IHSMA Resources for Iowa High School Music Adjudicators

• Evaluate every performance honestly, objectively, and consistently.
• Base ratings and comments solely on published IHSMA criteria and established musical standards.
• Never allow personal preferences, relationships, or reputation to influence an evaluation.

• Treat every student, director, volunteer, and fellow adjudicator with courtesy and respect.
• Arrive prepared, on time, and familiar with all festival procedures and evaluation materials.
• Maintain professional appearance, language, and conduct throughout the event.

• Remember that every comment should help students and directors improve.
• Recognize achievement while offering specific, constructive suggestions for continued growth.
• Encourage learning, confidence, and lifelong participation in music.

• Avoid actual or perceived conflicts of interest whenever possible.
• Disclose potential conflicts to the festival manager or IHSMA Office before adjudicating.
• Apply the same standards to every performance regardless of school size, location, tradition, or previous reputation.

• Protect the confidentiality of ratings, deliberations, and festival processes until officially released.
• Do not discuss individual performances, ratings, or adjudication decisions outside appropriate professional settings.

• Recognize that students invest significant time and effort preparing for performance.
• Provide feedback that is honest without being demeaning, sarcastic, or dismissive.
• Model the professionalism and respect expected throughout music education.

• Maintain IHSMA certification requirements, including the required NFHS Music Adjudication course.
• Stay current with festival rules, evaluation standards, repertoire, and best practices in music education.
• Welcome calibration, professional dialogue, and ongoing learning to improve consistency across the state.

• Maintain current NFHS Music Adjudication Course certification as required by IHSMA.
• Review the current IHSMA Constitution, Rules & Regulations, festival procedures, and event-specific evaluation criteria annually.
• Complete any additional IHSMA-required orientation or calibration sessions.

Before each assignment:

• Review the festival handbook and rating criteria.
• Become familiar with current required literature lists and event formats, where applicable.
• Understand the evaluation forms, scoring procedures, and technology used during the festival.
• Clarify any procedural questions with the Festival Manager before the event begins.

• Participate in calibration opportunities with fellow adjudicators.
• Compare evaluation philosophies using published criteria rather than personal preferences.
• Strive for statewide consistency while recognizing that thoughtful professional judgment remains essential.

Continue developing expertise through:

• State and national music education conferences.
• Professional reading and current research in music pedagogy.
• Clinics, conducting workshops, and performance practice seminars.
• Observation of exemplary rehearsals and performances.
• Collaboration with experienced adjudicators and music educators.

Adjudicators are encouraged to remain engaged with organizations that support excellence in music education, including:

• National Federation of State High School Associations (NFHS)
• National Association for Music Education (NAfME)
• Iowa Music Educators Association (IMEA)
• National Band Association (NBA)
• Iowa Bandmasters Association (IBA)
• American Choral Directors Association (ACDA)
• Iowa Choral Directors Association (ICDA)
• American String Teachers Association (ASTA)
• Iowa String Teachers Association (ISTA)
• Jazz Education Network (JEN)

IHSMA provides adjudicators with:

• Festival handbooks and evaluation criteria
• Rules and Regulations
• Event-specific procedures
• Adjudication forms and scoring guidance
• Certification and training updates
• Communication from Festival Managers and the IHSMA Office

Each performance should be viewed as an opportunity to teach. Comments should provide clear observations, reinforce effective musical habits, and offer practical suggestions that can be applied in future rehearsals and performances.

Students invest months preparing for IHSMA festivals. Feedback should recognize their commitment, celebrate their accomplishments, and encourage continued improvement. Even when addressing deficiencies, comments should inspire confidence rather than diminish it.

Adjudication complements, not replaces, the work of the classroom director. Effective comments provide an objective perspective that reinforces sound instructional practices and offers ideas directors can incorporate into future teaching.

A rating reflects how a performance aligns with established standards on a particular day. The educational value comes from explaining why the performance earned that evaluation and identifying the next steps for continued musical growth.

