“The route to becoming an accomplished musician is seldom smooth and trouble free.”
–The Musician’s Way, p. 202
We musicians may dream of performing brilliantly at every show or audition, but, in reality, things don’t always go as well as we’d like.
Especially for students, playing or singing under pressure can bring upsetting surprises: shakiness, memory slips, music wafting off the stand – you name it.
How can we learn from on-stage letdowns and bounce back stronger than before?
Then, with action plans in hand, we can head to the practice room empowered to progress.
Conversely, if we can’t grasp why something went wrong and see what to do about it, we tend to feel helpless.
The following tool helps rising musicians transform on-stage problems into artistic insights.
Performance Evaluation Tool, by Gerald Klickstein
1. Note three or more aspects of your performance that went well.
E.g., “The rhythmic groove was solid; the dynamic contrasts rocked; the tone was rich.”
2. Note specific things you’d like to improve before your next performance.
“Improve memory in second section and overall mental focus.”
3. Determine the reasons for your successes.
Cite what you did in practice to achieve the results you noted under item 1.
4. Specify action plans to achieve improvements.
Determine your practice plan to address the issues you noted under item 2. E.g., “Apply memorization strategies from Chapter 4 of The Musician’s Way; then practice performing to enhance my ability to focus under pressure.”
Psychologists Mitchell Robin and Rochelle Balter wrote, “One of the most difficult lessons that we must learn as humans is how to rate our behaviors and features without globally rating ourselves.” (Performance Anxiety, p. 179)
Although it’s challenging to size up our work objectively and not put ourselves down when we miss the mark, by acquiring the skills to do so, we gain the means to overcome performance problems, conquer stage fright, and grow our artistry without end.
See p. 203 of The Musician’s Way for a sample self-evaluation done by a student who used the above tool.
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© 2011 Gerald Klickstein
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