Chapter 9--Questions 2,5,6

Chapter 9—Rehearsing Performing Ensembles: Preparation and Procedures

2. In the case of instrumental music, it was suggested that melody be learned first, but in choral music, it was suggested that the lowest part be worked on first. What are the differences between choral and instrumental music that account for these different approaches?

In instrumental music, everyone should be able to finger a note and use muscle memory of the mouth to play the correct note. Once the pitch is in place, they must simply adjust to fit the chord, but also stay below the melody. In the choral setting, finding pitches is not as easy. Knowing the harmonic structure enables singers to determine where their pitch lies in the chord and tuning it from there. Having singers work with the harmonic structure first also enables them to gain more experience reading other parts in other clefs and encourages non-melody singers to learn their parts instead of being tempted to sing the melody because it stands out.

5. Describe four things a teacher can do to save time in rehearsals.

1. Do not spend a great deal of time on parts that seems very complicated on its own. Many times (not all, but a lot), the part does make sense, but only when it is with the other parts.

2. Teach expression along with the notes. Do not teach just the pitches and then go back and add the dynamics. By starting with both elements, the choir can add expression and develop emotional connections that will make the music come alive, and they will sense it as well

3. Give verbal (and nonverbal) communication while rehearsing rather than stopping. Even the nonverbal communication will get the point across. Also, use as little speech as possible. Sometimes, just stating what you want the group to do, where you want to start, and performing a gesture to get them started is all you need.

4. PLAN, PLAN, and PLAN some more! Know what you want to do in your rehearsal. Mark trouble spots from previous rehearsals and go over them again after giving students time to practice. Planning will also keep you from wasting time trying to figure out what to do next.

The book says: (1) Write the titles on the board; (2) pass out music in study periods or after school; (3) appoint students to take attendance; (4) provide a tuner for student use before rehearsal.

6. What are the differences between rehearsing and teaching?

Rehearsing involves preparing a piece of music for a performance, but teaching is a guided process by which students learn something. In the secondary classroom, students must be taught as well as rehearsed, whereas in a professional setting, little teaching is done. As educators, we should use our rehearsals to teach musical skills and concepts students need to know.