Jazz Keyboard / Guitar / Bass Adjudication Sheet
Student Name
Adjudication Date
Adjudication Time
School Code
Solo Title
COMPING (Piano / Guitar), Bass Lines
(Check ALL that apply worth 2 points each, per box)
(Total column 1 and 2, divide by 2 = score)
Song Song
1 2
tone production produces a sound that is
characteristic of the given genre.
harmonic accuracy displays (a) an
understanding of harmonic sequence (b) use
of proper chord functions/bass line note
choices.
rhythmic accuracy displays a precision of
chord voicings/bass lines in tempo
appropriate style character of chordal
accompaniment/bass lines appropriate to
musical setting.
interaction displays an awareness of soloist/
ensemble with appropriate punctuation,
phrasing, conversational interplay.
appropriate voicings (piano/guitar only)
display smooth/logical voice leading
movement from chord to chord.
No Points Awarded Here
PREPARED SOLO EVALUATION
TONE
The student's tone: (Check ONE only)
10 is full, rich, and characteristic of the tone quality
of the instrument.
8 is of a characteristic tone quality in most ranges
most of the time.
6 is sometimes of a characteristic tone quality of
the instrument.
4 is slightly thin, unfocused, or harsh.
2 is consistently thin, unfocused, or harsh.
NOTE ACCURACY
The student performs: (Check ONE only)
10 all pitches/notes accurately.
8 most pitches/notes accurately.
6 many pitches/notes accurately.
4 pitches/notes accurately.
2 few pitches/notes accurately (i.e. missing key
signatures, accidentals, etc.).
Rev. 10/10/2000
Instrument/Voice
Solo Grade (Circle one) IV V VI
Composer
All-State Region Only Comments Only (Circle one)
Judge Code Photo Copy
INTONATION (GUITAR / BASS ONLY)
The student's intonation: (Check ONE only)
10 is accurate throughout.
8 is accurate most of the time.
6 is basically accurate, but does not adjust
problem pitches to an acceptable standard.
4 demonstrates a limited understanding of
intonation. Student makes no apparent attempt
at adjustment of problem pitches.
2 is consistently inaccurate.
RHYTHMIC ACCURACY
The student performs: (Check ONE only)
10 rhythms accurately throughout.
8 most rhythms accurately, but lacks precise
interpretation of some rhythm patterns.
6 many rhythmic patterns accurately, but some
lack precision (approx. of rhythm).
4 some rhythmic patterns accurately.
2 few rhythmic patterns accurately.
TEMPO
The student's tempo: (Check ONE only)
10 is consistent with the printed tempo markings.
8 approaches the printed tempo markings.
6 is inappropriate and/or occasionally rushes
and/or drags.
4 is occasionally accurate but continually rushes
and/or drags.
2 is inaccurate or inconsistent.
TECHNIQUE
The student performs: (Check ALL that apply - worth 1
point each)
appropriate and accurate fingerings.
appropriate slurs/legato as marked.
appropriate accents as marked.
appropriate ornamentation as marked.
appropriate length of notes as marked, (i.e.
staccato, legato, etc.).
No Points Awarded Here
REMEMBER to check ALL that apply for rating scales
inside a box
PREPARED SOLO CONTINUED IMPROVISATION TOTAL (10% 10 pts)
INTERPRETATION IMPROVISATION EVALUATION
The student performs: (Check ALL that apply - worth 1 pt. each) TONALITY
The student performs: (Check ONE only)
swing eighth notes as appropriate to the particular
2.5 all improvised phrases in proper context of all
style and period of the solo.
contrasting harmonic changes.
with a high level of musicality, including well- 2 most improvised phrases in proper context of all
shaped phrases and dynamics. contrasting harmonic changes.
using appropriate jazz inflections (scoops, ghost 1.5 many improvised phrases in proper context of
notes, glisses, etc.). some of the contrasting harmonic changes.
syncopated rhythms with appropriate articulations 1 some improvised phrases in proper context of
lending emphasis to syncopation. contrasting harmonic changes.
with an appropriate amount and style of vibrato for .5 outside the context of harmonic changes.
the period of the piece.
RHYTHM
No Points Awarded Here
The student performs: (Check ONE only)
2.5 advanced rhythmic patterns (i.e. pickups,
SIGHT-READING syncopation, etc.) which are creative and appropriate
TEMPO to the style and setting of the accompaniment..
2 contrasting rhythmic patterns which include
The student's tempo: (Check ONE only)
divisions and/or subdivisions of large beats and
5 is consistent with the printed tempo markings. show competence in rhythmic creativity.
4 approaches the printed tempo markings. 1.5 a few interesting rhythmic patterns (divisions
3 is inappropriate and/or occasionally rushes and/or subdivisions) but without much contrast.
and/or drags. 1 with a proper sense of meter throughout, but
2 is occasionally accurate but continually rushes only creates uncomplicated rhythmic patterns
and/or drags. (large beat reference).
1 is inaccurate or inconsistent. .5 with a fairly consistent tempo (steady beat)
NOTE ACCURACY throughout, but solo lacks rhythmic creativity.
The student performs: (Check ONE only) INTERPRETATION
5 all pitches/notes accurately. The student demonstrates: (Check ONE only)
4 most pitches/notes accurately. 2.5 the highest level of musicality including well-
3 many pitches/notes accurately. shaped phrases and dynamics.
2 a high level of musicality, but some phrases or
2 some pitches/notes accurately.
dynamics are not consistent with the overall
1 few pitches/notes accurately (i.e. missing key level of expression.
signatures, accidentals, etc.).
1.5 a moderate level of musicality and musical
RHYTHMIC ACCURACY understanding.
The student performs: (Check ONE only) 1 a limited amount of musicality and musical
5 rhythms accurately throughout. understanding.
4 most rhythms accurately, but lacks precise .5 very little musical understanding.
interpretation of some rhythm patterns. CONCEPTUAL UNDERSTANDING
3 many rhythmic patterns accurately, but some The student demonstrates: (Check ALL that apply
lack precision (approximation of rhythmic worth .5 points each)
patterns used).
2 some rhythmic patterns accurately. a comprehensive conceptual design of large-scale solo
1 few rhythmic patterns accurately. architecture (a beginning, a middle, and an end).
TECHNIQUE motivic development (use of sequential
extensions).
The student performs: (Check ALL that apply worth 1
conversational interplay between solo and
point each)
accompaniment and/or linear solo melodic dialog.
appropriate and accurate fingerings. linear/melodic invention rather than a reliance
appropriate slurs/legato as marked. on unrelated melodic licks/scale sequences.
a chosen mood appropriate to musical setting.
appropriate accents as marked.
No Points Awarded Here
appropriate ornamentation as marked.
appropriate length of notes as marked,
(i.e. , staccato, legato, etc.). TOTAL SCORE (104 pts)
No Points Awarded Here
Adjudicator's Signature

COMPING & SOLO TOTAL (70% 74 pts) Adjudicator's Signature

SIGHT-READING TOTAL (20% 20 pts)
Judge Code Date / /
Rev. 10/10/2000 Copyright 2000, Connecticut Music Educators Association