Respond to qualities of personal tone such as pitch, dynamics, style, rhythm, and time.

Respond to the rest of the ensemble (e.g., their tone, pitch, dynamics, style, rhythm, time, balance, and blend).

Respond to the ensemble's response to the student's responding to them (e.g., when the lead player starts to play out or articulate a certain way, does the band follow and does the lead player recognize it?).

Respond to the conductor/leader, including his/her gestures, cues, tempo, expressions, and body language.

Listen to the acoustic properties of the performing space, including the sound, tone, loudness, and reverb of the room, and adjust playing accordingly.

React to the audience, to their presence (or not), body language, expressions, and their reaction to the music (e.g. applause, cheering, being asked to play quieter).

Know the history, culture, style, form, and tempo of the music being performed and respond to the music (written or not written) by reading the music and/or performing the notes and/or changes appropriately.

Recall previous experiences and knowledge (in music and in life) and integrate these into solo and group jazz performances.

Know any special emotional context that may apply to the music, generate the appropriate emotional feeling or energy, and/or change the personal emotional state of the performer to synchronize it with the emotional context of the music being performed.

Know, predict, and/or anticipate what is next or might be next in the music and prepare for that while performing in the moment of the music