Charleston County School of the Arts...In middle school, there is often more need for viola, cello and especially string bass. In high school there continues to be openings in violin,

DRAFT CAPTURING CURRENT PRACTICES--February 2019

Charleston County School District is required by federal and state laws, executive orders, rules and regulations not to discriminate on the basis of race, religion, color, disability, sex, age, national origin, immigrant status or English-speaking status, or marital status. The board commits the district to nondiscrimination in all its education and employment activities and in all its dealings with the community.

The success of the orchestras depends in part upon balanced numbers of violins, violas, cellos and basses. Students and parents must be aware that instrumentation needs are considered when accepting students. In middle school, there is often more need for viola, cello and especially string bass. In high school there continues to be openings in violin, viola and string bass. For this reason, students should let directors know if they are interested in switching to an instrument that the program needs.

Audition Expectations In their audition students will be asked to demonstrate their musical and performance ability on their instrument. We look closely at how well they hold and play the instrument with good technique, and we also look for good pitch accuracy, tone and articulation, and accurate rhythms at a musical tempo. Students demonstrate these skills by performing two scales, a solo and sight- ‐reading. The minimum requirements are listed below, however students who are able to play more challenging scales and solos are encouraged to do so, but only if they can play the harder repertoire well.

Scales should be played in tune with excellent hand position and tone using long, full bows, and at a consistent tempo at approximately quarter = 40. Solos should be performed in tune, with excellent hand position and tone at the correct musical tempo. To demonstrate their sight reading ability, students will be asked to look at a sight reading exercise for 30 seconds and then play it back on their instrument demonstrating correct pitch, rhythms and bowings.

Audition Requirements Students may play solos or scales that are more difficult than these minimum requirements.

● 6th Grade: A. Two one- ‐octave major scales. B. Any solo from Suzuki Book 1. ● 7th Grade: A. Two two- ‐octave major scales. B. Any solo from Suzuki Book 2.● 8th Grade: A. Two- ‐octave D and G melodic minor scales. B. Any solo from Suzuki Book 3.● 9th Grade: A. Two- ‐octave F and B melodic minor scales. B. Any solo from Suzuki Book 4.● 10th Grade: A. Three- ‐octave D and G melodic minor scales. B. Any solo from Suzuki Book 5.● 11th Grade: A. Three- ‐octave F and B melodic minor scales. B. Any solo from Suzuki Book 6.

Charleston County School of the ArtsADMISSIONS SCREENING PROCEDURES - String/Orchestra Entrance Audition (pg 1 of 3)

Program Expectations In the School of the Arts Orchestras, string majors learn the technical and musical skills they will need to be successful in a university level orchestra. This includes the study of classical technique—how we hold and manipulate the instrument to produce the desired sounds—as well as an understanding of rhythm, pitch, tone, articulation, style, dynamics, phrasing, and more. Students are also encouraged to create their own music and learn to use the correct terminology when listening to and discussing their own music and the performances of others.

SOA STRING/ORCHESTRA ENTRANCE AUDITIONS FOR 6TH- ‐12TH GRADE

Audition Requirements. Students are permitted play solos or scales that are more difficult than the minimum. ● 6th Grade: A. Two one- ‐octave major scales. B. Any solo from Suzuki Book 1. C. Sight Reading.● 7th Grade: A. Two two- ‐octave major scales. B. Any solo from Suzuki Book 2. C. Sight Reading.● 8th Grade: A. Two- ‐octave D and G melodic minor scales. B. Any solo from Suzuki Book 3. C. Sight Reading.● 9th Grade: A. Two- ‐octave F and B melodic minor scales. B. Any solo from Suzuki Book 4. C. Sight Reading.● 10th Grade: A. Three- ‐octave D and G melodic minor scales. B. Any solo from Suzuki Book 5. C. Sight Reading.● 11th Grade: A. Three- ‐octave F and B melodic minor scales. B. Any solo from Suzuki Book 6. C. Sight Reading.

Scale #1: _______________________________ Scale #2: ______________________________ 30 Points + 4 possible Bonus Points: +1 for each two- ‐octave scale; +2 for each 3 octave scale

Instrument and Hand Position 9- ‐10 No observable flaws. Arms/hands are correctly positioned and tension free. 7-8 Few observable flaws. Arms/hands are mostly correct and tension free. 5-6 Some observable flaws. Arms/hands are moderately correct and tension free. 3-4 Many observable flaws. Arms/hands have moderate tension and/or incorrect positions. 1-2 Many significant flaws. Arms/hands are very tense and/or in the incorrect positions.

Intonation and Note Accuracy 9- ‐10 All notes are correct and in tune. 7-8 Most notes are correct and in tune; minor fingertip adjustment is needed. 5-6 Some notes are out of tune or incorrect. Some fingertip adjustment is needed. 3-4 Many notes are out of tune or incorrect. Significant fingertip adjustment is needed. 1-2 Many notes are severely out of tune and incorrect. Key and notes are difficult to recognize.

Tone and Articulation 9- ‐10 All notes have a beautiful, characteristic tone. All bowings/articulations are all correct. 7-8 Most notes have a beautiful, characteristic tone. Most bowings/articulations are correct. 5-6 Many notes have a beautiful, characteristic tone. Many bowings/articulations are correct. 3-4 Some notes have a beautiful, characteristic tone. Some bowings/articulations are correct.1-2 Few notes have a beautiful, characteristic tone. Few bowings/articulations are correct.

Sight Reading: Out of 20 points possible.

Rhythm and Tempo 9- ‐10 Tempo is correct and consistent; no rhythm errors or rushing/dragging problems exist. 7-8 Tempo is mostly correct; few rhythm errors or rushing/dragging problems exist. 5- ‐6 Tempo is somewhat correct; some rhythm errors or rushing/dragging problems exist. 3- ‐4 Tempo is somewhat slow/fast; moderate rhythm errors or rushing/dragging problems exist0-2 Tempo is too slow or fast; significant rhythm error or rushing/dragging problem exist.

Intonation and Note Accuracy 9- ‐10 All notes are correct and in tune. 7-8 Most notes are correct and in tune; minor fingertip adjustment is needed. 5-6 Some notes are out of tune or incorrect. Some fingertip adjustment is needed. 3-4 Many notes are out of tune or incorrect. Much fingertip adjustment is needed. 1-2 Many notes are severely out of tune and incorrect. Key and notes are difficult to recognize.

Charleston County School of the ArtsSCREENING PROCEDURES and Rubric - String/Orchestra Entrance Audition, (pg 2 of 3)

Charleston County School of the ArtsSCREENING PROCEDURES and Rubric - String/Orchestra Entrance Audition, (pg 3 of 3)

Musical Solo

Points Possible (plus difficulty points). The Musical Selection is worth 50 points, plus bonus points if the excerpt is from the first half or last half of a Suzuki Method book. Solos

Book 1: First Half= +1 pt. Last Half=+2 pts. Book 3: First Half= +5 pts. Last Half=+6 pts. Book 5 any part = +9 pts.

Book 2: First Half= +3 pts. Last Half =+4 ptsBook 4: First Half= +7 pts. Last Half =+8 pts. Book 6 or Higher =10 points

Instrument and Hand Position 9- ‐10 No observable flaws. Arms/hands are correctly positioned and tension free. 7-8 Few observable flaws. Arms/hands are mostly correct and tension free. 5-6 Some observable flaws. Arms/hands are moderately correct and tension free. 3-4 Many observable flaws. Arms/hands have moderate tension and/or incorrect positions. 1-2 Many significant flaws. Arms/hands are very tense and/or in the incorrect positions.

