# Applied Grading Rubric The Applied Grading Rubric applies to all facets of applied study (e.g., Lessons, Juries). Faculty often will not assign a specific numerical grade for lesson material or even Juries. When numerical scores *are* assigned, they are defined here. | | Outstanding 100-95 | Above Average 94-86 | Average 85-76 | Below Average 75-66 | Poor 65-1 | | ----------------------------- | -------------------------------------------------------------------------------------------------------------------------------- | ---------------------------------------------------------------------------------------------------------------------------------------------------------- | ------------------------------------------------------------------------------------------------------------------------------------ | ---------------------------------------------------------------------------------------------------------------------- | ---------------------------------------------------------------------------------------------------------------------- | | **Tone Quality** | A highly developed and mature concept of tone production. Inconsistencies in technique are quickly corrected. | Excellent control of most aspects of tone production. Lapses in technique are infrequent and minor. | A good, basic approach to proper technique and tone production. A consistent quality of sound is often hampered by technical issues. | Lack of awareness to the sounds being produced. Improper technique pervades with negligible attempts at refinement. | No attempts at producing characteristic sounds on the instrument. Neglect of technical development is clearly evident. | | **Accuracy & Tempo Control** | Mature approach to performance. Complete control of all aspects of rhythm, pitch, tempo, and pulse. | Advanced concepts of clarity and interpretation of the music are often displayed. Lapses are infrequent and rarely interfere with the overall performance. | A good, skilled approach to performance. Hesitation and a lack of confidence exist in some areas. | Although some aspects of control are present, the lack of accuracy detracts significantly from the performance. | Lack of preparation is evident through the frequent stops and disregard for musicianship. | | **Musicianship & Expression** | Phrasing is always consistent with sensitivity to the musical style. Artistry is achieved through clear, meaningful performance. | Confidence in musical direction is generally present with inconsistencies occurring during moments of transition. | Although obvious knowledge of the musical components is evident, playing is sometimes mechanical with lapses in style and nuance. | Musicianship characteristics are infrequent and have no impact on the outcome of the performance. | Due to the lack of preparation, musicianship choices do not exist. | | **Assignment Integrity** | Outstanding preparation of all assigned material with clear evidence of additional investigation. | Regular preparation is evident. An advanced understanding of the assigned material is demonstrated. | A moderate amount of preparation is evident, but only a basic understanding of the material is demonstrated. | Indication of some outside preparation but difficult passages overwhelm the performer. Lack of preparation is obvious. | Little to no attempt has been made to prepare. |