| (a) |
Respond to qualities of personal tone such as pitch, dynamics, style, colour, blend, rhythm, time, and consistent vowel use. |
| (b) |
Respond to the rest of the ensemble (e.g., its tone, colour, pitch, dynamics, style, rhythm, time, balance, consistent vowel use and blend). |
| (c) |
Immediately respond to the ensemble's response (e.g., When singing, does the student match and change vowel sounds and shapes to match the group?). |
| (d) |
Respond to the conductor/leader, including gestures, cues, tempo, expressions and body language. |
| (e) |
Listen to the acoustic properties of the performing space, including the sound, tone, loudness, and reverb of the room and adjust singing and microphone technique accordingly. |
| (f) |
React to the audience, their presence (or nor), body language, expressions and reaction to the music (e.g., applause, cheering, being asked to sing louder or quieter). |
| (g) |
Know the history, culture, style, form and tempo of the music being performed and respond to the music by reading it and/or performing the notes and/or changes appropriately |
| (h) |
Recall previous experiences and knowledge (in music and in life) and integrate these into solo group vocal jazz performances. |
| (i) |
Know any special emotional context that may apply to the music, generate the appropriate emotional feeling or energy and/or synchronize the personal emotional state of the performer with the emotional context of the music being performed. |
| (j) |
Know, predict and/or anticipate what is next or might bve next in the music and prepare for that while performing in the moment of the music. |
