Music-Critique Data Obtained From Professional Teachers Listening to Instrumental Performances

Abstract

The mastery of musical-instrument playing skills is significantly shaped by individual traits and instructional methodologies. Since teachers rely on personal subjectivity and empirical knowledge in their guidance, scientifically effective teaching methods remain partially understood. Our project sought to investigate this by conducting a series of activities to examine where teachers direct their attention during performances and how they formulate critiques. This paper presents the Critique Documents (CROCUS) database, which we created for music performance. CROCUS includes musical performances for three instruments, textual comments as critiques, assessments of the critique’s utility, and annotated semantic types for critique sentences. This comprehensive database offers a new substantial and valuable resource for researchers exploring music education and learning activities.