Comments should consistently reference the core elements of quality performance, including:

• Tone quality
• Intonation
• Rhythm and pulse
• Balance and blend
• Technique
• Articulation
• Musical expression
• Style and interpretation
• Ensemble communication
• Performance effectiveness

Beyond technical accuracy, adjudicators should encourage expressive music-making. Students should leave the festival understanding that great performances combine technical proficiency with musical communication, artistry, and emotional expression.

The educational impact of an adjudicator often extends far beyond a single festival. Positive, thoughtful feedback can motivate students to continue performing, inspire future music educators, and strengthen lifelong appreciation for music.

Students often remember an adjudicator’s words long after they forget the rating. Professional, encouraging, and specific feedback reinforces confidence, while careless or dismissive remarks can have lasting negative effects. Adjudicators should choose language that is honest, respectful, and educational at every stage of the evaluation.

Every performance must be evaluated solely on what is presented during the performance. Personal relationships, prior knowledge, school reputation, competitive history, or outside influences must never affect an adjudicator’s evaluation.

Potential conflicts of interest may include, but are not limited to:

• Current or recent employment with a participating school or district.
• Private lessons, coaching, or instruction provided to participating students or ensembles.
• Immediate family members participating in the event.
• Former students or ensembles where an ongoing instructional relationship exists.
• Recent guest conducting, consulting, choreography, arranging, or design work for a participating ensemble.
• Financial or professional interests that could reasonably call impartiality into question.

If an actual or perceived conflict exists:

• Notify the Festival Manager or the IHSMA Office as soon as the conflict is identified.
• Do not assume the conflict is insignificant.
• Allow IHSMA leadership to determine the appropriate course of action, which may include reassignment or recusal from evaluating a particular performance.

Professional credibility depends not only on being impartial but also on being perceived as impartial.
Adjudicators should avoid:

• Publicly endorsing participating ensembles before or during the event.
• Discussing expected outcomes or rankings.
• Wearing apparel or displaying affiliations that suggest favoritism.
• Social interactions during the festival that could reasonably be interpreted as preferential treatment.

During the festival:

• Limit conversations with participating directors regarding performances until the event procedures permit.
• Do not offer coaching, rehearsal suggestions, or instructional assistance immediately before an ensemble performs.
• Avoid discussing ratings or adjudication decisions outside official festival procedures.

Not every potential conflict requires removal from an assignment, but every reasonable concern should be disclosed. Transparency protects the adjudicator, the participating schools, and the integrity of the IHSMA adjudication process.

Adjudicators are responsible for safeguarding:

• Ratings and scores before official release.
• Written and recorded comments.
• Panel discussions and deliberations.
• Evaluation forms and scoring documents.
• Any non-public festival information obtained during the adjudication process.

Until results have been officially released:

• Do not discuss ratings or scores with directors, students, parents, spectators, or media.
• Avoid conversations that could reveal or suggest evaluation outcomes.
• Keep adjudication materials secure and out of public view.

Professional conversations among adjudicators are intended to support consistency and educational quality.
These discussions should:

• Remain professional and respectful.
• Occur only in appropriate settings.
• Never become public conversations or informal commentary after the event.

Adjudicators may become aware of personal information regarding students or directors during the course of a festival. This information should:

• Be treated with discretion.
• Never be shared outside legitimate festival operations.
• Never influence the evaluation of a performance.

To preserve public confidence in the adjudication process, adjudicators should not:

• Post ratings, rankings, or unofficial results.
• Discuss individual performances online.
• Share photographs, videos, or recordings that violate event policies.
• Comment publicly on adjudication decisions or panel discussions.
• Engage in online debates regarding festival outcomes.

When official procedures permit discussion:

• Focus conversations on educational feedback rather than defending ratings.
• Respect the confidentiality of fellow adjudicators’ observations and deliberations.
• Refer procedural questions to the Festival Manager or the IHSMA Office when appropriate.

Confidentiality extends beyond the festival itself. Adjudicators should never disclose:

• Internal calibration discussions.
• Panel disagreements.
• Individual scoring details of fellow adjudicators.
• Information that could undermine confidence in the fairness or professionalism of the adjudication process.

The following IHSMA events utilize recorded verbal commentary:

• State Marching Band Festival
• State Jazz Band Festival
• State Jazz Choir Festival
• State Show Choir Festival
• State Large Group Festival

During these events, adjudicators provide real-time observations as the performance unfolds.

