Western Junior District Scoreform - Jazz Winds

Solo

Melodic AccuracyThe student's melody;

10		The student performs all notes and pitches accurately
8	9	.
6	7	.
4	5	.
2	3	.
1		The student performs inaccurate notes throughout the performance

Rhythmic AccuracyThe student's rhythm;

10		The student performs accurate rhythms throughout
8	9	.
6	7	.
4	5	.
2	3	.
1		The student performs inaccurate rhythms throughout the performance

IntonationThe student's intonation;

10		The student's intonation is accurate in all ranges and registers
8	9	.
6	7	.
4	5	.
2	3	.
1		The student's intonation is not accurate and hinders the quality of the performance

ToneThe student's tone;

10		The student's tone is full, rich, and characteristic of the instrument in all ranges and registers
8	9	.
6	7	.
4	5	.
2	3	.
1		The student's tone is a tone quality which demonstrates technical deficiencies

TempoThe student's tempo;

10		The student's tempo is accurate and consistent with printed tempo markings
8	9	.
6	7	.
4	5	.
2	3	.
1		The student's tempo is not accurate or consistent throughout

Technique and ArticulationThe student _

	Demonstrates appropriate and accurate use of jazz articulation.
	Demonstrates appropriate jazz inflections marked (scoops, doits, etc.).
	Demonstrates the appropriate style of eighth note.
	Demonstrates the appropriate mood as it relates to musical setting.
	Demonstrates the appropriate length of notes as marked (i.e. legato, staccato, etc.).

InterpretationThe student _

	Performs swing eighth notes as appropriate to the particular style and period of the solo.
	Performs with a high level of musicality, including well-shaped phrases and dynamics.
	Performs syncopated rhythms with appropriate articulations (including breath accents, marcato accents, etc.) lending emphasis to the syncopation.
	Performs with appropriate amount and style of vibrato with regard to the period/style of the solo.
	Performs with an appropriate articulation pattern that enhances the syncopation and creates ease of melodic flow.

Comments(optional)

Scales

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	Blues	Chromatic
5	5	5	All pitches/notes accurate.
4	4	4	.
3	3	3	.
2	2	2	.
1	1	1	Missing more than 6 pitches

Scale TechniqueThe student performs;

	Performs with adequate breath control/support.
	Performs consistently both ascending and descending.
	Performs all scales with even and consistent pulse at the required tempo.
	Performs all scales with appropriate control of articulation.
	Performs all scales with consistent, acceptable tone quality in all registers.

Comments(optional)

Sightreading

Melodic AccuracyThe student's melody;

10		All pitches and notes played accurately
8	9	.
6	7	.
4	5	.
2	3	.
1		Inaccurate pitches/notes throughout the performance

Rhythmic AccuracyThe student's rhythm;

10		Accurate rhythms throughout
8	9	.
6	7	.
4	5	.
2	3	.
1		The majority of rhythmic patterns played incorrectly

InterpretationThe student's interpretation;

10		The student demonstrates the highest level of musicality including well-shaped phrases and dynamics
8	9	.
6	7	.
4	5	.
2	3	.
1		The student demonstrates an absence of musical interpretation throughout

TechniqueThe student demonstrates;

	Appropriate and accurate use of jazz articulation.
	Appropriate jazz inflections as marked.
	Appropriate style of eighth note used.
	Appropriate mood as it relates to musical setting.
	Appropriate length of notes as marked.

Comments(optional)

Improvisation

TonalityThe student performs;

5	Excellent: The student performs all melodic patterns in proper context of all contrasting harmonic changes.
4	Very Good: The student performs most melodic patterns in proper context of all contrasting harmonic changes.
3	Good: The student performs many melodic patterns in proper context of contrasting harmonic changes.
2	Fair: The student performs only some melodic patterns in proper context of contrasting harmonic changes, mainly with relation to the tonic.
1	Poor: The student performs outside the context of harmonic changes.

RhythmThe student performs;

5	Excellent: The student performs advanced rhythmic patterns which are creative and appropriate to the style and setting of accompaniment.
4	Very Good: The student performs contrasting rhythmic patterns which include divisions and/or subdivisions of large beats and show competence in rhythmic creativity.
3	Good: The student performs a few interesting rhythmic patterns (divisions and/or subdivisions) but without much contrast.
2	Fair: The student performs with a proper sense of meter throughout, but only creates simple rhythmic patterns.
1	Poor: The student performs with a fairly consistent tempo throughout, but solo lacks rhythmic creativity.

Conceptual UnderstandingThe student;

	The student demonstrates a conceptual understanding of large scale solo architecture (a beginning, middle, and end).
	The student demonstrates motivic development (use of sequential extensions).
	The student demonstrates a sense of musical syntax with correlating melodic and harmonic resolutions.
	The student demonstrates linear/melodic invention rather than a reliance on unrelated melodic licks/scale sequence.
	The student demonstrates a chosen mood appropriate to musical setting.

Creative DesignThe student;

	The student demonstrates conversational interplay between solo and accompaniment and/or linear solo melodic dialog.
	The student demonstrates original solo, melodic ideas offered in fresh personal style.
	The student demonstrates original rhythmic patterns that logically extend beyond rhythms of the accompaniment.
	The student demonstrates flexible use of expression (dynamics, accents, etc.).
	The student demonstrates a degree of freedom/curiosity within acknowledged context of tonality and meter.

Comments(optional)