|
Time to move up! |
Almost there... |
Good Basic Understanding |
Some goals achieved |
Time to set goals |
| Posture forward on toes, angle of body, flexible alignment, utilization of full body coordination |
Real comfort and ease in posture. Understanding and ability to adjust when needed. |
Minor errors or holds in body but there is a general understanding and ability to adjust is often successful. |
Basic posture understanding but still needs practice finding adjustments. |
New techniques are being applied but there is still a lacking of understanding the concerpts of alignment. |
Unawareness of tension, posture, and methods of alignment. |
| Posture Score |
50 |
| Breath inhalation, exhalation, use of suspensions, onset/release of voice, consistent airflow |
Tone is clear without being pressed. Onset and release of voice is smooth and free of tension. Suspensions create ease between phrases. |
Airflow is consistent but not habitually moving with phrasing. Intermittent use of suspensions between inhale and exhale. |
General understanding of breath but not a consistent application of skills. |
Some sense of breath technique, but coordination of inhale, exhale, and suspension are not yet developed. |
An unawareness of breathing problems. There is a need for basic knowledge of breathing skills. |
| Breath Score |
50 |
| Rhythm accuracy of note and rest values, duration, pulse, steadiness, correctness of meters |
Outstanding accuracy. Correct pulse/meter used throughout the performance. |
Infrequent errors with a pulse that is mostly correct. |
Occasional rhythmic errors with a lack of consistency in pulse and/or meter. |
Numerous inaccurate rhythms with an incorrect pulse/meter. |
An unawareness of rhythms, meter, and pulse. |
| Rhythm Score |
50 |
| Melody accuracy of melodic and harmonic material, phrase direction, use of dissonance and consonance |
Melody is accurate and musical. There is a coordination between melody and harmony. Dissonances/consonances are approached with preparation. |
Pitches are accurate. There is evident knowledge of melodic/harmonic relations but sometimes a lack in active choices. |
Most pitches are correct but there is a general lacking of connection between the musicality/phrasing of a melodic line and harmonic support. |
Pitch accuracy is on its way but still needs confidence and musicality. Thought process of phrasing and harmonic relationships is needed. |
There is a lack of understanding of pitch relationships. Time to set goals of specific melodic work time. |
| Melody Score |
50 |
| Diction pronunciation, clarity of text and text meaning |
Correct, intelligible, and expressive pronunciation for the language being performed. |
Minor errors in pronunciation or consonant enunciation but general idea of text is evident. |
Several errors in diction and consonant enunciation. Text is clear as words but unclear as a whole. |
Incorrect pronunciation. Lacking consonant enunciation. |
Pronunciation is incorrect and text is unclear. Inconsistent explosive consonants and vowel shapes. |
| Diction Score |
50 |
| Performance poise, general conduct, mannerisms, drama, memory |
Literature chosen is appropriate for the student's skill level. Demeanor is outstanding. Song is well memorized. |
Song is memorized, but the exact drama is unclear. Excellent performance demeanor. |
General poise and conduct needs some minor refining. Dramatic material is misunderstood or not present. |
Some memory and/or deportment lapses. Timing with accompaniment is insecure. Nerves interfere with performance. |
Proper performance conduct is lacking. Performer is unfocused. Major memory flaws. |
| Performance Score |
50 |