Charles J. Colgan Sr. High School

Center for Fine and Performing Arts

Audition Information for the 2023-2024 School Year

Applications can be found on the PWCS Specialty Programs Website starting November 1st, 2022

Online applications must be submitted by December 14th, 2022 at 11:59 pm

Important Note:

**On the application you must make Colgan Center for Fine and Performing Arts your #1 choice.

**You may only audition for ONE concentration

**You must be a resident of Prince William County

Due to the high number of applicants, we can only schedule auditions for students who make Colgan their primary choice.

If you are interested in another speciality program, ie: IT Program at Forest Park, you can choose that as your second choice and if you are not chosen for Colgan, you name will still be entered in their lottery.

Applicants for the center for Fine and Performing Arts will:

  1. Complete the online application and submit it ONLINE. The application will open on November 1st, 2022
  2. Participate in an audition or portfolio review
  3. Dress appropriately for the audition. Music, Visual Art and Creative Writing students should dress professionally. Theatre and Dance students should dress comfortably for movement. (proper dance attire for dancers)
  4. Participate in the audition on the date and time given to you. You will receive this information in a letter(or via email) in December after applications have been processed.

Auditions will be held on January 7th and 14th with a snow date of January 21st. Please click on the buttons for each concentration for specific information. Auditions times will vary by concentration.

Questions?  Please contact the CFPA Coordinator, Mrs. Yeh. yehal@pwcs.edu

Specialty Program Application - Start Here

The PWCS Specialty Program application is an online application that will open on November 1st. The application must be submitted by 11:59 pm on Wednesday, December 14th

Band

The band concentration is a four year program designed to prepare students for collegiate music study and the discipline and attitude expected of the professional musician. Students will focus on areas of musicianship, music theory and history, keyboard knowledge and solo and chamber ensemble performance. Three levels of string ensembles and concert bands are available to provide students with ample opportunity for real life performance experience.

The band audition will be held on January 14, 2023 with a snow date of January 21, 2023.

Band Music Audition Requirements

Rising 9th Graders: Wind Instrument

  1. Major Scales (20% of total score)

    Perform the following major scales from memory: Concert B flat, E flat, A flat, C and F. (horns only do not perform C concert scale as it cannot be played within the range requirement)

  2. Chromatic Scale (20% of total score)

    Two octave chromatic scale. Must be memorized and played slurred ascending and tongued descending. 

  3. Prepared Etude (30% of total score)

    Students perform the prepared etude for their instrument from the link below.  Please click the link that says "Etudes Rising 9th graders."

  4. Perform a sight reading selection provided by the judges (30% of total score)

    Students are given one sight-reading exercise. Students are given 30 seconds to study the exercise prior to performing.

Rising 9th Graders: Percussion Instrument

  1. Major Scales (20% of total score)

    Perform the following major scales with mallets : Concert A flat, B flat, E flat, C and F

  2. Perform 6 rudiments on snare drum (20% of total score)

    Long roll, 5 stroke roll, 7 stroke roll, ruff, flam, paradiddle. Play each rudiment for 15 seconds, use open-close-open method and these rudiments are to be memorized.

  3. Prepared Etude (30% of total score)

    The required etude for your instrument is the VBODA etude. You can acquire this music form your instrumental teacher, or contact Mr. Magee at mageede@pwcs.edu to get a copy

  4. Perform a sight reading selection provided by the judges (30% of total score)

    Students are given one sight-reading exercise. Students are given 30 seconds to study the exercise prior to performing.

Rising 10th & 11th Graders: Wind and Percussion Instruments

  1. Major Scales (20% of total score) Please note the following scale requirements:
    1. All major scales are required and must be memorized
    2. Scales are called by KEY NAME, not CONCERT PITCH
    3. Scales are to be played in as many complete octaves as possible on the instrument except for percussionists.
    4. Articulation is legato tongue up and down.
    5. Tempo is MM = 100 for wind players, MM = 160 for percussionists.
    6. The following rhythm pattern will be used for all octaves: quarter note (tonic) followed by eighth notes

    Snare Drum This section is used for rudimental score. Rudiments will be selected from the Percussive Arts Society Standard 26 Rudiments. Each rudiment will have a 15 second time limit and should be played open to closed. Students may use their own snare drum or one provided by the audition site.

    Timpani This section is used to evaluate tuning skills. Students may use a pitch pipe, tuning fork, or mallet instrument as a pitch source. Students are allowed 45 seconds for tuning and study of the sight-reading.

  2. Chromatic Scale (20% of total score) Please note the following scale requirements:

    Slur ascending, tongued descending (except trombones and percussion). Instruments play their chromatic scale in sixteenth notes at the tempo given below. (Quarter note = one beat) All tempos given are the required MINIMUM; students may play faster.

    • Piccolo: D below staff to altissimo C (2 octaves + 7th) MM = 120
    • Flute: C below staff to altissimo C (3 octaves) MM = 120
    • Oboe: C below staff to E above high C (2 octaves + 3rd) MM = 120
    • English Horn: C below staff to D above staff (2 octaves + 2nd) MM = 120
    • Bassoon: Bb below staff to high Bb one octave above staff (3 octaves) MM = 96
    • Eb Clarinet: Same as Bb Clarinet (see below)
    • Bb Clarinet: E below staff to G above high C (3 octaves + 3rd) MM = 120
    • Bass Clarinet: E below staff to C above the staff (2 octaves + 6th) MM = 120
    • Contra Clarinet: E below staff to G# above staff (2 octaves + 3rd) MM = 96
    • Alto Saxophone: Bb below staff to F above staff (2 octaves + 5th); hold high F for two counts prior to descending. MM = 120
    • Tenor Saxophone: Same as Alto Saxophone (see above)
    • Baritone Saxophone: Same as Alto Saxophone (see above) MM = 96
    • Cornet/Trumpet: G below staff to C above staff (2 octaves + 4th) MM = 120
    • Horn: F below staff to Bb above staff MM = 120
    • Tenor Trombone: Low F to 4th ledger line Bb (2 octaves + 5th); legato tongue ascending, staccato tongue descending. MM = 96
    • Bass Trombone: C below staff to F above staff (2 octaves + 4th); legato tongue ascending, staccato tongue descending. MM = 96
    • Euphonium TC: G below staff to C above staff (2 octaves + 4th) MM = 120
    • Euphonium BC: Low F to 4th ledger line Bb (2 octaves + 5th ) MM = 120
    • Tuba: Lowest F to highest Bb (2 octaves + 4th) MM = 112
    • Mallets: 3 octaves ONLY; minimum tempo MM = 144
    • Snare Drum: Long roll (30 second time limit), concert roll, sustained sound, pp-ff-pp (15 second time limit)
  3. Prepared Etude (30% of total score)

    Students perform the prepared etude for their instrument from the link below.  Please click the link that says "Etudes Rising 10th/11th graders."

