CLICK HERE for PDF of Band Audition Requirements and Rubrics.

For Prepared Etudes and Scales required for audition, see folders below.

BAND AUDITION REQUIREMENTS

Thank you for auditioning for the General Ray Davis Middle School Fine Arts Program and the GRDMS Band. Here are the requirements for auditioning.

WOODWIND AND BRASS PLAYERS

Rising 8^th Graders

• Perform the Concert F and Bb Scales, one octave, at 100 bpm.
• The Concert Bb Chromatic Scale, one octave, at 100 bpm.
• A prepared Etude (scroll up for Band Audition Scales and Etudes folder).

Rising 6^th and 7^th Graders

• Perform the Concert Bb Scale at 100 bpm. 
• The Concert Bb Chromatic Scale, one octave, at 100 bpm. 
• A prepared Etude (scroll up for Band Audition Scales and Etudes folder).
   

PERCUSSION

Rising 8^th Graders

Mallets

• Perform the Concert F and Bb Scales, one octave, at 100 bpm. 
• A prepared Etude (scroll up for Band Audition Scales and Etudes folder).

Snare Drum

• Perform the following rudiments: Single Stroke Roll, Single Paradiddle, Flam Tap, and a choice of 5 Stroke Roll or 9 Stroke Roll. 

Rising 6^th and 7^th Graders

Mallets

• Perform the Concert Bb Scale at 100 bpm. 
• A prepared Etude (scroll up for Band Audition Scales and Etudes folder).

Snare Drum

• Perform the following rudiments: Single Stroke Roll, Single Paradiddle, and Flam.
   

NO INSTRUMENT EXPERIENCE - Rising 6^th Grade Students Only:

If you are a rising 6^th grade student interested in playing an instrument but don’t have any experience, you too can audition for the Fine Arts Program in Band. You will be given a diagnostic test on basic musical theory.

You need to be familiar with:

• Identifying the musical staff. 
• Identifying the treble clef. 
• Identifying whole notes, half notes, and quarter notes. 
• Identifying whole rests, half rests, and quarter rests. 
• Identifying different instruments in the band. 

Note: All of the required material can be found on the Davis Middle School website under Fine Arts and Band. Please print off your instrument and grade level (rising 6^th and 7^th grade or rising 8^th grade). If you have any questions, please reach out to Mr. Williams, Director of Bands, at jwilliams1@rockdale.k12.ga.us.

Band Audition Rubric

Contact person for questions: Mr. Williams, jwiliams1@rockdale.k12.ga.us

Requirements for the rising 7^th and 8^th grade students. To audition for band students must be enrolled in a middle school band program or taking private lessons.

Instrumental Music Audition Requirements

Each student must complete the following:

Rising 8^th Graders

Wind Players

• 30 points - Play the following major scales one octave: Concert F and Bb at 100 bpm. 
• 20 points - Chromatic scale one octave: Concert Bb. 
• 50 points – Perform required prepared piece. 

Percussion

• 30 points – Mallets: Play the following major scales one octave: Concert F and Bb at 100 bpm. 
• 20 points - Snare: 4 rudiments (single stroke roll, paradiddle, flam tap, and a choice of 5 stroke roll or 9 stroke roll) All rolls should be played open/closed/open or slow/fast/slow. 
• 50 points – Perform required prepared piece on mallets. 
   

Rising 6^th and 7^th Graders

Wind Players

• 25 points - Play the following major scale one octave: Concert Bb at 100 bpm. 
• 25 points - Chromatic scale one octave: Concert Bb. 
• 50 points – Perform required prepared piece. 

Percussion

• 25 points – Mallets: Play the following major scales one octave: Bb at 100 bpm. 
• 25 points - Snare: 4 rudiments (single stroke roll, paradiddle, flam, and flam tap) All rolls should be played open/closed/open or slow/fast/slow. 
• 50 points – Perform required prepared piece on mallets. 

 

Rising 6^th Graders with no experience will take a 100-point diagnostic test. Please see below for items on the test.

• Identifying the musical staff. 
• Identifying the treble clef. 
• Identifying whole notes, half notes, and quarter notes. 
• Identifying whole rests, half rests, and quarter rests. 
• Identifying different instruments in the band. 

 

For any questions, contact John L. Williams,  jwilliams1@rockdale.k12.ga.us

CLICK HERE for Chorus/Vocal Music Audition Requirements and Rubric

Upon completing the Specialty Application, each student will be assigned a specific audition time for Saturday, January 10, 2026, at General Ray Davis Middle School. Please prepare in advance each component of the audition for your grade level. Your performance will be scored by a panel of judges using the rubrics below. 

Read below for specific audition requirements and learning tracks per grade level: 

CHORUS/VOCAL MUSIC AUDITION REQUIREMENTS

Rising 6^th Grade Requirements:    

Vocal Solo (25 points)- Rising 6^th Grade students are required to sing the solo “My Country Tis of Thee” from memory, with the provided piano accompaniment track. You may not sing with the learning track. Videos that include the learning track will be disqualified.   

Your performance will be scored for pitch & rhythm accuracy, tone quality, appropriate style, and diction (see rubric below or link to PDF above).

To receive consideration, auditionees must prepare the required materials and adhere to the guidelines as articulated above. 

