Assessment Criteria – Ukulele

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DISTINCTION

MERIT

PASS

BELOW PASS
Timing

  • Accurate, consistent and confident timing
  • Correct timing throughout combined with articulation
  • All timing measured and performed correctly with adherence to the beat
 Timing

  • No major errors
  • Timing correct and specific to the piece
  • Some use of articulation and dynamics
  • Mostly well measured and performed with adherence to the beat

Timing

  • A few timing errors
  • Timing not serious enough to effect the style and overall flow of the music
  • Moderately accurate overall
 Timing

  • Serious timing errors
  • Basic timing patterns incorrect
  • Timing specific to the grade incorrect.
  • Inability to maintain a beat

Tempo

  • All pieces performed at the indicated tempo (worded or metronome)
  • Effortless adherence to the opening tempo
  • Observance of any tempo changes that may occur within the piece
 Tempo

  • Pieces performed at a tempo slightly slower or faster than indicated (worded or metronome)
  • Tempo mostly convincing and musically appropriate
  • Adherence to the opening tempo
  • Observance of most tempo changes that may occur within the piece
 Tempo

  • Markedly slower or faster than the indicated tempo (worded or metronome)
  • Fluctuations in tempo
  • Moderately convincing tempo
  • Opening tempo mostly maintained
  • Observance of very few tempo changes that may occur within the piece

Tempo

  • No regard for the indicated tempo (worded or metronome)
  • Musically inappropriate tempo
  • Major fluctuations in tempo
  • Use of tempo seriously effecting the character and style of the music
  • Inability to maintain opening tempo
Note Accuracy

  • No errors
  • echnically fluent
  • Overall security

Note Accuracy

  • High level of accuracy
  • Immediate recovery from any minor slips
  • Mostly sustained performance

Note Accuracy

  • Generally accurate
  • Some ability to recover from errors
  • Reasonable standard of continuity
 Note Accuracy

  • Major problem with note accuracy
  • Frequent errors or stopping
  • Poor recovery from incorrect notes
  • Inability to sustain a performance

Fingering

  • Appropriate technically secure fingering
  • Instinctive and confident use of fingering
  • Technically even and fluent fingering
 Fingering

  • Mostly secure and even fingering
  • Moderately fluent fingering
  • Fingering not effecting the flow of the performance
 Fingering

  • Reasonable standard of fingering
  • Limited use of fingers
  • Some inappropriate fingering
 Fingering

  • Inappropriate fingering throughout
  • Insecure and uneven fingering
  • Poor fingering having a detrimental effect on the performance
  • Use of a single finger

Touch and Tone

  • Clear musical tone on all strings
  • No evidence of fret buzz
  • Effective contrasts in both touch and tone
 Touch and Tone

  • Playing mainly within the limitations of the instrument
  • Mostly clear and musical tone
  • Minor instances of fret buzz
  • Mostly fitting contrasts in touch and tone
 Touch and Tone

  • Only some regard for the limitations of the instrument
  • Some evidence of a clear and musical tone
  • A few instances of fret buzz
  • Some fitting contrasts in touch and tone
 Touch and Tone

  • No regard for the limitations of the instrument
  • A very high percentage of muted notes
  • Most strings producing fret buzz
  • No contrasts with either touch or tone
  • Inappropriate touch with both hands

Musical Knowledge

  • All questions answered correctly
  • Full and informative answers to all questions
  • Rapid response
  • Confident delivery
 Musical Knowledge

  • Majority of questions answered correctly
  • Full and informative answers to the majority of questions
  • Reasonable speed in response
  • Fairly confident delivery

 

 Musical Knowledge

  • Not all questions answered correctly
  • Some questions not fully answered
  • Prompting required
 Musical Knowledge

  • Very little evidence of musical knowledge
  • Inability to respond to prompting
  • Unable to answer
  • Incorrect answers

Grade Specific
Chords

  • Confident and quick response
  • Clear ringing tone on each string
  • Even balance of tone and volume between strings on all strings
  • Appropriate musical tone and touch
 Grade Specific
Chords

  • Prompt response
  • Mostly clear and buzz free
  • Reasonable balance between strings
  • Most chords having an even balance of tone and volume between strings
  • Considered touch and tone

 

 Grade Specific
Chords

  • Slow and cautious response
  • Moderate number of buzzing strings
  • Awkward left hand fingering
  • Reasonable balance between string volumes and tone
  • Some regard for touch and tone
 Grade Specific
Chords

  • Very slow response
  • Incorrect left hand fingering
  • Buzzing, unclear, muted tone on most or all strings
  • No regard or awareness of touch and tone
  • Uneven balance of both tone and volume between strings

Grade Specific
Rhythm

  • An articulate, appropriate and musical demonstration of all rhythms
  • Appropriate choice of tempo
  • Confident delivery
  • A musically convincing regard for both tone and tone
 Grade Specific
Rhythm

  • An overall articulate, appropriate and musical demonstration of all rhythms
  • Reasonable tempo
  • Mostly fluent
  • Good and mostly appropriate use of touch and tone
 Grade Specific
Rhythm

  • Only a basic rhythm(s) performed with few contrasts, dynamics and variation in volume
  • Rhythms played at slow or inappropriate tempo
  • Minor hesitations between chord changes
  • Little regard for touch and tone
 Grade Specific
Rhythm

  • Failure to maintain a rhythm
  • Incorrect rhythm(s)
  • Major hesitations between changing chords
  • No regard for touch, tone, or articulation
  • Fluctuating tempo

Grade Specific
Technique

  • Appropriate tempo
  • A musically authorative, accurate and skilful demonstration of all techniques required for the grade
  • All fingering appropriate
 Grade Specific
Technique

  • Correct technique but cautious tempo
  • A few minor errors
  • Moderate use of articulation and dynamics
  • Majority of fingering appropriate
  • A mostly fluent demonstration
 Grade Specific
Technique

  • Slow tempo
  • Minor errors with the majority of tests
  • Limited use of dynamics and articulation
  • A reasonable level of fingering accuracy
  • Some fluency demonstrated
 Grade Specific
Technique

  • Inappropriate tempo
  • Major errors
  • No dynamics or articulation
  • Inaccurate and awkward fingering
  • Unable to demonstrate or complete all techniques

Grade Specific
Playing from memory

  • Perfect rendition
  • Totally fluent – no hesitations or fluctuations in tempo
  • Full use of expression and dynamics
 Grade Specific
Playing from memory

  • Mostly accurate performance of piece
  • A few minor hesitations but quick recovery
  • Moderate use of expression and dynamics
 Grade Specific
Playing from memory

  • Reasonable level of accuracy when playing the piece
  • Frequent hesitations with slow recovery
  • Some use of expression and dynamics
  • Piece completed
 Grade Specific
Playing from memory

  • Mainly an inaccurate performance of the piece
  • Frequent stumbles, pauses and halts
  • Unable to recover from hesitations
  • Unable to complete a performance
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