Attitude & Participation Rubric 

  Superior5 pts

Excellent4 pts

Good3 pts

Needs Improvement2 pts

Poor1 pts

General Attitude Towards Learning

Student exhibits an extremely desire to learn the material, and enhance the learning of others.

Student seems interested in learning, makes an above average effort to learn 

Student is a willing participant in the classroom. 

Student shows little evidence of wanting to be in the class to learn the material. 

Student shows a complete lack of desire for learning. Contributes nothing to the class 

Singing Posture  Student always sits/stands with correct singing posture. 

Student mostly sits/stands with correct singing posture. 

Student sometimes needs reminders to sit/stand with correct singing posture. 

Student often needs reminders to sit/stand with correct posture. Doesn't always respond promptly. 

Student often ignores reminders to sit/stand with correct posture. Makes no effort to correct. 

Rhythm and Pitches 

Student has virtually no errors. All pitches/rhythms are accurately performed. 

Student's beat is secure and the rhythms and pitches are mostly accurate. There are a few incorrect pitches/rhythm patterns. 

The student's beat is somewhat inconsistent. Some rhythms/pitches are accurate, but there are frequent and/or repeated errors. 

Student has very few accurate or secure pitches/rhythms. Performance lacks preparation. 

Student has made no effort during class to learn the music. 

Diction  Student articulates clearly and the text is easily understood. 

Student articulates the words somewhat clearly and most of the

text is understood.

Student sometimes articulates the words, but the words of the text often lack clarity. 

Student rarely articulates the words and the text is not intelligible. 

Student refuses to try to pronounce the words properly

Vocal Production  Student's mouth is a tall, relaxed oval (2 fingers wide )

with a relaxed tongue. 

Student's mouth is open, a relaxed oval with a relaxed tongue. 

Student's mouth has a moderate, round opening with a somewhat

raised tongue. 

Student's mouth is a collapse oval, and is not open enough to produce

proper tone quality. 

Student's mouth is barely open, not allowing for a full round sound. 

Tone Quality  Student's tone quality is consistently clear throughout

the range of the voice Student clearly practices

techniques. 

Student's tone quality is clear through the normal singing range. An extreme note sometimes causes the

quality issues. 

Student's tone quality is often clear and focused, but sometimes is

uncontrolled in the normal singing range. Occasionally the tone quality

detracts from the performance. 

Student's tone is often not clear or focused. significantly detracting

from performance. (The tone lacks practice) 

Student makes no effort to correct tonal issues. 

Pitch  Student consistently displays a good sense of pitch, being able to sing on pitch and discern when he/she is not. 

Student usually displays a good sense of pitch, and is usually able to sing on pitch and discern when he/she is not. 

Student sometimes displays a sense of pitch, and is sometimes able to

sing on pitch. 

Student rarely displays a sense of pitch, and rarely sings on pitch. 

Student never displays any sense of pitch, and never sings on pitch. 

Breath Support/Phrasing

Student is breathing properly with diaphragm support and expanded rib cage. Breath is

supported, and at breath marks. 

Student is usually breathing properly, but occasionally does not support the

tone to the end of phrases. 

Breath is in the chest without an expanded rib cage. There is some

shoulder movement. Unsupported. 

Student often lifts shoulders when breathing, and breathes in the middle of words. Unsupported. 

Student's singing lacks the energy required to sustain a phrase. 

Dynamic Contrast The student performs with great dynamic contrast and

responds to conductor's gestures and the dynamic

contrasts written in. 

The student performs with some dynamic contrast and responds to

conductor's gestures and the dynamic contrasts written in. 

The student must be reminded to perform with dynamic contrast and

only sometimes responds to conductor's gestures or written

notes. 

The student must be repeatedly reminded to perform with dynamic

contrast and often does not respond to conductor's gestures or written

notes. 

The student shows little or no interest in performing with dynamic

contrast and does not respond to conductor's gestures or written

notes. 

Style  Student consistently displays a great knowledge and sense of

musical style. 

Student usually displays a good knowledge and sense of musical

style. 

Student sometimes displays an adequate knowledge and sense of

musical style. 

Student rarely displays a knowledge and sense of musical style. 

Student never displays any knowledge or sense of musical

style.