I've been following the posts over at Piano Teacher Central on Facebook (an amazing network and wealth of knowledge if you haven't discovered it yet) and was struck by one post in particular that got me thinking. A teacher had just received comments from a festival her students had participated in recently. As luck would have it, the majority of her highly motivated students had one adjudicator; those who were a little more lax in their preparation had a different judge. When the scores were compared, the better students received scores roughly 5% lower than their less-prepared counterparts because the commentators had different standards for their scores. What's a teacher to do?
My first thought is that this is one of the difficulties (dare I say, failures?) of many piano festivals. When multiple adjudicators are involved, a common standard is needed to ensure fairness across the board. While many of the qualities being judged are subjective and a matter of personal taste, there are some aspects of the music on which we can all agree. I experienced this discrepancy myself as an adjudicator. While listening to students, I was most concerned with their musicality and overall communication. My esteemed colleague was solely addressing the technical aspects of the music. In reality, the two characteristics cannot be separated; it's only when we place greater emphasis on one or the other that scores can become skewed.
When adjudicating, I think it's important to encourage the student in their efforts. Commend them for what's going right. However, we also have a responsibility to offer constructive criticism that will help the student continue to develop. It's a balancing act for sure, and very challenging when we find ourselves making comments in a short amount of time in order to keep the festival on schedule.
Students need to know that judges are offering their opinions . . .and that we may not always agree about subjective aspects of music. In my own studio, I try to prepare students for this aspect of music by offering opportunities to respond to the music they've heard. Sometimes we make comments about performances heard in group classes. We also listen to excerpts in lessons followed by a student critique. I always ask students to comment on their own playing before I begin talking. These exercises allow the student to see that everyone has an opinion about the performance. While we don't always see things the same way, it does give the student a little taste of the hard job of offering feedback while preparing them to think critically about their own playing.
When we teach our students to focus on the experience of performing rather than the scores they receive, we begin to develop artists that are confident in their abilities in spite of less than favorable reviews or harsh criticism. Their focus becomes their personal love of making music and effectively communicating with the audience. And THAT'S the ultimate prize!