School is starting already in some areas, although for
Tomoko teaching is a year-round occupation. And part of teaching and learning is
assessment. Tomoko also knows about assessment in terms of competitive
performance. Tomoko has strong opinions about such activities. Judging is often
done at the end, when little can be done, but guidance helps a person improve.
Too often performance is judged, indicated by a grade. “Grading
is not good. It is confusing for parents, and students complain if they get a
B.” Furthermore, grading can become political. Tomoko asserts: “Art should not
be a pass or fail system.”
Tomoko likens judgment to gardening. “Think about wheat and
chaff.” She thinks that making decisions about a beginner’s ability, such as
telling them to discontinue, is a bad practice. “You may pull out a good plant.”
This kind of early selection – or discouragement – is especially inappropriate
for youngsters. Learning how to play the piano is a developmental process. “After
15, the piano student becomes serious.” Tomoko continues, “Everyone should look
far away to the horizon. It’s better to think long term than to get stuck over
a short-term grade.”
On the other hand, reflection and feedback are important.
Tomoko asks students to think about their own performance. “If the music sounds
shallow, then the person is playing at a surface level.” She asks them, “What
do you think you are doing?” She notes, “You cannot hide when you play.” Tomoko
will sometimes play a troubling section for the student, and ask them, “How is
the sound different? What am I doing differently?”
Tomoko says that the teachers’ job has a
unique niche. “I am sorry, but I am not your friend. I need to critique to help
students improve.“ Tomoko tells her students, “Don’t take it personally. It is a difficult
job.” Tomoko also says, “My suggestions come from my judgment, but my
judgment may change over time.” Likewise, she tells her students, “Your job
is to study.”
