%title Conducting notes

* Rehearsal Techniques
* concert - work is done - this is payoff
* knowing how to work
* teachers primarily (what do we teach every day)
* help students become independent musicians (better)
* pitfalls - try to do everything for student - don't give students any space - CD least effective way of teaching (may get product)
* benevolent dictator!
* choose appropriate repertoire for each ensemble
    * Choir rebels: almost always about person, not about music - build trust, make students know that this is good
    * New Teacher w/ new music, students rebel because treat as group, not soloists
    * prev teachers picked rep to highlight soli, thus more about person, new style teaching for group
* music = tool 
    * get good tools (good music subjective)
    * language - latin easiest, good for teaching vowels, phrasing, articulation
    * mainstream - palastrina to '50s, proven, give whats good for students
    * research - what does music teach? too hard? research to fit ensemble (transcription, transposition)
    * back-up plan rep, but.. not about sudents, about self b/c students will never learn more than teacher knows
    * Have high expectations
* rehearsal
    * sight read ALL THE TIME
    * "listen", not "watch me": focus on one, lose the other, stop conducting sometimes internalize
    * interact - ask questions
    * always conduct best students ~ 10% ~ create leaders, not boredom
    * give them reason to watch you: never stop MAKING MUSIC
    * be respectful: "ladies", "gentlemen", etc: treat them that way and they will act that way "Let us", "could we", not "let me" Be inclusive of rest of choir
    * Involve as many parts as possible, no boredom, no singling out, stay focused
    * always give reasons for work "lets go back and fix.."
    * always give feedback, but be honest "that was the idea but if __ it would be better"
    * use vague terms, often works because students think, "beautiful", "musical", "expressive" sometimes: "that was not good" make them think about why
    * no hipocrisy! always do it yourself first
    * admit mistakes and fault or at least don't blame students if not their fault
    * dont talk too much - as much music as possible
    * dont leave others behind (ie some work on notes some on phrasing), but always give everyone work
    * always do everything - phrasing and articulation while learning notes
    * ensemble - everyone should be complimentary - creative seating and paring of abilities
    * plan for productive rehearsal - macro: battle plan -> micro: attack plan
        * in general: early: big picture, mid: small details, end: put it together (milestones!)
        * plan times (milestones!)
        * dont eschew explanation: change concept of macro based on a piece (ie epitaph for moonlight)
* overperfection
    * process vs product
    * humanity + emotion vs being polished
    * no overrehearsing
        * overpolished
        * getting stuck/bored
        * music loses warmth
        * lost expressivity
        * cold, straight tone
        * from conductors wishes
            * sound vs music
            * sound has to fit music and text, not the choir
            * people dont listen to sound, but music
            * conducting follows music, after all
* conductor
    * breathing
    * text + nuances - speak it
    * know difficulties and why
        * voice difficulties (passagio)
        * keys (flats better, more flats more betteR)
* lack of trust shown in focusing on direction instead of rebound
* rehearsal techs:
    * fine tuning vowels (english is difficult) when ascending, think down; when descending, think up
    * phrasing and breathing - breathiness
    * purpose of rehearsal: diagnose problem (isolate), provide remedy
        * demonstrate (more)/explain (less)
        * then feedback
    * teach students EVERYTHING at the same time (because practice makes permanent)
* doing too much/wrong things - easier to ask forgiveness than permission
* what goes up must come down and vice versa - natural cycles in conducting and music
* no choral conducting, no instrumental conducting, just conducting
* paint a picture with conducting
    * Britten
        * dry ice
        * phantom: setting up mood before, phantom appears at "thou art the king.."
    * adjectives to go with every section, every note
* problem directors
    * self control
    * admitting mistakes
    * self confidence and respect -> respect others
    * no apologies: dictatorship
    * ensemble never knows more than conductor: always know more
    * own the piece
    * self deprecation to make a point
    * line between student and conductor
    * give reasons/justification
    * dont get used to choir
    * empathy with singers - lots of work for them
* q: why aren't you singing what I want? a: why aren't you showing what you want?
* preachers on the pulpit in our influence (???)
