Over the years, I’ve had my students critique each other a number of times. Mostly its been for their performances of pieces in our group Performance Classes. We’ve used a variety of materials to do this from the Performance Class Worksheet (there are 4 of them on this page) to a simple piece of paper on which students write 1 thing they liked and 1 thing they think could be improved. I think I am like most teachers when I say that sometimes this process makes me a little nervous.
Perhaps this nervousness is why I’ve been more reluctant to use peer critiques of composition and creative projects. But, I know that my use of student critique in regular piano performance is not as extensive as it could be. This quote from the Vermont MIDI Project is making me rethink my cursory use of student critiques:
Students should view and listen to each other’s work frequently. They learn new ideas from each other and use them in their own pieces. As they develop more musical vocabulary, they discuss the music itself, not individuals, and this helps to depersonalize the critique. It takes time to teach critique, and it may seem that the investment is not worthwhile at the beginning, but as the class builds skills in this area, their comments are more insightful, the process runs more smoothly, and the impact on their future work is significant.
“The impact on their future work is significant…” I think that sentence is enough to make any of us rethink how often and how deeply we use student critiques in the studio. I wholeheartedly agree that this sentence is true, but the fact that “it takes time to teach critique, and it may seem that the investment is not worthwhile at the beginning” keeps me from committing wholeheartedly to making this an integral year round part of my studio routine. Students are extremely influenced by their peers, so why not tap into this in our teaching?
I’d love to know your thoughts on the usefulness of critiques. How have you used them in your studio? Have they been beneficial?
I have not yet used student critiquing as part of my studio, but have had it in the back of my mind. I guess I’ve been scared to because in some situations where the families don’t get along the best, I don’t want that to colour the kids’ opinions of each other. I have one student who races over to my incentive chart board to see if the student he’s competing against has passed him in the number of stars on the chart… I try to turn this into a positive peer pressure opportunity, and use it to encourage him to work harder.
How do you present the idea so it is not viewed as a competition?
My students play for their peers regularly, usually about once a month. I find peer critiquing is beneficial in several ways: students learn to listen more attentively, and also to be respectful and
sometimes quite preceptive in their criticisms and suggestions. They also prepare better if they know they are going to play for their peer group! I use critique sheets which ask for ratings as well as comments on such aspects of the performance as dynamics, pedaling, stage presence, memorization, etc. and the performers are invited to take their critiques home with them. Students who play regularly for each other also seem generally more comfortable in recitals and auditions.
Hi Leah,
Good question. I think some students are just naturally going to be competitive. It’s not always a bad thing unless it leads to students being mean to each other. I think a little competition can be healthy in a studio environment. When doing student critiques, you could start out by asking students to only list 1 positive thing the the performer did. Then, you can proceed from there.
I was competitive as a child and would have looked at a studio chart every time I came in! But I held not ill will toward other students, it just motivated me to work harder so that I could “be the best.”