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Junior high Instrumental music assessments:

JH band students will be asked to do a quiz about once a week. Each exercise will gradually get harder for the students and will focus on the following areas: playing the correct notes and rhythms, articulations, and dynamics. Playing quizzes are done to keep track of the students’ technical skill on their instruments.

The following is a rubric that will be used to grade the students on their playing quizzes:

	5	4	3	2	1
Note Accuracy	Notes are consistently accurate.	An occasional inaccurate note is played, but does not detract from overall performance.	A few inaccurate notes are played, detracting somewhat from the overall performance.	Wrong notes consistently detract from the performance.	The wrong notes dominate and it is impossible to tell what the piece is supposed to sound like.
Rhythm	The beat is secure and the rhythms are accurate for the style of music being played.	The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance.	The beat is somewhat erratic. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.	The beat is usually erratic and rhythms are seldom accurate detracting significantly from the overall performance.	The beat is unsteady and it is impossible to tell what the piece is supposed to sound like
Articulation	Secure attacks. Markings (staccato, legato, slur, accents, etc.) are executed accurately as directed by the score and/or the conductor.	Attacks are usually secure, though there might be an isolated error. Markings are executed accurately as directed by the score and/or the conductor.	Attacks are rarely secure, but markings are often executed accurately as directed by the score and/or the conductor.	Few secure attacks. Markings are typically not executed accurately.	No secure attacks
Dynamics	Dynamic levels are obvious, consistent, and an accurate interpretation of the style of music being played.	Dynamic levels are typically accurate and consistent.	Dynamic levels fluctuate but can be discerned.	Attention to dynamic levels is not obvious.	Dynamics are completely ignored

Rehearsal etiquette:

Rehearsal etiquette is an important part of being a member of a band. Learning how to listen to other students while they are talking and playing develops a student’s ear and helps them learn how to respect other student’s musical opinions.

The following is a rubric for assessing rehearsal etiquette:

Rehearsal Etiquette

The student leaves instrument in concert rest when not playing.

The student listens to musical suggestions when given by the conductor or other band members and offers their own suggestions

The student is always ready to play at appropriate times.

The student leaves instrument in concert rest when not playing.

The student listens to music suggestions when give by the conductor or other band members but rarely offers their own suggestions.

The student is always ready to play at appropriate times.

The student leaves instrument in concert rest when not playing.

The student listens to music suggestions when give by the conductor or other band members but does not offer their own suggestions

The student is always ready to play at appropriate times.

The student leaves instrument in concert rest when not playing.

The student does not listen to music suggestions when give by the conductor or other band members and does not offer their own suggestions

The student is not ready to play at appropriate times.

The student does not leave their instrument in concert rest when not playing.

The student does not listen to music suggestions when give by the conductor or other band members and does not offer their own suggestions

The student is not ready to play at appropriate times.

Music Theory:

Music theory is important because it helps students understand how the music they are making was written and can help them learn to write music of their own. By understanding music theory much of the technique involved in playing their instrument can also become easier.

	5	4	3	2	1
Theory	All the expected work is completed and it is clear the all the concepts are well practiced and understood	All the expected work is completed and although there are some small mistakes the main concepts are understood	All the expected work is completed. The work indicates that there is some understanding of the material but some concepts have been misunderstood	All expected work is completed. The work indicates that the big picture has been misunderstood but there are some glimmers of hope	All expected work is completed. The work indicates that the concept was completely misunder-stood

Music Appreciation Assessment Tools and Rubrics

Music Theory:

	5	4	3	2	1
Theory	All the expected work is completed and it is clear the all the concepts are well practiced and understood	All the expected work is completed and although there are some small mistakes the main concepts are understood	All the expected work is completed. The work indicates that there is some understanding of the material but some concepts have been misunderstood	All expected work is completed. The work indicates that the big picture has been misunderstood but there are some glimmers of hope	All expected work is completed. The work indicates that the concept was completely misunder-stood

Creative Movement:

Creative movement

Student actively takes part in class.

Student creates actions and movements that relate to the music.

Student is not afraid to perform their ideas.

Student does not criticise their peers

Student actively takes part in class.

Student creates actions and movements that relate to the music.

Student is shy about performing their ideas.

Student does not criticise their peers

Student needs encouragement to take part in class.

Student creates actions and movements that relate to the music.

Student is shy about performing their ideas.

Student does not criticise their classmates

Student needs encouragement to take part in class.

Student does not create actions and movements that relate to the music

Student is shy about performing their ideas.

Student does not criticise their classmates

Student needs encouragement to take part in class.

Student does not create actions and movements that relate to the music

Student is shy about performing their ideas.

Student does not criticise their classmates

Participation:

In music education success is impossible if the student is not actively taking part in classes. Many concepts are assessed purely on creating music and interacting with peers. The following is a rubric for class participation.

	5	4	3	2	1
Level Of Engagement In Class	Student proactively contributes to class by offering ideas and asking questions more than once per class.	Student proactively contributes to class by offering ideas and asking questions once per class.	Student rarely contributes to class by offering ideas and asking questions.	Student never contributes to class by offering ideas and asking questions.	Student makes it so that other students will not participate
Listening Skills	Student listens when others talk, both in groups and in class. Student incorporates or builds off of the ideas of others.	Student listens when others talk, both in groups and in class.	Student does not listen when others talk, and in class but does when working in small groups	Student does not listen when others talk, both in groups and in class.	Student does not listen when others speak and interrupts other students.
Behaviour	Student almost never displays disruptive behaviour during class.	Student rarely displays disruptive behaviour during class.	Student occasionally displays disruptive behaviour during class.	Student almost always displays disruptive behaviour during class.	Student is consistently disruptive during class.