Respond to qualities of personal tone such as pitch, dynamics, style, colour, blend, rhythm, time, and consistent vowel use.

Respond to the rest of the ensemble (e.g., its tone, colour, pitch, dynamics, style, rhythm, time, balance, consistent vowel use and blend).

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?).

Respond to the conductor/leader, including 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 singing and microphone technique accordingly.

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).

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

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

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.

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.