Date

12-2020

Department

School of Music

Degree

Master of Arts in Music Education (MA)

Chair

Keith A. Currie

Keywords

Constructive Evaluation, Self & Peer-Evaluation, Performance Anxiety

Disciplines

Education | Music | Music Education

Abstract

This study outlines the significance and sole purpose of developing fundamental techniques of student vocal music performances, using professional constructive evaluation that will improve their overall performance experience. One of the most practical ways to support vocalists is to provide a constructive evaluation of their performances. The implementation of constructive evaluation is to reflect upon what is being done well, discover areas of improvement or refinement, plan and facilitate important lessons, and apply the lessons to future performances. As a music teacher who is actively overseeing the development of students as performing or creating musicians, including constructive evaluation is a standard expectation. Methodical, thorough self-evaluations and peer evaluations are enormously valuable practices for young vocalists. In rehearsals, workshops, and other group situations, constructive evaluation from peers will also be very useful, but only if group members understand how to offer the evaluation. To give a high-quality performance, vocalists must get in the habit of evaluating themselves as often as possible. An evaluation that is offered sloppily or in the wrong spirit can be damaging to the student’s vocal development. This study will also include a plethora of techniques for creating positive, useful evaluations, including: Analyzing the Performance, Self & Peer-Evaluations, Glows and Grows, Use of Fundamental Elements of Music, Solutions Oriented Feedback, and helping students develop coping skills for performance anxiety. The principles and ideas offered for private instruction can also be quite valuable to choir and ensemble directors, praise and worship teams, group lessons, and music theatre singers.

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