  4. Perform a sight reading selection provided by the judges (30% of total score)

    Students are given one sight-reading exercise. Students are given 30 seconds to study the exercise prior to performing.

Creative Writing

The goal of the Charles J. Colgan Sr., High School Creative Writing Program is to support burgeoning writers in their craft and facilitate access to a variety of platforms to showcase their work. Coursework will focus on craft, process, and the major traditions within fiction, poetry, scriptwriting, and creative nonfiction. These areas of focus will also serve to develop skills in critical and creative thinking, and in written and oral communication. Instructors will engage students in a variety of writing experiences: classes, workshops, conferences, readings, and collaborations with other arts and disciplines.

Creative Writing Audition Requirements 

The audition will be held on January 14, 2023 with a snow date of January 21, 2023.

Part 1

Portfolio Review - Uploaded via dropbox

The portfolio is due at by 11:59pm on January 14, 2023 and should consist of pieces written or revised within the last year. Students should include written artifacts that are representative of their writing interests and abilities, and that showcase their best work. Quality will be valued over quantity; however, applicants should be sure to submit enough writing so that their writer's voice is clear. The portfolio should consist of no more than ten pages of original work, including the written reflection. 

The portfolio should include one example of at least four forms of writing, limited to the following genres:

  • Short Fiction (realistic fiction preferred)
  • Poetry
  • Script (ex. a scene written for live performance, screen, or broadcast)
  • Creative Nonfiction (personal essay, narrative, review, editorial, travel, blog. Note: Academic essays, news writing, speeches are not considered Creative Nonfiction and will not be scored.

In addition to the examples, portfolios must include:

  • One written reflection on a piece of the applicant's choice.
    • This reflection should include:
      • choices made
      • the writing process explaining how the piece developed or evolved
      • what was learned or gained from the particular writing experience

Guidelines for Portfolio Submission:

  • Submit ONE document only.  All of your writings and reflection should be in one word document.
  • 12 point, Times New Roman
  • Single spacing for poetry and script
  • Double spacing for short story and creative nonfiction
  • Black ink
  • One-inch margins
  • Numbered in the upper right corner of each page (do not number the cover sheet)
  • Cover page that lists:
    • Name (Note: The applicant's name should not appear on the orginial work)
    • Email
    • Telephone Number
    • Current Grade
***The dropbox is now closed.

 

Part 2

In Person Audition, January 14, 2023

What to expect: All applicants will be asked to participate in a series of writing exercises which many include writing a short story, poem, or essay in response to a prompt, an artifact, a piece of music, a dance. Reading and analyzing a piece of creative work, and/or participating in a group discussion.

FAQs: please email Ms. Dyche at dychej@pwcs.edu if you have questions about the audition requirements.

Students will be evaluated using the rubrics listed below

Portfolio Evaluation Rubric

Portfolio provides examples of each of the four forms (script, fiction, nonfiction, and poetry)

Forms

1

-Example of one form of writing is provided

2

Examples of two forms of writing are provided

3

Examples of three forms of writing are provided

4

Examples of four forms of writing are provided

Writing shows presence of style (use of diction, imagery, details, language and syntax), and tone

Style and Voice

1

Writing demonstrates little sense of style and voice; no clear sense of tone

2

Writing demonstrates minimal personal style; is superficial; shows inconsistent use of stylistic choices (diction, imagery, details, language, and syntax); tone is present

3

Writing demonstrates distinct style and voice; clear sense of audience; but may be mechanical; has a sense of tone

4

Writing skillfully uses a variety of styles and voices; sophisticated sense of audience; demonstrates purposeful use of diction, imagery, details, language and syntax; clear tone

Writing shows creative exploration or interpretation of a concept, idea, or class assignment

Originality Inventiveness in Content

1

Writing shows no inventiveness or risk-taking; all subject matter is cliché and bland; lacks original ideas; little insight

2

Work shows minimal inventiveness or risk-taking in subject matter; often subject matter is cliché and bland; displays insight.

3

Most works demonstrate inventiveness and risk –taking, but may be presented in a less novel or complex way. If cliché subject matter is used, it is presented in a novel/complex way; evidence of original thinking; displays insight.

4

Writing demonstrates inventiveness and risk-taking that goes beyond cliché subject matter (e.g. teenage sadness/depression; relationship drama; school cliques); writing presents subject matter in a novel and complex way; generates original/keen insights

Writing shows understanding and application of standard English composition requirements (grammar, mechanics, and readability. *Note, a score of 1 in this section will automatically fail a portfolio submission

Composition Skills

1

Writing demonstrates weak composition skills; there are multiple severe grammar, mechanical, and organizational errors that greatly impair reading.

2

Writing demonstrates some compositional skills; There are some errors in grammar, mechanical, and organizational errors and not all pieces read fluently.

3

Writing demonstrates adequate composition skills; errors in grammar do not impair readability, but pieces may not read fluently and effortlessly.

4

Writing demonstrates very few grammar, mechanical, and organizational errors; pieces read fluently and effortlessly.

Portfolio provides evidence of growth as a writer

Evidence and Growth

1

Writing demonstrates little ability to self-reflect; think critically about their own writing; some description of their writing process but no clear processing of the experience

2

Writing reflection demonstrates ability to self-reflect; attempts to critically evaluate writing but falls short in explaining what was learned in the process, or how the experience will affect future writing.

3

Written reflection shows evidence of self-reflection; ability to critically evaluate writing and revise; demonstrates potential for personal growth by explaining what the experience taught them.

4

Written reflection shows strong ability to think critically, revise, and self-correct writing; demonstrates evidence of growth by being able to explain how the experience will guide future writing

Writing follows standard expectations in the forms of poetry, prose, or scriptwriting, such as correct formatting, characteristics, and structure.

Adherence to Form’s Format/Structure

1

Writer demonstrates little knowledge of form’s format/structure.

2

Writer demonstrates knowledge of format/structure but does not/cannot apply it consistently.

3

Writer follows most form’s format/structure

4

Writer follows all form’s format/structure exactly

In Person Evaluation Criteria

Writing Exercise – This observation is based on an impromptu writing exercise. Students will be timed and evaluated on: composition skills, originality, and writing style.

