Always demonstrates desired vocal technique:

• Consistently maintains own melodic part and sings correct pitches
• Sings with consistently supported tone
• Sings with consistent and accurate intonation

Sample 1
This student demonstrated exemplary vocal technique. All pitches were correct and in tune, and the student maintained their part of the round. A clear, supported tone and accurate intonation were present throughout the performance.

Sample 2
The student performed the melody and pitches correctly while maintaining their part throughout the solo section and the round. The student sang with accurate intonation and well-supported tone.

Mostly demonstrates desired vocal technique:

• Maintains own melodic part and sings correct pitches
• Sings with supported tone
• Sings with accurate intonation

Sample 1
The student mostly maintained their melodic part, with the exception of the second phrase of the canon. Pitches were performed correctly with accurate intonation and a supported tone.

Sample 2
The student performed the unison part with correct pitches and supported tone. However, several pitches were incorrect during the round and the student’s intonation was inconsistent.

Sometimes demonstrates desired vocal technique:

• Maintains own melodic part and sings pitches with minor inconsistencies
• Sings with inconsistently supported tone
• Sings with inconsistent intonation

Sample 1
The student’s intonation was inconsistent, and the pitches of the melody were sometimes inaccurate. The student demonstrated some issues maintaining their part, especially on the second and third phrases of the canon.

Sample 2
The student had difficulty maintaining their part of the canon and sang some incorrect pitches. A supported tone was sometimes demonstrated, and intonation was generally accurate.

Rarely demonstrates desired vocal technique:

• Maintains own melodic part and sings pitches with major inconsistencies
• Sings with inconsistent and unsupported tone
• Sings with inconsistent and inaccurate intonation

Sample 1
Although the student maintained the rhythm of the round part, they were unable to maintain the pitches. Major inconsistencies were demonstrated in intonation. 

Sample 2
The student demonstrated an inconsistently supported tone during both the unison and round sections. The student was not able to sustain their part after the first phrase of the round.

The student does not use a singing voice, the performance is incomplete, or the student does not perform the song.

Sample 1
The student demonstrated an inconsistent use of the voice, sometimes speaking and sometimes singing in a low register. There was no evidence of breath support or intonation. 

Sample 2
The student performed with a chanting voice. The student included minimal inflection and did not perform the melody. The student did not finish the performance.

Always demonstrates accurate rhythmic technique:

• Consistently maintains own rhythmic part and performs correct rhythms
• Maintains consistent tempo and the established steady beat

Sample 1
The student consistently maintained the rhythmic part and performed all rhythms correctly. The established tempo and steady beat were maintained throughout the performance.

Sample 2
The student’s tempo, beat, and rhythms were consistent and correct throughout the performance. 

Mostly demonstrates accurate rhythmic technique:

• Maintains own rhythmic part and performs correct rhythm patterns
• Maintains tempo and the established steady beat

Sample 1
The student maintained their own rhythmic part and performed the rhythms accurately. The tempo was mostly maintained, but the student sometimes sang behind the beat.

Sample 2
The student demonstrated some inconsistent rhythms and truncated some longer notes. The tempo became inconsistent toward the end of the canon.

Sometimes demonstrates accurate rhythmic technique:

• Maintains own rhythmic part and performs rhythm patterns with minor inconsistencies
• Maintains tempo and the established steady beat with minor inconsistencies

Sample 1
The student’s rhythmic performance was inconsistent, with minor errors throughout the piece. The tempo and steady beat were generally consistent.

Sample 2
The student demonstrated minor inconsistencies maintaining their rhythmic part of the round, including singing the rhythm of part one in one of the phrases. Tempo, beat, and rhythms were performed with some inconsistencies.

Rarely demonstrates accurate rhythmic technique:

• Maintains own rhythmic part and performs rhythm patterns with major inconsistencies
• Maintains tempo and the established steady beat with major inconsistencies

Sample
During the unison section, the student performed correct rhythms at the established tempo. After the round’s first phrase, the steady beat and rhythms were unclear. The student did not maintain their part and sang with the part one performer at the end of the round.

The performance is incomplete, or the student does not perform the song.

Sample 1
Although the student’s rhythms were generally accurate, the student did not finish the performance.

Sample 2
The student used a tempo that was much faster than the one established in the unison section. The tempo and rhythms were inconsistent in the round section.

Always demonstrates desired expression:

• Performs indicated phrasing
• Performs indicated dynamics
• Performs with clear diction
• Performs in the style of the piece

Sample 1
The student consistently performed the indicated phrasing and dynamics in the appropriate style of the piece. The dynamics included a strong entrance, a crescendo toward high notes, and a decrescendo on the last phrase. Overall, the diction was clear.

Sample 2
The student sang long phrases and held notes for their entire value. Style, diction, and articulation were clear and consistent, and dynamics were evident.

Mostly demonstrates desired expression:

• Performs indicated phrasing
• Performs indicated dynamics
• Performs with clear diction
• Performs in the style of the piece

Sample 1
The student performed the piece in a legato style. Phrasing and dynamics were evident. Articulation was mostly clear, with some lost consonants at the ends of words and a few nasal vowels.

Sample 2
The student’s diction is mostly clear, and the performance style is appropriate to the piece. The student demonstrated dynamics in the canon section.

Sometimes demonstrates desired expression:

• Performs some indicated phrasing
• Performs some indicated dynamics
• Performs with inconsistent diction
• Performs in the style of the piece with minor inconsistencies

Sample 1
The student's phrasing was inconsistent, with some long phrases and some short phrases. The diction was also inconsistent, and consonants were not clearly sung. The legato performance, however, was acceptable for this song's style.

Sample 2
The student’s phrasing was mostly consistent, and some dynamic changes were included. Diction and articulation became unclear during the round section.

Rarely demonstrates desired expression:

• Performs little indicated phrasing
• Performs few dynamics
• Performs with unclear diction
• Performs in the style of the piece with major inconsistencies

Sample 1
The student's diction was mostly clear, and some dynamic variation was demonstrated. The song's style was not addressed, and phrasing was inconsistent. 

Sample 2
The student’s phrasing was fairly consistent; however, there were major inconsistencies with diction and style. The student slid between notes in a pop style and a few phrases had disjointed, staccato notes. Few dynamics were performed.

The performance is incomplete, or the student does not perform the song.

Sample 1
This performance is incomplete, and the end of the canon is inaudible. The student mumbled and sometimes stopped singing during the round.