American Idol and Music Education

Here is my response, with additions, to a question about the effect the show American Idol has had on music education.

“I have addressed the show American Idol in my 5th grade general music classroom in relation to the idea of assessing performances. After my fifth grade students create original compositions and perform them for each other we speak about what criteria we would use to assess the compositions and performances. We use American Idol as a reference for discussing ways that people judge performances. One of the main focuses of our discussion relates to the idea of “criteria” . We discuss the types of comments that are made on American Idol by judges and try to find the criteria being used to make those judgments. The show never outlines a standardized set of criteria that the judges are using to assess the performances. We problematize this and discuss the importance of developing a set of criteria when judging music. Students discuss their own criteria for judging different types of performances and work on articulating what their criteria would be for their own performances and compositions. During the class discussion we discuss what specifically is being assessed on American Idol and find that most of the comments are vague and rarely ever point to specific musical aspects of the performance. This is a starting point for students to develop the skill of giving accurate feedback to one another to help them improve while showing their understanding of what they were listening to. When a student makes an assertion about a performance we ask the phrase “Based on what?” as a prompt to help articulate the reasoning behind the assertion. This prompt develops critical thinking skills and lays the foundation for becoming more actively engaged in making artistic and aesthetic judgments rather than passively accepting the assertions of others.

We also focus on the delivery of the assessments being given on American Idol. While students acknowledge that they find the style of judging amusing they understand that it would not be appropriate in a classroom with their peers. We work on how to give constructive feedback in a respectful manner. I encourage students to share their critiques in an informed and positive manner. We look at the judging on American Idol as a form of entertainment but a poor model for informed, articulate or respectful critique. Developing a disposition of respect and the ability to not only critique but to give suggestions for improvement are important elements of our classroom. By analyzing the comments of the three judges on the show American Idol and working on their own skills of assessing performances, students come to the understanding that they should view the judging of performances on the show simply for what it is, entertainment. As a music educator it is my goal to empower students to engage in critique in a respectful and articulate manner in their own lives.”

There has been little discussion online in music education regarding American Idol until this point but apparently at least one college course has been offered that deals with music critique and American Idol. The way that music critics critique the performers is very different than the way the judges on the show do. Usually left out of the conversation of the show is the fact that it is making some people millions upon millions (PDF file).

It will be interesting to read other music educators’ perspectives on the American Idol phenomenon. What do you think?