1.

Student Arrival & Setup

 Greet the Student: As each student enters the room, greet
them with a warm and encouraging welcome to help them feel
comfortable.
 Score Sheet Handling: Take the student’s score sheet from
them and ensure that their audition number is written clearly
on both the moderator worksheet and the student’s score
sheet (if it’s missing). This number will be used to identify the
student anonymously. Do not share this number with the
judges in order to maintain confidentiality and ensure that all
students are judged fairly based on their performance rather
than personal identifiers.
 Check the Room and Materials: Confirm that the student is in
the correct audition room based on their instrument (viola,
cello, or bass). Double-check that the room is properly set up
with all the necessary materials: music stand, metronome, and
any extra copies of music if the student does not have their
own. Remind them to keep their audition materials organized
and ready to go.

2. Explaining the Audition Order

 Clear Instructions: Let the student know the specific order they
will follow during their audition. This should be clearly
communicated so they are not caught off-guard:
o Scales
o Solo 1
o Solo 2
o Sight Reading
 Remind the Student of Transitions: Give the student a moment
to adjust and mentally prepare for the transition between each
section. It’s important to remind them that after each section
(scales, solos), they will immediately move on to the next, so
they should stay focused.
 Answer Questions: If the student seems unsure or has any
questions about the order, take a moment to clarify and
reassure them. Make sure they feel comfortable with the
process before beginning.

3. Scales
 Metronome Setup: Set the metronome to the appropriate
tempo. For most students, the standard tempo is quarter note
= 120. However, for bass players, the tempo should be quarter
note = 96. Make sure the metronome is audible enough for the
student to hear clearly.
 Timing: Start the metronome and give the student exactly 4
beats to prepare before they begin playing the scale. The
 student should have enough time to settle into position, tune
if necessary, and focus on the scale. If the student appears
anxious or disoriented, offer a brief moment of reassurance.
 Instructions for the Scale: Remind the student of which scale
they will be performing and confirm that they are ready. For
example: “Please begin with your [scale name] scale at the set
tempo, starting on the first note.” Be clear that they should
play the entire scale, and let them know that once they finish,
they will immediately move to Solo 1.
 Monitor the Performance: Watch for the student’s technical
execution, but avoid giving any feedback during the
performance. Your role is to ensure the smooth flow of the
audition, not to assess their playing during this stage.

4. Solo 1 & Solo 2

 Solo 1 Introduction: After the scale, briefly transition the
student to the next section: Solo 1. Provide a moment for them
to reset if necessary. You might say something like, “You may
now begin your first solo when you’re ready.” Be sure to allow
the student a bit of time to adjust their music, bow, or
breathing before starting.
 Encourage Focus: Let the student know that they have the
space to perform to the best of their ability. If needed, gently
remind them that they should give their full attention to the
music and not worry about the judges or others in the room.
 Solo 2 Introduction: Once Solo 1 is completed, ask the student
to prepare for Solo 2. Again, allow time for them to adjust if
needed. You may say something like, “Take a deep breath, and
when you’re ready, please begin Solo 2.”
 Stay Organized: If you have a clipboard or sheet to track their
progress, make a note of when each solo begins and ends. This
ensures you can accurately record the time each section takes
and track the order of the performance.

5. Sight Reading
 Sight Reading Setup: After Solo 2, place the sight-reading
material on the music stand in a position that is clearly visible
to the student. Ensure that the sheet is flat, and there are no
obstacles blocking their view. Confirm that the student is
comfortable and able to see the sight-reading example clearly.
 30-Second Preparation: Tell the student that they have exactly
30 seconds to review the material. It is important that they
feel they have enough time to process the music without
feeling rushed. You can say, “You have 30 seconds to review
the material. Please use this time to familiarize yourself with
the piece before you begin.”
  Timing: Once the 30-second preparation time is up, give a
clear signal, such as: “Please begin now,” to mark the start of
their performance.
 Watch for Performance Flow: While the student plays the sight
reading, monitor their playing but do not interrupt. Keep the
room quiet and focused to ensure they can perform as best as
possible. After they finish, thank them for their performance.

6. Closing the Audition

 Escort the Student Out: Once the audition is complete, escort
the student out of the room in a polite and encouraging
manner. Ensure they know where to go next and thank them
for their participation. You can offer a quick comment, such as,
“Great job! Thank you, and we’ll see you soon.”
 Close the Door: Once the student has exited, close the door
behind them to minimize distractions for the next audition.
 Record Scores: Immediately begin recording the judges’ scores
on the student’s score sheet. Write down the scores for each
component (scales, solos, and sight reading) and total the
scores. Use a calculator if necessary to ensure accuracy.
Double-check that all areas have been completed correctly.

7. Score Sheet Management

 Face Down Score Sheets: After recording the scores, place the
completed score sheet face down on the table. This helps
maintain confidentiality and allows you to easily collect them
at a later time.
 Double-Check Scores: Before proceeding to the next student,
double-check that all the information is accurate. If there are
any discrepancies or missing marks, correct them now.
 Prepare for the Next Student: Once the score sheet is
complete, prepare to bring in the next student. Follow the
same steps for the next student’s audition, ensuring that
everything is organized and ready.

8. Transition to the Next Student

 New Student Arrival: As the next student enters, confirm their
name and audition number. Have them place their materials on
the stand and confirm that they are ready to begin. If
necessary, remind them of the audition order.
 Repeat the Process: Guide them through the audition in the
same way as the previous student, ensuring consistency and
fairness. Once the next student finishes, repeat the same
process of escorting them out, recording their scores, and
preparing for the next student.
9. Music Availability
 Extra Copies of Music: It’s important to ensure that all
students have access to the necessary music if they don’t have
their own copies. Always have extra copies of the scales, solos,
and sight-reading material available. Be proactive in offering
these materials if you notice a student is unprepared.
 Ensure Preparedness: At the start of each audition, confirm
that the student has the appropriate music and any other
required materials. If a student is missing anything, help them
by providing copies or materials, so they are not at a
disadvantage.

10. General Moderator Tips

 Stay Calm & Organized: Throughout the day, maintain a calm,
organized atmosphere. Keep the audition process moving
smoothly and on time. Students will perform better in an
environment that is calm and structured.
 Handle Distractions Discreetly: If there are any technical
issues or distractions (like metronome malfunctions or a
student needing a quick break), handle them discreetly and
without interrupting the flow of auditions.
 Be Supportive: Your role as the moderator is to guide the
students through the audition process. Be encouraging and
supportive, as this will help reduce any performance anxiety
they may have.