Note:  This lesson came from Jill Hare (click here to be taken to the website) 

 

 

Lesson Sequence

1.  Recorded episode of American Idol or find recording of the show on YouTube. 

 

2.  Take a quick poll of how many students have ever watched American Idol.

 

3.  Using the board, ask students to share what the judges do on the show.  Then, ask students to determine the characteristics

     that allow them to judge others.  Try to get students to understand the most important characteristic is their ability to know what

     good singing is.

 

4.  Ask the students, “What makes a singer good”? Write their answers next to the American Idol judge job description. Depending

     on the age of the students, the teacher may need to introduce or review these terms:

 

 

* Singing in tune

 

* Lyric memorization

 

* Tone

 

* Stage presence

 

 

5.  Pass out one version of the American Idol Worksheet and go over with the students.  These versions are very similar, but one

     has more detail. 

 

 

 

 

 

 

 

6.  Provide a practice opportunity by playing a video of an American Idol contestant singing - you may have to play the video twice.

     After viewing, discuss as a class some specific comments that could be written on the worksheet.  

 

7.  Play another video, explaining to the students they are now an American Idol Judge and should complete the worksheet as they

     watch/listen.  Encourage students to make notes on their worksheet to help them make their final judgement.  Again, you may

     have to play the video twice.

 

8. After watching the video and completing their worksheet, ask volunteers to read their critiques aloud.  Optional: students may not comment on something another judge has already said.

 

9.  You may need to stop the judging abruptly if a judge says something “unprofessional” or out of line (e.g., “That girl looks ugly!”

     “She sings awful!”). That type of critique is not constructive or applicable to whether the singer is good or bad based on the

     criteria. Instead, have students focus on the “why” the performer is good or bad.

 

10. Either aloud or in a writing assignment, have students reflect on the experience of judging others. Was it easy? Did they like it?

      Why or why not?

 

 

Extension

 

Discuss as a class what kind of other careers exist where judging is important.