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Composition Rubric

The document provides a rubric for evaluating student compositions based on their demonstration of knowledge in three areas: ABA form, chordal structure using tonic (I) and dominant (V) chords, and the function of their assigned part (melody, countermelody, or harmony). The rubric has three levels - developing, good, and excellent. For each area, it gives examples to distinguish the levels and illustrate common errors seen in developing work.

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368 views1 page

Composition Rubric

The document provides a rubric for evaluating student compositions based on their demonstration of knowledge in three areas: ABA form, chordal structure using tonic (I) and dominant (V) chords, and the function of their assigned part (melody, countermelody, or harmony). The rubric has three levels - developing, good, and excellent. For each area, it gives examples to distinguish the levels and illustrate common errors seen in developing work.

Uploaded by

api-446054622
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Composition Rubric

Performance Indicators Developing Good Excellent


Demonstration of Knowledge Students demonstrate a Students demonstrate a basic Students demonstrate a mastery of ABA’
about ABA’ form. developing understanding of ABA’ understanding of ABA’ form but with form, with a clear distinction between
form. Examples: the form is ABC, errors. Examples of errors would be A the A, B, and A’ portions of the
ABCD, ABCA, etc. and A’ being exactly the same or being compositions. Each section is 4 measures
completely different or the order of long. A and A’ are similar until the last
the sections being incorrect (AA’B, measure of A’, in which the part slightly
BA’A, etc…). changes.
Demonstration of Knowledge Students demonstrate a Students demonstrate a basic Students demonstrate a mastery of the
developing understanding of understanding of Tonic (I) and Dominant usage of Tonic (I) and Dominant (V)
of Chordal Structure, (V) chords. Errors might include: Starting
Tonic (I) and Dominant (V) chords. Chords. The pitches that have been
specifically on Tonic (I) and the piece with V, ending the piece with V,
Example: When selecting pitches selected line up in accordance to agreed
Dominant (V) Chords. for their part, pitches were chosen having a melody use pitches from I, but upon chordal structure (i.e. no pitch
the harmony be V, or using chords that are
at random without relation to I clashes can be heard in reference to the
not I or V.
and V chords. Pitches did not chord structure). The students have not
follow the chordal structure used any chords other than I and V in
established by the group in the their composition.
beginning of the assignment.
Demonstration of Knowledge Students demonstrate a Students demonstrate a basic Students demonstrate that they
surrounding the group’s Part, developing understanding of the understanding of the function of their understand the function of their
function of their Part. Examples Part. Examples of errors could be: Part assigned Part (i.e. the harmony part does
dependent on if their Part is
include: The part was through C not adhering to it’s supportive role in not write music that would typically be
A (melody), B composed with no semblance of a couple of measures, part B found in a melody part and vice-versa).
(Countermelody), or C function or the part is the overpowering Part A in a couple of
(Harmony). complete opposite of its function sections, etc.
(Part C was written as melodic,
etc).

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