but still developing stylistic knowledge for a broader range of genres.

• “The Star Spangled Banner” needs improvement in rhythm and note selection; tends to stray from the official Department of Defense version due lack of awareness.

• Sings all songs with one “voice" keeping with a timbre/register that is more comfortable rather than appropriate.

Apprentice

Rubric Statement: Skillful indications of style changes through application of stylistic characteristics in register, tone and diction.

• Demonstrates a strong ability in three or more styles with some weakness apparent in the others.

• Able to achieve a proper style on singing “The Star Spangled Banner” but still refining consistent control due to lack of experience or technical development.

• Demonstrates a basic grasp of the use of register, tone, and diction to effect stylistic changes from piece to piece.

• Some limitations of the voice (range/strength/flexibility) may interfere with ability to execute flawlessly.

Journeyman

Rubric Statement: Typically performs with nuance and style. May not have mastered all stylistic characteristics but demonstrates idiomatic knowledge evident in performance.

• Mastery of three or more genres and shows very little weakness in the others.

• Switches seamlessly from one style to the next to convincingly perform contrasting pieces.

• Will have acquired enough experience and skill making it difficult to distinguish which style is strongest.

• Demonstrates excellent “professional military” style and poise when singing “The Star Spangled Banner.”

Expert

Rubric Statement: Consistently performs with nuance and style. Expert demonstration of stylistic characteristics.

• Able to demonstrate mastery of five or more genres and shows very little weakness in any of them

• Refined nuance and style from vast experience, well-developed repertoire, and overall control of stylistic techniques.

• Able to seamlessly transition between contrasting genres.

• Performs “The Star Spangled Banner” with the control of an accomplished professional.

Master

Rubric Statement: Performs with the creative nuance and style of the seasoned artist. Masterfully enhances stylistic characteristics with personal musicianship.

• Demonstrates mastery of all genres and seems at home in any style.

• Overall capability demonstrates the ideal stylistic accuracy in tone/timbre, command of all registers, and is able to conceal breaks in the voice or use them for stylistic effect.

• Performs the ideal presentation of “The Star Spangled Banner.”

Diction/Lyrics

Beginner

Rubric Statement: Lacks fundamental awareness of diction and stylistic application to lyrics; tends to apply one accent style for all genres.

• May be able to demonstrate ability in one or two genres but will be weak in others.

• Unreliable ability to sing “The Star Spangled Banner”; lacks awareness of non-regional diction and appropriate stylistic concept for military performance.

• Diction may seem too crisp or too relaxed due to lack of stylistic development.

• Lacks experience and skill that hinders accurate diction for most styles; little regard for pronunciation appropriate to style and overall attention to detail.

Novice

Rubric Statement: Limited ability to demonstrate appropriate use of formal/informal diction. Lacks awareness of microphone angles affecting diction; popping P's and overdriving mic affecting lyrics.

• May be able to demonstrate diction that is correct in three or four styles, but out of place in others.

• “The Star Spangled Banner” diction needs improvement; tends to sway from non-regional diction.

• Tends to hold notes too long for the genre, possibly demonstrating a classical approach to contemporary styles.

Apprentice

Rubric Statement: Isolated awkward sounding diction choices in some genres; such as unvoiced T’s and soft R’s that seem out of character for the piece.

• Demonstrates a strong ability in three or more styles with some weakness apparent in the others.

• There is effective ability to capture the character (accent) of a piece through use of appropriate diction.

Diphthong = double vowel within a single syllable. Examples include but not limited to: day= deh-ee, sigh=sah-ee, now=na-oo

• Demonstrates awareness of diphthong vowel syllable break down appropriate to genre but still developing consistent application.

o Lack of attention to detail may cause a few genres to sound inauthentic, forced, or fake to the listener such as: A country song with soft final “R’s” and little use of diphthongs; not authentic. -or- A country song with highly exaggerated final “R” and overpowering use of diphthongs; sounding like a country parody (still not authentic).

• Able to perform the Anthem with crisp non-regional diction.

Journeyman

Rubric Statement: Inhabits the character of the piece through diction that is appropriate.

• Has mastery of three or more genres and shows very little weakness in the others.

• Switches seamlessly from one genre to the next using appropriate diction to convincingly perform the piece.