Writing shows understanding and application of standard English composition requirements (grammar, mechanics, and readability. *Note, a score of 1 in this section will automatically fail an on-demand writing exercise

Composition Skills

1

Writing demonstrates weak composition skills; there are multiple severe grammar, mechanical, and organizational errors that greatly impair reading

2

Writing demonstrates some compositional skills; There are some errors in grammar, mechanical, and organizational errors and not all pieces read fluently

3

Writing demonstrates adequate composition skills; errors in grammar do not impair readability, but pieces may not read fluently and effortlessly

4

Writing demonstrates very few grammar, mechanical, and organizational errors; pieces read fluently and effortlessly.

Writing shows creative exploration or interpretation of a concept, idea, or class assignment

Originality/Inventiveness in Content

1

Writing shows no inventiveness or risk-taking; all subject matter is cliché and bland; lacks original ideas; little insight.

2

Work shows minimal inventiveness or risk-taking in subject matter; often subject matter is cliché and bland; displays insight.

3

Most works demonstrate inventiveness and risk –taking but may be presented in a less novel or complex way. If cliché subject matter is used, it is presented in a novel/complex way; evidence of original thinking; displays insight.

4

Writing demonstrates inventiveness and risk-taking that goes beyond cliché subject matter (e.g. teenage sadness/depression; relationship drama; school cliques); writing presents subject matter in a novel and complex way; generates original/keen insights.

Writing shows presence of style (use of diction, imagery, details, language and syntax), and tone

Style and Voice

1

Writing demonstrates little sense of style and voice; no clear sense of tone

2

Writing demonstrates minimal personal style; is superficial; show inconsistent use of stylistic choices (diction, imagery, details, language, and syntax); tone is present

3

Writing demonstrates distinct style and voice; clear sense of audience; but may be mechanical; has a sense of tone

4

Writing skillfully uses a variety of styles and voices; sophisticated sense of audience; demonstrates purposeful use of diction, imagery, details, language and syntax; clear tone.

Dance

The Dance Concentration Area is a four-year program designed to provide dancers the opportunity to study dance technique in various genres including ballet, modern dance and jazz dance. Students are placed in class according to grade level and move up as a result of mid-year adjudication. In addition to dance technique students also study dance composition, skeletal/muscular anatomy, and dance history and dance production.

The dance audition will be held on January 7th, 2023 with a snow date of January 14th, 2023

Dance Audition Requirements

Part 1 - Dance Class

Applicant will participate in a dance technique class consisting of classical ballet barre and center which will include movement patterns in ballet, jazz and modern dance techniques.

Part 2 - Dance Solo

Applicant will perform a student prepared solo. This piece should be no less than one minute in length and no more than one and a half minutes. Applicant will bring their own music on a clearly labeled CD or on an electronic device.

Part 3 - Interview

The panel will execute a brief interview with each applicant after the performance of solo work.

Audition Attire:

Students should arrive in proper dance attire. Leotards and tights are preferred for female applicants. Male applicants should wear form fitting work out wear or jazz pants. Appropriate footwear is required- ballet slippers, jazz shoes and bare feet for modern. Hair should be pulled back and securely fastened. Please refrain from wearing jewelry or baggy clothes.

Students will be evaluated using the rubrics listed below

CFPA Dance Technique Rubric

Ballet

Superior

10-9

-Dancer shows a superior understanding of ballet technique and movement quality

-Dancer demonstrates proper alignment and carriage in all body facings and complex movement sequences

-Dancer picks up the choreography quickly and efficiently

-Dancer demonstrates movement with accuracy and confidence

Excellent

8-7

-Dancer shows a mature understanding of ballet technique and movement quality

-Dancer demonstrates proper alignment and carriage in most body facings and complex movement sequences

-Dancer picks up the choreography quickly with just 1-2 errors

-Dancer demonstrates movement with accuracy

Good

6-5

-Dancer shows a good understanding of ballet technique and movement quality

-Dancer demonstrates proper alignment and carriage in most body facings but struggles with alignment in complex movement sequences

-Dancer demonstrates knowledge of choreography but can keep up with the group

-Dancer is able to demonstrate choreography but with 3-5 errors

Fair

4-3

-Dancer shows basic understanding of ballet technique and movement quality

-Dancer shows minimal understanding and ability to hold proper alignment but struggles with consistency

-Dancer demonstrates some knowledge of choreography but unsure of some movement, causing hesitation or pause in performance

-Makes several errors

Poor

2-1

-Dancer does not perform with understanding of ballet technique and movement quality

-Dancer is unable to hold proper alignment in body facings and complex movement sequences

-Dancer is unsure of all movement and must watch others to get through the combinations

-Cannot make it through the combinations

Modern

Superior

10-9

-Dancer shows a superior understanding of modern technique and movement quality

-Dancer demonstrates superior understanding of weight shift and torso mobility

-Dancer picks up the choreography quickly and efficiently

-Dancer demonstrates movement with accuracy and confidence

Excellent

8-7

-Dancer shows a mature understanding of modern technique and movement quality

-Dancer demonstrates strong understanding of weight shift and torso mobility

-Dancer picks up the choreography quickly with just 1-2 errors

-Dancer demonstrates movement with accuracy

Good

6-5

-Dancer shows a good understanding of modern technique and movement quality

-Dancer demonstrates strong understanding of weight shift but struggles with torso mobility

-Dancer demonstrates knowledge of choreography but can keep up with the group

-Dancer is able to demonstrate choreography but with 3-5 errors

Fair

4-3

-Dancer shows a good understanding of modern technique and movement quality

-Dancer demonstrates basic understanding of weight shift but struggles with torso mobility

-Dancer demonstrates knowledge of choreography but can keep up with the group

-Dancer is able to demonstrate choreography but with 3-5 errors

Poor

2-1

-Dancer does not perform with understanding of modern technique and movement quality

-Dancer is unable to execute proper weight shift and torso mobility

-Dancer is unsure of all movement and must watch others to get through the combinations

