Inquiry Question: Objectivity in Critiquing a Performance

As I contemplated what made a good review "good", I realized that although the characteristics of a good critic applied to all of the arts, live performance required a little more effort in objectivity because the instrument in music, dance, and drama was part of the art itself; that being the person. Unlike a written text, or painted picture, the performing arts requires that the individual be present in the audience's experience. This adds another element of subjectivity in the critic's response. We as individuals have acquired certain prejudices that must be overlooked in judging another's performance.

Motivational speaker and author Scott Berkun offers the following advice on interpersonal criticism:

• "...know the goals" In performance, the audience should have an idea of what the purpose is (context, playwright's message, performing company's background)

• "good and bad is not the same as what you like and don't like" This is especially important if the critic has preconceived notions of appearances, actor choices, meaning, etc.

• "talk about what is" It's much easier (especially for a teenager!) to remember the negative, what was lacking, what needed help. It's just as important to acknowledge what worked.

Once the approach has been established, how to we help our students implement objectivity? The first step is to expose them to as much live performance as possible. They most likely attended at least one concert. Perhaps they saw their friend in a school play. Allow open discussions on what they have seen and guide them to think objectively. The more seasoned they are as an audience member, the more credibility they can have as a critic.

The next step is to model, model, model. Give them samples of good critiques from a variety of sources: newspaper, websites, former students. Videotape them and have them critique themselves and their peers.
Give them the opportunity in class to journal. They're more likely to be honest if it's not a formally assessed assignment.

And lastly (this is kind of obvious) make sure you give them the opportunity to see good stuff. Field trips can be a hassle (and costly) so be resourceful. Provide lists of upcoming events worth seeing.
And see more art yourself!