6^th Grade: CLICK HERE to access the sheet music, learning track, and accompaniment track.

 

Rising 7^th & 8^th Grade Requirements:  

Part One: Major Scale (2 points) - Rising 7^th and 8^th grade students are required to sing an ascending and descending major scale from memory, using the following recommended starting pitches: 

Soprano - E flat above middle C 
Alto - Middle C 
Tenor - A below middle C 
Bass - E flat below middle C 

Part Two: Vocal Solo (25 points) - In addition to singing the scales above, rising 7^th-8^th Grade students are required to sing the solo “All Through the Night” from memory, with the provided piano accompaniment track. You may not sing with the learning track. Videos that include the learning track will be disqualified.  

Note: If we revert to virtual auditions, your scales and solo must be recorded on the same video. 

Your performance will be scored for pitch & rhythm accuracy, tone quality, appropriate style, and diction (see attached rubric).

To receive consideration, auditionees must prepare the required materials and adhere to the guidelines as articulated above. 

7^th & 8^th Grades: CLICK HERE to access the sheet music, learning tracks, and the accompaniment track.

Have questions? Contact Charissa Fonbah, Choral Director at cfonbah25@rockdale.k12.ga.us

 

---

 

CHORUS/VOCAL ARTS SOLO COMPONENT RUBRIC

Pitch Accuracy/ Intonation

0	1	2	3	4	5
Student does NOT sing the correct pitches and/or student does NOT maintain any sense of intonation.	LESS THAN HALF of the pitches are sung accurately and/or student demonstrates only RARE moments of correct intonation.	ONLY ABOUT HALF of the pitches are sung accurately and/or student tends to be out of tune ABOUT HALF of the time.	MOST of the pitches are sung correctly and/or student tends to sharp/flat only in extreme registers or vocal "breaks."	NO MORE than two pitches are sung incorrectly; pitch center is maintained with no tendencies to go sharp or flat.	ALL pitches are sung accurately and pitch center is maintained at ALL times with no tendencies to go sharp or flat.

 

Vocal Tone Quality

0	1	2	3	4	5
Student does not demonstrate correct vocal technique. Excessive strain or breathiness is pervasive throughout.	Student demonstrates acceptable  technique LESS THAN HALF of the  time; tone dominated by strain or  extreme breathiness.	Student demonstrates correct  technique ABOUT HALF of the  time; strain or excessive  breathiness occurs throughout  vocal range.	Student demonstrates age-  appropriate technique MOST of  the time, but some vocal strain  occurs in extreme  registers/breaks.	Student demonstrates age-  appropriate technique ALMOST  ALL of the time; some breathiness  occurs in extreme  registers/breaks.	Student demonstrates excellent  vocal technique at ALL times that  is age-appropriate, pleasant to  hear, and appropriate for a choir.

 

Rhythmic Accuracy

0	1	2	3	4	5
Student demonstrates SIGNIFICANT problems with rhythm and/or student does not maintain tempo with accompaniment.	LESS THAN HALF of the rhythms  are sung accurately and/or  student demonstrates only RARE moments of correct tempo.	ONLY ABOUT HALF of the rhythms are sung accurately and/or student's tempo is  inconsistent with tempo of  accompaniment.	MOST of the rhythms are sung correctly and/or student OCCASSIONALY has trouble singing at the tempo of accompaniment.	No more than two rhythmic errors are detected, student performs the song at the tempo of the accompaniment.	ALL rhythms are sung correctly and at the tempo of the accompaniment.

 

Dynamics/Appropriate Style

0	1	2	3	4	5
Overall performance was so poor that other factors made assigning any credit for dynamics/style impossible.	Little attention is paid to  dynamics as printed and/or  incorrect style is utilized  throughout performance.	Student only demonstrates  printed dynamics and/or  appropriate style ABOUT HALF of  the time.	Student performs MOST  dynamics as printed, but  pop/country/musical  theatre, etc.  styles  are OCCASSIONALY detected.	NO MORE than two errors related  to dynamics occur during  performance.	Student demonstrates correct  style and correct dynamics at ALL  times.

 

Diction

0	1	2	3	4	5
Overall performance was so poor that other factors made assigning any credit for dynamics/style impossible.	Significant problems related to diction are occurring making it impossible to understand the text without looking at the music.	ONLY ABOUT HALF of the time is the student demonstrating  correct diction; at times it is hard to understand the lyrics.	Student demonstrates correct diction MOST of the time, but some vowels sounds are not as pure as required in choral singing.	Student demonstrates correct and appropriate diction ALMOST ALL of the time, but a few consonants are missing.	Student incorporates pure vowels, clear consonants, and correct syllabic stress at ALL times at an appropriate level for his/her age.

 

Scales (Rising 7^th/8^th Graders Only)

						Scales Points: ______________
		Possible Points		Points Awarded
	Major Scale Ascending	No Errors: 1	Any Errors: 0
	Major Scale Descending	No Errors: 1	Any Errors: 0

 

 

CLICK HERE for PDF of Dance Audition Requirements slides.

CLICK HERE for PDF of Dance Audition Rubric.

DANCE AUDITION REQUIREMENTS

Audition Attire: 

•  If you own a leotard and tights (dance shorts and or ballet skirt optional), please wear this with ballet shoes.

