Rhythmic elements are consistent and clear throughout the performance: :

• Tempo is established and consistent
• Meter is established and consistent
• All rhythms are clear and precise

Sample 1
The student demonstrated very consistent tempo and meter, which is particularly evident during the 2 beats of toward the end of the phrase. All rhythms were clear and precise.

Sample 2
The student's tempo is consistent throughout the improvisation, and the meter is clearly defined. All rhythmic elements, including the subdivisions, are performed clearly and accurately.

Rhythmic elements are mostly consistent and clear throughout the performance:

• Tempo is established and consistent
• Meter is established and consistent
• Most rhythms are clear and precise

Sample 1
The student's tempo is mostly consistent, and the meter is clearly defined. The student performs some inaccurate rhythmic elements during the first four beats.

Sample 2
The student's tempo increases during the final four beats of the improvisation. The rhythmic elements are mostly clear, and the tempo is clearly defined and consistent.

• Tempo is established but inconsistent
• Meter is established but inconsistent
• Rhythms are somewhat clear and precise

The student establishes and maintains the meter, but the tempo increases during the improvisation. The student performs rhythms with minor inaccuracies.

• Tempo is not established and is inconsistent
• Meter is not established and is inconsistent
• Rhythms are unclear and imprecise

Although the student performs an adequate number of macrobeats, both the tempo and meter are inconsistent.

The performance is off topic, incomplete, or does not adequately address the task.

The student does not adequately address the task because of the performance length and inconsistencies in tempo and rhythmic elements.

Included both of the following elements:

• Complex rhythms (such as subdivisions and syncopations) and corresponding rests are performed
• The first four beats are different from the second four beats

Sample 1
The student performs both syncopated rhythms and subdivisions. The first four beats and second four beats are different.

Sample 2
The first four beats and the second four beats of the improvisation are different. The student includes a subdivision (Du-ta-de/Ta-ka-di) during the first four beats.

Included one of the following elements:

• Complex rhythms (such as subdivisions and syncopations) and corresponding rests are performed
• The first four beats are different from the second four beats

The first four beats and the second four beats are different. The student performs only macrobeat (Du/Ta) and microbeat (Du-de/Ta-di) rhythms without any syncopations or subdivisions.

• Only macrobeats and microbeats are performed

• The first four beats are the same as the second four beats

Sample 1
The student performs only macrobeats (Du/Ta) and microbeats (Du-de/Ta-di). The first four beats are the same as the second four beats.

Sample 2
The student performed only micro and macrobeats. The first and second halves of the phrase are identical.

• Only one rhythm value is performed (i.e., only macrobeats or only microbeats)
• The first four beats are the same as the second four beats.
• At least 6 and no more than 10 beats are performed

The student performs only macrobeats for the first four beats and the second four beats.

No recognizable improvisational intent:

• Repeats the prompt

Or

• An incomplete performance (e.g., less than 6 or more than 10 beats)

Sample 1
The student's performance is incomplete; the improvised rhythm is less than 6 macrobeats long.

Sample 2
The student demonstrates no improvisational intent throughout the performance.