-Cannot make it through the combinations

Jazz

Superior

10-9

-Dancer shows a superior understanding of jazz technique and movement quality

-Dancer demonstrates superior understanding of body isolations

-Dancers can adapt to the style being presented in the choreography

-Dancer picks up the choreography quickly and efficiently

-Dancer demonstrates movement with accuracy and confidence

Excellent

8-7

-Dancer shows a mature understanding of jazz technique and movement quality

-Dancer demonstrates strong understanding of body isolations

-Dancers can adapt to the style being presented in the choreography

-Dancer picks up the choreography quickly with just 1-2 errors

-Dancer demonstrates movement with accuracy

Good

6-5

-Dancer shows a good understanding of jazz technique and movement quality

-Dancer demonstrates understanding of body isolations

-Dancers struggle to adapt to the style being presented in the choreography

-Dancer demonstrates knowledge of choreography but can keep up with the group

-Dancer is able to demonstrate choreography but with 3-5 errors

Fair

4-3

-Dancer shows minimal understanding of jazz technique and movement quality

-Dancer is unable to demonstrate body isolations

-Dancer shows difficulty in adapting to the style being presented in the choreography

-Dancer is unsure of some movement combinations and must watch others to get through the combinations

-Dancer makes sevral errors in combination

Poor

2-1

-Dancer does not perform with understanding of jazz technique and movement quality

-Dancer is unable to demonstrate body isolations

-Dancer cannot adapt to the style being presented in the choreography

-Dancer is unsure of all movement and must watch others to get through the combinations

-Cannot make it through the combinations

CFPA Dance Choreography Rubric

Composition & Structure

Superior

10-9

-Dancer shows a superior understanding of personal strengths presented in choreography

-Dancer shows superior understanding of space and design

-Dancer properly executes a range of movement qualities

Excellent

8-7

-Dancer shows understanding of personal strengths presented in choreography

-Dancer shows understanding of space and design

-Dancer properly executes a range of movement qualities

Good

6-5

-Dancer highlights only a few of their personal strengths presented in choreography

-Dancer shows a basic understanding of space and design

-Dancer investigates only one movement quality throughout

Fair

4-3

-Dancer does not showcase their abilities within choreography

-Dancer shows minimal understanding of space and design

-Choreography does not change movement qualities at all

Poor

2-1

-Choreography does not compliment the dancer’s abilities

-Spacing and design is not well thought out

-Choreography does not change movement qualities at all

Musical Interpretation

Superior

10-9

-Dancer shows superior understanding of musical structure and phrasing

-Tempo and rhythms are clear and complex throughout

-Dancer movement is heavily motivated by the music

Excellent

8-7

-Dancer shows understanding of musical structure and phrasing

-Tempo and rhythms are clear throughout

-Dancer movement is motivated by the music

Good

6-5

-Dancer shows basic understanding of musical structure and phrasing

-Tempo and rhythms are mostly clear throughout the dance and dancer gets off beat only once

-Dancer movement is motivated by the music

Fair

4-3

-Dancer shows minimal understanding of musical structure and phrasing

-Tempo and rhythms are inconsistent throughout the dance

-Dancer gets off beat 2-3 times

-It is unclear if dancer movement is motivated by the music

Poor

2-1

-Dancer struggles with understanding musical structure and phrasing

-Tempo and rhythms are inconsistent throughout the dance

-Dancer gets off beat 4-5 times

-No correlation between music and movement

Stage Presence
Self Expression

Superior

10-9

-Shows superior ability to present the work with confidence and poise

-Clear understanding of performance strengths

-Dancer’s movement is technically challenging, expressive, imaginative, and communicative

Excellent

8-7

-Shows strong ability to present the work with confidence and poise

-Clear understanding of performance strengths

-Dancer’s movement is advanced, expressive, imaginative, and communicative

Good

6-5

-Dancer is able to present the work with poise

-Clear understanding of performance strengths

-Dancer’s movement is adequately expressive, imaginative, and communicative

Fair

4-3

-Dancer struggles with presenting the work with confidence and poise but makes it through the piece

-Does not demonstrate a clear understanding of performance strengths

-Dancer’s movement lacks in artistry and self-expression

Poor

2-1

-Dancer struggles with presenting the work with confidence and poise and cannot make it through the dance

-Does not demonstrate a clear understanding of performance strengths

-Dancer’s movement lacks in difficulty artistry and selfexpression

CFPA Dance Professionalism Rubric

Interview

Superior

10-9

-Dancer shows superior knowledge of their craft

-Dancer speaks eloquently and confidently

-Dancer speaks with a clear passion for their art

Excellent

8-7

-Dancer shows strong knowledge of their craft

-Dancer answers questions fully

-Dancer speaks with a clear passion for their art

Good

6-5

-Dancer shows basic knowledge of their craft

-Dancer answers questions but is brief in their response

-Dancer shows passion for their art

Fair

4-3

-Dancer struggles with discussing their art

-Dancer answers all questions but is brief in their response

-Dancer does not consistently show passion in their responses

Poor

2-1

-Dancer struggles with discussing their art

-Dancer cannot answer questions asked

-Dancer does not seem passionate about their art

Personal Conduct

Superior

10-9

-Dancer wears professional and appropriate dance attire throughout the audition

-Dancer is pleasant, engaged, and acts as a leader throughout the audition process

-Student is exceedingly prepared for the audition

Excellent

8-7

-Dancer wears appropriate dance attire throughout the audition

-Dancer is pleasant and engaged throughout the audition process

-Student is prepared for the audition

Good

6-5

-Dancer wears appropriate dance attire throughout the audition

-Dancer is pleasant and engaged throughout most of the audition process

-Student performed well but could have prepared more to reach highest potential

Fair

4-3

-Dancer audition attire does not show their professionalism

-Dancer lost focus at certain points in the audition process

-Student would benefit from more preparation

Poor

2-1

-Dancer audition attire is inappropriate

-Dancer was not focused or attentive during the audition process

-Student did not come prepared

Music Technology

CFPA Music Technology is a four-year program where students learn to write, produce, and perform original music using industry-standard technology. In addition to regular coursework in music classes, students collaborate as producers, performers, and audio engineers. Seniors prepare for college or career paths by building a comprehensive portfolio of musical content. Alumni are signed artists, college music majors, and lifelong musicians.

CFPA Music Technology Audition Requirements

Audition day will be held on January 14, 2023 with a snow date of January 21, 2023.

Before Audition Day

    1. Create and submit original music
        1. Create an original piece of music of at least 30 seconds in length. It may be produced using any program such as
          • notation software (Finale, Sibelius, Noteflight, etc.)
          • digital audio workstation (GarageBand, ProTools, FL Studio, etc.)
          • any other digital audio recorder (voice recording apps)
        2. Submit PDF and/or audio file/s to audition.colganmusictech.org
          • Project files (.mus, .musx, .band, .logicx, .mid, etc.) are not accepted

      All files must be submitted via the link above before entering Colgan High School on audition day. ***Please make sure the settings on your file allow anyone with the link to view the file.

