Objective:

Students will learn how blind auditions help judges focus only on musical sound, and will demonstrate an ability to perform expressively and accurately in a recording where only their audio is evaluated.

Teaching Moment Summary

In professional music settings, musicians sometimes audition behind a curtain — this is called a blind audition. The people listening can’t see who is playing or singing. That means everything depends on how the music sounds.

This is a great opportunity to teach students that their tone, expression, and accuracy are the most important parts of any performance — even more than how they look on stage.

This exercise shows them how to focus on their sound and build confidence in their musical abilities, no matter who is (or isn’t) watching.

Assignment

You’re going to become a real performer — and your job is to let your music speak for you! You’ll record a short piece where the only thing we’ll hear is your sound — not your name, your face, or even your speaking voice.

We’ll all listen to each other’s recordings and guess what made them special. You’ll also get helpful advice from your classmates! And before you even start the action steps in the assignment read the article “When They Can’t See You: What You Need to Know About Blind Auditions” found on Accoladi.com.

Step-by-Step Instructions

1. Pick Your Piece: Choose a short section of music (about 30 seconds to 1 minute) that you feel confident playing or singing. It can be part of a solo, a classroom studied etude, or even a section of an ensemble concert selection.
2. Record Your Performance:
   • Use a phone, tablet, or computer to make an audio-only recording.
   • Make sure there’s no talking or background noise.
   • Your ID will be made from the numbers and first 3 letters of your street address. (Ex: 2557 Treetop Drive = 2557TRE, 105 Ruby Drive Apt A-10 = 105RUB)
3. Listen and Respond: You will listen to 2 anonymous recordings from classmates and fill out a “Musical Listener Card” for each.

Musical Listener Card

Final Score: ______ / 50    Reviewer ID: ____________    Recording ID: ____________

Feedback: Write two sentences of positive and constructive feedback for each. Remember: Positive!

4. Reflect on Your Feedback

After you get comments from your classmates, answer these questions in your music journal:

• What did I learn about my sound?
• What is one thing I want to improve before next time?
• How did it feel to be judged only by my sound?

Due Dates:

Recording Due: ______________________________

Listener Cards Due: __________________________

Reflection Due: ______________________________

Objective:Students will understand the purpose and impact of blind auditions, develop an awareness of how to prepare musically when visual presence is removed, and strengthen their ability to self-evaluate performance quality based solely on audio.

Teaching Moment Summary

Blind auditions are designed to eliminate bias and focus only on what matters most in music: the sound. Many students rely — often unknowingly — on visual presence, stage confidence, or even personality to influence a performance. But in a blind audition setting, those elements disappear. This exercise challenges students to refine their sound and learn how to deliver a compelling performance without being seen.

Use this opportunity to teach students the value of tone, phrasing, dynamic control, and expressiveness as the only tools of communication in a blind audition setting.

Student Assignment: “The Sound Alone”

Assignment Overview

Students will record a solo performance piece under blind-audition conditions, then anonymously review peer submissions and provide constructive feedback based on sound alone. Before starting, students must read the article “When They Can’t See You: What You Need to Know About Blind Auditions” on Accoladi.com.

Instructions

1. Select a Solo Work
   Choose a short solo piece (1–2 minutes) that showcases tone, phrasing, and control — vocal or instrumental.
2. Record Under Blind Conditions
   • Audio only (no video).
   • No talking, clapping, or identifying information.
   • Ensure clear sound quality (quiet space; smartphone or computer mic is fine).
   • Label file with your assigned student ID number (no names).
3. Submit for Peer Evaluation
   • Upload recording to shared class folder using your ID number.
   • Listen to 3 assigned peer recordings anonymously.
   • Use the rubric below to score each recording.
   • Write a short paragraph of constructive feedback for each.

