The TRADES Rubric Curriculum Guide.

This “rubric” delineates 5 steps from beginner to mastery of the 6 most important musical elements that a performer must learn. I use
this sequence as a curriculum guide for my ensembles and individual students so that wherever they are in their learning, they have
a clear path to reach their musical goals.

Inspiration Phase Beginner Intermediate Advanced Mastery

(Build, Create, (Comprehends, (Analyze, apply, (formulate, (Create,
Design, Devise describes, argue, generate, reflect, hypothesize,
Reflect differentiates, sorts) compare/contrast, theorize) reflect, theorize)
criticize, explain
causes, relate,
justify)

Tone Students will sing Students recognize, Students apply Students can Musician
simple, enjoyable perform and prior learning to manipulate tone instinctively applies
songs that are compose with unfamiliar tonal color, intensity, and technique and
culturally relevant solfege from patterns as they quality for aesthetic knowledge of
to them in tune. familiar tonal develop effect. possible
Students can patterns. sight-reading skills. Characteristic modification to
accurately discern Students can They develop an quality tone is perform
between same, differentiate understanding of automatized, as is appropriately in any
higher, and lower between tonal colors and intonation. style.
pitches. characteristic tone intonation as they Musician will reflect
quality and deficient refine the tonal on their own
tone quality in a concepts learned performance and
variety of musical earlier. others to generate
applications. Characteristic tone further
on a chosen understanding and
instrument is development of the
becoming art form
automatized

Rhythm Simple rhythms will Students can label, Students can Students can Musicians address
 create ostinato identify and analyze and apply accurately interpret rhythm in the
patterns that work compose with rhythm reading very complex context of all other
with the songs they material from skills to more rhythms with elements of the
sing (can be familiar rhythm complex and appropriate agogic piece, including
vocalized or played patterns using unfamiliar rhythms. emphasis phrasing, balance,
on instruments). rhythmic solfege Students can Students reflect on intensity, and style.
Students will move and stick notation compare the the way rhythm
in a coordinated Rhythms can be rhythmic influences the style
manner with the performed with a differences of the music, and
rhythm and beat of steady pulse at a between musical how the style of
the music and range of tempi. styles (emphasis, music influences
relate the symmetry Rhythmic pulse is modifications, the interpretation of
to reiterated beats, internalized. complexity, etc) rhythm.
rhythm patterns The concept of
and phrases1 dividing beats via
subdivision is
automatized at all
tempi

1
​Bluestine, Eric. ​The Ways Children Learn Music: An Introduction and Practical Guide to Music Learning Theory​. Chicago, IL: GIA
Publications, 2000. 61. Print.
Articulation Students will sing Using rhythmic and Instrumentalists The 5 basic Musician uses
the words to songs melodic solfege, master the articulations are articulation fluently
clearly, may also students application of the 5 automatized, to express musical
use tongue demonstrate by basic types of students start ideas as in
twisters, rhythm using their mouths articulation making language.
syllables and articulators (Default, Agogic, modifications to the Articulation choices
(tongue, teeth, and Marcato, Staccato, basic articulations are made with
lips) to clearly Tenuto) by to better express a artistic intent.
enunciate music identifying the musical style or
accurately using beginning, middle expressive idea
rhythmic and and end of each
melodic solfege, as note
well as lyrics as Students respond
appropriate to written
articulation
markings
accurately

Dynamics Extreme dynamic Students can Students refine Students apply their Musicians use
ranges are identify, label, and their understanding understanding of dynamics fluently
employed for perform piano, of the dynamic modifying dynamics and with shades of
dramatic or forte, and “mezzo” range to include to phrases to add subtlety that bring
comedic effect in dynamic levels pianissimo through interest and out the meaning of
songs accurately fortissimo intensity. a musical phrase
dynamics.
Students respond
to ensemble
balance by
adjusting their own
performance

Expression Students will Students will Students will use Students reflect on Musicians interpret
demonstrate perform selected dynamics and the style of the the music based on
appropriate mood music by identifying articulation to music, and interpret a broad and deep
 by singing a variety and demonstrating express the the musical experience in music
of types of music expressive emotional intent of phrases as and life, to best
(game songs, elements the music. complete ideas with express the
lullabies, pop throughout (mood, Students will reflect increasingly composer’s
music, folk music contrast, form) on the composer's complex gradations intention.
etc.) intent through of sound.
markings on the Phrase and
music as well as articulation
their own markings are
experience listening interpreted in
to expressive context, and may
performances of be different from
similar styles. one musical phrase
to another, varying
by composer, time
period, and even
contrasting styles
within a single
work.

Style Students will be Students will be Students continue Students make Style is the driving
able to recognize able to mimic to broaden their stylistic judgements force behind all
and perform the different styles by experience of about their other judgements
differences using familiar listening to a range performance, made regarding
between different melodic and of musical styles manipulating tone, technique. As
types of music that rhythmic patterns and genre. rhythm, musicians progress
they have that have been They compare and articulations, to a mastery level,
experienced (pop labelled and contrast the ways dynamics, and a performer can
music, lullabies, identified as each genre uses expression as create completely
game songs, etc) belonging to those the other elements appropriate for the different sounds as
styles, and use the of music to define style implied by the appropriate for the
articulation, and differentiate phrase. music being
dynamic, and styles. Students are able performed.
 expressive Students will to combine styles
modifiers to perform with a and change their
enhance their characteristic technique to suit
performance of that sound for their the needs of the
style (singing gently instrument, while music.
for a lullaby, adding using appropriate
agogic accents for articulations,
a game song, etc) dynamics and
expressive
characteristics as
defined by the
style.

Example Methods Orff, Kodaly, Same as Home Helper for Advanced versions Studying music of
Dalcroze, MLT Seduction, also Band - Froseth of the Intermediate the world, other
Recorder Karate, Jump Right In: books - mostly masterful
MusicPlay Instrumental Series technique etudes. performers in as
K-8,Feieraband’s Standard of Solo repertoire many styles as
First Steps in Excellence Chamber Music possible.
Music/Conversation Essential Elements Studying scale and
al Solfege 2000 technique
Habits of a exercises, etudes,
Successful etc, and applying
Musician various styles (both
Traditions of appropriate and
Excellence inappropriate) for
Solo repertoire combination and
Chamber music practice purposes