Whether taking a test in English or performing on a recital, we can demonstrate one of three levels of ability.
C level performers-
C level performers expect to perform adequately and nothing more. If the passing grade is a C and you are content with that level of accomplishment, chances are very good that the C will be your final grade. Usually C students are content to spend the semester doing just enough to get by. Musicians are the same in that they will perform as well as they are expected, as long as the bar is not so high that they have to dedicate extra time to accomplish this goal. The C level student usually shows mild interest in the subject or solo and spends just enough time preparing for the test or concert performance to get through it and nothing more.
B level performers-
B level students or musicians have more interest in their subject and for that reason put more time into the preparation to accomplish his/her goal. They are not satisfied with just getting by and take more pride in how they are perceived by others and in some cases they may even be striving for their own betterment. They see the need for going that extra step in order to be even slightly better than the average student. Sometimes this motivation is driven by a parent, a teacher or even by their own initiative. For a student like this to miss a question or a musical note is very disappointing and sometimes frustrating. The B student or performer is constantly searching for answers to test questions or new techniques in performance. The constant drive for betterment will be a great asset in his/her education and/or musical development.
A level performer-
Now we come to the straight A student characterized by an inner drive to never fail. This can be an asset as well as a detriment for this constant drive can sometimes be reflected in disappointment and frustration. On the other hand, if the student/musician is able to accomplish his/her goals with a positive attitude, all the better. Usually the student who learns things easily tends to get bored and the student who has to fight for every victory more often than not gets frustrated. What a fine line we travel on our journey towards success.
To give an example of how each level of preparation is reflected in a musical performance, let me share three examples of how each level of student approaches an upcoming solo contest.
The C student gets his/her solo from the band director on Friday and takes it home for to show his parents. The following Thursday he/she remembers that he/she was given the music and the next week finally shows it to the parents. They ask their child, “When is contest”? The student replys, “I don’t know”.
The students practice habits are spotty at best and as the contest deadline nears and after constant prodding by his/her parents, the student finally starts to get into practicing the solo. Two day before contest the band director asks the student, “Who is you accompanist”, to which he/she answers “I didn’t know I needed an accompanist”. At the performance the student stumbles through his/her piece and is able to actually finish with his/her accompanist. When grades are posted, the student is satisfied with a II rating and can’t wait to get home to show off his/her contest sheet. Thus is the expectations and preparation of a C level student/musician.
Now enters the B level performer. The solo is passed out and that evening the number is shared with the parents. The next day the student is heard in the practice room running through the new solo and the most difficult sections are dutifully marked in pencil. Later that week the accompanist is asked to play for contest and the piano music is passed on to the accompanist. Two weeks before the day of the contest, the soloist and accompanist have rehearsed together at least three or four times. As the performers enter the contest room, the judge asks the student “What will you be playing today?” to which the student replies, “Handel’s Adagio con moto Brivato” and begins to carefully tune to the piano. Later that evening the student gleefully shares his/her experience at home with the parents and all is well in music land.
The moment the A student receives his/her solo, it is off to the computer to get some background on the composer and that evening a search on YouTube is made in order to find a video of anyone performing the very same solo. The next morning the student is in the band room before class running through the most difficult areas of the solo, forgetting about the slow and easy passages. By the second week the solo is memorized and the student is able to perform every note to perfection in the printed key and soon begins to learn it in all twelve of the other keys. His/her accompanist eventually decides to change to an unlisted phone number because of the daily request by the student to meet for just another run through TODAY.
I know that I have over simplified our examples but the difference between a truly dedicated musician and musical wanabee is all in the drive, desire and basic talent of the performer. To be the best performer possible, it will take more than just the average amount of work to accomplish that goal. If you have a basic talent and more than average drive, you will become a very fine musician. On the other hand, if you want to be the BEST performer on your instrument, take to heart a comment made by the great cornet soloist, Herbert L. Clarke who was quoted as saying, “I never perform a solo in public until I have played it PERFECTLY, one-hundred times in a row! Now, that my friends is an A+ performer.