•  If you do not own these items, you do NOT need to purchase them for auditions.

•  Instead, please simply wear form fitting clothing-preferable black- with no shoes. (No crop tops please.)

 

Scoring:

•  Your audition will not be scored by Davis Middle School faculty.

•  Outside dance experts will be hired to score using a dance rubric.

•  Results will be given by way of mailed letter whether a student is or is not accepted into the program.

•  This letter will not be sent out immediately.

Audition Process:

•  All parents/guardians may park in the front parking lot. (Drive past Lorraine Elementary School and turn right).

•  Students should arrive to Davis Middle School already wearing audition attire.

•  Upon entering the school, applicants may wait in the commons area (cafeteria).

•  Please arrive prior to your audition time to ensure you are available to hear your block/group when it is called.

•  Students will be given an audition number.

•  Students will present a dance piece of their own creation (must be in one of these styles: Ballet, Jazz, Modern, or lyrical-No Majorette or Hip Hop for this audition). Your audition piece may be between 30 seconds-1 minute. Please make sure the song choice is appropriate!

•  Students will then be directed to the hallway where they will wait until their number is called in to perform the routine for the judges.

•  Once all auditionees have had a chance to perform, the auditions will close, and students will be dismissed to go home or off to their next audition.

•  Audition results will be mailed to applicants (usually after a few weeks).

Preparation: 

•  Students will present a dance piece of their own creation

•  Dances must be in one of these styles: Ballet, Jazz, Modern, or lyrical.  (No Majorette or Hip Hop for this audition).

•  Your audition piece may be between 30 seconds - 1 minute. Please make sure the song choice is appropriate!

•  If you have trouble creating your own routine, please see the next section! (provides a routine you can use)

Preparation - Pre-done Music and Routine: 

•  If you have trouble creating a routine, you can learn this routine and use it for your audition: Dance of the Cygnets, https://www.youtube.com/watch?v=A4FoO5_1RPg

•  Song: Swan Lake - II. Dance of the Little Swans - Part 3/8

For questions prior to Audition Day, please contact Larae Phillips, lphillips@rockdale.k12.ga.us

For questions after Audition Day, please contact Principal Dyer at kdyer@rockdale.k12.ga.us 

If you have questions on the day of auditions, please do not email Ms. Phillips, as she will not be available to check and respond. Please, instead, call the school.

DANCE AUDITION RUBRIC

Name:                                                                                                           Overall Rank:

DANCE Criteria (Possible 25 points total)
Physical Potential 5-Displays a natural physical ability for dance well beyond expectations for a beginning level 4-Exhibits excellent physical ability for dance 3-Exhibits potential for good physical ability for dance 2-Exhibits a/some physical limitations for successful physical ability for dance 1-Has difficulty with many aspects of technique for dance
Dance Technique and Skill 5-Displays natural abilities to accomplish difficult dance techniques easily 4-Exhibits an ability to learn and perfect difficult dance techniques within the next four years 3-Exhibits some potential to learn and perfect difficult dance techniques within the next four years 2-Shows some potential in being able to master difficult dance techniques within the next four years 1-Shows little to no potential in mastering difficult dance techniques within the next four years
Musicality/Rhythm 5-Displays musicality and rhythm well beyond expectations for a beginning level 4-Shows excellent sense of rhythm and phrasing 3-Shows good sense of rhythm and phrasing 2-Occasionally dances off beat, sometimes unaware of music 1-Usually unaware of music and phrasing
Recall of movement sequences (combinations) 5-Recalls movement sequences well beyond expectations for a beginning level 4-Accurately recreates combinations quickly and easily 3-Recreates combinations with few mistakes 2-Has difficulty remembering and recreating combinations 1-Is unable to recreate combinations
Stage Presence and Discipline 5-Displays a performance level well beyond expectations for a beginning level 4-Demonstrates appropriate energy, focus, personality, emotion, and confidence consistently 3-Demonstrates appropriate energy, focus, personality, emotion, and confidence most of the time 2-Demonstrates appropriate energy, focus, personality, emotion, and confidence occasionally 1-Lacks elements of stage presence
TOTAL SCORE (Possible 25 points total)
Comments:

 

 

 

CLICK HERE for PDF of Film/Video Audition Requirements.

CLICK HERE for PDF of Recommendation Form.

CLICK HERE for PDF of Film/Video Rubric.

FILM AUDITION REQUIREMENTS

Rising 6th Grader

• 1 minute Commercial. 
• Provide a story plot map for your commercial. (A "story plot map" is a visual representation of the sequence of events in a story, often depicted as a diagram or graphic organizer, which helps writers and readers understand the key plot points including the exposition, rising action, climax, falling action, and resolution, essentially mapping out the structure of the narrative from beginning to end.)
• One Recommendation form filled out by your teacher. The form must be submitted on audition day in an envelope that’s sealed by the teacher.

Rising 7th and 8th Grader

• 3-minute short film.
• Script (It outlines precisely what happens in the story, provides lines of dialogue for each character and gives insight into how the environment looks and how to perform each scene.)
• Provide a story plot map for your short film. (A "story plot map" is a visual representation of the sequence of events in a story, often depicted as a diagram or graphic organizer, which helps writers and readers understand the key plot points including the exposition, rising action, climax, falling action, and resolution, essentially mapping out the structure of the narrative from beginning to end.)
• One Recommendation form filled out by your home room teacher. The form must be submitted on audition day in an envelope that’s sealed by the teacher.