Expert

Rubric Statement: Inhabits the character of the piece through diction that is stylistically accurate.

• Interprets lyrics in a thoughtful and artistic way, and will use specific diction to develop a well-constructed character for the piece.

Master

Rubric Statement: Enhances the character of the piece through diction that is ideal.

• Demonstrates flawless attention to detail when capturing the character (accent) of a piece.

• Enhances the character of the piece through diction that is ideal.

Tone/Musicality

Beginner

Rubric Statement: Lacks vocal control and/or makes questionable placement choices in voice; weak registers are apparent. Minimal use of dynamics and inappropriate phrasing choices. Unacceptable intonation.

• May generally have a pleasing tone/timbre but vocal range is limited to less than two octaves; limited phrasing concepts that hinder overall musicality.

• Limited control of intonation and internal time which will be especially evident on songs such as “The Star Spangled Banner”; may incorrectly attempt to sing “The Star Spangled Banner” in a more commercial style.

Novice

Rubric Statement: Sings all songs with the same tone and registration; lacks dynamics and phrasing. Sound may be pleasing, but gives the impression of a niche singer. Weak intonation.

• Tends to sings all songs with the same tone and registration; may be the singer with a musical theater background tending to sing in mixed register with a slightly nasal tone or the singer with an R&B background tending to sing in a belting register with a covered tone.

• Inconsistent control of intonation which stems from technical issues such as vowel placement or breath-control: o Vowel placement that is too dark or too bright can

slightly affect control of intonation. o Breath-control issues which lead to poor intonation can

be from over blowing or under supporting.

• Overall sounds may be pleasing, but give the impression of a niche singer, rather than an all-around development of the commercial skill set for effective use in an ensemble requiring a diverse skill set.

Apprentice

Rubric Statement: Employs voice well; may have unevenness of timbre when crossing from chest to head voice (or vice versa). Acceptable intonation and internal time.

• Will have a pleasing tone/timbre.

• May have a vocal range of two octaves or more, but thinness/straining apparent in upper register.

• Possesses underdeveloped artistry in regard to phrasing and dynamics.

• Note lengths may not be in keeping with the style and dynamics will seem indifferent or apathetic.

• Still refining consistent control of intonation, internal time, and proper style on singing the National Anthem.

Journeyman

Rubric Statement: Well-developed timbre; no apparent thinness/straining in upper register; timbre remains even when crossing from chest to head voice (or vice versa).

• Will have a desirable tone; vocal range of more than two octaves.

• Possesses developed artistry in regards to phrasing and dynamics; note lengths will be in keeping with the style and dynamics will generally conscientious of musical intent.

• Has excellent control of intonation, internal time, and style when singing “The Star Spangled Banner.”

• Switches seamlessly from one genre to the next using diction, rhythm, style, tone, register, and technique to convincingly perform the piece.

Expert

Rubric Statement: Excellent and stylistically accurate timbre, command of all registers; able to conceal breaks in the voice or use them for stylistic effect.

• Has extremely desirable and stylistically accurate tone/timbre capability.

• Possesses a command of all registers; able to conceal breaks in the voice or use them for stylistic effect.

• Demonstrates a refined skill in phrasing, dynamics, note choices, and rhythmic interpretation in all genres.

• Has outstanding internal time, intonation and tone, and phrasing when singing “The Star Spangled Banner.”

Master

Rubric Statement: Masterful control of timbre; no apparent weakness in any register. Dynamics are instinctive and effortless.

• Possesses the ideal and stylistically accurate tone/timbre of a seasoned artist.

• Able to have indistinguishable breaks in voice and breaks in voice and maximize resonator usage for maximum effect.

• Demonstrates a level of artistry that goes beyond the original recording and uses optimal vocal technique to achieve an ideal musical presentation.

• Exceptional internal time, intonation, phrasing, and tone when singing “The Star Spangled Banner.”

Accuracy

Beginner

Rubric Statement: Very limited pitch & rhythm recognition; many errors. Many form & lyric errors. No understanding of lead sheet reading concepts.

• Can sing some of the scale forms but needs work on others; may have a basic understanding of the proper scale construction but execution is hindered by lack of consistent control.

• Will have the ability to sight-read simple stepwise melodies in major keys with little ability to effectively read lead sheet style music.

