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