Between the Staves: Choral Questions, Candid Answers, is fresh take on the classic advice column—this time for all things choral music! Modeled after the beloved “Dear Sally” format, this blog will answer your questions about choral music education, performance, and leadership. Whether you’re curious about vocal technique, rehearsal tips, repertoire selection, or the “other” side of our profession (business, fundraising, scheduling, recruiting, communication, audio engineering, etc.!), Between the Staves will have you covered.
This Month’s Question Is:
I am a student teacher, and I had to take over when the main director was out judging. The first day went great, but the second day, a Friday at the end of the quarter, was a struggle. How do you find that motivation, or the drive to teach when all the students just look tired or low energy?
Joshua Gregory
Arkansas, Student Teacher
This Month’s Responses are:
Monotony is the enemy of both classroom management and teacher motivation. Doing the same thing for too long gets boring for both adults and students. Fortunately a robust choral program has many options to avoid monotony. Take care not to dwell too long on any particular piece of music or any particular exercise. During a rehearsal, set and communicate attainable goals within a piece and then move on. Watch the students’ eyes and body language; they will let you know when boredom is setting in. Getting the students out of chairs to work on movement, vocal technique, breathing, stretching, etc. is essential. Breaking up the rehearsal routine with novel vocal or team building exercises can create times for both learning and bonding. Engaging sight-reading exercises and games can sharpen skills while strengthing the social bonds young people crave. Finally, having goals beyond the grading period for the ensemble to work on is essential. The fact that the grading period is coming to an end should not matter! Students (and teachers) can be fired up to polish pieces or sight-reading skill for a contest or performance the following grading period. In the end, guarding against a monotonous routine while planning lots of small and large goals should keep student ensembles of all sizes and levels engaged…and their teachers too! Below are more suggestions from experienced choral directors from across the country.
Erick J. Figueras, DMA
25 years experience
Florence One Schools, SC
SC-ACDA Education & Communication Standing Committee
I think it’s important to note that I might be feeling the same way as the students! Or at least, I can hearken back to what it would have been like when I was a student. That empathy often leads to switching things up — and remembering that there are multiple ways to teach and to learn. Doing a “review” day where you run back pieces the students have particularly enjoyed from earlier in the year; breaking out a game or competition to go over musical/theory/musicianship concepts; or honestly, it’s Friday — maybe time for a dance party or a karaoke session? Even if none of these work out and it does end up being a slog, always remember that student motivation on any given day is not automatically a reflection of you as their teacher. And of course, if you’re having fun it’s much more likely that they’ll have fun too!
Michael L. Meyer
29 years experience
Durham Academy, Durham, SC
I have always worked under the understanding that “a choir is a reflection of it’s director” meaning we have an incredible power to guide and direct the flow and energy of a rehearsal! Our choirs will feed off of our energy and engagement. One of the greatest challenges, however, is keeping the energy flowing on a day to day basis. This is where your “bag of tools” needs to be varied and filled with different engagements to get you through. Sometimes if I sense the energy is low I will do something as little as changing the positions in the room. If you are in semi-circles, change to a circle, or vise-versa. Have the students spread out around the classroom, or self select their positions for a time. Anything to change up the “routine”. Don’t get me wrong, routine is important, but sometimes it’s the breaking of the routine that adds value to it. I also find that adding something physically to the music always brings up the focus and energy of the ensemble. Have them snap on the upbeats, or tap the shoulder of their neighbor to keep time, lean forward on a stressed word…anything to get them more engaged and energized. Finally, experiment and HAVE FUN from the front of the classroom. If something doesn’t work it doesn’t mean that it was a bad idea, it means that we have to try something else instead!
William Bennett
18 years experience
Cane Bay High School, Berkeley County School District, SC
Former SC-ACDA President
It is not uncommon for students to be lacking in enthusiasm at times–especially at the end of a marking period. An ensemble can mirror its leader, so we must be mindful of the mood and attitude we are displaying. Prioritizing self-care before rehearsal, through quiet time, reflection, or other means, is essential for effective leadership. On days when students are simply not engaged, even a highly energetic leader will need to win them over. For these instances, a “tool box” of fun, educational activities like team-building games or beloved songs can quickly re-energize the group. Remember you are not the first to have this happen. Keep on keeping on!
Andrew Dibble
10 years experience
South Florence High School, Florence One Schools, Florence, SC
Have a question you’d like addressed on the blog? Send it in by clicking the button below. No question is too specific or too big-picture–ask away, and let’s all grow and learn together!
Between the Staves is an initiative of the ACDA Education and Collaboration National Standing Committee. For questions, contact John McDonald at .
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