Rhythm and Tempo 9- ‐10 Tempo is correct and consistent; no rhythm errors or rushing/dragging problems exist. 7-8 Tempo is mostly correct; few rhythm errors or rushing/dragging problems exist. 5-6 Tempo is somewhat correct; some rhythm errors or rushing/dragging problems exist. 3-4 Tempo is somewhat slow/fast; moderate rhythm errors or rushing/dragging problems exist. 1-2 Tempo is too slow or fast; significant rhythm error or rushing/dragging problem exist.

Intonation and Note Accuracy 9- ‐10 All notes are correct and in tune. 7-8 Most notes are correct and in tune; minor fingertip adjustment is needed. 5-6 Some notes are out of tune or incorrect. Some fingertip adjustment is needed. 3-4 Many notes are out of tune or incorrect. Much fingertip adjustment is needed. 1-2 Many notes are severely out of tune and incorrect. Key and notes are difficult to recognize.

Tone and Articulation 9- ‐10 All notes have a beautiful, characteristic tone. All bowings/articulations are all correct. 7-8 Most notes have a beautiful, characteristic tone. Most bowings/articulations are correct. 5-6 Many notes have a beautiful, characteristic tone. Many bowings/articulations are correct. 3-4 Some notes have a beautiful, characteristic tone. Some bowings/articulations are correct. 1-2 Few notes have a beautiful, characteristic tone. Few bowings/articulations are correct.

Musicianship for Beginners and Grade 6 10 All music has musical style and expressively convincing dynamic phrasing and shape. 9 Most music has musical style and expressively convincing dynamic phrasing and shape. 8 Some music has musical style and expressively convincing dynamic phrasing and shape. 7 Not much music has musical style or expressively convincing dynamic phrasing and shape.6 Music has little or no style and expressively convincing dynamic phrasing and shape.

Musicianship for Grades 7- ‐12 9- ‐10 All music has musical style and expressively convincing dynamic phrasing and shape. 7-8 Most music has musical style and expressively convincing dynamic phrasing and shape. 5-6 Some music has musical style and expressively convincing dynamic phrasing and shape. 3-4 Not much music has musical style or expressively convincing dynamic phrasing and shape. 1-2 Music has little or no style and expressively convincing dynamic phrasing and shape.



Program Expectations The School of the Arts Theatre Program focuses on actor training as well as developing a performer who has the skills to create theatrical stories. It prepares students to be very ready to participate in any theatre training program around the country at the university level and as well as giving them skills in their SOA theatre major training that are very applicable and useful to any field they wish to study or work in, in the future.

To achieve these goals a multitude of content areas is explored in the curriculum such as: acting techniques, auditioning, singing, speech, stage combat, yoga, physical conditioning, movement, musical theatre, Shakespeare, rehearsal techniques, design, singing, script and scene analysis, play production, improv comedy, masks, clowning, solo shows, time management, theatre history, psychology, outreach, beginning technical theater skills, playwriting, directing, ensemble building and individual self- ‐sufficiency.

Students with a desire to work productively and supportively in both small and large group settings do well in the Theatre Program. In addition, theatre students should have good self discipline and self directed classroom behavior along with an affinity for language, the wonderment of the human condition, stories and good understand of the meaning of teamwork.

The Theatre curriculum offers an environment of a constant focus on creative and problem solving skills which help our students learn who they are and who they can become. As a result they learn to accept and deal with their lifelong process of learning more effectively than students who have not studied in the CCSOA Theatre Department. Hence, it is our aim that graduates take with them not hopes of “stardom” but rather, usable high level skills, resulting from the experience of elevated standards in creativity, intellect, work ethic and collaboration.

Audition Expectations The audition will look closely at the following acting and performance skill sets- ‐ creativity, stage energy, vocal abilities (projection, flexibility in tone sound & register, articulation), physical abilities (whole body/face involvement with ability to change and quality of movement execution), courage & believability (ability & willingness to totally give over to the theatrical situation with honesty & truthfulness) and taking directions (following quickly, correctly and effectively).

Audition Requirements In their audition students will be asked to demonstrate their acting skills through the performance of a prepared memorized monologue. This should show their ability to perform a character in a world of pretend as well as having acting moments in the performance where a human behavioral change happens. After this first section students will participate in a series of acting exercises where they will be asked to create imaginary situations on the spot and then take direction in the exercises. Then there may be a cold reading of an unfamiliar passage to be read aloud with expression. The audition will end with a quick question and answer section.

Charleston County School of the ArtsSCREENING PROCEDURE and RUBRIC - Theatre Entrance Audition, (pg 1 of 2)

THEATRE ENTRANCE AUDITIONS FOR 6TH- ‐12TH GRADE

Acting Exercises: Out of 40 Points

Vocal Abilities - ‐ Projection, flexibility in tone sound & register, articulation. 9- ‐10 Excellent resonance, placement, character voices and range present. Flexible risk taking. 7- ‐8 Ability to change voice along with good articulation and range. 5- ‐6 Voice is reflecting the moment and words, understandable. 3- ‐4 Some vocal energy but no sense of voice reflecting the theatrical moment. 1- ‐2 Mumbling, and hard to understand even with prompting. No vocal energy.

Physical Abilities - ‐ Whole body/face involvement with ability to change with quality. 9- ‐10 Excellent control of body. Character movements are present. Risk taking with range. 7- ‐8 Ability to change the body along with good sense of what to do with it. 5- ‐6 Body is reflecting the moment and physical energy is active and alive. 3- ‐4 Some physical energy but no sense of body reflecting the theatrical moment. 1- ‐2 Stiff body and dead involvement in the theatrical moment.

Courage/Believability - ‐ Ability & willingness to totally give over honestly to the pretend situation. 9- ‐10 Risk taker. Really embraces the theatrical moment called for in the story. Goes of it. 7- ‐8 No prompted needed is self sufficient in risk taking and playing pretend. 5- ‐6 Willingness to try different choices. 3- ‐4 Some sense of play when prompted but little reflection of the theatrical moment. 1- ‐2 No sense of play or willingness to try when prompted.

Taking Directions - ‐ Following quickly, correctly and effectively. 9- ‐10 Easily makes changes in a positive way. Develops on top what was given with improvements 7- ‐8 Takes suggestions given and responses effectively and quickly. 5- ‐6 Does what is asked of them, listens and shows an ability to change something. 3- ‐4 Slow to respond to directions and is not exact in following them. 1- ‐2 Cannot do what is asked of them in the audition.

Monologue: Out of 10 Points

Monologue - ‐ creativity, stage energy, use of body & voice 9- ‐10 Polished with honest motivation, clear character, moments and a clear sense of structure.7- ‐8 Clear and committed acting and character choices with motivation and a sense of structure.5- ‐6 Memorized. Motivation seen along with the beginnings of structure. 3- ‐4 Sort of memorized and some sense of pretend world with some energy in the delivery 1- ‐2 Not memorized. No sense of pretend. No energy.

Charleston County School of the ArtsSCREENING PROCEDURE and RUBRIC - Theatre Entrance Audition, (pg 2 of 2)



Program Expectations The Dance Major is designed to prepare the students to be successful in dance at a University, College, or in a professional dance company. Students learn the same skills that most undergraduate dance programs and professional dance companies want to see in their dancers. In the SOA dance program students will study traditional ballet technique, several traditional styles of modern dance, and dance choreography. Students must be able to demonstrate: flexibility, coordination, musicality, alignment, focus, picking up and retaining the combinations, strength and control, and self- ‐expression within the movement styles taught. Teachers follow the SC Dance Standards which includes elements of dance history, cultural dance, and critical thinking.

