Several years ago, one of my students struggled with a song that was by no means beyond her technical level. And so, as she played through the piece, I repeatedly stopped her at each error to point out illogical interpretations of the music. Her long sigh, not out of frustration or anger, but what seemed to be sadness, occupied a space in my mind throughout the next week, reflecting similar frustrations with other students. It was clear that they wanted a chance to perform what they had been working on, even if it wasn’t perfect.