jazz_sax_brass

Solo

TempoThe student;

5	is accurate and consistent with the printed tempo markings.
4	approaches the printed tempo markings yet the performed tempo does not detract significantly from the performance.
3	is different from the printed tempo resulting in inappropriate tempo for the selection, yet remains consistent.
2	is inconsistent (i.e., rushing, dragging, inaccurate tempo changes.)
1	is not accurate or consistent

Rhythmic AccuracyThe student performs;

5	accurate rhythms throughout
4	nearly accurate rhythms, but lacks precise interpretation of some rhythm patterns.
3	many rhythmic patterns accurately, but some lack precision (approximation of rhythm patterns used.).
2	many rhthmic patterns incorrectly or inconsistently.
1	the majority of rhythmic patterns incorrectly.

Melodic AccuracyThe student performs;

5	all pitches/notes accurately
4	most pitches/notes accurately
3	the majority of pitches/notes accurately, however has some difficulty with melodic precision.
2	several inaccurate pitches/notes but displays a basic understanding of melodic control.
1	inaccurate pitches/notes throughout the performance. (i.e.; missing key signatures, accidentals)

Jazz Technique/ArticulationThe student demonstrates:

	appropriate and accurate use of jazz articulation.
	appropriate jazz inflections as marked (i.e., scoops, doits, etc.).
	appropriate style of eigth note used.
	appropriate mood as it relates to material setting.
	[appropriate length of notes as marked (i.e., legato, staccato, etc.).

ToneThe student's tone;

5	is full, rich and characteristic of the tone quality of the instrument in all ranges and registers.
4	is of characteristic tone quality in most ranges but distorts in some passages.
3	exhibits some flaws in production (slightly thin or unfocused sound.)
2	has several flaws in basic production, (consistently thin/unfocused sound.)
1	is a tone quality which hinders the performance.

IntonationThe students tone;

5	is accurate in all ranges and registers.
4	is mostly accurate. The student adjusts the few problem pitches to an acceptable standard
3	is somewhate accurate but includes out of tune notes. The student adjusts these problem pitches with some success
2	exhibits a basic sense of intonation, yet has problems; student makes little attempt at adjustment of problem pitches.
1	is not accuate and hinders the performance quality.

MusicianshipThe student _

	demonstrates control of the musical time/pulse appropriate for the style of music. (i.e. use of steady beat, and/or use of rubato, ritardando, stringendo)
	demonstrates dynamic contrast notated by the composer.
	demonstrates the ability to shape and contour the rhythmic line; dynamic nuance not notated by composer.
	demonstrates inflection of rhythmic patterns appropriate to the style and phase structure of the composition

Scales

Scale TechniqueThe student played the chromatic scale:

0	1	the required range of the instrument.
0	1	the proper and steady suggested tempo.
0	1	with proper articulation.
0	1	with the proper rhythm.

Scale TechniqueThe student played the major scale:

0	1	the required range of the instrument.
0	1	the proper and steady suggested tempo.
0	1	with proper articulation.
0	1	with the proper rhythm.

Scales

Adjudicator should fill in the names of the required scales for assessment in the spaces provided. Check the box in the column that best describes the student's performance (one box per scale.)

Major	Major	Chromatic
4	4	4	all accurate pitches
3	3	3	mostly accurate pitches
2	2	2	some accurate pitches
1	1	1	few acceptable pitches

Sightreading

Melodic Accuracy

The student performs pitches and note accurately.

Rhythmic Accuracy

The student performs rhythms accurately throughout.

Interpretation

The student performs dynamics as marked.

The student includes well shaped phrase.

Improvisation

Tonality

The student performs melodic patterns in proper context of all contrasting harmonic changes.

Rhythmic Accuracy

The student performs advanced rhythmic patterns (i.e., pickups, syncopation, etc.) which are creative and appropriate to the style and setting of the accompaniment.

Conceptual Understanding

The student demonstrates a comprehensive conceptual design of large scale solo architecture ( a beginning, middle, and end).

The student demonstrates conversational interplay between solo and accompaniment and/or linear solo melodic dialogue.