Class
expectations
Private Lessons
As an instructor, I look for active participation and engagement from my students. I expect them to be prepared in the most basic sense by bringing all materials and or instruments to class, and to be ready to begin with a short time after the period begins. It is my practice to give all my students at brief "warm up" time at the beginning in order to get muscles and brain in music mode.
I look for evidence of careful thoughtful practice of the week's assignment. Without a doubt, each student's assignment is an individual matter. Even though two students may be working on the same piece, it is often the case, that students will be working on different goals using the same material. I expect students to email, call, stop by if they have questions, or just want to get a midpoint view on how their piece is coming. I welcome the extra questions, the conversations, the wonderful and astute observations of all my students.
In terms of practice time, approximately three hours a week is expected. I often emphasize to students that they can break that up into whatever time segments work for them. The point is to have an efficient, individualized practice plan in place each time they practice. Time is valuable here at Culver to students and teachers alike. It is important to figure out how to reach the goal in a way that is both enjoyable and workable.
Piano Rubric
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Student
Name: |
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Skill
Level: |
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Beginner, Advanced Beginner, Early Intermediate,
Intermediate, Late Intermediate, Advanced |
1 = Outstanding in nearly
every detail 2 = Some minor flaws 3 = Some major flaws 4 = Frequent major flaws 5 = Unacceptable in nearly
every detail |
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Category |
Score |
Comments |
TechniqueArticulation,
skill of various touches, i.e. legato, staccato,
fingering, (adherence to, ability to create),
pedaling |
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PhrasingAdherence
to markings, physical involvement/breath/appropriate
to period/style |
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Expressiveness/ Interpretation/Musicianship Dynamics, Tempo, Style, Balanced melody/accompaniment, sensitivity to
moving lines/sustained harmonies, Nuance, ability to
peak in a phrase or section, overall expressiveness,
singing touch
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Note Accuracy
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Rhythmic Accuracy
Notes Rests Steadiness Meter |
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Sight ReadingAbility
to recognize overall structure of piece through
taught theoretical knowledge, ability to recognize
patterns of both harmony and fingering, and
composition, ability to play through piece, and/or
duet at appropriate level/tempo with minimal
mistakes |
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Accompanying/Ensemble experienceAbility to adapt growing keyboard skills to a variety of accompanying or ensemble experiences, even at the very beginning level, such as playing in a duet, or playing the melody at the same time as singing it, or with another instrumentalist, ability to maintain awareness of physical/mental cues with others involved, while still being accurate with playing. |
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ImprovisationUsing
theoretical knowledge gained within the lesson, show
an ability to improvise in a very basic manner on
harmonic and melodic lines |
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Practice EthicsEvidence
of preparation Efficiency of preparation Amount of
time dedicated Accomplishment |
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Total Points |
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Grade |
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Grading Scale
9
11 points:
A
12
13 points:
A-
14
15 points:
B+
16
20 points:
B
21
22 points:
B-
23
25 points:
C+
26
27 points:
C
30
31 points:
C-
32
33 points:
D+
34
42 points:
D
43
44 points:
D-
45
or more:
F
Flute Rubric
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Student
Name: |
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Skill
Level: |
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|
|
Beginner, Advanced Beginner, Early Intermediate,
Intermediate, Late Intermediate, Advanced |
1 = Outstanding in nearly
every detail 2 = Some minor flaws 3 = Some major flaws 4 = Frequent major flaws 5 = Unacceptable in nearly
every detail |
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Category |
Score |
Comments |
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Intonation Individual With accompanist/ensemble |
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Tone Quality Resonance Control Clarity |
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Articulation Breath control
Attacks
Releases Style |
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Note Accuracy
Technique Fluency Mechanical Skill |
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Rhythmic Accuracy
Notes Rests Steadiness Meter |
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Interpretation/ Musicianship
Balance
Blend
Emotional Involvement
Phrasing Tempo Expression Appropriate tone color, ability Climax, nuance within phrase |
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Dynamics Range Individual Section |
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Expansion
of Skills
Ability
to sight read, improvise, play in an ensemble,
making use of basic theoretical knowledge gained
in lessons |
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Practice Ethics Evidence
of preparation Efficiency of preparation Time dedicated Accomplishment
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Total Points |
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Grade |
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Grading Scale
9
11 points:
A
12
13 points:
A-
14
15 points:
B+
16
20 points:
B
21
22 points:
B-
23
25 points:
C+
26
27 points:
C
30
31 points:
C-
32
33 points:
D+
34
42 points:
D
43
44 points:
D-
45
or more:
F
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