Choral Potpourri: Choral Ethics; Can’t We Just Be Nice?

“I can live for two months on a good compliment.” Mark Twain

This week we will look at stories from two high school chorus directors. One teaches in a private school and the other teaches in a public school. Both have had to deal with administration’s lack of understanding about their choirs this spring.

What did they expect?
James* is finishing his first year at a brand new private school. He is the choral director for the Upper Grade program (7 through 12) and really loves his job. Music is treasured and there is an orchestra, a band as well as music theory and three choruses in the Upper Grade program. The Primary Grade Program and Intermediate Grade Program each have their own chorus, as well as wind, brass and string classes in addition to general music. Theirs is a happy music department and looks forward to going to work every day.

This is a new, elite and expensive private school, with no expense spared for their students. It was agreed by the administration, parents and faculty to get the school up and running this year with an emphasis on their rigorous curriculum. While the competitive sports teams (such as basketball, football and girls field hockey) and academic teams entered the private school league this year, it was clearly decided NOT to go to District or State with their music ensembles this first year.

With the decision not to compete in any festivals or contests, James began planning a very flexible repertoire for all three ensembles last summer so he would be able to get to know his singers and their abilities. The fall went well, with a better group of singers than he had expected. He began to challenge them, in keeping with the school’s stated mission, with more difficult music. After their first concert, the Headmaster approached James with information about a small choral competition on the other side of the state in February with a “strong suggestion” that he prepare the top chorus for it.

James started to protest but thought better of it, gearing his December concert to the approved contest repertoire. Interestingly, the music should have been much, much easier for his top group but they struggled with it. By the time of the concert, they were doing an adequate job. By the time of the contest, they were a little better.

In February, at Contest they did a fine job for a newly formed chorus in a newly formed school, receiving a rating of 4, out of 5. James was pleased but the Headmaster was NOT. The Headmaster did not understand why they did not receive a perfect score when clearly they were “good.” James was scolded and expected to give a report, in detail, why they failed to get a 5.

James was first upset but then realized he should “begin as he means to go on” with the Headmaster. He looked around for other choral contests and competitions in their state which would have been a better fit. He described, in detail, why choruses who have a history of singing together with the same director for more than a year do better in contests and backed it up with research. He pulled up the notes from the preliminary faculty and parents meetings when it was stated the music ensembles would not compete this first year. He submitted his report/explanation to both the Headmaster and the school’s governing body.

The Headmaster was impressed, the governing board was impressed, and the parents were impressed. And James is once again the Golden Boy. He’s already decided which contest they will be entering next school year. And the Headmaster has agreed to accept whatever the outcome.

Give Her a Break!
Susan* had a rough autumn. Her beloved Granny passed away weeks before school began and her Mother died just before Thanksgiving. Through it all, she took as few days off as possible. It was difficult and she was not her usual peppy, happy self but tried to rise above her grief for her students.

The winter holiday concert was fine, not stellar, but good enough. Her Music Boosters knew about her Mother’s death and helped with the usual busy work of the concert. The parent leaders were kind and compassionate but Susan felt inadequate and a bit off, like her head wasn’t in the game. During winter break she finally had a chance to grieve and began to heal her heart. When school resumed, Susan felt mostly back to normal with occasional twinges of grief, something her grief counselor assured her was normal. She was back in the zone, as far as her students and choirs were concerned.

This spring in her annual review, she was told she had not performed up to expectations during the first semester but had improved as the school year progressed. During this meeting, she mentioned her Grandmother and Mother had died within two months of each other in late August and early November. She remarked it had been a tough time for her. She was told not to get into that situation again. After she picked her jaw up off of the floor, she promised she would not. After all, she told them, she had only mother!

Susan tells me the spring concerts were better than usual. The choirs did well and everyone is happy with her. But those unfeeling comments in her annual review are sticking in her mind. I told her they will probably for a while.

*Name Withheld