"Rubric Data Analysis Template - Piano/Keyboard Skills"

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Teacher:______________________________
School: ______________________________
Special Education Music
Rubric Data Analysis Sheet
Class:
______________________________
Year:
______________________________
Piano/Keyboard Skills
Goal/Objective: will increase vocal and/or instrumental repertoire in various styles while focusing on elements of music and technique.
Rubric Scale 1. attentive, trying to participate with peers, low level partial participation
2. emergent
3. proficient
4. very good
5. excellent
6. outstanding
Skill: The student
Skill: The student can
Skill: The student
Skill: The student can
can create an
play notes on the
can play phrases
play songs or pieces
improvisation on piano
piano or keyboard
Student Roster
Date Rubric Scale
Date Rubric Scale
Date Rubric Scale
Date Rubric Scale
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Source of Information for Data Analysis Rubric Score
A___ data sheet from specialneedsinmusic.com
B____ informal classroom test
C____ combination of A & B
D____ other ( ________________________ )
http://specialneedsinmusic.com/
Teacher:______________________________
School: ______________________________
Special Education Music
Rubric Data Analysis Sheet
Class:
______________________________
Year:
______________________________
Piano/Keyboard Skills
Goal/Objective: will increase vocal and/or instrumental repertoire in various styles while focusing on elements of music and technique.
Rubric Scale 1. attentive, trying to participate with peers, low level partial participation
2. emergent
3. proficient
4. very good
5. excellent
6. outstanding
Skill: The student
Skill: The student can
Skill: The student
Skill: The student can
can create an
play notes on the
can play phrases
play songs or pieces
improvisation on piano
piano or keyboard
Student Roster
Date Rubric Scale
Date Rubric Scale
Date Rubric Scale
Date Rubric Scale
________________________
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_________
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Source of Information for Data Analysis Rubric Score
A___ data sheet from specialneedsinmusic.com
B____ informal classroom test
C____ combination of A & B
D____ other ( ________________________ )
http://specialneedsinmusic.com/
Piano/Keyboard Skills
Skill: The student can create an improvisation for piano that
1. uses one or two fingers on one hand with a range of one to three notes.
2. uses two fingers on one hand, a range of three to five notes and a steady rhythmic pattern.
3. uses two or more fingers and employs the black keys (the pentatonic scale) or the white keys (the diatonic scale on C
and it!s related modes) in a single register (within the range of an octave).
4. uses two hands, the black keys (the pentatonic scale) or the white keys (the diatonic scale on C and it!s related modes),
two or more registers, simple harmonies (i.e. two note harmonic intervals) with expressions such as dynamics, glissandi,
and repeated notes. A midi keyboard may be used for different instrument voices and beat accompaniments.
5. uses two hands or a minimum of three fingers on one hand (or thumbs, pinkies), pentatonic or diatonic passages, repetition
of simple melodic and rhythmic patterns, at least two registers, neighboring tones, trills, glissandi, dynamics
(contrasting dynamics). A midi keyboard may be used for different instrument voices and beat accompaniments.
6. uses two or more of the following criteria: two hands, repetitive rhythmic or melodic patterns, pedal tones, pentatonic
or diatonic passages, different registers, mixed note values, accidentals, trills, glissandi, neighboring tones, passing tones,
transposition, dynamics (contrasting dynamics), rhythmic variations of a simple motif, chord progressions.
A midi keyboard may be used for different instrument voices and beat accompaniments.
Skill: The student can play notes on the piano or keyboard
1. within the range of a major 2nd without the use of any notational reference charts such as letter names of notes.
2. by using visual letter note name cues (i.e. charts), auditory letter note name cues (i.e. the teacher calling out the note names)
or other graphic notations (i.e. index cards).
3. by receiving either visual or auditory cues of letter note names, rhythm graphic notation charts that range from quarter
notes to eighth notes for up to four measures, and express specified dynamic levels from piano to forte. If possible,
the student!s hands are positioned with slightly curved fingers and relaxed wrists.
4. in the form of the C major scale and it!s related modes (i.e. the dorian mode on starting on D), a pentatonic scale
(i.e. the black keys), and a one octave chromatic scale.
5. in the form of melodic intervals (i.e. two successive notes) or harmonic intervals (i.e. two simultaneous notes) in the range
of one octave (i.e. min 2nd, maj 2nd, min 3rd, maj 3rd, per 4th, dim 5th, per 5th, min 6th, maj 6th, min 7th, maj 7th, octave).
http://specialneedsinmusic.com/
Piano/Keyboard Skills
Skill: The student can play phrases
1. of two notes and for up to two measures ( i.e. the jazz motif from “So What” - the notes b a )
2. of three different notes from familiar songs, (i.e. edcd for "Mary Had a Little Lamb" or eeedcc for "I Believe I Can Fly"),
and/or a phrase that involves mixed note values (i.e. the opening phrase to “This Old Man”). The student can play with
either one or two hands using one to two fingers.
3. of six or more letter note names with three or more phrases (i.e. the opening phrase to "Twinkle Twinkle Little Star”, “I Walk
In Beauty”, “Jamaica Farewell”). If possible, the student!s hands are positioned with slightly curved fingers and relaxed
wrists.
4. with octave harmonic intervals or chordal accompaniments.
5. based on a I-IV-V chord progression (i.e. from a major scale or a blues progression).
Skill: The student can play songs or pieces.
1. one eight measure song or piece. (melody)
2. one sixteen measure song or piece or two eight measure songs or pieces. (melody)
3. three songs or pieces. (melody)
4. four songs or pieces. (melody)
5. two or more songs or pieces with harmony or chordal accompaniment.
6. creates and plays an arrangement of a song or standard piece of repertoire that utilize two or more of the following: chord
progressions, transposition, bridging, modulation, embellishment, use of black and white keys, use of an introduction
based on motifs within the song or piece of repertoire.
http://specialneedsinmusic.com/
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