Which instructional approach would be least effective for teaching evaluative criteria in music performance?

Teaching to identify and compare roles of music in cultures is the least effective approach for teaching evaluative criteria in music performance because it focuses on contextual and cultural understanding rather than the practical skills or criteria needed for performance evaluation. While understanding cultural significance is important for a well-rounded music education, it does not directly address specific evaluative criteria such as technique, expression, timing, or stylistic interpretation, which are necessary when assessing music performance.

In contrast, teaching composition techniques offers students hands-on experience in creating music, allowing them to apply and assess various musical elements critically. Practicing vocal performance directly relates to performance skills, helping students develop the criteria to evaluate their and others' performances based on the technical and artistic aspects of singing. Listening to different music styles can enhance a student's ability to identify various musical elements, which also contributes to the development of evaluative criteria in performance by providing a reference for comparison.