CLASSROOM PARTICIPATION RUBRIC FOR GRADES 1-8

GENERAL MUSIC / CHORUS

This rubric will evaluate the participation of a student in chorus and Orff-based classroom activities addressing active involvement,
behavior, self-control, attitude, content, effort. Each category has two expectations, and each expectation receives points.

Category Needs Improvement Satisfactory Excellent

3-7 Points 8-9 Points 10 Points

Active Student is not involved in the activities. Student is mostly engaged in the activity. Student is actively
Involvement engaged in the
Student needs constant reminders to Student needs few reminders to participate activity.
participate.
Student does not
need reminders to
remain engaged.

Remediations à • Participate when asked the first time.
• Ask to move to another seat or instrument part.
• Keep your hands and comments to yourself.
• Allow other students to learn without disruption.
All previous remediations plus:
• Notice when your attention needs to be redirected to
the activity so that you can correct yourself.
• Challenge yourself to be fully engaged.
• Perfect the skill/activity or offer to help others when
you’ve acquired a skill, and others are still working.

Behavior Student frequently disrupts or speaks out of Student mostly does not disrupt class. Student does not
turn. disrupt class.
Student occasionally tells other students what
Student calls out other students and stops to do. Student minds his
class. or her own actions
only.

Remediations à • Raise your hand before speaking.
• Correct the behavior the first time you are asked.
• Ask to move to another seat or instrument part (if
possible).
All previous remediations plus:
• Anticipate sources of distractions (other students) and
make good choices about where to sit.
• Raise your hand and ask to help out instead of telling
other students what to do.
• Focus on perfecting your own playing/singing/body
percussion instead of focusing on your classmates’
playing/singing/body percussion.
CLASSROOM PARTICIPATION RUBRIC FOR GRADES 1-8
GENERAL MUSIC / CHORUS
Attitude Student has a negative attitude and/or Student sometimes has a negative attitude Student has a
complains about activities. and/or complains about activities. positive attitude
about activities,
Student is disrespectful to other students, Student is sometimes disrespectful to other and does not
teacher. students, teacher. complain.

Student is very
respectful to the
students, teacher,

Remediations à • Stop behavior the first time you are asked.
• Seek help from the teacher whenever you can.
• Show that you are trying to put forth your best effort.
• Keep negative comments to yourself.
All previous remediations plus:
• Apologize to students you have said unkind words to
before the teacher asks you to.
• Make amends to the teacher, class, or fellow student
and communicate that you know when you’ve made a
poor choice.

Self-control Student is often sat out because of misusing Student sometimes misuses or treats Student plays the
instruments. Multiple corrections do not instruments without care, but can be instruments
change behavior. reminded and the behavior changes. carefully and
respectfully.
Student is often sat out because of playing or Plays out of turn, but can be reminded and the
interrupting on the instruments. Multiple behavior changes. Student does not
corrections do not change behavior. play out of turn or
while the teacher is
instructing.

Remediations à • Stop the behavior the first time you are asked.
• When instrument privileges are lost, continue to
participate in the way that the teacher has asked you
to.
• Stay involved. Use the reminder as an opportunity to
change your behavior.
• Remove distractions by keeping your hands empty
during instruction time. (don’t hold onto mallets,
recorder, or another instrument unless you are
supposed to be using it)
All previous remediations plus:
• Stop the behavior the first time you are asked AND
continue to make good choices in subsequent classes.
• Direct your extra energy into
playing/singing/participating with excellent technique
and enthusiasm.
CLASSROOM PARTICIPATION RUBRIC FOR GRADES 1-8
GENERAL MUSIC / CHORUS
• Ask to move to another seat or instrument part (if
possible)

Content Student does not perform the objectives* in a Student performs the objectives* in a correct Student performs
(objectives)– correct manner or on the beats. manner on the correct beats most of the time. the objectives* in a
correct manner on
Student’s Student cannot complete the activities and Student completes the activities and shows the correct beats.
improvement shows no evidence of understanding the key some evidence of understanding the key terms
in these areas. terms of the day. of the day. Student completes
the activities and
*Solfege, body percussion, vocalizing, singing, shows much
playing instruments, moving/dancing, evidence of
improvising, etc… understanding key
terms of the day.

Remediations à • Correct the behavior the first time you are asked. All previous remediations plus:
• Ask for help. • Identify the specific problem you are having and ask
for help with it.

Effort – Student does not attempt to complete Students puts forth effort most of the time. Student is always
activities. putting forth their
According to Student does not always complete activity best effort.
objectives. Student does not use body percussion or correctly.
vocalize rhythms Student can clap
and vocalize
rhythms correctly.

Remediations à • Correct the behavior the first time.
• Ask for help if you cannot.
All previous remediations plus:
• Always do your best.
• Show what you can do then ask for help with the rest.
• Practice outside of class
• Ask for help outside of class.
CLASSROOM PARTICIPATION RUBRIC FOR GRADES 1-8
GENERAL MUSIC / CHORUS
Weekly grade “Needs Improvement” in all categories yields a “Satisfactory” in all categories yields a weekly “Excellent” in all
for each weekly grade of 42/60 = 70% or S- grade of 54/60 = 90% or S+ categories yields a
category. weekly grade of 60/60
= 100% or E+

E+ Superior 98+ Most students will earn grades between S and E. Each category has a list of strategies and
E Superior 95 behaviors for remediating behavior and advancing the grade within the category. “Superior”
E- Very good 92 and “Below average” need to be reserved for students who are truly performing in those
S+ Good 86 categories.
S Average 80
S- Below average 70
N Needs Improvement 0^