Choral directors can foster even stronger partnerships with their choir members if they occasionally ask them what their individual objectives are. For example, a choral director might say, “Yesterday we sang measures 40 to 72 unaccompanied and in tune. With that in mind, what would be our next step to sing these measures artistically? Let’s select one specific objective and determine how we will know we accomplished that objective in our rehearsal today.” By taking the time to do this, students begin to think critically about their learning and it promotes their active engagement in the rehearsal. It also fosters a sense of ownership of the process among the choir members. This can be a powerful and motivating force for many middle school students, who are at an age where they are seeking greater autonomy and more decision-making power.
These examples undoubtedly resonate with the experiences of many middle school choral directors, and they are validated by Saphier and Gower’s research. When students know specifically what they are supposed to do, they are more likely to work harder toward the objective. Moreover, when students are actively involved in a rehearsal, they are more likely to remember what they learned when they come back to rehearsal the next time.
Middle school students are also more likely to achieve when they know the time frame in which they are expected to accomplish objectives. Thus, a choral director could include the time he or she intends to spend on each piece planned for the rehearsal with the daily agenda. When students know they have limited to accomplish an objective, their sense of urgency and engagement will be more focused, heightening their involvement.
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