Last month, we began a conversation about the good, the hard and the honest questions that come with competition. Each month, I’m taking on one concern I hear from directors and staff – not to dismiss it, but to look at it from a place of experience and growth. March brings us to another concern I hear often: “Judging is too subjective.”
Judging is subjective. It always will be. However, I would argue that’s exactly why the competitive arts matter.
Music, movement, and performance are shaped by lived experience. Every adjudicator brings their own musical background, values, and preferences into the room. When we choose to compete, we aren’t pretending that subjectivity doesn’t exist—we’re acknowledging that it does.
The Application of Subjective Feedback Matters
What matters most to me isn’t whether I agree with every comment or score. It’s how feedback is delivered, how it’s framed for students, and how it’s used.
As a director, I ask myself: How can I use this immediately?
Some comments are constructive and actionable. Some need to be reframed before they’re shared with students. Others simply don’t align with the program’s values or goals. Learning to filter feedback without reacting emotionally is part of the work.
Our Students Are Watching
Students notice whether we respond thoughtfully or defensively, whether we treat feedback as information or as a personal attack. Often, our reaction teaches more than the comment itself. The trap is chasing validation instead of growth. Comments are data points, not a referendum on your worth as an educator.
Students benefit from hearing a variety of perspectives. Yes, even ones we don’t fully align with. Those moments create real teaching opportunities. Why do we agree with this? Why don’t we? What fits who we are as a program?
There’s something powerful about students seeing their director as a learner, watching us listen, reflect, and decide what to apply and what to set aside.
What Makes a Good Adjudicator?
In this role, I’m often asked what makes a good judge or adjudicator. To me, it comes down to three things:
- Feedback is constructive. Not necessarily positive, but useful. Comments should build toward improvement, not ego.
- Feedback is specific and given freely. Silence helps no one. Numbers without explanation aren’t education.
- Panels reflect varied experience. Judges don’t have to agree with you or even each other. A range of backgrounds and expertise strengthens the conversation.
Different Perspectives Spur Growth
As directors, we don’t have to accept every comment. But we do have a responsibility to model discernment and how to engage criticism without losing confidence. When students see that not every opinion defines them – and that they still get to choose how they grow from it – that lesson lasts far beyond the stage.
The benefit of subjective judging isn’t agreement: it’s perspective.