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PERFORMANCE ASSESSMENT

Vocal skills demonstrated Recording information we have assessed, we are better able to determine if growth has occurred. Able to assign grades that reflect musical growth rather than non-musical criteria such as rehearsal

and/or concert attendance. First establish the desired outcomes Skills assessed in regard to frequency (C=consistent; I=inconsistent; N=not observed) or level (+ or -) List can be given to students to use as a self-assessment or peer assessment tool.

VOCAL SKILL ASSESSMENT5

Name _____________________________ Date______________________

Posture ______ Maintains high rib cage ______ Maintains elongated spine ______ Maintains a level chin Breathing ______ Expands during inhalation ______ Controls exhalation Tone/Resonance/Vowels ______ Maintains space in the back of the mouth ______ Maintains forward placement ______ Produces a clear tone (lacks breathiness)

throughout the range ______ Maintains register consistency ______ Produces varied vocal tone qualities,

colors, and styles (bright, dark) ______ Demonstrates agility

Intonation ______ Sings with a good sense of tonality ______ Performs intelligible words ______ Performs consonants clearly and

rhythmically ______ Performs vowels (open and closed) ______ Performs correct syllabic stress ______ Produces varied types and styles of

enunciation (legato, separated, cathedral) Expression ______ Sings phrases with shape (direction and

planned breaths) ______ Sings with dynamic contrast ______ Sings energized piano ______ Demonstrates articulations (legato,

staccato, accents) ______ Sings with expressive eyes

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5 Holcomb, 16.