RCPS Student Portfolios must be put together in PowerPoint form and saved on your school device, and on a backup flash drive in case anything goes wrong, and you need to present on a different device. Must bring the sealed recommendation form.

Non RCPS Student Portfolios must be put together in PowerPoint form and saved on your personal laptop device and on a backup flash drive in case anything goes wrong, and you need to present on a different device. Must bring the sealed recommendation form.

For any questions, contact Ms. Lewis at nlewis24@rockdale.k12.ga.us.

 

FILM AUDITON RUBRIC 

Student Name:                                                                                              Date:                                                                          

 

Film Rubric	Poor (0-5)	Needs Improvement  (6-10)	Good  (11-19)	Excellent  (20-25)	Total
Composition	No consideration of basic techniques. Shot in a distracting manner. Visuals, audio not clear, distract from the work.	Lacking basic techniques. Audio/Visual techniques demonstrated, needs improvement for product.	Basic use of Audio/Visual techniques demonstrated, has clear potential.	Strong and effective use of techniques. Varied use of techniques are evident.
Creativity	Product demonstrated little to no creativity or was not student’s own work. No graphics, special effects or editing used.	Uses other people’s ideas but there is little evidence of original thinking. Some graphics or editing used.	Product shows original thought. Work shows new ideas and insights. Basic editing used such as graphics, transitions.	Product shows a great deal of original thought. Creative, well beyond standard shots of this subject-matter. Used special effects, graphics, transitions, audio editing to enhance their production.
Script	The Script has No Dialogue. Only a description of what’s happening in the film	Script only has dialogue and describes what’s happening in the film.	Script only has 3 traditional script elements.	-  Dialogue, -  Scene number, -  Camera direction, -  Interior or Exterior, -  Slug lines (Scene heading), and Action lines
Interview	No knowledge of basic audio/visual techniques. Answers yes or no. Lack of enthusiasm, passive.	Knows some general information about audio/visual techniques. Expresses interest in general production process. Responses sound rehearsed or unsure.	Knows general information about audio/visual production. Shows interest in various areas of the production field. Gives well- constructed responses.	Exhibits good basic knowledge of production. Well-constructed confident responses that are genuine. Positive and enthusiastic.
Letter of Recommendation	No letter	Recommendation	Good recommendation	Excellent recommendation
Notes					Total

 

 

CLICK HERE for PDF of Photography Audition Requirements.

CLICK HERE for PDF of Recommendation Form.

CLICK HERE for PDF of Photography Audition Rubric. 

PHOTOGRAPHY AUDITION REQUIREMENTS

Rising 6th Grader

1.  Eight (8) image portfolios on a PowerPoint slide show, two (2) images from each photography category:  food, landscape, sports, and portrait photography.
2.  Two sentences explanation of artwork.
3.  A name/ title of the artwork.
4.  One (1) Recommendation form filled out by your teacher. The form must be submitted on audition day in an envelope that’s sealed by the teacher.

Rising 7th and 8th Grader

1.  Ten (10) image portfolios on a Power Point slide show (2 images from each photography category: food, landscape, sports, portrait and fashion photography.
2.  One or two sentences explanation of artwork.
3.  A name/ title of the artwork.
4.  Add your mood board after the slide of your Fashion Photo, because that’s the only category you need to make a mood board for. (A mood board is a collection of images that will set the tone for your upcoming photo shoot. This will include photos you find online that will be the inspiration for your theme, wardrobe, pose, location, and more. These images you find online will convey what the tone of the shoot you’re doing will be.)
5.  Add your edited and the un-edited image side by side of the Fashion Photo on the slide after the mood board. 
6.  One Recommendation form filled out by your home room teacher. The form must be submitted on audition day in an envelope that’s sealed by the teacher.

RCPS Student Portfolios must be put together in PowerPoint form with a solid background and saved on your school device, and on a backup flash drive in case anything goes wrong, and you need to present on a different device. You must bring the sealed recommendation form.

Non RCPS Student Portfolios must be put together in PowerPoint form with a solid background and saved on your personal laptop device and on a backup flash drive in case anything goes wrong, and you need to present on a different device. You must bring the sealed recommendation form.

*Yes, you are allowed to use my Photography Audition Example PowerPoint template I created, but you must use your own original images and add your own artwork title & explanations.

For any questions, contact Ms. Lewis at nlewis24@rockdale.k12.ga.us.

