Schooled

Scotland has resurrected piping and drumming to unprecedented new heights through widespread, accessible teaching. It’s an awesome and continuing success story, and the fruits of its strategy have become more and more evident with each passing year.

Just take a look at last week’s Shotts & Dykehead Juniors competition: 185 young pipers and drummers competing in a variety of solo events. Look at what’s to come in March when more than 800 piping and drumming students from at least 120 schools will participate in the eleventh Scottish Schools Pipe Band Championships. And witness the steady growth in size and quality of Scotland-based pipe bands across all grades.

Teaching piping and pipe band drumming in private and public schools is now baked in to the Scottish curriculum. When 20 years ago playing the pipes might have been the epitome of nerdiness, today it’s cool-factor seems to have risen at least on par with playing bass in the school rock band.

It’s hard out there for the rest of the world to keep up, and it will only get more difficult.

As much as other piping and drumming regions of the world would love to have widespread teaching programs as part of public and private schools’ curriculum, it’s not realistic. Yes, there will be exceptions, such as St. Andrew’s College in Aurora, Ontario, or Knox College in Sydney, Australia.

But in countries like Canada and the United States that have been built with a diversity of immigrants, expecting that Highland piping and pipe band drumming will be taught in the public school system is as likely as India’s sitar or the Chinese erhu becoming part of the curriculum, equally excellent and deserving instruments though they might be. I wish it weren’t so, but that’s the reality. It’s not impossible, just extremely unlikely.

Bands not based in Scotland are increasingly scrambling for players to keep up with both the numbers and standard of their Scottish counterparts. While the World Championships continue to be a draw for international bands in all grades, every year I see more of them bolstering rosters with available players from other groups, even from the cross-town rivals, just to meet the size standard, and hopefully also playing quality, when they get to Scotland.

Let me be clear: the Scots are doing the right thing for piping and drumming, and are not responsible in any way for the resulting challenges felt in the rest of the world. The grassroots teaching efforts by Scottish immigrants and visiting instructors that began some 50 or 60 years ago that brought piping and pipe bands in Canada, the USA, Australia and New Zealand to a world standard have been formally adopted by the home of piping and drumming but in a more organized and publicly supported way.

And barring some radical shakeup by unanticipated Sassenachs, the Scottish teaching infrastructure will only improve and expand. There will be a standard in each grade for Scottish bands, while visitors – including those at the top of their grade at home – more often than not will languish in the lower half.

While Scotland should celebrate and be congratulated for its teaching success, the rest of the world will need to find new ways to keep up. Idly expecting local bands or occasional individuals to do all the teaching using a variety of excellent, good or downright terrible methods will not be enough. Associations need to step up with organized programs and standards that make learning piping and drumming accessible to young students. They need to work with school districts to investigate at least the possibility of getting organized expert teaching into classrooms.

Associations should have recognized it 20 years ago, and some, including me, tried to get programs off the ground a decade or longer ago only to be rejected ultimately by executives and board members.

If the rest of the world is going to keep up, it’s no longer enough for piping and drumming societies and associations to be Highland games-running machines. They need to provide the fuel and the fire to keep the mechanism running.

 

Remember empathy

Why do many judges forget what it was like to be a competitor?

This came up the other day in a conversation about judging, competing, and judges. The current flap by a vocal minority about the Solo Piping Judges Association and Competing Pipers Association’s policies against teachers judging pupils and pupils playing for teachers, respectively, in the face of the fact that almost 80 percent of pipers and drummers appear to feel that teachers should not judge their students, re-raises the centuries-old debate that we thought was finally put to rest several years ago.

  • Is there a competitor out there who feels equally good about winning a prize whether their teacher is or isn’t judging?
  • Is there a competitor out there who, when a fellow competitor wins a prize when their teacher is on the bench (whether comprising one or several adjudicators), has zero disdain?
  • In the history of piping and drumming, has there ever been a competitor who was 100% okay with those situations?

If you answered yes to any of those questions, I encourage you to comment, so that I can understand your rationale.

Considering that all credible judges were once competitors, how can it be that some of them suddenly forget what it was like to compete? They seem to forget that they once swore oaths under their breath, ground their teeth, or at least rolled their eyes when their fellow competitor got a prize with their teacher judging, or didn’t sheepishly dread collecting an award given out when their tutor was on the pen.

The forgetfulness extends to other annoying judging behavior, like distracting a competitor with tapping feet and excessive writing, sarcastic or overly negative comments on scoresheets, or otherwise putting a player on edge before or during their performance.

