Page 28 - How to Shine on Stage

positive critical acclaim, and successful auditions. The main internal cri-
teria are personal satisfaction and the conviction of good performance.
The musical performance external success criteria can be divided
into four categories (Williamon, 2004):

1. technique
2. interpretation
26 3. expression
4. communication

Technique comprises physiological, physical, and instrumental fea-
tures. Physiological features are breathing, body posture, tension in the
How to Shine on Stage and sustaining of the vocal/instrument sound, as are the range, intona-
body, balance, and coordination. Physical features are the production
tion, physical control (e.g. stamina), and body coordination. Instrumen-
tal features include sensitivity regarding one’s own intonation and the
group’s intonation, tempo of performance, accuracy, ease and reliability
of rhythm, articulation, dynamics, etc. (Williamon, 2004).
Interpretation includes authenticity, accuracy of performance, and
musical coherence. Authenticity here refers to an understanding of the
style/genre of the piece. Accuracy of performance refers to the precision
of performance in keeping with the composer’s intention. Musical coher-
ence entails appropriate choice of tempo, phrasing, nuancing of dynam-
ics, and understanding of the overall musical structure (Williamon, 2004).
Expression refers to the understanding of the emotional quality of
the piece, to the projection of the mood and character of the piece, to the
correct use of tone and timbre, and to the ability to construct the dra-
matic structure of the piece (Williamon, 2004).
Communication involves communication between the performers,
between the performers and the conductor, and between the performer
and the audience. This includes performance confidence, which trans-
lates into convincing communication.
It is noticeable in practice that in performing musicians, external
and internal criteria are often inconsistent. An individual can achieve
and even exceed external performance criteria, while remaining dissat-
isfied with themselves and unsure of their performance success (Salmon
& Meyer, 1998).
The reasons for this discrepancy can be found in the orientation
of contemporary society, which prioritizes external performance crite-
ria (Kohut, 1992). Thus, children entering primary school are immedi-