Rhythmic elements are always consistent and clear throughout both phrases:

• Tempo is consistent.
• Meter is clearly defined through divisions or subdivisions.
• Rhythmic elements are clear and precise.

Sample 1
Rhythmic elements are clear and consistent throughout both phrases. The student's tempo is consistent with the teachers. Duple meter is strong and clearly defined. The rhythm elements are precise, particularly when performing subdivisions.

Sample 2
The student maintained a consistent steady beat throughout both phrases. The meter and rhythmic elements were clearly defined.

Rhythmic elements are mostly consistent and clear throughout both phrases:

• Tempo is consistent.
• Meter is clearly defined through divisions or subdivisions.
• Rhythmic elements are clear and precise.

Sample 1
The rhythmic elements in the student’s improvisation were mostly consistent and clear. The first phrase was slightly rushed, and those rhythmic elements were also not precise.

Sample 2
Rhythmic elements were mostly consistent, clear, and precise throughout both phrases. The meter was clearly defined through the microbeats and subdivisions. The tempo is mostly consistent with the prompt, but the student rushed in the second measure of both phrases.

Rhythmic elements are sometimes consistent and clear in at least one phrase:

• Tempo is consistent.
• Meter is s clearly defined through divisions or subdivisions.
• Rhythmic elements are clear and precise.

Sample 1
The rhythmic elements are consistent and sometimes clear in both phrases. The tempo is generally consistent with the prompt, and the meter is defined. The student's rhythmic elements are sometimes unclear and imprecise.

Sample 2
The student struggled to clearly chant the rhythms at the teacher’s tempo. However, portions of both phrases were clear with steady tempo and defined meter.

Rhythmic elements are inconsistent and unclear in at least one phrase:

• Tempo is inconsistent.
• Meter is not clearly defined through divisions or subdivisions.
• Rhythmic elements are mostly unclear and imprecise.

Sample 1
The rhythmic elements were inconsistent and unclear in parts of both phrases. The tempo was rushed in the first phrase, and the meter and rhythmic elements were not clearly defined in the second phrase.

No recognizable tempo, meter, or rhythmic elements in both phrases.

Includes all elements in both phrases:

• Complex rhythms that include syncopations are performed*
• The two phrases are different
• Each phrase has a final ending (e.g., macrobeat or rest)

Sample 1
The student performed complex rhythms that included syncopation and sixteenth note subdivisions. The phrases were different from each other and the teacher’s patterns. Both phrases had clear final endings (quarter note and rest).

Includes most elements in both phrases:

• Complex rhythms that include subdivisions or elongations are performed
• The two phrases are different
• Each phrase has a final ending (e.g., macrobeat or rest)

Sample 1
The student included subdivisions but no syncopations in both phrases, and the phrases are different. Both phrases have strong final endings. The first phrase ends with a macrobeat, and the last phrase's three microbeats followed by a rest definitively end the improvisation.

Sample 2
The student included subdivisions in both phrases but no syncopations. Both phrases began with the same rhythmic element. However, the rest of the phrases and their final endings were different.

Includes some elements in at least one phrase:

• Only macrobeats and microbeats are performed.
• The two phrases are identical.
• Phrase lacks final ending.

Sample 1
Improvisation intent is not clear in either phrase of this performance. Although it is difficult to hear at times, the first phrase seems to contain only macrobeats and microbeats. The end of the second phrase does not sound final and lacks intention. While the phrases are not identical, there is repetition of the teacher's rhythms within the student's improvisation.

Includes one or more elements in at least one phrase:

• Only one rhythm value is performed (e.g., only macrobeats or only microbeats).
• Performs too many or too few beats.
• One phrase lacks improvisational intent or repeats the prompt.

No recognizable improvisational intent in both phrases:

• Repeats the prompt in both phrases or
• Incomplete performance in both phrases (i.e. less than 6 or more than 10 beats)