Florida Music Education Associations



Performance Assessment for GuitarWhy rubrics:Clear level of has been accomplishedClear indication of what needs to be accomplishedValid and reliable form of individualized assessmentA quantitative means of scoring a qualitative performanceA clear way of implementing content standards and course objectives into assessment(Think of your own teacher observations. Don’t you prefer to know exactly what your principal is looking for so that you can deliver?)Three categories:Summative: teacher centered.Formative: student centered May overlap with summative assessment.Reflective: assess how the student used the information gleaned from a formative assessment to be self-directed in practicing.Typical example:CategoryLevel 1Level 2Level 3Self-reflectionStudent accurately applies performance criteria to others’ performances but does note use performance criteria to self-assess personal performance.Student engages in teacher-structured self-reflection during practice sessions that leads to changes in performance.Student engages in self-directed reflection during practice sessions that leads to changes in performance (i.e., progress in practice through self-assessment and planning for learning.From “Musical Performance Assessment”, Christopher DeLuca and Benjamin Bolden, Music Educators’ Journal, Vol. 101, no. 1, September 2014.Three conditions for Formative Assessment:Student must understand the traits or criteria that describe good work.Students must be able to apply appropriate quality traits to assess how they are doing.Once they have assessed their current status, student must now how to progress from there to achievement of high quality work.Creating your own rubric:You must have a clear idea of the learning goal. For guitar there are 2 different tracks that are considerably different:General classroom guitarClassical guitarThe general classroom guitar:Student may hold the guitar in a number of possible waysStudents usually use a plectrum (pick).Students play single line melodies.Students “comp” chords for simple accompaniment.Ideal tone is not as refined as in classical, with emphasis being on the absence of buzzing or other fret noise.Classical guitar:Students hold guitar on left lap either with a foot stool or a guitar support.Students master right hand fingerings (p-i-m-a) using rest stroke (apoyando) and free stroke (tirando).Students play using polyphony and monophony. Both approaches are used for accompaniment as well as solo playing.Tone must be full and clear at the same time, while also being free of fret noise.Sample rubric for general classroom guitar assessment:1 Point2 Points3 Points4 PointsNote accuracyThere are 8 or more pitch errorsThere are 5 to 7 pitch errorsThere are 3 or 4 pitch errorsThere are no more than 2 pitch errorsRhythmic accuracyThere are 8 or more rhythmic errorsThere are 5 to 7 rhythmic errorsThere are 3 or 4 rhythmic errorsThere are no more than 2 rhythmicToneTone is harsh and the playing is marred by pervasive buzzes and fret noise.Tone is harsh and there are few buzzed notes and little fret noise.Tone is clear and there are few buzzed notes and little fret noise.Tone is clear and free of buzzed notes and fret noise.Left hand techniqueLeft hand moves with difficulty from note to note, with hesitations and position changes are marked by break down of rhythm.Left hand moves with some difficulty from note to note, and position changes are marked by slight hesitations in rhythm.Left hand moves with very little difficulty from note to note, and position changes are in rhythm but with slightly audible breaks.Left hand moves smoothly from note to note, and navigates any position changes without audible breaksDynamicsDynamic markings are ignored or executed with poor contrast.Some dynamic markings are observed and executed with unsatisfactory contrast.Most dynamic markings are observed and executed with fair contrast.All dynamic markings are observed and executed with good contrast.Pick techniquePick grip is awkward, pick moves outward from the top of the guitar, string rotation is poor, and alternate picking is never used.Pick grip is awkward, pick moves outward from the top of the guitar, string rotation needs improvement, and alternate picking is rarely used.Pick grip is satisfactory, pick moves only slightly away from the top of the guitar, string rotation is for the most part accurate, and alternate picking is used much of the time.Pick grip is good, pick moves parallel to the top of the guitar, string rotation is accurate, and alternate picking is used.Attention to musical instructionsMusical instructions are ignored or observed with very little contrast.Few musical instructions are observed with fair contrast.Most musical instructions are observed with good contrast, and are well integrated into the musical texture.All musical instructions are observed with good contrast, and are well integrated into the musical texture.Sample rubric for classical guitar assessment:1 Point2 Points3 Points4 PointsNote accuracyThere are 8 or more pitch errorsThere are 5 to 7 pitch errorsThere are 3 or 4 pitch errorsThere are no more than 2 pitch errorsRhythmic accuracyThere are 8 or more rhythmic errorsThere are 5 to 7 rhythmic errorsThere are 3 or 4 rhythmic errorsThere are no more than 2 rhythmicToneTone is harsh and thin, and the playing is marred by pervasive buzzes and fret noise.Tone is harsh or thin and there are few buzzed notes and little fret noise.Tone is clear and full, and there are few buzzed notes and little fret noise.Tone is clear and full, and is free of buzzed notes and fret noise.Playing PostureGuitar is on right leg.Guitar is on left leg.Guitar is on left leg. Student is sitting forward in seat and is not slouching.Guitar is on left leg, facing forward, and slightly diagonal. Student is sitting forward in seat and is not slouching.Right hand techniqueStudent repeats one finger or the thumb pervasively, and fails to distinguish between free and rest strokes.Student rarely alternates fingers, uses the thumb incorrectly or not at all, and makes poor use of free and rest strokes.Student alternates fingers sometimes, uses the thumb only where appropriate, and makes use of free and rest strokes.Student alternates fingers consistently, uses the thumb only where appropriate, and makes good use of free and rest strokes.Left hand techniqueLeft hand moves with difficulty from note to note, with hesitations and position changes are marked by break down of rhythm.Left hand moves with some difficulty from note to note, and position changes are marked by slight hesitations in rhythm.Left hand moves with very little difficulty from note to note, and position changes are in rhythm but with slightly audible breaks.Left hand moves smoothly from note to note, and navigates any position changes without audible breaksDynamicsDynamic markings are ignored or executed with poor contrast.Some dynamic markings are observed and executed with unsatisfactory contrast.Most dynamic markings are observed and executed with fair contrast. Dynamic gradations are used to draw attention to important musical lines.All dynamic markings are observed and executed with good contrast. Dynamic gradations are used to draw attention to important musical lines.Attention to musical instructionsMusical instructions are ignored or observed with very little contrast.Few musical instructions are observed with fair contrast.Most musical instructions are observed with good contrast, and are well integrated into the musical texture.All musical instructions are observed with good contrast, and are well integrated into the musical texture.PhrasingLacks fluency.For the most part plays with fluency, allowing only a few lapses in the flow of the music.Plays with good fluency.Plays with good fluency and uses articulations and rubato to shape phrases in a natural way. ................
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