Audition Expectations In the audition, students will be asked to demonstrate a variety of dance combinations (ballet and modern). We look closely at how well the body is aligned, how well the body coordination is, is the dancer giving full energy, is the focus on the audition, and is the combination retained so it can be demonstrate correctly. Students will be asked to demonstrate a variety of improvisation activities. We look closely at the range of creativity, musicality, and self- ‐expression demonstrated within the improvisational activity. Students are led through a variety of stretches in which they demonstrate their flexibility.

For 6th grade auditions, once the list of call backs is determined, the students are asked to demonstrate a 1 min. solo dance choreographed by themselves or by another teacher. We are looking for all of the above criteria in the callbacks.

Students and parents must be aware that we accept 20 students to our program in 6th grade. Classes remain that size throughout high school.

11th and 12th grade students will perform an additional choreography assignment.

Charleston County School of the ArtsSCREENING PROCEDURE and RUBRIC - Dance Entrance Audition, (pg 1 of 6)

6th – 8th Grade Audition Requirements: 9th- ‐ 12th Audition Requirements

Ballet Demonstration contains: ● Demi and grand plie in 1st, 2nd, and 5th position

with releve balances ● Tendus and degages from 1st and 5th● Sautes in 1st, 2nd, and 5th● Single pirouettes on both sides● Variety of leaps (jete, pas de chat)● 1st arabesque

Modern Demonstrations contain: ● Body part swings● Rolls● Triplets and foot patterns● Laterals● Variety of Turns● Variety of jumps● Rhythmic phrasing● Facings and directions● Weight shifting

Ballet Demonstration contains: ● Demi and grand plie in 1st, 2nd, 4th and 5th position

with releve balances ● Tendus and degages from 5th● Grand rond de jamb● Sautes in 1st, 2nd, and 5th, entrechat royale● Double pirouettes on both sides● Variety of leaps (jete, Italian pas de chat)● 1st arabesque

Modern Demonstrations contain: (may contain a variety of traditional styles)

● Body part swings● Rolls● Triplets and foot patterns● Laterals● Variety of Turns● Variety of jumps● Rhythmic phrasing


Improvisation Demonstrations contain● Levels prompts● Movement qualities prompts● Rhythm prompts● Musical prompts

Flexibility Demonstration contains: ● Both sides splits● Center split● Forward bend● Backwards arch● Pointing feet

● Facing and directions● Weight shifting

Improvisation Demonstrations contain: ● Levels prompts● Movement qualities and concepts prompts● Musical prompts

Flexibility Demonstration contains: ● Both sides splits● Center split roll through● Forward bend● Backwards arch● Pointing feet

Rubric for all grades:

Rubric Points: ● 9- ‐10 is exemplary● 7- ‐8 is strong● 5- ‐6 is acceptable● 3- ‐4 needs improvement● 0- ‐2 not acceptable, poor●

Alignment of body parts: lining up body parts to create safe and aesthetic shapes and positions

9-10 no observable flaws, body parts are in correct position according to dance style, makes beautiful lines with the body

7-8 few observable flaws, body parts are mostly in correction position

5-6 some observable flaws,

3-4 many observable flaws,

1-2 many significant flaws, body parts are not in correct position according to dance style

9-10 Excellent ability to control the full body and individual body parts, strong use of rotation and parallel positions, strong use of the feet, strong core, excellent jumps and strong turns

7-8 Has the ability to control the full body and individual body parts, uses rotation and parallel positions, uses the feet, uses the core, nice jumps and turns

5-6 Has the ability to control the full body and individual body parts some of the time, sometimes uses parallel and rotated positions, sometimes uses the feet and core, some ability to jump and turn

3-4 Insistent ability to control the body and individual body parts when needed, inconsistent use of parallel and rotated positions, inconsistent use of feet and core, inconsistent ability to jump and turn

1-2 Lacks control and body strength when needed, lacks use of core and feet, lacks ability to hold any rotation or parallel positions, lacks ability to jump and turn

Physical Strength and control: holding positions and controlling motion of the body


9-10 Excellent ability to dance using the full body with engaged muscles that extend to show the full movement potential and performance ability

7-8 Ability to dance using the full body with engaged muscles that extend close to the full movement potential of the students and performance ability

5-6 Average ability to dance using the body with engaged muscles that extend to an average movement potential and average performance ability, could use more energy

3-4 Inconsistent ability to dance using the body with engaged muscles that extend to an average movement potential and average performance ability

0-2 Does not dance with energy, does not dance to average potential, no energetic performance ability

9-10 Excellent ability to coordinate the body parts in order to execute the movement correctly, excellent weight shifting, dance patterning, level and facing changes, transitions, and body part sequencing

7-8 Ability to coordinate the body parts in order to execute the movement correctly, strong weight shifting, dance patterning, level and facing changes, transitions, and body part sequencing

5-6 Ability to coordinate the body parts in order to execute the movement correctly most of the time, acceptable most of the time in weight shifting, dance patterning, level and facing changes, transitions, and body part sequencing

3-4 Inconsistent ability to coordinate the body parts in order to execute the movement correctly, sometimes the movement is performed incorrectly, some incorrect weight shifting, dance patterning, level and facing changes, transitions, and body part sequencing

0-2 Movement is not coordinated, movement is often incorrect, often incorrect weight shifting, dance patterning, level and facing changes, transitions, and body part sequencing

Energy: the effort put forth

Coordination: combining body part movements in variety of ways

Flexibility and Range of Motion: stretch and ability to move body parts fully

9-10 Excellent ability to fully use the maximum flexibility and range of motion of body parts, legs, feet, torso and arms have excellent stretch and range of motion

7-8 Has ability to use maximum flexibility and range of motion of body parts, legs, feet, torso and arms have strong stretch and range of motion

5-6 Ability to use flexibility and range of motion of body parts most of the time, some obvious restriction in range of motion and flexibility, feet, legs, torso and arms have acceptable stretch and range of motion

3-4 Inconsistent ability to use flexibility and range of motion of body parts, some obvious restriction of range of motion and flexibility

0-2 Lacks stretch and lacks range of motion


9-10

Excellent ability to immerse the body and mind in the exercises naturally and with full commitment

7-8 Ability to immerse the body and mind in the exercises naturally and with commitment

5-6 Average ability to perform exercises somewhat naturally and with commitment

3-4 Student is hesitant, inconsistent commitment to the movement,

0-2 Student is distracted throughout exercises, cannot commit to the movement, laughs, does not do

9-10 An excellent ability to take directions, knows all combinations, and interpret prompts and movement concepts in a new and unique way

7-8 Ability to take directions and knows most combinations, and interpret prompts and movement concepts in new ways

5-6 Average ability to take directions and knows some combinations, and interpret prompts and movement concepts with ordinary choices

3-4 Student can follow some directions and knows a few combinations , is hesitant, student goes in and out of being able to interpret prompts and concepts, does bare minimum or repeats

0-2 Student does not follow directions and cannot perform combinations, chooses not to move or perform the exercise, lacks ideas

Focus: attention and commitment to the movement being performed

Taking Directions: listens and follows as taught the movement or prompted in an exercise

Self- ‐Expression: performance skills and using the face/body as a tool for artistic expression

9-10 Excellent ability to use an expressive face and body, as well as an ability to use a variety of energetic qualities as directed, demonstrates excellent performance skills

7-8 Ability to use an expressive face and body, as well as an ability to use energetic qualities, mostly demonstrates strong performance skills

5-6 Ability to use an expressive face and body some of the time, as well as an ability to use some energetic qualities as directed, some performance skills demonstrated

3-4 Inconsistent ability to use an expressive face and body, limited expression, and often without expression, as well as an inconsistent ability to use energetic qualities and performance skills