• Lacks the knowledge to identify keys appropriate to the singer’s range; requires coaching to find the appropriate key.

• May be able to read intervals but will need coaching on fundamental music theory such as key and time signatures.

Novice

Rubric Statement: Limited pitch & rhythm recognition; many incorrect pitches & rhythms. Limited lead sheet reading concepts.

• Can sing scales but with some errors; has an understanding of the proper scale construction.

• Able to sight-read non-subdivided/non-syncopated major and minor melodies containing stepwise motion.

• Can read easy level lead sheets with little knowledge or awareness of stylistic rhythmic interpretation.

Apprentice

Rubric Statement: Usually performs correct pitches & rhythms for easy to intermediate level reading. Established foundation of performance in various styles. Competent ability to read lead sheets.

• Able to sing required scales with few errors.

• Able to sight-read non-subdivided/non-syncopated major/minor melodies containing intervals of a fifth or less while incorporating performance markings.

• Able to sight-read easy to intermediate level vocal lead sheet music with accurate pitch and demonstrates some ability to interpret style.

• Executes accurate form and lyrics; may have minor trouble recovering from mistakes.

Journeyman

Rubric Statement: Regularly performs correct pitches & rhythms; isolated errors. Demonstrates well-developed repertoire of song styles for effective lead sheet reading.

• Sings required scales and arpeggios without error.

• Able to sight-read non-subdivided, syncopated, major/minor melodies containing intervals greater than a fifth while incorporating performance markings.

• Can read intermediate to advanced level lead sheet reading accurately both in pitch, rhythm, and effective stylistic interpretation.

• Able to prepare a piece with a lyrics sheet and a recording for reference, and will select a key that accommodates the vocal range.

Expert

Rubric Statement: Pitches & rhythms are accurate and secure. Demonstrates well-developed repertoire of song styles for ease in lead sheet reading.

• Adept to sing required scales without error.

• Able to sight-read subdivided, syncopated, major/minor melodies containing intervals greater than a fifth while incorporating most performance markings.

• Can read intermediate to advanced level lead sheets accurately in pitch with the stylistic interpretation of a refined performer.

• Able to prepare a piece with a lyrics sheet and a recording for reference in a way that authentically represents the

piece. The Expert will select an ideal key for their voice giving regard to the registration and tone required.

Master

Rubric Statement: Demonstrates masterful knowledge; virtually no errors. Fluent music reader with unlimited capability.

• Superior command of all genres; seems at home in every style.

• Sings required scales without error.

• Able to sight-read subdivided, syncopated, major/minor/modal melodies containing intervals greater than a fifth while incorporating all performance markings.

• Extensive repertoire facilitates ease in lead sheet reading. The performer will demonstrate the nuance in stylistic interpretation of a seasoned performer.

• Able to prepare a piece with a lyrics sheet and a recording for reference that goes beyond expectations of the original recording; masterful knowledge of vocal strengths and weaknesses.

Mic Technique

Beginner

Rubric Statement: Demonstrates little experience with microphone by holding it out of range, too close, leaving it on the stand, no use of the stand, or in a way that is distracting.

• Will have little to no experience for effective use of the microphone; lack of knowledge will hinder microphone accuracy.

• Tendency to let the microphone drift carelessly either from a hand held position or to wander from the microphone when on a microphone stand.

• There will be little to no awareness of microphone distance, angles, how to avoid feedback, how to avoid distortion or overdriving, and avoiding popping and hissing

in diction (B’s & P’s popping and C, S & Z sibilance hissing)

Novice

Rubric Statement: Exhibits some experience with microphone and stand. Elements of technique not present, such as grip, obscuring the face, pulling away, holding too close or too far.

• Will have some experience with microphone use; either hand-held or on a stand.

• Will be aware of keeping the mic generally at a consistent distance whether holding the mic or using a stand but will not demonstrate control of distancing to enhance vocal effects for dynamic development.

• Will have some elements of mic technique but not all are clearly present, such as grip, obscuring the face, pulling away, holding too close or too far.

• There may be a developed awareness of mic distance for controlling fundamental elements such as avoiding feedback or not holding too close and overdriving the mic.

