NEW JERSEY ALL-STATE CHORUS

STUDENT AUDITION REQUIREMENTS

***YOUR AUDITION MUST BE MEMORIZED***

Printed below you will find the information you will need for a successful audition. Please note: all
pitches for scales and the solo will be given on pre-recorded tracks. You can practice with this format
at www.njmea.org so that you are familiar with the audition process.

1. *Low Scale – Diatonic

a. Begin on the lower note and ascend one octave. Take a breath, then descend back to the
starting pitch.
2. *High Scale – Diatonic
a. Begin on the lower note and ascend one octave. Take a breath, then descend back to the
starting pitch.
*All scales will be sung on the vowel “AH” as in father.

Low High Low High

Soprano I E Bb Tenor I E Ab
Soprano II C G Tenor II C*** F#
Alto I A E Bass I A E
Alto II G** C Bass II E** C

**Alto II and Bass II’s –Sing your low scale descending, pause for a breath and complete your scale, ascending.
*** Tenor II Low Scale –You have the option of beginning this scale either ascending or descending.
3. Chromatic Scale
a. Chromatic scales are sung in half steps ascending; pause for a breath and in half steps
descending.
b. They are sung on the vowel “AH” as in father.
Sopranos and Tenors F to C Altos and Basses C to G

***Judging for all scales is based on one score for quality and one for intonation.***
***Low and high diatonic scales are scored separately.***
4. *Solo – “The Turtle Dove”
a. The starting pitch for the solo is given (NOT THE TONIC PITCH).
5. *Quintet – “The Silver Swan” by Orlando Gibbons – the first 14 measures
a. The Silver Swan is played from a recording minus your voice part.
b. The recording will sound the tonic pitch of Gb, will pause briefly to enable you to
establish your starting pitch, and will begin by saying “3, 4, Sing..”
c. To purchase copies of The Silver Swan, the edition used by NJMEA is SSATB Bourne Co,
Publisher ID 116156 in Gb major.

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*Judging for the Solo and the Quintet is based on Quality, Intonation and Musicianship.
The point scores are as follows:
 1-2 Highly Superior
 3-4 Excellent
 5-6 Good
 7-8 Fair
 9 Poor
6. Tonal Memory
a. Tonal Memory exercises are four measures long and are pre-recorded.
b. When you enter the Tonal Memory room, you will be directed to a music stand upon
which will be a Tonal Memory Exercise sheet.
c. The Room Chairperson will indicate which exercise you will hear.
d. While viewing the music, you will hear the exercise twice and then you must sing it
back on the syllable “LA” or Solfege.
e. You will NOT hear the starting pitch again.
f. BEGIN SINGING AS SOON AS THE SECOND EXERCISE HAS FINISHED!
g. Please note: Tonal Memory exercises will start and end on the same pitch.
h. SCORING: Each measure is scored individually. If there is a pitch mistake or a rhythm
mistake in a measure, that measure loses a point.
i. Students should not be penalized if they sing an incorrect Solfege syllable for Tonal
Memory.

NJ ALL-STATE CHORUS AUDITIONS MUST BE MEMORIZED.

STUDENT ACCEPTANCE INTO THE NJ ALL-STATE MIXED CHORUS OR TREBLE CHORUS
 Students who accept membership into the All-State Mixed Chorus cannot accept membership
into the All-State Orchestra, Jazz Ensemble or Jazz Chorus.
 Students who accept membership into the All-State Mixed Chorus can accept membership into
the All-State Wind Ensemble or Symphonic Band as membership in this ensemble would not
conflict with rehearsal and performance schedules.
 Students who accept membership into the All-State Mixed or Treble Chorus and do not fulfill
their obligations will not be permitted to audition the following year.
 Students who accept membership into the All-State Treble Chorus cannot accept membership
into the All-State Wind Ensemble or Symphonic Band as both rehearsal and performance
schedules are in conflict. Students can accept membership into All-State Orchestra.
*****Any questions regarding the NJ All-State Chorus audition process
should be directed to your Choral Director.*****
*****We will only return phone calls and email messages to Choral Directors.*****

Thank you for this consideration!

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2018 NJ All-State Chorus Auditions - Scoring Rubric

 All scores should be given with as much objectivity as possible
 Quality should not necessarily impact intonation or vice versa.
Please score each category based on that category alone.
 1’s should be given out sparingly and should be reserved for the BEST audition.
 9’s should be given out sparingly and should be reserved for the WORST audition.