On Audition Day

  1. Perform
    1. approximately one minute of music that best showcases your abilities. Audition on a band or orchestra instrument, voice, or piano. Examples of what you could perform include
      • an original song, playing and singing
      • solo piece on your band or orchestra instrument, voice, or piano
      • a piece you wrote for your instrument
    2. Sight-read a short piece of music on your band or orchestra instrument, voice, or piano

Other Information

  • The following equipment will be available for students to use during their audition (if in person auditions are held)
    • grand piano
    • guitar and bass amplifiers (for students accompanying their own voice)
    • xylophone
    • snare drum
  • Performances will be evaulated based on criteria that match the student's ensemble. For example, a student playing flute would be evaluated using the band audition rubric; a studnt singing would be evaluated using the chorus audition rubric. To see a detailed breakdown of how all rubrices are calibrated equally, see the Music Technology Scoring Worksheet on the CFPA website.

Original Music Rubric

CFPA Music Technology Audition

Piece Creates Aesthetic Appeal

1

Does not present an effective general impression. Musical ideas are mostly incoherent.

2

Includes at least one interesting musical idea. Yet, the overall impression is not effective

3

Includes some interesting musical ideas. The general impression is moderately effective and convincing.

4

Strong aesthetic appeal and general impression. Includes convincing and compelling ideas

The Piece is Creative

1

Musical idea is familiar. No variety or exploration of musical elements (range, timbre, dynamics, tempo, rhythm, melody)

2

Musica idea is neither familiar. However, there is no development, variety, or exploration of musical elements

3

Involves some original aspect(s) or manipulation(s) of musical idea(s). Explores and varies at least one musical element

4

Includes very original, unusual or imaginative musical ideas. Explores and varies at least two musical elements

The piece creates Convincing Artistry

1

Gives no sense of a completed musical idea. Exhibits no clear beginning, middle, or end section. Form appears random rather than organized. Musical elements (range, timbre, dynamics, tempo, rhythm, melody) do not connect well or are not used to organize musical ideas or the form

2

Presents one complete musical idea. However, lacks overall completeness. Fails to use musical elementas to organize musical ideas or form

3

Ending feels final. Uses at least one musical element to organize the musical ideas and overall form

4

Present at least one complete musical idea. Has a coherent and organized form with a clear beginning, middle, and end. Uses musical elements to organize ideas or form

Orchestra

The Orchestra Music Concentration is a four-year program designed to prepare students for collegiate music study and the discipline and attitude expected of the professional musician. Students will focus on areas of musicianship, music theory and history, keyboard knowledge and solo and chamber ensemble performance. Three levels of string ensembles and concert bands are available to provide students with ample opportunity for real life performance experience. Private instruction, while not required, is highly recommended.

The orchestra audition will be held on January 7, 2023, the snow date will be January 21, 2023

Orchestra Audition Requirements

(Violin, Viola, Cello, and Bass)

  1. Perform the following scales in at least two octaves (Bass players only need to play one octave). Tempo should be Quarter Note = 96-120 bmp. Scales should be memorized.
    1. MAJOR - C, G, D, A
    2. Melodic or Harmonic Minor - a, e, b, d
  2. Perform one short (2 minute or less) prepared piece that best represents the student’s current skill level and musicianship. Partial selection of a longer piece is suitable.
    • Music does not need to be memorized but must be well-prepared
    • Students may use a piano accompanist
    • The student must provide a copy of the music performed in the audition as part of the application
  3. Perform a sight-reading selection for the judges. Music will be provided at the audition

Harp Audition Requirements

  1. Interview. Be prepared to answer questions regarding your
    1. background with harp performance and private lesson experience
    2. specific interests in our program
    3. current musical skills
  2. Audition
    1. Perform one prepared piece of music that best represents your current skill level
    2. Provide a printed copy of each selection for the panel

Students will be evaluated using the following rubrics

Prepared Piece:

Tone

Superior

30-25

Consistent characteristic, focused, full, rich, controlled sound in all ranges and registers

Excellent

24-19

Frequently displays characteristic, focused, full, rich, controlled sound in most ranges and registers.

Good

18-13

Occasionally displays characteristic, focused, full, rich, controlled sound in most ranges and registers

Fair

12-7

Elements of proper tone production are seldom evident

Poor

6-1

Proper tone production is not present.

Intonation

Superior

20-17

Pitches are correct, well centered. No adjustments are needed

Excellent

16-13

Pitches are frequently correct and adjustments are made quickly

Good

12-9

Inconsistent note accuracy.  Little adjustment made

Fair

8-5

Numerous inaccuracies in intonation

Poor

4-1

Undeveloped concept of intonation or pitch awareness

Note Accuracy

Superior

10-9

Consistently performs all notes accurately

Excellent

8-7

Frequently performs notes accurately

Good

6-5

Occasionally performs notes accurately

Fair

4-3

Does not perform notes accurately

Poor

2-1

Does not demonstrate understanding of the notes

Musicianship

Superior

10-9

Demonstrates consistent understanding and use of phrasing and dynamics, as it relates to style and musicianship

Excellent

8-7

Demonstrates frequent use of phrasing and dynamics, as it relates to style and musicianship

Good

6-5

Demonstrates occasional use of phrasing and dynamics, as it relates to style and musicianship

Fair

4-3

Rarely demonstrates use of phrasing and dynamics, as it relates to style and musicianship

Poor

2-1

Does not demonstrate understanding of phrasing and dynamics, as it relates to style and musicianship

Bowings

Superior

10-9

Consistently performs each section with appropriate and designated bowings

Excellent

8-7

Frequently performs sections with appropriate and designated bowings

Good

6-5

Occasionally performs sections with appropriate and designated bowings

Fair

4-3

Rarely performs sections with appropriate and designated bowings

Poor

2-1

Does not perform sections with appropriate and designated bowings

Rhythm

Superior

10-9

Consistently performs all rhythms accurately

Excellent

8-7

Frequently performs rhythms accurately

Good

6-5

Occasionally performs rhythms accurately

Fair

4-3

Does not perform rhythms accurately

Poor

2-1

Does not demonstrate understanding of rhythms

Tempo

Superior

10-9

Consistently maintains accurate and designated tempo

Excellent

8-7

Frequently maintains accurate and designated tempo

Good

6-5

Occasionally maintains accurate and designated tempo

Fair

4-3

Rarely maintains accurate and designated tempo

Poor

2-1

Does not demonstrate understanding of steady tempo

Scales:

Tone

Superior

30-25

Consistent characteristic, focused, full, rich, controlled sound in all ranges and registers

Excellent

24-19

Frequently displays characteristic, focused, full, rich, controlled sound in most ranges and registers

Good

18-13

Occasionally displays characteristic, focused, full, rich, controlled sound in most ranges and registers

Fair

12-7

Elements of proper tone production are seldom evident

Poor

6-1

Proper tone production is not present

Intonation

Superior

20-17

Pitches are correct, well centered. No adjustments are needed

Excellent

16-13

Pitches are frequently correct and adjustments are made quickly

Good

12-9

Inconsistent note accuracy. Little adjustment made

Fair

8-5

Numerous inaccuracies in intonation

Poor

4-1

Undeveloped concept of intonation or pitch awareness

Piano

The piano concentration is a four-year program for students seeking a comprehensive music education through piano classes, performances, masterclasses, music electives, and other studio activities

Audition Day Requirements - The piano auditions will be held on January 14, 2023 with a snow date of January 21, 2023.

  1. Interview: Be prepared to answer questions regarding your background with piano performance and private lesson experience, specific interests in our program and your current musical skills
  2. Audition:
    1. Perform two prepared pieces of contrasting styles that best represent your current skill level
    2. Please provide a printed copy of each selection for the panel
    3. Perform the following scales at least two octaves:  C,G,D,A,E,B and F major.
      1. Scales should be performed hands together
      2. Scales should be performed in eighth notes at 120 bpm
      3. Scales should be memorized
    4. Perform a sight-reading selection for the judges. Music will be provided at the audition

Piano Audition Rubric

Students auditioning for piano will be evaluated for their execution, interpretation, and flexibility on four categories

  • Prepared Piece #1
  • Prepared Piece #2
  • Sight-Reading
  • Scales

Students will be evaluated on the four categories using the following rubric

Execution

5

The student plays all notes and rhythms with logical fingerings and steady or appropriate tempi

4

The student plays with few errors in fingering, notes, rhythm, and tempo.

3

The student plays with numerous errors in fingering, notes, and inappropriately fluctuating tempo

2

The student plays with many errors in fingering, notes, rhythm, and stops and starts

1

The student rarely plays notes and rhythm with appropriate fingers and often starts and stops

Interpretation

5

The student exhibits an exemplary level of musical expression

4

The student exhibits a high level of musical expression with some inconsistencies

3

The student performs with a moderate level of musical expression

2

The student performs with an unconvincing level of musical expression

1

The student does not perform with any sense of musical expression

Flexibility

5

The student consistently plays with physical flexibility and well-placed fingers

4

The student plays mostly with physical flexibility and well-placed finger

3

The student plays with stiffness and inappropriate finger placement

2

The student plays with stiffness and inappropriate finger placement

1

The student’s physicality is inflexible and not conducive to playing

Theatre

The Theatre Concentration Area is a four-year program designed to provide both technical theatre and performance opportunities. Students will focus on all areas of theatre including acting in various styles and genres, musical theatre, theatre history, directing, and the business of theatre. All students will explore elements of technical theatre, while students with a defined interest in production work will have the opportunity to focus on stage management, make-up and the design areas of sets, costumes, lights, and sound. Seniors will complete a Senior Exit Project in their chosen focus area.

The theatre auditions will be held on January 7, 2023 with a snow date of January 21, 2023.

Theatre Audition Requirements

The applicant will perform two prepared, memorized monologues from published plays that are contrasting in nature. All students should dress comfortably in non-restrictive clothing.

Monologue Performances:

  • The monologues should be selected to show range and contrast. Contrast can be shown by classical (non- Shakespeare)/contemporary, urban/rural, serious/comedic, etc.)
  • Students should be familiar with the play from which the monologue is selected
  • Do not perform with an accent. Do not use costumes or props. A chair will be provided
  • Material should be appropriate for the applicant’s age and experience
  • Students should strive to find work that is unique and representative of who they are as a performer. Students should avoid overdone monologues by playwrights such as D.M. Larson, Kelly Powell, and Alan Haehnel

Improv Audition

  • Following the monologue auditions, all students in their time group will participate in a brief improv audition. There will be a series of games played with all the auditionees

Students will be evaluated using the following rubrics

Monologue:

Memorization Formative

Expert

6 or 5

A 6 meets the requirements of a 5 and displays a natural command of the language.

A 5 meets all the requirements of a 4, and line delivery is confident.

Apprentice

4

-Monologue lacks fluidity

-Fully memorized

-Actor is sure of the structure of the monologue

Apprentice

3

-Monologue lacks fluidity

-1-2 lines unmemorized/stumble on

-Actor is unsure of the structure/order of the monologue

Novice

2

-Monologue is choppy, 3-7 lines that are forgotten

-Lacks in confidence

Novice

1

-No evidence of the monologue being memorized

-Unable to get through the monologue without prompting

Focus and Character Summative

Expert

6 or 5

A 6 meets all the requirements of a 5 but the character choices are inspired and unexpected.

A 5 meets all the requirements of a 4 and the focal point is consistent and character choices are strong.

Apprentice

4

-Actor is not distracted by audience reactions

-Character choices support the tone of the play

-A specific scene partner/focal point is clear

Apprentice

3

-Character choices are apparent but lacking in strength

-Actor is aware of the beats of the scene

-Actor remains in character

Novice

2

-Actor does not create a scene partner to deliver the monologue

-Actor breaks character

-Limited or inconsistent character choices

Novice

1

-Actor is unable to stay in the scene

Physical Performance Summative

Expert

6 or 5

A 6 meets all the requirements of a 5 and the actor’s physical performance has a natural quality

A 5 meets all the requirements of a 4 and the actor’s is comfortable in their physical performance

Apprentice

4

-Blocking choices are used in the advancement of the story

-Actor commits full body to the creation of the character

-No extraneous movements

Apprentice

3

-Actor uses body to create performance

-Blocking may muddle the storytelling

-1 Extraneous or distracting movements

Novice

2

-Physical choices are not used to help convey the meaning of the story

-2-3 extraneous or distracting movements

Novice

1

-Actor’s actions are inflexible/uncomfortable in performance

-Does not display intentional physical choices or may not move at all

-4+ extraneous or distracting movements

Vocal Performance Summative

Expert

6 or 5

A 6 meets all the requirements of a 5 and the various vocal choices elevate the emotional meaning of the monologue

A 5 meets all the requirements of 4 and the monologue is always heard and understood

