VBODA Performance Assessment Rubric – Concert Band

Achievement Level
Performers consistently
Performers frequently
Performers occasionally
Performers rarely
Performers almost never
Grade Use the “Achievement Level” for each “Indicator” section to assist in determining a
grade for each “Category”. Ensembles may earn a grade in a given “Category” without
=A all indicators having the same “Achievement Level”.
=B You may use + and – marks within each category.
=C “Key Words” may be used to provide additional information, and should reflect
achievement within the category.
=D
Your final overall rating should reflect the grades assigned to each category.
=F No + or – signs may be used for the final rating.

Category Indicator Key Words (+/-)

 produce a dark, characteristic tone quality Breath Support
 produce a focused, controlled sound in all ranges and registers Upper range
Tone Quality  demonstrate proper use of vibrato Lower range
 produce a quality sound on percussion instruments through proper technique
and choice of equipment Embouchure

 produce uniform tonal focus throughout the ensemble Listening for pitch
 demonstrate careful attention to tuning and pitch processes Adjusting pitch issues
Intonation  understand chordal and harmonic structures Unisons
 adjust any perceived pitch issues
Melodic pitch
 demonstrate percussion tuning to match the ensemble

Finger precision
 meet technical demands with precision Light tonguing
 demonstrate an understanding of styles of articulation Slurring
Technique  demonstrate dexterity in performing technical passages
Accent, marcato
 start and stop together, within sections and across the ensemble
Legato articulation

Dotted rhythms
 demonstrate control of rhythms-- accuracy and precision
Agogic pulse
 maintain tempo
Rhythm  produce a natural feel to rhythmic passages Vertical alignment
 demonstrate control in multi-metered passages Subdivision

 produce correct balance in all sections of the music

 demonstrate balance between inner and outer voices Environment
Balance  demonstrate the melodic line as the prevalent voice Placement
 understand the supportive relationship between the percussion and wind
sections in the ensemble

 demonstrate attention to detail

 demonstrate the music's expressive features Sensitivity
Musicianship  shape phrases using dynamics, articulation, and direction Training
 produce effective moods and emotions
 demonstrate an understanding of musical style

Quality of literature
 provide evidence that selected literature is appropriate for the ensemble
General Instrumentation
 present a variety of idioms
Factors  demonstrate appropriate appearance and demeanor Recognition
 radiate confidence Recovery from error