Apprentice

Rubric Statement: Demonstrates awareness of proper technique; execution may be inconsistent. Not consistently aware of visual aspects.

• Demonstrates proper mic technique to include grip, proximity, placement, and effective use of the microphone stand when appropriate.

• Has an awareness of the proximity effect when using the mic to control quick dynamic changes from louds to softs regarding holding distance and head turn.

• Has an awareness of presentation issues such as not obscuring the face, the microphone is not yet an extension of the singer, and its presence may detract from the performance.

Journeyman

Rubric Statement: Demonstrates technical proficiency; Incorporates microphone and stand to enhance presentation.

• Possesses a level of experience and development to use the microphone with great skill enhancing the performance.

• Possesses a skillful awareness of the proximity effect when using the mic to control quick dynamic changes from louds to softs regarding holding distance and head turns.

Expert

Rubric Statement: Excellent use of microphone and stand that is effective in performance; aware of using microphone and stand as props for visual enhancement.

• Demonstrates excellent balance between holding the mic and changing to a mic stand for developing performance dynamics, such as freeing up hands to be more expressive.

• Uses nuance in mic technique such as taking the mic off with one hand and simultaneously moving the stand with the other hand to not obstruct the audience’s view.

• Will use the microphone as an extension of themselves; the microphone (or stand) will never be a distraction, nor will it inhibit movement about the stage.

• Overall, the Expert singer demonstrates the skills of the highly experienced entertainer.

Master

Rubric Statement: Masterful use of the microphone and stand to artistically enhance performance.

• Demonstrates mastery of mic distancing, angles, and performance development described in the previous levels.

• Exhibits the qualities of the ideal performer with seemingly effortless creative musicality and performance presentation with microphone techniques of the seasoned professional entertainer.

Presentation

Beginner

Rubric Statement: Rarely engages the audience with eye contact or scans the room. May have some physical presence, but displays nervousness or awkwardness. Poor music selection.

• Little to no eye contact with the audience; interaction may be limited to a scan of the room but will not actively or effectively engage.

• Some physical presence as an entertainer but displays nervousness or awkwardness.

• Tends to select music that is inappropriate for their voice type or ability.

• Weak poise in performance and poor recovery when dealing with performance errors.

• Overall, lacks confidence and preparation.

Novice

Rubric Statement: Somewhat engaging, but firmly rooted in one position or paces the stage with little direction. Questionable music selection.

• May be somewhat engaging, but firmly rooted in one position or paces the stage with little direction appearing aimless or random.

• Little consideration to staging movements, facing angles, and eye contact causing presentation to be weak due to lack of experience and development; presents a lack of overall awareness of how the singer is perceived by the audience.

• May make questionable music selection choices by not effectively showcase strengths and spotlighting weaknesses.

• Overall presentation skills demonstrate weak deportment and control.

Apprentice

Rubric Statement: Engages the audience with eye contact, personality and confidence. Moves about the stage. Creates a mood appropriate to the song in some genres. Generally appropriate music selection.

• Able to consistently engage the audience with eye contact, personality, and confidence.

• Still developing finer details such as body language, stage movement, use of the staging space, facing angles, and effective talking to the audience; still developing the poise and polish of a seasoned entertainer.

• Song selections are generally well suited to the voice; the personality required for the piece may still be lacking.

Journeyman

Rubric Statement: Commands the stage and draws the audience in with a magnetic personality. Creates a mood appropriate to the song in several genres. Strong music selection.

• Developed presentation skills of an effective entertainer.

• Possesses a command of the stage with authority that draws the audience in with a magnetic personality.

• Body language, gestures, staging movements, and facing angles are well thought out in advance giving the appearance of a natural and engaging entertainer.

• Demonstrates effective use of items such as the mic stand or stool to add variety in staging movement and setting the mood for different genres.

• Song selections showcase the strength of the singer’s voice, technique, and personality as an entertainer.

Expert

Rubric Statement: Strong command of the stage with dynamic blocking and audience interaction. Creates a mood appropriate to the song in most genres. Excellent music selection.

• Dynamic blocking = commands the stage and is keenly aware of audience perception.

• Well-developed skills to not only demonstrate effective and engaging use of the stage, stage movements, and facing angles, but is also able to create a mood appropriate to the song in most genres.

