Hey guys!
Today I found a post on the choralnet.org forum that I (and I'm sure many of you) can certainly relate to. On September 8, Alex Probst wrote about his struggle to help improve a group of "non select" voices in a school music program. Since choral presentations are quickly coming upon us, and many of us will find ourselves in a situation similar to Alex's (if not now, then definitely in our future classrooms), I thought it would be valuable for us to start sharing some ideas on how to achieve success when working with an inexperienced choir. Do you have any thoughts on rehearsal techniques that work well for a beginning group?
Here is the link to the original post:
http://www.choralnet.org/view/450171
Is there a link to the original post so that we can read it?
ReplyDeletehttp://www.choralnet.org/view/450171
ReplyDeleteThis post holds some similarities to Amanda's post on a "forced choir," although the situation described in Amanda's post seems more dire. Here is the link:
ReplyDeletehttp://a-choir-edtaste.blogspot.ca/2014/10/choralnet-post-forced-choir.html
There are a couple of great comments below the original post that you chose to highlight, Sascha. Both of them suggest using trust building exercises and games with the choir for the first month or so. This will allow students to get to know each other better and will foster a sense of safety and play within the rehearsal room, which is crucial in any creative endeavour. It the choir teacher needs suggestions for trust games, the drama teacher at the school will be an excellent resource. Incorporating popular music into the repertoire is also a great suggestion, as students are more likely to participate if they know the song already. Upbeat, rhythmic songs were also a great suggestion, and also provide an opportunity to incorporate simple drumming patterns and auxiliary percussion instruments.
I think that John Carter (second comment) makes an excellent point about the choir director having to adjust his/her expectations and musical standards, at least for a period of time. In the beginning, enthusiasm and engagement may be more important than making art. One of the concepts we have heard repeatedly in our Music Education classes is that we need to begin where our students are.
Like what has been already been said, "ice breaker"-type exercises are a good way to get the students to loosen up, and feel more comfortable singing together. As well, just spending some time working with them in part sectionals is also a good way to help train their voices, but try to work with them as a full group as much possible in order for them to hear how their part works within the choir. Spending time on warm-ups is also important, and just doing some ear-training and vocal development exercises within rehearsal. There is always time for musicality training!
ReplyDeleteI totally agree with what everybody is saying about icebreakers! To add to that, it seems like there's a lack of confidence not only as people but as music-makers - if the students are leaving the group so soon, perhaps they're feeling that it isn't a musically rewarding experience, just as much as it is currently socially taxing. I would advise the teacher to find methods that give you the most bang for your buck, music-wise - some rounds or canons could be quickly taught and well-received...what about this South-African tune, i paradisi? https://www.youtube.com/watch?v=twiS_Lg849k
ReplyDeleteIf the teacher is high-energy, I bet doing some South African pieces like this, by rote, adding in harmonies along the way, and putting in some grooving percussion could help them out (the renaissance enthusiast that lives inside my brain can't believe I'm typing this right now). Get those kids dancing!