Apprentice

4

-100% of the monologue is clearly heard

-The monologue is clearly understood

-Vocal variety has a few moments where the emotional meaning is muddied

Apprentice

3

-80% to 90% of the monologue is audible and understood

-Vocal variety is used, but meaning has a few moments of being unclear

Novice

2

-Physical choices are not used to help convey the meaning of the story

-2-3 extraneous or distracting movements

Novice

1

-Actor’s actions are inflexible/uncomfortable in performance

-Does not display intentional physical choices or may not move at all

-4+ extraneous or distracting movements

Emotion & Gesture Formative

Expert

6 or 5

A 6 meets all the requirements of a 5 and engages the audience through their use of emotion

A 5 meets all the requirements of a 4 and displays a wide variety of choices for emotion and gestures

Apprentice

4

-Actor effectively uses emotion to convey meaning (as defined by the text)

-Gestures and intended emotional response match

-There is variety in the choices for emotion and gestures

-An appropriate range of emotion shown

Apprentice

3

-Actor uses emotion to convey meaning (as defined by the text), but the application varies from the intended effect one time

-Gestures and emotion work together to craft the scenario as a whole

-Less variety in choices of gestures and emotion

Novice

2

-Actor attempts to use emotion to convey meaning (as defined by the text), but the application varies from the intended effect 2-3 times

-Little variety is used

-Gesture and emotion chosen distract from the clarity of the monologue

Novice

1

-Little connection between performance and textual analysis

-Monologue objectives and beats are unclear due to chosen emotion and gestures

Process & Analysis Summative

Expert

6 or 5

A 6 meets all the requirements of a 5 and includes a sophisticated planning and analysis of choices and meaning

A 5 meets all the requirements of a 4 and goes in depth on choices

Apprentice

4

-Actor’s analysis demonstrates an understanding of the connection between physical, vocal, and emotional choices and the meaning of the piece as a whole

-Actor’s analysis matches the performance

-All choices are explained

Apprentice

3

-Actor’s analysis demonstrates an understanding of the connection between physical, vocal, and emotional choices and the meaning of the piece as a whole

-Analysis and performance mostly match

-Choices are explained, but lack some detail

Novice

2

-Analysis lacks understanding between choices and meaning

-Analysis and performance mostly match

-Choices are not detailed

Novice

1

-Missing analysis or analysis is incomplete

Tempo & Rhythm Formative

Expert

6 or 5

A 6 meets all the requirements of a 5 and includes unexpected and sophisticated choices

A 5 meets all the requirements of a 4 and support the physical, vocal, and emotional choices present in the performance

Apprentice

4

-Tempo and rhythm are effective and logical to the analysis of the play

-There is a clearly built shape to the monologue to the performance

Apprentice

3

-Tempo and rhythm are appropriate for the performance as shown through the analysis

-Minor changes in rhythm that do not connect to the performance

-The monologue does not have a logical build as shown through the analysis

Novice

2

-Disjointed changes

-Swift changes in rhythm and tempo that do not connect to the intention of the performance as shown through the analysis

-There is no build

Novice

1

-Tempo is either so fast or so slow as to distract from the performance

Visual Arts

The Visual Arts Concentration area is a four-year program designed to train and expose students to all facets of the fine arts.

In addition to the required fine arts courses: CFPA Art I, CFPA Art II and Art Portfolio Prep, students will explore media studies in two and three dimensional design in painting/printmaking, sculpture/ceramics, photography or computer art. Students seeking rigorous advanced levels of production are encouraged to study one of the three A.P Studio Art courses offered their senior year: A.P. Drawing, A.P. 2-D Design, or A.P. 3-D Design.

Students are expected to prepare and exhibit their artwork within the school and the extended community as well as participate in contrasting competitions offered throughout the year. Seniors are expected to prepare, assemble and present a personal exhibition that reflects breadth and depth in their artistic productions in a Senior Showcase.

Audition Components 2023-2024

Applicants will create a digital portfolio to include five components: portfolio, artist statements, sketchbook, observation drawing, and letter of intent.  This portfolio is due by January 7th, 2023 at 11:59pm. ***Please make sure the settings on your file allow anyone with the link to view the file.

    1. Portfolio (Click on the Portfolio Example button at the bottom of the page) :

      Create a digital portfolio with photographs of 7 original works of art. The digital portfolio should reflect a variety of subjects, media, and artistic processes with at least one work of art being three-dimensional. No anime or cartoons will be accepted. 2D subjects could include portraiture, figurative, landscape, interior/exterior spaces, still life, observational vs. Imaginative. Processes could include drawing, painting, printmaking, collage, mixed media, ceramics, sculpture.

      • 2D Media: graphite, pen/ink, charcoal, pastels/oil pastels, marker, watercolors, tempera, gouache, acrylics, oils, collage, mixed media
      • 3D Media: clay, wire, paper mache, altered book art, recycled materials, assemblage/found object sculpture, stone, metal (2 slides: front and side views)
    2. Artist Statements: Each artwork in portfolio must be accompanied by a written artist statement discussing the materials, artistic intent, and personal meaning.
    3. Sketchbook: Photograph 5 of your best sketchbook pages that cohesively demonstrate a variety of subjects as well as a variety of media and processes.
    4. Observation Drawing: Creatively arrange a still life including 5 objects from around the house to include a clear glass container with water such as a drinking glass, a metal object like a spoon or jewelry, a ceramic object like a plate, and 2 objects with personal meaning. The arrangement of these 5 objects should be on a solid-colored surface and background without distractions. Photograph the still life arrangement from the viewpoint drawn by the applicant and included in the slide presentation.  Create a drawing on a solid white piece of paper using pencils and erasers to capture the still life through observation. This full-page drawing should demonstrate accurate proportions, perspectives, and a full range of values. Applicants are expected to spend no more than 60 minutes creating their observation drawing.
    5. Letter of Intent: Type a formal letter of intent addressing their desire to be selected as part of the Visual Arts concentration as well as how they would like to grow as an artist. Discuss the applicant’s favorite media and a media they are looking forward to learning more about. This letter should be solely typed by the applicant in their own words including proper sentence structure, grammar, and spelling.