• Comfortable leading an audience to sit or stand as appropriate, as well as prompting a sing-along or other interaction.

• Song selections are thoughtful and showcase the performer’s talents to great effect.

Master

Rubric Statement: Exceptional command of the stage with dynamic blocking and audience interaction of the seasoned entertainer. Outstanding music selection.

• The performer effortlessly creates a mood which enhances the song in all genres.

• Adept to effectively lead an audience in interaction appropriate to any style.

Appendix D

Percussion

Snare Drum

Technique

• Stick Control/Coordination – refers to the intentional and orchestrated movement of the hands/sticks.

• “challenging passages” may refer to sections requiring quick changes between different aspects of the player’s technique (e.g. doubles to singles); challenging combinations of rudiments, sticking patterns, or embellishments; etc.

Beginner

Rubric Statement: Unsatisfactory technique. Very limited ability to demonstrate basic technique. Hands very uneven and appear ridged/stiff. Very limited stick control and coordination.

Novice

Rubric Statement: Limited technique. Limited basic technique. Hands uneven and may appear ridged/stiff. Limited stick control/coordination during challenging passages.

Apprentice

Rubric Statement: Acceptable technique. Solid foundation of basic technique. Hands may appear ridged/stiff during challenging passages. Minor stick control/coordination problems executing all rhythms leading with either hand.

Journeyman

Rubric Statement: Well developed technique. Executes difficult rhythms/rudiments leading with either hand. No stick control/coordination problems.

Expert

Rubric Statement: Excellent technique. Technical expert. Able to display use of multiple techniques as appropriate. Executes complex rhythms/rudiments leading with either hand.

Master

Rubric Statement: Superior technique. Masterful control. Flawless execution of demanding passages using a variety of techniques as appropriate.

Time/Rhythm

• Time – ability to anticipate and perform reoccurring beats consistently.

• “Rhythmically challenging passages” may refer to difficult rhythmic patterns, groupings, or combinations.

• Beat Spacing – the even spacing of the divided and subdivided beats.

Beginner

Rubric Statement: Unsatisfactory time and rhythm. Unable to maintain consistent time. Indicated tempo marking neglected. Unable to recognize simple rhythmic passages, compounded when sight-reading.

Novice

Rubric Statement: Limited time and rhythm. Time inconsistent and fluctuates during rhythmically challenging passages. Inconsistent beat spacing. Able to recognize some subdivided rhythms. Syncopated rhythms performed inaccurately.

Apprentice

Rubric Statement: Acceptable time and rhythm. Minor time fluctuations during challenging passages. Able to execute subdivided syncopated rhythms, and basic meter changes with minor discrepancies.

Journeyman

Rubric Statement: Well developed time and rhythm. Isolated time fluctuations during rhythmically challenging passages. Able to recognize rhythmic passages involving basic meter changes. No rhythmic errors in prepared material.

Expert

Rubric Statement: Excellent time and rhythm. No time fluctuation. Able to recognize rhythmic passages involving difficult meter and time changes. No rhythmic errors in prepared material.

Master

Rubric Statement: Superior time and rhythm. Exceptional control of time enhances performance. Able to recognize rhythmic passages involving difficult meter and time changes. Flawless rhythmic performance of prepared material.


• Articulation – the performance of note and phrasing markings (marcato, staccato, tenuto, etc.).

• Embellishments – flams, drags/ruffs, multiple note drags/ruffs, and other musical effects.

• “demanding passages” may refer to challenging combinations of articulations and/or dynamics.

Beginner

Rubric Statement: Unsatisfactory articulation and musicality. Very limited ability to perform embellishments, rolls, and rudiments. Almost no dynamic contrast and consistency.

Novice

Rubric Statement: Limited articulation and musicality. Limited ability to perform embellishments, rolls, and rudiments. Limited dynamic contrast and consistency performing prepared music and while sight-reading.

Apprentice

Rubric Statement: Acceptable articulation and musicality. Embellishments, rolls, and rudiments performed with minor discrepancies. Dynamics inconsistent during demanding passages. Crescendi and decrescendi uneven.

Journeyman

Rubric Statement: Well developed articulation and musicality. Embellishments, rolls, and rudiments performed accurately with isolated inconsistencies. Dynamics performed consistently with even crescendi and decrescendi.