 

PHOTOGRAPHY AUDITION RUBRIC

Student Name:                                                                               Student #                                   Date                                  

Photography Rubric	Poor (0-5)	Needs Improvement (6-10)	Good  (11-15)	Excellent  (16-20)	Total
Composition (Lines, Rule of Thirds, Balance, Framing, Mergers, Cropping, Viewpoint, Angles and Perspective)	The images are shot in a manner, distracting from the composition and leaving the image stagnant. Backgrounds are busy or distract from the focus of the image. No consideration of basic photographic composition techniques.	Composition lacking basic techniques. Angles, focal lengths, positioning of subjects and use of composition techniques will improve images.	Image composition has potential, but other angles, focal lengths, positioning of subjects and use of composition techniques will improve image.	Strong composition as effective usage of composition techniques. Your varied angles and perspectives prove you were creatively and insightfully considering your subject.
Creativity	Photo demonstrated little to no creativity or was not student’s own work. Lacked emotion, one dimensional.	This photo could have been planned better and improved. Basic, standard shot of given subject. Photo somewhat interesting.	Good photo (s). Shows good creativity and effort above and beyond the norm. Good, interesting pictures.	Powerful picture(s). You capture a moment or a subject well. The pictures speak for themselves. Picture(s) create interest for the viewer. Creative, well beyond standard shots of this subject-matter.
Completion of Portfolio	Only completed one of the requirements.	Only has half of the audition requirements	Is only missing one of the audition requirements	Completed all the audition requirements.
Interview	No knowledge of photography. Answers yes or no. Lack of enthusiasm, passive. Unacceptable behaviors.	Knows some general information about photography. Responses sound rehearsed or unsure. Typical behaviors.	Knows general information about photography.   Gives well- constructed responses.	Exhibits good basic knowledge of photography. Well-constructed confident responses that are genuine. Positive and enthusiastic.
Recommendation Form	No recommendation	Fair recommendation	Good recommendation	Excellent recommendation
Notes:					Total

 

 

CLICK HERE for PDF of required solo sheet music for Strings. 

CLICK HERE for PDF of Rubric for Strings.

STRINGS AUDITION REQUIREMENTS

Students with strings experience are asked to do the following:

1.  Play a one-octave D major scale, memorized. 

2.  Play a prepared solo selection (CLICK HERE or see link above for sheet music for required solo.)

3.  Interview with judges. 

For any questions, contact Ms. Dollar at adollar@rockdale.k12.ga.us .

STRINGS AUDITION RUBRICS

Strings Audition	Points Available
1. 1-octave D major scale, memorized (Students with Experience)	10
2. Prepared selection      (Students with Experience)	60
3. Interview & Diagnostic Test	30
TOTAL POSSIBLE POINTS	100

 

STRINGS PERFORMANCE EVALUATION RUBRICS

D Major Scale, One Octave, Memorized (10 points)

Category	5 Superior	4 Excellent	3 Good	2 Needs Improvement	1 Unskilled	Total Points
Intonation	All pitches are in tune throughout the instrumental range. Student has awareness of tendency tones and makes corrections	Student generally performs pitches in tune, but has minor problems with tendency tones and pitch accuracy.	Student plays somewhat in tune, but doesn’t exhibit full awareness of pitch accuracy, intonation or tendency tones.	Intonation is not accurate. Pitch control fluctuates, and student performs with little intention to play in tune.	Student plays mainly out of tune.
Technique (articulation, fingerings, bowing, facility, rhythm)	Notes are correctly articulated and fingered. Rhythms are accurate and in tempo. Facility and command of the instrument are apparent.	Notes are mostly played with correct articulation and apparent attention to bowing, rhythmic accuracy, and steady tempo. Facility is acceptable for level.	Lacking one or more qualities of proper technique, but student does have a basic concept of proper techniques.	Notes are incorrectly articulated, knowledge of fingerings is not up to level, bowing is sporadic, and rhythms are out of tempo.	No attention to articulation, bowing, and student plays rhythms inaccurately.
					TOTAL POINTS

 

Prepared Solo (30 x 2 = 60 points)

Category	5 Superior	4 Excellent	3 Good	2 Needs Improvement	1 Unskilled	Total Points
Tone (beauty, control, characteristic timbre)	Tone is characteristic for the instrument played, consistently focused and centered throughout the range of the instrument.	Tone is focused, centered and clear throughout the normal range of the instrument, but lacks one or more element in the extreme ranges.	Tone is somewhat focused and clear, but lacks clarity and control in certain ranges.	Tone lacks in clarity and focus. Control is not yet evident on extreme ranges.	Little evidence of characteristic tone quality. Unfocused and unclear.
Intonation	All pitches are in tune throughout the instrumental range. Student has awareness of tendency tones and makes corrections	Student generally performs pitches in tune, but has minor problems with tendency tones and pitch accuracy.	Student plays somewhat in tune, but doesn’t exhibit full awareness of pitch accuracy, intonation or tendency tones.	Intonation is not accurate. Pitch control fluctuates, and student performs with little intention to play in tune.	Student plays mainly out of tune.
Rhythm	Rhythms are played accurately and in tempo throughout performance.	Rhythms are mostly accurate. Some duration errors, but errors do not detract from overall performance.	Rhythms are inconsistent, but student maintains correct tempo. Duration errors detract from overall performance.	Rhythms are frequently inconsistent, and out of tempo. Many repeated duration errors seriously detract from overall performance.	Rhythms are erratic and rarely accurate, with no clear sense of tempo and steady beat.
Technique (articulation, fingerings, bowing, facility, rhythm)	Notes are correctly articulated and fingered. Rhythms are accurate and in tempo. Facility and command of the instrument are apparent.	Notes are mostly played with correct articulation and apparent attention to bowing, rhythmic accuracy, and steady tempo. Facility is acceptable for level.	Lacking one or more qualities of proper technique, but student does have a basic concept of proper techniques.	Notes are incorrectly articulated, knowledge of fingerings is not up to level, bowing is sporadic, and rhythms are out of tempo.	No attention to articulation, bowing, and student plays rhythms inaccurately.
Interpretation	Student performs musically, expressively, uses proper knowledge of phrasing, style and correct tempo.	Student has good sense of style, expressiveness, phrasing and tempo, but has minor defects in one or more areas.	Student shows signs of proper interpretation, but shows some weakness in one or more areas.	Student generally plays well, but is lacking in a complete understanding and application of interpretive performance.	Performs with little to no expression, phrasing, style or correct tempos.
Musicality (artistry, fluency)	Student plays with artistry, fluency and a command of instrument and music.	Musicality is generally good, but has minor deficiencies which keep it from the highest rating.	Overall musicality is sufficient, but falls short because of lack of musicality.	Music is played, but artistry and fluency are seldom observable	Artistry and fluency are not observable, student does not demonstrate command of the instrument and music.
					TOTAL POINTS

