In my last post I identified a ‘refined’ approach to thinking about analysing and evaluating music after a Year 12 lesson where things weren’t really working as planned. In the following lesson I implemented the new plan, and things seemingly went well. At the end of the lesson, I asked the students if they felt a little more ‘ready’ to embark on their next Musicology task…

“What’s the difference between ‘analysis’ and ‘evaluation’?” asked one of the students…

We’ve been through this multiple times in multiple ways… I felt a little like the parent who has constantly been saying the one thing that another significant and influential other mentions only once for it to then be absorbed and practised immediately…

So, I have employed this ‘significant and influential other’ to get across what I have been trying to say for years now…! I introduce you to Mr Tim Pani.

“Hi, I’m Mr Tim Pani, your new music teacher, and I am here to help you understand the difference between analysis and evaluation.”

“So, let’s analyse my appearance… actually, before we do, let me ask you something else first. Why would you want to do this? Well, when we analyse something we dissect it to ascertain and examine its parts, this really only becomes useful if we want to use it as evidence to support some kind of claim, or better still, make an evaluation.”

“When we evaluate, we assign merit according to criteria. So, what’s the criteria? Well, that’s up to you! Often, we use criteria to support a position we wish to take on something.”

“Anyway, let’s get back to the first bit – let’s analyse my appearance!”

“Now, what if I asked you the question: ‘Am I dressed suitably for my job as your new music teacher?’ You might begin to construct a criteria, one that is framed by my question. These criteria might include things like: neatness, professional dress, good selection of colours, polished shoes… Now, your analysis becomes useful, because you have some evidence to hold up against your criteria – you can then make an evaluation! These criteria might even become some kind of theme for you to group your argument.”

“All of this said, be sure to keep focused on the question, because if you don’t your analysis might stray off into unnecessary territory. You need to be discerning about what you identify – only use analytical fragments that support your position, argument – what I sometimes call a ‘viewpoint’. You need to be discerning, and only use what is relevant and supports your argument. Look above at our initial analysis. Remember, it is now framed by my question, and your criteria. What do you perceive as useful for your argument.”

“As I’m a helpful chap, I’ve colour-coded the analysis above. The green analytical fragments are great to use, the red ones aren’t really that helpful in relation to my question. Here, I’ve been discerning. The red things have no real impact on my appropriateness of my dress in relation to my job”.

“Anyway, I hope I’ve been helpful. I’m really happy to talk Musicology with you – let me know if I can help.”

Thanks, Mr Tim Pani, I knew I could count on you.

Image: Hilary Scott/Courtesy of the Boston Symphony Orchestra