||Time to move up!
||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.
|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.
|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.
|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.
|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.
|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.