0-2 Flat affect, lacks body expression, cannot change energetic qualities

Musicality: dancing with the music

9-10 Excellent musical ability , stays on rhythm, excellent use of all the music given, excellent ability to count beats and to dance to music and its nuances, beats and phrasing

7-8 Ability to stay on the rhythm, uses music given, able to count beats, able to dance to music and it’s particular nuances, beats and phrasing

5-6 Has the ability to stay on the rhythm most of the time, can count beats most of the time, can dance to the music

3-4 Inconsistent ability to stay on the music, off the rhythm at times, inconsistent ability to use all music given, early or late for music, limited ability to dance to the music

0-2 Does not stay on the music, lack sense of rhythm, does not use all the music, waits, or is early, cannot dance to the music


9-10 Excellent ability to generate new and different movement during improvisation

7-8 Able to generate new and different movement during improvisation

5-6 Somewhat able to generate new and different movement during improvisation

3-4 Limited ability to generate movement during improvisation

0-2 Not able to generate movement during improvisation

9-10 excellent knowledge of choreographic tools, and uses them in new and unusual ways

7-8 Has knowledge of choreographic tools and uses them well

5-6 Knows some tools and Uses tools somewhat correctly

3-4 Limited knowledge of tools, limited ability to use the tools correctly

0-2 No knowledge of tools, no ability to use the tools correctly

Movement generation

Choreography tools

9-10 Excellent ability to focus and work solo and/or with a partner on improvisation

7-8 Able to focus and work solo and/or with a partner on improvisation

5-6 Somewhat able to focus and work solo and/or with a partner on improvisation

3-4 Limited ability to focus and work solo and/or with a partner on improvisation

0-2 Not able to focus and work solo and/or with a partner on improvisation

Improvisation

11th and 12th grade additional audition requirements:

The student who is going into the 11th or 12th grade will need to perform an additional choreography assignment. Students are expected to know how to work independently on a creative assignment, improvise alone and with another student to generate movement, use choreography tools, and articulate and critique their artistic choices.

Assignment: Students will be given a theme or idea as their inspiration for creating movement. The student will have 30 min. to choreograph a 1 min. dance study. There will be no sound unless the student chooses to make his/her own sound. (Examples of themes and ideas: a board game, a word, a poem.)


Communication of theme or idea

9-10 dance study communicates ideas, concepts, and/or feelings regarding the assignment given in a unique and unusual way

7-8 dance study communicates the assignment given in a unique and unusual way

5-6 dance study mostly communicates the assignment given in a unique and unusual way

3-4 Limited ability to communicate the assignment given

0-2 dance study does not communicate the assignment given

Verbal communication of artistic process

9-10 able to discuss clearly and with dance terms the way she/he put the dance study together , has a clear understanding of the creative process, able to clearly, and using dance terms, discuss artistic choices

7-8 able to discuss the way she/he put the dance study together, able to discuss artistic choices

5-6 Somewhat able to discuss the way she/he put the dance study together , somewhat able to discuss artistic choices

3-4 Limited ability to discuss the way she/he put the dance study together, limited ability to discuss artistic choices

0-2 no ability to discuss the way she/he put the dance study together, no ability to discuss artistic choices



Program Expectations In the School of the Arts Vocal Department, students learn the technical and musical skills they will need to be successful in a university level choir. This includes the study of classical technique, as well as an understanding of rhythm, pitch, tone, articulation, style, dynamics, phrasing, and more. All styles and kinds of music will be represented within the curriculum for a vocal major as in any college, university or conservatory. Vocal study will consist of sacred and secular music ranging from Gregorian Chant to 20th century music. Students will also sing in several foreign languages including Hebrew, French, Latin, Italian, and German and many different styles like classical, jazz, patriotic, holiday, pop, religious and Broadway. Our position at SOA is to teach our students about ALL kinds of music so they may use this education later in life to be a more professional musician.

Objectives ● To teach music by sight singing, theory, and performance.● To develop individual and group performance skills through the teaching of strong vocal

technique.● To provide the musical needs of both school and community by serving them with our talent.● To educate the students on different periods and styles of music and how they relate to their time.● To develop well trained, disciplined, and independent musicians through group experiences and

individual responsibilities.● To expose students to a variety of musical experiences and educate them on various

performance venues, styles and cultures.

Audition Requirements ● Echo sing simple and complex intervals and rhythmic patterns● All students MUST sing “My Country ‘Tis of Thee.”● Prepared solo with accompaniment (no a cappella singing, 2 minute maximum). Provide your

own cassette tape, CD, or pianist for accompaniment. A piano or CD player will be provided. Accompaniment CD’s may not have voices. Song choice should not be a “Pop” song. Folk, hymn, patriotic, Broadway or classical art songs are acceptable.

● Musical Term and Symbol Identification.● Ensemble Skills Callback Audition (after passing preliminary audition)

**Students who do not have an accompanist, may choose one of the following songs and a staff accompanist will be provided:

1) “America the Beautiful” – B flat major key2) “The Star Spangled Banner” – B flat major key3) “Candle on the Water” from Disney’s Pete’s Dragon – C major key.

Charleston County School of the ArtsSCREENING PROCEDURE and RUBRIC - Vocal Entrance Audition for 6th - 12th Grade, (pg 1 of 2)



Vocal Callback RubricTechnique (correct posture, breathing, tone quality, space/jaw position)1 - poor 2- fair 3- moderate 4- fairly strong 5- consistent and effortless

Communication (responsiveness to conductor, ensemble singing)1 - poor attention 2 - some gaps 3 - responsive 4 - very attentive 5 – outstanding focus

Involvement / Contribution to the Ensemble1 - poor 2 - fair 3 - good 4 – excellent 5 –always

Respect /Ability to Work Collaboratively1 - poor 2 - fair 3 - good 4 – most of the time 5 –always

Charleston County School of the ArtsSCREENING PROCEDURES and RUBRIC - Piano Audition for 6th - 12tth Grade, (pg 1 of 6)

Program Expectations

In the School of the Arts Piano Department, students learn the technical and musical skills they will need to be successful as a pianist. This includes the study of classical technique as well as an understanding of rhythm, pitch, tone, articulation, style, dynamics, phrasing, and more. Students also work on music theory, written and aural, which is used in classical piano as well as jazz piano. Students are encouraged to be creative through composition and improvisation. They learn to use the correct terminology when listening to and discussing their own music andthe performances of others. Students use their skills in playing solos & ensembles, accompanying, and performing in jazz combos.

Audition ExpectationsIn the audition, students will be asked to demonstrate their musical and performance ability on the piano. We are looking for good technique, notes and rhythmic accuracy, solid memorization and musicality. Musicality includes dynamics, articulations, phrasing, tone and balance. Students demonstrate these skills by performing two/three scales, two/three cadences, two solo pieces and sight- ‐reading.

Scales should be played with a good hand position, correct notes, and correct fingerings at a consistent tempo. Solos should be performed from memory with correct notes, rhythms, articulations, phrasing, dynamics and pedal technique. To demonstrate their sight reading ability, students will be asked to look at a sight reading exercise for 30 seconds and then play it demonstrating correct notes, rhythms, dynamics and articulations. Students in grades 7- ‐12 will be asked to complete a theory assessment. Through a group of questions, students will be assessed on their ability to evaluate their performance and share knowledge of their art form.

