Performance Criteria

Developing the knowledge and skills to perform music on a musical instrument takes intense focus, time, and a personalized combination of instruction, practice, and self-direction.   Playing music on an instrument is a technical and unique form of communication.

Our SCS Band curriculum focuses most heavily on the PERFORM process and its learning targets help guide students towards technical accuracy and grow expressive qualities as they develop.  We consistently use the following performance criteria as our "academic language" to continually refine both informal and formal performance.  We use this criteria to self-assess and to give constructive feedback.

WOODWINDS & BRASS:

NOTE ACCURACY

• students can identify letter names (and accidentals).

• students can identify and place the notes on the correct line or space on the staff. 

• students can execute the correct fingering, partial, or tone bar (for mallet percussion).

TECHNIQUE

• students can show evidence of a proper embouchure.

• students can show evidence of proper playing position by:

  • • holding the instrument properly

    • placing hands and fingers properly on the instrument

    • maintaining upright posture

• students can continue to develop instrument-specific technique

ARTICULATION

• students can attack the starting of notes properly with the tongue.

• students can release notes smoothly.

• students can communicate articulation markings in the written music (e.g. slurs, staccato, legato, accents) in the written music.

• students can develop stylistic interpretation of written music, adjusting articulation accordingly

TONE QUALITY

• students can show development of a more mature sound over time

  • by consistently listening to instrument’s characteristic tone performed by experienced players.

  • showing evidence of adequate air support and proper technique.

  • selecting equipment (mouthpiece and/or reeds) or learning tools (videos, specific warm-up techniques)

INTONATION

• students can improve the fine-tuning of pitch...

  • by building listening skills and technical strategies

  • by practicing intonation-building exercises like those using intervals and chords.

  • by becoming more aware of their instruments' natural tendencies and their own playing.

ALL INSTRUMENTS:

RHYTHM

• students can identify the rhythmic value of the written notes given knowledge of a time signature.

• students can vocalize and clap/tap rhythmic patterns in a steady beat, using knowledge of time signature & the counting system.

• students can execute written notes with correct timing while following a steady beat

TEMPO

• students can show evidence of internalizing a musical pulse.

• students can monitor the beat with a foot, metronome, and/or by watching a conductor 

• students can adjust a steady tempo to match the style, the composer’s intent, and/or his/her needs or interpretation.

EXPRESSION

• students can communicate and adjust dynamics in the written music.

• students can interpret the style of the written music, communicating the written articulation.

• students can phrase musical ideas, effectively defining them.

SNARE DRUM:

STICKING

• students can follow indicated sticking pattern in written music (if provided)

• students show evidence of an alternating pattern that is efficient.

• students can apply rudiments that promote an effective or efficient use of sticking.

ARTICULATION

• students can improve articulation (while playing accents, rolls, flams, and drags)

  • by adjusting stick height effectively

  • by blending multiple bounce strokes in a multiple bounce rolls

  • preparing stick positions in flams and drags.

ROLLS

• students can identify the primary and articulated strokes of a roll.

• students can execute a roll with correct bouncing and accents (articulation).

• students can execute proper sticking & rhythm of a roll.

• students can interpret the style of music to inform choice of a multiple bounce or open-stroke roll.

TECHNIQUE

• students can show evidence of proper playing position by:

  • • gripping the sticks properly

    • maintaining upright posture

• students can show evidence of a proper stroke.

• students can continue to develop instrument-specific technique

MALLET PERCUSSION:

STICKING

• students can follow indicated sticking pattern in written music (if provided)

• students show evidence of a sticking pattern that is efficient.

ARTICULATION

• students can communicate longer notes with rolls that are clear and even.

• students can communicate accents in the written music.

• students can develop stylistic interpretation of written music, adjusting articulation accordingly.

TECHNIQUE

• students can show evidence of proper playing position by:

  • • position hands and gripping the sticks properly

    • maintaining upright posture

• students can show evidence of a proper stroke.

• students can continue to develop instrument-specific technique