149 lines
6.4 KiB
HTML
149 lines
6.4 KiB
HTML
<!doctype html>
|
|
<html>
|
|
<head>
|
|
<title>Zk | Conducting notes</title>
|
|
<link rel="stylesheet" href="https://fonts.googleapis.com/css2?family=Gentium+Plus&family=Lato&family=Ubuntu+Monodisplay=swap" />
|
|
<link rel="stylesheet" type="text/css" href="/style.css?2024-05-04" />
|
|
<meta name="viewport" content="width=device-width" />
|
|
<meta charset="utf-8" />
|
|
</head>
|
|
<body>
|
|
<main>
|
|
<header>
|
|
<h1>Zk | Conducting notes</h1>
|
|
</header>
|
|
<article class="content">
|
|
<ul>
|
|
<li>Rehearsal Techniques</li>
|
|
<li>concert - work is done - this is payoff</li>
|
|
<li>knowing how to work</li>
|
|
<li>teachers primarily (what do we teach every day)</li>
|
|
<li>help students become independent musicians (better)</li>
|
|
<li>pitfalls - try to do everything for student - don’t give students any space - CD least effective way of teaching (may get product)</li>
|
|
<li>benevolent dictator!</li>
|
|
<li>choose appropriate repertoire for each ensemble<ul>
|
|
<li>Choir rebels: almost always about person, not about music - build trust, make students know that this is good</li>
|
|
<li>New Teacher w/ new music, students rebel because treat as group, not soloists</li>
|
|
<li>prev teachers picked rep to highlight soli, thus more about person, new style teaching for group</li>
|
|
</ul>
|
|
</li>
|
|
<li>music = tool <ul>
|
|
<li>get good tools (good music subjective)</li>
|
|
<li>language - latin easiest, good for teaching vowels, phrasing, articulation</li>
|
|
<li>mainstream - palastrina to ’50s, proven, give whats good for students</li>
|
|
<li>research - what does music teach? too hard? research to fit ensemble (transcription, transposition)</li>
|
|
<li>back-up plan rep, but.. not about sudents, about self b/c students will never learn more than teacher knows</li>
|
|
<li>Have high expectations</li>
|
|
</ul>
|
|
</li>
|
|
<li>rehearsal<ul>
|
|
<li>sight read ALL THE TIME</li>
|
|
<li>“listen”, not “watch me”: focus on one, lose the other, stop conducting sometimes internalize</li>
|
|
<li>interact - ask questions</li>
|
|
<li>always conduct best students ~ 10% ~ create leaders, not boredom</li>
|
|
<li>give them reason to watch you: never stop MAKING MUSIC</li>
|
|
<li>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</li>
|
|
<li>Involve as many parts as possible, no boredom, no singling out, stay focused</li>
|
|
<li>always give reasons for work “lets go back and fix..”</li>
|
|
<li>always give feedback, but be honest “that was the idea but if __ it would be better”</li>
|
|
<li>use vague terms, often works because students think, “beautiful”, “musical”, “expressive” sometimes: “that was not good” make them think about why</li>
|
|
<li>no hipocrisy! always do it yourself first</li>
|
|
<li>admit mistakes and fault or at least don’t blame students if not their fault</li>
|
|
<li>dont talk too much - as much music as possible</li>
|
|
<li>dont leave others behind (ie some work on notes some on phrasing), but always give everyone work</li>
|
|
<li>always do everything - phrasing and articulation while learning notes</li>
|
|
<li>ensemble - everyone should be complimentary - creative seating and paring of abilities</li>
|
|
<li>plan for productive rehearsal - macro: battle plan -> micro: attack plan<ul>
|
|
<li>in general: early: big picture, mid: small details, end: put it together (milestones!)</li>
|
|
<li>plan times (milestones!)</li>
|
|
<li>dont eschew explanation: change concept of macro based on a piece (ie epitaph for moonlight)</li>
|
|
</ul>
|
|
</li>
|
|
</ul>
|
|
</li>
|
|
<li>overperfection<ul>
|
|
<li>process vs product</li>
|
|
<li>humanity + emotion vs being polished</li>
|
|
<li>no overrehearsing<ul>
|
|
<li>overpolished</li>
|
|
<li>getting stuck/bored</li>
|
|
<li>music loses warmth</li>
|
|
<li>lost expressivity</li>
|
|
<li>cold, straight tone</li>
|
|
<li>from conductors wishes<ul>
|
|
<li>sound vs music</li>
|
|
<li>sound has to fit music and text, not the choir</li>
|
|
<li>people dont listen to sound, but music</li>
|
|
<li>conducting follows music, after all</li>
|
|
</ul>
|
|
</li>
|
|
</ul>
|
|
</li>
|
|
</ul>
|
|
</li>
|
|
<li>conductor<ul>
|
|
<li>breathing</li>
|
|
<li>text + nuances - speak it</li>
|
|
<li>know difficulties and why<ul>
|
|
<li>voice difficulties (passagio)</li>
|
|
<li>keys (flats better, more flats more betteR)</li>
|
|
</ul>
|
|
</li>
|
|
</ul>
|
|
</li>
|
|
<li>lack of trust shown in focusing on direction instead of rebound</li>
|
|
<li>rehearsal techs:<ul>
|
|
<li>fine tuning vowels (english is difficult) when ascending, think down; when descending, think up</li>
|
|
<li>phrasing and breathing - breathiness</li>
|
|
<li>purpose of rehearsal: diagnose problem (isolate), provide remedy<ul>
|
|
<li>demonstrate (more)/explain (less)</li>
|
|
<li>then feedback</li>
|
|
</ul>
|
|
</li>
|
|
<li>teach students EVERYTHING at the same time (because practice makes permanent)</li>
|
|
</ul>
|
|
</li>
|
|
<li>doing too much/wrong things - easier to ask forgiveness than permission</li>
|
|
<li>what goes up must come down and vice versa - natural cycles in conducting and music</li>
|
|
<li>no choral conducting, no instrumental conducting, just conducting</li>
|
|
<li>paint a picture with conducting<ul>
|
|
<li>Britten<ul>
|
|
<li>dry ice</li>
|
|
<li>phantom: setting up mood before, phantom appears at “thou art the king..”</li>
|
|
</ul>
|
|
</li>
|
|
<li>adjectives to go with every section, every note</li>
|
|
</ul>
|
|
</li>
|
|
<li>problem directors<ul>
|
|
<li>self control</li>
|
|
<li>admitting mistakes</li>
|
|
<li>self confidence and respect -> respect others</li>
|
|
<li>no apologies: dictatorship</li>
|
|
<li>ensemble never knows more than conductor: always know more</li>
|
|
<li>own the piece</li>
|
|
<li>self deprecation to make a point</li>
|
|
<li>line between student and conductor</li>
|
|
<li>give reasons/justification</li>
|
|
<li>dont get used to choir</li>
|
|
<li>empathy with singers - lots of work for them</li>
|
|
</ul>
|
|
</li>
|
|
<li>q: why aren’t you singing what I want? a: why aren’t you showing what you want?</li>
|
|
<li>preachers on the pulpit in our influence (???)</li>
|
|
</ul>
|
|
</article>
|
|
<footer>
|
|
<p>Page generated on 2024-05-04</p>
|
|
</footer>
|
|
</main>
|
|
<script type="text/javascript">
|
|
document.querySelectorAll('.tag').forEach(tag => {
|
|
let text = tag.innerText;
|
|
tag.innerText = '';
|
|
tag.innerHTML = `<a href="/tags.html#${text}">${text}</a>`;
|
|
});
|
|
</script>
|
|
</body>
|
|
</html>
|