 

Interview Questions (20 points) 

Category	5 Superior	4 Excellent	3 Good	2 Needs Improvement	1 Unskilled	Total Points
General Attitude	Appropriately interested and enthusiastic about the interview process	Show more than basic interest in the interview; shows enthusiasm	Shows basic interest in the interview; shows some enthusiasm	Somewhat interested in the interview; shows little enthusiasm	Lack of interest and enthusiasm about the interview; passive and indifferent
Responses to Questions	Gives well-constructed, confident responses that are genuine	Gives well-constructed responses, does not sound rehearsed, student somewhat  hesitant or unsure	Gives well-constructed responses, but sounds rehearsed or unsure	Answers with “yes" or “no” and fails to elaborate or explain; talks negatively	Doesn't have a clear answer to the question.

Communication	Speaks clearly and distinctly with no lapse in sentence structure and grammar usage; speaks concisely with correct  pronunciation	Speaking is clear with minimal mistakes in sentence structure and grammar	Speaking is unclear – lapses in sentence structure and grammar	Speaking is unclear – very difficult to understand message of what is being said (i.e. mumbling)	Speaking is unclear and student doesn't look into the camera.
Overall Demonstration of Interview Skills	Highly proficient;  appropriately utilized interview skills in an enthusiastic, motivating and engaging manner	Demonstrated average proficiency; average demonstration of competent interview skills in a generally confident manner	Demonstrated limited  proficiency; limited demonstration of competent interview skills in a generally confident manner	Demonstration of poor interview skills with little confidence displayed	Very little confidence is displayed.
					TOTAL POINTS

 

TOTAL POINTS FOR SCALE
TOTAL POINTS FOR PREPARED PIECE	X 2 =                                    _                                                        Score (10 Poss.)
TOTAL POINTS FOR INTERVIEW Diagnostic Test
GRAND TOTAL (OUT OF 100 POSSIBLE)

 

CLICK HERE for PDF of Theatre Audition Requirements.

CLICK HERE for Word Doc of Theatre Audition Rubric.

THEATRE AUDITION REQUIREMENTS

* Below are Theater Audition pieces to be memorized for January 10, 2026, audition.  Please review the preapproved list for each grade level.

*Everyone will need to slate:  Greeting (hello), your name, which monologue or song are you presenting.

RISING 6^th GRADE:

*Rising 6^th grade picks one monologue
**OR  scroll down to do a Shakespeare monologue.

Antinous from The Odyssey: Look, you know how many guys got killed fightin in Troy? You know how many didn’t make it through storms comin back? You’re father’s not here. And he’s not gonna be. Ever. It’s been years. He’s dead, swallowed up by the sea, or starved on some desert island. And you’re just like any other kid who old man’s not around. You’re alone, you and your mom, and you gotta face it. Look, I know it’s hard. That’s why me and the guys are here.  

Polyphemus from The Odyssey: What’s been going on here? Someone’s been eating my food. And that someone’s – still here! Who’s in my den? Who are you? Ah, humans. You’ll have to stay for dinner. I’ll love having you for dinner. There’s nothing tastier than human flesh. Let’s see if you taste as good as you smell. A little salty, but very juice. I think I’ll have another.  

Odysseus from the Odyssey: Yes, I, Odysseus, did it! Think of Odysseus the next time you want to eat human flesh. Think of Odysseus when your head throbs and the world’s dark. Fight the storms comrades! We can make it! Throw everything into it. Row, friends! Through the waves! Pull with all your strength for Greece. For Ithaca. For our families.  

KELLY from The Princess: My Dad says I’m his little Princess. A princess? Really? I love being a Princess! Princesses are always pretty, perky, and very, very brave. I wonder why no one ever told me this before! Of course, being a Princess is a big responsibility. 

GEORGE from The Pet Dective: I thought where would I go if I were a gerbil. I crouched low, I wiggled and eureka! There she was. Lurking in an air vent. I found her. I was the hero. I am going to be the next great Pet Detective. Alert the animal world because I am on the case!  