Audition Requirements● 6th Grade:

A. Two, one- ‐octave scales related to repertoireB. Cadence chords(I,IV,V,I) in the same keys as the scalesC. Two memorized solos of contrasting style from classical piano literatureD. Sight readingE. Evaluation & analysis skills

● 7th & 8th Grade:A. Three, two- ‐octave scales (judges may select from white key majors and A,E,D minor scales.)B. Cadence chords in the same keys as the scalesC. Two solos of contrasting style from classical piano literature, from memoryD. Sight Reading.E. Theory assessmentF. Evaluation & analysis skills

Charleston County School of the Arts SCREENING PROCEDURE and RUBRIC - Piano Audition for 6th - 12tth Grade, (pg 2 of 6)

● 9th - ‐11th Grade:A. Three, three- ‐octave scales (judges may select from all major scales and white key minor scales)B. Cadence chords (I,IV,V,I) in the same keys as the scalesC. Two memorized solos of contrasting style from classical piano literatureD. Sight readingE. Theory assessmentF. Evaluation & analysis skills

● 12th Grade:G. Three, three or four octave scales (judges may select from all major and all minor scales)H. Cadence chords (I,IV,V,I) in the same keys as the scalesI. Two memorized solo of contrasting style from classical piano literature

J. Sight readingK. Theory assessmentL. Evaluation & analysis skills

Charleston County School of the Arts SCREENING PROCEDURES and RUBRIC - Piano Audition for 6th - 12tth Grade, (pg 3 of 6)

SOA PIANO ENTRANCE AUDITIONS FOR 6TH- ‐12TH GRADE

● 6th Grade: A. Two, one- ‐octave scales related to repertoire B. Cadence chords(I,IV,V,I) in the same keys as the scales C. Two memorized solos of contrasting style from classical piano literature D. Sight reading E. Evaluation & analysis skills

● 7th & 8th Grade: A. Three, two- ‐octave scales (judges may select from white key majors and A,E,D minor scales. B. Cadence chords in the same keys as the scales C. Two solos of contrasting style from classical piano literature, from memory D. Sight Reading. E. Theory assessment F. Evaluation & analysis skills

● 9th - ‐11th Grade: A. Three, three- ‐octave scales (judges may select from all major scales and white key minor scales) B. Cadence chords (I,IV,V,I) in the same keys as the scales C. Two memorized solos of contrasting style from classical piano literature D. Sight reading E. Theory assessment F. Evaluation & analysis skills

● 12th Grade: A. Three, three or four octave scales (judges may select from all major and all minor scales) B. Cadence chords (I,IV,V,I) in the same keys as the scales C. Two memorized solo of contrasting style from classical piano literature D. Sight reading E. Theory assessment F. Evaluation & analysis skills

Scales

4 Scale is played with correct notes, correct fingering, and even tempo. 3 Tempo is even and notes and fingerings are mostly accurate/ a few errors2 Tempo is uneven and/or notes and fingerings are frequently inaccurate. 1 Tempo is uneven and notes and fingerings are significantly incorrect.

Cadences

4 Chord notes are accurate. Student demonstrates knowledge of I, IV, V chord progression. 3 Chord notes are mostly accurate with an isolated error. Student demonstrates knowledge

of I, IV, V chord progression. 2 Chord notes have several errors. Some knowledge of I, IV, V chord progression is evident.1 Chord notes have significant errors. Little knowledge of I, IV, V chord progression is evident.

Solo 1 Rhythm

4 The beat is secure and the rhythms are accurate for the style of music played. 3 The beat is secure and the rhythms are mostly accurate. There are a few duration errors but

these do not detract from the overall performance. 2 The beat is somewhat erratic. Frequent or repeated duration errors. Rhythm errors somewhat

Detract from the overall performance, 1 The beat is usually erratic and rhythms are seldom accurate, detracting significantly from the

overall performance.


Solo #1 Note Accuracy 4 Notes are consistently accurate. 3 An occasional inaccurate note is played, but does not detract from overall performance. 2 Several inaccurate notes are played, detracting somewhat from the overall performance. 1 Wrong notes consistently detract from the overall performance.

Solo #1 Dynamics 4 Dynamic levels are evident, consistent, and are an accurate interpretation of the style of music 3 Dynamic levels are mostly accurate and consistent. 2 Dynamic levels are rarely performed. 1 Attention to dynamic levels is not evident.

Solo #1 Articulation 4 Secure attacks. Markings (staccato, legato, slurs, accents, etc.) are executed accurately as directed by

the music. 3 Attacks are mostly secure though there is an occasional isolated error. Markings are mostly

executed as directed by the music. 2 Attacks are rarely secure. Markings are rarely executed accurately as directed by the music. 1 Attacks are not secure and markings are not executed accurately as directed by the music.

Solo #1 Phrasing 4 Phrasing is always consistent with the score and sensitive to the style of music played. 3 Phrasing is mostly consistent with the score and mostly sensitive to the style of music played. 2 Phrasing is somewhat consistent with the score but rarely sensitive to the style of music played. 1 Phrasing is not consistent with the score and not sensitive to the style of music played.

Solo #1 Memorization 4 90- ‐100% of the piece was performed from memory. 3 75- ‐88% of the piece was performed from memory. 2 50- ‐74% of the piece was performed from memory. 1 Less than 50% of the piece was performed from memory.

Solo #1 Technique 4 Hand position is consistently good and finger facility is clean. If applicable, pedaling is consistently

clean and used appropriately for the style of music played. 3 Hand position is usually good and finger facility is mostly clean. Pedaling is mostly clean and used

appropriately for the style of music played. 2 Fingers are rarely curved or wrists are consistently too high or too low. Finger facility is rarely clean. If

applicable, the pedaling is rarely clean and somewhat inappropriate. 1 Poor hand position and finger facility is poor. If applicable, pedaling is used inappropriately.

Solo #1 Tone Quality/ Balance 4 All notes have a beautiful, clear, characteristic tone. Melody is properly balanced. 3 Most notes have a beautiful, clear, characteristic tone. Melody is mostly balanced. 2 Some notes have a beautiful, clear, characteristic tone. The lack of balance of the melody somewhat

detracts from the overall performance. 1 Notes do not have a beautiful, clear, characteristic tone. The lack of balance of the melody significantly

detracts from the overall performance.


Solo #2 Rhythm 4 The beat is secure and the rhythms are accurate for the style of music played. 3 The beat is secure and the rhythms are mostly accurate. There are a few duration errors but These do not detract from the overall performance. 2 The beat is somewhat erratic. Frequent or repeated duration errors. Rhythm errors somewhat Detract from the overall performance, 1 The beat is usually erratic and rhythms are seldom accurate, detracting significantly from the overall performance.

Solo #2 Note Accuracy 4 Notes are consistently accurate. 3 An occasional inaccurate note is played, but does not detract from overall performance. 2 Several inaccurate notes are played, detracting somewhat from the overall performance. 1 Wrong notes consistently detract from the overall performance.

Solo #2 Dynamics 4 Dynamic levels are evident, consistent, and are an accurate interpretation of the style of music 3 Dynamic levels are mostly accurate and consistent. 2 Dynamic levels are rarely performed. 1 Attention to dynamic levels is not evident.

Solo #2 Articulation 4 Secure attacks. Markings (staccato, legato, slurs, accents, etc.) are executed accurately as directed by

the music. 3 Attacks are mostly secure though there is an occasional isolated error. Markings are mostly executed

as directed by the music. 2 Attacks are rarely secure. Markings are rarely executed accurately as directed by the music.1 Attacks are not secure and markings are not executed accurately as directed by the music.

Solo #2 Phrasing 4 Phrasing is always consistent with the score and sensitive to the style of music played. 3 Phrasing is mostly consistent with the score and mostly sensitive to the style of music played. 2 Phrasing is somewhat consistent with the score but rarely sensitive to the style of music played. 1 Phrasing is not consistent with the score and not sensitive to the style of music played.

Solo #2 Memorization 4 90- ‐100% of the piece was performed from memory. 3 75- ‐88% of the piece was performed from memory. 2 50- ‐74% of the piece was performed from memory. 1 Less than 50% of the piece was performed from memory.