Perhaps it’s learned. As much as they dislike it, competitors see teachers judging pupils, so they think it’s okay to serve their own interests when they have the opportunity to “give back” and judge. Some players distracted by judges think it’s their turn to get their own back when they join the bench. They give as good as they got. It’s an unfortunate cycle perpetuated by a few – unless guidance, policies, and rules are finally offered and implemented to break the generational pattern of entrenched tradition.

There is a fundamental truth so often forgotten: just like associations, adjudicators are there to serve not themselves, but the competitors. A judge’s experience as a competitor should inform his or her behaviour as a judge. Remembering what it was like to be a competitor – recognizing the constant significant problems and minor pet-peeves that accompanied their competition experience – is essential to being an excellent adjudicator.

Is there an age that I haven’t reached when pipers and drummers forget what it was like to be a competitor and they look out for only their self-interests? Does some sort of amnesia set in at 55? 60? 70? If there is, please let me know and I will try to remember to give my head a shake when the time comes.

Adjudicators are there to serve the competitors. They render and account for their decisions based on their knowledge, experience and adherence to policies and rules. Those policies and rules are and should be informed by the collective interests of the competitors, not the judges. If almost 80 percent of competitors agree that teachers should not judge students, then that is their will, and it should be respected. Adjudicators should never forget where they came from and what they went through to get where they are.

Among an excellent judge’s skills is empathy.

 

What judges want

Sitting adjudicating an amateur solo piping competition the other day, I got to thinking again about the competitors, so many of them so anxious and apprehensive.

Playing before a judge who’s going to judge your music is a weird thing to subject yourself to, but it’s what we do. It wasn’t until I was on the other side of the table that I appreciated that I had it all wrong for all those years as a competitor.

Competitors generally have the wrong idea about judges. I know I did, especially when I was younger.

I can only speak with certainty for myself as a judge, but I like to think that these things apply to any right-minded and decent adjudicator.

So here are a few tips for competitors as to what judges actually want when they’re judging you.

  1. Judges want you to play as well as you can. This is the most important thing to know. Any decent judge is rooting for you to play well, or at least to your personal best. I think many competitors mistakenly think that judges rejoice every time you make a mistake. Not true.
  2. Judges were once on your side of the table. Every adjudicator (except for a few anachronisms from a different era who still judge in the UK despite every competitor preferring that they don’t) has been a competitor. We know what you’re going through. It’s not easy. We can empathize.
  3. You will be given the benefit of the doubt. I know that if I wasn’t sure about something that I thought I heard, I will assume it was my mistake, not yours.
  4. Don’t tip your hand. If you make a mistake keep going. Don’t draw attention to it. If you played the wrong tune or got the parts mixed up, never assume the judge noticed or even knew, so don’t proactively confess to it. While I admire your honesty, I’d shake my head at you drawing attention to your error.
  5. Don’t start unless you’re satisfied with the sound. Unless there’s a tuning time-limit, don’t start until you are completely happy with the sound of your instrument. This happens a lot: competitors feeling like they have to start, and knowingly begin with their drones out of tune. True, labourious tuning for no real reason is irritating, but if you are struggling to get your drones in tune or your instrument isn’t quite settled, take the time to get it right. As long as it’s not against the rules, no decent judge will penalize you for tuning, but you will be criticized negatively for an out-of-tune instrument. The memory of long tuning evaporates with the actual competition performance.
  6. We want you to want to play. Connected with #5, judges can tell when a player simply does not want to play. They’ll tune for ages not because their instrument needs it, but because they’re procrastinating. If you’re going to compete, wanting to actually perform is the first step. Maybe you’re a masochist, but if you hate competing, don’t compete.
  7. It’s all about you. Judges are there to serve the competitor. We’re not trying to distract you, and we are (or should be) conscious of how we operate, when we write, tap our feet, or play along with you. My least favourite judges were the few who thought it was all about them, with histrionics designed to draw attention away from the performance, ticking off every mistake they heard just to show others that they heard it, too. (Did they count up all the ticks or something to decide their prize-winners?)  It should never be about the judge; it’s all about you.
  8. It’s never personal. Reacting to not being in the prizes, thinking that a judge must not like you as a person, can be an automatic human response. No, they just preferred other performances over yours. Judges are ambivalent as to who wins; they only care what wins.
  9. Judges want you to be happy. It’s music, but we so often are miserable playing it in competition because of anxiety. Make the music that you love. It’s something out of nothing and then it’s only a memory. Consciously making and enjoying music is a miracle that distinguishes us from other animals. Make a good memory. Enjoy yourself.

It can take many years for competitors to understand these things, and sometimes that understanding only comes when you’re on the other side of the table.

I hope they might positively change your perspective the next time you compete.