Conducting Rubric Student Self-Assessment - band4me

Final Conducting Project 2
MIP 281 F: Instructor: Brian Wuttke
Student Self-Assessment Form
Section 2: Error Detection and Correction, part A.
Directions: Select 1 check-box from each row by matching the description of the skill level in each column
with the observed skill level depicted in the video of your final conducting project. Select no more than 1 checkbox
per row, for a total of 5 check-boxes for this section.
Emerging Skills Competent Skills Exceptional Skills
Identifying Errors
Occasionally identified errors in the
music. When errors were detected,
there was a lack of specificity in
regard to measure, part, type and
exact error performed.
Scope of Error Detection
Infrequent detection of errors, a
somewhat haphazard approach to
pinpointing exact errors as they occur
in real time.
Harmonic Awareness
Passive listening in regard to tonal
center or key as well as harmonic
content. When note errors or
intonation errors were addressed, they
were usually not in relation to the
harmony, but rather were dealt with in
terms of melodic material.
Prescription
The method for prescribing solutions
to performers relies primarily upon
verbal directions where the conductor
does not consistently establish
correction of the error through
practice or repetition.
Modeling
Relies primarily on verbal
descriptions to create solutions to
errors or provides mediocre model(s)
of singing and/or performing.
Identifying Errors
Generally identified errors in regard to
measure, part, type and exact error
performed.
Scope of Error Detection
Error detection limited primarily to
note, rhythm and dynamic errors with
only occasional references to
ensemble, intonation and style errors.
Harmonic Awareness
Casual understanding of the tonal
center or key, harmonic content both
vertically (as in chordal) and
horizontally (as in progression), and
recognition of errors related to
harmony such as note errors and
intonation.
Prescription
Occasionally prescribes solutions to
errors through appropriate verbal or
visual cues to performers. Usually
checks to insure part correction by the
performer.
Modeling
Occasionally provides a clear model
of the corrected error by performing
or singing tonal patterns or melodies,
verbalizing or counting rhythms,
performing or using student models
for tone, balance, intonation or style.
Identifying Errors
Consistently identified errors in
regard to measure, part, type and
exact error performed.
Scope of Error Detection
Skill in identifying all six categories
of common performance errors
including: dynamic, ensemble,
intonation, note, rhythm and style.
Harmonic Awareness
Obvious understanding of the tonal
center or key, harmonic content both
vertically (as in chordal) and
horizontally (as in progression), and
recognition of errors related to
harmony such as note errors and
intonation.
Prescription
Clear and consistent approach to
prescribing solutions to errors through
either verbal or visual cues to
performers is evident. Consistently
checks for part correction before
moving on to solve the next problem.
Modeling
Consistently provides a clear model of
the corrected error by performing or
singing tonal patterns or melodies,
verbalizing or counting rhythms,
performing or using student models
for tone, balance, intonation or style.