Reflection: Choir Rehearsal

          The other week, I was fortunate to participate in a mock choir rehearsal for my Methods class. Though I did not actually take part in leading the rehearsal, it was clear what worked and what did not work as I watched several of my colleagues take the reigns.

          First and foremost, it is imperative to have confidence over the rehearsal, and to let your students witness that confidence control the classroom atmosphere. That needs to be consistent and established as soon as possible. Students will follow your lead if you give them a reason to, but if the educator seems unsure or (in Charlie Brown terms,) "wishy-washy" in their methods, then it is difficult to express all the knowledge you have acquired with the constant loom of students second-guessing you over your head.

          The notes Prof. Schneider gave us in terms of keeping time with "snaps" or though hand-conducting were extremely helpful, as I was able to clearly hear the difference in articulation from the choir. Snapping the beat subconsciously caused us to put a heavy accent on the beginnings of our solfege syllables, while hand-conducting made us naturally sing with even intonation and much more legato. The exercises we did with our hands as we sang were also useful, along the same principles - expressing the contour with more elaborate and "three-dimensional" hand motions had a notable impact on opening our voices and "singing out," resulting in a more sustained tone.

          In all, I would definitely say there is more than meets the eye when it comes to employing choir methods. There was certainly a lot that I never thought about on the subconscious level - subtle tactics that contribute on a much larger scale when it comes to getting the sound you want out of your ensemble. I hope to apply these principles in my own teaching, not only with choir but to instrumental ensembles as well.