All-State Scoreform - Jazz Piano/Vibes

Solo

Melodic AccuracyThe student performs;

20				all notes accurately.
17	18	19		most notes accurately.
13	14	15	16	majority of notes accurately; has some difficulty with melodic precision.
9	10	11	12	some notes accurately.
5	6	7	8	numerous inaccurate notes but displays basic understanding of melodic control
1	2	3	4	inaccurate notes throughout the performance (i.e. missing key signatures, accidentals, etc.).

Rhythmic AccuracyThe student performs;

15			all rhythmic patterns accurately.
13	14		almost all rhythmic patterns accurately, but lacks precise interpretation of some rhythmic patterns.
10	11	12	many rhythmic patterns accurately, but lack some precision (approximation of rhythmic patterns).
7	8	9	some rhythmic patterns accurately.
4	5	6	many rhythmic patterns inaccurately or inconsistently.
1	2	3	the majority of rhythmic patterns inaccurately.

TempoThe student's tempo;

10			is accurate and consistent with the printed tempo marking(s).
8	9		approaches the printed tempo marking(s), yet the performed tempo does not detract significantly from the performance.
5	6	7	is different from the printed tempo marking(s), resulting in an inappropriate tempo for the selection, yet remains consistent.
3	4		is inconsistent (i.e., rushing, dragging, inaccurate tempo changes).
1	2		is inaccurate or inconsistent

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 appropriate amount and style of vibrato with regard to the period and style of the solo.
	demonstrates the ability to shape and contour the melodic line; dynamic nuance not notated by composer.
	demonstrates inflection of rhythmic patterns appropriate to the style and phrase structure of the composition.

TechniqueThe student _

	demonstrates appropriate eighth notes based on style and period of piece.
	demonstrates jazz inflections as marked (i.e., schoops, doits, etc.).
	demonstrates appropriate mood as it relates to musical setting.

InterpretationThe student's demonstrates;

10			the highest level of musicality including well-shaped phrases and dynamics.
8	9		a high level of musicality, but has some phrases or dynamics that are not consistent with the overall level of expression.
5	6	7	a moderate level of musicality and/or expression in the performance.
3	4		a limited level of musicality and/or expression in the performance.
1	2		an absence of musicality and/or expression in the performance.

Comments(optional)

Comping

Harmonic ContextThe student voicings;

5	are always appropriate to the style and context.
4	are mostly appropriate to the style and context.
3	are sometimes appropriate to the style and context.
2	outline triadic portions of the chords, but are not stylistically appropriate.
1	do not give a clear presentation of the harmony.

Voice LeadingThe student voicings;

5	are always smooth, logical and creative from chord to chord.
4	are mostly smooth, logical and creative from chord to chord.
3	are sometimes smooth, logical and creative from chord to chord.
2	are occasionally smooth, logical and creative from chord to chord.
1	are not smooth or logical - voice leading does not seem to have been considered.

Altered ChordsThe student voicings;

5	make tasteful and logical use of chromatically altered extensions.
4	make use of chromatically altered extensions, but not always in approrpiate places.
3	exhibit some use of chromatically altered extensions, but inconsistently.
2	do not make use of chromatically altered extensions, but do outline the fundamental harmony clearly.
1	do not give a clear presentation of the harmony.

Rhythmic PatternsThe student voicings;

5	always use appropriate rhythmic patterns for the style required.
4	mostly use appropriate rhythmic patterns for the style required.
3	sometimes use appropriate rhythmic patterns for the style required.
2	rarely use appropriate rhythmic patterns for the style required.
1	do not use appropriate rhythmic patterns for the style required.

Comments(optional)

Sightreading

Melodic AccuracyThe student performs;

7		all notes accurately.
6		almost all notes accurately.
4	5	some notes accurately.
2	3	numerous inaccurate notes.
1		inaccurate notes throughout the performance (i.e. missing key signatures, accidentals, etc.).

Rhythmic AccuracyThe student performs;

7		all rhythmic patterns accurately.
6		almost all rhythmic patterns accurately.
4	5	some rhythmic patterns accurately.
2	3	numerous rhythmic patterns inaccurately.
1		the majority of rhythmic patterns inaccurately.

InterpretationThe student;

3	demonstrates shape, contour, and phrase of the line; and dynamic nuance not notated in the excerpt.
2	sometimes demonstrates shape, contour, and phrase of the line; and dynamic nuance not notated in the excerpt.
1	does not demonstrate shape, contour, and phrase of the line; and dynamic nuance not notated in the excerpt.

TempoThe student's tempo;

3	is accurate and consistent with the printed tempo marking(s).
2	is clearly different from the printed tempo marking(s).
1	is inaccurate or inconsistent.

DynamicsThe student performs;

3	all dynamics accurately.
2	some accurate dynamics.
1	the majority of dynamics inaccurately.

ArticulationsThe student performs;

3	all articulations (slurs, accents, staccato's, etc.) accurately.
2	some accurate articulations (slurs, accents, staccato's, etc.).
1	the majority of articulations (slurs, accents, staccato's, etc.) inaccurately.

Comments(optional)

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	Minor	Chromatic
5	5	5	all notes accurately.
4	4	4	almost all notes accurately.
3	3	3	some notes accuratly.
2	2	2	numerous notes inaccurately.
1	1	1	the majority of notes inaccurately.

Overall Scale TechniqueThe student performs;

	all scales have the appropriate rhythmic pattern.
	all scales have the appropriate articulation.
	all scales have the appropriate, consistent tempo.

Comments(optional)

Improvisation

TonalityThe student performs;

5	all melodic patterns in proper context of all harmonic changes.
4	most melodic patterns in proper context of all harmonic changes.
3	many melodic patterns in proper context of all harmonic changes.
2	only some melodic patterns in proper context of all harmonic changes.
1	outside the context of the melodic changes.

RhythmThe student performs;

5	advanced rhythmic patterns (i.e. pickups, syncopations) which are creative and appropriate to the style and accompaniment
4	contrasting rhythmic patterns, (divisions and/or subdivisions of large beats) and shows rhythmic creativity
3	a few interesting rhythmic patterns (divisions and/or subdivisions) but without much contrast.
2	with a sense of meter throughout, but only creates uncomplicated rhythmic patterns (large beat reference)
1	inconsistent tempo that lacks rhythmic creativity.

Conceptual UnderstandingThe student;

	demonstrates large scale solo design (beginning, middle and end).
	uses rhythmic and melodic motive development.
	demonstrates linear and melodic invention rather than a reliance on unrelated melodic licks and scale sequences.
	uses a chosen mood appropriate to musical setting.

CreativityThe student;

	performs an original solo with melodic ideas, offered in a fresh, personal style.
	performs original rhythmic patterns that logically extend beyond rhythms of the accompaniment.
	performs with flexible use of elements of expression (dynamics, accents, etc.).
	performs with a degree of freedom and curiosity within context of tonality and meter.

Comments(optional)