DMS Repertoire Singing and Self Evaluation
Student Name: ________________________________________________________
Objectives: Students will sing expressively and with rhythmic and tonal accuracy demonstrating
appropriate vocal technique.
Students will evaluate their own performance and identify strategies for improvement.
4
3
2
1
Always
Almost
Always
Mostly
0
Sometimes
Almost
Never
I stayed in tune. (A)
I sang the notes correctly. (C)
I sang the rhythms correctly. (D)
I sang with a clear and supported
tone. (F)
I sang with proper vowel shape and
open vocal space (G)
Did I…
…start on the given pitch? (B)
…keep a steady tempo? (E)
…sing with clear consonants? (H)
…sing the words in a meaningful way? (I)
…sing complete phrases, breathing only at breath points? (L)
Yes
No
ESSAY: Use at least three music terms from the word bank below to answer these questions:
 Look at your answers from above. Identify your strongest categories and your weakest
categories (both numbered and Yes or No answers.)
 Describe at least one thing you did well during this performance.
 Describe one thing that could be improved and how you could improve it.
Breath Management
Consonants
Diction
Dynamics
Expression
Intonation
Phrasing
Pitch
Posture
Rhythm
Tempo
Tone quality
Vocal space
Vowel shape
Word Emphasis
DMS Singing Task Glossary
breath management: the ability to hold a note or phrase for as long as required before
taking another breath.
consonants: letters of the alphabet not including a,e,i,o,u.
diction: clear and correct enunciation.
dynamics: the intensity of volume with which notes and sounds are expressed.
expression: the shaping of music by a performer — through changes in dynamics, tone
quality and other qualities — to transfer and/or convey feelings, emotions, thoughts
and/or ideas to the listener.
intonation: A term referring to the proper production of a tone so that it is exactly in
tune.
phrasing (phrase): a short, logical segment of music, comparable to a clause or phrase in
language.
pitch: the level of a sound (high, low) that is related to its frequency.
posture: the position of the limbs or the carriage of the body as a whole.
rhythm: the arrangement of musical sounds in and across time. Combinations of long
and short moments of sounds and silences, usually over a recurring beat or pulse.
tempo: the speed at which a piece of music is performed.
tone quality: the timbre, color, or unique sound quality, of a voice or instrument. Refers
to the overall “sound” of the voice.
vocal space: the mouth and throat space required for a singer to produce an open,
resonant, full sound.
vowel shape: the way singers shape their mouths to perform vowels correctly.
word emphasis: making certain words more prominent so as to express the meaning of
a sentence or phrase.
DMS Singing
TEACHER ASSESSMENT OF STUDENT PERFORMANCE
Student Name_________________________________________________
A. TONALITY AND INTONATION
The student performs:
4
With a fixed tonal center and all pitches in tune.
3* With a fixed tonal center and few pitches out of tune.
2
With a tonal center that shifts less than a whole step and/or some pitches out of tune.
1
With a tonal center that shifts a whole step or more and/or many pitches out of tune.
0
Without establishing a tonal center.
Y
N
B. Student begins on the given starting pitch.
C. NOTE ACCURACY
The student performs:
4
All notes accurately.
3* All but 1 or 2 notes accurately.
2
All but 3 or 4 notes accurately.
1
All but 5 or 6 notes accurately.
0
More than 6 notes inaccurately.
D. RHYTHMIC ACCURACY
The student performs:
4
All rhythms accurately.
3* All but 1 or 2 rhythms accurately.
2
All but 3 or 4 rhythms accurately.
1
All but 5 or 6 rhythms accurately.
0
More than 6 rhythms inaccurately.
Y
N
E. Student maintains given tempo throughout.
F. TONE QUALITY
The student performs:
4
With a consistently supported, resonant tone.
3* With a predominantly clear tone, but with breathiness, nasality or stridency in one
register.
2
With some evidence of clear tone, but often affected by breathiness, nasality or
stridency.
1
With a tone quality that is breathy, nasal or strident throughout.
0
Without using the singing voice.
G. DICTION
The student performs:
4
All vowels with proper shape and maintains open vocal space throughout the piece
3
Most vowels with proper shape and predominantly open vocal space throughout the
piece
2
Some vowels with proper shape, but with inconsistent vocal space
1
Few vowels with proper shape and limited vocal space throughout the piece
0
Without proper vowel shape or vocal space
Y
N
H. With predominantly clear consonants that are properly articulated.
Y
N
I. With word emphasis and syllabic stress demonstrating an understanding of text
J. EXPRESSION AND PHRASING
The student performs:
4
The student performs all phrases with shape and direction
3
The student performs most phrases with shape and direction
2
The student performs some phrases with shape and direction
1
The student performs few phrases with shape and direction
0
The student does not perform phrases with shape and direction
Y
N
K. In a style appropriate to the piece
Y
N
L. Complete phrases, breathing only at breath points
* Indicates level of performance that meets expected standard
DMS SINGING
TEACHER ASSESSMENT OF STUDENT SELF-ASSESSMENT FORM
Student Name: _______________________________________________
M. ACCURACY OF STUDENT SELF-EVALUATION
1. Add one point for each exact match between student’s self-evaluation rating and
teacher’s score on same criterion/trait (Maximum = 10 points)
2. Subtract one point for each difference of two or more levels between student’s selfevaluation score and teacher’s score
Total Points:
N. ABILITY TO IDENTIFY AND SOLVE PERFORMANCE PROBLEMS
(Check next to the description that best applies)
4
Identifies 2 or more areas of strength and/or areas needing improvement and
appropriate strategies to remedy each performance problem
3*
Identifies one area of strength, one area needing improvement, and an
appropriate strategy to remedy performance problem
2
Identifies an area of strength, Identifies an area needing improvement, BUT
strategy to remedy problem is vague or inappropriate
OR
Problem or strength identified is not present in student’s performance, BUT
solution strategy is appropriate to the identified problem
1
Identifies an area of strength or an area needing improvement
0
Does not identify an area of strength or an area needing improvement
O. USE OF MUSIC VOCABULARY
(Check next to the description that best applies)
Used four or more key vocabulary words in a way that demonstrates
4
understanding
Used three key vocabulary words in a way that demonstrates understanding
3*
Used two key vocabulary words in a way that demonstrates understanding
2
Used one key vocabulary word in a way that demonstrates understanding
1
0
The student did not accurately use any of the key vocabulary words in a way that
demonstrates understanding
* indicates level of performance that meets expected standard