I designed this rubric as part of my action research thesis work with cooperative learning strategies. I practiced using this rubric during my student teaching at the Idaho Arts Charter School in Nampa, Idaho in the fall of 2015. This was the rubric in which I graded the small ensembles as they did their playing tests. Normally, each student would perform individually and a grade would be assigned individually, but in line with the cooperative learning theory I based my research on, the students in this case were graded as a group. They were graded on correct notes and rhythms, as well as blend, balance, and intonation, as these are the five umbrella components of music.

In designing this rubric, I had to pinpoint the elements of music that I felt were the most important for students to take away from their time in my clasroom. Notes and rhythms are important because they are what keep the ensemble together musically. Good intonation makes the ensemble a pleasure to listen to. Blend and balance then give a soul to the instruments and life to the music. Without all of these elements, our students would simply blow dead air through an inanimate object, which defeats the purpose of learning music.

Along with these five elements of music, I set attainable standards for my students, with the intent of emphasizing constant improvement. To reach a score of a five in every category, the music must be perfect from every student: each and every student must play every note and rhythm correctly; each and every student must be in tune with all the other students in their ensemble; and each and every student must play with the same dynamic contrast and same style as all the other students in their ensemble. Because music is not a constant, I realize that a five is almost impossible to reach in every category. However, I purposefully made it possible to reach a four in every category, with the hopes that my students are always striving for improvement, even if they are not striving for perfection.