LOW SCALE, HIGH SCALE

1-2 Highly Superior 3-4 Excellent 5-6 Good 7-8 Fair 9 Poor

Quality Scale is sung with Scale is sung beautifully, Scale is sung Scale is sung with below Scale demonstrates
impeccable beauty and demonstrating a well- pleasantly; above average poor singing technique
exceptional supported, healthy, and average tone quality OR neglects to use OR neglects to use an
tone quality on an appropriate sound on tone quality on an “ah” vowel “ah” vowel
“ah” vowel an “ah” vowel an “ah” vowel

Intonation Scale is impeccably in tune, Scale is in tune almost all of Scale is in tune most Scale is in tune some of the Scale is never or
ascending and descending. the time, ascending and of the time, with a time, with most notes being almost never in tune,
descending. few notes that may be slightly sharp or flat OR student OR student begins on
a little sharp or flat begins on the wrong note the wrong note

CHROMATIC SCALE
1-2 Highly Superior 3-4 Excellent 5-6 Good 7-8 Fair 9 Poor

Intonation Scale is impeccably in Scale is in tune almost all of Scale is in tune most of the Scale is in tune some of the time, with Scale is never or almost
tune, ascending and the time, ascending and time, with a few notes that most notes being slightly sharp or flat, never in tune, OR student
descending. descending. may be a little sharp or flat OR student begins on the wrong note begins on the wrong note

WHAT IF (SCALES):
A student starts a scale on the wrong pitch?
 Quality as judged; Intonation score falls between 6 and 9 at judge’s discretion.
A student starts the scale in the wrong direction?
 Quality as judged; Intonation score falls between 6 and 9 at judge’s discretion.
A student sings the scale on solfege OR a syllable other than “Ah?”
 Quality score deduction (6 to 9) at judge’s discretion, Intonation as judged

SOLO
1-2 Highly Superior 3-4 Excellent 5-6 Good 7-8 Fair 9 Poor

Quality Solo is performed with Solo is performed with Solo is performed with Solo is performed with below Solo is performed with poor
vibrant, resonant and well- excellent tone quality above-average average tone quality
supported, highly superior tone quality tone quality
tone quality

Intonation Solo is impeccably in tune in Solo is in tune almost all of Solo is in tune most of Solo is in tune only some of the Solo is seldom in tune and
relation to the starting pitch. the time in relation to the the time in relation to time in relation to the demonstrates pervasive
starting pitch the starting pitch starting pitch intonation issues (i.e. failing to
stay in one key)

Musicianship Solo is performed Solo is performed Solo is performed with Solo is performed somewhat Solo is performed with poor
expressively, with highly expressively, with excellent above average diction, expressively, with below diction, phrasing, dynamics and
superior diction, phrasing, diction, phrasing, dynamics, phrasing, dynamics, and average diction, phrasing, no evidence of artistry.
dynamics, and artistry. and artistry. artistry. dynamics and artistry.

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WHAT IF (SOLO):
A student starts the solo on the wrong pitch?
 Quality as judged; Intonation score between 6-9 at the judge’s discretion; Musicianship as judged
A student sings the wrong words in the solo?
 Quality as judged; Intonation as judged; Musicianship deduction based on the severity of the error
A student sings the solo with a few changes in the pitches?
 Quality as judged, Intonation treated as if those notes are sharp/flat; Musicianship at the judge’s discretion
A student sings the correct melody, but with discrepancies in rhythm?
 Quality as judged, Intonation as judged, Musicianship points deduction based on severity of the error.

QUINTET-THE SILVER SWAN

1-2 Highly Superior 3-4 Excellent 5-6 Good 7-8 Fair 9 Poor

Quality Quintet is performed with Quintet is performed with Quintet is performed with Quintet is performed with Quintet is performed with a
vibrant, resonant, well excellent above-average tone quality below average poor tone quality
supported and highly superior tone quality tone quality
tone quality

Intonation Quintet is performed Quintet is performed in tune Quintet is performed in tune Quintet is performed in Quintet is performed with
impeccably in tune with the with the recording with the recording tune with the recording little in tune with the
recording almost all of the time most of the time only some of the time. recording

Musicianship Quintet is performed Quintet is performed Quintet is performed Quintet is performed with Quintet is performed with
expressively, with highly expressively, with excellent expressively, with above below average diction, very poor diction, phrasing,
superior diction, phrasing, diction, phrasing, dynamics, average diction, phrasing, phrasing, dynamics, and dynamics, and no evidence
dynamics, and artistry. and artistry. dynamics, and artistry. artistry. of artistry.

WHAT IF (THE SILVER SWAN):

 The student sings the all correct pitches in The Silver Swan, but is ahead or behind the recording?
 Quality and Intonation as judged; musicianship scored at the judge’s discretion
 The student stops singing in the middle of the recording?
 Judge the performance holistically: what percentage of the remainder of the song was inaccurate or incomplete?
Musicianship scored at the judge’s discretion depending on the severity of the error.
 The student begins on the wrong pitch?
 Intonation or musicianship deduction depending on the severity of the error. Quality as judged.

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