A presentation that encompasses the lessons one conductor learned from master teacher Jerry Jordan. This presentation is one attempt to codify all of the lessons I learned about directing choral music from my mentor.
From Wikipedia:<br />Meter or metre is the measurement of a musical line into measures of stressed and unstressed "beats", indicated in Western music notation by a symbol called a time signature. <br />
Teaching the Notes Wrong<br />Most people teach notes without any interpretive idea<br />Will have to unlearn the wrong way<br />When we “Add Interpretation”<br />Interpretive ideas to add at the very beginning<br />Dynamics<br />Meter<br />Line<br />Sight-read musically?<br />
Value of Repetition<br />Most directors “STOP” when their musicians finally get it right<br />“Lock it In!”<br />Repeat the right thing at least three times to lock in the correct action-response or interpretation<br />Responses:<br />Great! Again!<br />One more time – this time watch me<br />Once more – greater dynamic contrast.<br />
Fixing the Link<br />Music is made up of parts – sections – verses<br />Build sections into your music – rehearse groups of measures together and then build <br />Most likely to make mistakes:<br />At transitions between parts<br />Variations of established patterns<br />The unwise conductor only works the different sections – not the transitions. Once you get it right, repeat it. And then, again!<br />
Modeling<br />Importance of vocal modeling<br />You can’t fix everything with words.<br />Use instruments that you know well.<br />Ask ensemble to do it “EXACTLY” the way you do it<br />Don’t stop until they do it the way you want it.<br />Your modeling doesn’t have to be perfect.<br />
Isolating to the Individual<br />Brings a new level of attention from your ensemble<br />There is a certain “one of the crowd” feeling in ensembles<br />Turning the tables on the “ensemble” brings a much higher level of concentration from your members<br />work with the individual on a musical task<br />Pick someone who will do well at the task<br />Go down the line<br />
Ability to Choose your Response<br />Every action does NOT deserve a reaction from the teacher<br />React vs. Pre-act<br />We have the ability to choose our response in every situation.<br />Experienced teachers don’t react – they pre-act – they know what they are going to do if a student does something wrong<br />Catch a child doing something good.<br />Positively reinforce good behavior<br />