Discipline in Community College Choirs

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Discipline in Community College Choirs

Date: October 5, 2010

by Claudia Bryan

Views: 3251

This is my third year as a community college director, but this is my first year at a new school. I have a wonderful group of students. The talent is unbelievable! I have a difficult time getting them to focus, though. I have tried to pace my rehearsals so that there isn't much time for them to breathe, but somehow they find a way! I try to emphasize to them the importance of knowing when it's work time and when it's play time, but I have a few who just don't get it. They are too busy flirting with each other to pay attention. (This might even be across the room from each other!!!) Needless to say, it is VERY distracting.

We attended a conference at the University of Southern Mississippi last week, and they were amazed by the choirs. I used the opportunity to talk to them about focus and respect. I have also been researching behavior modification techniques, and I am working to implement those now.

I'm hoping that some of you will have helpful suggestions, though. 90% of these students are music scholarship students, but I don't want to be the teacher who threatens to take away scholarships every week! Any advice would be much appreciated!!!

Replies (6): Threaded | Chronological

John Howell on October 5, 2010 11:16am

Claudia: I suspect that the difference between your Freshmen and mine is that mine KNOW they're in college now, having gone through the whole process of applying, auditioning, waiting for the acceptance letters, moving away from home for the first time, and so on, while yours may in some cases think they're still in high school.

I'd say that the first thing I'd recommend is reading up on Tom Carter's approach, both on his website and, if you like what you find there, in his book, Choral Charisma. Tom is all about giving students control and allowing them to be themselves at their best rather than "disciiplining" them. I find that a liberal dose of humor in my rehearsals keeps things light, and keeps them ready to pull back to focus (except for rainy Fridays during midterm exams, of course!).

But while I haven't taught community college, my mom taught junior college for a while, and never treated her students as anything but grownups, so it may be your own perception and expectations that need to be clarified. Have a group discussion about PDA (Public Display of Affection, which can be broadened to encompas flirting activities, and which does NOT belong in the rehearsal), and maybe they'll get the idea. Peer pressure is TONS more effective than your discipline. And part of your job, with these talented and intelligent kids, is to prepare them for the less-forgiving life at a 4-year university.

All the best,

John

Claudia Bryan on October 5, 2010 1:15pm

Hi, John.

Thank you so much for the response. I completely agree!!! Our school even gets labeled from time to time "Wally High". I've always hated this mentality that a community college experience should be any less than a four year experience. I try to instill in my singers that we have just as much ability and talent as the four-year programs in our state. We should not hold ourselves to a lower standard. Unfortunately, what you said is absolutely correct! The students have not left behind the "high school" mentality.

I actually just finished a rehearsal that went really well, though. I had a bit of a "heart to heart" with the group under the guise of our trip to the University of Southern Mississippi. We talked about how the middle of the semester can make or break your performance. I also talked to them about complacency in music as well as in life. We discussed the fact that we can accept what we have already achieved or push for that next level. They really focused today! Sadly, I don't have enough time to do this every rehearsal, and I'm sure it would become redundant, but it worked for today!

Thanks!

Claudia

Jeffrey Kitson on October 6, 2010 5:45am

Hello, all!

While I can't offer any absolute solutions, I can echo the issue at hand. I also teach in a two-year college and I have to say that focus has been the number one issue over my time here. Here's what has worked for me so far:

1. Quantify it: Many of my students have a hard time working in abstract concepts, like focus. So, one time we had a discussion about how much rehearsal time should be devoted to talking (mine or theirs), and how much to singing (including warm-ups). Amazingly, they only gave me five minutes to teach, to be on task, singing the rest of the time. Perhaps they're secretly reading Tim Seelig's books and testing me. So, the next rehearasal I pulled out a stopwatch and had a student time how much singing we did. With a more concrete, measurable goal they worked hard. They even asked to do it the next rehearsal so they could beat it!

2. Student Leadership: If you haven't already seen Tim Lautzenheiser's DVD The School Choral Program: Student Motiviation, you need to! While the DVD is aimed at high school and music ed students, the concepts can be used in any choral classroom! Tim has an amazingly clear and effective way of not only explaining choral leadership concepts, but also demonstrating them as well (I use the snap game every semester now!) If you have officers and/or section leaders, have them help you not only help you "police" but also to set a good example for others. Often, the leaders are students the others look up to and what to emulate. So, when the discipline comes from them, it hits closer to home.

3. Ownership: I'll echo what John said a bit. They need to feel ownership. I think this is an issue with many community college students, generally. Few have taken ownership over their own educations or lives, let alone their choral program. So, this is one of the bonuses that we can give them, along with teaching great music. The more they feel involved in the process, the more they take responsibility for their actions (and the more they'll police each other). The more I've said things like, "You have a choice here," or "We all love this choir, or "It's your choir." the better response I get.

Focus may be one of those things that is never fully solved for two-year college directors, but hopefully we can all find workable solutions!

Alice Cavanaugh on October 6, 2010 9:56am

Hello Claudia,

I recommend a seating chart. I use a seating chart to make sure I have "readers" next to "non-readers," but also I am careful to keep the less mature students away from each other.

Alice Cavanaugh

Suffolk County Community College, NY

Louise Rose on October 7, 2010 12:23pm

Hello, All,

With respect... the root issue, without doubt, is first knowing who YOU are. Then your singers will know (because you exhibit respect in every possible way) that they are respected by you. In return you get respect.

I continue to read the 'concerns' of emerging music educators. Here it is from my perspective.

There are no 'cute' strategies that will ever work until there is mutual respect. It's beyond pedagogy and formal 'learning'.

It must always begin with YOU doing the work of knowing who you are as a conductor (responsible for maintaining the train's journey from station to station) knowing who you are (personally, professionally and spiritually), and what you bring. It's less about talent and more about honestly acknowledging who YOU are; accepting that and lastly, finding a place of contentment with who YOU are and what YOU bring.

It takes more than four or eight years in an 'institutional' setting from which you've been burped with a piece of paper that says you know something to 'become' the YOU are to become. The piece of paper is only the start.

So stop the sniveling and the attempts to find simple answers and get on with doing the work. The work takes a lifetime.

Next?

Blessings,

Louise Roise

Claudia Bryan on October 20, 2010 7:13am

Louise,

I appreciate the response, but with all due respect, this is why most directors never ask for help or advice from colleagues. I am very secure with my ability and who I am as a person as you say "personally, professionally, and spiritually". Sometimes, though, it's nice to get fresh perspectives from other directors who are out in the field as well. I reread all of the posts, and I did not see one person, including myself, "sniveling" or "attempting to find simple answers". There are many schools of thought regarding discipline in the classroom, and I have no problem seeking alternative solutions to problems. These solutions might come from study, practice or my colleagues. As a relatively new educator, I would hope that there are more experienced educators that we can turn to who are willing to share some of their vast knowledge. This is the learning process! For me, I hope my learning process never ends! I will never know so much that I can't listen to and respect the advice of others!

Claudia Bryan