Student Name: First Last
Course Number: MPC-459
Instructor: First/Title Last
Demonstration Date: Select
Proficiencies – Class Piano IV
Mastery
Competency
%
Weight
% Scaling
Perform individually
assigned repertoire
from Units 24-26 in the
textbook. This will
include at least one
memorized solo from
intermediate
repertory. (4.2: Mus)
Perform all major and
harmonic minor key
scales, arpeggios, and
chords, including
inversions. (4.1: Mus)
Perform all dim. 7ths
arpeggios and
dominant 7th chords.
(4.1: Mus)
Sight read music from
easy piano repertory.
(1.2: Mus/MusEd)
Play chord
progressions, including
progressions with ii-VI, Augmented 6ths,
Neapolitan 6th chords,
V7/V, and V7/IV. (4.1:
Mus)
Fails to Meet
Standard
Partially Meets
Standard
Meets
Standard
59
☐ Major gaps in memory.
Student stumbles and unable
to complete piece due to faulty
memory.
79
☐ Student has memory gaps
and stumbles but is able to
continue, and recover to
complete piece.
99
☐ Student completes pieces
with no memory issues.
☐ Incorrect notes and/or
fingering in scales, chords, and
arpeggios causes student to
falter to the point playing
stops.
☐ Student intermittently plays
incorrect notes and fingering in
scales, chords, and/or
arpeggios but is able to make
corrections and continue
playing without being derailed.
☐ Student displays fluency in
scales, chords, and arpeggios
with correct fingerings and
accidentals.
6
☐ Student is unable to create
chords and arpeggios in given
progression. Attempts to fix
chords by ear reveal no
understanding of correct chord
construction, resulting in
incorrect quality, inversion,
and makeup of chords.
☐ Student understanding of
chord and arpeggio creation is
evident. Student might
stumble with the intermittent
incorrect accidentals but is
able to make corrections and
continue playing without being
derailed.
☐ Student plays chord and
arpeggio progressions in a
fluent manner consisting of
correct chord and arpeggio
makeup and quality.
6
☐ Student is unable to sight
read excerpt. Incorrect notes,
rhythm or register result in an
incoherent performance of
original excerpt.
☐ Student encounters some
stumbling incidents but is able
to make corrections and
continue playing without being
derailed.
☐ Student performs excerpt in
a clear, fluent, and rhythmical
manner.
6
☐ Student is unable to create
chords in given progression.
Attempts to fix chords by ear
reveal no understanding of
correct chord construction,
resulting in incorrect quality,
inversion, and makeup of
chords.
☐ Student understanding of
chord creation is evident.
Student might stumble with
the intermittent incorrect
accidentals but is able to make
corrections and continue
playing without being derailed.
☐ Student plays chord
progressions in a fluent
manner consisting of correct
chord makeup and quality.
16
6
© 2015. Grand Canyon University. All Rights Reserved.
Mastery
Competency
%
Weight
% Scaling
Transpose
instrumental parts in
Bb, Eb, F to concert
pitch. (4.1: Mus)
Play various
combinations of
instrumental parts
from a band score and
transpose them to
concert pitch. (4.1:
Mus)
Harmonize and
transpose melodies
from chord charts and
Roman numeral
symbols. (4.1: Mus)
Play different
progressions in all
major and minor keys,
including those
containing secondary
dominants and
different types of 7th
chords. (4.1: Mus)
Sight read and
transpose music that
uses primary and
secondary chords. (1.2:
Mus/MusEd)
Play a four-part
chorale (SATB) both in
open and closed score
and/or an instrumental
score for string
quartet. (1.2:
Mus/MusEd)
6
6
6
6
6
6
Fails to Meet
Standard
Partially Meets
Standard
Meets
Standard
59
☐ Student displays no
knowledge of methods of
transposing. Intervals of
transposition are incorrect.
Passage is transposed to
incorrect pitches.
