What Do STEP Advisors' Messages Convey to Teachers and Students?
2017/09/22 | コメント(0)
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How do advisors' messages of the PTNA Piano STEP differ from commentaries or points of the PTNA Piano Competition? In the STEP, participants are not judged by points, but evaluated by another measures; S-A-B-C-D for 23 grades STEP, and Bravo-Great-Fine-Almost for free STEP. In 23 grades STEP is on a pass/fail basis, and B is considered be enough for the pass level. When advisors think you present all what you have practiced on stage, and the performance is impressive, you would receive A. If the performance seems to reach the highest achievement for you, or if advisors are greatly impressed by your music making, you would receive S. On the other hand, when you receive C, it would be better to realize what is missing in the performance and what should be improved. D (fail) is for those who are not able to complete the performance, etc.
Free STEP is not on a pass/fail basis. Advisors choose 1 out of 4 words (Bravo-Great-Fine-Almost) according to their impressions. Basically, there is no difference in grades or levels between them. "Bravo" is chosen when an advisor is strongly impressed. For instance, a participant who has just begin playing piano, plays with all of his/her heart regardless of mistakes, would have possibility of receiving "Bravo" if an advisor feels it great. "Great" is for performances with good technique and interpretation. It encourages those performers to keep confidence in their efforts and ways of practice. "Fine" is for performances that an advisor feels sympathy. Sometimes there are quite unique performances. If you get "Almost", it means that there is another way to explore, learn, and enjoy music.
Kumiko Takeuchi says if students are not able to obtain S or A (23 grades STEP), she tries to explain them how to improve not only technique but structural understanding of music, and talk about next challenges. If students obtain different evaluations from 3 advisors, she tries to make them understood how each one's preferences differs. It is difficult to be liked and evaluated by everyone, but she tells them that she loves their performances at any rate.
Yukiko Hachiya encourages students to set up their own goals before taking part in the STEP. According to her, they understand what to be achieved if they have clear goals, and that helps them assimilate the advisors' messages afterward. Even if they do not receive the evaluations in the way they had expected, Hachiya praises them for their efforts toward the STEP.
STEP messages and evaluations are not for judging, but for encouraging music making. It would possibly happen that even if two performances receive similar points in competitions, they might be differently evaluated in STEP, according to their learning attitudes and levels, etc. In other words, competitions evaluate music, whereas the STEP supports the relationship between performers and music. STEP advisors, as well as participants, have various mindsets and life paths. STEP, as a bridge between advisors and participants, wants every participant to appreciate those differences, and enjoy and explore music together.
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