Solo #2 Technique 4 Hand position is consistently good and finger facility is clean. If applicable, pedaling is consistently

clean and used appropriately for the style of music played. 3 Hand position is usually good and finger facility is mostly clean. Pedaling is mostly clean and used

appropriately for the style of music played. 2 Fingers are rarely curved or wrists are consistently too high or too low. Finger facility is rarely clean. If

applicable, the pedaling is rarely clean and somewhat inappropriate. 1 Poor hand position and finger facility is poor. If applicable, pedaling is used inappropriately.

Solo #2 Tone Quality/ Balance 4 All notes have a beautiful, clear, characteristic tone. Melody is properly balanced. 3 Most notes have a beautiful, clear, characteristic tone. Melody is mostly balanced. 2 Some notes have a beautiful, clear, characteristic tone. The lack of balance of the melody somewhat

detracts from the overall performance. 1 Notes do not have a beautiful, clear, characteristic tone. The lack of balance of the melody

significantly detracts from the overall performance.

Sight Reading 4 Student sight reads with minimal note errors and rhythm errors. Dynamics and articulations as

Marked in the score are executed. 3 Student sight reads with minimal note errors and rhythm errors. Dynamics and articulations are Not

executed. 2 Rhythm is somewhat erratic, many note errors, and no dynamics or articulations are executed.1 Rhythm is very erratic, notes are seldom accurate and no attention given to dynamics or

Articulations.

Evaluation & Analysis Skills 4 Student expresses intellectual knowledge of the art and ability to identify strengths and weaknesses in

oneself. 3 Student expresses some intellectual knowledge of the art and some ability to identify strengths and

weaknesses in oneself. 2 Student expresses little knowledge of the art and/or little ability to identify strengths and weaknesses in

oneself. 1 Student expresses no knowledge of the art and no ability to identify strengths and weaknesses In

oneself.



Program Expectations In the School of the Arts Visual Arts Program, Visual Art majors learn the technical, conceptual, and compositional skills they will need to be successful in a university level visual art program. This includes the study of traditional art techniques developed in the style of Academic Art as developed in France in the 19th century - ‐How to hold various art tools and manipulate media to achieve the desired artistic effects—as well as an understanding of the elements and principles of art and design. Students are also expected to create their own original works of art and use the correct terminology when discussing their work and the work of others.

The success of the Visual Arts program depends on quality instruction, and student commitment. Instruction involves but is not limited to; sketching assignments, research, and attendance of age appropriate visual arts openings in addition to classroom assignments. Students can expect to work in various media, mastering one or more of the following: Drawing, Painting, 3- ‐Dimensional Design, 2- ‐Dimensional design (ocusing on the elements and principles of design, and photography). Students and parents must be prepared for class with materials and completed supporting assignments. The majority of our supplies are provided through the visuals arts fees and fund raising. Some supplies may need to be supplemented by the student. It is important to understand that art materials and other consumables must be replenished throughout the year.

Audition Expectations In their audition, students will be asked to demonstrate their observational skills and ability to render objects realistically, as drawn from life. We look closely at how well they render shape, placement, space, texture, light, and perspective. We also are looking for confidence in line quality, light source, a unified and balance composition and accurate placement and proportion of objects. Students will be provided with all the necessary materials. Students who are able to visually convey complex compositional components and accuracy in visual representation will earn higher scores.

Charleston County School of the Arts SCREENING PROCEDURES and RUBRIC - Visual Arts Entrance Audition for 6th - 12th Grade, (pg 1 of 3)

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Visual Arts Entrance Audition for 6th - 12th Grade, (pg 2 of 3)

Criteria 10 5-9 1-4 0 Portfolio 30%

Originality: Concepts/Student’

s own work/Ideas/10

Exceptional demonstration of

Concepts/Student’s own work/Ideas/

Above average demonstration of


Some demonstration of


Little demonstration of


Content: Voice/Message/M

eaning (10)

Exceptional use of Voice/ Message/

Meaning

Good use of Voice/ Message/

Meaning

Average use of Voice/ Message/

Meaning

Poor use of Voice/ Message/ Meaning

Media: Variety, Competency in at

least 3 media types (10)

Exceptional display of Variety, Competency in at

least 3 media types

Good display of Variety,

Competency in at least 3 media

types

Average display of Variety,


types

Display shows little Variety,


types

Total /30

Criteria 10 5-9 1-4 0 Drawing Test 70%

Use of Elements & Principles-To demonstrate Realism: VALUE (10)

7 tones 4-6 tones 1-3 tomes No tones

Use of Elements & Principles-To demonstrate Realism: LINE Quality (10)

Exceptional use of Confident Line

Above average use of Confident Line

Some use of Confident Line

Little use of Confident Line

Use of Elements & Principles-To demonstrate Realism: SPACE (negative, perspective, overlapping, placement) (10)

Exceptional use ofSpace (negative, perspective, overlapping, placement)

Above average use ofSpace (negative, perspective, overlapping, placement)

Some use ofSpace (negative, perspective, overlapping, placement)

Little use ofSpace (negative, perspective, overlapping, placement)

Use of Elements & Principles-To demonstrate Realism: TEXTURE (describing the surface of objects) (10)

Exceptional use ofTexture(describing the surface of objects)

Above average use ofTexture(describing the surface of objects)

Some use ofTexture(describing the surface of objects)

Little use ofTexture(describing the surface of objects)

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Visual Arts Entrance Audition for 6th - 12th Grade, (pg 3 of 3)

Criteria 10 5-9 1-4 0 Portfolio 30%

Use of Elements & Principles-To demonstrate

Realism: CONTRAST(effective

placement of lights and darks)

(10)

Exceptional use ofContrast (effective placement of lights and darks)

Above average use of(effective placement of lights and darks)

Some use of(effective placement of lights and darks)

Little use of(effective placement of lights and darks)

Use of Elements & Principles-To demonstrate

Realism:PROPORTIONS

(accuracy of size and shape of objects) (10)

Exceptional use ofProportions

(accuracy and shape of objects)

Above average use ofProportions


Some use ofProportions


Little use ofProportions


Craftsmanship(page is clean/free of smudges, minimal use of eraser) (10)

Neat and clean, exceptional

Fairly neat and clean

Somewhat messy

Messy

Total /70



Program Expectations Beginning with the fundamentals of storytelling and poetry writing in Middle School, by High School, Creative Writing students are proficient with every basic element of the craft and are able to identify their voices, preferred genres and styles in preparation for their Senior Thesis (a project in which they must create, revise and publish an original 100-page book, available for purchase at Amazon.com.) Our program seeks students who are keen observers of their worlds. Applicants need to possess and show a love of words, a vivid imagination, a compelling voice, a unique vision, and a proficiency in not just grammar, conventions or literary devices, but in an ability to significantly move a reader through the written word. Finally, applicants should be genuinely voracious readers. Our hope for our students is that they will find their voices, hone their craft and pursue writing at some of the country’s finest college and university writing programs upon graduation.

Audition Expectations Students will compile a portfolio of their best work in the areas of short fiction (one short story) and poetry (two poems) and will turn it in at the time of the audition. Also, during a 50-minute timed writing, students will compose a story based on a prompt handed out at the audition. This piece will be evaluated for its creativity, the student’s ability to develop plot and character, voice, use of literary devices, and written conventions (spelling, grammar, punctuation, etc.). This part measures their raw, innate talent without the opportunity to prepare in advance or to revise. Finally, students will complete a simple interview with a Creative Writing teacher.

