I’ve had the great privilege of being invited to serve as a judge and clinician for various groups and without a doubt, the most consistent issues I encounter relate to ensembles attempting to play music that is too difficult for their situation, leaving little room for the students to focus on musicality and expression. I use the word “situation” rather than “ensemble” because even if the music is technically appropriate for the group, the limited timeframe, student contact time, and rehearsal schedule often don’t allow enough room for mastery of key musical elements. Your situation goes beyond what any individual students can do and includes what the full group can come together to accomplish within your framework.

The Problem

First of all, when the technical demands of a piece are too high, the students spend most of their energy just trying to get the notes and rhythms correct, often at the expense of anything else. As a result, the music can feel mechanical and disconnected, rather than expressive . The challenge is finding a balance—choosing music that pushes students to grow while still allowing them the space to connect emotionally with the piece. Our end goal should be for our students to truly perform rather than simply survive a given selection.

The Ego

This can feel fundamentally opposed to wanting our students to “achieve” but I assure you that it isn’t. We all want our students to reach higher levels of musicianship but do too many educators see grade level as the measurement for attaining these goals? Ego can sometimes play a role in selecting music that is too difficult for the group, as directors may feel the pressure to impress others or push their students to tackle more advanced repertoire, rather than focusing on what will truly allow the ensemble to grow and perform musically. While I completely understand the temptation to push students beyond their current capabilities it’s important to step back and consider what truly serves the students’ growth as musicians. That said, we should be taking pride in how artistically and musically our students perform. This should be the measurement. What is YOUR mission statement? Try this one as a launching point: To create an environment where students can experience,and fully participate in, the joy and beauty of music. It’s my belief that this doesn’t always require the most difficult or advanced compositions.

The Approach

When directors program music, they should focus more on creating opportunities for expression, tone, intonation and phrasing, and less on trying to match every piece with a specific grade level. This may require you to completely reassess the “level” of music you use with your ensemble OR it may be that you can simply adjust a selection or two.
In a given year, I might program music across three grade levels for ONE ensemble. I will regularly include a piece that might be considered “easy” in terms of technical difficulty, but it can still be a masterpiece in terms of musicality. Simple, lyrical pieces provide space for students to explore dynamics, balance, and articulation—all essential skills for becoming a well-rounded musician. They allow for moments where the ensemble can come together and create something beautiful, even if the music isn’t challenging in a technical sense.
Consider a program that includes a multi-level approach and you may also see the benefits of differentiation as you may be meeting the needs of your less advanced students in terms of the technical demands. There is often great power in this in the development of a younger, or struggling, musicianship.

The Conclusion

Learning an instrument is not like leveling up in a video game. It’s not about reaching a higher difficulty or unlocking new skills—it’s about deepening your understanding, connecting with the music, and finding joy in the process, no matter where you start. The aforementioned approach leaves out the fact that this can be a lifelong pursuit. No musical skill is a “one off” accomplishment on a proverbial checklist.
Ultimately, the goal should be to foster a deep appreciation for music and to give students the tools to interpret and shape what they’re playing. Focusing too much on difficulty can make music feel like a hurdle to clear rather than a gift to enjoy in the moment. Directors should worry less about the grade level of the music and more about the kind of musical moments they can create for their students—moments that will inspire, challenge, and excite them. Music is about feeling, and when students can connect emotionally with a piece, they’re much more likely to continue developing as musicians and carry that love for music throughout their lives.