We as music educators love the time of year when district auditions, all-state auditions, honor band/orchestra auditions and solo and ensemble festivals happen. It is a time to socialize with other educators and watch the students grow from each varying musical opportunity, right? Well, not exactly. While networking and education are important, it seems the main importance are the numbers! The number of “ones” or “golds” on solo & ensemble, or the number of kids that auditioned and made all-state. The number of students that auditioned for district band or the number of students that made the “top group.” The list goes on and on.

I have seen this taken to the extreme with emails circulating comparing the different schools in an area with how many students auditioned and made different groups. Directors give young musicians “days off” of class to have individual practice days to work on the audition material. They have each student play privately for them after school (when this would have never happened otherwise) and even make  their own ensemble audition material  the same music. Many students are convinced and coerced to audition to “help” the numbers. I have seen legal pads with names written on the page with check marks as a way to keep track with how many students are auditioning or participating. It all seems like too much energy spent on things of little importance.

What if the same energy was spent on educating students about the high level extra curricular programs in the area, or convincing or coercing students to sign up for a field trip to the symphony or to hear a masterclass by a professional musician.

Do the amount of students that make all-state define a program or director’s success?

Sadly, I believe for many it does. It is a way that a director can appear a really great educator on the surface. Music programs appear successful and thriving from students auditioing. Students making all-state or district programs doesnt say much about the music program, however. While the student, director, private lesson instructors and parents should be congratulated, these things do not define success for music education in that program. It is one audition or test.

What is a better way to define success?

That is a great question.

• The students’ ability to sight-read and understand music on a deeper level by knowing basic music theory and aural techniques.
• The students’ ability to feel and create emotion from music through advanced phrasing and shaping.
• Creating and fostering a love of music education in students through deep thought about daily educational experiences provided.
• The students’ awareness of what steps to take to be more like professional musicians.
• Students playing and performing regularly a wide variety of music in varying size ensembles.
• Giving students opportunities to perform solos and ensembles without a conductor.
• Giving students practical information that can be applied both now and in the future. Caring less about the test and more about the process. Schools do the same thing when comparing standardized test scores from school to school. Is that one test a definition of succcess for that school?

I am not saying that auditioning for these programs is not a good thing, and I am certainly not saying that directors who ask students to audition for these programs are doing the wrong thing. I am simply saying that there is a problem with how some music programs are defining success if it is based on numbers involved in these programs. Students should be presented the opportunities, and then should be able to make their own decision about auditioning or participating. We should care more about the process and less about the “test.” Instead of sending emails about numbers, maybe send emails inviting other educators to come check out a chamber ensemble concert or come to one of your many performances. Or send an email or newsletter discussing different educational methods and asking for ideas from others. It will soon be evident through observation what program/director is most successful.

How do you define success in your music program?