Effective verbal commentary should:

• Follow the performance naturally.
• Identify strengths as they occur.
• Offer concise, educational suggestions for improvement.
• Explain how musical or visual decisions affect the overall performance.
• Maintain a professional, encouraging, and conversational tone.
• Support the final rating or caption scores.

Recorded commentary should enhance, not distract from, the performance. Adjudicators should allow time to listen, avoid continuous talking, and focus on the most educationally valuable observations.

The State Solo and Small Ensemble Festival utilizes written commentary.

Written evaluations should:

• Accurately summarize the performance.
• Recognize significant musical strengths.
• Identify one or more priorities for continued growth.
• Clearly support the assigned Division Rating.
• Be organized, legible, and educational.

Because directors and students often use written comments during future lessons and rehearsals, concise and thoughtful observations are especially valuable.

The IHSMA All-State Audition Process serves a different purpose than festival adjudication.

During All-State auditions, adjudicators use:

• Points to evaluate each audition according to established scoring criteria.
• Written commentary to document strengths and areas for improvement.
• Professional observations to assist in ranking performers and, when necessary, determining alternate placement within each ensemble.

Unlike festival adjudication, All-State auditions are selective rather than evaluative. Every audition is compared using the same published standards to identify the students who will best represent Iowa in the All-State Band, Orchestra, and Chorus. Clear, objective written comments provide important documentation when scores are close and help support alternate selection decisions if vacancies occur.

Whether providing verbal or written feedback, every adjudicator should:

• Evaluate using published IHSMA criteria.
• Be specific, objective, and educational.
• Recognize achievement while identifying opportunities for growth.
• Ensure comments align with the assigned rating or score.
• Maintain professionalism and respect for every student and director.

Recorded comments capture observations in real time as the performance unfolds. They should reflect what the adjudicator is hearing and seeing while maintaining an educational and encouraging tone.

Effective verbal feedback should:

• Follow the performance as it occurs.
• Identify strengths as they happen.
• Offer concise suggestions for improvement.
• Use natural, conversational language.
• Maintain a pace that allows continued attentive listening.
• Remain positive, professional, and respectful.

Best Practices

• Speak clearly and at an appropriate volume.
• Allow the performance to remain the primary focus—avoid talking continuously.
• Comment on the most significant musical events rather than every minor detail.
• Avoid long periods of silence while also resisting the urge to fill every moment with commentary.
• Remember that students and directors will often replay recordings during future rehearsals.

Written comments provide a concise summary of the evaluation and often become a director’s long-term reference after the festival.

Effective written feedback should:

• Summarize the performance accurately.
• Reinforce the most significant strengths.
• Identify a small number of priorities for continued improvement.
• Clearly support the assigned rating.
• Be organized, legible, and easy to reference.

The strongest evaluations use each format for its greatest educational value.

Recorded comments provide:

• Immediate observations.
• Performance-specific instruction.
• Real-time musical reactions.
• Context for what occurred during the performance.

Written comments provide:

• Overall evaluation summary.
• Major strengths.
• Highest instructional priorities.
• Takeaways directors can use in future rehearsals.

Whether speaking or writing:

• Use educational terminology appropriate for the performers.
• Avoid sarcasm, exaggeration, or dismissive language.
• Phrase suggestions positively whenever possible.
• Speak to the performance, not the individual performer.

Students and directors should never receive conflicting messages.
Ensure that:

• Recorded comments support the written evaluation.
• Written comments support the assigned rating.
• Strengths and areas for improvement are communicated consistently throughout the evaluation.

Many directors organize rehearsals around adjudication feedback. Students often revisit recordings months later while preparing new literature. Clear, thoughtful comments have educational value long after the festival has ended.

Outstanding adjudicators never stop developing their expertise. Continue to strengthen your effectiveness by:

• Participating in IHSMA training and calibration opportunities.
• Maintaining current NFHS Music Adjudication certification.
• Staying informed about changes to IHSMA Rules and Regulations and festival procedures.
• Engaging in professional development through clinics, conferences, and workshops.

