Performance & Pedagogy Descriptors – Suzuki Association of the Americas

Performance Descriptors
For use in Evaluation of Teacher and Student Performances

(a) Repertoire: technical and interpretive demands of the selection(s) are commensurate with the performer’s technical and musical abilities

(b) Physical aspects:

Demonstrates balanced, erect posture
Demonstrates ease of movement, efficient motion (e.g., no unnecessary tension evident)
Appears physically comfortable
Voice: Alignment consistently assists a balanced engagement of the tone.
Voice: Inhalation is full, easy, generally quiet, and efficient; exhalation (while singing) is characterized by stability and support, vibrancy in the tone, and vocal energy.

(c) Tone production:

Tone is pleasing, resonant and full.
Tone varies when appropriate.
Volume is even but varies when appropriate.
Strings & Flute: Uses vibrato as appropriate.
Voice: Clear and balanced onset and offset with vibrancy throughout all phrases; flexible dynamic capability; and ability to make subtle changes to the character, dynamic, and expression of the piece.
Voice: Resonance and Timbre with balanced chiaroscuro throughout the range, according to the physical capability dictated by the age of the singer.
- Chiaroscuro is a classical singing technique in which brilliant timbre (aka chiaro or squillo) is combined with dark timbre (scuro) to create an overall effect of depth combined with warmth – brilliance combined with richness.

(d) Technical accuracy:

Plays correct notes
Intonation is accurate.
Tempo is appropriate.
Musical pulse is steady, yet varies when appropriate (e.g., rubato, ritard).
Rhythm is accurate and precise.
Harp: Plays without finger buzzes and pedal noise.
Voice: Additional markings by the composer, editor, and/or arranger are observed.

(e) Musicianship:

Dynamics varied to create expressive effect.
Notes are articulated appropriately and consistently.
Creates motion in melodic line (phrase shape, rise and fall)
Phrases end gracefully (e.g., tapered dynamics, ending notes sustained).
Performance is consistent with (within the bounds of) stylistic convention.
Interpretive choices are consistent.
Performance conveys the character of the piece (e.g., march is march-like).
Piano, Guitar & Harp: Performance demonstrates voicing of melodic lines and accompaniment.
Voice: Performance from memory is easy and natural.
Voice: Effective articulation with language inflection beyond basic phonetics that implies the singer’s understanding and ability to communicate the text.

(f) Stage presence:

(g) Focus of attention:

Performance conveys sense of concentration.
Performance conveys sense of confidence (little hesitation or timidity evident).
Ensemble members convey attention and focus towards the conductor and/or demonstrate awareness of and response to the other members of the ensemble. *
Voice: Singer conveys musical artistry and ensemble awareness appropriate to their performance level.**

(h) Ensemble concepts: For ensemble evaluation only*

Ensemble demonstrates:

attention to matched technical execution (bow distribution, bow placement, matched fingering, matched articulation…)
a common sense of musicality in terms of dynamics, tone color, style and phrasing –a blend of individual instrument sections and overall blend
Balance in the ensemble as is appropriate

(i) Voice Artistry and Ensemble evaluation only**
Artistry/Expression demonstrates:

The physical, musical, and vocal presentation of the singer expresses the singer’s engagement in the act of singing.
Singer is actively engaged in the music and story of the song.
Singer engages the listener in a fulfilling aesthetic experience.

Vocal Ensemble demonstrates:

Singer works easily and well with their accompanying instrument/s (piano or other).
Singer coordinates musical and artistic intentions well with their accompanying instruments/s (piano or other).

(a) Lesson Approach:

Gives clear directions to students and (where applicable) parents
Provides clear instructions for assignments
Adapts method of presentation to accommodate student’s needs and level of understanding (e.g. uses vocabulary that is appropriate for student)
Introduces tasks (performance techniques, cognitive tasks) that are appropriate to the child’s age, experience, and capabilities, both in terms of the amount of material and the size of the steps in the learning sequence
Assesses student’s understanding of teaching points (i.e., requires the student to demonstrate understanding either verbally or through performance)
Provides excellent playing model/example

(b) Lesson Focus:

Emphasizes tone production in the lesson
Focuses student attention on main points of instruction
Limits number of instructional points addressed in the segment of the lesson shown

(c) Lesson Activities

Uses demonstration, imitation, and repetition throughout lesson
Incorporates a variety of activities into the lesson
Uses review of previous materials to introduce and reinforce skills
Includes opportunities for student to experiment and explore alternative approaches (when appropriate)
Incorporates use of technology (when appropriate)

(d) Evaluation of student performance by teacher:

Accurately identifies technical problems and possible solutions
Gives specific praise (i.e., identifies specific aspects of performance done well)
Gives specific corrective feedback (i.e., identifies specific aspects of performance in need of improvement)
Timing and proportions of praise and corrective feedback are balanced (e.g., praise and corrective feedback are interspersed throughout instruction as appropriate)
Focuses feedback on the specific aspects of the task at hand rather than on generalized evaluations of the student (especially with regard to corrective feedback).

(e) Student independence & enthusiasm

Develops observation skills by inviting the student to describe his or her own performance, demonstrations by the teacher, and/or professionally recorded performances
Guides the student in performance evaluation by focusing attention on critical points
Develops problem solving skills by creating opportunities for the student to formulate solutions to problems or answers to questions
Invites student to make appropriate choices (within the capabilities of each child)
Gives specific advice regarding home practice
Follows through with assignments by assessing student’s progress on assignments from the previous lesson(s)

(f) Personal Interactions

(g) Teaching environment

Space is clean, well lit, quiet and free of distractions.
All materials are readily available.
Student, teacher, and parent (when applicable) are positioned to facilitate interaction (e.g., clear lines of sight).

*Added Performance Descriptors for Suzuki in the Schools (Approved 4/2019)
*Added Performance Descriptors for Voice (Approved 4/2022)