Rubric: Peer Evaluation for "The Sound Alone"

Category	Excellent (10 pts)	Good (8 pts)	Developing (6 pts)	Needs Work (4 pts)
Tone Quality	Rich, clear tone throughout; well-supported and resonant	Mostly clear with few inconsistencies; some support issues	Inconsistent tone; occasional thinness or breathiness	Weak or unsupported tone; frequent inconsistencies or harshness
Intonation	Accurate pitch in all registers; excellent tuning	Mostly in tune with minor lapses	Several noticeable intonation issues	Frequently out of tune or lacks pitch control
Musicality / Expression	Highly expressive; phrasing shapes the music naturally; dynamic contrasts are intentional and effective	Expressive with moments of strong phrasing and dynamics	Some attempt at expression, but phrasing and dynamics feel flat or inconsistent	Lacks expression or musical shaping; dynamics are absent or ineffective
Articulation / Diction	Crisp articulation or clear diction; attacks and releases are precise	Mostly clear articulation or diction with few blurred moments	Articulation/diction is uneven; some lack of clarity or control	Slurred or unclear articulation; diction is difficult to understand
Overall Impact	Captivating and memorable; would stand out in a real blind audition	Solid performance with some standout qualities	Adequate but not distinctive	Unengaging or lacking polish; not ready for blind audition setting
Final Score: ______ / 50           Reviewer ID: ____________           Recording ID: ____________

4. Reflection
   • After receiving anonymous peer feedback, complete a reflection sheet:
     • What surprised you about the feedback?
     • Did your sound communicate what you hoped it would?
     • What would you change or improve?

Due Dates

• Audio Submission: __________________________
• Peer Review: ______________________________
• Reflection: _______________________________

When They Can’t See You — What Middle School Musicians Are Learning About Being Heard

Dear __________________ Parents,

One of the most important things your child can learn in middle school music might not be found on a sheet of notes or in a concert program. It’s this: how to be heard — not just seen.

There’s a fascinating article I’d love for you to read, recently published on Accoladi.com, called “When They Can’t See You: What You Need to Know About Blind Auditions.”

It explains how in certain auditions — called blind auditions — judges don’t see the performer at all. Not their facial expressions. Not their posture. Not even their name. They only hear the sound.

It’s a concept that’s both exciting and challenging, especially for young musicians. And it’s something I’ve started to introduce in our own classroom. Because when you take away the spotlight, the outfit, and even the eye contact, what’s left is the heart of it all: the music.

We’re helping students realize that their tone, expression, and focus matter — whether or not someone is watching. They’re learning to:

• Listen critically to their own sound
• Perform with confidence, even when no one is clapping
• Understand that what they say through music is often more powerful than what they wear, say, or even feel

Blind auditions help build not just musicianship, but character. They teach students to prepare with purpose and play with honesty. And as your student grows in our program, these are lessons that will carry into every part of their life. Please take a few minutes to read the article on Accoladi.com — just search for “When They Can’t See You.” It’s an eye-opener, especially if you’ve ever wondered how your child’s musical training can help shape their voice, their confidence, and their future.

Thank you for supporting the arts and your child’s journey in our school’s music program. Whether they’re singing, strumming, bowing, or buzzing — they’re learning to be heard.

Sincerely,

________________________________________________________[Your Name and Position]

___________________________________________________________ [Your School Name]

When They Can’t See You — Why This Matters for Your Young Musician

Dear ______________ Parents,

Have you ever listened to your child practice — really listened — with your eyes closed?

If you have, you know something powerful: sound alone can tell a story. And sometimes, in the world of music, that’s exactly what matters most.

I want to invite you to read an important and insightful article just published on Accoladi.com called “When They Can’t See You: What You Need to Know About Blind Auditions.” It explores a concept that’s reshaping how we think about performance, fairness, and the power of preparation.

In a blind audition, students aren’t judged by how they look, who they know, or how confident they appear on stage. There are no smiles from the judges. No stage presence to lean on. Just one thing gets through: the music.

It’s an idea that’s both humbling and exciting — and something we’re introducing here in our own program.

Our students are learning that their tone, expression, timing, and technique are what truly speak for them. They're learning how to perform for an unseen audience — to be heard without being seen. That’s a lesson that stretches far beyond the music room. It builds discipline, attention to detail, and confidence rooted in real skill — not just image.

I highly encourage you to take a few minutes to read the article. It will give you insight into what your child is learning in rehearsal and why it matters so deeply. You’ll find the full piece online at: Accoladi.com – Just search: “When They Can’t See You.”

It’s a quick read, but one that will help you better understand your child’s musical journey — and the kind of preparation that goes into becoming a musician who moves people with sound alone.

As always, thank you for supporting your child, our program, and the arts in our schools.

Warmly,

________________________________________________________[Your Name and Position]

___________________________________________________________ [Your School Name]