Audition Requirements Grades 6 – 12: Students must prepare and bring in a portfolio consisting of one short story and two poems which they will turn in at the beginning of their audition. In addition, they will need to write on-site based on a story prompt handed out at the beginning of the audition. They will have 50 minutes to complete their on-site writing piece. In addition, they will be interviewed for roughly five minutes during the audition time by a Creative Writing teacher.

Charleston County School of the Arts SCREENING PROCEDURES and RUBRIC - Creative Writing Entrance Audition for 6th - 12th Grade, (pg 1 of 3)

Charleston County School of the Arts Creative Writing Audition Structure

Students will compile a portfolio of their best work in the areas of short fiction, poetry, and creative nonfiction (as applicable to their respective middle school and high school application), and will turn it in at the time of the audition. Also, during a 50-minute timed writing, students will compose a story based on a prompt handed out at the audition. This piece will be evaluated for its creativity, the student’s ability to develop plot and character, voice, use of literary devices, and written conventions (spelling, grammar, punctuation, etc.). This part of the audition requires no preparation ahead of time. Finally, students will complete a simple interview with a creative writing teacher.

Rubric for scoring (40 point scale) Note: applies to both the writing portfolio and the in-class writing prompt.

Creativity (up to 8 points) ● Ability to tell a story, compose a poem or essay that is inventive and compelling without feeling

contrived or silly. Student has ability to capture aspects of people and life in original, fresh ways

Development (up to 8 points) ● Ability to develop character, conflict, and setting throughout a story in ways that complement story

structure and create theme

Voice (up to 8 points) ● Ability to create a distinct and appropriate voice in the narrator/speaker that infuses and enhances the

story, poem, or essay as a whole

Literary Devices (up to 8 points) ● Ability to incorporate devices such as metaphor/simile, symbolism, personification in ways that are

appropriate to the piece, not gimmicky or forced

Literary Conventions (up to 8 points) ● Ability to write standard written English correctly, without errors in spelling, punctuation, usage, or

mechanics

Points Explanation 8 = Superior 6 = Above Average4 = Average 2 = Poor

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Creative Writing Entrance Audition for 6th - 12th Grade, (pg 2 of 3)

Writing Prompt Evaluation

Superior (8pts.) Above Average (6pts.) Average (4pts.) Poor (2pts.)

Creativity 8 Student work exhibits a high level of creativity 6 Student work exhibits some creativity. 4 Student work exhibits little creativity. 2 Student work exhibits no creativity.

Development 8 Thorough development as pertains to plot, character setting and theme 6 Adequate development as pertains to plot, character, setting and theme 4 Weak development as pertains to plot, character setting and theme 2 Little to no development as pertains to plot, character setting and theme

Voice8 A clear sense of voice 6 An emerging sense of voice 4 Insufficient sense of voice 2 No sense of voice

Literary devices8 Effective use of literary devices 6 Several attempts to use literary devices 4 Few attempts to use literary devices 2 No attempts to use literary devices y.

Conventions8 Superior use of the conventions of Standard Written English 6 Correct use of the conventions of Standard Written English 4 Some errors in the use of the conventions of Standard Written English 2 Frequent errors in the use of the conventions of Standard Written English

Prepared Portfolio 30%Onsite Writing Prompt 70%

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Creative Writing Entrance Audition for 6th - 12th Grade, (pg 3 of 3)



Program Expectations Students participating in the School of the Arts Band music major learn the technical and musical skills they will need to be successful performers on woodwind, brass or percussion instruments. While no prior experience is necessary to enter in the 6th grade, , students are expected to apply their talents diligently in order to rapidly progress in their instrumental music development. Students will also develop a working knowledge of performance practices, theory and music history with an emphasis on musical form and analysis. Students graduating from this program should not only demonstrate technical proficiency on their instruments, they should also be able to create, perform, evaluate and think analytically about music in general. Graduates will be prepared to pursue music at the college level either as music majors or minors. The success of the band program depends in part upon balanced numbers of woodwinds, brasses and percussion instruments. Students and parents must be aware that instrumentation needs are considered when accepting students. All 6th grade band students who have been accepted, regardless of whether they play an instrument or not, will go through the mouthpiece placement test to determine the most appropriate instrument to play in band.

6th Grade Band Audition Expectations Students applying for admission to the middle school band major in 6th grade are expected to be able to match musical pitches and demonstrate musical memory as well as vocal control of musical sounds. Each student must sing the first verse of "My country 'Tis of Thee". In addition, they will be asked to match multiple rhythm patterns. Students may play a selection on an instrument of their r choice, but the performance will be for demonstration purposes only and will not be included in the total evaluation score. The audition concludes with an interview.

7th - 12th Grade Band Audition Expectations Students applying for grades 7-12 are expected to perform the SC All-State Band audition requirements that are appropriate for their grade level. This includes required scales, the chromatic scale,the SCBDA audition solo and sight reading. The scale lists and solo may be downloaded from the SC Band Directors' Association website at www.bandlink.org. Click on the "All-State Band" tab and download the scales and the etude. If applicants cannot obtain these sheets, copies may be obtained at the School of the Arts.To demonstrate their sight reading ability, students will be asked to look at 2 sight reading exercises for 30 seconds each and then play it demonstrating correct notes, rhythms, dynamics and articulations. The audition concludes with an interview.

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Band Entrance Audition, (pg 1 of 7)


Singing/Playing an Instrument Solo (Correct notes, lyrics, rhythms, good tone)5 Exceptional pitch, no errors. In tune, exceptional tone4 Above average pitch, minor errors3 Correct lyrics, missed pitches2 Major errors in pitch, lyrics1 Missed pitches, incorrect lyrics

Pitch Matching5 Exact match, 1st ATTEMPT4 Slightly off pitch, 2 attempts3 Difficulty matching pitch, 2m+ attempts2 Pitch direction correct but not pitch accuracy1 Unable to match pitches, or tonal direction

Rhythm Test ( Correct rhythms, even beat)5 Exact match, 1st ATTEMPT4 Slightly off rhythm, 2 attempts3 Difficulty matching rhythm, 2+ attempts2 No steady beat, pattern recognition1 Unable to maintain pulse or rhythm

Rhythm Test #2 (Correct rhythms, even beat, left hand, right hand, coordination)5 Exact match, 1st ATTEMPT4 SLightly off rhythm, 2 attempts3 One hand rhythmically correct, other hand incorrect2 Unable to coordinate LH & RH1 Unable to repeat RH or LH correctly

Musical Aptitude5 Demonstrates superior aptitude for learning musical skills quickly4 Demonstrates excellent aptitude for learning musical skills quickly3 Demonstrates acceptable aptitude for learning musical skills quickly2 Demonstrates below average aptitude for learning musical skills quickly1 Demonstrates little to no aptitude for learning musical skills quickly


Band Audition Rubric (Grade 7-12)

Section 1: Prepared pieces

Tone Quality5 Musician’s Tone Quality is at a level beyond their age4 Tone Quality is clear and controlled at all times3 Tone Quality is clear and controlled most of the time2 Lack of clarity in tone quality and control some of the time1 lack of clarity in tone quality; little or no control of tone production

Rhythm/timing5 Musician's Rhythmic capabilities are at a level beyond their age4 Beat is secure, rhythms accurate3 Beat is secure, rhythms mostly accurate2 Beat is erratic, frequent rhythmic errors detract from the performance1 lack of steady beat, rhythms inaccurate, unable to recognize pulse or rhythmic patterns

Intonation5 Musician’s ability to control pitch is at a level beyond their age4 Virtually no errors, pitch is very accurate3 Occasional errors: most of the time pitch is accurate and secure2 Very few accurate or secure pitches1 Pitch is inconsistent throughout the piece

