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Student-Led Rehearsals: Solutions & Initial Decision Making

After identifying possible problems earlier this week, we moved on to discussing possible solutions and processes for how to collectively make decisions...



We had lots of great discussion on who/how rehearsals should work, information they would like from me (a schedule for the week of how much time they can have on each piece was almost agreed upon by everyone), as well as brainstorming ways to make sure everyone's voice is heard-- even if they do not care to speak up in class. (I especially loved the idea of using technology so everyone in the group, no matter where they are from, can type out/give each other feedback to read through and use for future rehearsals!)


 
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We also finished out the week by introducing the short list of pieces from which each group will choose and reading through each selection:

Wind Ensemble: Queen City March or Men of Ohio March (We perform a special concert for 5th graders in our district in December, and we need a march to perform for that program. This group will perform their march both for the 5th grade concert and our Winter Concert the following week.)

Symphony Band: Our Heritage March or Albanian Dance

Concert Band: ACB March or Beyond the Highlands

After reading through each piece, I stepped back to give students time and space to voice their thoughts.  I was absolutely floored and elated to hear the thoughtful responses students had! I heard students speak up who haven't raised their hand all school year long. I saw students who typically not get along with each other find common ground. I observed students advocate for one another's voice. And I witnessed students who were forming opinions beyond their own parts, considering each piece as a whole. 

Confession: The one thing I wish I had heard more discussion about was musical challenges. Many students referenced technical challenges (notes, rhythms, articulations, etc.), but there was little to no consideration for musical challenges (phrasing, balancing, transitions, etc.). It was painfully obvious through their dialog that I must emphasize those things in my own teaching. In this way, I also received some great feedback on my own teaching/emphasis from hearing my students debate-- and realized that if I want them to think more musically, I need to help direct their ear to the very things I was hoping they would discuss more.


And with that, the ground work has been laid... stay tuned for when our first steps become big leaps!


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