Each rehearsal provides an opportunity for your ensemble to improve. To make rehearsal more effect, each activity must have a purpose.
Rehearsal. They can be the highlight of our day or leave us dreading the next day. It is the time which we get to do what we love the most: teach music. However, with all the distractions – paperwork needing to be done, meetings with the administration about budgets, planning for a trip – we can often find ourselves “winging it” when it comes time to rehearse. We throw things together and pray it works.
Sometimes, we get lucky and the rehearsal goes well. Other times, not so much.
There is a problem with rehearsals. It often lacks a “why.” We all have the ultimate goal of improving whatever piece of music that happens to be in the folder. The music becomes the focus. A worthy goal, but is it enough?
Certainly, we all have a plan – a routine – in which we incorporate every rehearsal. It may include scales, long tones, chorales and the like. What is the purpose of these activities?
Understand the “why”
Everything we do in a rehearsal must have a purpose, and the students need to understand why it is worth doing. The “warm-up” needs to be part of the overall plan for the day and the year. Each piece performed should lead to meeting the plans you have for your students over the years you will teach them.
When planning a rehearsal, I often think about my work during individual practice. You know, all those hours we were told to work in a practice room in college.
- Breathing/Stretching: preparing the body and calming the mind to focus. Give the students a chance to clear their mind of the math test they just finished.
- Long tones: This is not just to warm-up the instrument, but a chance to build the best tone quality possible. Simply playing through a few notes without assess the sounds being produced does nothing to help you play the compositions in the folder.
- Technical exercises: This does not have to scale, but there should be something to help get the fingers moving. If you have to perform a piece with 16th note passages for any of your players, find a way to work on and teach how to achieve success. START SLOW and WORK WITH A METRONOME! But, teach your students how to practice.
- Sight-reading: How often do we practice sight reading? For some groups, it can feel like every day if your students don’t practice at home. But there is extreme value in sight reading: it provides fresh chances for your student to process unknown music, which leads to quicker reading and understanding on concert repertoire.
- Now, the music. Be focused, and assess based on the things introduced in previous activities. If students are not playing with the tone quality standard set, (kindly) remind and encourage them to meet that standard. Treat the technical passages in the music like practiced previously. Make the connection from “warm-up” to music.
It sounds simple and maybe you do this every day. I encourage you to keep asking “why” you are doing each activity. And make sure your students know it as well.