PHILLIP from Dinoboy: Little do my parents know, but I lead a double life. Quiet student by day and superhero Dinoboy by night. My sidekick, Bob gets easily distracted from our missions. I blame it on his tiny, pea-sized brain. Yesterday we were hiking through the jungle and he got mad at a parrot and started chasing it. I kept telling him “Bob, parrots can fly and you can’t,” but he just wouldn’t listen. He’s like, “Whatever dude. I want that bird.” He is totally clueless. 

T’CHALLA from Black Panther: You were wrong. You were all wrong to turn your backs on the rest of the world. We let the fears of our discoveries stop us from doing what is right. No more.  I must take the mantle back. I must. I must right these wrongs. We all know the truth: more connects us than separates us. But in times of crisis - the wise build bridges, while the foolish build barriers. We must find a way to look after one another, as if we are one singe tribe. 

RISING 7^th GRADE AND 8^th GRADE:

*Rising 7^th grade picks 2 monologues OR 1 Shakespeare monologue.

*Rising 8^th grade picks either 1 monologue (ok if Shakespeare) with 1 song from the preapproved Broadway list below,
**OR 2 monologues (one must be Shakespeare).

Charlie Brown from You’re a Good Man, Charlie Brown: I think lunchtime is about the worst time of day for me. Always having to sit here alone. Of course, sometimes, mornings aren’t so pleasant either. Well, I guess I’d better see what I’ve got. Peanut butter. Some psychiatrists say that people who eat peanut butter sandwiches are lonely…I guess they’re right.  And when you’re really lonely, the peanut butter sticks to the roof of your mouth. There’s that cute little red-headed girl eating her lunch over there. I wonder what she would do if I went over and asked her if I could sit and have lunch with her? She’d probably laugh right in my face… it’s hard on a face when it gets laughed in.

SOPHIA from This Is A Text: I’m going to fail. I’m going to fail. I’m going to fail. I didn’t study! I was set to hunker down last night and read the play, but then I got this text. “Will you go out with me?” Who is it from? I don’t know! I was staring at it, trying to figure it out and I just fell into my phone. And suddenly it was morning! It’s an essay test on Romeo and Juliet and I HAVEN’T READ THE PLAY! 

ASHGRIL from The Ash Girl: I do not remember much. It was another country. My mother loved flowers. I do not remember when she died. I was always with my father. He took me everywhere. We slept in the woods. Until we came here. He never told me he wanted to marry her. He didn’t ask me. And that these girls would be his daughters. He wasn’t happy long. He told me that he was a good man but he had monsters to fight. I said I would fight them with him but he said no, these monsters were different. So he left and broke my heart. And that’s when I found the ashes. Ashes are safe. I will stay in these ashes. Cloak of crumbling grey. May ashes.  

ANGERBIRD from The Ash Girl: I’ve had to flap about calling this meeting for Pridefly. Why do I always have to do all the work? Every other deadly monster in this forest is useless and it makes me very angry and if you dare close your eyes, I’ll peck them out!  

PRIDEFLY from The Ash Girl: I called this meeting. Who else? Would anything get done without me? Anyone can see that we are not doing enough to destroy the humans. Since I am the only one aware of this, I called you all here to remind you of your function and to lead you all into a new wave of human destruction! 

SADNESS from the Ash Girl: The sudden hush of dusk is a good time. I am the shadow cast against the wall. I am the icicle in the heart, the one who makes the whole world so dark you wish you weren’t in it. Sadness… Call for help: I’ll muffle your voice. Dream of relief: I’ll shrink your thoughts to dust. Don’t even try to move… 

PRINCE AMIR from The Ash Girl: I’d like to say: I love dancing with you – but I don’t want her to know how much I’m enjoying being with her. I’d like to say: Come in to dinner with me and sit with me – but I don’t want her to know she’s the only girl I want to talk to. I’d like to ask: Where have you come from? Why so late? And without parents? Should I stop dancing? What’s your name? 

 

Shakespeare monologues from Hamlet:

HAMET #1: Father dead, Mother wed 

O, that this too too solid flesh would melt 
Thaw and resolve itself into a dew! 
O God! God! 
How weary, stale, flat and unprofitable, 
Seem to me all the uses of this world! 
Fie on’t! ah fie! ’tis an unweeded garden, 
That grows to seed; things rank and gross in nature 
Possess it merely. That it should come to this! 

Hamlet #2: Life and No More – A Philosophical Question 

To be, or not to be: that is the question: 
Whether ’tis nobler in the mind to suffer 
The slings and arrows of outrageous fortune, 
Or to take arms against a sea of troubles, 
And by opposing end them? To die: to sleep; 
No more; and by a sleep to say we end 
The heart-ache and the thousand natural shocks 
That flesh is heir to…

Hamlet #3: A Murderer Caught, But We Hesitate 

Now might I do it pat, now he is praying. 
And now I’ll do’t. And so he goes to heaven. 
And so am I revenged.  
A villain kills my father; and for that 
I, his sole son, do this same villain send 
To heaven. 
But in our circumstance and course of thought, 
‘Tis heavy with him. And am I then revenged, 
To take him in the purging of his soul, 
When he is fit and seasoned for his passage? 
 

