The process of reflection and critique is the foundation of the Vermont MIDI Project. Making critique a part of the culture of the classroom enriches the creative experience for everyone. Critique should be planned, guided and practiced. As students critique the work of others, they develop musical vocabulary, communication skills, and a higher level of understanding of the composition process. Teachers are asked to:

• Post student work on password protected website
• Coach students to provide rich description and requested feedback
• Provide context to assist mentors in approaching the work
• Post work early in its development and in several stages of creation
• Proofread and screen all postings
• Protect password to insure integrity of site
• Help students to interpret the comments given them, and make sure that they respond
• Teachers are asked to write at least one critique per month on the site

"When I began using the MIDI Project and MIDI composition as a tool in the classroom, it opened up a whole new realm of understanding and possibilities to my students. I couldn't believe what kids (even at the elementary level) could grasp with the help of technology and the hands-on nature of our project."

Jennifer Larrabee
Newport City Elementary

• Consider context/age of students and their assignment
• Try to ensure that pieces receive responses in a timely manner
• Offer two or three suggestions without overwhelming young composers
• Comments should be designed to help a student revise and improve, not to completely re-do a piece
• Encourage development of material with specific suggestions
• First comments deal with broader issues, and as pieces near “completion” the finer tuning takes place
• One to many mentoring informs whole community- always be aware of larger audience
• Ask questions to focus thinking
• Make suggestions in language rather than changing their music for them
• Use phrases like: "Have you considered" and "I wonder if" rather than being directive
• Lead students to discover what their piece can be
• Be sensitive to “letting go” of a piece when the student is ready to move on
• Too much flowery praise is not useful, nor is it seen to be sincere
  
• Humor is entirely appropriate, but sarcasm has no place in the critique process

Students:

In submitting their work for critique, students are asking for a composer's time and expertise in helping them in a creative process. In making this request, the student is expressing a willingness to revisit the work and to address the suggestions made. There is no obligation for the young composer to make the changes suggested, but it is important that they consider the feedback and make their decisions on how to proceed. Further guidelines for students:

• Describe work, including artistic intent and “assignment”
• Include students' age, experience,  etc.
• Ask for specific feedback, perhaps referring back to assignment
• Be open to suggestion and respond to feedback
• Reply to questions asked by mentors
• Post work in several stages of creation, responding to suggestions and describing the process of revision
• When the piece is finished, acknowledge the help of the mentor

Sample Online  Critique Assignment For High School Students:

• Begin with “affective” comments- general remarks about the mood of the piece, the feeling that you get from it, what it reminds you of, etc.
• Make a positive observation about the piece.
• Analyze the piece according to those factors that we discussed in class. Use your notes. You don't have to address everything on the list, but pick those areas that are appropriate to the piece and the ages of the composers.
• Make any other suggestions that you have for improvement.
• End your critique with positive comments, but be sure not to go overboard. Be sincere!