Effective feedback begins with careful observation.
Challenge yourself to:

• Listen beyond isolated errors to evaluate overall musicianship.
• Identify patterns rather than individual mistakes.
• Balance technical accuracy with musical artistry.
• Evaluate performances through the lens of the published criteria rather than personal preference.

Professional growth comes through intentional reflection.

Following each assignment, consider:

• Were my comments specific and educational?
• Did my ratings consistently align with my observations?
• Were my evaluations fair from the first performance to the last?
• What could I improve before my next assignment?

Self-evaluation strengthens consistency and builds confidence in future adjudication.

Some of the most valuable professional development comes from fellow adjudicators.

Take advantage of opportunities to:

• Participate in calibration discussions.
• Compare evaluation approaches using published standards.
• Observe experienced adjudicators when appropriate.
• Exchange ideas that improve consistency while respecting individual professional judgment.

Effective adjudicators remain open to feedback from:

• Festival Managers.
• IHSMA leadership.
• Calibration sessions.
• Fellow adjudicators.

Professional feedback is an opportunity to improve, not a criticism of expertise.

The music education profession continues to evolve. Adjudicators should remain informed about:

• Current instructional practices.
• Performance literature and stylistic interpretation.
• Ensemble pedagogy.
• Assessment strategies.
• Student-centered educational approaches.

Continued involvement as performers, conductors, clinicians, or educators helps maintain relevant and informed evaluation practices.

Every festival assignment contributes to music education across Iowa. Continued professional growth ensures that:

• Students receive meaningful educational feedback.
• Directors receive reliable instructional guidance.
• Member schools have confidence in the consistency and integrity of the adjudication process.
• IHSMA festivals continue to reflect the highest educational standards.

The strongest adjudicators remain connected to music-making and music education by:

• Teaching, conducting, or performing regularly.
• Attending concerts, festivals, and honor ensembles.
• Observing outstanding rehearsals and performances.
• Continuing to study repertoire and performance practice.

Active engagement keeps evaluations relevant and educational.

Adjudicators should seek ongoing learning through:

• IHSMA adjudicator training and calibration sessions.
• NFHS professional development and certification.
• State and national music education conferences.
• Clinics, workshops, and conducting symposia.
• Research and publications in music education and assessment.

Professional growth strengthens consistency and credibility.

Before each festival season:

• Review the current IHSMA Constitution, Rules and Regulations, and event procedures.
• Become familiar with updated evaluation forms and scoring systems.
• Understand any revisions to festival formats or adjudication expectations.
• Participate in event-specific orientations when offered.

Consistent application of current procedures ensures fairness across the state.

Outstanding adjudicators continually broaden their understanding of:

• Performance literature across all grade levels.
• Historical and stylistic performance practices.
• Contemporary educational repertoire.
• Instrumental, vocal, jazz, marching, and show choir pedagogy.
• Emerging trends in music education.

A broad musical perspective allows adjudicators to evaluate performances within their appropriate stylistic context rather than through personal preference.

Modern adjudication increasingly incorporates digital tools and communication systems.

Adjudicators should remain proficient with:

• Digital scoring platforms.
• Recording equipment and commentary systems.
• Online adjudication forms.
• Festival management software used by IHSMA.

Comfort with technology improves both efficiency and the quality of feedback.

Consistency across Iowa depends upon adjudicators learning from one another.

Calibration opportunities allow adjudicators to:

• Compare evaluations using published criteria.
• Discuss interpretation of standards.
• Improve statewide consistency while preserving professional judgment.
• Identify opportunities to strengthen educational feedback.

Calibration is not intended to make every adjudicator sound alike. It is intended to ensure every student is evaluated against the same educational standards.

Professional growth requires humility.

Effective adjudicators:

• Welcome constructive feedback from Festival Managers and IHSMA leadership.
• Reflect on their own evaluations after each assignment.
• Seek opportunities to improve communication and instructional effectiveness.
• Recognize that experience and continuous learning go hand in hand.

Experienced adjudicators play an important role in developing the next generation of evaluators by:

• Modeling professionalism and integrity.
• Sharing best practices.
• Encouraging qualified educators to pursue adjudication.
• Supporting a culture of consistency, collaboration, and lifelong learning.