Expert

Rubric Statement: Excellent articulation and musicality. All embellishments, rolls, and rudiments performed consistently. Complex dynamic changes performed accurately.

Master

Rubric Statement: Superior articulation and musicality. Embellishments, rolls, and rudiments enhance overall musicality. Dynamics are instinctive and effortless.

Mallet

Technique

• Mallet Control/Coordination – refers to the intentional and orchestrated movement of the hands/mallets.

• Beater placement – where the mallet strikes the bars of the instrument.

• Beater placement proficiency: o Beginner/Novice - negatively affects note accuracy. o Apprentice - negatively affects tone quality and may

affect note accuracy. o Journeyman - enhances tone quality and may affect note

accuracy. o Expert - enhances tone quality.

Beginner

Rubric Statement: Unsatisfactory technique. Very limited ability to demonstrate basic technique. Hands very uneven and appear ridged/stiff. Very limited mallet control/coordination. Beater placement neglected.

Novice

Rubric Statement: Limited technique. Limited ability to demonstrate basic technique. Hands uneven and may appear ridged/stiff. Limited control/coordination during challenging passages. Beater placement lacks consistency.

Apprentice

Rubric Statement: Acceptable technique. Solid foundation of basic technique. Hands may appear ridged/stiff during challenging passages. Minor mallet control/coordination problems executing all rhythms leading with either hand. Minor beater placement discrepancies.

Journeyman

Rubric Statement: Well developed technique. Well-developed technique. Executes difficult rhythms leading with either hand. Performs passages using a variety of techniques with isolated beater placement discrepancies.

Expert

Rubric Statement: Excellent technique. Technical expert. Executes complex rhythms leading with either hand. Performs passages using a variety of techniques with accurate beater placement.

Master

Rubric Statement: Superior technique. Masterful control. Flawless execution of demanding passages using a variety of techniques.

Time/Rhythm


Beginner


Novice

Rubric Statement: Limited time and rhythm. Time inconsistent and fluctuates during rhythmically challenging passages. Inconsistent beat spacing. Able to recognize some subdivided rhythms. Syncopated rhythms performed inaccurately.

Apprentice


Journeyman

Rubric Statement: Well developed time and rhythm. Isolated time fluctuations during challenging passages. Able to recognize rhythmic passages involving simple meter changes. No rhythmic errors in prepared music.

Expert

Rubric Statement: Excellent time and rhythm. No time fluctuation. Able to recognize rhythmic passages involving difficult meter and time changes. No rhythmic errors in prepared music.

Master

Rubric Statement: Superior time and rhythm. Exceptional control of time enhances performance. Able to recognize rhythmic passages involving difficult meter and time changes. Flawless rhythmic performance.


• A beginner will ignore the difference between rolls that are tied to their release note and rolls which are not.

• A roll should sound like a sustained note. A pulsed roll is where the rhythmic structure of the roll is apparent.

Beginner

Rubric Statement: Unsatisfactory articulation and musicality. Rolls, legati, staccati, and slurs neglected. Almost no dynamic contrast and consistency.

Novice

Rubric Statement: Limited articulation and musicality. Rolls performed pulsed and uneven. Legati, slurs, and staccati neglected. Limited dynamic contrast and consistency performing prepared music and while sight-reading.

Apprentice

Rubric Statement: Acceptable articulation and musicality. Rolls performed with minor discrepancies. Legati, slurs, and staccati apparent but inconsistent. Dynamics inconsistent during demanding passages. Minor unevenness in crescendi/decrescendi.

Journeyman

Rubric Statement: Well developed articulation and musicality. Rolls performed accurately with isolated inconsistencies. Legati, slurs, and staccati performed where appropriate. Dynamics are performed consistently with even crescendi/decrescendi.

Expert

Rubric Statement: Excellent articulation and musicality. Rolls performed consistently. Legati, slurs, and staccati enhance overall musicality. Complex dynamic changes performed accurately.

Master

Rubric Statement: Superior articulation and musicality. All embellishments enhance overall musicality. Dynamics are instinctive and effortless.

Drum Set

Technique

• Alignment – the precise placement of simultaneous attacks across instruments of the drum set.

• Coordination – performance of different rhythmic patterns between hands and feet simultaneously.

