Superior or Inferior?
The Competition Conundrum
Billy Baker
New Jersey City University
wbaker1@njcu.edu
A
wide array of performance opportunities exists for directors who wish to showcase the talents of their ensembles. While some
directors choose to participate in competitive programs designed to “put you face to face with some of the nation’s most talented,
passionate luminaries – renowned conductors, hot choreographers, seasoned adjudicators,”1 others select non-competitive festivals or programs, which “validate to students, parents and school administrators the importance of musical achievement through goal setting
and the motivation to excellence.”2 Regardless of whether one chooses to compete against other ensembles or perform for the sake of an
aesthetically rewarding experience, it is critical that students receive a positive, educational, and memorable experience that enables them to
transfer learning from the stage to their personal lives. A google search of phrases including “School music festivals,” “School music competitions,” and “Band, chorus, orchestra festivals” yielded a variety of offerings for music directors. The table below includes a few results from
this search as well as several performance options for each resource:
Criticisms Of Competitions
Many students are initially exposed to musical competitions vis-á-vis reality television shows including “American Idol” and “The SingOff.” Consequently, they are left with the impression that musical contests often result in groups of “winners” and “losers.” These competitions
seem counterintuitive to our responsibilities as music educators in facilitating an environment of teamwork, collaboration, and cooperation.
In a study related to choral student perceptions of the music contest experience, Stamer concluded that junior and senior high school chorus
students “believe less emphasis should be placed on contests and that competitions do not make choir more enjoyable.”3 Additionally, Holsberg states, “Students find greater motivation working with other students rather than competing against their peers.” 4 Such findings seem
to reinforce the notion that adding a competitive element to any performance does not enhance the experience from a student’s perspective.
Tokens, Trophies, And Other Treasures
An overemphasis of external rewards (i.e. trophies, certificates, ratings) in competitive settings not only undermines the process of performing for self-expression and aesthetic pleasure, it tends to stifle otherwise internally interesting activities.5 A “product over process” mentalTEMPO 52
OCTOBER 2016