79
☐ Student falters and
stumbles some while
transposing; but is able to
make corrections and continue
playing with the correct degree
of transposition.
99
☐ Student accurately
performs transposition to
concert pitch in a fluent and
fluid manner.
☐ Student displays no
knowledge of method of
transposition. Intervals of
transposition are incorrect.
Passage is transposed to
incorrect pitches.
☐ Student falters and
stumbles some while
transposing but is able to make
corrections and continue
playing with the correct degree
of transposition.
☐ Student accurately
performs transposition to
concert pitch in a fluent and
fluid manner.
☐ Student unable to construct
correct chords from chord
symbols or Roman numerals,
resulting in incorrect
transposition or original
material.
☐ Student plays correct
realization of chord symbols
and Roman numerals. Student
may stumble or hesitate while
playing but is able to make
corrections and continue
playing without being derailed.
☐ Student accurately forms
chords in a fluent
performance.
☐ Student is unable to create
chords in given progression.
Attempts to fix chords by ear
reveal no understanding of
correct chord construction,
resulting in incorrect quality,
inversion, and makeup of
chords.
☐ Student understanding of
chord creation is evident.
Student might stumble with
intermittent incorrect
accidentals but is able to make
corrections and continue
playing without being derailed.
☐ Student plays chord
progressions in a fluent
manner consisting of correct
chord makeup and quality.
☐ Student is unable to sight
read excerpt. Incorrect notes,
rhythm or register result in an
incoherent performance of
original excerpt.
☐ Student encounters some
stumbling incidents but is able
to make corrections and
continue playing without being
derailed.
☐ Student performs excerpt in
a clear, fluent, and rhythmical
manner.
☐ Student is unable to play 4
parts simultaneously. Notes
are omitted and played
incorrectly.
☐ Student plays 4 parts
simultaneously with some
inaccuracies but is able to
make corrections and continue
playing without being derailed.
☐ Student plays 4 parts
correctly, in tempo, and fluidly.
© 2015. Grand Canyon University. All Rights Reserved.
Mastery
Competency
%
Weight
Fails to Meet
Standard
Partially Meets
Standard
59
☐ Student is unable to play
accompaniment line alone.
Parts become incoherent when
played together. Student
stumbles during the piece and
comes to complete stop,
derailing the performance.
79
☐ Student plays
accompaniment line in tempo
and for the most part
accurately, with any minimal
divergence from the solo line.
Some errors may occur, but
student is able to make
corrections and continue
playing without being derailed.
99
☐ Student plays
accompaniment line fluently
and collaboratively, with
sensitivity to the soloist.
☐ Student correctly
harmonizes and transposes at
correct intervals. Some errors
may occur, but student is able
to make corrections and
continue playing without being
derailed.
☐ Student harmonization/
transposition is correct and
played fluently.
6
☐ Student's harmonization is
fundamentally flawed,
containing incorrect notes and
intervals of transposition.
6
☐ Chord symbols are
incorrectly realized and
incorrectly distributed
between the hands.
☐ Chord symbols are correct
and distributed correctly
between the hands. Some
errors may occur, but student
is able to make corrections and
continue playing without being
derailed.
☐ Chord symbols are correct
and distributed correctly
between the hands. Student
plays in a fluent manner.
☐ Student's improvisation is
incorrect due to incorrect
construction of chords.
☐ Student's construction of
chords is correct, with any
stumbling occurring only
intermittently. Student
continues and is able to make
corrections and continue
playing without being derailed.
☐ Student improvises fluently
with correct usage and
construction of primary and
secondary chords.
% Scaling
Accompany a vocal or
instrumental solo. (4.2:
Mus)
6
Harmonize and
transpose melodies
with primary and
secondary chords. (4.1:
Mus)
Create 2-handed
accompaniments from
chord symbols. (4.1:
Mus)
Improvise melodies
using primary and
secondary chords. (4.1:
Mus)
6
Comments:
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© 2015. Grand Canyon University. All Rights Reserved.
Meets
Standard