• Balance – the dynamic cohesion of the different instruments of the drum set.

• Control – the intentional and precise execution of rhythms/patterns (the sticks and pedals do what the player intends when he/she intends).

• Technically demanding passages – this generally does not apply to the basic drum beat of the song. It may refer to sections requiring quick changes between different aspects of the player’s technique (e.g. doubles to singles).

• Independence – the ability to individually manipulate balance, phrasing, and articulations across one or more voices while playing.

Beginner

Rubric Statement: Unsatisfactory technique. Very limited ability to demonstrate basic technique. Hands and feet very uneven and appear ridged/stiff. Major alignment, balance and coordination problems.

Novice

Rubric Statement: Limited technique. Limited ability to demonstrate basic technique. Hands and Feet uneven and may appear ridged/stiff. Limited control during technically demanding passages. Limited coordination when playing time/fills. Alignment and balance lack consistency.

Apprentice

Rubric Statement: Acceptable technique. Solid foundation of basic technique. Hands and Feet may appear ridged/stiff during challenging passages. Minor control, alignment, balance, and coordination problems.

Journeyman

Rubric Statement: Well developed technique. Executes difficult rhythms leading with either hand. No control problems. Isolated minor alignment, balance, and coordination problems.

Expert

Rubric Statement: Excellent technique. Technical expert. Executes complex rhythms leading with any hand or foot. Exhibits advanced coordination and independence. No alignment, balance, or coordination problems.

Master

Rubric Statement: Superior technique. Masterful control of independence, alignment, balance, and coordination. Flawless execution.

Time/Rhythm

• Time – ability to anticipate and perform re-occurring beats consistently.

• Rhythm – performance of various note combinations.

• “challenging passages” does not refer to the performance of the basic drum beat of the song. It may refer to rhythmic ensemble figures, transitional fills, etc.


Beginner


Novice

Rubric Statement: Limited time and rhythm. Time inconsistent and fluctuates during challenging passages. Inconsistent beat spacing. Able to recognize some subdivided rhythms. Syncopated rhythms performed inaccurately.

Apprentice


Journeyman

Rubric Statement: Well developed time and rhythm. Isolated time fluctuations during challenging passages. Able to recognize rhythmic passages involving basic meter changes. No rhythmic errors in prepared material.

Expert

Rubric Statement: Excellent time and rhythm. No time fluctuation. Able to recognize rhythmic passages involving difficult meter and time changes. No rhythmic errors in prepared material.

Master

Rubric Statement: Superior time and rhythm. Exceptional control of time enhances performance. Able to recognize rhythmic passages involving advanced meter and time changes. Flawless rhythmic performance of prepared material.

Style/Musicality

• Stylistically correct – all aspects of the players performance adhering to what is appropriate for the song style.

• Variations – refer to rhythmic variations in the drum beat.

• Kit voicing - refers to changes in timbre (e.g. switching from time on the ride cymbal to the hi-hat).

Beginner

Rubric Statement: Unsatisfactory style and musicality. Minimal ability to perform stylistically correct. Fills, rhythmic figures, variations, and kit voicing detract from ensemble phrasing and form. No dynamic contrast.

Novice

Rubric Statement: Limited style and musicality. Limited ability to perform stylistically correct. Fills, rhythmic figures, variations, and kit voicing are uncharacteristic to ensemble phrasing and form. Limited dynamic range.

Apprentice

Rubric Statement: Acceptable style and musicality. Appropriate stylistic performance. Fills, rhythmic figures, variations, and kit voicing support ensemble phrasing and form. Appropriate dynamic range.

Journeyman

Rubric Statement: Well developed style and musicality. Advanced stylistic performance. Fills, rhythmic figures, variations, and kit voicing enhance ensemble phrasing and form. Versatile dynamic range.

Expert

Rubric Statement: Excellent style and musicality. Expanded vocabulary evident as fills, rhythmic figures, variations, and kit voicing greatly enrich ensemble phrasing and form. Expansive dynamic range.

Master

Rubric Statement: Superior style and musicality. Master of all styles. Superior vocabulary and performance as fills, rhythmic figures, variations, and kit voicing are intuitive to ensemble phrasing and form. Dynamics are instinctive and effortless.

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