#4 List three aspects of music that can be taught as part of a warm-up segment of a rehearsal.
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1. Correct tone production
a. Teach students to blend when they play chords and scales. Listen to those around them- which can also be an aural practice.
2. Accurate intonation
a. Playing chords, teaching the students to play and listen for correct intonation. Teach them to fix and listen to others around them in order to properly blend.
3. Correct execution of rhythm patterns
a. May used passages from the piece or related rhythmic ideas for warm up.
4. Following the Conductor
a. No use of verbal communication is necessary. Verbal instruction should be replaced by conducting technique not only in performances but also in rehearsal.
5. Improvising
a. Give students opportunities to work out their own ideas musically among the warming up ensembles. Class may sing/play chords while some students project their own musical ideas.
Warming up should also relate to something that will be encountered later in rehearsal. It should never be an isolated activity that is unrelated to the learning of music and its performance.
#5 Describe four things a teacher can do to save time in a rehearsal.
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Write titles of music in order of rehearsal on the board so students can prepare and have pieces ready for class.
Ask librarians to service, pass out and collect music folders before and immediately after class
Appoint student assistants to help keep classroom organized and ready. They can assist in attendance, grade books, music and other small organizing factors.
Provide electronic tuning instruments so students can tune themselves during warm-ups and before class.
#6 What are the differences between teaching and rehearsing.
Teaching provides a specific objective where students can learning something. Rehearsing, while often teaches something sometimes loses the idea and specific goal or objective, thus leaving confusion for students as to what they are learning. Also, having a set objective and teaching something helps the teacher stay on track in the classroom. Students may learn to play the notes of a piece to REHEARSE, but the learning factor is missing. To change that, the student must learning something specific such as, how the notes they play provide to the chords and progressions of the piece.
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I can't say enough about connecting warmups to literature--you can kill two birds with one stone. In my children's choir, my warmups are all about tone quality and appropriate breathing. Hopefully those two things will carry over. But if you have a particularly difficult rhythmic pattern or scale passage, use it as a warmup--try in different rhythms, tempos, dynamics, etc. Good!
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