Colgan Fine Arts

Rubric for Visual Arts Audition Assessment 2022-2023

Portfolio 60 Points

Variety of media, processes and technical outcomes

5

5 or more variety evident in portfolio

4

4 contrasting types of media evident in portfolio

3

3 contrasting types of media evident in portfolio

2

2 contrasting types of media evident in portfolio

1

Only one media evident in portfolio

Variety of subject matter with no more than one animated work of art

5

Extremely diverse, almost no repetition of same subject

4

Strong variety but some subjects repeated once

3

Some variety but one subject repeated 3 times

2

Lacking variety, only 2 subjects evident

1

No variety, all the same subject

3D Sculpture

  • Creativity
  • Craftsmanship
  • Depth of Form

5

Reflects an advanced use of 3D form with strong craftsmanship in a unique manner

4

Reflects above average use of 3D form with some improvements needed in either craftsmanship or creativity

3

Reflects average use of 3D form with improvements needed in both craftsmanship and creativity

2

Form is very flat with strong improvements needed in both craftsmanship and creativity

1

Work reflects little understanding of 3D form, craftsmanship nor creativity NOTE: “0” if not included in portfolio

Observation Drawing

  • Composition
  • Technical Drawing of Forms
  • Craftsmanship
  • Depth of Values
  • Attention to Detailing

5

Strong use of all 5 areas of observation drawing

4

Strong use of most areas of observation drawing but one area needs improvement

3

Good use of most areas of observation drawing but two areas needing improvement

2

More areas need improving than are strong

1

All areas need improving
NOTE: “0” if not included in portfolio

Overall Creativity

  • Contrasting Perspectives
  • Variety of Styles
  • Unique Interpretations
  • Unique use of Media

5

All works of art in portfolio are creative with unique perspectives

4

2 works of art in body of 7/8 pieces need to be more creative

3

3 works of art in body of 7/8 pieces need to be more creative

2

Half of the portfolio needs creative improvements

1

Majority of portfolio needs creative improvements

Overall Technical Merit

  • Consisting Control
  • Values follows contours
  • Wide range of values
  • Color blending
  • Surface detailing

5

Technical merit reflects consistent advanced outcomes in all works of art

4

Technical merit reflects above average outcomes with improvements needed in one area

3

Technical merit is good but improvements needed in 2 areas

2

Technical merit is weak needing improvement in 3 or 4 areas

1

Technical merit is very weak throughout portfolio

Sketchbook 10 Points

Variety of Subjects

5

A wide variety of subjects reflected along with contrasting points of view

4

Minimal repetition of subjects but could use more variety of viewpoints

3

More than one subject repeated, same points of view

2

Too many of the same subject with minimal variety

1

Only one subject throughout sketchbook

Variety of Media/processes with evidence of experimentation of techniques

5

A wide variety of media and processes along with in depth experimentation

4

Variety of media but lacking variety of techniques

3

More variety needed in media along with variety of techniques

2

Minimal variety of media and techniques

1

Work is always done in the same media and techniques

Vocal Music

The Vocal Music Concentration is a four-year program designed to allow intensive development in the areas of vocal production, choral music theory, piano, music history and musical theatre. Whenever possible, vocal students will be given opportunities for access to and interaction with professional performers. Vocal students will have opportunities for solo and ensemble performances beyond the normal choir class standards.

CFPA Voice Audition Requirements 2022-24

Auditions will be held Saturday January 14, 2023 with a snow date of January 21, 2023.

Ms. Staley, CFPA Voice Director

    1. Vocally perform How Can I Keep from Singing, mp3 files are found on Soundcloud. Choose the voice part that is best for you.
    2. Vocally perform 16-32 measures of song of your choice. This can be a musical theatre song, folk song, art song, R&B, etc. Please make sure the choice best shows off YOUR voice and demonstrates what you bring vocally to the CFPA department.

Please note: Students must be prepared to sing both prepared pieces from memory and must sing with piano accompaniment. We will have a piano accompanist for auditions in January. You may also provide your own accompanist to play for your audition. Students can sing along with a recording (many are found on Youtube, or choose to have a live accompanist play with them.

Please clearly indicate the measure numbers of your second song in the sheet music.

  1. Sing an 8-measure sight singing exercise, Do-Ti, mostly steps with skips between Do-Mi-Sol (They will hear the tonality & starting pitch, have 30 seconds to practice, then hear tonality and starting pitch before singing the exercise for a score.)
  2. Students should be prepared to respond to this question: “How would participating in the Colgan CFPA Voice Program impact you as a musician and as a person?”

Voice Audition Scoring Rubric

Vocal Quality

Healthy Tone

Focus

Breath Management

17-20

Proper tone production in all ranges and dynamic levels

13-16

Proper tone production in most ranges and dynamic levels

8-12

Tone production is inconsistent across ranges and dynamic levels

4-7

Elements of proper tone production are seldom present

1-3

Proper tone production is not evident

Intonation

Note Accuracy

Intonation

17-20

Pitches are correct and well centered

13-16

Pitches are correct but not always centered

8-12

Inconsistent note accuracy and intonation

4-7

Numerous inaccuracies in notes and intonation

1-3

Undeveloped intonation and incorrect pitches

Rhythmic Accuracy

Tempo

Precision

17-20

Rhythms are correct. Tempo is maintained in a musical manner

13-16

Almost all rhythms are correct. One or two errors. Tempo is maintained

8-12

Inconsistent rhythm accuracy. Tempo deviates from metrenome marking

4-7

Numerous inaccuracies in rhythm. Tempo widely varies from metronome marking

1-3

Incorrect rhythm throughout piece. Tempo widely varies from metrenome marking

Interpretation

Phrasing

Dynamics

Style

17-20

Outstanding artistic phrasing, dynamics and style vowel placement

13-16

Consistent use of appropriate phrasing dynamics and style vowel placement

8-12

Inconsistent application of elements of diction and vowel placement

4-7

Minimal application of the elements of diction. Poor vowel placement

1-3

Undeveloped expressive elements placement

Diction

Vowels

Consonants

10 or 9

Expressive use of the elements of diction with excellent vowel placement

8 or 7

Consistent use of elements of diction. Minor problems in vowel placement

6 or 5

Inconsistent application of the elements of diction and vowel placement

4 or 3

Minimal application of elements of diction. Poor vowel placement.

2 or 1

Undeveloped diction and very poor vowel placement

Sight Reading

Rhythm, Pitches, Tempo

Tonic Accuracy

10 or 9

Pitches and rhythms are correct. Tempo is steady. Tonic stays as pitched.

8 or 7

Tonic is mostly steady. Pitches and rhythmms are mostly accurate.

6 or 5

Inconsistent rhythms and pitches. Tempo changes or too slow.

4 or 3

Over half of pitches are incorrect. Over half rhythms are incorrect. Inconsistent tempo.

2 or 1

Numerous incorrect pitches and rhythms. Lost tonic