RISING 8^th GRADE SONG SELECTION:

Songs from the preapproved list will be performed acapella: 

•   Cats
•   Grease
•   Little Shop of Horrors
•   Beauty & the Beast
•   Lion King
•    Addams Family
•    Hairspray
•    Greatest Showman
•    You’re A Good Man, Charlie Brown

For any questions, contact Mr. Young at pyoung@rockdale.k12.ga.us 

THEATRE AUDITIONS RUBRIC

Final Performance Rubric (possible 100 points total)	Points
Lines Memorization 0 – Did not memorize lines 1-5 Knew less than half of the lines but had difficulty completing scene 5-10 Knew about half of the lines from scene 10-15 Knew more than half of the lines from scene 15-20 Knew most if not all of the lines and was able to complete scene
Characterization and Sub Text 0-Lacked energy and had no Characterization during performance 1-5 Showed little characterization and/or little connection to the material 5-10 Had little characterization but was connected to the material 10-15 Had characterization but was over the top and at times was distracting 15-20 Had great characterization and made justified choices connected to the material
Blocking 0-       Did not know blocking for scene 1-5 Knew part of the blocking but had difficulty completing the scene 5-10 Knew about half the blocking 10-15 Knew more than half of blocking 15-20 Knew most if not all of the blocking and was able to complete scene
PHYSICAL EXPRESSION (Gestures, posture, facial expressions, & movement)  0 – Actor’s physicality lacks commitment and does not reflect the character and objective 1-5 –makes few choices that reflect the character and objective 5-10 –often commits to physical choices that reflect the character and objective 10-15 –completely commits to physical choices that reflect the character and objective 15-20–physical technique enhanced characterization with justified actions
Stage Presence 0-       Did not appear in the moment or appeared disinterested in the performance 1-5 Had low energy and struggled to stay in the moment 5-10 Had low energy but was able to stay in the moment 10-15 Had great energy but struggled to stay in the moment 15-20 Had great energy and stayed in the moment to give an exciting performance
Total possible 100 points:

 

Additional notes:

 

CLICK HERE for PDF of Audition Requirements and Scoring Rubrics

VISUAL ARTS AUDITION REQUIREMENTS

1. Student Portfolio  (50 points)

Students must bring a portfolio to the audition. 

The portfolio can include photos of the following items:  a sketchbook, photographs, drawings from observation, original works in color, 2-D Design pieces, and 3-D artwork.  All works must be completed by the student.  

 

2. On-Site Art Production  (50 points)

On audition day, students will be required to draw a still life from observation. (Visual Arts applicants must arrive 30 minutes prior to their selected audition time to complete on-site artwork.) There will be a variety of fruit/vegetables to draw.  Student may use oil pastels, color pencils, watercolor paint and or crayons to add color to their still-life arrangement.  All art materials will be provided.   They will show this drawing with their art portfolio to the judge after completion. 

For any questions, contact Ms. King at kking@rockdale.k12.ga.us 

VISUAL ARTS EVALUATION RUBRICS

Evaluation of Student Portfolio

Performance Level	Descriptors of Work
Emerging (20)	Work demonstrates . . . ·         a lack of awareness of tools or media. ·         a limited range of solutions to visual problems. ·         inept or trite solutions. ·         no evidence of thinking/decision-making. ·         a questionable or no understanding of principles. ·         poor or ill-considered compositions. ·         clumsy/incompetent technique and/or use of materials.
Proficient (30)	Work demonstrates . . . ·         most elements. ·         a clear effort to apply principles of design with some success. ·         some inventive or evocative qualities ·         engagement with a reasonable range of visual solutions. ·         some awkwardness, yet strong composition. ·         successful use of techniques and materials. ·         successful solution to design exercises but doesn’t go beyond that level. ·         an emerging sense of ambition and/or sophistication.
Exemplary (50)	Work demonstrates . . . ·         obvious evidence of thinking and addresses visual or conceptual ideas. ·         confident articulation of the principles and uses them in inventive or evocative ways. ·         successful experimentation, risk-taking and /or ambition. ·         sensitivity and/or subtlety. ·         excellent composition skills with use of elements. ·         quality craftsmanship and is technically accomplished. ·         evidence of style and format.
Student Score:   /50	Commentary:

 

 

Evaluation of On-Site Still Life

Descriptor	Emerging (1 – 4.9)	Proficient (5 - 7.9)	Exemplary (8 - 10)	Student Score
Use of Value	Poorly observed values Mark making is awkward or erratic	Carefully observed values Mark making is consistent and controlled	Marks are intentionally used to create values Mark making is expressive and/or intentional
Use of Color and Line	Use of color and line creating depth is minimal	Carefully uses color and line to create the illusion of depth in the art work	Use of color and line is expressive and intentional in turn creating a successful composition
Composition or Use of Page	Proportion problems – lacks understanding of space relationships Weak Composition	Background is considered as part of composition Intentional composition choices	Composition engages space and is unified Planning is evident
Selection and Use of Material	Lacks command of media Heavy outlining	Risk taking in selection of materials More skillful use of media	Comfortable skill level Technical skills with media are resolved
Discussion of Art Creation	Able to minimally discuss the art creation and process	Use appropriate vocabulary describing art elements and art principles used in the creation of the art work	Elaborately discusses the art process including details of the art elements and principles used in the creation of the art work
Commentary:				Student Score:                 /50

 

Total Audition Points: _____/100