Technique /fundamentals5 Musician’s articulation and technique is at a level beyond their age4 Demonstrates excellent articulation, technical facility and physical coordination3 Demonstrates average articulation, technical facility, physical coordination2 Demonstrates trouble performing technical skills, but shows some ability and willingness to learn1 Demonstrates trouble performing technical skills and shows little ability

Interpretation5 Musician’s interpretative capacity is at a level beyond their age4 Performance shows excellent sense of expression, dynamics, phrasing, and musicality3 Performance shows some sense of expression, dynamics, phrasing, and musicality2 Performance shows minimal sense of expression, dynamics, phrasing and musicality1 Unaware of expression, dynamics, phrasing, and no demonstration of style


Band Audition Rubric (Grade 7-12) PAGE 2

Section 2: Scales and Sight-Reading

ScalesBring score over from SCBDA rubric. Maximum 35 points. (includes chromatic)

Sight Reading:Bring Score over from SCBDA Rubric. Maximum 15 points per example

Musical Aptitude5 Demonstrates superior aptitude for learning musical skills quickly4 Demonstrates excellent aptitude for learning musical skills quickly3 Demonstrates acceptable aptitude for learning musical skills quickly2 Demonstrates below average aptitude for learning musical skills quickly1 Demonstrates little to no aptitude for learning musical skills quickly


You may use any number, up to 2 decimal points, that fall within the given numerical ranges.

CHROMATIC SCALE

Rating Poor Fair Average Excellent Superior Chr. Scale Maximum

Score 5

Score

Score Range

0 1 2 3 4 5

ETUDE

Rating Poor Fair Average Excellent Superior EtudeMaximum Score 30

Score

Score Range

0-6 7-12 13-18 19-24 25-30

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

SIGHT READING EXAMPLE 1

Rating Poor Fair Average Excellent Superior SR. #1Maximum Score 15

Score

Score Range

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

SIGHT READING EXAMPLE 2

Rating Poor Fair Average Excellent Superior SR. #2Maximum Score 15

Score

Score Range

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

TONE

Rating Poor Fair Average Excellent Superior ToneMaximum Score 15

Score

Score Range

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Page Total (Maximum 80 points)___________________


Major Scales: Place a check in the appropriate column.

Performance Order #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12

Major Scales: Total # of check marks

Value of each check mark

Score: (See grid below)

Full Credit:

Partial Credit:(1 of 2 octaves)



Incorrect: Total Scale Score =

Terms: Place a check if correct. #1 #2 #3 #4 #5 Total Correct Score

Correct: X 2 =

Reference grid for scoring/tabulation -- Senior Level

Number of scales at:

1 2 3 4 5 6 7 8 9 10 11 12

Full Credit: 2.5 5 7.5 10 12.5 15 17.5 20 22.5 25 27.5 30

Partial Credit:(1 of 2

octaves)

1.25 2.5 3.75 5 6.25 7.5 8.75 10 11.25 12.5 13.75 15

Partial Credit:(2 of 3

octaves)

1.667 3.333 5 6.667

Partial Credit: (1 of 3

octaves)

0.833 1.667 2.5 3.333


RUDIMENTS:

Performance Order

#1 #2 #3 #4 #5

Rudiments: Single Drag Tap OR Single

Ratamacue

Drag Paradiddle

No. 1

7 stk. Roll OR 11 stk. Roll

Flam Tap OR Flam Accent

Flam Pdiddle OR Flam

Pdiddle-diddle

Total # of check marks

Score: (See grid below)

Full Credit:

Incorrect: Total Rudiment Score =

OVERALL SNARE TECHNIQUE:You may use any number, up to 2 decimal points, that falls within the given numerical ranges.

Rating Poor Fair Average Excellent Superior Overall Tech. Maximum Score 7.5

Raw Score Score

Score Range 0-1.5 1.6-3.0 3.1-4.5 4.6-6.0 6.1-7.5 X 2 =

Page Total (Maximum 31. 667 points):

Number of rudiments at:

1 2 3 4 5

Full Credit: 3.333 6.667 10 13.333 16.667



Audition Requirements & Overview● Submit 3-5 drawings of original costume or fashion designs appropriate for a child, teen or adult (male or

female) on a human figure/model (Croquis). Place drawings in a manila folder with the applicant’s first name on the back.

● Students must bring in 1-5 of the best garments either constructed or altered by them. Accessories may also be included.

● Student will participate in 90 minute audition including an on-site design challenge assessment in which the applicant will use a variety of materials to create original designs. ALL MATERIALS WILL BE PROVIDED. During these 90 minutes, students will participate in a 10 minute informal interview/questions about their designs.

Audition Expectations Students will compile a portfolio of their best work in costume & fashion design and will bring the work at the time of the audition. That portfolio will be evaluated based on creativity, neatness, craftsmanship, design and originality. Also, during the 90-minute timed audition, students will complete an on-sight design challenge from a prompt handed out at the audition with materials available in the audition. This work will be evaluated for its planning, use of materials, creativity, neatness, craftsmanship, skill level, design and engineering. This design challenge, combined with the 10 minute interview, gives insight into the innate talent and passion without the opportunity to prepare in advance or to revise. This combination of portfolio preparation and on-sight work shows the applicants abilities to process through the design cycle as well as his/her aptitude for costume and fashion design. Program OverviewThe goal of this major is to provide our students with a college-prep fashion design education and prepare them for careers in the apparel, art, business and related industries. The successful student will master the skills of creativity, innovation, critical thinking, problem solving, collaboration, team work, communication, following directions and processing information. Students will also master valuable life skills. He/she will feel confident with machines, media and technology. The student will be a self-actualized, independent learner capable of identifying challenges and thinking through solutions. We strive to promote integrity, self-direction, global thinking, perseverance, a strong work ethic and well developed interpersonal skills. Fashion design is a vehicle of personal expression and we will use our major’s unique challenges to develop quality life skills for education and careers.

Allow approximately 90 minutes for the entire audition process. Students will be evaluated based on their on site work, prepared portfolio and informal interview questions about their designs. All work is numerically scored individually using a rubric and the students are ranked by their total score. Students will be evaluated on sketches and 3D design. Students will be evaluated on skill, creativity, design, use of materials, engineering, craftsmanship and neatness. Those with the top scores will be invited into the SOA Costume & Fashion Design Major. Students are encouraged to work on their skills and apply again next year if not accepted this year.

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Costume & Fashion Design Major Entrance Audition, (pg 1 of 2)

Charleston County School of the Arts SCREENING PROCEDURES RUBRIC - Costume & Fashion Design Major Entrance Audition, (pg 2 of 2)

I. Interview Scoring & Notes:

6Superior

4Above

Average

2Average

0Poor

Question 1 6 4 2 0

Question 2 6 4 2 0

Question 3 6 4 2 0

Question 4 6 4 2 0

Question 5 6 4 2 0

(30 points) TOTAL

III. On-Site Challenge

Superior

Above

Average

Average

Poor

Sketch/Planning 8 6 4 2

Engineering/Use of Materials

8 6 4 2

Craftsmanship/Neatness

8 6 4 2

Creativity/Originality 8 6 4 2

Overall impression 16 12 8 4

(48 points) TOTAL

II. Portfolio Assessment (drawing & garment from home)

8Superior

6Above

Average

4Average

2Poor

Effective use of Design (color, line)

8 6 4 2

Sketch Creativity/Originality

8 6 4 2

Garment Creativity/Originality

8 6 4 2

Craftsmanship/Neatness

8 6 4 2

(32 points) TOTAL

Costume and Fashion Design Major Auditions


Documents

Charleston County School of the Arts...In middle school, there is often more need for viola, cello and especially string bass. In high school there continues to be openings in violin,