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Music performance rubric: grades K–2, 3–5 and 6–8

This music performance rubric scores a student singing or playing alone or in a group: steady beat, accurate notes or rhythm, dynamics and expression, listening to the ensemble, and rehearsal effort. It scores skills that grow with practice, never talent. Grades 3–5 and 6–8 use four levels with points; K–2 uses three levels in plain words. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Grades K–2

3 levels, 5 criteria, no points (a switch in the maker adds them).

Music performance rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
Steady beatI keep the beat the whole song, even when it gets tricky.I keep the beat most of the song.I lose the beat a lot.
Right notesI sing or play almost every note and rhythm right.I sing or play many notes and rhythms right.I am still learning the notes and rhythm.
Loud and softI show loud and soft just where the music asks.I show loud and soft some of the time.I play or sing at one level the whole time.
TogetherI listen, watch my teacher, and start and stop with my group.I stay with my group most of the time.I start or stop at a different time.
PracticeI try hard every time and try again when it is hard.I try hard most of the time.I give up or play around when we practice.
Open in the maker
  • I can keep a steady beat.
  • I can sing or play the right notes and rhythm.
  • I can sing or play loud and soft.
  • I can listen and stay with my group.
  • I can try my best when we practice.

Grades 3–5

4 levels, 5 criteria, 24 points in all.

Music performance rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Steady beatKeeps a steady tempo through the whole piece, including rests and tricky parts.Keeps a steady beat with a few small slips.Speeds up, slows down, or loses the beat often.Does not keep a steady beat./ 4
Notes and rhythmcounts ×2Performs nearly all notes and rhythms accurately, with good pitch or tone.Performs most notes and rhythms accurately.Performs some notes and rhythms accurately; errors interrupt the music.Few notes or rhythms are accurate yet./ 8
Dynamics and expressionFollows every dynamic marking and shapes phrases to show the mood of the music.Follows most dynamic markings.Follows a few dynamic markings.Performs at one volume with no expression./ 4
EnsembleWatches the conductor, listens, blends with the group, and enters and stops together.Stays with the group most of the time.Sometimes too loud, early or late for the group.Does not stay with the group./ 4
Rehearsal effortPractices with focus, fixes trouble spots, and shows clear growth since the last check.Practices with focus and shows some growth.Practices with focus some of the time.Rarely focused during rehearsal./ 4
Open in the maker
  • I can keep a steady beat and tempo.
  • I can perform the notes and rhythms accurately.
  • I can follow dynamics and play or sing with expression.
  • I can listen and blend with my group.
  • I can practice with focus and show growth.

Grades 6–8

4 levels, 5 criteria, 24 points in all.

Music performance rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Tempo and pulseHolds a steady pulse, follows tempo changes and markings, and recovers quickly from slips.Holds a steady tempo with minor slips.Tempo drifts or rushes in harder passages.Does not hold a steady tempo./ 4
Accuracycounts ×2Accurate notes, rhythms and articulation with steady, in-tune tone throughout.Mostly accurate notes and rhythms with good tone.Frequent errors in notes, rhythm or tone.Few notes or rhythms are accurate yet./ 8
Musical expressionShapes phrases, uses a full range of dynamics, and plays or sings in the style of the piece.Follows dynamics and phrasing markings.Follows some markings; phrasing is flat.Little attention to dynamics or phrasing./ 4
Ensemble skillsBalances with the section, adjusts tuning and timing by ear, and follows the conductor closely.Blends with the section and follows the conductor.Sometimes out of balance or out of time with the group.Does not adjust to the group./ 4
Rehearsal habitsSets practice goals, works on hard passages on purpose, and shows clear growth over time.Practices with focus and shows growth.Practice is uneven; growth is small.Little practice effort or growth shown./ 4
Open in the maker
  • I can hold a steady tempo and follow tempo changes.
  • I can perform notes, rhythms and articulation accurately with good tone.
  • I can interpret dynamics, phrasing and style.
  • I can balance, blend and adjust to my section and the conductor.
  • I can set practice goals and show steady growth.

When to use it

  • Playing tests, singing checks, recorder or bucket drum pieces, and concert run-throughs.
  • Score skills that improve with practice and growth since the last check, never talent.
  • As a self-check after listening to a recording of the class.

What to say to students

  • Feel the beat in your body before you start.
  • Watch the conductor and listen to the people next to you.
  • Loud and soft are part of the music, so show them.
  • I am listening for effort and growth, not for who is the best.

Related

The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.