The Thinking Rehearsal

What has been the traditional role of the conductor? Typically, s/he is the omniscient leader who determines the direction of the ensemble, calls all the shots, makes all the musical decisions. We like to be in charge!  And think of the responsibilities you have as a conductor – as a teacher of voice, as a teacher of music, as a leader of an ensemble.  What if your role was the guide on the side rather than the sage on the stage? How might that alter your rehearsal and more importantly, the music you make with your singers?

 

Consider what typically happens in rehearsal:  the choir takes out the piece to be rehearsed, and is instructed to sing from point A to point B. The conductor identifies problems spots, stops, corrects, practices, and perhaps the choir performs the section again.  However, musical decision making on the part of the choristers can lead to greater musical expertise as an ensemble, greater ownership of the music making, and more musical, expressive performances.

 

Think for a moment about the newly revised Bloom’s taxonomy. If all you are doing is asking your singers to apply the knowledge you have imparted to them, they are only getting as far as the 3rd level. BUT, if you engage them in higher order thinking, they will ultimately create – the highest level – music based on their own musicianship. 

 

Bloom’s taxonomy, revised:

   [1]  Remember

   [2]  Understand

   [3]  Apply

   [4]  Analyze

   [5]  Evaluate

   [6]  Create

 

How do you run your rehearsal – is it rote preparation for a performance, or are you developing life long musical and interpersonal skills through engaging your singers in the process of musical learning?  Rather than having your choir working on the most basic level, passively following your directions – look at the opportunity we have!

 

(From the interest session, “The Thinking Rehearsal: Creaating Independent Musicians in the Choral Setting,” by Joy Hirokawa.  Presented during the 2012 Eastern Divisiion Conference.)